Paper on Interpreting The Landscape and It's Ecology -- A Week-long Unit Plan for Outdoor School on Salmon and Their Landscape
Salmon Expedition:Illuminating Ecological Processes, Landscape, People and Politics
of the Pacific Northwest
Abstract
Students on a residential outdoor education course may be taught “pieces of the puzzle,” “fun and games,” or “outdoor skills,” rather than a concept-based approach that leads to holistic environmental learning. This paper highlights a weeklong course--with focus on a whole day field trip--that investigates the Pacific Northwest “Salmon Problem” (as identified by the National Academy of Science) and salmon survival needs tied to the landscape, people, and politics of their region. 5th and 6th grade students will learn not only about the individual “players” in this drama, but examine the relationships between them as well. Students will not only learn content regarding the “salmon problem,” but also scientific, writing, planning, and creative skills.
Contents
HEADING PAGE
I. Introduction 2
II. Learning Plan Outline 4
III. Timeline/Schedule for the Week 6
IV. A Day in the Life of A Salmon Learner 8
V. “Experts” at Our Disposal 12
VI. Additional Learning: Building a Repertoire of Skills and Knowledge 12
VII. Conclusion: Going Beyond a Week and Into a Life—Further Learning 12
VIII. References 14
Appendix I Useful resources: websites, general info., etc. 15
Appendix II Useful resources: curricula and associated books 17
Appendix III O.S.S.C.G. for 5th Grade 24
Appendix IV Equipment 26
Appendix V Personal & Group Field Guide Skeleton 26
Appendix VI Post-Field Trip Letter to Parents 27
Appendix VII Map to Field Trip Site 28
Appendix VIII Redd Identification Page 29
Appendix IX Salmon Life Cycle for Inclusion in Student Field Guide 30
Appendix X Salmon Anatomy for use in dissection 31-34
I. Introduction: Key Issues that Frame Teaching Pacific Northwest Salmon as a “Landscape” Concept
“In the Pacific Northwest, where nearly every able-bodied man, woman and boy has a license, tackle and gear, not to mention perhaps a boat, salmon fishing is the sport of the populace, not the sport of kings” (Netboy, 1958, p. v).
Since the day these words were penned in Netboy’s classic introduction almost 50 years ago, (to the history, biology and impact of the salmon species on Alaska, British Columbia, Washington, Oregon and Idaho) there has been little change to the major issues identified therein. However, the greatest issue remains the one identified above: most people of the Pacific Northwest are connected one way or another directly to salmon. Many people fish, others rely on the electricity of the dams that block the rivers, and all of them eat fruit grown on farms irrigated by water diverted from salmon-filled rivers.
As an outdoor educator in the Pacific Northwest it is crucial to recognize that learning about salmon goes far beyond biology, ecology, and the influence of the landscape on this amazing fish. Of course, the fish have a definite set of needs, identified very clearly by the National Academy of Sciences as “The Salmon Problem.” Stated succinctly, it
. . . is the decline of wild salmon runs and the reductions in abundance of salmon even after massive investments in hatcheries. The declines--largely a result of human impacts on the environment caused by activities such as forestry, agriculture, grazing, industrial activities, urbanization, dams, hatcheries, and fishing--are widespread, although not universal. They have a variety of causes, and they are exacerbated by the unusual life cycle of Pacific anadromous salmon, which spawn in freshwater, migrate to sea to grow and mature, and return to their natal streams to reproduce. Salmon thus require high-quality environments . . . variations in ocean conditions . . . often thwart the interpretation of events in freshwater and the surrounding terrestrial systems” (p. 3).
In a word, salmon are touchy fish, in more ways than one. Because they “touch” almost every realm of life in the Pacific Northwest, an ethical education regarding salmon also involves learning about the perceptions and opinions of people, private organisations, and governmental agencies in the region. In a way, all of these entities that “touch” salmon can be considered “landscapes” in their own right, with processes and relationships and histories.
As a result of danger that threatens them from these many landscapes, salmon are protected by the Endangered Species Act, the Northwest Power Act, the Fishery Conservation and Management Act, and other federal statutes (p. 18-19).
