Explore the exhibition
and the science
Engage students with
fun, pre-tour exercises
Connect to teaching
standards
EDUCATOR’S GUIDE
GRADES 4-8
College of Science
University of Nevada, Reno
WELCOME TO MY JOURNEY AND RESEARCH
Around the world, freshwater ecosystems support tens
of thousands of unique species and hundreds of millions
of people. Monster fish are aquatic giants, a diverse
assemblage of fascinating freshwater fish that grow to at
least six feet long (approximately two meters in length) or
weigh more than 200 pounds (approximately 100 kilos).
Many of these freshwater giants are endangered, and
their environmental settings are endangered as well.
My research explores the balance between our needs as
humans and the needs of these fish and other species
that rely on healthy, freshwater ecosystems to survive.
In partnership with National Geographic, this multi-year
effort has been taken to six continents — North America,
South America, Europe, Africa, Asia and Australia — to
find, study and protect these monster fish. In total, the
project has involved more than 100 scientists, two dozen
fish species and most of the major rivers on Earth.
Monster Fish: In Search of the Last River Giants, an
exhibition by National Geographic, will introduce students
to the science behind this work and will be the basis for
a fun and effective learning experience. The exhibition
features amazing, life-size sculptures of monster fish,
hands-on interactive exhibits and video installations
that will put students and teachers face-to-face with
more than 20 species of monster fish.
Thank you for visiting the exhibition and for using
this
You are introducing your
students to a fascinating aspect of the world of
science and inspiring our next generation of
scientists and explorers.
Zeb Hogan, Ph.D.
National Geographic Explorer
Host of Nat Geo WILD’s Monster Fish
Research Biologist, University of Nevada, Reno
College of Science
University of Nevada, Reno
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THE SCIENCE BEHIND MONSTER FISH
Biology is the study of living organisms and their interactions on the Earth.
Biodiversity is when the number of organisms, the variety of organisms and their
genetic variation are explored in an ecological region, such as a biome, or a smaller
area such as an ecosystem.
Healthy Ecosystems: An ecosystem is a geological region that is made up of the
community of living (Biotic) and non-living (Abiotic) components.
Examples of larger ecosystems could be a specific forest
(Olympic National Forest in Washington or the Allegheny forest
in Pennsylvania) or desert (Mohave Desert in California or the
Great Basin Desert found in Nevada, Utah, Idaho and southern
Oregon). Ecosystems may also be smaller in geographical region
Murray Cod
or limited to a specific lake or river. Rivers are considered freshwater
ecosystems (Krough, 2011).
Sustainability: In order for an ecosystem to remain healthy and long-lived, the
biological systems within the ecosystem need to remain productive and diverse.
Sustainable and healthy ecosystems are essential for the survival of living organisms,
including humans (James, Magee, Scerri and Steger, 2015).
Geographical distribution of water: The major sources of where water can be found on
the Earth include oceans, icecaps and glaciers, groundwater, freshwater and salt water
lakes, the atmosphere, rivers and biological organisms (see chart below). With all the
available water on Earth, only a mere 2.5 percent is considered freshwater and what
living organisms need to survive (USGS, 2014).
Source
Oceans, seas and bays
Percent of Total Water on Earth
96.5
Ice caps, glaciers, permanent snow
Ground water, soil, permafrost
Freshwater lakes
Salt water lakes
Atmosphere
Rivers / swamps
Biological water (in living things)
1.74
1.713
0.007
0.006
0.001
0.001
0.0001
Although freshwater rivers contain a very small amount of the total water available
on Earth, they do maintain a very important ecosystem and provide sustainability to
ecological regions. In order for fish to be able to survive and grow to very large sizes
(monster fish), the conditions of the ecosystem must be sustainable and productive
over time.
2
SCIENCE STANDARDS CONNECTION
A trip to the Monster Fish Exhibition supports the following Next Generation Science
Standards (NGSS) as related to the respective Disciplinary Core Ideas (DCI) and
progressions in the NGSS as outlined in Appendix E and detailed in specific standards
by grade level as outlined in the table below.
The Monster Fish Exhibition falls under the Cross Cutting Concepts (CCC) of Cause
and Effect, Scale, Proportion and Quantity, Systems and Models, Structure and
Function, and Stability and Change. Additionally, visiting the Monster Fish Exhibition
supports the Practices of Science and Engineering (PSE) by allowing children to 1) ask
questions; 2) use and explore models; 3) participate in simple investigations;
4) analyze and interpret data; 5) use mathematics and some computational thinking;
6) construct explanations; 7) engage in argumentation from evidence; and 8) obtain,
evaluate and communicate information.
Life Science (LS)
LS1-1 Structure and function
LS1-2 Growth and development of
organisms
LS1-3 Energy flow in organisms
LS1-4 Information processing (Catfish
and whiskers)
(Paddlefish electroreceptors for
rostrum)
(Electric Eels use electric current
discharges)
LS2-1 Interdependent relationships in
ecosystems
LS2-2 Biogeochemical cycles
LS2-3 Ecosystem dynamics
LS2-4 Social and group behaviors
LS3-1 Inheritance of traits
LS3-2 Variation of traits
LS4-1 Evidence of common ancestry
LS4-2 Natural selection
LS4-3 Adaptation
LS4-4 Biodiversity and human
relationships
Earth and Space Science (ESS)
ESS2-1 Earth materials and energy flow
ESS2-3 Global water distribution
ESS2-5 Biogeology (living things can
affect the physical characteristics of the
environment)
ESS3-3 Human impact on Earth systems
ESS3-4 Global climate change
Green Sturgeon
3
EXPLORE THE EXHIBITION
INTRO THEATER
On entering the exhibition,
visitors can choose to sit,
stand or pass through a
theater space with terraced
seating reminiscent of a
riverbank. A child’s musings
about a local legend bring
visitors face-to-face with a
wondrous monster fish. The
two-screen animation weaves
together the child’s imaginings
with Zeb Hogan’s descriptions
of the very real enormous
fish that populate waterways
around the world.
4
GEOGRAPHY SECTIONS
These large geography-based sections will profile several species and explore
their connections to the habitat and peoples of each region. Life-size, lavishly
detailed sculptures bring fish that live in murky water into vivid relief. Some are
touchable, and in the case of the 6-meter sawfish, climbable. Custom illustrations
present the folklore and mystery behind these fish. Visitors will learn firsthand
about the sheer size of these goliaths and how anatomy provides clues about behavior.
Be amazed as accompanying video reveals the slash-and-eat methods of the sawfish,
the filter feeding behavior of the paddlefish, and tagging a giant freshwater stingray.
