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The study reports on length-weight relationships (LWRs) for 13 fish species (Atherina boyeri, Cobitis fahirae, Alburnus battalgilae, Cyprinus carpio, Carassius gibelio, Ladigesocypris mermere, Pseudorasbora parva, Petroleuciscus smyrnaeus, Rhodeus amarus, Vimba vimba, Sander lucioperca, Gambusia affinis, Knipowitschia mermere) of 6 families in Marmara Lake, which is an alluvial set lake in west Anatolia, Turkey. Fish were caught between March 2012 and February 2013 with trammel nets and gillnets. The lengthweight relationship was calculated using the expression: log (W) = log (a) + b log (L). Parameters of LWR are computed as "a" ranging from 0.0053 to 0.0385, "b" from 2.346 to 3.429, and "r 2" from 0.814 to 0.994. Growth types were determined to be isometric, positive allometric and negative allometric for 4, 4 and 5 species, respectively. In addition, the present study includes first records of LWR for two endemic and two native species in freshwater of Turkey. The results would be useful for the protection of the presence of endemic species and sustainable fisheries in the lake. How to Citelhan, A., Sarı, H. M. (2015): Length-weıght relatıonshıps of fısh specıes ın

The practice and activity examples are quite limited regarding how the learning-teaching processes, which are offered by the teaching program of geography lesson prepared in 2005, updated in 2011 and amended comprehensively in 2017, can be achieved. There is not any teachers' guide analyzing the teaching program's approach and how it should be conducted is available in this matter, indeed. For this reason, the application of the program is completely under the initiative of teachers. This research aims at analyzing the discovery learning strategy, one of the strategies made use of in geography teaching, preparing an example lesson plan as to how the discovery learning strategy can be transferred to classrooms and developing suggestions in order to fill the gap in the literature even a little and increase the number of model applications. The reason why the discovery learning strategy is chosen in the research is the fact that it is in compliance with the student-centered approach proposed by the geography teaching program in effect because it is essential in the discovery learning strategy that students are centered and teachers act as guides. The research was conducted by means of descriptive analysis method. Within this frame, the discovery learning strategy was examined; the importance of planning the teaching activities was explained and a lesson template was created. With reference to the mentioned template; a lesson plan example based on the subject "Interior Structure of the Earth" was prepared in order to offer an example regarding how the discovery learning strategy can be moved to classrooms. The research results are anticipated to be useful for geography and other branch teachers and to constitute a basis for prospective academic studies.