education fish fun!

Education

Fish Fun

`

Photo by Joyce and Frank Burek Grade Level

3-5

Timeframe

4 - 5 Hours

Materials

Dry erase board and markers or substitute display Student PackScience Journals (1 per student) Fish pictures (1 each) Cut-outs of sea creature weather and ocean pictures (variety) Tweezers (3) Racquetball (3) Kitchen tongsPencils (1 per student) Plastic tubs with lids-12 qt size is good (3) Uncooked ricOil based modeling clay 2cm fishing bobber (12) 5cm fishing bobber (12) Paper towels Water FGBNMS Critter Collage (1 per student) Tape or magnets

e

ets andor

(3)

Photo Joyce and Frank BurekActivity Summary

In this lesson students will learn about three different types of mouths and eating styles in fish They will also learn about the relationship between a fishrsquos mouth and its eating style There are four fun activities in this lesson to teach students about form and function

Learning Objectives

Students will be able to

Defunction among fish in reference style and food choice (diet) Defit into the larger concepts Derepres

m

m

m

onstrate an understanding of how

onstrate an understanding of th

onstrate an understanding of ment elements of real life as

of food webs and ecosystem

to mouth size shape feeding

well as the limo

e relationship between form and

dels and how they are used to

different fish feeding styles

itations of m

s

odels

Background Information Flower Garden Banks National Marine Sanctuary (FGBNMS) is a system of coral reefs found in the northwestern Gulf of Mexico It is home to many animals including over 200 species of fish But is a fish simply a fish Are all fish alike Of course not There are many similarities among fish but there are also many differences

httpflowergardennoaagov

Photo by GP Schmahl

Letrsquos use fismouths are generally used for eating but they can be used in different ways Somand shape of a mThis relationship is knowfunction The size and shape of a mconsidered formconsidered function The forgreat imthe samam Somappearance it almfor a kiss Ta picking style and typically eat parasites or algae Spanish hogfish have this type of mAs juveniles (youngsters) parasites and dead scales fromSpanish hog Other mclosed but open quite wide These fish swallow their food whole in a gulping fashion Groupers have this type of m

ong fish the sam

e m

m

e N

ouths are tiny and have a puckered

ouths are shap

pacts on a fishrsquos lif and function of a fish m

hese fish nibble sm

h

fish are pick

o

m

way So are all feedin

ouths as an exam

and how the m

outh determ

o

outh Marbled groupers

e

st looks

Not a chance

ed

ers

like a frown

n in science as form

they pick off and eat

e Are all fish m

like they are waiting

ine how it is used

other fish So

e

all bits of food in

tim

outh is used is

ple Ani

outh can have

es

outh is

g styles

the size

when

m

outh

al

ouths

and

swallow small fish and crustaceans (crabs and shrimStill other mouths open narrow with sharp teeth Moray eels have this type of mthey pass by then hold onto themIf the prey happens to be too large to swallow whole they use their tsmare snatchers Why are feeding styles so imWell they help determeat Somwhere fish are located on the food chain For examsmsmother fish that can eat ththat usgrouper can be eaten by a fibiting hto do this Mouth size shape and feeding style also influence wneeds to live close to its food source In summary we know that all fish are not the samfeeding styles (function) of fish and this can imchain and where it lives fish m

pact what a f

aller bite-size pieces So goldentail m

all food particles Pickerall This m

e Mouth shape and size (form

ple fish that us

p) whole So m

outh the sam

es a g

im

etim

T

out

into sm

h

u

h

h Goldentail

ere a fish lives After all a fish

es these traits can also

lper feedin

eans they can becom

e eel that u

ish eats

aller pieces W

e

e a picker feed

way again

a

eeth to cut d

rbled groupers are gulpers

ine what food a fish can

like a hinge and are

emg style In tu

ses a sna

its positionW

whole like a grouper

fish are also usually

m

sh that is capable of

ill you ever look at a

portant anyway

orays snatch fish as

with their teeth

htch

e

i

ich fish is ab

nn

ing style eat

food for

determ

er sty

rn the

in the f

er in

) relate to

orays

l

to

e can

ine

ood

le


Key Words

Form Function Pickers Gulpers Snatchers Prey


Vocabulary

Form ndash The size and shape of a fishrsquos mouth Function ndash How a fishrsquos mouth is used Pickers ndash Fisby nibbling s

mh that have ti

all bits of food in a picking style ny puckered mouths and eat

Gulpers ndash Fish that have mouths shaped like a frownwhen closed and swallow their food whole in a gulping fashion Snatchers ndash Fish that have narrow hinged mouths withsharp teeth and eat by grabbiteeth to tear food into smaller pieces if needed

ng their prey then using their

Preparation

Collect and prepare materials as noted in the Appendices

Print FGBNMS Critter Collages

Learning Procedure

Activity 1 ndash Engage Students willhellip

Materials neededhellip

1

Place a pthe board and have students mobservations about the fish paying close attention to the mobservations on the board under the corresponding picture or have students comup to the bo

comfishes focusing on the animmmouths look at the models for the and note similarities comrepresents w

Appendix 1 fish pictures Appendix 2 mouth mDry erase boScience journals andPencils

ake funny fish faces as they m

e

p

i

to a consensus of which tool

are and contrast pictures of dif

ctu

ard to lis

re of each fish (Appendix 1) on

hich fish

ard and m

ouths W

t their comm

and differences and

odels

or student packets arkers

rite these

Explore

a

alsrsquo m

ke

ents

odel fish out

activ

ferent hs

ity

e

2

3

4

5

6

7

8

Use prom

Discuss with the studthat each fish uses and list these under each picture Show video clips if available

Lead the stuthat represent each fish its mfeeding style Be creative and have fun Distribute mhave students examdiscussion about each mbe used to represent a fish mthese mHave the class comfish mabout which tool represon the simeach fish are as follows

determtheir own Add the correct mon the board Have students copy the inforboard inStudent Sheet 1 fromIf possible keep the informforSm

martboard) for the duration of this lesson

abc

at (ie on board poster chart or

outh As a class com

inatio

Spanish hogfish ndash picker Marbled grouper ndash gulper Goldentail moray eel ndash snatcher

