Lesson - Fishing in Schools Plan pdfs/Lesson 1.pdf · “Learn How To Fly Fish” Textbook hapters: Fly Rods ... Online version of the Cast A Fly, Catch A Student Lesson Plans NFSP

CAFCAS Lesson 1, page 1

Lesson: “Cast A Fly, Catch A Student”

Lesson Number 1

Lesson Focus Content Knowledge: Basics of Fly Fishing, Fly Rods, Reels, Fly Line, Leader

Content Skill(s): Reeling with the left hand, away from the body, always reeling UP, AWAY and then DOWN.

Thinking Skill(s): Observing, sequencing, pre-dicting, problem solving

Habit(s) of Mind: Working and thinking interde-pendently, communicating clearly

Standard(s): Language Arts, Physical Education, Sci-ence

Lesson Title: Basics of Fly Fishing and Equipment

Implementation Time: 45-55 minutes

Resource(s): “Cast A Fly, Catch A Student” Teacher Training Manual “Learn How To Fly Fish” Textbook Chapters:

Fly Rods Fly Reels Fly Lines Leaders

Online Version of the Cast A Fly, Catch A Student Lessons: Fly Rod Components and Classification Fly Reel Components Fly Line Classification Leader Classification

Materials Needed: 3 Waterscene CasTargets with X-stand, 3 sets of Stick’ems (42), Waterscene CasTarget Translators, Fly rods, Fly Reels

Worksheets: Fly Fishing Journal – “Tight Lines!”, Fly Fishing Journal Entry: Traver’s Testament, “Insects We Imitate”, “Equipment”, “Parts of the Fly Line”, “How To Set Up Fly Lines”

Learner Outcome(s): What will student’s learn as a result of this lesson?

The student will know the basic fundamental difference between fly fishing and traditional fishing. Students will know the 3 basic insects imitated in fly fishing (caddisfly, mayfly, stonefly) The student will know and be able to identify 8 components of a fly rod. The student will know and be able to identify 8 components of a fly reel. The student will know and be able to identify the backing, fly line and leader.

The Basics of Fly Fishing Key Concepts:

Fly fishing is a sport distinct and different from other forms of fishing In fly fishing, you cast the line not the lure Basic equipment:

Fly Rods Fly Reels Backing Fly Lines Leaders

In fly fishing, insects and small animals (fish, frogs, worms, etc..) are imitated to convince fish to take the “lure” called a “fly”

3 Major Aquatic Insects imitated in fly fishing are: Caddisfly Mayfly Stonefly


Procedure (45-55 min): To start hand out the Fly Fishing Journal— “Tight Lines!” Together or in small groups students should read this. Fly Fishing Journal Entry: Traver’s Testament can be completed either at the close of the lesson, or done as homework. The Insects We Imitate Relay (20 min): The objective of this activity is to have students understand the fundamentals of fly fishing. Fish eat insects, so man developed “imitations” of these insects with a weightless lure called “flies”. How those “flies” are delivered to the fish is called fly fishing/fly casting. The Insects We Imitate Relay will educate your students about the 3 major aquatic in-sect species imitated in fly fishing. As a result, students will understand the basic difference between “Dry” flies (adult insect imitations that are fished on the surface of the water) and “Nymphs” (immature insect imitations that are fished below the surface of the water.) 1. Handout and refer to the Waterscene CasTarget Translator. 2. Setup the 3 Waterscene CasTargets and divide the class evenly into 3 groups.

