Bony Fish Anatomy Worksheet Zillman Art Museum

Bony Fish Anatomy Worksheet Zillman Art Museum-Free PDF

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Bony Fish Anatomy Information, Fish are cold blooded animals that live in water and breathe using gills Water goes in through the mouth and out through the gills which take oxygen from. the water Most fish swim by moving their tail also called the caudal fin left and right There are about 22 000 species of fish that began evolving around 480. million years ago, There are many kinds of fish some have bones but others like sharks and rays have no bones only cartilage We are going to take a look at the external. outside anatomy of bony fishes, Each fin on a fish is designed to perform a specific function Fins are appendages attachments used by the fish to maintain its position. move steer and stop They are either single fins along the centerline of the fish such as the dorsal back fins caudal tail fin and anal fin. or paired fins which include the pectoral chest and pelvic hip fins Fishes such as catfish have another fleshy lobe behind the dorsal fin. called an adipose fat fin that is not illustrated in the following worksheet The dorsal and anal fins primarily help fish to not roll over onto their. sides The caudal fin is the main fin for propulsion to move the fish forward The paired fins assist with steering stopping and hovering. Anal Fin Pelvic Fin, The fin on the lower side of the body near the Each of the paired fins on the lower side of the. tail that lends stability in swimming body near the head. Caudal Fin 1st Dorsal Fin, In most fish the Caudal or tail fin is the main The harder fin on the upper side of the body that.
propelling fin lends stability in swimming,Pectoral Fin 2nd Dorsal Fin. Each of the paired fins on either side of the The softer fin on the upper side of the body that. body near the head that allows side to side lends stability in swimming. Sight organs located on the head Vision underwater poses many special problems The most significant is the small amount of light. available in all but the uppermost layers of water Vision under water is limited to a few yards at best and fish do not use this as one of. their primary senses,Operculum gill cover, Is a flexible bony plate that protects the sensitive gills Gills are fleshy organs that are used for breathing they are located on the side. of the head Water is inhaled through the mouth passes over the gills and exhaled from beneath the operculum. Lateral Line, A series of sensory pores small openings that are located along the sides of fish that sense vibrations in the water It can easily seen. in fish as a band of darker looking scales running along the side. The part of the body which the fish uses to catch food it is located at the front of the body The mouth s shape is a good clue to what. fish eat The larger it is the bigger the prey it can consume Fish have a sense of taste and may sample items to taste them before. swallowing if they are not obvious prey items Some fish are omnivorous eating both plant and animal matter Some are primarily. piscivorous eating mostly other fish A few are primarily herbivorous eating plants Fish may or may not have teeth depending on the. species Some fish even have teeth in their throat, Paired nostrils or nares in fish are used to detect odors in water and can be quite sensitive In general fish use smell rather than sight. to locate food Eels and catfish have particularly well developed senses of smell. Bony Fish Anatomy,Bony Fish Anatomy,Lateral Line 1st Dorsal Fin.
2ndDorsal Fin Caudal Fin,Pectoral Fin,Pelvic Fin,Possible Art Activities. To facilitate imaginative art making be sure to show the class a variety of fish Use artistic interpretations books photographs and or other visual aides. Be sure to discuss how physical attributes are often indicative of habitat For example some fish use camouflage to hide from larger predators some fish. are bioluminescent and some fish are able to fly If students are not already familiar with adaptation you will need to facilitate additional activities to help. establish the concept Sea Semester at Woods Hole has developed an excellent activity for this purpose It can be found at. http www sea edu academics k12 asp plan specializedinsea. Write habitat information on small pieces of paper Make enough for each student to have at least two Have them choose that number from a hat and then. create a fish that reflects those attributes They should work out their fish on a sketch and then place in within the appropriate context For example. saltwater and night feeder might produce a a fish with a proboscis in a coral reef. Great lessons about fish can be found at the following websites. http www dickblick com lessonplans, http seawifs gsfc nasa gov OCEAN PLANET HTML search educational materials html. http www geocities com Athens Atrium 5924 underthesea htm. http artsedge kennedy center org, Maine Learning Results Science and Technology Standards. A Unifying Themes Students apply the principles of systems models constancy and change and scale in science and technology. A1 Systems, Students recognize that parts work together and make up whole man made and natural objects. a Explain that most man made and natural objects are made of parts. b Explain that when put together parts can do things they could not do separately. Students explain interactions between parts that make up whole man made and natural things. a Give examples that show how individual parts of organisms ecosystems or man made structures can influence one another. b Explain ways that things including organisms ecosystems or man made structures may not work as well or at all if a. part is missing broken worn out mismatched or misconnected. A3 Constancy and Change, Students observe that in the physical setting the living environment and the technological world some things change over time and some things stay.
a Describe the size weight color or movement of things over varying lengths of time and note qualities that change or remain the same. Students identify and represent basic patterns of change in the physical setting the living environment and the technological world. a Recognize patterns of change including steady repetitive irregular or apparently unpredictable change. b Make tables or graphs to represent changes, E The Living Environment Students understand that cells are the basic unit of life that all life as we know it has evolved through genetic transfer and. natural selection to create a great diversity of organisms and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections of these interdependent webs. E1 Biodiversity, Students describe similarities and differences in the observable behaviors features and needs of plants and animals. a Describe similarities and differences in the way plants and animals look and the things that they do. b Describe some features of plants and animals that help them live in different environments. c Describe how organisms change during their lifetime. Students compare living things based on their behaviors external features and environmental needs. a Describe how living things can be sorted in many ways depending on which features or behaviors are used to sort them and apply this. understanding to sort living things, b Describe the changes in external features and behaviors of an organism during its life cycle. Students describe parts and wholes of living things their basic needs and the structures and processes that help them stay alive. a List living things and their parts, b Explain that parts of living are so small we can only see them using magnifiers. c List the basic things that most organisms need to survive. d Identify structures that help organisms do things to stay alive. Students describe how living things are made up of one or more cells and the ways cells help organisms meet their basic needs. a Give examples of organisms that consist of a single cell and organisms that are made of a collection of cells. b Compare how needs of living things are met in single celled and multi celled organisms. E5 Evolution, Students describe similarities and differences between present day and past organisms that helped the organisms live in their environment.
a Describe some organisms features that allow the organisms to live in places others cannot. Students describe the fossil evidence and present explanations that help us understand why there are differences among and between present and past. a Explain advantages and disadvantages gained when some individuals of the same kind are different in their characteristics and behavior. Use the blank fish diagram to talk about each of the anatomical parts Alternatively you could draw your own version on the board Hand out the worksheet with the blank boxes and ask your students to fill in the answers A properly labeled answer guide is provided for you Incorporate a fish making art activity after the worksheet Suggestions are included after the answer guide

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