Spanish hogfish ndash tweezers Marbled grouper ndash racquet ball Goldentail moray eel ndash kitchen tongs

odels sim

to th

pting to lead students to these

ilarities The corre

dents in m

outh m

ns if

eir sc

they

ilar H

odel for each fish to the list

ienc

p

odels (Appendix 2) and ine them

are each m

ents the feeding

do not get there on

e t

a

ents which fish based

king funny fish faces

he Student Pjournals or com

o

odel and how it could

w are they different

e

ation in a visible

Have a

outh How are

to a consensus

m

outh and its

ct m

ation from

odel with each

odels for

acket

style

plete the

Activity 2 ndash Explore

Students willhellip


NOTEAdd water beforehand then add the food mwhen the activity begins It helps to experimwith this activity bitrsquos a nice day take thm

1

2

3

4

5

6

ini

Start with a review of each fish its fstyle and the mrepresBriefly discuss the food models and what they repGive a short version of instructions and expected bGroup students and assigfirst feeding station Have students individually predict wmouth mcollecting the food atGive students timmodels at their statifood they may place it opaper towel Students mto collect as much food anot use the sidesbottomor a scooping m

m

ize clean-up

explore the roles that mshape play in feeding styles and food choice and docum

Appendix 1 fish pictures Appendix 2 mouth mAppendix 3 food mAppendix 4 stations Paper towels WatScience journals andPencils

Prepare feeding

ent it

e

r

odel will b

esent

r

ent their findings

e

havior for th

ef

odel that was selected to

o

o

tion If students try these

e to try out all m

re e a

e the most ef

on As students collect

stations ahead of tim

having students do it If c

their station

tiv

odels

a

of container hands

e activity

ity outside to

n

s

odels

n each grou

or student packets

y use repeated dips possible but m

the tub lid or a

outh size and

fective at

out

eeding

p to its

hich

h

odels e

a

nt

e

y

7

89

ldquoillegalrdquo mtesting how a fish would eat and fish canrsquot use hands to catch food or someffect After every student has tried each of the mouth mstudents record their observations and rankings for each tooRotate groups to their next station Repeat this process unbeen to all three stations and tried all three models recording their data along the way

odels at hisher station have the

ethods rem

l on

til every student has

ind them

Student Sheet 2

that they are

ething to that

Activity 3 ndash Explain

Students willhellip


1

2

3

Begin with a brief review of the previous ExploreHelp students analyze their data by asking themwas the mfiIn discussion have the students relate the data thand the types of food that can be eaten by fish Make sure they relate the mactivity to real-Corresponding fish and food are as f

sh

analyze and attemfindings explain howwhat food can be eaten by fish discuss how the mdifferent from real life and discuss the benefits of using m

Appendix 2 mouth mAppendix 5 reading passage Science journals andor student packets Pencils

Spanish hogfish ndash parasites and algae Marbled grouper ndash sm

rdquo

questions such as ldquo

ey collected with mouth size a

ac

o

tivity

st effective at collecting large

life fish and food

m

outh size and shape impact

p

odels are sim

t to in

odels

W

all fish

hich feeding style

terpr

odels in the

et their

odels

ilar to and

ollows

nd shape


4

5

6

7

8

9

10

Models are not always an accurate representation If results fromactivrelationships discuss and identify possible reasons why with the students Have studenpredictions How did they do Ask students to add the fishrsquos food to Student Sheet 1 from the Have students read and 3 (samthis lesson plan) Have the students discuss and explain how the mreal life How well did the mfish mrepresHave students discuss the benefits ofmodels Have students com

Goldentail e

ity do n

odels were sim

ent feeding sty

ouths

e inform

t

o

How well did the m

s com

t accu

el ndash la

ation as the

Engage

p

p

rately reflect these

are the results with their

lete

ilar to and different from

les

rge an

d

Student Sheet 4

iscuss Stud activity

d sm

Introduction

odels represent

the

all f

odels

Explore

ent Sheet

using

ish

in

Activity 4 ndash Elaborate Students willhellip


extend their understandiother anbrainstormsize and shape manimweb and participathat featuwhere they can be found based on what they eat

FGBNMpictures of fish Cut-outs of fish sea creatures weather ocean features etcDry erase boTape or m

als live or where they fit in a food

im

t

S

re in a class sto

es

agnets

Critter Collage or other

als in the o possible effects that m

fish what they eat and

ard and m

ay have

cean

arkers

r

ng of this topic to

yte

on where

lling activity

outh


1

2

3

45

6

7

8

Begin with a brief review of the previous activShow students pictures them(Suggestions Flower GMarine SanhttpflowergardennomlhttpflowergardennoaagovdocumryeddocumAsk students to comnew fishes to those of the fishes represented in earlier activities Haveyou in grouping the new fish with the previous fish based on mouth shape and suspected feeding styDiscuss the results Ask students to brainstormeffects of mouth size and shape How does this affect ththey livefood chainof mfunction play into the down their thoughts on the board Have students copy the results of the brainstormjournals or oExplain to students thwhat they have learned to tell a group story Give instructions and behavioral expectations fthe styStudents will have mchoose from including fish coral crustaceans ocean weather etc characlearn about ecosystem

o

r the story

or the Critter Collage

Science journals andor student packets Pencils

You ma student Each student should contribute at least

outh shape and size

ities

to m

ter

le of ldquopass-the-s

D

s u

a

a

ing session into their science

ke observations about these fish

c

y start the story

How far reaching are the effects

entshtm

sed toge

o

t

eir d

n

tuary f

elling ac

es it af

a piece of paper

iet Do

ish sp

f

ther will he

pl

ect their positio

ultiple characters to

)

