EDUCATOR’S GUIDEGRADES 4-8

College of ScienceUniversity of Nevada, Reno

Explore the exhibition and the science

Engage students with fun, pre-tour exercises

Connect to teaching standards

WELCOME TO MY JOURNEY AND RESEARCHAround the world, freshwater ecosystems support tens of thousands of unique species and hundreds of millions of people. Monster fish are aquatic giants, a diverse assemblage of fascinating freshwater fish that grow to at least six feet long (approximately two meters in length) or weigh more than 200 pounds (approximately 100 kilos).

Many of these freshwater giants are endangered, and their environmental settings are endangered as well. My research explores the balance between our needs as humans and the needs of these fish and other species that rely on healthy, freshwater ecosystems to survive. In partnership with National Geographic, this multi-year effort has been taken to six continents — North America, South America, Europe, Africa, Asia and Australia — to find, study and protect these monster fish. In total, the project has involved more than 100 scientists, two dozen fish species and most of the major rivers on Earth.

Monster Fish: In Search of the Last River Giants, an exhibition by National Geographic, will introduce students to the science behind this work and will be the basis for a fun and effective learning experience. The exhibition features amazing, life-size sculptures of monster fish, hands-on interactive exhibits and video installations that will put students and teachers face-to-face with more than 20 species of monster fish.

Thank you for visiting the exhibition and for using this You are introducing your students to a fascinating aspect of the world of science and inspiring our next generation of scientists and explorers.

Zeb Hogan, Ph.D. National Geographic Explorer Host of Nat Geo WILD’s Monster Fish Research Biologist, University of Nevada, Reno

College of ScienceUniversity of Nevada, Reno

BONUS NEVADA SECTION!

PAGES 28-37

2

THE SCIENCE BEHIND MONSTER FISHBiology is the study of living organisms and their interactions on the Earth.

Biodiversity is when the number of organisms, the variety of organisms and their genetic variation are explored in an ecological region, such as a biome, or a smaller area such as an ecosystem.

Healthy Ecosystems: An ecosystem is a geological region that is made up of the community of living (Biotic) and non-living (Abiotic) components. Examples of larger ecosystems could be a specific forest (Olympic National Forest in Washington or the Allegheny forest in Pennsylvania) or desert (Mohave Desert in California or the Great Basin Desert found in Nevada, Utah, Idaho and southern Oregon). Ecosystems may also be smaller in geographical region or limited to a specific lake or river. Rivers are considered freshwater ecosystems (Krough, 2011).

Sustainability: In order for an ecosystem to remain healthy and long-lived, the biological systems within the ecosystem need to remain productive and diverse. Sustainable and healthy ecosystems are essential for the survival of living organisms, including humans (James, Magee, Scerri and Steger, 2015).

Geographical distribution of water: The major sources of where water can be found on the Earth include oceans, icecaps and glaciers, groundwater, freshwater and salt water lakes, the atmosphere, rivers and biological organisms (see chart below). With all the available water on Earth, only a mere 2.5 percent is considered freshwater and what living organisms need to survive (USGS, 2014).

Source Percent of Total Water on Earth

Oceans, seas and bays 96.5

Ice caps, glaciers, permanent snow 1.74

Ground water, soil, permafrost 1.713

Freshwater lakes 0.007

Salt water lakes 0.006

Atmosphere 0.001

Rivers / swamps 0.001

Biological water (in living things) 0.0001

Although freshwater rivers contain a very small amount of the total water available on Earth, they do maintain a very important ecosystem and provide sustainability to ecological regions. In order for fish to be able to survive and grow to very large sizes (monster fish), the conditions of the ecosystem must be sustainable and productive over time.

Murray Cod

3

SCIENCE STANDARDS CONNECTIONA trip to the Monster Fish Exhibition supports the following Next Generation Science Standards (NGSS) as related to the respective Disciplinary Core Ideas (DCI) and progressions in the NGSS as outlined in Appendix E and detailed in specific standards by grade level as outlined in the table below.

The Monster Fish Exhibition falls under the Cross Cutting Concepts (CCC) of Cause and Effect, Scale, Proportion and Quantity, Systems and Models, Structure and Function, and Stability and Change. Additionally, visiting the Monster Fish Exhibition supports the Practices of Science and Engineering (PSE) by allowing children to 1) ask questions; 2) use and explore models; 3) participate in simple investigations; 4) analyze and interpret data; 5) use mathematics and some computational thinking; 6) construct explanations; 7) engage in argumentation from evidence; and 8) obtain, evaluate and communicate information.

Life Science (LS) Earth and Space Science (ESS)

LS1-1 Structure and functionLS1-2 Growth and development of organismsLS1-3 Energy flow in organismsLS1-4 Information processing (Catfish and whiskers)(Paddlefish electroreceptors for rostrum)(Electric Eels use electric current discharges)

ESS2-1 Earth materials and energy flowESS2-3 Global water distributionESS2-5 Biogeology (living things can affect the physical characteristics of the environment)

LS2-1 Interdependent relationships in ecosystemsLS2-2 Biogeochemical cyclesLS2-3 Ecosystem dynamicsLS2-4 Social and group behaviors

ESS3-3 Human impact on Earth systemsESS3-4 Global climate change

LS3-1 Inheritance of traitsLS3-2 Variation of traits

LS4-1 Evidence of common ancestryLS4-2 Natural selectionLS4-3 AdaptationLS4-4 Biodiversity and human relationships

Green Sturgeon

4

INTRO THEATEROn entering the exhibition, visitors can choose to sit, stand or pass through a theater space with terraced seating reminiscent of a riverbank. A child’s musings about a local legend bring visitors face-to-face with a wondrous monster fish. The two-screen animation weaves together the child’s imaginings with Zeb Hogan’s descriptions of the very real enormous fish that populate waterways around the world.

EXPLORE THE EXHIBITION

5

GEOGRAPHY SECTIONSThese large geography-based sections will profile several species and explore their connections to the habitat and peoples of each region. Life-size, lavishly detailed sculptures bring fish that live in murky water into vivid relief. Some are touchable, and in the case of the 6-meter sawfish, climbable. Custom illustrations present the folklore and mystery behind these fish. Visitors will learn firsthand about the sheer size of these goliaths and how anatomy provides clues about behavior. Be amazed as accompanying video reveals the slash-and-eat methods of the sawfish, the filter feeding behavior of the paddlefish, and tagging a giant freshwater stingray.