Information will be presented about the local cultural importance of the fish, such as
subsistence fishing for the pirarucu, the sturgeon’s inclusion in the traditions of many
Native American tribes, and the giant barb’s representation in ancient carvings at
Angkor. Case studies investigate conservation challenges and solutions.
5
INTERACTIVES
Themed areas with tactile and digital interactives provide visitors with opportunities
to learn about how monster fish grow, how scientists study them, and how anglers and
other individuals can help fish survive.
Monster Size Me
Be the fish as you maneuver a marble through
a circular obstacle course. Just like real fish,
the longer the fish survives, the bigger it will
grow. Avoid threats like invasive species and
dams and collect positive impacts such as dam
removal and habitat restoration to maximize
growth. This game demonstrates both the
threats that monster fish face and ways humans can help. Nearby panels and photos
provide a case study of “Monster Fish Invaders,” showing examples of monster fish as
invasive species.
A Monster Mission
Experience how scientists find and learn about monster fish. Scan the fish to see if it
was tagged in a prior field season and collect data, such as size and weight. Analyze
movement patterns to identify areas of the river in need of protection. Test your
observation skills and identify a mystery monster fish invading the river.
6
INTERACTIVES (CONT.)
Fishin’ Decision
Be the angler as you learn the value of responsible recreational fishing. Zeb Hogan
often works with recreational anglers who understand where to find fish and how to
catch them responsibly. In this digital interactive you can catch fish, consult fishing
guidelines, and decide whether to “keep” or “release.” See how many correct choices
you can make.
White Sturgeon
Minnow or Monster?
Step onto a large scale with your group to see your equivalent weight in monster fish.
You might learn, for example, that “your group weighs the same as a quarter of a white
sturgeon.” Learn about the connection between getting old and getting big as you count
the layers on otoliths — fish ear bones with growth rings like a tree. Examine historical
records of fish lengths to see how finding truly large fish is increasingly difficult.
Go Fish
Designed with the youngest visitors in mind, a stylized riverbank is lined with four
fishing poles and four release chutes. Use magnetic fishing poles to catch fish from
among the river’s rolling waves. Place the catch gently into a chute for release into
the river. These actions reinforce the message of fun and safe fishing for both people
and fish.
Balancing Act
Freshwater is a resource in high
demand. Finding a way to balance
human with ecosystem needs is
important to ensure healthy rivers
where fish can grow to monster
size. This interactive is designed to
give visitors an understanding of
the hidden water costs in services
and products consumed. As visitors
adjust sliders indicating home water use, diet, energy use and product consumption,
an animated river filled with fish on a large display monitor responds accordingly. The
water level will rise or fall as more and less water-intensive elements are selected.
7
SPECTACULAR SCULPTURES
World-renowned Staab Studios created five life-size sculptures for the exhibition.
Watch the sculpting process: vimeo.com/108572559
Unpacking the giant barb sculpture,
Catlocarpio siamensis
Pirarucu sculpture, Arapaima Gigas
MONSTER FISH VIDEO
EXPEDITION
Climb aboard a stylized boat to go on
expedition with Zeb Hogan, Ph.D., National
Geographic Fellow and host of the Nat Geo
WILD series “Monster Fish.” From jumping
out of helicopters to taking part in local
rituals, witness the lengths to which he goes
to find and document the world’s monster
fish. Choose from among five buttonactivated videos.
8
EXHIBITION FLOW
Please note that the exhibition layout changes from venue to venue.
Freshwater Stingray
9
HOW TO USE THIS GUIDE
Before Visiting the Exhibition
This guide contains activities that introduce your students to aquatic freshwater
giants called monster fish, the aquatic ecosystems in which they live, and different
regions of the world explored by Zeb Hogan, Ph.D. and his Explorer team. There is
information for educators and resources to prepare students for the experience within
the exhibition. Preparing children with some background information and activities will
allow them to better enjoy the experience of the Monster Fish Exhibition.
At the Exhibition
Educators should read this guide to prepare for visiting the exhibition. Become
aware of the major sections of the exhibition along with activities and interactive
components. Share the exhibition map and descriptions with your students and make
a plan for how you will encounter the different sections of the Monster Fish Exhibition.
If you have conducted any of the “Before Visiting the Exhibition” activities with your
students (page 11 of this guide), be sure to make clear connections between this
information and the pre-exhibition content. When you arrive, have students explore the
exhibition in teams of two-four, imagining that they are visiting the different regions of
the world while looking for and recording evidence that supports the sustainability of
large fish. The groups can explore the sections in any order, as long as they visit them
all by the end of the tour.
After Visiting the Exhibition
Select from the activities in the “After Visiting the Exhibition” (page 19) to follow up
and build upon the experiences in the Monster Fish Exhibition. There are activities
that provide opportunities to research more information, as well as activities that
can extend the Monster Fish experience and related science into the classroom and
beyond.
Website: http://www.unr.edu/science/zeb-hogan
Other Resources: At the end of the guide there are lists of additional resources and
links that support and expand upon the content of the Monster Fish Exhibition.
HAVE FUN!
Taimen
10
BEFORE VISITING THE EXHIBITION:
INTRODUCING MONSTER FISH
Mekong Giant Catfish
Show students the photo of the Mekong giant catfish (above). Ask them to observe the
fish and look for clues about how big the fish actually is or how much it weighs. This
particular fish weighed in at 200 kilos and was 2.5 meters long.
Engage the students with a discussion using the following questions: How big do
freshwater fish, like the Mekong giant catfish, grow? What would they eat? How
much food would they require on a daily basis to survive? How many species of giant
freshwater fish exist? Where could they live, considering their size? What are some of
the challenges to their survival?
Explain to students that more than two dozen freshwater fish can grow to more than
2 meters long or weigh more than 100 kilos. Students may be familiar with some
of these fish such as giant catfish, carp and sturgeon. Other types of fish may be
unfamiliar to students because they exist in different regions of the world, such as the
air-breathing pirarucu in South America and massive freshwater stingray in Asia.
11
Pirarucu
To bring closure to this discussion, explain that throughout their range, this diverse
group of fish has much in common: All are large, many are long-lived, and most are
slow to mature. As the biggest fish, most require large, healthy lakes, free-flowing
waters and rivers to thrive, and some make regular cyclical movements (migrations).
They are usually an important source of food to the local people, and they are
threatened with extinction.
Freshwater Stingray
12
Khone Falls, Mekong River, Laos
Locate the Major Rivers of the World and Meet the Monster Fish Team (Activity)
Introduction: “Monster Fish,” large freshwater fish, are found in large lakes and rivers
around the world. In order to help you gain an appreciation for many of the areas
where Zeb Hogan has conducted research, this activity will help you track his travels.