l

tiv

are the m

at they will no

ldquobig picturerdquo W

es

s

aagovaboutfishlistht

tory

of other fish and ask

a

ity This ac

es it affect where

rden Banks National ecies lis

the students direct

at

How does for

the possible

and then pass it to

ouths of the

lp stu

t at

These

tivity is in

w use

n in the

e

d

nt_libra

ents

mrite

and

9

10

Have a place for the story to unfold (a dry erase boouts so that students can see themthe board with mis provided in Appendix 6 As students add to the story have themanimcan even use mwith the action Students should have fun with this and mwant to do it several timstories Enc

one line before passing it on choose any character thchosen malready beensimEncourage stories that are funny scary original etc but minclude feeding stCharacters can eat olong as they stick to will help stuand food we

ate their part with the characters They

ply add to the plot

ard works well) and place th

ourage lo

odify a character that has

a

bs) dents learn about food chains

rkers on the board to help

placed in th

agnets or tape) An exam

com

ts of

yles and diet ake sure students

t

e

the correct diet (this her characters as

e

s m creativ

up to the board to

at has not yet been

e story o

aking different ity

(fix them

They m

e cut

r

a

-

a

y

y

ple to

Activity 5 ndash Evaluate Students willhellip create their own short stories to

demonstrate their understanding of the relationships between form and function learned in this lesson

Materials neededhellip FGBNMS Critter Collage Cut-outs of fish sea creatures

weather ocean features etc Appendix 6 creative writing rubric Paper Pencils

1 Give a copy of the Critter Collage to each student or group of students to serve as a list of characters The evaluation will be individual so make sure students are only sharing the character list and not their thoughts

2 Review what was learned over the course of this lesson

3 Have students write their own creative stories The main character of each story must be one of the three fish pictured in Appendix 1 (Spanish hogfish marbled grouper or goldentail moray eel) Other characters may be used to support the story The story should demonstrate that the student understands the relationship between form and function among fish as it relates to mouth size shape feeding style and food choice

4 Give students a copy of the grading rubric (Appendix 6) and go over it with them before they start This allows them to know what you expect and how they will be graded

5 Determine the length of the story based upon your studentsrsquo abilities

6 If a student finishes early have himher draw a picture to go along with the story

Connections to Other Subjects

English Language Arts

Related Links

Flower Garden Banks Nahttpflowergardennoaagov FGBNMS Critter Collaghttpflowergardennoaddocscollagepdf National Marine Sanctuaries httpsanctuariesno

aag

agovdocum

ov

e

tional Marine Sanctuary

ent_librarye


For More Information

Flower Garden Banks National Marine Sanctuary 4700 Avenue U Building 216 Galveston TX 77551 409-621-5151 (phone) 409-621-1316 (fax) flowergardennoaagov

Education Standards

National Education Standards Science NS K-41 Science as Inquiry Science NS K-43 Life Science Science NS 5-81 Science as Inquiry Science NS 5-83 Life Science English NL-ENG K-124 Communication Skills English NL-ENG K-125 Communication Strategies English NL-ENG K-1212 Applying Language Skills

Texas Essential Knowledge and Skills (TEKS)

Science 33C Represent the natural world using models and identify their limitations including size properties and materials

Science 310A Explore how structures and functions of plants and animals allow them to survive in a particularenvironment


Science 410A Explore how adaptations enable organisms to survive such as comparing birdsrsquo beaks and leaves on plants

Science 510A Compare the structures and functions of different species that help them live

English Language Arts and Reading 318 Write imaginative stories that build the plot to a climax and contain details about the character and setting

English Language Arts and Reading 330 Listening and SpeakingSpeaking English Language Arts and Reading 331 Listening and SpeakingTeamwork English Language Arts and Reading 416A Write imaginative stories that build the plot to

a climax and contain details about the character and setting English Language Arts and Reading 428 Listening and SpeakingSpeaking English Language Arts and Reading 429 Listening and SpeakingTeamwork English Language Arts and Reading 516A Write imaginative stories that include

o a clearly defined focus plot and point of view o a specific believable setting created through the use of sensory details and o dialogue that develops the story

helliphelliphelliphellip

Ocean Literacy Principles 5 The ocean supports a great diversity of life and ecosystems


Acknowledgements This lesson was developed for NOAArsquoThe research was performErnest F Hollings Undergraduate Scholarship Programthrough a C ReviewShelley Du Puy Education and Kelly Drinn Contributors John EmMark WMarissa Nuttall Research Assistan Testing SiteGISD Summ This lesson is in the public domgranted for the reproduction without When reproducing this lesson pleaseand provide the following UR If you have any question

ers and Editors

eekley Operationsbesi Research Specialist F

ooperative Grant sponsored by the Na

e

er Island Adventure Ca

n Educational Specialis

s or need ad

ed under appointm

Coordinator FGBNMS

L for further

ain and cannot be us

Outreach Coordinator FGBNMS

t FGBNMS

m

G

dition

cite Flower Garden Banks Nationa

t FGBNMS

alteration of this lesson on the c

BNMS

p Parker Elem

s Flower Garden Banks National Ma

a

inform

l info

ent to th

rm

tional Oceanic and Atmospheric Adm

ation

ation email

ed for commercial purposes Perm

e Nation

entary School

adm

httpflowerg

inistered by Oak Ridgeal Oceanic and At

flowergardennoaagov

ardennoaago

ondition its source is acknowledged

l Marine Sanctuary as the source

rine Sanctuary by Eherin Fennel mospheric Adm

Associated Universities

veducation

ission is hereby

inistration

inistration

html


Marbled Grouper Photo by Joyce and Frank Burek

Spanish Hogfish Photo by Joyce and Frank Burek

Appendix 1 ndash Fish Pictures


Goldentail Moray Eel Photo by Joyce and Frank Burek

Appendix 1 (continued)


Appendix 2 ndash Mouth Models

Spanish Hogfish - Picker

Marbled Grouper ndash Gulper Cut a slit in the mball circling halfway around A box cutter was used to cut thball BE CAREFUL WTo open the mouth simside

i

I

ddle of a racquet

TH THE BLADE

p ly press on either

is

Goldentail Moray Eel - Snatcher


Appendix 3 ndash Food Models

Parasites anoil based mclay rouncooked rice ball of clay can represalgae on it and a fish shaped piece of clay can repwith parasites either one or both of these for Feeding Station 1

ent co

lled in

resen

od Algae ndash

ral with

t a fish

deling

Use

A

Small and Large Fish ndash small and large fishing floats


Appendix 4 ndash Station Set-up

This is the basic set-up for each of the three feeding stations The lid can be used as a mini work area which helps to keep water from getting everywhere