Information will be presented about the local cultural importance of the fish, such as subsistence fishing for the pirarucu, the sturgeon’s inclusion in the traditions of many Native American tribes, and the giant barb’s representation in ancient carvings at Angkor. Case studies investigate conservation challenges and solutions.

6

INTERACTIVESThemed areas with tactile and digital interactives provide visitors with opportunities to learn about how monster fish grow, how scientists study them, and how anglers and other individuals can help fish survive.

Monster Size Me

Be the fish as you maneuver a marble through a circular obstacle course. Just like real fish, the longer the fish survives, the bigger it will grow. Avoid threats like invasive species and dams and collect positive impacts such as dam removal and habitat restoration to maximize growth. This game demonstrates both the threats that monster fish face and ways humans can help. Nearby panels and photos provide a case study of “Monster Fish Invaders,” showing examples of monster fish as invasive species.

A Monster Mission

Experience how scientists find and learn about monster fish. Scan the fish to see if it was tagged in a prior field season and collect data, such as size and weight. Analyze movement patterns to identify areas of the river in need of protection. Test your observation skills and identify a mystery monster fish invading the river.

7

INTERACTIVES (CONT.)Fishin’ Decision

Be the angler as you learn the value of responsible recreational fishing. Zeb Hogan often works with recreational anglers who understand where to find fish and how to catch them responsibly. In this digital interactive you can catch fish, consult fishing guidelines, and decide whether to “keep” or “release.” See how many correct choices you can make.

Minnow or Monster?

Step onto a large scale with your group to see your equivalent weight in monster fish. You might learn, for example, that “your group weighs the same as a quarter of a white sturgeon.” Learn about the connection between getting old and getting big as you count the layers on otoliths — fish ear bones with growth rings like a tree. Examine historical records of fish lengths to see how finding truly large fish is increasingly difficult.

Go Fish

Designed with the youngest visitors in mind, a stylized riverbank is lined with four fishing poles and four release chutes. Use magnetic fishing poles to catch fish from among the river’s rolling waves. Place the catch gently into a chute for release into the river. These actions reinforce the message of fun and safe fishing for both people and fish.

Balancing Act

Freshwater is a resource in high demand. Finding a way to balance human with ecosystem needs is important to ensure healthy rivers where fish can grow to monster size. This interactive is designed to give visitors an understanding of the hidden water costs in services and products consumed. As visitors adjust sliders indicating home water use, diet, energy use and product consumption, an animated river filled with fish on a large display monitor responds accordingly. The water level will rise or fall as more and less water-intensive elements are selected.

White Sturgeon

8

MONSTER FISH VIDEO EXPEDITION

Climb aboard a stylized boat to go on expedition with Zeb Hogan, Ph.D., National Geographic Fellow and host of the Nat Geo WILD series “Monster Fish.” From jumping out of helicopters to taking part in local rituals, witness the lengths to which he goes to find and document the world’s monster fish. Choose from among five button-activated videos.

SPECTACULAR SCULPTURESWorld-renowned Staab Studios created five life-size sculptures for the exhibition. Watch the sculpting process: vimeo.com/108572559

Unpacking the giant barb sculpture, Catlocarpio siamensis

Pirarucu sculpture, Arapaima Gigas

9

EXHIBITION FLOW

Freshwater Stingray

Please note that the exhibition layout changes from venue to venue.

10

HOW TO USE THIS GUIDEBefore Visiting the Exhibition

This guide contains activities that introduce your students to aquatic freshwater giants called monster fish, the aquatic ecosystems in which they live, and different regions of the world explored by Zeb Hogan, Ph.D. and his Explorer team. There is information for educators and resources to prepare students for the experience within the exhibition. Preparing children with some background information and activities will allow them to better enjoy the experience of the Monster Fish Exhibition.

At the Exhibition

Educators should read this guide to prepare for visiting the exhibition. Become aware of the major sections of the exhibition along with activities and interactive components. Share the exhibition map and descriptions with your students and make a plan for how you will encounter the different sections of the Monster Fish Exhibition. If you have conducted any of the “Before Visiting the Exhibition” activities with your students (page 11 of this guide), be sure to make clear connections between this information and the pre-exhibition content. When you arrive, have students explore the exhibition in teams of two-four, imagining that they are visiting the different regions of the world while looking for and recording evidence that supports the sustainability of large fish. The groups can explore the sections in any order, as long as they visit them all by the end of the tour.

After Visiting the Exhibition

Select from the activities in the “After Visiting the Exhibition” (page 19) to follow up and build upon the experiences in the Monster Fish Exhibition. There are activities that provide opportunities to research more information, as well as activities that can extend the Monster Fish experience and related science into the classroom and beyond.

Website: http://www.unr.edu/science/zeb-hogan

Other Resources: At the end of the guide there are lists of additional resources and links that support and expand upon the content of the Monster Fish Exhibition.

HAVE FUN!

Taimen

11

BEFORE VISITING THE EXHIBITION: INTRODUCING MONSTER FISH

Show students the photo of the Mekong giant catfish (above). Ask them to observe the fish and look for clues about how big the fish actually is or how much it weighs. This particular fish weighed in at 200 kilos and was 2.5 meters long.

Engage the students with a discussion using the following questions: How big do freshwater fish, like the Mekong giant catfish, grow? What would they eat? How much food would they require on a daily basis to survive? How many species of giant freshwater fish exist? Where could they live, considering their size? What are some of the challenges to their survival?

Explain to students that more than two dozen freshwater fish can grow to more than 2 meters long or weigh more than 100 kilos. Students may be familiar with some of these fish such as giant catfish, carp and sturgeon. Other types of fish may be unfamiliar to students because they exist in different regions of the world, such as the air-breathing pirarucu in South America and massive freshwater stingray in Asia.

Mekong Giant Catfish

12

To bring closure to this discussion, explain that throughout their range, this diverse group of fish has much in common: All are large, many are long-lived, and most are slow to mature. As the biggest fish, most require large, healthy lakes, free-flowing waters and rivers to thrive, and some make regular cyclical movements (migrations). They are usually an important source of food to the local people, and they are threatened with extinction.

whipray, pirarucu

Pirarucu

Freshwater Stingray

13

Locate the Major Rivers of the World and Meet the Monster Fish Team (Activity)

Introduction: “Monster Fish,” large freshwater fish, are found in large lakes and rivers around the world. In order to help you gain an appreciation for many of the areas where Zeb Hogan has conducted research, this activity will help you track his travels. Hogan has worked with more than 100 scientists, fishermen, photographers and filmmakers to develop the material presented in the exhibition.