Hogan has worked with more than 100 scientists, fishermen, photographers and
filmmakers to develop the material presented in the exhibition.
• Using a world map, point out to students the six different continents where Hogan
and his research team have traveled to study monster fish: North America, South
America, Asia, Australia, Europe and Africa.
• Using the same map, have students locate the largest rivers on each of those
continents: the Mississippi, Amazon, Danube, Nile, Yangtze, Mekong and Murray-Darling.
• Hogan conducts much research to find rivers in different regions of the world
that can sustain large fish. Part of his research focuses on climate, topography,
sustainability and accessibility.
Activity: Divide your class into six research teams (one per continent) and have
them identify the largest river on that continent (Mississippi, Amazon, Danube, Nile,
Yangtze, Mekong or Murray-Darling). Then research the following questions: a) What
Biome(s) are represented in the ecological region of the river? b) What is the climate
like? c) What is the landscape (topography) surrounding the river in the region? d) How
long is the river? e) What typical flora and fauna are found in that region? f) What are
some of the endemic fish in that area, and which species have been recorded as the
largest in the area?
13
Left: Zeb Hogan, a monk, and a
fisherman on the banks of the Uur
River, Mongolia
Above: A group of biologists
examines a Mahseer in Bhutan
Not only does Hogan research the science and geography of particular regions, he
must also be sensitive to local customs, traditions and laws. Reconvene the research
teams to answer a) what languages are spoken by the people living along the banks
of the river? b) What cultures are present along the rivers and what geopolitical
information is available from that region? c) Do the monster fish in that region have
any cultural significance for local populations? d) Do the monster fish have any
religious significance in the region?
Have students share their findings with the rest of the class. After each group has
shared, conduct a discussion on the similarities and differences among each of the
rivers and regions. Note that there is little overlap between the fish found in each of
these rivers. Additionally, the total number of freshwater fish species (fish diversity)
that exist in each river varies from river to river and continent to continent. Can you
find out how many freshwater fish inhabit each river? Which rivers have the highest
freshwater fish diversity?
14
Plan an Expedition / Mission to Visit One of the Areas (Activity)
Introduction: Many monster fish live in remote areas, requiring researchers and
filmmakers to make long, difficult trips to find them. To travel to remote rivers in
tropical Guyana, for example, Hogan and his team spent three weeks on the river. The
team traveled by boat, using 5.5 meter canoes and small outboards to navigate the
shallow, dry-season waters of the Essequibo and Rewa rivers. The team camped out on
sandy beaches, stayed dry under tarps and slept in hammocks. In Mongolia, biologists
studying taimen, the world’s largest trout, spent months in the field each year tagging
and tracking fish. The taimen team stayed in gers, traditional Mongolian tents, and
traveled by jeep, jet boats, and rafts. Cold temperatures are the challenge here and the
team must prepare everything needed for weeks or months in harsh conditions.
Activity: Now that you have conducted some basic research into different regions of
the world, the next step is to plan an expedition to explore and conduct research in
that area. Break the class into expedition teams with four-six members in each group.
Have each group plan an expedition to a remote river location by researching the
following questions:
• How would they get to the site?
• How long would they spend at each site?
• How long would the whole expedition take?
• What would they bring with them?
Mongolian House and Expedition Vehicle
15
Guyana Rewa River group expedition
Ask the students to plan the details of the trip, reminding them that the expedition
will probably include travel by plane, car and boat. How much time will each leg of the
journey take? Where will they stay while they are in the field? What types of gear are
the most important? Hint: The major categories for monster fish expeditions usually
include groups of items like transport, fuel/oil, tool box, camp equipment, personal
equipment, kitchen, food, fishing gear, filming gear and science gear. What items
fit in each category? Ask the students to dedicate extra time to learning about the
equipment and supplies biologists use to study fish.
Have the students share their expedition plans and information with the rest of
the class.
Giant Pangasius
16
VISITING THE EXHIBITION:
GIVE THE STUDENTS THEIR MISSION
Tell the students that they are about to go on a journey — not to a river or lake — but
to an exhibition about the world’s largest freshwater fish and their habitats. While
at the exhibition, the students’ mission is to learn about giant fish (a.k.a. monster
fish), the many forms they take, the rivers and lakes where they live, ways biologists
study them, their importance to humans, the threats they face, and what we can do
to protect them. Remind students that these “monster fish” are representative of
freshwater fish worldwide — of all sizes — that we refer to collectively as freshwater
fish biodiversity.
Collecting Information at the Exhibition (Activity)
While at the exhibition, the teacher may ask the students to keep a notebook to collect
some observational information that can be used for classroom discussion after the
visit to the Monster Fish Exhibition.
A sample notebook table could include the following:
5 Favorite Fish Common Name Fish Habitat
Scientific Name and Nickname*
1
Fish Behavior
Fish Diet
2
3
4
5
* For example, Cambodians call the Mekong giant catfish the “royal fish” because of its
position as the largest fish in a vast underwater realm (the Mekong River).
Additional information to be collected on the fish may be:
• How big is the river where the fish are found?
• What’s unusual or surprising about its behavior?
• Where does the fish fit in the food chain?
• Which was your favorite fish? Why?
17
AFTER VISITING THE EXHIBITION:
DISCUSS THE STUDENTS’ IMPRESSIONS OF
THE MONSTER FISH EXHIBITION
Ask the students what they thought about the exhibition and what interested them
most. How did their impressions of monster fish change as a result of visiting the
exhibition? Remind them that their overall mission was to learn about monster fish,
the many forms they take, the rivers and lakes they inhabit, ways biologists study
them, their importance to humans, the threats they face, and what we can do to
protect them. Ask them to recall the sculptures and share their impressions. Do they
think that fish like those presented as sculptures really exist?
If you had your students collect information in their notebooks, this is a great time to
have them share that information and compare their favorite fish with other students
or with the entire class. Wrap up the discussion with a statement that it is our
stewardship (as humans) to help these ecosystems remain sustainable and healthy.
Ask your students what they can do to contribute to the longevity of freshwater
ecosystems so that future generations will also have monster fish to observe and
learn about.
The following activities will enable you to continue the study of monster fish with your
students. These activities are not in any specific order, but are simply ways to extend
the learning experience from the Monster Fish Exhibition.
Monster in Your Backyard? (Activity)
Students may not realize that they have monster fish living near them. Students may
be able to visit a local river or lake (with appropriate adult supervision) to investigate
the fish that live in their local aquatic systems and to explore whether any of those
fish could grow to be very large (monster fish). Typically, there are local records kept
about the kinds of fish and sizes of fish caught in local areas. Try to find information
on the fish records that exist for your local area. Big fish may be closer than you think!
Specific questions could include:
• What are the local rivers and lakes closest to where you live?