Each feeding station will have a different food Feeding Station 1 is parasites and algae Feeding Station 2 is small fish Feeding Station 3 is large fish

Fill each tub with about 3 inches of water (or enough to cover the clay in Feeding Station 1)

Have students work in groups at each station to complete this activity

Feeding Station 1

Parasites and Algae

Feeding Station 2

Small Fish

Feeding Station 3

Large Fish

- Plastic tub with lid next to it

- Small ball of modeling clay (approx 1-2 inches diameter) rolled firmly in rice

- models for each fish - paper towels


- 12 small fishing floats

- Models for each fish - Paper towels


- 12 large fishing floats - Models for each fish - Paper towels


Appendix 5 ndash Example of Pass-the-Story


Appendix 6 ndash Creative Writing Rubric

5-4 3-2 1-0 Understanding The student demonstrates an understanding of the relationship between form and function among fish as it relates to mouth size shape feeding style and food choice

Excellent

Shows evidence of understanding all

parts Includes all four underlined concepts in

the story

Moderate

Shows evidence of some understanding Includes two or three underlined concepts

in the story

Poor

Shows little or no evidence of

understanding One or no underlined

concepts are used in the story

Creativity Very Creative Some Creativity Little or No Creativity

Length The student meets length requirements set by the instructor

Meets minimum length

Does not meet minimum length

No effort shown

Grammar and Spelling The student meets grade appropriate levels

Satisfactory Mostly Satisfactory Non Satisfactory

Total___________________ 20


Fish Fun Student Sheet 1

List your observations for each fish mouth Then list the tool that best represents each mouth

Spanish Hogfish Marbled Grouper Goldentail Moray Eel

Photo by Joyce and Frank Burek Photo by Joyce and Frank Burek Photo by Joyce and Frank Burek Feeding Style Feeding Style Feeding Style

Observations Observations Observations

Tool Tool Tool



As a group use the mouth models at each station to pick up food Write down your observations in the spaces provided In the boxes give each fish mouth model a number based on how well it works (1 = good 2 = fair 3 = bad) You may use the numbers more than once

Station 1 Algae and Parasites (rice)

Make observations for the eel (snatcher)

Make observations for the grouper (gulper)

Make observations for the Spanish hogfish (picker)

Station 2 Small Fish (small fishing floats)



Station 2 Small Fish continued (small fishing floats)



Station 3 Large Fish (large fishing floats)






Sanctuary (FGBNMfound in the northwestern Gulf of Mhomspecies of fish But is a ffish alike Of course not There are many simdifferences

Anithey can be used in different ways Sthe size and shape of a mused This relationship is known in science as foris considered forconsidered function

can have great imfish mfeeding styles amchance

puckered appearance it almare waiting for a kiss These fish nibble smof food in a picking stparasites or algae Spanish hogfish have this type of mand eat parasites and dead So Spanish hogfish are pickers

when closed but open quite wide Tswallow their food whole in a gulping fashion Groupers have this type of m

m

ilarities am

m

e

outh As juveniles (

and function The size and shape of a m

to m

al m

ouths the sam

Flower Garden Banks National Marine

Letrsquos use fish m

The for

Som

Other m

ouths are generally used for eating but

any anim

e m

ong

m

ouths are tiny and have a

ouths are shap

m

and function of a fish m

ong fish the sam

pacts on a fishrsquos life Are all

and how the m

fish

als including over 200

e

S) is a system

yle and typically eat

N

ouths as an exam

but there are also m

youngsters) they pick of

o

i

outh determ

sh sim

way So are all

scales from other fish

o

outh M

st looks like they

ed

p

like a frown

ly a fish Are all

e

of coral reefs

o

uth is used is

Not a

hese fish

e

o

a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f

groupers swallow small fish and crustaceans (crabs and shrimp) whole So marbled groupers are gulpers

Still other mouths open like a hinge and are narrow with sharp teeth Moray eels have this type of mouth Goldentail morays snatch fish as they pass by then hold onto them with their teeth If the prey happens to be too large to swallow whole they use their teeth to cut dinner into smaller bite-size pieces So goldentail morays are snatchers

Why are feeding styles so important anyway Well they help determine what food a fish can eat Sometimes these traits can also determine where fish are located on the food chain For example fish that use a picker feeding style eat small food particles Picker fish are also usually small This means they can become food for other fish that can eat them whole like a grouper that uses a gulper feeding style In turn the grouper can be eaten by a fish that is capable of biting him into smaller pieces Which fish is able to do this The eel that uses a snatcher style can

Mouth size shape and feeding style also influence where a fish lives After all a fish needs to live close to its food source

In summary we know that all fish are not the same Mouth shape and size (form) relate to feeding styles (function) of fish and this can impact what a fish eats its position in the food chain and where it lives Will you ever look at a fish mouth the same way again


Spanish Hogfish Goldentail Moray Eel Marbled Grouper

Photos by Joyce amp Frank Burek


Answer each question

1 Which fish is the best at eating parasites and algae Why

2 Which fish is the best at eating large fish Why

3 If the Spanish hogfish (picker) had a larger mouth do you think it could eat larger food Why or why not

4 Was the grouper (gulper) able to catch any large fish Would it be able to swallow and eat these large fish Why or why not

5 How does a fishrsquos mouth size and shape relate to the type of food it can eat


Fish Fun Student Sheet 1 Answer Key



Photo by Joyce and Frank Burek Photo by Joyce and Frank Burek Photo by Joyce and Frank Burek Feeding Style Picker