• Using a world map, point out to students the six different continents where Hogan and his research team have traveled to study monster fish: North America, South America, Asia, Australia, Europe and Africa.

• Using the same map, have students locate the largest rivers on each of those continents: the Mississippi, Amazon, Danube, Nile, Yangtze, Mekong and Murray-Darling.

• Hogan conducts much research to find rivers in different regions of the world that can sustain large fish. Part of his research focuses on climate, topography, sustainability and accessibility.

Activity: Divide your class into six research teams (one per continent) and have them identify the largest river on that continent (Mississippi, Amazon, Danube, Nile, Yangtze, Mekong or Murray-Darling). Then research the following questions: a) What Biome(s) are represented in the ecological region of the river? b) What is the climate like? c) What is the landscape (topography) surrounding the river in the region? d) How long is the river? e) What typical flora and fauna are found in that region? f) What are some of the endemic fish in that area, and which species have been recorded as the largest in the area?

Khone Falls, Mekong River, Laos

14

Not only does Hogan research the science and geography of particular regions, he must also be sensitive to local customs, traditions and laws. Reconvene the research teams to answer a) what languages are spoken by the people living along the banks of the river? b) What cultures are present along the rivers and what geopolitical information is available from that region? c) Do the monster fish in that region have any cultural significance for local populations? d) Do the monster fish have any religious significance in the region?

Have students share their findings with the rest of the class. After each group has shared, conduct a discussion on the similarities and differences among each of the rivers and regions. Note that there is little overlap between the fish found in each of these rivers. Additionally, the total number of freshwater fish species (fish diversity) that exist in each river varies from river to river and continent to continent. Can you find out how many freshwater fish inhabit each river? Which rivers have the highest freshwater fish diversity?

Left: Zeb Hogan, a monk, and a fisherman on the banks of the Uur River, Mongolia

Above: A group of biologists examines a Mahseer in Bhutan

15

Plan an Expedition / Mission to Visit One of the Areas (Activity)

Introduction: Many monster fish live in remote areas, requiring researchers and filmmakers to make long, difficult trips to find them. To travel to remote rivers in tropical Guyana, for example, Hogan and his team spent three weeks on the river. The team traveled by boat, using 5.5 meter canoes and small outboards to navigate the shallow, dry-season waters of the Essequibo and Rewa rivers. The team camped out on sandy beaches, stayed dry under tarps and slept in hammocks. In Mongolia, biologists studying taimen, the world’s largest trout, spent months in the field each year tagging and tracking fish. The taimen team stayed in gers, traditional Mongolian tents, and traveled by jeep, jet boats, and rafts. Cold temperatures are the challenge here and the team must prepare everything needed for weeks or months in harsh conditions.

Activity: Now that you have conducted some basic research into different regions of the world, the next step is to plan an expedition to explore and conduct research in that area. Break the class into expedition teams with four-six members in each group. Have each group plan an expedition to a remote river location by researching the following questions:

• How would they get to the site?

• How long would they spend at each site?

• How long would the whole expedition take?

• What would they bring with them?

Mongolian House and Expedition Vehicle

16

Ask the students to plan the details of the trip, reminding them that the expedition will probably include travel by plane, car and boat. How much time will each leg of the journey take? Where will they stay while they are in the field? What types of gear are the most important? Hint: The major categories for monster fish expeditions usually include groups of items like transport, fuel/oil, tool box, camp equipment, personal equipment, kitchen, food, fishing gear, filming gear and science gear. What items fit in each category? Ask the students to dedicate extra time to learning about the equipment and supplies biologists use to study fish.

Have the students share their expedition plans and information with the rest of the class.

Guyana Rewa River group expedition

Giant Pangasius

17

VISITING THE EXHIBITION: GIVE THE STUDENTS THEIR MISSION

Tell the students that they are about to go on a journey — not to a river or lake — but to an exhibition about the world’s largest freshwater fish and their habitats. While at the exhibition, the students’ mission is to learn about giant fish (a.k.a. monster fish), the many forms they take, the rivers and lakes where they live, ways biologists study them, their importance to humans, the threats they face, and what we can do to protect them. Remind students that these “monster fish” are representative of freshwater fish worldwide — of all sizes — that we refer to collectively as freshwater fish biodiversity.

Collecting Information at the Exhibition (Activity)

While at the exhibition, the teacher may ask the students to keep a notebook to collect some observational information that can be used for classroom discussion after the visit to the Monster Fish Exhibition.

A sample notebook table could include the following:

5 Favorite FishScientific Name

Common Name and Nickname*

Fish Habitat Fish Behavior Fish Diet

1

2

3

4

5

* For example, Cambodians call the Mekong giant catfish the “royal fish” because of its position as the largest fish in a vast underwater realm (the Mekong River).

Additional information to be collected on the fish may be:

• How big is the river where the fish are found?

• What’s unusual or surprising about its behavior?

• Where does the fish fit in the food chain?

• Which was your favorite fish? Why?

18

AFTER VISITING THE EXHIBITION: DISCUSS THE STUDENTS’ IMPRESSIONS OF

THE MONSTER FISH EXHIBITIONAsk the students what they thought about the exhibition and what interested them most. How did their impressions of monster fish change as a result of visiting the exhibition? Remind them that their overall mission was to learn about monster fish, the many forms they take, the rivers and lakes they inhabit, ways biologists study them, their importance to humans, the threats they face, and what we can do to protect them. Ask them to recall the sculptures and share their impressions. Do they think that fish like those presented as sculptures really exist?

If you had your students collect information in their notebooks, this is a great time to have them share that information and compare their favorite fish with other students or with the entire class. Wrap up the discussion with a statement that it is our stewardship (as humans) to help these ecosystems remain sustainable and healthy. Ask your students what they can do to contribute to the longevity of freshwater ecosystems so that future generations will also have monster fish to observe and learn about.

The following activities will enable you to continue the study of monster fish with your students. These activities are not in any specific order, but are simply ways to extend the learning experience from the Monster Fish Exhibition.

Monster in Your Backyard? (Activity)

Students may not realize that they have monster fish living near them. Students may be able to visit a local river or lake (with appropriate adult supervision) to investigate the fish that live in their local aquatic systems and to explore whether any of those fish could grow to be very large (monster fish). Typically, there are local records kept about the kinds of fish and sizes of fish caught in local areas. Try to find information on the fish records that exist for your local area. Big fish may be closer than you think!

Specific questions could include:

• What are the local rivers and lakes closest to where you live?