Handout a Stick’em (there are 14 different Stick’ems in each set) to every student, they may get more than one. Each group has their own Waterscene CasTarget and stands 30-40 feet from the Waterscene CasTarget be-hind a designated line. The teams work together to put the Stick’ems back onto the Waterscene CasTarget in the ap-propriate order using the Waterscene CasTarget Translators as a reference. On your command, one-by-one, each stu-dent runs down and places their Stick’em on the Waterscene CasTarget in the same location as seen on the Water-scene CasTarget Translator. Then each student runs back to the starting line before the next team member can run down and place their Stick’em in the appropriate location on the Waterscene CasTarget. The first team to put all the Stick’ems back on the Waterscene CasTarget in the correct order wins! 3. Follow up Introduction

Handout real flies; dries, nymphs and other patterns (if you have them.) This provides the students the opportunity to get a sense of different fly patterns, sizes and weights

Handout “Insect We Imitate Worksheet” while discussing the topics below; have each student finish the worksheet.

Explain where fly fishing came from…“people watched fish eating insects off the surface of the water and created “flies” or “imitations” using feathers, hair and other natural material to “trick” the fish into taking the “flies.”

Explain the 3 main insects imitated in fly fishing: (Reference the Waterscene CasTarget Translator) Caddisfly (complete life cycle has 3 stages: larva, pupa and adult) Mayfly (incomplete life cycle has only 2 stages: larva and adult) Stonefly (incomplete life cycle has only 2 stages: larva and adult)

All insects start as eggs and hatch into larva and metamorphose from there.

Reminder: Adult Insects have wings and live above water, their imitations are called “Dry flies” and they float on the

surface of the water. Larva and Pupa are the immature stages and live under the surface of the water. Larva and pupa imita-

tions collectively are called “nymphs” and they sink below the surface of the water. All Larva and/or Pupa “hatch”/metamorphose into mature Adult winged/flying insects that mate above

water and the females return to lay eggs back in the water.

The Basics of Fly Fishing: Introduce the concept of fly fishing. The fundamental difference between fly fishing and other forms is the fly line casts the lure to the fish, not the weight of the fly/lure. Using the tip of the fly rod, string a small amount of fly line through the tip and show how the fly line can LOAD/bend the rod (on the back cast) and then UNLOAD/unbend it (on the forward cast) to cast the line.


"Butt S

ec-

tion" “M

id S

ec-

tions" “T

ip Sec-

tion"

Equipment Introduction to Equipment (15-20 min): References:

See the back of the Waterscene CasTarget Translator Online version of the Cast A Fly, Catch A Student Lesson Plans NFSP Teacher Training Manual “Learn How To Fly Fish” textbook

Divide the class evenly into 10 groups; hand each group both a rod and reel and the “Equipment” Worksheet and the “Parts of the Fly Line” Worksheet . Have each student follow along and fill in the blanks as you review the fly rod, fly reel and fly line. As an alternative, each student can draw the equipment in their fishing journals and label the correct components. Fly Rod Components (5 min) Fly Rod Classification: Length and Weight, see rod: (the fly line weight balances with the rod)

High School Rods: 8 1/2’ long, #5 fly line weight Middle School Rods: 8’ long, #4 fly line weight

Components of the Fly Reel (5 min) Key points :

In NFSP the main purpose of the fly reel is to hold the fly line; unlike other forms of fishing, in fly fishing, the reel is not used in making the cast, and is not used to retrieve the lure/fly for the next cast.

Discuss the 3 hands used in Fly Fishing Rod Hand: the hand they will use to “operate” the rod Reel Hand: the hand that operates the reel Line Hand: the line hand is opposite the rod hand and is used to “fish” the fly, catch fish and assist

in casting extra line. A fly Reel hangs/sits underneath the rod (not on top) Show students how to put the reel on the rod butt; the REEL’S HANDLE IS ALWAYS ON THE LEFTSIDE EVERYONE REELS LEFT HANDED in this course ALWAYS REEL UP, AWAY and then Down (have students practice this by mimicking you holding the rod

and reeling UP, AWAY and then DOWN with their left hand.) Each student should practice this.