• What are the species of fish that live in your local freshwater sources?
• What do the local fish eat?
• What importance is the local freshwater source to the people who live near it?
• Are there any threats to your local freshwater sources including management
challenges (water shortage, sewage management, pollution, dams, invasive
species, overfishing, etc.)?
18
Visit a Fish Market (Activity)
When Zeb Hogan visits the Mekong River in Cambodia, one of his first stops is to the
morning market. Local fish markets can provide valuable clues about the varieties of
fish and health of the rivers in the region. Before or after your visit to the Monster
Fish Exhibition, visit a local grocery store and observe the different kinds of fish being
displayed. Pick your favorite three fish, draw a sketch of the fish, and take estimated
measurements of the weight, length, width and height of the fish that you observe. Try
to determine if those fish are specific to your area and naturally occurring (endemic),
caught in your area but are not naturally occurring (invasive), or were not caught
locally but were brought into your area from other areas (imported). Ask the store
clerk if these fish were caught locally or if they were shipped to the store. Additionally,
ask the clerk if these fish were caught in the wild or if they were farm-raised fish
(aquaculture). A visit to several local markets or ethnic stores may show a greater
variety of fish that are endemic, invasive or transported to the local area.
Scenes from a fish market in
Thailand
19
Just how big are the world’s largest freshwater fish?
Compare the size of these monster fish with that of
Nat Geo WILD’s Monster Fish host Zeb Hogan, Ph.D.
1. Largetooth Sawfish (6 meters)
3. Piraiba (3.6 meters)
2. Freshwater Stingray
(2.5 meter width, 6 meter total length)
4. Pirarucu (4 meters)
6. Golden Mahseer (2.7 meters)
9. American Paddlefish
(2.2 meters)
5. Giant Barb (3 meters)
7. Alligator Gar (3 meters)
8. Mekong Giant Catfish
(3 meters)
10. Lake Sturgeon
(2.8 meters)
11. Taimen (2 meters)
Zeb Hogan, Ph.D.
1.8 meters
13. Murray Cod (1.8 meters)
12. Goonch (3 meters)
College of Science
University of Nevada, Reno
IMPERILED GIANTS
Mekong Giant Catfish
Background
Populations of many giant freshwater fish species have declined significantly in
recent years, leading them to be classified as endangered. An endangered species
is an animal or plant that is at risk of disappearing — scientists call this phenomenon
extinction. While extinction is a natural process (numerous animals and plants have
gone extinct since life began on Earth nearly 4 billion years ago) the rate of extinction
has increased recently as a result of human activity. The rate of decline for many
freshwater animals has led scientists to consider the present-day disappearance of
aquatic animals a freshwater extinction crisis. Approximately 70 percent of monster
fish species are considered threatened. In North America overall, nearly 40 percent
of freshwater fish are threatened, and 61 species are presumed extinct. The major
threats to freshwater fish include: overfishing (overharvest), habitat degradation,
dams, invasive species, pollution and climate change, all of which negatively impact
populations of many species. In the majority of cases, fish are subject to more than
one of these stressors.
Many solutions that have been proposed for preserving healthy ecosystems and
aquatic populations focus on industrial development, water use and harvest/fishing
practices that are sustainable, meaning that the practices are environmentally
responsible and do not harm the long-term probability of the persistence of a
population or species. As consumers, humans can practice sustainable living in a
number of different ways: by making educated choices about how and from where we
get our energy, what we eat, how much water we use, and which fish we choose to eat
or catch.
Activity 1
Share with students the above information regarding threats to freshwater fish. Ask
students to consider possible conservation solutions to the problem of declining
freshwater fish populations. What are some solutions that have been proposed for
marine fish? Are these solutions appropriate for freshwater fish? Why or why not?
22
To begin the next part of the activity, split the class into two research groups. Ask the
first group of students to research the water supply in the local area. Have students
identify where the local water originates. Possible sources include nearby lakes and
streams, snowpack, ground water, wells, etc. Are these water sources renewable
(do they replenish themselves each year)? Ask the students to come up with some
solutions for what could be done to help protect and preserve these water sources.
Have the other groups of students investigate where the major sources of local
energy come from. Is the energy source renewable (wind, solar, geothermal, hydro)
or non-renewable (coal, natural gas)? Using hydropower as an example, ask students
what could be done to make hydropower less damaging to fish stocks. For example,
the location of a dam is important when assessing the environmental impact. These
types of impacts can be better understood by conducting a holistic survey of socioeconomic, cultural and human-health costs and benefits associated with a proposed
project. This process is known as an environmental impact assessment (EIA).
Have students report back to the rest of the class about their findings and possible
solutions to maintain healthy and sustainable aquatic ecosystems for freshwater fish.
Activity 2
Ask students to find a sustainable seafood guide online. Most sustainable seafood
guides focus on marine fish and advise consumers about food choices based on the
conservation status (i.e. level of sustainability) of the fish stock in question. Have
students identify whether the fish should be avoided or eaten in moderation, and/or
which fish would be considered a best choice for eating according to the sustainable
seafood guide based on the conservation status of the fish. Here is a link to the world
Wildlife Fund (WWF) sustainable seafood guide (and links to other sustainable seafood
guides): http://wwf.panda.org/what_we_do/how_we_work/conservation/marine/
sustainable_fishing/sustainable_seafood/seafood_guides/
Avoid Eating Eat in Moderation Best Choice for Eating
Mekong giant catfish
Colorado pikeminnow
Farmed-raised catfish
Wild caught Pacific
salmon
American paddlefish
Wels catfish
Piraiba
Giant Siamese carp
Nile perch
Farm-raised pirarucu
23
Zeb Hogan, Ph.D., with a Giant Eurasian Trout (Taimen)
Have students justify their answers, keeping in mind that farm-raised fish are usually
a sustainable alternative to eating wild caught fish with poor conservation status.
Ask the students to explain the difference between commercial fishing, subsistence
fishing and recreational angling. All three types of fishing can be sustainable if
harvesting is kept to sustainable levels. Commercial fishing is usually regulated
by monitoring the total number of fish that are removed from a river or lake.
Subsistence fishing is often managed by laws regulating access, equipment, fishing
season and catch. Recreational fishing, or sport fishing, can be managed in a variety
of ways including regulating access, equipment, fishing season and catch, as well as
by encouraging catch-and-release fishing.
Catch-and-release fishing is particularly beneficial for large-bodied, long-lived
“trophy” fish, because the largest fish usually have the highest reproductive
potential. Ask students if they participated in the “Fishin’ Decision” interactive
portion of the Monster Fish Exhibition. What lessons did students learn about catchand-release fishing?