Rationale
Why Salmon? Why not pick a specific landscape feature of the Pacific Northwest? Although this would be adequate, there is no topic with the contextual teaching power of Salmon: Salmon become a doorway into understanding a vast and interconnected web of relationships--not only biological or physical but also political and relational. Studying salmon means that students must get out of doors, and must make connections in their thinking between very different ecosystems, environments, and points of view. These are all excellent reasons for utilising salmon as a broad concept for learning.
The Oregon State Science Curricula Guidelines for 5th Grade (O.S.S.C.G., 2006)
See Appendix III as its size does not warrant inclusion in the text here.
[a limited outline created by me encompassing the key Science Curricula Objectives that are covered by a week’s residential and field trip studying salmon and their landscapes].
Other Key Issues that “Set the Stage”
As noted in the introduction, there are many differing “landscapes” or perspectives that touch the salmon. As an educator, how does one decide which views are represented? Who gets to “speak their mind” to the students? Foresters? Ecologists? Gaian Environmentalists? Dam-preservation groups? Energy corporations? Off-shore fishing conglomerates? Fish and wildlife rangers? All these and more have an opinion about what to do with salmon and for salmon (Dewberry, 2004). This is why I utilise as a primary text a massive book by the (relatively bias-free) National Academy of Sciences, developed by three separate committees, the aforementioned Upstream: Salmon and Society in the Pacific Northwest.
I also want to note that providing a means for students to write is regarded as very important by teachers in the field in their post-course comments on “doing it better next time:” (Campbell, Liebowitz, Mednick, & Rugen, 1998, p. 83 & pp. 137-140). Some of the themes they mention are that the writing process must be brought into the daily flow of information, that using “personal portfolios” is a helpful tool, and that they wished they had worked writing into their environmental courses in a more thorough manner. As a result, the primary method I will use in this course to help students write, as well as to assess their learning is through each student’s own personal “field guide to salmon” plus a group field guide developed cooperatively. More on that later.
Underlying this assessment approach is the SPEC model (Student-centred, Problem-based, Experiential, Collaborative) outlined by Drury, Bonney, Berman & Wagstaff (2005, pp. 1-60). Elements of SPEC include: teachers designing complex and increasingly authentic problems for students, learning occurring within the context of real firsthand experience, and students consistently functioning as part of a larger community (p. 11). The “weekly schedule,” I believe, illuminates my plan to create learning environs built on this foundation.
Also underlying my approach is the planning model used in Guide for planning a learning expedition (Campbell et al., 1998) due to its focus on “expeditionary learning” which is another way to say “concept-based learning.” Learning expeditions are “. . . long-term, in-depth investigations of a topic that engage students in the world through authentic projects, fieldwork, and service” (p. 3). “Students in the midst of a learning expedition engage with challenging content and skills in a context that has meaning and importance” (3).
On Sources and Rationale for Usage
My research has produced an incredible array of resources on the Internet that include a number of ready-made lesson plans on salmon. Most of these however, are focused on classroom rather than a residential/field trip approach. As a result, all lesson plans for the entire week as well as the single day are newly created or re-written to fit the context of actually being in the landscape of a salmon creek and its watershed.
I utilised more Internet resources than library resources for a number or reasons:
1. The U. of E. does not carry many books on pacific salmon or the issues surrounding their place in the region.
2. The U. of E. definitely has very little in the way of educational resources relating to salmon.
3. In contrast, the Internet is vastly superior due to the many teachers, educators, and ecologists who are using it to pass on their “field knowledge.”
II. Learning Plan Outline
Whilst the Oregon State Science Curricula Guidelines are benchmarks for the approach to teaching salmon, my theoretical approach prefers the Outward Bound “Expeditionary Learning” model (Campbell et al., 1996). Here are the main parts utilising the “Key Elements of an Outdoor Learning Plan”:
A. Topic
Investigating Pacific Northwest Salmon and their survival needs that are tied to and illuminate the landscape, people, and politics of their region.
B. Guiding Questions
Δ How does the scientific process help us learn about our environment?
Δ How do our actions affect other species?
Δ What are the various characteristics of Salmon that make them unique to the fish world?
Δ What makes Salmon such an important species to the Pacific Northwest?
