Banner - Aquatic Invaders - Exotic pest fish

Using the module

Teaching support material:
resource list

Coverage of outcomes

Science: Life & living/
Science & society

    Study of Society &
    environment: Place &
    space/time, continuity
    & change

Integrated activity guide

Introductory activities

Glossary

Making a timeline

Development activities

Distinguishing invaders

Exotic vs native fish

Death by degradation

Culminating activities

Mind/concept map

Tilapia - the book

Create a poster

The great pest fish debate

Introductory activities

Priority species
- Carp

- Tilapia

- Gambusia

Development activities

Summary table of
priority species

Puzzle 1

Puzzle 2

Death by degradation:
cause and effect activity

Culminating activities

Mind/concept map
(fill the gaps)

Poster

Introductory activities

Glossary

Puzzle 1 solution

Puzzle 2 solution

Developmental activities

Death by degradation:
cause and effect activity

Culminating activities

Fishing drama
(information)

The great pest fish
debate (adjudication sheet)

Mind/concept map
(answers)

Noxious and non-indigenous fish

Overview of pest fish species
in Queensland waters

Table 2 Species established in
Queensland

Table 3 Evaluation of threat
from 15 species

Legislation - Noxious and
non-indigenous fish

Current control measures
(includes Student activity)

Student activity i.2
Introductory

Glossary

Focus

This activity provides opportunities for students to understand terminology relating to the study of exotic pest fish.

Estimated time: 45 minutes

Materials

Access to student material to be used during the course including:
- DPI publications and posters. See Brochures, booklets and posters.
- Student resource i.2 - Priority species
- the Internet (see Links)
Dictionaries, thesaurus
Teacher resource i.2 - Glossary

Teaching strategies

A comprehensive glossary is provided as a teacher reference. Teachers should ensure that students gain a clear understanding of the differences between the words noxious, exotic, indigenous and non-indigenous as they apply to issues relating to exotic pest fish and their management.

Working scientifically

(I: accessing resources, U: constructing meaning)

Students are placed in groups of four, and resources are distributed such that each group has a different set of materials from which to work.
Each group scans the text and identifies vocabulary relevant to a study of exotic pest fish.
Each group tries to determine ‘meanings in context’.
A class glossary is compiled by pooling and revising each group’s responses. A copy could be given to each student. Additional terms could be added at the teacher’s discretion. Alternatively each student can be responsible for adding to his/her own glossary throughout the module.

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