Feeding Style Gulper

Feeding Style Snatcher

Observations Student observations will vary

Small

Doesnrsquot open very much

Eats parasites and algae


Medium to large

Some teeth

Shaped like a frown

Eats small fish and crustaceans


Long

Narrow

Sharp Teeth

Eats small and large fish

Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs





Make observations for the goldentail eel (snatcher)3 Answers will vary

The goldentail eel was not very good at picking up the parasites The mouth was too big and the parasites were too small

3 Make observations for the mAnswers will varyThe marbled grouperrsquos m

outh was too bi

arbled groupe

g to pick up the tiny parasites

r (gulper)

1 Make observations for the Spanish hogfish (picker)Answers will varyThe SpaniThis mouth was small enough t

sh hogfish was

the beost at pick pick up the food easily

ing up the small para

sites and algae



The goldentail eel snatched up the small fish easily

Make observations for the marbled grouper (gulper) 1 Answers will vary

The marbled grouper was able to swallow the small fish whole

Make observations for the Spanish hogfish (picker)3 Answers will vary

The Spanish hogfishrsquos mouth was too small to pick up the small fish and eat them



1 Make observations for the goldentail eel (snatcher) Answers will vary The goldentail eel was the only one wfish

ith a big enough mouth to catch the large

3 Make observations for the mAnswers will vary The marbled grouperrsquos m

outh was too sma

arbled grouper (gulper)

ll to catch and eat the large fish


3 Make observations for the Spanish hogfish (picker) Answers will vary The Spanish hogfishrsquos m

outh was too small to catch and eat the large fish

Fish Fun Student Sheet 3 Sample Answers



The Spanish hogfish is the best at eating parasites and algae because it has a small mouth and can easily pick off the small food particles


The goldentail eel is the best at eating large fish because it has a large mouth that opens like a hinge It is easy to pick up large fish


Yes the Spanish hogfish would be able to eat larger food if it had a larger mouth Fish that have big mouths are able to eat big items Fish that have small mouths are limited to eating small items


Yes the grouper caught large fish but it wouldnrsquot be able to swallow and eat them because they did not fit completely into its mouth


Fish that have large mouths are able to eat large food items and fish that have small mouths are able to eat small food items


Photo by GP Schmahl

Letrsquos use fismouths are generally used for eating but they can be used in different ways Somand shape of a mThis relationship is knowfunction The size and shape of a mconsidered formconsidered function The forgreat imthe samam Somappearance it almfor a kiss Ta picking style and typically eat parasites or algae Spanish hogfish have this type of mAs juveniles (youngsters) parasites and dead scales fromSpanish hog Other mclosed but open quite wide These fish swallow their food whole in a gulping fashion Groupers have this type of m

ong fish the sam

e m

m

e N

ouths are tiny and have a puckered

ouths are shap

pacts on a fishrsquos lif and function of a fish m

hese fish nibble sm

h

fish are pick

o

m

way So are all feedin

ouths as an exam

and how the m

outh determ

o

outh Marbled groupers

e

st looks

Not a chance

ed

ers

like a frown

n in science as form

they pick off and eat

e Are all fish m

like they are waiting

ine how it is used

other fish So

e

all bits of food in

tim

outh is used is

ple Ani

outh can have

es

outh is

g styles

the size

when

m

outh

al

ouths

and

swallow small fish and crustaceans (crabs and shrimStill other mouths open narrow with sharp teeth Moray eels have this type of mthey pass by then hold onto themIf the prey happens to be too large to swallow whole they use their tsmare snatchers Why are feeding styles so imWell they help determeat Somwhere fish are located on the food chain For examsmsmother fish that can eat ththat usgrouper can be eaten by a fibiting hto do this Mouth size shape and feeding style also influence wneeds to live close to its food source In summary we know that all fish are not the samfeeding styles (function) of fish and this can imchain and where it lives fish m