FLY REELS CONTINUED: * SUGGESTION: TO DISCOURAGE REELING THE WRONG WAY, TIGHTEN THE DRAG ON EACH REEL . Turning the Ad-justable Drag to the RIGHT TIGHTENS the DRAG and turning it to the LEFT LOOSENS the DRAG. Fly Line Parts (5 min) Key point:

Generally, everything in fly fishing tapers from fat to thin; i.e.; the fly rod, fly line and the leader. The purpose of the BACKING is to take up space on the reel. FLY LINE is what casts the fly to the fish. The LEADER is the less-visible connection to the fly.

Optional (normally for application in High Schools) Introduction to Fly Line Classification

For example: “WF-5-F “ Taper (WF, DT, etc…) describes the shape of the fly line along its length Weight of Fly Line (000 wt – 15 wt) (weight of fly line is standardize and simply means how much

the physical weight of the first 30ft weighs in grains, really, this is insignificant, we just want to our students to know FLY LINE “WEIGHTS” BALANCE WITH A FLY ROD OF THE SAME “WEIGHT.”

Buoyancy (F-Floating, S- Sinking, F/S- Floating/Sinking). Most fly lines purchased today are floating lines. The fly lines used in NFSP are floating fly lines.

Fly line weights are designed to be balanced with a fly rod of the same weight classification. Different fly rod weights and matching lines are used to catch different species of fish. A 8’6”, 5wt is a very standard length and weight for beginning freshwater fly fishers. What weight fly rod and fly line to use is influenced by the size of the fly(s) being used and the size of the

fish being sought.

Introduction to Leader Classification For example: “9’, 5X”

Length - standard lengths are 7 1/2’, 9’, 12’ Tippet size/diameter – described/classified with an “X” numerical designation

7’ 5” long, with 2X-4X is a good general length and size for most “regular fishing.” Note: the shorter the leader the easier it is to “turnover.”

“Turnover”- describes the fly line, leader and fly unrolling above and behind the caster (as a desirable result of the back cast) and in front of the caster (upon completion of the forward cast) *Note: If you haven’t marked your fly lines yet, this is a great time to do it with your class, refer to the “How To Set Up Fly Lines” sheet.

Closure/Assessment (10 min): After equipment is put away, the class will meet to review the fly rod components, fly reel components, fly line com-ponents and the 3 main insect species imitated in fly fishing: Caddisfly, Mayfly and Stonefly.


Inquiry/FlyFishing Journal Entry Key Question(s): 1. What is the difference between fly fishing and other forms of fishing?

Cast the line, not the lure 2. How do you know what weight rod you are using?

The weight is written on the rod, just above the rod grip. 3. How does the weight of the line relate to the rod weight?

Fly line has to “balance” with the weight of the rod, if you use a 5 wt. fly rod, you use a 5wt fly line. 4. What hand do you operate the reel with?

Left (in this course) 5. Which direction do you always reel?

UP, AWAY and then DOWN

Conservation Note: Each day in small groups have students review the Leave No Trace (LNT) cards and answer “Conservation Note” ques-tions:

1. What is Leave No Trace? An ethic to follow when spending time outdoors

2. What is Leave No Trace’s 1st ethic when fishing? Plan ahead and prepare

3. Why is it important to plan ahead and be prepared when going out fishing? So you know the regulations and learn about the resources you’re using and proper etiquette when catching fish in a particular location.

4. Why are fishing licenses important? Licenses are important because revenue from their sales help our state and federal wildlife agencies care for the natural resources and sustain them for future use.

Additional Journal Entry: Fly Fishing Journal Entry: Traver’s Testament


Fly Fishing Journal – “Tight Lines!”

Walk into any sizeable and reputable book store, and you wouldn’t be surprised if you located an entire section of

books on, say, football. You might be surprised, however, that there exists an entire section on not merely fishing but

fly fishing. In fact, the number of books devoted to fly fishing often is large; fly fishing, for a host of reasons, is itself a

strong lure for those who value personal reflection and writing.

