Teachers can elect to do all activities or select the most suitable activities from within each unit. Selected activities from the introductory unit should be completed first, then those from the developmental unit and finally those from the culminating unit. Teachers are encouraged to choose activities from across all three units. The activities within a unit need not be completed in the order that they are presented, though the final activities tend to be more challenging. An estimate of the time required for each activity is provided but should be regarded as a guideline only.

Note: ‘Working scientifically’ elements are identified in each activity using the following symbols: I = Investigating; U = Understanding; C = Communicating.

Terminology

Understanding the vocabulary associated with exotic pest fish is essential to the activities in this program. Please refer to the comprehensive Glossary.

Cooperative learning

Many of the activities in this module are best conducted in small groups. When students are working in groups, there should be a focus on cooperative learning (refer to ‘Cooperative learning’ in QSCC Years 1–10 Sourcebook Guidelines, p. 60).

Students’ prior understandings

Before starting on the module, teachers should be aware of the following possible misconceptions that may be held by students.

The list could be used as the basis for a ‘warm-up’ discussion at the start of the module to stimulate student interest.

Flushing unwanted aquarium fish down the toilet is an appropriate method of disposal.
Flushing fish down the toilet prevents fish from becoming an environmental threat.
It’s acceptable to use exotic fish species for bait because the fish will die on the hook and not spread to new areas.
Scientists have the pest fish situation under control.
‘Noxious’ means poisonous.
The only way exotic fish can impact on native fish is as predators

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