24
ROBOT FISH / DESIGN YOUR OWN FISH
Background
Engineers have designed robot fish to accomplish a variety of tasks, from cleaning
toilets to spying or assisting in scientific exploration. Ask your students to design a
robot fish. What are the main characteristics of a fish? What purpose do they serve?
Fish come in many different shapes and sizes from the snakelike eel, to the flattened
stingray, to the streamlined taimen. What does body shape tell us about a fish? Why
would an eel be shaped like a snake? Why are stingrays flat? The variety of body
shapes is astounding and can vary even within one group like catfish. For example,
the tiny pencil catfish measures less than 1 centimeter at maturity while the largest
catfish, the Mekong giant catfish, measures three meters in length and can weigh up
to 300 kilograms.
While humans are comparatively awkward in water (we swim slowly, our senses of
sight and sound are dulled, and we can only hold our breath for a few minutes), fish
have many adaptations that make them at home in the water. Many fish have fins
positioned on the top, sides, bottom and back. What is the name of each of these fins?
What purposes do they serve? What special characteristics or behaviors do some
freshwater fish have that other fish do not? Do these characteristics or behaviors
benefit these fish? How?
Explain to students that fish use their senses to assimilate to their environments.
Examples include a lateral line, which fish use to detect water particle displacement,
eyes that may function in both bright and low light, ears that are sensitive to distant
sounds and pressure oscillations, nares (nostrils) that can detect waterborne
chemicals, and organs capable of sensing
electromagnetic fields.
Ask students to think about what other
attributes might be important to a fish.
The size and shape of teeth often dictate
what and how fish eat. Students also may
want to give their fish special tools, like the ability to generate
an electric shock (the electric eel can generate a strong shock of up
Paddlefish
to 700 volts), a long snout or rostrum to detect or debilitate prey
(both the American paddlefish and freshwater sawfish have specialized rostrums), or a
toxic spine to ward off potential predators (the giant rays of Asia, South America and
Australia all possess toxic barbs, which can grow to 15 centimeters).
25
Figure 1 General Fish Physiology. Gene Helfman, University of Georgia. Used with permission.
Activity
Organize your students into design teams of two-four people per team. Utilizing
the Engineering Design Process (EDP), ask the students to design a robot fish that
highlights a specialized design to survive in a competitive environment.
The first step in the EDP is to have students “Identify the Problem,” in this case,
designing a fish with a specialized characteristic that will help it to survive in a
competitive environment. Part of this design step includes conducting research on
different fish specializations. A separate part of this phase requires students to
identify the constraints that they will have for this design project. In engineering,
constraints are considered the limiting factors in the design process. There are
typically three main constraints, including the cost of the project (materials budget),
the time frame to complete the project, and the quality of the end product (minimum
qualifications of the end product).
Note for Educators: For successful projects, the teacher should collect available
materials and establish a chart of expenses to help students create a budget to work
from. Teachers should also have a time frame in mind (number of class periods or
hours that the project will run). Finally, a minimum standard should be developed in
order to define the “success” of the end product. An example of a minimum standard
might be whether the fish can adequately survive in its habitat. How effective was the
characteristic that was developed for this survival strategy?
26
The second step in the EDP is for kids to “Brainstorm” as many solutions, or in this
case, as many specialized characteristics as they can think of for fish survival and
competitive nature. Creative, bizarre ideas are encouraged here as sometimes those
ideas make the best design project. Once brainstorming is complete, the students then
work through all the ideas to eventually settle on one idea that they will construct.
The third phase of the EDP is for students to “Make a Plan.” This plan will become
the blueprint of the project. Sketches and drawings are important because measuring
and scaling the drawing will lead to more successful building. Students should pay
attention to which materials are available for building their fish and then construct
a budget that will support their plan, but fit within the budgetary constraints of the
project. Before students move on to the next phase, it is strongly encouraged that the
teacher review the plan with the students.
The fourth and fifth phase in the EDP is to “Build” and “Test” the design. Students
should construct the fish with the materials they have selected. Building and testing
become an iterative process, meaning that once you have a prototype, you test it to
make sure that it works. If for some reason the prototype fails, this is an opportunity
to redesign and rebuild the fish. The iterative process of build and test can go on for
quite some time, so it is important that students pay attention to the time constraint.
Whether hours or days, time goes by fast and students will need to plan accordingly so
that they are able to finish the project with the quality that they need within the time
given.
The last phase of the EDP is for students to “Implement the Solution.” The project
is complete and now the students may share their results or even market their fish
design for competition. This is an opportunity for students not only to use engineering
and science as the basis for the fish, but to also to utilize some simple mathematics for
figuring out how much to sell their fish for, as well as for coming up with a marketing
strategy to sell their fish. Have students create a presentation to present to the rest
of the class “selling” the idea that their fish is best and showing why other students
should buy it. Technology can be used here along with communication skills (writing
and speaking) to make the project as a whole a well-rounded STEM project.
For further reading on the Engineering Design Process, the Engineering is Elementary
(EiE) curriculum and Engineering Adventures curriculum from the Museum of Science
in Boston are great resources for engineering activities for students in grades K-8.
Visit http://eie.org/ for more information.
Alligator Gar
27
UNDERWATER NEVADA: CONNECTING FISH, WATER AND PEOPLE
Did you know that Nevada is the driest state in the United States of America? You
might think that the study of water and fish is not important in an arid state like
Nevada. Actually, the opposite is true: Water is critically important to Nevada, because
it’s scarce and it’s essential for life. And in a place where water is scarce, managing
water becomes a complex issue. It is crucial to use water wisely and make smart
science-based decisions.
You have traveled around the globe learning about the world’s monster fish, now
it’s time to learn about water and fish closer to home. While all of Nevada is dry, the
distribution and ultimate fate of water is not uniform. Nevada is divided into three
major drainages: a) the Columbia River basin, b) the Great Basin, and c) the Colorado
River basin. The fate of water in Nevada is based on where water falls (precipitation) or
flows (both above ground and underground) in those regions.
In northeastern Nevada, the Owyhee River, Bruneau River, Jarbidge River and Salmon
Falls Creek flow north out of Nevada into the Snake River. The Snake River is the
largest tributary of the Columbia River. The Columbia River is one of the largest rivers
in North America and empties into the Pacific Ocean.
The Great Basin is a large region of mountains and valleys, deserts, and salt
flats. The Great Basin stretches east to west and north to south across the state,
covering most of Nevada. Contrary to its name, the Great Basin is not one connected
system but rather dozens of smaller drainages, all originating and terminating inside
the boundaries of the Great Basin. Lake Tahoe, North America’s largest alpine lake,
Pyramid Lake, Walker Lake, and the Truckee and Humboldt Rivers all lie within the
Great Basin.