Robert Traver, John Gierach, Norman Maclean and Steve Raymond are just some of the writing talents who have been

drawn to fly fishing above all other pursuits. What is it that they are drawn to? What exactly is the beauty and art they

write about? These are just two of the questions we will be trying to answer through our own personal reflection and

writing in your personalized journal.

Furthermore, there is the practical side, the scientific side, and the mechanical side of understanding how to fly fish –

you need not be a literary giant or even a fan of one to find enjoyment in fly fishing. For everyone, including those like

Traver and Gierach, it is safe to say that it all boils down to the water swirling around, light’s dancing reflections off of

water, and all the sounds and smells of the natural world around us. Notice that there is no mention of fish….

Task: Every day throughout your fly fishing unit, you will be asked to make entries in your fly fishing journal. Some of

the various tasks may include:

Reflective responses

Reading responses

Self- and peer evaluations of casting, etc.

Notes and diagrams concerning equipment, invertebrate life cycles, etc.

Assessment: Grading will be based on completeness, accuracy, neatness and thoroughness. Include the date and title

of the journal entry at the top of each page.

Exceeds Expectations

(3)

Meets Expectations

(2)

Needs Improvement

(1)

Incomplete

(0)

Neatness and care are evi-

dent in all journal responses.

The date and entry title is

included with each entry.

Adequate neatness and

care are evident. Some

entries appear brief. The

date and entry title is in-

cluded with each entry.

Many entries are brief

and/or rushed. Neatness

and care are not often

evident in responses.

Dates and titles are some-

times missing.

Many entries are missing.

All responses are thorough

and reveal much thought

and reflection.

Almost all responses are

thorough and reveal much

thought and reflection.

Only some responses are

thorough and reveal

thought and reflection.

Most entries do not re-

veal thought and reflec-

tion.


Name ___________________________

Fly Fishing Journal Entry: Traver’s Testament

Task: Read Robert Traver’s famous “Testament of a Fisherman” and answer the reading questions in your Fly Fishing

Journal for discussion. Most questions are open-ended and require reflection more than analysis, so there will be

many “right” answers.

Testament of a Fisherman

Robert Traver

I fish because I love to: because I love the environs where fish are found, which are invariably beautiful, and hate the

environs where crowds of people are found, which are invariably ugly; because of all the television commercials, cock-

tail parties, and assorted social posturing I thus escape; because, in a world where most men seem to spend their lives

doing things they hate, my fishing is at once an endless source of delight and an act of small rebellion; because fish do

not lie or cheat and cannot be bought or bribed or impressed by power, but respond only to quietude and humility and

endless patience; because I suspect that men are going along this way for the last time, and I for one don’t want to

waste the trip; because mercifully there are no telephones on the water; because only in the woods can I find solitude

without loneliness; because bourbon out of an old tin cup always tastes better out there; because maybe one day I will

catch a mermaid; and, finally, not because I regard fishing as being so terribly important but because I suspect that so

many of the other concerns of men are equally unimportant – and not nearly so much fun.

Reading Questions:

1. Fly fishing has a culture apart from that of other modes of fishing. According to Robert Traver, describe in your

own words what beliefs, values and actions comprise the spirit of this unique culture.

2. What are anglers drawn to and how are they drawn?

3. What is the goal of fly fishing? What, in particular, is not the goal of fly fishing?


Insects We Imitate Relay

Relay: The team to place all the Stick’ems in the correct order on the Waterscene CasTarget, wins!

Step 1:

Teacher divides the class up

evenly into 3 teams and hands

out each of the 14 different

Stick’ems one, or more, to

each student.

Step 2:

Each team works together to

put the Stick’ems back onto

the Waterscene Target in the

appropriate order using the

Waterscene CasTarget Trans-

lator.

Teacher will signal with a whis-

tle the start of the

relay.

Step 3:

Each team member will run

down and place their

Stick’em in the appropriate

location on the Waterscene

CasTarget and run to the

back of the line.

This is repeated until the

whole target is full of all the

Stick’ems in the appropriate

location.