• What are the species of fish that live in your local freshwater sources?

• What do the local fish eat?

• What importance is the local freshwater source to the people who live near it?

• Are there any threats to your local freshwater sources including management challenges (water shortage, sewage management, pollution, dams, invasive species, overfishing, etc.)?

19

Visit a Fish Market (Activity)

When Zeb Hogan visits the Mekong River in Cambodia, one of his first stops is to the morning market. Local fish markets can provide valuable clues about the varieties of fish and health of the rivers in the region. Before or after your visit to the Monster Fish Exhibition, visit a local grocery store and observe the different kinds of fish being displayed. Pick your favorite three fish, draw a sketch of the fish, and take estimated measurements of the weight, length, width and height of the fish that you observe. Try to determine if those fish are specific to your area and naturally occurring (endemic), caught in your area but are not naturally occurring (invasive), or were not caught locally but were brought into your area from other areas (imported). Ask the store clerk if these fish were caught locally or if they were shipped to the store. Additionally, ask the clerk if these fish were caught in the wild or if they were farm-raised fish (aquaculture). A visit to several local markets or ethnic stores may show a greater variety of fish that are endemic, invasive or transported to the local area.

Scenes from a fish market in Thailand

1. Largetooth Sawfish (6 meters)

2. Freshwater Stingray (2.5 meter width, 6 meter total length)

3. Piraiba (3.6 meters)

Just how big are the world’s largest freshwater fish? Compare the size of these monster fish with that of Nat Geo WILD’s Monster Fish host Zeb Hogan, Ph.D.

4. Pirarucu (4 meters) 5. Giant Barb (3 meters)

College of ScienceUniversity of Nevada, Reno

6. Golden Mahseer (2.7 meters) 7. Alligator Gar (3 meters) 8. Mekong Giant Catfish (3 meters)

9. American Paddlefish (2.2 meters)

10. Lake Sturgeon (2.8 meters)

11. Taimen (2 meters)

12. Goonch (3 meters)

13. Murray Cod (1.8 meters)

Zeb Hogan, Ph.D.1.8 meters

22

IMPERILED GIANTS

Background

Populations of many giant freshwater fish species have declined significantly in recent years, leading them to be classified as endangered. An endangered species is an animal or plant that is at risk of disappearing — scientists call this phenomenon extinction. While extinction is a natural process (numerous animals and plants have gone extinct since life began on Earth nearly 4 billion years ago) the rate of extinction has increased recently as a result of human activity. The rate of decline for many freshwater animals has led scientists to consider the present-day disappearance of aquatic animals a freshwater extinction crisis. Approximately 70 percent of monster fish species are considered threatened. In North America overall, nearly 40 percent of freshwater fish are threatened, and 61 species are presumed extinct. The major threats to freshwater fish include: overfishing (overharvest), habitat degradation, dams, invasive species, pollution and climate change, all of which negatively impact populations of many species. In the majority of cases, fish are subject to more than one of these stressors.

Many solutions that have been proposed for preserving healthy ecosystems and aquatic populations focus on industrial development, water use and harvest/fishing practices that are sustainable, meaning that the practices are environmentally responsible and do not harm the long-term probability of the persistence of a population or species. As consumers, humans can practice sustainable living in a number of different ways: by making educated choices about how and from where we get our energy, what we eat, how much water we use, and which fish we choose to eat or catch.

Activity 1

Share with students the above information regarding threats to freshwater fish. Ask students to consider possible conservation solutions to the problem of declining freshwater fish populations. What are some solutions that have been proposed for marine fish? Are these solutions appropriate for freshwater fish? Why or why not?

Mekong Giant Catfish

23

To begin the next part of the activity, split the class into two research groups. Ask the first group of students to research the water supply in the local area. Have students identify where the local water originates. Possible sources include nearby lakes and streams, snowpack, ground water, wells, etc. Are these water sources renewable (do they replenish themselves each year)? Ask the students to come up with some solutions for what could be done to help protect and preserve these water sources.

Have the other groups of students investigate where the major sources of local energy come from. Is the energy source renewable (wind, solar, geothermal, hydro) or non-renewable (coal, natural gas)? Using hydropower as an example, ask students what could be done to make hydropower less damaging to fish stocks. For example, the location of a dam is important when assessing the environmental impact. These types of impacts can be better understood by conducting a holistic survey of socio-economic, cultural and human-health costs and benefits associated with a proposed project. This process is known as an environmental impact assessment (EIA).

Have students report back to the rest of the class about their findings and possible solutions to maintain healthy and sustainable aquatic ecosystems for freshwater fish.

Activity 2

Ask students to find a sustainable seafood guide online. Most sustainable seafood guides focus on marine fish and advise consumers about food choices based on the conservation status (i.e. level of sustainability) of the fish stock in question. Have students identify whether the fish should be avoided or eaten in moderation, and/or which fish would be considered a best choice for eating according to the sustainable seafood guide based on the conservation status of the fish. Here is a link to the world Wildlife Fund (WWF) sustainable seafood guide (and links to other sustainable seafood guides): http://wwf.panda.org/what_we_do/how_we_work/conservation/marine/sustainable_fishing/sustainable_seafood/seafood_guides/

Avoid Eating Eat in Moderation Best Choice for Eating

Mekong giant catfish

Colorado pikeminnow

Farmed-raised catfish

Wild caught Pacific salmon

American paddlefish

Wels catfish

Piraiba

Giant Siamese carp

Nile perch

Farm-raised pirarucu

24

Have students justify their answers, keeping in mind that farm-raised fish are usually a sustainable alternative to eating wild caught fish with poor conservation status.

Ask the students to explain the difference between commercial fishing, subsistence fishing and recreational angling. All three types of fishing can be sustainable if harvesting is kept to sustainable levels. Commercial fishing is usually regulated by monitoring the total number of fish that are removed from a river or lake. Subsistence fishing is often managed by laws regulating access, equipment, fishing season and catch. Recreational fishing, or sport fishing, can be managed in a variety of ways including regulating access, equipment, fishing season and catch, as well as by encouraging catch-and-release fishing.

Catch-and-release fishing is particularly beneficial for large-bodied, long-lived “trophy” fish, because the largest fish usually have the highest reproductive potential. Ask students if they participated in the “Fishin’ Decision” interactive portion of the Monster Fish Exhibition. What lessons did students learn about catch-and-release fishing?