C. Learning Goals
Content Goals:
See Appendix III
Skills and Habits Goals (Students will practice and be able to):
1. View issues, problems, and questions from a variety of perspectives
2. Distinguish between fact and inference, and use facts to test theories
3. Justify and defend ideas, answers, and solutions
4. Draw upon prior knowledge and creatively use what they know in new situations
5. Examine relationships between different ideas, people, concepts, and phenomena, make connections, and understand cause and effect
6. Ask probing questions and follow the trail of inquiry as each question leads to others
Character and Community Goals (Students will):
1. Seek to understand other people’s ideas, and look at their own ideas from other perspectives
2. Demonstrate compassion, caring, and service to others
3. Collaborate well with others and give and receive effective and constructive feedback
4. Take risks, pursue high standards of craftsmanship and academic excellence, and learn from mistakes
5. Resolve conflict constructively
D. Projects
MAJOR & SUB PROJECTS KEY OBJECTIVE KEY ISSUES
Group Field Guide Each small group develops a “Field Guide” on key aspects of salmon biology, relationship to landscape, people, and politics. The key parts of the manual are drawn from their personal field manual/learning log. For details, see Appendix V.
Landscape--what allows salmon to live here?
Biological processes of the salmon. Salmon dissection. What does prime habitat look like?
Dangers to the salmon survival. Political issues & Perspectives: Farmers, Native Americans, Dam maintenance and Electricity providers, Fish and wildlife rangers, Scientists, River Fishermen, Off-shore fishermen/fishing business, etc.
Personal Field Guide/Learning Log Same as group manual above but includes personal thoughts and observations, capacity for journal entries, art, photos, etc. Same as above, plus “personal touch”
E. Assessment
1. This includes presenting both the final personal field manual and the group field manual on arrival in the classroom back at home, as well as a group presentation to close the week at the residential facility.
a. Groups are required to not only provide content, but also edit and refine their work.
2. Ongoing observation of groups throughout the week, with check-back every evening at dinnertime with each group guide regarding group progress.
3. The group makes an oral presentation of their group field manual to another class at school
4. The group has developed a plan with specific follow-up goals to assist salmon. This can be as simple as writing a letter to a congressman or woman or as complex as a trip to a tributary to enhance a portion of it and develop salmon fry habitat.
Special Note: Assignment Requirements For This Paper:
Aims
1. To engage and enthuse students, and help them learn about the processes involved in the formation of, and develop their relationship with the landscape. 2. To facilitate a safe, meaningful and enjoyable outdoor learning experience. 3. To make the experiences of the day relevant to and integrated with the weeklong residential.
Where: Residential camp within one hour’s drive of the Oregon Coast and some key feeder rivers, streams, dams, and salmon hatcheries two hours drive south of Portland.
Where (for the day): Whittaker Creek is noted for its run of native salmon and steelhead. In the fall, you can see the fish spawning in the gravel beds. As the rains increase in late November and early December, the creek becomes deeper and more turbid and it is difficult to see the fish. This is a popular site and many schools want to take advantage of its unique features (Virtual Eugene Watershed Page, 2005).
Location: To get to Whittaker Creek follow highway 126 past Walton (6.2 miles) to milepost 27. Turn left at the Clay Creek/Whiteaker Creek sign; go left at the river for approximately 2 miles until you see a bridge crossing the river; turn right; go over the bridge and enter the Whiteaker Creek Campground. Use the day area parking lot just left of the campground entrance. There is room for bus parking, a covered picnic area, and two pit toilets.
Who: Approximately 40 students from 5th and 6th grade, combined into groups of about 6 students with an adult “guide.” The size of the group allows for transportation in a single large school bus. These groups are set up in the classroom before they arrive, and the students are given some important “pre-work” to get ready for the week.
When: Any week during Sept.-Nov. so that students have higher probability of experiencing coho salmon (most likely to be viewed) returning upstream to spawn.
Activity Outline: See the following pages
Rationale For Activities: has been covered generally, will be covered specifically in the single-day field trip.
III. Timeline for the Week
DAY CONCEPT ACTIVITIES
Pre-Arrival Introduction to Salmon
A lesson plan is sent to teachers to prepare students for the trip, as well as the template for the personal salmon field guides.
Δ Interviews of at least three people for their personal salmon field guides asking the question: “What do you feel about the role of salmon in the Pacific NW?”
Δ The beginnings of the “Field Guide.”