pact what a f

aller bite-size pieces So goldentail m

all food particles Pickerall This m

e Mouth shape and size (form

ple fish that us

p) whole So m

outh the sam

es a g

im

etim

T

out

into sm

h

u

h

h Goldentail

ere a fish lives After all a fish

es these traits can also

lper feedin

eans they can becom

e eel that u

ish eats

aller pieces W

e

e a picker feed

way again

a

eeth to cut d

rbled groupers are gulpers

ine what food a fish can

like a hinge and are

emg style In tu

ses a sna

its positionW

whole like a grouper

fish are also usually

m

sh that is capable of

ill you ever look at a

portant anyway

orays snatch fish as

with their teeth

htch

e

i

ich fish is ab

nn

ing style eat

food for

determ

er sty

rn the

in the f

er in

) relate to

orays

l

to

e can

ine

ood

le


Key Words

Form Function Pickers Gulpers Snatchers Prey


Vocabulary


mh that have ti




Preparation



Learning Procedure



1





e

p

i



ctu

ard to lis


hich fish

ard and m

ouths W

t their comm

and differences and

odels


rite these

Explore

a

alsrsquo m

ke

ents

odel fish out

activ

ferent hs

ity

e

2

3

4

5

6

7

8

Use prom





abc


outh As a class com

inatio



odels sim

to th


ilarities The corre

dents in m

outh m

ns if

eir sc

they

ilar H


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p


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ents the feeding

do not get there on

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a




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e

ation in a visible

Have a

outh How are

to a consensus

m

outh and its

ct m

ation from

odel with each

odels for

acket

style

plete the


Students willhellip



1

2

3

4

5

6

ini


m

ize clean-up



Prepare feeding

ent it

e

r

odel will b

esent

r

ent their findings

e

havior for th

ef


o

o


e to try out all m

re e a

e the most ef




their station

tiv

odels

a

of container hands

e activity

ity outside to

n

s

odels

n each grou

or student packets


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outh size and

fective at

out

eeding

p to its

hich

h

odels e

a

nt

e

y

7

89



ethods rem

l on


ind them

Student Sheet 2

that they are

ething to that


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1

2

3


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tivity


life fish and food

m


p

odels are sim

t to in

odels

W

all fish

hich feeding style

terpr

odels in the

et their

odels

ilar to and

ollows

nd shape


4

5

6

7

8

9

10


Goldentail e

ity do n

odels were sim

ent feeding sty

ouths

e inform

t

o

How well did the m

s com

t accu

el ndash la

ation as the

Engage

p

p



lete


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rge an

d

Student Sheet 4


d sm

Introduction

odels represent

the

all f

odels

Explore

ent Sheet

using

ish

in






im

t

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re in a class sto

es

agnets




ard and m

ay have

cean

arkers

r

ng of this topic to

yte

on where

lling activity

outh


1

2

3

45

6

7

8


o

r the story




outh shape and size

ities

to m

ter


D

s u

a

a



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y start the story


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tuary f

elling ac

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ther will he

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ect their positio


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tivity is in

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Related Links


aag

agovdocum

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e


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Education Standards
















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s or need ad

ed under appointm

Coordinator FGBNMS

L for further



t FGBNMS

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dition


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BNMS

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inform

l info

ent to th

rm


ation

ation email


e Nation

entary School

adm

httpflowerg


flowergardennoaagov

ardennoaago





veducation

ission is hereby

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html












i

I

ddle of a racquet

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is





ent co

lled in

resen

od Algae ndash

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t a fish

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Use

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Feeding Station 1

Parasites and Algae

Feeding Station 2

Small Fish

Feeding Station 3

Large Fish














Excellent



the story

Moderate


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No effort shown



Total___________________ 20







Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


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rbled

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outh

all bits

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es

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outh was too bi

arbled groupe


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outh was too sma




















Vocabulary


mh that have ti




Preparation



Learning Procedure



1





e

p

i



ctu

ard to lis


hich fish

ard and m

ouths W

t their comm

and differences and

odels


rite these

Explore

a

alsrsquo m

ke

ents

odel fish out

activ

ferent hs

ity

e

2

3

4

5

6

7

8

Use prom





abc


outh As a class com

inatio



odels sim

to th


ilarities The corre

dents in m

outh m

ns if

eir sc

they

ilar H


ienc

p


are each m

ents the feeding

do not get there on

e t

a




o



e

ation in a visible

Have a

outh How are

to a consensus

m

outh and its

ct m

ation from

odel with each

odels for

acket

style

plete the


Students willhellip



1

2

3

4

5

6

ini


m

ize clean-up



Prepare feeding

ent it

e

r

odel will b

esent

r

ent their findings

e

havior for th

ef


o

o


e to try out all m

re e a

e the most ef




their station

tiv

odels

a

of container hands

e activity

ity outside to

n

s

odels

n each grou

or student packets


the tub lid or a

outh size and

fective at

out

eeding

p to its

hich

h

odels e

a

nt

e

y

7

89



ethods rem

l on


ind them

Student Sheet 2

that they are

ething to that


Students willhellip


1

2

3


sh




rdquo



ac

o

tivity


life fish and food

m


p

odels are sim

t to in

odels

W

all fish

hich feeding style

terpr

odels in the

et their

odels

ilar to and

ollows

nd shape


4

5

6

7

8

9

10


Goldentail e

ity do n

odels were sim

ent feeding sty

ouths

e inform

t

o

How well did the m

s com

t accu

el ndash la

ation as the

Engage

p

p



lete


les

rge an

d

Student Sheet 4


d sm

Introduction

odels represent

the

all f

odels

Explore

ent Sheet

using

ish

in






im

t

S

re in a class sto

es

agnets




ard and m

ay have

cean

arkers

r

ng of this topic to

yte

on where

lling activity

outh


1

2

3

45

6

7

8


o

r the story




outh shape and size

ities

to m

ter


D

s u

a

a



c

y start the story


entshtm

sed toge

o

t

eir d

n

tuary f

elling ac

es it af

a piece of paper

iet Do

ish sp

f

ther will he

pl

ect their positio


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l

tiv

are the m

at they will no


es

s


tory


a

ity This ac

es it affect where


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at

How does for

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and then pass it to

ouths of the

lp stu

t at

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tivity is in

w use

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e

d

nt_libra

ents

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9

10




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ts of


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e


e

s m creativ

up to the board to

at has not yet been

e story o

aking different ity

(fix them

They m

e cut

r

a

-

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y

y

ple to













Related Links


aag

agovdocum

ov

e


ent_librarye




Education Standards
















ers and Editors



e



s or need ad

ed under appointm

Coordinator FGBNMS

L for further



t FGBNMS

m

G

dition


t FGBNMS


BNMS

p Parker Elem


a

inform

l info

ent to th

rm


ation

ation email


e Nation

entary School

adm

httpflowerg


flowergardennoaagov

ardennoaago





veducation

ission is hereby

inistration

inistration

html












i

I

ddle of a racquet

TH THE BLADE


is





ent co

lled in

resen

od Algae ndash

ral with

t a fish

deling

Use

A








Feeding Station 1

Parasites and Algae

Feeding Station 2

Small Fish

Feeding Station 3

Large Fish














Excellent



the story

Moderate


in the story

Poor








No effort shown



Total___________________ 20







Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



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Som

Other m


any anim

e m

ong

m


ouths are shap

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ong fish the sam


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fish


e

S) is a system


N

ouths as an exam



o

i

outh determ

sh sim

way So are all


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outh M

st looks like they

ed

p

like a frown

ly a fish Are all

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of coral reefs

o

uth is used is

Not a

hese fish

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a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



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Narrow

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Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma




















