SHS1 Biology · Semester 1 Week 8: Biology and Entrepreneurship

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.1 - Identify the biological concepts that are used in the nursery and grow-out stages to improve fish production.

By the end of the lesson, learners can:

Define nursery stage and grow-out stage in fish farming and state the purpose of each stage.
Identify at least five biological concepts (such as water quality management, stocking density, feeding, growth monitoring, and disease control) applied during the nursery and grow-out stages.
Explain how each biological concept contributes to improved fish survival, growth, and overall production.
Observe and record biological factors (e.g., water temperature, dissolved oxygen, fish size) in an aquarium or fish-rearing setup and relate them to the concepts studied.
Work collaboratively in mixed-ability groups to analyse how applying these concepts can increase fish yield and profitability for a fish farmer.

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Curriculum details

Strand: Exploring Biology in Society (Strand 1)
Sub-strand: Biology and Entrepreneurship (1.2)
Content standard: 1.1.2.CS.1 - Demonstrate knowledge of the application of biological concepts to improve fish production. 1.1.2.LO.1 Apply the knowledge of basic concepts in biology to improve productivity in fish farming.
Indicator: 1.1.2.LI.1 - Identify the biological concepts that are used in the nursery and grow-out stages to improve fish production.
Suggested placement: Semester 1, Week 8 (Week 8 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 33

Exemplars (from the NaCCA curriculum)

Task-Based Learning: learners in mixed-ability, all-inclusive groups, watch videos and documentaries on fish farming or embark on field trips to fish rearing and research centres to study the various biological principles applied in fish production and make their own notes on this for discussion: Learner learns how to interact with different people from different socio-economic background. Learner develops team spirit.
Project-Based Learning: in mixed-ability groups, look for materials such as aquarium tanks, scoop net and water storage tanks to make an aquarium, and obtain fingerlings from a fish farm or nearby waterbody to stock the aquarium; learner experiences real-life situations. Learner develops innovative skills and become self-initiators.
Project-Based and Experiential Learning Approaches: learners in mixed-ability groups apply suitable fish farming practices to feed and aerate the fish, while studying their growth patterns and making notes on the changes; learners develop the skill of critical thinking and observation; learners develop independent thinking. Learners develop the ability of working and supporting one another in a teamwork.
Analytical Learning Approach: over a period, learners in mixed-ability groups collate results obtained from project, analyse and discuss the findings in class presentations: Learners working in groups provide emotional and psychological support to one another to obtain results. Learners develop analytical skills.
Teaching and Learning Materials:
- * Fish nets * Salt * Oven * Fridge * Ice chess
- * 1-Videos * Aquarium tanks * Scoop nets * Water storage containers * Aerators
- * Fish feed * Field notebooks * Weighing scales * Measuring board/meter rule
- Videotapes
- Projectors
- Pen drives
- Simulation devices
Assessment (1.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.