is a goldfish more active in cold or warm water ??
please give me a website u find the info and tell me cold or warm and a website that has all about goldfish !!!
2006-10-12 11:19:11 · 9 answers · asked by squeaky :] 2 in Pets ➔ Fish
goldfish are more active in warm water. They are cold blooded, so they need to be in warm water. Just like snakes aren't active in the cold.
2006-10-12 11:23:10 · answer #1 · answered by The Mouth 3 · 1⤊ 1⤋
Well they survive in outdoor ponds in England and Scotland, so they obviously love cold water! But as spring is the mating season for nearly every animal they MUST be more active in warm water!
2006-10-12 18:30:57 · answer #2 · answered by alfie 4 · 3⤊ 0⤋
they are alot more active in warm water, i used to keep my goldfish and koi in water that was kinda cold, and they were like statues they never moved that much. unless there was food. Good Luck of you science fair!
2006-10-13 13:51:15 · answer #3 · answered by Benjamin L 2 · 0⤊ 1⤋
Gold fish exist in a temperature range of 40 to 106 °F. So I would have to say the higher the temperature in that range the more active they would be do to warmer waters allows for more muscle movement. But colder water holds more oxygen? So I don't know really. Ta-da
2006-10-12 18:28:22 · answer #4 · answered by jfc21980 2 · 0⤊ 1⤋
Goldfish - Wikipedia, the free encyclopedia
| image = Goldfish.jpg ... days, as it is important to know how much the goldfish will eat in a few minutes of time. ... orange goldfish than yellow goldfish, even ...
Quick Links: History - Varieties of domesticated goldfish - Chinese Goldfish classification
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en.wikipedia.org/wiki/Goldfish - 63k - Cached - Save
2006-10-13 12:59:21 · answer #5 · answered by AARONLEE AND SASHA 3 · 0⤊ 2⤋
Goldfish Lesson Plan
I. Descriptive Data:
Name: Lori Juhas
Date: April 30, 2002
Grade level: Fourth Grade
Subject: Biology
II. Behavioral Object: Upon completing a three part lesson on goldfish, students will be able to fill out a worksheet that requires use of the scientific method, discuss fish respiration, and make a graph that charts their results as well as a chart that compares their results to those of the rest of the class.
III. Louisiana Framework:
Students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
Students will examine the habitats of plants and animals and determine how basic needs are met within each habitat.
Students will describe how the features of some plants and animals enable them to live in specific habitats.
Students will observe animals and plants and describe interaction or interdependence.
IV. Materials:
Small aquariums
Goldfish
Thermometers
Laminated Grids
Teacher prepared worksheet
Ice
Plastic tubs
V. Methods:
Curiosity Builder
Investigation
Assessment
VI. Content focus:
Fish respiration
Scientific Method
Cooperative Group Work
VII. Procedure:
Day One: Curiosity Builder
a. Begin the lesson by having a discussion of the seasons (fall, winter, spring and summer). Talk to the children about how humans react to changes and weather, and use this to lead into a discussion about animals and migration. Have the students contribute by telling the class about animals they know that migrate or hibernate, and why they think they do this. Continue this discussion and use it as an introduction to the purpose of the lesson: to find out how fish respond to warm and cold environments.
b. Review the scientific method with the students and write each step on the board as they are discussed. Talk about how they will use this method the next couple of days to complete their fish lesson.
c. Together as a class, make up the rules you will use while conducting scientific experiments.
Day Two: Investigation
a. Have all materials ready at the desk for the children to get started. Go over instructions and ask for any questions or comments before you get started. Pair students with compatible partners.
b. Instruct the students to begin work.
Process:
1. Using a pre-moistened fish net, transfer a test fish to a small aquarium. The water temperature of the aquarium should be about the same as the temperature the fish comes from (room temperature).
2. Place the small aquarium on the top of the grid your teacher provides.
3. Watch the fish for about five minutes, as it becomes adjusted to its new environment,
4. Slowly, place the thermometer into the water. Record the water temperature in the table.
5. One team member will be the timer. When he gives the “start” signal, the other members of the group will begin counting the number of squares the fish crosses in two minutes. Even if the fish’s head barely enter a square, count it. Record your data.
6. Place the aquarium with the test fish in the larger container of ice. Push the ice up around the aquarium. Watch the thermometer as the temperature drops. DO NOT STIR THE WATER, SHAKE THE TUB, OR MAKE SCARY FACES AT THE FISH-IT MAY BECOME AGITATED AND MOVE AROUND MORE THAN NORMAL. When the temperature has dropped 15 degrees Celsius, place the aquarium on the grid and repeat step 5 above. Record your data.
7. Place the aquarium in the tub of ice again. Let it there until the temperature is 10 degrees Celsius. Repeat step 5 again. Record your data.
Conclude by having the children share their results with the rest of the class.
Day Three: Assessment
a. Review what the children did on the previous day and let them each share their individual results. Chart these results on the board and ask the students if they see any trends. Ask them why they think they came up with these results. Ask them to explain to the class why they think their fish responded the way in which it did. Have a discussion about fish respiration.
b. Go over how to use Graph Master by projecting it on the overhead. While still working in the same pairs, instruct students to go to the computer to graph the class' average results. Do this together as a class and when the kids catch on, let them graph their own individual results.
c. Print graphs and talk about results. Make concluding statements about how goldfish respond to changes in the temperature of water, and how animals and humans react to changes in weather in general.
Assessment: Students will be assessed by their active participation in the three-day lesson plan, their responses to the worksheet, and the graph they created. Assessment procedures include observation and written responses.
Reflection: This lesson went really well. The kids were actively engaged and they were very eager to participate. I was so pleased with their cooperation and interest in the lesson. I feel confident that these children really learned a lot from this lesson and that they were given the chance to truly experience science hands-on.
2006-10-12 18:35:12 · answer #6 · answered by steamroller98439 6 · 1⤊ 6⤋
warm that is what they are used to 74 degrees is perfect this sight will tell you everything you need to know
2006-10-12 18:21:20 · answer #7 · answered by C live 5 · 1⤊ 1⤋
Ohh go here! www.goldfishsinceprojectinfo.com/net
2006-10-12 22:35:40 · answer #8 · answered by FP 6 · 0⤊ 1⤋
http://www.kokosgoldfish.com/care.html
2006-10-12 19:52:47 · answer #9 · answered by craigy1012000 1 · 1⤊ 2⤋