Basic Spincasting Unit 4

Open with a discussion of food webs and aquatic ecosystems (Unit #4 Background). Ask students what roles fish have in the aquatic ecosystem. See the following activity ideas to further explore specific topics.

Divide students into groups of three or four. Instruct each group to research a river, pond, and/or lake ecosystem. (Topics to consider: General characteristics of each; habitats; kinds of fish and what/how they eat; other kinds of animals and plants found in each.) 

• Each group can share their findings with the rest of the class using one of various communication techniques and formats (written papers, posters, presentations, audio-visual presentations, etc.).

• Create a word wall of terms students learned from their research.

Using vocabulary terms from Review Sheet 4-1: Aquatic Ecosystems, students can illustrate or map a food web.

• Play the “Elimination Game.” Write the components of an aquatic ecosystem on index cards and place face down in a stack. Take one card out at a time and discuss what would happen to the food web or ecosystem with that component missing.

• Brainstorm possible effects of various uses of the resource on fish populations as a result of the linkages between all organisms in an aquatic ecosystem.

• Discuss how relationships between organisms might affect resource management decisions. Review information about fisheries problems and management from Unit #1.

Distinguish between the terms “bait” and “lure” for students. Share examples of baits.  

• In a large group, or in smaller groups, discuss how baits are rigged and why. (Questions to consider: Where are the fish? How will they sense the bait? How do you keep the bait on the hook?) Discussions can be based on student knowledge and/or research.

• Discuss types of fish for which each type of bait rigging (included in the Unit 4 Background Information) might be used. 

• Learn more about baits for freshwater fish online: TakeMeFishing | Freshwater Natural Baits.

• Hand out copies of the Baits handout. Practice rigging various baits.

• Find a recipe for dough balls, and make them to use as bait.

In teams or individually, have students research types of lures and describe them. 

Obtain samples of basic lures. Ask students to use information gathered in their research to determine the type of lure and what species it might be used to catch. 

Demonstrate how each lure works under water in a large tank or swimming pool. Have students match lures to the fish species they think the lures would catch using the Iowa Fish Families page or the Iowa DNR fish species page. (Hint: Challenge students to think about what different species eat.)  

Bring (or ask students to bring) various fishing equipment catalogs, or grab screenshots of lures from fishing equipment websites and make a collage of kinds of baits/lures that might be used  for different fish species.

Learn more about freshwater lures online: TakeMeFishing | Freshwater Fishing Lures.

Complete Review Sheet 4-2: Baits and Lures. 

Handouts

• Review Sheet 4-1: Aquatic Ecosystems

• Videos

  • Terminal Tackle Assemby (for bluegill and other panfish)

  • How to Choose the Right Bait or Lure for Fishing

• Websites

  • TakeMeFishing | Freshwater Natural Baits

  • TakeMeFishing | Freshwater Fishing Lures

• Handouts

  • Baits

  • Review Sheet 4-2: Baits and Lures

Use vocabulary terms from the Background Information for curriculum-based vocabulary and spelling tests. 

Design lures to imitate the movement of natural food items and test them on a fishing field trip.

Raise earthworms, crickets, minnows, wax worms, or other types of bait to learn about their life requirements.

Design and make fishing lures, trying to imitate a natural food item of a certain species.

Design display boards for lures, various rigs, care of baits, etc.

Design a mural depicting an aquatic ecosystem (pond, lake, stream, etc.) including fish, other animals, plants, habitat, and other features.

Draw a picture or create an art form depicting your favorite fishing trip.

Make a collage of fishing pictures from old magazines.

Design a name and logo for your fishing group.

Make a fishing scrap book and keep it throughout the unit.

Draw an imaginary aquatic creature with adaptations to get food and oxygen, for protection, and to move around. See the Fashion a Fish activity in Aquatic WILD. 

Graph fish caught using each type of bait/lure or the number of fish caught per hour of angling effort for each student. Discuss why some baits/lures or anglers are more effective.  See “Gone Fishing” in the Aquatic WILD guide.