Zeb Hogan, Ph.D., with a Giant Eurasian Trout (Taimen)

25

ROBOT FISH / DESIGN YOUR OWN FISHBackground

Engineers have designed robot fish to accomplish a variety of tasks, from cleaning toilets to spying or assisting in scientific exploration. Ask your students to design a robot fish. What are the main characteristics of a fish? What purpose do they serve? Fish come in many different shapes and sizes from the snakelike eel, to the flattened stingray, to the streamlined taimen. What does body shape tell us about a fish? Why would an eel be shaped like a snake? Why are stingrays flat? The variety of body shapes is astounding and can vary even within one group like catfish. For example, the tiny pencil catfish measures less than 1 centimeter at maturity while the largest catfish, the Mekong giant catfish, measures three meters in length and can weigh up to 300 kilograms.

While humans are comparatively awkward in water (we swim slowly, our senses of sight and sound are dulled, and we can only hold our breath for a few minutes), fish have many adaptations that make them at home in the water. Many fish have fins positioned on the top, sides, bottom and back. What is the name of each of these fins? What purposes do they serve? What special characteristics or behaviors do some freshwater fish have that other fish do not? Do these characteristics or behaviors benefit these fish? How?

Explain to students that fish use their senses to assimilate to their environments. Examples include a lateral line, which fish use to detect water particle displacement, eyes that may function in both bright and low light, ears that are sensitive to distant sounds and pressure oscillations, nares (nostrils) that can detect waterborne chemicals, and organs capable of sensing electromagnetic fields.

Ask students to think about what other attributes might be important to a fish. The size and shape of teeth often dictate what and how fish eat. Students also may want to give their fish special tools, like the ability to generate an electric shock (the electric eel can generate a strong shock of up to 700 volts), a long snout or rostrum to detect or debilitate prey (both the American paddlefish and freshwater sawfish have specialized rostrums), or a toxic spine to ward off potential predators (the giant rays of Asia, South America and Australia all possess toxic barbs, which can grow to 15 centimeters).

Paddlefish

26

Figure 1 General Fish Physiology. Gene Helfman, University of Georgia. Used with permission.

Activity

Organize your students into design teams of two-four people per team. Utilizing the Engineering Design Process (EDP), ask the students to design a robot fish that highlights a specialized design to survive in a competitive environment.

The first step in the EDP is to have students “Identify the Problem,” in this case, designing a fish with a specialized characteristic that will help it to survive in a competitive environment. Part of this design step includes conducting research on different fish specializations. A separate part of this phase requires students to identify the constraints that they will have for this design project. In engineering, constraints are considered the limiting factors in the design process. There are typically three main constraints, including the cost of the project (materials budget), the time frame to complete the project, and the quality of the end product (minimum qualifications of the end product).

Note for Educators: For successful projects, the teacher should collect available materials and establish a chart of expenses to help students create a budget to work from. Teachers should also have a time frame in mind (number of class periods or hours that the project will run). Finally, a minimum standard should be developed in order to define the “success” of the end product. An example of a minimum standard might be whether the fish can adequately survive in its habitat. How effective was the characteristic that was developed for this survival strategy?

27

The second step in the EDP is for kids to “Brainstorm” as many solutions, or in this case, as many specialized characteristics as they can think of for fish survival and competitive nature. Creative, bizarre ideas are encouraged here as sometimes those ideas make the best design project. Once brainstorming is complete, the students then work through all the ideas to eventually settle on one idea that they will construct.

The third phase of the EDP is for students to “Make a Plan.” This plan will become the blueprint of the project. Sketches and drawings are important because measuring and scaling the drawing will lead to more successful building. Students should pay attention to which materials are available for building their fish and then construct a budget that will support their plan, but fit within the budgetary constraints of the project. Before students move on to the next phase, it is strongly encouraged that the teacher review the plan with the students.

The fourth and fifth phase in the EDP is to “Build” and “Test” the design. Students should construct the fish with the materials they have selected. Building and testing become an iterative process, meaning that once you have a prototype, you test it to make sure that it works. If for some reason the prototype fails, this is an opportunity to redesign and rebuild the fish. The iterative process of build and test can go on for quite some time, so it is important that students pay attention to the time constraint. Whether hours or days, time goes by fast and students will need to plan accordingly so that they are able to finish the project with the quality that they need within the time given.

The last phase of the EDP is for students to “Implement the Solution.” The project is complete and now the students may share their results or even market their fish design for competition. This is an opportunity for students not only to use engineering and science as the basis for the fish, but to also to utilize some simple mathematics for figuring out how much to sell their fish for, as well as for coming up with a marketing strategy to sell their fish. Have students create a presentation to present to the rest of the class “selling” the idea that their fish is best and showing why other students should buy it. Technology can be used here along with communication skills (writing and speaking) to make the project as a whole a well-rounded STEM project.

For further reading on the Engineering Design Process, the Engineering is Elementary (EiE) curriculum and Engineering Adventures curriculum from the Museum of Science in Boston are great resources for engineering activities for students in grades K-8. Visit http://eie.org/ for more information.

Alligator Gar

28

UNDERWATER NEVADA: CONNECTING FISH, WATER AND PEOPLE

Did you know that Nevada is the driest state in the United States of America? You might think that the study of water and fish is not important in an arid state like Nevada. Actually, the opposite is true: Water is critically important to Nevada, because it’s scarce and it’s essential for life. And in a place where water is scarce, managing water becomes a complex issue. It is crucial to use water wisely and make smart science-based decisions.

You have traveled around the globe learning about the world’s monster fish, now it’s time to learn about water and fish closer to home. While all of Nevada is dry, the distribution and ultimate fate of water is not uniform. Nevada is divided into three major drainages: a) the Columbia River basin, b) the Great Basin, and c) the Colorado River basin. The fate of water in Nevada is based on where water falls (precipitation) or flows (both above ground and underground) in those regions. In northeastern Nevada, the Owyhee River, Bruneau River, Jarbidge River and Salmon Falls Creek flow north out of Nevada into the Snake River. The Snake River is the largest tributary of the Columbia River. The Columbia River is one of the largest rivers in North America and empties into the Pacific Ocean.

The Great Basin is a large region of mountains and valleys, deserts, and salt flats. The Great Basin stretches east to west and north to south across the state, covering most of Nevada. Contrary to its name, the Great Basin is not one connected system but rather dozens of smaller drainages, all originating and terminating inside the boundaries of the Great Basin. Lake Tahoe, North America’s largest alpine lake, Pyramid Lake, Walker Lake, and the Truckee and Humboldt Rivers all lie within the Great Basin.