Students willhellip



1

2

3

4

5

6

ini


m

ize clean-up



Prepare feeding

ent it

e

r

odel will b

esent

r

ent their findings

e

havior for th

ef


o

o


e to try out all m

re e a

e the most ef




their station

tiv

odels

a

of container hands

e activity

ity outside to

n

s

odels

n each grou

or student packets


the tub lid or a

outh size and

fective at

out

eeding

p to its

hich

h

odels e

a

nt

e

y

7

89



ethods rem

l on


ind them

Student Sheet 2

that they are

ething to that


Students willhellip


1

2

3


sh




rdquo



ac

o

tivity


life fish and food

m


p

odels are sim

t to in

odels

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all fish

hich feeding style

terpr

odels in the

et their

odels

ilar to and

ollows

nd shape


4

5

6

7

8

9

10


Goldentail e

ity do n

odels were sim

ent feeding sty

ouths

e inform

t

o

How well did the m

s com

t accu

el ndash la

ation as the

Engage

p

p



lete


les

rge an

d

Student Sheet 4


d sm

Introduction

odels represent

the

all f

odels

Explore

ent Sheet

using

ish

in






im

t

S

re in a class sto

es

agnets




ard and m

ay have

cean

arkers

r

ng of this topic to

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on where

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outh


1

2

3

45

6

7

8


o

r the story




outh shape and size

ities

to m

ter


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s u

a

a



c

y start the story


entshtm

sed toge

o

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f

ther will he

pl

ect their positio


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l

tiv

are the m

at they will no


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s


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ity This ac

es it affect where


the students direct

at

How does for

the possible

and then pass it to

ouths of the

lp stu

t at

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tivity is in

w use

n in the

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d

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9

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ts of


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e


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s m creativ

up to the board to

at has not yet been

e story o

aking different ity

(fix them

They m

e cut

r

a

-

a

y

y

ple to













Related Links


aag

agovdocum

ov

e


ent_librarye




Education Standards
















ers and Editors



e



s or need ad

ed under appointm

Coordinator FGBNMS

L for further



t FGBNMS

m

G

dition


t FGBNMS


BNMS

p Parker Elem


a

inform

l info

ent to th

rm


ation

ation email


e Nation

entary School

adm

httpflowerg


flowergardennoaagov

ardennoaago





veducation

ission is hereby

inistration

inistration

html












i

I

ddle of a racquet

TH THE BLADE


is





ent co

lled in

resen

od Algae ndash

ral with

t a fish

deling

Use

A








Feeding Station 1

Parasites and Algae

Feeding Station 2

Small Fish

Feeding Station 3

Large Fish














Excellent



the story

Moderate


in the story

Poor








No effort shown



Total___________________ 20







Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



The for

Som

Other m


any anim

e m

ong

m


ouths are shap

m


ong fish the sam


and how the m

fish


e

S) is a system


N

ouths as an exam



o

i

outh determ

sh sim

way So are all


o

outh M

st looks like they

ed

p

like a frown

ly a fish Are all

e

of coral reefs

o

uth is used is

Not a

hese fish

e

o

a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma



















4

5

6

7

8

9

10


Goldentail e

ity do n

odels were sim

ent feeding sty

ouths

e inform

t

o

How well did the m

s com

t accu

el ndash la

ation as the

Engage

p

p



lete


les

rge an

d

Student Sheet 4


d sm

Introduction

odels represent

the

all f

odels

Explore

ent Sheet

using

ish

in






im

t

S

re in a class sto

es

agnets




ard and m

ay have

cean

arkers

r

ng of this topic to

yte

on where

lling activity

outh


1

2

3

45

6

7

8


o

r the story




outh shape and size

ities

to m

ter


D

s u

a

a



c

y start the story


entshtm

sed toge

o

t

eir d

n

tuary f

elling ac

es it af

a piece of paper

iet Do

ish sp

f

ther will he

pl

ect their positio


)