First team to place them

back in the appropriate order

(as on the Waterscene

CasTarget Translator)

wins!

TEAM

#1 Team #1 Runner

TEAM

#2 Team #2 Runner

TEAM

#3 Team #3 Runner


Name ____________________________

Fly Fishing Journal - “Insects We Imitate”

Using the Waterscene CasTarget Translator, label each blank with the name of the insect or fly to which it correlates. Or, draw and create your own diagram and label them in your journal.


Name ___________________________

Fly Fishing Journal – “Equipment”

Using the back of the Waterscene CasTarget Translator as a reference, fill in the blanks to identify the components of

the fly rod and fly reel. Or, draw and create your own diagram and label the parts in your journal.

FLY ROD COMPONENTS

FLY REEL COMPONENTS

1. What is the length and weight of the rods used in your class?

2. In which direction do you always operate the reel?

3. What’s the main purpose of the reel in the NFSP?

"Butt S

ection"

“Mid

Sections"

“Tip S

ection"


Name __________________________

Fly Fishing Journal – “Parts of the Fly Line”

Using the back of the Waterscene CasTarget Translator as a reference, identify the parts of the fly line by labeling each

blank with the proper name to complete the diagram. Or, draw and create your own diagram and label the parts of the

fly line in your journal.

1. What is the purpose of the backing?

2. What is the purpose of the fly line?

3. What is the purpose of the leader?


How To Set Up Fly Lines

Here's how to setup the fly lines for the Cast A Fly, Catch A Student curriculum:

1. Fly lines come pre-wound on your fly reels (reels are set up for using the left hand to retrieve). 2. The fly lines are the appropriate weight to fit the “size” of the rod and reel provided. 3. A major key to teaching your students how to fly cast is to have them keep a uniform amount of fly line in front of

the tip of the rod as they cast. This consistency allows a caster to have the appropriate amount of weight to bend/load the rod as the cast is conducted.

4. As a general guideline, the amount of line to use is about 3 times the length of the fly rod (this "rule of thumb" in-

cludes the leader, which should be between 4-5' long indoors, and no more than 7’6” outdoors, when working with beginner casters.)

5. To assist you and the student in knowing how much line to use for casting, the fly lines should be "color coded"

with RED permanent marker; some lines may already have this color coding; if not, follow the instructions below to mark them yourself or have your students assist you:

Fly Line Setup Middle School rod:

8’, 4 wt. High School rod:

8'6”, 5 wt. Question: How does the caster visually know how much fly line should be in front of their rod tip before starting a cast? Answer: By lining up the 1st color-coded RED marker on the fly line with the rod tip

How much fly line should be in front of the caster's rod tip before starting each cast?

18' (+/- 23' w. leader)

18' (+/- 23' w. leader)

Where should the fly line be marked in RED permanent marker with a 4" long solid line to identify this point?

17' 10" to 18' 2" back from the tip of the fly line

where the leader connects to the fly line



Question: How does the caster visually know how much fly line should be in "the pile" when shooting line? Answer: By lining up the 1st color-coded RED marker on the fly line with the rod tip and pulling about 3' of line off the reel so the 2nd RED marker sits on the line guard of the reel

Where should the fly line be marked in RED magic marker with a 4" long solid line to identify this point?

27’ 10” to 28' 2" back from the tip of the fly line




How far should the caster stand from the target?

about 25’- 26' about 26’- 27'

1st Red Marker 17' 10" to 18' 2"

back from the tip of the fly line where the leader connects to the fly line

LEADER FLY LINE

2nd Red Marker 27’ 10” to 28’ 2” or 28' 4" to 28' 8"

back from the tip of the fly line where the leader connects to the fly line

Documents

Lesson - Fishing in Schools Plan pdfs/Lesson 1.pdf · “Learn How To Fly Fish” Textbook hapters: Fly Rods ... Online version of the Cast A Fly, Catch A Student Lesson Plans NFSP