|This list of activities is provided as a supplement to the Outdoor Adventures
field visit to assist educators in teaching content area from the PDE Environment and Ecology Standards. Visiting the
Kids Fishing Area or completion of an activity does not imply the standards listed have been
met, or student assessment of proficiency completed. View our
Education Resources Catalog on our Publications page to access
- 4.1.4.C. Identify living things found in water environments.
- 4.3.4.A. Know that plants, animals and humans are dependent on air and water.
- 4.3.4.C. Understand that the elements of natural systems are interdependent.
- 4.6.4.A. Understand that living things are dependent on nonliving things in the
environment for survival.
- 4.6.7.A. Explain the flows of energy and matter from organism to organism within
- 4.7.4.A. Identify differences in living things.
- 4.8.7.C. Explain how people use natural resources.
- 4.9.4.A. Know that there are laws and regulations for the environment.
|Pre and Post Lesson Ideas (available on PFBC website) -
all in PDF:
- Go Fish
- Aquatic Charades
- Build a Watershed: Just Add Water - Kids Page
- Build a Watershed: Just Add Water - Lesson Plan
- Water, Water Everywhere
- Getting to Know Your Local Fish
- Fish Prints - Kids Page
- Fish Prints - Lesson Plan
- Fashion A Fish
|Journaling Ideas - Use these ideas in the field or in a
classroom to stimulate creative writing, thoughts and discussion:
- Have you ever gone fishing before, or was Outdoor Adventures your first time?
Describe what you like about fishing? Explain what you dislike about fishing? Is fishing
something you'd like to do again sometime? Why or why not?
- Nearly 2 million people fish each year in Pennsylvania. Why do you think there are so
many anglers in Pennsylvania? Why is recreation an important part of a healthy lifestyle?
What other types of recreation do you enjoy?
- If you caught at fish at Outdoor Adventures (or have caught a fish before), imagine
that you were the first person to ever catch a fish of that kind. What kinds of things might
you report back to your "captain" about what you discovered? What were some characteristics
of that fish that really stick in your memory? In what type of waterway did you catch the
fish? What did you use to catch the fish? What kinds of things might you consider if you
were to name the species of fish? Draw a sketch of the fish you caught and select a name for
it. Now, find out the real scientific and common names for the fish. Research the origin of
the name of the fish.
- Imagine that you are a drop of water in a small stream in Pennsylvania. Using a map,
choose a location to start your journey. Follow tributaries to larger waterways to determine
the path you'll travel through one of PA's six major watersheds. Write about your journey.
Describe the things you "see" as you travel past wooded areas, agricultural lands, suburban
areas and cities. Describe how other water drops around you were used during the journey.
How was the water around you impacted along the way? (Don't forget to include natural
impacts as well as human impacts)
- Write your name in the middle of a blank sheet of paper. Draw a circle around your name.
Think of different people, places, events, experiences, etc that have somehow been involved
with you and fishing. These things may have contributed to you being an angler. When you
write each thing on your paper, put a circle around it and draw a line to connect it to
another circle to which it's most related. Keep adding people, places, events, and
experiences until you can't think of any more. Put a star in the one circle that means the
most to you when it comes to fishing. Why is this one person, place, event or experience so
memorable? How did this one thing affect your fishing habits? Did it make you fish more
often? Less often? Did it encourage you to learn more skills? Imagine if this one circle
that you put a star in weren't part of your life. Do you think you would still be an angler
today? Why or why not?
- Choose one aquatic organism to write about. Identify what it eats (prey) and what eats
it (predators). Describe what a typical day might be like for this organism. Identify the
other organisms (plants and animals) with which it interacts. Describe how it relies on
other organisms for its survival.
Instructor Info -- Education
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