In southern Nevada, near Las Vegas, the Colorado River flows west out of Grand Canyon National Park, then turns south near Hoover Dam, cutting down through Nevada, Arizona and California. The White, Muddy and Virgin Rivers flow through southern Nevada entering into the Colorado River at Lake Mead. The Colorado River flows 1,450 miles through seven states — Wyoming, Colorado, Utah, New Mexico, Arizona, Nevada and California — before entering Mexico and emptying into the Sea of Cortez.

29

Nevada’s Native Fish

Nevada’s large size, distinct drainage basins, small, spring-fed pools, and dry climate have resulted in diverse, isolated aquatic habitats and the opportunity for rapid evolution of new fish species and subspecies. The State of Nevada’s Natural Heritage Program estimates that more than 90 unique taxa occur or once occurred in Nevada, including the Chinook salmon (Oncorhynchus tshawytscha), the Columbia River redband trout (Oncorhynchus mykiss gairdneri), bull trout (Salvelinus confluentus), dozens of species and subspecies of chub and dace, at least 12 endemic fish, and one endemic fish family (Empetrichthyidae), the poolfishes.

Changes and Challenges

Nevada has changed a lot in the past 200 years and these changes have not always been positive for native fish. In Lake Tahoe, Lahontan cutthroat trout have been replaced by non-native trout species like mackinaw, kokanee, rainbow, brook, and brown trout. Along the Colorado, large dams have changed the hydrology and ecology of the river, making it difficult for many native fish to survive. Turbid (muddy) water and high spring flows have been replaced by the cold, clear water that flows from the bottom of large dams. Further downstream, diversions and water use for agriculture and urban use have reduced the flow of the Colorado River to a trickle. In many years, no water from the Colorado reaches the sea. These changes have resulted in the decline of many populations of native fish. Lahontan cutthroat trout, for example, have disappeared from about 95 percent of their native habitat. Other species, such as the iconic king salmon, six foot long Colorado pikeminnow, and the unusual looking humpback chub, are now gone from Nevada.

Connecting Fish, Water and People

Given the challenges of life in an arid environment (for fish and people), how can we manage water and aquatic habitats for the benefit of people and fish? There are a number of innovative solutions. These solutions are based on our scientific understanding of aquatic systems and include water conservation, improvement of water quality, increased environmental flows (flows in streams and rivers necessary for aquatic life), protection of rare and vulnerable species and habitats, reintroduction of native fish, regulations to limit the spread of invasive species, and experimentation to make managed systems more native-fish friendly. In some cases, solutions that were once considered radical, like dam removal, are viable options to meet the needs of both humans and fish.

30

Exploring the Living (Biotic) and Non-Living (Abiotic) Components in the Colorado River Basin with Human Impact (Activity)

Part 1. Using the picture above, list all the living “biotic” and non-living “abiotic” features that you can observe or that you know exist in both the waters of Lake Mead and in the Colorado River below Hoover Dam. Are the aquatic species the same in both places? Have students research and create this list with a group. Once the lists of biotic and abiotic features/organisms have been made (see chart on next page), the teacher should create a class list on the board guiding a discussion defining biotic, abiotic, and interactions between the lists (use the teacher information on next page). It is important for the teacher to make the connections between the abiotic and biotic factors of an ecosystem and show how these resources are cycled in nature, biotic to abiotic and back (biogeochemical cycles).

Helpful Links for researching wildlife in this region:

http://www.nps.gov/lake/planyourvisit/fishing.htmhttp://www.usbr.gov/lc/hooverdam/educate/edpack2.html

Lake Mead and Hoover Dam

31

Biotic in Lake Mead

Biotic in Colorado River below Hoover Dam

Abiotic above the dam

Abiotic below the dam

Part 2. Discuss the abiotic features of the Lake Mead ecosystem. Students should come to a realization that the abiotic features are the same above and below Hoover Dam. The next discussion is to compare the biotic organisms/ecosystems that live in Lake Mead and compare them to the biotic organisms/ecosystems that live just below Hoover Dam in the Colorado River. It is important to note that some of these organisms are the same, but there are some major differences in the predators and prey that live in these two close but different locations. Continue the discussion explaining the interrelationship of abiotic and biotic factors in general. Then discuss the positive and negative effects of humans building a dam in this environment.

Note to the teacher: Abiotic features are physical things that are not derived from living organisms, typically these include the sun, air, water, dirt, minerals, rocks, precipitation and temperature (as a few examples). Living things or biotic things must include all of the following characteristics according to Krogh (2011 p. 9):

1. Can assimilate (take in) and use energy2. Can respond to their environment3. Can maintain a relatively constant internal environment4. Possess an inherited information base, encoded in DNA, that allows them to

function5. Can reproduce through use of the information encoded in DNA6. Are composed of one or more cells7. Evolved from other living things8. Are highly organized compared to inanimate objects

Krogh, D. (2011). Biology: A guide to the natural World. Pearson, San Francisco, CA.

32

Exploring Aquatic Ecosystems over Time in Lake Tahoe (Activity) Background for Teacher: Introduction of species can change an ecosystem: The case of invasive species establishment in Lake Tahoe

Lake Tahoe is the 11th deepest lake in the world and is known for its remarkable blue waters and clarity. The lake has a very simple food web and assemblage of native (only found in this region) species. Lake Tahoe was also once home to Nevada and North America’s monster trout, the Lahontan cutthroat. This native trout fed upon fishes and tiny zooplankton. Zooplankton are very small critters that eat algae and themselves! Algae are microscopic plants that use sunlight for energy and nutrients to grow. Recently, scientists have documented a changing ecology in the lake, which includes the loss of clarity due to changes within the watershed that add nutrients that grow algae. The research also shows how the introduction of species caused permanent changes to the food web of the lake including the loss of the monster Lahontan cutthroat trout.

Lake Tahoe (Photo Credit – Peter Goin, used with permission)

33

Law of Unintended Consequences from Introducing Species to an Ecosystem

Since the 1880s, a number of species have been introduced into the lake, either intentionally or accidentally. These species include fishes that live in cold waters, like large lake trout or tinier opossum shrimp the size of quarter. Scientists have studied how the establishment of new species changes the food web of Lake Tahoe. The introduction in the late 1800s of lake trout from the Great Lakes in eastern North America resulted in the establishment of a predator that can eat any food item half of its size. By 1912, the lake trout were established in Lake Tahoe, and nearly 25 years later this aggressive predator reduced native Lahontan cutthroat trout populations enough to cause their extirpation, or local extinction.