In southern Nevada, near Las Vegas, the Colorado River flows west out of Grand
Canyon National Park, then turns south near Hoover Dam, cutting down through
Nevada, Arizona and California. The White, Muddy and Virgin Rivers flow through
southern Nevada entering into the Colorado River at Lake Mead. The Colorado River
flows 1,450 miles through seven states — Wyoming, Colorado, Utah, New Mexico,
Arizona, Nevada and California — before entering Mexico and emptying into the
Sea of Cortez.
28
Nevada’s Native Fish
Nevada’s large size, distinct drainage basins, small, spring-fed pools, and dry climate
have resulted in diverse, isolated aquatic habitats and the opportunity for rapid
evolution of new fish species and subspecies. The State of Nevada’s Natural Heritage
Program estimates that more than 90 unique taxa occur or once occurred in Nevada,
including the Chinook salmon (Oncorhynchus tshawytscha), the Columbia River
redband trout (Oncorhynchus mykiss gairdneri), bull trout (Salvelinus confluentus),
dozens of species and subspecies of chub and dace, at least 12 endemic fish, and one
endemic fish family (Empetrichthyidae), the poolfishes.
Changes and Challenges
Nevada has changed a lot in the past 200 years and these changes have not always
been positive for native fish. In Lake Tahoe, Lahontan cutthroat trout have been
replaced by non-native trout species like mackinaw, kokanee, rainbow, brook, and
brown trout. Along the Colorado, large dams have changed the hydrology and ecology
of the river, making it difficult for many native fish to survive. Turbid (muddy) water
and high spring flows have been replaced by the cold, clear water that flows from the
bottom of large dams. Further downstream, diversions and water use for agriculture
and urban use have reduced the flow of the Colorado River to a trickle. In many years,
no water from the Colorado reaches the sea. These changes have resulted in the
decline of many populations of native fish. Lahontan cutthroat trout, for example,
have disappeared from about 95 percent of their native habitat. Other species, such
as the iconic king salmon, six foot long Colorado pikeminnow, and the unusual looking
humpback chub, are now gone from Nevada.
Connecting Fish, Water and People
Given the challenges of life in an arid environment (for fish and people), how can
we manage water and aquatic habitats for the benefit of people and fish? There
are a number of innovative solutions. These solutions are based on our scientific
understanding of aquatic systems and include water conservation, improvement of
water quality, increased environmental flows (flows in streams and rivers necessary for
aquatic life), protection of rare and vulnerable species and habitats, reintroduction of
native fish, regulations to limit the spread of invasive species, and experimentation to
make managed systems more native-fish friendly. In some cases, solutions that were
once considered radical, like dam removal, are viable options to meet the needs of
both humans and fish.
29
Lake Mead and Hoover Dam
Exploring the Living (Biotic) and Non-Living (Abiotic) Components in the
Colorado River Basin with Human Impact (Activity)
Part 1. Using the picture above, list all the living “biotic” and non-living “abiotic”
features that you can observe or that you know exist in both the waters of Lake Mead
and in the Colorado River below Hoover Dam. Are the aquatic species the same in
both places? Have students research and create this list with a group. Once the lists
of biotic and abiotic features/organisms have been made (see chart on next page), the
teacher should create a class list on the board guiding a discussion defining biotic,
abiotic, and interactions between the lists (use the teacher information on next page).
It is important for the teacher to make the connections between the abiotic and biotic
factors of an ecosystem and show how these resources are cycled in nature, biotic to
abiotic and back (biogeochemical cycles).
Helpful Links for researching wildlife in this region:
http://www.nps.gov/lake/planyourvisit/fishing.htm
http://www.usbr.gov/lc/hooverdam/educate/edpack2.html
30
Biotic in
Lake Mead
Biotic in Colorado River Abiotic above
below Hoover Dam
the dam
Abiotic below
the dam
Part 2.Discuss the abiotic features of the Lake Mead ecosystem. Students should
come to a realization that the abiotic features are the same above and below Hoover
Dam. The next discussion is to compare the biotic organisms/ecosystems that live
in Lake Mead and compare them to the biotic organisms/ecosystems that live just
below Hoover Dam in the Colorado River. It is important to note that some of these
organisms are the same, but there are some major differences in the predators and
prey that live in these two close but different locations. Continue the discussion
explaining the interrelationship of abiotic and biotic factors in general. Then discuss
the positive and negative effects of humans building a dam in this environment.
Note to the teacher: Abiotic features are physical things that are not derived from
living organisms, typically these include the sun, air, water, dirt, minerals, rocks,
precipitation and temperature (as a few examples). Living things or biotic things must
include all of the following characteristics according to Krogh (2011 p. 9):
1.
2.
3.
4.
5.
6.
7.
8.
Can assimilate (take in) and use energy
Can respond to their environment
Can maintain a relatively constant internal environment
Possess an inherited information base, encoded in DNA, that allows them to
function
Can reproduce through use of the information encoded in DNA
Are composed of one or more cells
Evolved from other living things
Are highly organized compared to inanimate objects
Krogh, D. (2011). Biology: A guide to the natural World. Pearson, San Francisco, CA.
31
Lake Tahoe (Photo Credit – Peter Goin, used with permission)
Exploring Aquatic Ecosystems over Time in Lake Tahoe (Activity)
Background for Teacher: Introduction of species can change an ecosystem: The case
of invasive species establishment in Lake Tahoe
Lake Tahoe is the 11th deepest lake in the world and is known for its remarkable blue
waters and clarity. The lake has a very simple food web and assemblage of native (only
found in this region) species. Lake Tahoe was also once home to Nevada and North
America’s monster trout, the Lahontan cutthroat. This native trout fed upon fishes and
tiny zooplankton. Zooplankton are very small critters that eat algae and themselves!
Algae are microscopic plants that use sunlight for energy and nutrients to grow.
Recently, scientists have documented a changing ecology in the lake, which includes
the loss of clarity due to changes within the watershed that add nutrients that grow
algae. The research also shows how the introduction of species caused permanent
changes to the food web of the lake including the loss of the monster Lahontan
cutthroat trout.
32
Law of Unintended Consequences from Introducing Species to an Ecosystem
Since the 1880s, a number of species have been introduced into the lake, either
intentionally or accidentally. These species include fishes that live in cold waters, like
large lake trout or tinier opossum shrimp the size of quarter. Scientists have studied
how the establishment of new species changes the food web of Lake Tahoe. The
introduction in the late 1800s of lake trout from the Great Lakes in eastern North
America resulted in the establishment of a predator that can eat any food item half
of its size. By 1912, the lake trout were established in Lake Tahoe, and nearly 25 years
later this aggressive predator reduced native Lahontan cutthroat trout populations
enough to cause their extirpation, or local extinction.
