Objective: Students will become familiar with the names of fish and learn about fish
Materials: 26 FISHO game cards, water base markers (such as overhead projector
pen, optional), FISHO answer key
Background: Fisheries exist in South Dakota in many places such as the Black Hills,
prairie streams, stock dams, the Missouri River and its reservoirs, lakes and other rivers.
Lakes and streams of the Black hills support some of the best trout populations in the
state. Small dam fishing across the state has been attractive to anglers who look for
opportunities relatively close to home. The Missouri River has supported record walleye
catches throughout the years. Expanded habitat in the State's lakes has supported
record walleye catches throughout the years. Expanded habitat in the State's lakes (due
to high levels of water in recent years) have increased fisheries opportunities for
This game is played just like "Bingo". Teacher will need to make copies of FISHO cards
or laminate the set to be used again. If cards are laminated, students can use a water
based marker for keeping score on their card.
Teacher should cut apart all the blocks from the answer key pages and put in a
container from which to draw from later.
Distribute a FISHO card to each student. Instruct the class that the game is played with
the same rules as Bingo, in that you are a winner when you have marked off a line of
blocks either up and down (in the same row), horizontally or diagonally across the card.
Please make a note of the "fish-free zone" space as their "free" space.
Teacher will draw from the container and call out the first answer block. Remember to
read the entire block, as it is important to note which category the fish is listed under.
Fish names are repeated throughout the cards.
Make note of each block that is called on the board or on a piece of paper.
The student who gets five in a row first wins. (Note: another suggested play would be to
have students fill up their entire card - first one to do so, wins!)
Have student read back their winning row and double check against your record.
Have students write about the litter they've found around and in the area where they like
to fish. One good method of gaining perspective of how litter affects wildlife is to write
from a specific point of view, for example: how a blue gill, northern pike or trout might
describe the affects of litter and pollution on their livelihood. After completing their
essays, have them give suggestions on how they would eliminate the pollution of their
chosen site or one of their classmates. As a furtherance of this extension, compile a list
of polluted areas and the students' suggestions for cleanup and submit to the
Department of Environment and Natural Resources in the state capitol.
Invite a local outdoor writer or fisheries professional to speak to your class or to be
interviewed by your students. Have students put together a fisheries newsletter with the
interview of the visitor as a main article. Encourage students to do some research on the
Internet to find jokes, puzzles, games, etc. that can be added to the newsletter.
Distribute throughout the school.
Visit a fish hatchery. Arrange for a tour in advance with the hatchery manager in advance
so your class may have access to areas and information not otherwise available. Ask to
see if there are any hands-on activities that your class could do (such as egg-taking and
fertilization, assisting with stocking fish, etc.).
Edible: Something that can be eaten
Endangered: A species that are in danger of dying out or being eliminated in some
Habitat: A place where something lives (i.e., fish in water)
Native: A species that resides in a specific place and spends generations doing so
SD Standards for 4th grade:
Prior Preparation: Review the
"Fishes of the Dakotas" poster and
encourage students to discuss their
edible, endangered, habitat, native