In the 1960s, the mysid opossum shrimp, a tiny invertebrate the size of your thumb nail, was introduced to the lake. This species was introduced to provide food for fishes like kokanee salmon to make them grow bigger so fisherman could catch larger fish. It turns out the opossum shrimp is a very good predator. They use their opossum eyes to easily search and capture food. They also migrate to the deep, dark waters of Lake Tahoe where it is difficult for fish to see and eat them. Once the opossum shrimp were established in Lake Tahoe, they ate the native zooplankton called daphnia and bosmina. As a result, the native zooplankton experienced a local extinction in Lake Tahoe. There are hundreds of millions of shrimp in the lake today, making it unlikely that we can control the invasive shrimp populations. The trout and salmon in the lake now feed mostly in the open water. Smaller fishes nearer to shore include the invasive bass fish feeding on each other and invertebrates that live on the bottom of the lake.

What are the differences among a native, introduced and invasive species?

Native species are plants and animals that originally lived in an ecosystem. Plants and animals that are introduced to an ecosystem are called non-native species. When a non-native species causes damage to an ecosystem it is called an invasive species. Invasive species generally grow and reproduce more quickly than native species, often competing or eating native species and causing them to decline or even become extinct in that area.

If invasive species are not normally found in local rivers and lakes, how do aquatic invasive species get introduced in the first place? They can be introduced intentionally when people dump pet fish and plants from their aquariums or from buckets of fishes kept for fishing. Invasive plants and tiny invertebrates (animals without a backbone) like a snail, shrimp or mussel can attach to boats, boat trailers and fishing gear and be transported from one lake or river to the next over long distances. It is important to prevent the spread of invasive species by washing your boat and fishing equipment between uses from one ecosystem to the next.

34

Lake Tahoe Aquatic Species Before and After Invasive Species Introduction

Comparing Aquatic Food Webs of Lake Tahoe (Activity)

Looking at the timeline of the introduction of invasive species into Lake Tahoe, have the students create two aquatic food webs, one prior to 1872 and one after 1945. Have the students create the webs in a trophic pyramid and label the common names, whether they are a producer or consumer (and order of consumer: primary, secondary,

Concept credit to Dr. Sudeep Chandra. Drawing credit to S. Adler and H Segale, UC Davis.

35

tertiary or quaternary), and if they are an herbivore, omnivore or carnivore. Don’t forget to add decomposers to this food web. Add to the final product the non-living “abiotic” features that the food chains need to exist.

Once construction of the chains, webs and trophic pyramids is complete, compare the two food webs looking for what species are gone and what species were introduced. Note the predator and prey relationships. As part of the discussion, be sure to add the human impact, both positive and negative, on the Lake Tahoe ecosystem both prior to 1872 and in the current day. It may be important to note that introducing invasive species has caused irreparable changes to the endemic ecosystem.

Extension Activity: This part of the activity allows for the children to construct their own food webs from another area in the Great Basin using pictures cut from nature magazines. Explain to the students that they must create several food chains that represent each level of the trophic pyramid by cutting pictures out of magazines and gluing them onto a large sheet of paper. Each of the levels should be attached by gluing a piece of yarn that goes from the predator to the prey! Then use different colors of yarn to show the interrelationship between the chains. In other words, a chain will interact with another chain and become a web. Once the students have completed the construction of their webs they can then share them with the rest of the class.

Research Projects for Understanding Fish, Water and People in Either Northern Nevada or Southern Nevada (Activity)

The purpose of these next two activities is to help children understand fish, water and human impact issues within Nevada. There are two research opportunities for students:

1. Lake Tahoe is fed by many small mountain streams and snowpack. In typical seasons, this fresh water replenishes Lake Tahoe water that may be lost during the summer months due to the Truckee River drainage. In drought years, the lake is not able to make up for lost water and in the summer of 2015, the Truckee River was not replenished by Lake Tahoe, but by other reservoirs and lakes that feed into it. The Truckee River runs through Reno and eventually ends up in Pyramid Lake. Pyramid Lake has no river outlet so it is considered a terminal lake. The only way that water leaves Pyramid Lake is through evaporation. The Truckee River washes many minerals into Pyramid Lake, but without an outlet to continue to wash these minerals and replenish the fresh water, the mineral content builds up. Pyramid Lake is a salt lake containing 2-3 percent salinity (can range from 1-3 percent depending on the water years). Students can learn about terminal lakes by studying the Lake Tahoe drainage system ending up in Pyramid Lake. Research should focus on the

36

different kinds of fish between the two lakes and the Truckee River, water issues associated with taking water from Lake Tahoe and other reservoirs, water diversion from the Truckee River for municipal and agricultural use, and finally the impact of water with Pyramid Lake. Students should choose one issue to ask a question, gather evidence, make a claim, and then construct an argument pro and con for the issues related to this particular system. It should also be noted that there are several other terminal lakes across the Great Basin (Walker Lake, Mono Lake and Owens Lake) that have similar stories.

2. Life as a pupfish, an endangered small fish in the desert at Devils Hole: The Great Basin and Mojave Desert are the largest semi-arid (receiving little rain or snow) ecoregion in the United States and comprise most of Nevada’s landscape. Small springs and creeks are scattered throughout the landscape. Small amounts of rain or snow and transfer of water underneath land called groundwater maintain water flow, level and temperatures in the springs. As a result of the unique biogeography and environmental conditions (temperature, food, water level) in the water, the springs around Nevada are home to a large diversity of endemic (only found in one location) fishes and invertebrates (critters without a backbone). The fishes are generally smaller — the size of your fingers or hand — than the Nevada monster fish Lahontan cutthroat trout that once lived in Lake Tahoe.

Pyramid Lake (Photo Credit – Peter Goin, used with permission)

Devils Hole (Photo credit - Dr. Kevin Wilson, National Park Service)

37

Devils Hole is a small part of the Death Valley National Monument, located in Southwestern Nevada. The surface of the small hole is the size of a living room (6 x 18 ft.) and home to the Devils Hole pupfish, a tiny endangered fish found nowhere else in the world. The size of your pinky finger, the fish lives mostly on a shallow warm shelf in the hole where there are abundant algae and invertebrates for the fish to eat. Devils Hole is greater than 500 feet deep and the water that feeds the hole comes mostly from regional groundwater sources. Pumping ground water in the region influences the temperature and water level in Devils Hole. Diversions and other ecological changes are studied by national park scientists to understand what is causing the population to go from hundreds of pupfish in the 1970s to 50-100 today.