In the 1960s, the mysid opossum shrimp, a tiny invertebrate the size of your thumb
nail, was introduced to the lake. This species was introduced to provide food for fishes
like kokanee salmon to make them grow bigger so fisherman could catch larger fish. It
turns out the opossum shrimp is a very good predator. They use their opossum eyes
to easily search and capture food. They also migrate to the deep, dark waters of Lake
Tahoe where it is difficult for fish to see and eat them. Once the opossum shrimp were
established in Lake Tahoe, they ate the native zooplankton called daphnia and bosmina.
As a result, the native zooplankton experienced a local extinction in Lake Tahoe. There
are hundreds of millions of shrimp in the lake today, making it unlikely that we can
control the invasive shrimp populations. The trout and salmon in the lake now feed
mostly in the open water. Smaller fishes nearer to shore include the invasive bass fish
feeding on each other and invertebrates that live on the bottom of the lake.
What are the differences among a native, introduced and invasive species?
Native species are plants and animals that originally lived in an ecosystem. Plants
and animals that are introduced to an ecosystem are called non-native species. When
a non-native species causes damage to an ecosystem it is called an invasive species.
Invasive species generally grow and reproduce more quickly than native species,
often competing or eating native species and causing them to decline or even become
extinct in that area.
If invasive species are not normally found in local rivers and lakes, how do aquatic
invasive species get introduced in the first place? They can be introduced intentionally
when people dump pet fish and plants from their aquariums or from buckets of fishes
kept for fishing. Invasive plants and tiny invertebrates (animals without a backbone)
like a snail, shrimp or mussel can attach to boats, boat trailers and fishing gear and
be transported from one lake or river to the next over long distances. It is important
to prevent the spread of invasive species by washing your boat and fishing equipment
between uses from one ecosystem to the next.
33
Concept credit to Dr. Sudeep Chandra. Drawing credit to S. Adler and H Segale, UC Davis.
Lake Tahoe Aquatic Species Before and After Invasive Species Introduction
Comparing Aquatic Food Webs of Lake Tahoe (Activity)
Looking at the timeline of the introduction of invasive species into Lake Tahoe, have
the students create two aquatic food webs, one prior to 1872 and one after 1945.
Have the students create the webs in a trophic pyramid and label the common names,
whether they are a producer or consumer (and order of consumer: primary, secondary,
34
tertiary or quaternary), and if they are an herbivore, omnivore or carnivore. Don’t
forget to add decomposers to this food web. Add to the final product the non-living
“abiotic” features that the food chains need to exist.
Once construction of the chains, webs and trophic pyramids is complete, compare the
two food webs looking for what species are gone and what species were introduced.
Note the predator and prey relationships. As part of the discussion, be sure to add the
human impact, both positive and negative, on the Lake Tahoe ecosystem both prior
to 1872 and in the current day. It may be important to note that introducing invasive
species has caused irreparable changes to the endemic ecosystem.
Extension Activity: This part of the activity allows for the children to construct their
own food webs from another area in the Great Basin using pictures cut from nature
magazines. Explain to the students that they must create several food chains that
represent each level of the trophic pyramid by cutting pictures out of magazines
and gluing them onto a large sheet of paper. Each of the levels should be attached
by gluing a piece of yarn that goes from the predator to the prey! Then use different
colors of yarn to show the interrelationship between the chains. In other words, a chain
will interact with another chain and become a web. Once the students have completed
the construction of their webs they can then share them with the rest of the class.
Research Projects for Understanding Fish, Water and People in Either
Northern Nevada or Southern Nevada (Activity)
The purpose of these next two activities is to help children understand fish, water
and human impact issues within Nevada. There are two research opportunities for
students:
1. Lake Tahoe is fed by many small mountain streams and snowpack. In typical
seasons, this fresh water replenishes Lake Tahoe water that may be lost during
the summer months due to the Truckee River drainage. In drought years, the lake
is not able to make up for lost water and in the summer of 2015, the Truckee River
was not replenished by Lake Tahoe, but by other reservoirs and lakes that feed into
it. The Truckee River runs through Reno and eventually ends up in Pyramid Lake.
Pyramid Lake has no river outlet so it is considered a terminal lake. The only way
that water leaves Pyramid Lake is through evaporation. The Truckee River washes
many minerals into Pyramid Lake, but without an outlet to continue to wash these
minerals and replenish the fresh water, the mineral content builds up. Pyramid Lake
is a salt lake containing 2-3 percent salinity (can range from 1-3 percent depending
on the water years). Students can learn about terminal lakes by studying the Lake
Tahoe drainage system ending up in Pyramid Lake. Research should focus on the
35
different kinds of fish between the two lakes and the Truckee River, water issues
associated with taking water from Lake Tahoe and other reservoirs, water diversion
from the Truckee River for municipal and agricultural use, and finally the impact
of water with Pyramid Lake. Students should choose one issue to ask a question,
gather evidence, make a claim, and then construct an argument pro and con for
the issues related to this particular system. It should also be noted that there are
several other terminal lakes across the Great Basin (Walker Lake, Mono Lake and
Owens Lake) that have similar stories.
Pyramid Lake (Photo Credit – Peter Goin, used with permission)
2. Life as a pupfish, an endangered
small fish in the desert at Devils Hole:
The Great Basin and Mojave Desert
are the largest semi-arid (receiving
little rain or snow) ecoregion in the
United States and comprise most of
Nevada’s landscape. Small springs
and creeks are scattered throughout
the landscape. Small amounts of
rain or snow and transfer of water
underneath land called groundwater
maintain water flow, level and
temperatures in the springs. As a
result of the unique biogeography
and environmental conditions
(temperature, food, water level) in the
water, the springs around Nevada are
home to a large diversity of endemic
(only found in one location) fishes and Devils Hole (Photo credit - Dr. Kevin Wilson, National Park Service)
invertebrates (critters without a backbone). The fishes are generally smaller — the
size of your fingers or hand — than the Nevada monster fish Lahontan cutthroat
trout that once lived in Lake Tahoe.
36
Devils Hole is a small part of the
Death Valley National Monument,
located in Southwestern Nevada.
The surface of the small hole is
the size of a living room (6 x 18
ft.) and home to the Devils Hole
pupfish, a tiny endangered fish
found nowhere else in the world.
The size of your pinky finger, the
fish lives mostly on a shallow
warm shelf in the hole where
there are abundant algae and
invertebrates for the fish to eat.
Devils Hole is greater than 500
feet deep and the water that
feeds the hole comes mostly from
regional groundwater sources.
Pumping ground water in the
region influences the temperature
and water level in Devils Hole.
