Gold Seal Lesson:
Fish Tagging

Copernicus Education Gateway

Subject:

Science

Grade:

5-8

ICLE Standards:

Mathematics as Problem Solving: Use problem-solving approaches to investigate and understand mathematical content.

Statistics: Systematically collect, organize and describe data.

Science: Apply scientific concepts, skills and processes to everyday experiences; arrange and combine important information and facts to produce a product.

Performance Task:

Note to the teacher: This task works best if students work in pairs or threes. Each team of students should have a bucket of "fish" (colored cubes or a bag of Goldfish Crackers). Each team will also need some way to mark and catch their "fish."

This task requires you to simulate an activity often conducted by biologists to determine the population of a species in a particular area. In this activity you have a "pond" containing an unknown number of "fish". You will find the number of "fish" in the pond through a process of tagging and sampling. Follow the procedure outlined below.

1. Stock your pond by putting some fish (300-400 colored cubes) into your pond (a large paper bag or bucket).
2. Reach into the pond and catch some fish (about 25-35).
3. Count the number of fish caught and tag them in some identifiable way or replace them with some tagged fish. Keep track of this number.
4. Return the tagged fish to the pond and mix them well with the other fish in the pond.
5. Reach into the pond and, without looking, catch some fish until you have a total of 20 fish. Record the number of caught fish that are tagged. Return your catch to the pond and repeat this process until you have made 10 sample catches.
6. Compute the average number of fish that were tagged in your 10 sample catches.
7. Calculate the total number of fish in the pond.
   Note to the teacher: Depending on the level of the class, you may want to derive with them the proportion: (number of fish tagged : total number of fish in pond = average of tagged fish caught : 20.)
8. Count the total number of fish in your pond and compare with the number obtained in step 7.
9. Find the percent of error in your simulated activity.
   Note to the teacher: You may wish to use the attached worksheet to assist those students who need help.

Fish Tagging Worksheet

1. Number of fish tagged  _______
2. Sample Catches:
   
   Trial  Number Selected  Number Tagged
   
    1   20  ___
    2   20  ___
    3   20  ___
    4   20  ___
    5   20  ___
    6   20  ___
    7   20  ___
    8   20  ___
    9   20  ___
   10  20  ___
   
3. Calculate the average number of fish tagged in the 10 trials.  _____
4. Calculate the total number of fish in the pond.  _____
   number of fish tagged : number of fish in pond : average of tagged fish caught : 20
5. Count the number of fish in your pond.   ______
6. calculate the percent of error in your simulation.  _____

Knowledge / Skills:

Perform operations with signed (positive and negative) numbers, including decimals, ratios, percents, and fractions.  (m1)

Understand the best procedures for statistical data collection, organization, and display.  (m5)

Understand the characteristics of measures of central tendency (i.e., mean, median, and mode).  (m15)

Understand the characteristic differences between theoretical and empirical probability (e.g., the theoretic probability of rolling a six an a die is 1/6; empirical probability is derived from repeated experimentation or accumulated statistics).  (m20)

Know how to determine percent error wherever applicable.  (s92)

Participate, sometimes leading, in group meetings by contributing, taking turns speaking, and working toward a common goal.  (ela20)

Rubric:

4 Points  =  The students independently completed all aspects of the task. They worked cooperatively as a team to conduct the simulation and perform necessary calculations. The students' data were accurately collected and well organized. No errors occurred in their calculations. Their product demonstrated a thorough understanding of all the concepts required to complete the activity.

3 Points  =  The students needed some coaching to complete the task. They worked cooperatively as a team. Although the student data were organized, some minor errors occurred in their calculations. Their product indicated only a partial understanding of the major concepts inherent in the activity.

2 Points  =  Even with considerable coaching, the students had difficulty completing the activity. They worked more as individuals than as a team. The students had difficulty knowing what to do with their data and made several errors, both in the collection of the data and in necessary computations. Their product indicated that they had only a minor understanding of the concepts involved in the activity.

1 Point  =  The students were unable to complete the task. There was no cooperative teamwork evident, resulting in very sketchy data. The students were unable to do the required mathematical computations. There was no evidence of any understanding of the concepts involved in the activity.

Keywords:

FISH
SCIENTIFIC METHOD
GENERAL SCIENCES

Grades:

Kg [] - 1 [] - 2 [] - 3 [] - 4 [] - 5 [X] - 6 [X] - 7 [X] - 8 [X] - 9 [] - 10 [] - 11 [] - 12 []

ICLE Application:

D

© 2000 International Center for Leadership in Education
1587 Route 146 - Rexford - NY - 12148
518.399.2776 Fax: 518.399.7607
53