Students should choose one issue associated with the Nevada pupfish, ranging from the survival of the species to human impact that is threatening Nevada’s native springfish and pupfish. Students then form a question, gather evidence, make a claim, and then construct an argument pro and con for the issues related to the question generated around Nevada’s smaller fishes.

For more information about Devils Hole including how an earthquake in Mexico can influence the water level and fish behavior of this very unique, endangered pupfish only found in Nevada, please go to http://www.nps.gov/deva/learn/nature/devils-hole.htm.

Devils Hole Pupfish (Photo credit - Olin Feuerbacher, US Fish and Wildlife Service)

38

ROBOT FISH RESOURCE LINKShttp://machinedesign.com/technologies/navy-builds-robotic-fish-spy-mission

http://www.techlicious.com/blog/hexbug-aquabot-remote-control-angelfish-toy-fair-2015

http://www.euronews.com/2015/02/18/robot-cuttlefish-ready-for-underwater-action/

RESOURCES

Books for Children

Encyclopædia Britannica. (2013). Fish and amphibians. Britannica Illustrated Science Library. Chicago, IL: Encyclopædia Britannica.

Kurlansky, M. (2011). World without fish. New York: Workman Publishing Company.

Bonner, H. (2007). When fish got feet, sharks got teeth, and bugs began to swarm: A cartoon prehistory of life long before dinosaurs. Washington, D.C.: National Geographic Children’s Books.

Parker, S. (2005). Fish. New York: DK Eyewitness.

Townsend, J. (2005). Incredible fish. Chicago, IL: Raintree.

Desonie, D. (2008). Hydrosphere: Freshwater systems and pollution. New York: Chelsea House. Links for Children at National Geographic

http://nglibrary.ngs.org/KidsScienceNatureEnvironment

http://kids.nationalgeographic.com/explore/nature/facts-on-fish/

Books for Adults

Carey, R. (2006). The philosopher fish: Sturgeon, caviar, and the geography of desire. New York: Counterpoint.

Greenberg, P. (2010). Four fish: The future of the last wild food. New York: Penguin.

Kurlansky, M. (1998). Cod: A biography of the fish that changed the world. New York: Penguin.

Shubin, N. (2008). Your Inner Fish: A journey into the 3.5-billion-year history of the human body. New York: Pantheon Books.

Safina, C. (1997). Song for the blue ocean: Encounters along the world’s coasts and beneath the sea. New York: Henry Holt and Company.

39

Goonch

PROFESSIONAL ARTICLESAllan, J. D., Abell, R., Hogan, Z., Revenga, C., Taylor, B., Welcomme, R.L. & Winemiller, K. (2005). Overfishing of Inland Waters. BioScience, 55, 1041-1051.

Hogan, Z., Moyle P. , May, B., Vander Zanden, J. & Baird. I. (2004). The imperiled giants of the Mekong: ecologists struggle to understand — and protect — Southeast Asia’s large, migratory catfish. American Scientist, 92, 228-237.

Stone, R. (2007). The last of the leviathans. Science, 316, 1684-1688.

WEBSITEShttp://education.nationalgeographic.com/education/encyclopedia/sustainable-fishing/?ar_a=1

http://environment.nationalgeographic.com/environment/freshwater/aquatic-ecosystems/

FRESHWATER ECOSYSTEMShttp://kids.nceas.ucsb.edu/biomes/freshwater.html

http://www.kidzworld.com/article/1951-biomes-of-the-world-aquatic

http://www.neok12.com/Ecosystems.htm

PROTECTING YOUR FRESH WATER http://water.epa.gov/action/weatherchannel/whatyoucando.cfm

40

HOW DO FISH GET BIG?http://www.learn4good.com/games/online/play_fishy_online.htm

http://www.nationalgeographic.com/field/explorers/zeb-hogan.html

http://news.nationalgeographic.com/news/2007/11/071115-megafishes.html

http://environment.nationalgeographic.com/environment/freshwater

http://ngm.nationalgeographic.com/2010/04/table-of-contents

http://sanctuaries.noaa.gov/education/teachers/pdfs/sustain_seafood_lesson1.pdf

GO FISHING http://takemefishing.org/fishing/family/fish-with-your-kids/

REFERENCESJames, P., Magee, L., Scerri, A. & Steger, M.B. (2015). Urban sustainability in theory and practice: Circles of sustainability. London: Routledge.

Krough, D. (2011). A guide to the natural world (5th Ed.). San Francisco, CA: Pearson Education Inc.

USGS Water Science School. (2014). The world’s water. Retrieved from http://water.usgs.gov/edu/earthwherewater.html

The Monster Fish Exhibition Guide was written by faculty of the University of Nevada, Reno:

David Crowther, Ph.D., professor, College of Education, and executive director, Raggio Research

Center for STEM Education, and researchers Zeb Hogan, Ph.D., assistant professor, and Sudeep

Chandra, Ph.D., associate professor, College of Science. The guide was designed by John Morrow,

senior graphic designer for Extended Studies at the University of Nevada, Reno. The Monster Fish

Exhibition Guide was developed in partnership with National Geographic.

College of ScienceUniversity of Nevada, Reno

College of EducationUniversity of Nevada, Reno

College of ScienceUniversity of Nevada, Reno

JOIN DR. ZEB HOGAN ON A SCIENTIFIC JOURNEY INTO A SELDOM SEEN AQUATIC WORLD

Monster Fish: In Search of the Last River Giants, an exhibition by National Geographic, will take you and your students on an expedition around the world to learn about monster fish and their habitats.

You will meet and follow the adventures of Zeb Hogan, Ph.D., a National Geographic Explorer, host of Nat Geo WILD’s Monster Fish show, photographer and

University of Nevada, Reno biologist and researcher, as he travels to six continents to find, study and protect the world’s largest freshwater fish.

This Educator’s Guide, geared to grades 4 through 8 and connected to Next Generation Science Standards, corresponds to the Monster Fish exhibition. Developed courtesy of the University of Nevada, Reno’s College of Science and College of Education, the Educator’s Guide explores the science and geography behind the Monster Fish exhibition and research. It provides a number of interactive activities to engage students before and after a visit to the exhibition. At the center of the Educator’s Guide is a pull-out poster to prompt classroom discussions about just how big the world’s largest freshwater fish are.

The Monster Fish exhibition and Educator’s Guide are sure to provide a fun and effective learning experience for your students. Thank you for joining in this educational journey.

College of ScienceUniversity of Nevada, Reno