Devils Hole Pupfish (Photo credit - Olin Feuerbacher, US Fish and Wildlife Service)
Diversions and other ecological
changes are studied by national park scientists to understand what is causing the
population to go from hundreds of pupfish in the 1970s to 50-100 today.
Students should choose one issue associated with the Nevada pupfish, ranging from
the survival of the species to human impact that is threatening Nevada’s native
springfish and pupfish. Students then form a question, gather evidence, make a claim,
and then construct an argument pro and con for the issues related to the question
generated around Nevada’s smaller fishes.
For more information about Devils Hole including how an earthquake in Mexico can
influence the water level and fish behavior of this very unique, endangered pupfish only
found in Nevada, please go to http://www.nps.gov/deva/learn/nature/devils-hole.htm.
37
ROBOT FISH RESOURCE LINKS
http://machinedesign.com/technologies/navy-builds-robotic-fish-spy-mission
http://www.techlicious.com/blog/hexbug-aquabot-remote-control-angelfish-toy-fair-2015
http://www.euronews.com/2015/02/18/robot-cuttlefish-ready-for-underwater-action/
RESOURCES
Books for Children
Encyclopædia Britannica. (2013). Fish and amphibians. Britannica Illustrated Science Library. Chicago, IL: Encyclopædia Britannica.
Kurlansky, M. (2011). World without fish. New York: Workman Publishing Company.
Bonner, H. (2007). When fish got feet, sharks got teeth, and bugs began to swarm: A cartoon prehistory of life long before dinosaurs. Washington, D.C.: National Geographic Children’s Books.
Parker, S. (2005). Fish. New York: DK Eyewitness.
Townsend, J. (2005). Incredible fish. Chicago, IL: Raintree.
Desonie, D. (2008). Hydrosphere: Freshwater systems and pollution. New York: Chelsea House.
Links for Children at National Geographic
http://nglibrary.ngs.org/KidsScienceNatureEnvironment
http://kids.nationalgeographic.com/explore/nature/facts-on-fish/
Books for Adults
Carey, R. (2006). The philosopher fish: Sturgeon, caviar, and the geography of desire. New York: Counterpoint.
Greenberg, P. (2010). Four fish: The future of the last wild food. New York: Penguin.
Kurlansky, M. (1998). Cod: A biography of the fish that changed the world. New York: Penguin.
Shubin, N. (2008). Your Inner Fish: A journey into the 3.5-billion-year history of the human body. New York: Pantheon Books.
Safina, C. (1997). Song for the blue ocean: Encounters along the world’s coasts and beneath the sea. New York: Henry Holt and Company.
38
PROFESSIONAL ARTICLES
Allan, J. D., Abell, R., Hogan, Z., Revenga, C., Taylor, B., Welcomme, R.L. & Winemiller, K. (2005). Overfishing of Inland Waters. BioScience, 55, 1041-1051.
Hogan, Z., Moyle P. , May, B., Vander Zanden, J. & Baird. I. (2004). The imperiled giants of the Mekong: ecologists struggle to understand — and protect — Southeast Asia’s large, migratory catfish. American Scientist, 92, 228-237.
Stone, R. (2007). The last of the leviathans. Science, 316, 1684-1688.
WEBSITES
http://education.nationalgeographic.com/education/encyclopedia/sustainablefishing/?ar_a=1
http://environment.nationalgeographic.com/environment/freshwater/aquaticecosystems/
FRESHWATER ECOSYSTEMS
http://kids.nceas.ucsb.edu/biomes/freshwater.html
http://www.kidzworld.com/article/1951-biomes-of-the-world-aquatic
http://www.neok12.com/Ecosystems.htm
PROTECTING YOUR FRESH WATER
http://water.epa.gov/action/weatherchannel/whatyoucando.cfm
Goonch
39
HOW DO FISH GET BIG?
http://www.learn4good.com/games/online/play_fishy_online.htm
http://www.nationalgeographic.com/field/explorers/zeb-hogan.html
http://news.nationalgeographic.com/news/2007/11/071115-megafishes.html
http://environment.nationalgeographic.com/environment/freshwater
http://ngm.nationalgeographic.com/2010/04/table-of-contents
http://sanctuaries.noaa.gov/education/teachers/pdfs/sustain_seafood_lesson1.pdf
GO FISHING
http://takemefishing.org/fishing/family/fish-with-your-kids/
REFERENCES
James, P., Magee, L., Scerri, A. & Steger, M.B. (2015). Urban sustainability in theory and practice: Circles of sustainability. London: Routledge.
Krough, D. (2011). A guide to the natural world (5th Ed.). San Francisco, CA: Pearson Education Inc.
USGS Water Science School. (2014). The world’s water. Retrieved from http://water.usgs.gov/edu/earthwherewater.html
The Monster Fish Exhibition Guide was written by faculty of the University of Nevada, Reno:
David Crowther, Ph.D., professor, College of Education, and executive director, Raggio Research
Center for STEM Education, and researchers Zeb Hogan, Ph.D., assistant professor, and Sudeep
Chandra, Ph.D., associate professor, College of Science. The guide was designed by John Morrow,
senior graphic designer for Extended Studies at the University of Nevada, Reno. The Monster Fish
Exhibition Guide was developed in partnership with National Geographic. 40
College of Science
College of Education
University of Nevada, Reno
University of Nevada, Reno
College of Science
University of Nevada, Reno
JOIN DR. ZEB HOGAN ON A
SCIENTIFIC JOURNEY INTO A
SELDOM SEEN AQUATIC WORLD
Monster Fish: In Search of the Last
River Giants, an exhibition by
National Geographic, will take you
and your students on an expedition
around the world to learn about
monster fish and their habitats.
You will meet
and follow the
adventures of
Zeb Hogan,
Ph.D., a National
Geographic
Explorer, host of
Nat Geo WILD’s
Monster Fish show,
photographer and
University of Nevada, Reno biologist
and researcher, as he travels to six
continents to find, study and protect
the world’s largest freshwater fish.
This Educator’s Guide, geared to
grades 4 through 8 and connected to
Next Generation Science Standards,
corresponds to the Monster Fish
exhibition. Developed courtesy of the
University of Nevada, Reno’s College
of Science and College of Education,
the Educator’s Guide explores the
science and geography behind the
Monster Fish exhibition and research.
It provides a number of interactive
activities to engage students before
and after a visit to the exhibition.
At the center of the Educator’s
Guide is a pull-out poster to prompt
classroom discussions about just how
big the world’s largest freshwater
fish are.
The Monster Fish exhibition and
Educator’s Guide are sure to
provide a fun and effective learning
experience for your students. Thank
you for joining in this educational
journey.
College of Science
University of Nevada, Reno