l

tiv

are the m

at they will no


es

s


tory


a

ity This ac

es it affect where


the students direct

at

How does for

the possible

and then pass it to

ouths of the

lp stu

t at

These

tivity is in

w use

n in the

e

d

nt_libra

ents

mrite

and

9

10




ply add to the plot


ourage lo


a



placed in th


com

ts of


t

e


e

s m creativ

up to the board to

at has not yet been

e story o

aking different ity

(fix them

They m

e cut

r

a

-

a

y

y

ple to













Related Links


aag

agovdocum

ov

e


ent_librarye




Education Standards
















ers and Editors



e



s or need ad

ed under appointm

Coordinator FGBNMS

L for further



t FGBNMS

m

G

dition


t FGBNMS


BNMS

p Parker Elem


a

inform

l info

ent to th

rm


ation

ation email


e Nation

entary School

adm

httpflowerg


flowergardennoaagov

ardennoaago





veducation

ission is hereby

inistration

inistration

html












i

I

ddle of a racquet

TH THE BLADE


is





ent co

lled in

resen

od Algae ndash

ral with

t a fish

deling

Use

A








Feeding Station 1

Parasites and Algae

Feeding Station 2

Small Fish

Feeding Station 3

Large Fish














Excellent



the story

Moderate


in the story

Poor








No effort shown



Total___________________ 20







Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



The for

Som

Other m


any anim

e m

ong

m


ouths are shap

m


ong fish the sam


and how the m

fish


e

S) is a system


N

ouths as an exam



o

i

outh determ

sh sim

way So are all


o

outh M

st looks like they

ed

p

like a frown

ly a fish Are all

e

of coral reefs

o

uth is used is

Not a

hese fish

e

o

a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma



















9

10




ply add to the plot


ourage lo


a



placed in th


com

ts of


t

e


e

s m creativ

up to the board to

at has not yet been

e story o

aking different ity

(fix them

They m

e cut

r

a

-

a

y

y

ple to













Related Links


aag

agovdocum

ov

e


ent_librarye




Education Standards
















ers and Editors



e



s or need ad

ed under appointm

Coordinator FGBNMS

L for further



t FGBNMS

m

G

dition


t FGBNMS


BNMS

p Parker Elem


a

inform

l info

ent to th

rm


ation

ation email


e Nation

entary School

adm

httpflowerg


flowergardennoaagov

ardennoaago





veducation

ission is hereby

inistration

inistration

html












i

I

ddle of a racquet

TH THE BLADE


is





ent co

lled in

resen

od Algae ndash

ral with

t a fish

deling

Use

A








Feeding Station 1

Parasites and Algae

Feeding Station 2

Small Fish

Feeding Station 3

Large Fish














Excellent



the story

Moderate


in the story

Poor








No effort shown



Total___________________ 20







Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



The for

Som

Other m


any anim

e m

ong

m


ouths are shap

m


ong fish the sam


and how the m

fish


e

S) is a system


N

ouths as an exam



o

i

outh determ

sh sim

way So are all


o

outh M

st looks like they

ed

p

like a frown

ly a fish Are all

e

of coral reefs

o

uth is used is

Not a

hese fish

e

o

a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma





















Education Standards
















ers and Editors



e



s or need ad

ed under appointm

Coordinator FGBNMS

L for further



t FGBNMS

m

G

dition


t FGBNMS


BNMS

p Parker Elem


a

inform

l info

ent to th

rm


ation

ation email


e Nation

entary School

adm

httpflowerg


flowergardennoaagov

ardennoaago





veducation

ission is hereby

inistration

inistration

html












i

I

ddle of a racquet

TH THE BLADE


is





ent co

lled in

resen

od Algae ndash

ral with

t a fish

deling

Use

A








Feeding Station 1

Parasites and Algae

Feeding Station 2

Small Fish

Feeding Station 3

Large Fish














Excellent



the story

Moderate


in the story

Poor








No effort shown



Total___________________ 20







Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



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Som

Other m


any anim

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ong

m


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m


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and how the m

fish


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S) is a system


N

ouths as an exam



o

i

outh determ

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way So are all


o

outh M

st looks like they

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p

like a frown

ly a fish Are all

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of coral reefs

o

uth is used is

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a

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xico It is

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ple

tim

outh

all bits

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es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma




















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Coordinator FGBNMS

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t FGBNMS

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i

I

ddle of a racquet

TH THE BLADE


is





ent co

lled in

resen

od Algae ndash

ral with

t a fish

deling

Use

A








Feeding Station 1

Parasites and Algae

Feeding Station 2

Small Fish

Feeding Station 3

Large Fish














Excellent



the story

Moderate


in the story

Poor








No effort shown



Total___________________ 20







Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



The for

Som

Other m


any anim

e m

ong

m


ouths are shap

m


ong fish the sam


and how the m

fish


e

S) is a system


N

ouths as an exam



o

i

outh determ

sh sim

way So are all


o

outh M

st looks like they

ed

p

like a frown

ly a fish Are all

e

of coral reefs

o

uth is used is

Not a

hese fish

e

o

a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma





























i

I

ddle of a racquet

TH THE BLADE


is





ent co

lled in

resen

od Algae ndash

ral with

t a fish

deling

Use

A








Feeding Station 1

Parasites and Algae

Feeding Station 2

Small Fish

Feeding Station 3

Large Fish














Excellent



the story

Moderate


in the story

Poor








No effort shown



Total___________________ 20







Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



The for

Som

Other m


any anim

e m

ong

m


ouths are shap

m


ong fish the sam


and how the m

fish


e

S) is a system


N

ouths as an exam



o

i

outh determ

sh sim

way So are all


o

outh M

st looks like they

ed

p

like a frown

ly a fish Are all

e

of coral reefs

o

uth is used is

Not a

hese fish

e

o

a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma





















ent co

lled in

resen

od Algae ndash

ral with

t a fish

deling

Use

A








Feeding Station 1

Parasites and Algae

Feeding Station 2

Small Fish

Feeding Station 3

Large Fish














Excellent



the story

Moderate


in the story

Poor








No effort shown



Total___________________ 20







Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



The for

Som

Other m


any anim

e m

ong

m


ouths are shap

m


ong fish the sam


and how the m

fish


e

S) is a system


N

ouths as an exam



o

i

outh determ

sh sim

way So are all


o

outh M

st looks like they

ed

p

like a frown

ly a fish Are all

e

of coral reefs

o

uth is used is

Not a

hese fish

e

o

a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma
























Feeding Station 1

Parasites and Algae

Feeding Station 2

Small Fish

Feeding Station 3

Large Fish














Excellent



the story

Moderate


in the story

Poor








No effort shown



Total___________________ 20







Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



The for

Som

Other m


any anim

e m

ong

m


ouths are shap

m


ong fish the sam


and how the m

fish


e

S) is a system


N

ouths as an exam



o

i

outh determ

sh sim

way So are all


o

outh M

st looks like they

ed

p

like a frown

ly a fish Are all

e

of coral reefs

o

uth is used is

Not a

hese fish

e

o

a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma























Excellent



the story

Moderate


in the story

Poor








No effort shown



Total___________________ 20







Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



The for

Som

Other m


any anim

e m

ong

m


ouths are shap

m


ong fish the sam


and how the m

fish


e

S) is a system


N

ouths as an exam



o

i

outh determ

sh sim

way So are all


o

outh M

st looks like they

ed

p

like a frown

ly a fish Are all

e

of coral reefs

o

uth is used is

Not a

hese fish

e

o

a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma
























Tool Tool Tool

























m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



The for

Som

Other m


any anim

e m

ong

m


ouths are shap

m


ong fish the sam


and how the m

fish


e

S) is a system


N

ouths as an exam



o

i

outh determ

sh sim

way So are all


o

outh M

st looks like they

ed

p

like a frown

ly a fish Are all

e

of coral reefs

o

uth is used is

Not a

hese fish

e

o

a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma










































m

ilarities am

m

e

outh As juveniles (


to m

al m

ouths the sam



The for

Som

Other m


any anim

e m

ong

m


ouths are shap

m


ong fish the sam


and how the m

fish


e

S) is a system


N

ouths as an exam



o

i

outh determ

sh sim

way So are all


o

outh M

st looks like they

ed

p

like a frown

ly a fish Are all

e

of coral reefs

o

uth is used is

Not a

hese fish

e

o

a

ine how it is

xico It is

m

rbled

e

ple

tim

outh

all bits

a

es

ny

outh

f
























Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma


































Small




Medium to large

Some teeth

Shaped like a frown



Long

Narrow

Sharp Teeth


Tool Tweezers

Tool Racquet Ball

Tool Kitchen Tongs








outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma

























outh was too bi

arbled groupe


r (gulper)


sh hogfish was



sites and algae













outh was too sma























outh was too sma



















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