Δ The reading of the first chapter of The River Why--illustrates the different approaches/attitudes that occur in people who fish for salmon, which includes both fly and bait and native american fishing practices.
Δ Reading in class the account by Netboy of the end of the Celilo Native American fishery (1958, pp. 17-19) by the construction of the massive Dalles Dam which flooded the entire area of waterfalls that were a sacred site for fishing, as well as part of the livelihood of many native americans. After this short excerpt, students will be asked to discuss both what they noticed in the account about the native Americans and the historical significance. They will also be directed to notice the narrator’s own perspective, and interesting bias that comes through in the account in the usage of words like “red man,” and “dirty” and “men in ill-fitting clothes.” Some of the photographs in this book are very rare and interesting. They date from prior to 1900 and illustrate pre-modern methods utilised by the settlers to fish commercially for salmon.
One
Arrival at residential facility. This is basically a plan for ½ day. The “little picture” and the “big picture:” Introduction to Salmon and their Journey.
Δ Salmon dissection and identification of physiological features.
Δ Evening talk by fish biologist with slide show/video regarding the “big picture” journey of the salmon from creek to sea and back again.
Two
In the Field: The Human World (what are we doing with, for, and to the salmon?)
Δ Morning: Hatchery visit and speaker from hatchery
Δ Afternoon: Dam visit to Bonneville dam and speaker/guide from the dam
Three
In the Field: Stream field trip with focus on habitat and fish viewing See single day lesson plan
Evening: Play “Salmon Survival” Game in Groups
Four
Viewpoints: A “round table” discussion with panellists representing major perspectives surrounding the “salmon problem.”
Mid-Week Assessment
Δ Morning: Panellists include:
o Native American
o Fisherman
o Fish biologist
o Dam representative
o Electric power rep.
o Irrigation farmer
o State politician rep.
o Volunteer in a salmon habitat restoration group
o University postgraduate students doing research on salmon and their habitat
Δ Afternoon: Groups create a 5-picture digital slide show with set scenes they act out that represent “5 Major Things We Think We Know.” A good “assessment” for the middle of the week.
Five
In the Field: Geology and Landscape Geological formations, geography, and landscape and how they affect the salmon journey
Δ Led by salmon biologist and geologit from Oregon State.
Δ Multiple sites visited
Δ Evening: Students are given a particular “role” and perspective to play in a redux of the panel discussion. Invitation to make it more of a debate. Break out the book resources (hidden until this point).
Six
In the Field: Sustainability and Habitat Restoration
Δ Visit to a river site that is being actively rehabilitated for salmon habitat
Δ Identify the qualitative changes
Δ Water & Ecosystem quality analysis
Δ Evening: groups work on presentations for final day
Seven
½ day due to travel.
The Ethics of Service: Closing event with presentations by each group. The presentations must include at least two features:
Δ Using some kind of art form to present the top three most important concepts the group learned (this can include a digital picture slide show, a drama, art mural, panel discussion, etc)
Δ Group goal for salmon preservation with specific objectives (ethics of service component)
Δ Staff create “favourite memories” slide show
Major Programme Parts that Occur Every Day Reinforcing Learning:
These are critical to the over-all flow of the week, as well as to the learning/reflection of the students. All aspects that occur daily are methods to reinforce learning for different learning styles.
Special Environmental considerations (i.e. Potential impact on the site, areas of particular interest or sensitivity)
This will be built into the group field manuals as a question for each day: “What impact did I or my group have on the sites we visited?” In particular, the visit to a stream where salmon are returning to spawn needs highlighting. The group must see the guides modelling appropriate care for the salmon and their habitat by not walking in “redd areas” or dispersing erosive material, and by spreading out over a wide area so as to minimise the impact of a group this size.
Δ The Morning drama--staff create a small skit about some kind of interaction between animals in or near the river and students must guess what is going on and the key players.
Δ Group Field Guide revision—at least one hour utilised for this which includes personal journal time.
Δ Permanent “Stations” in the main hall for “choice time” (45 mins. of programmed activity led by group guides that students can choose). The stations include:
o Native American salmon use and stories
o Salmon print-making and other arts/crafts
o Outdoor Games
o Help with questions that occurred during the day
o Working on digital pictures on the laptop computer
o Build your own salmon fishing rod from natural materials.
Δ The Evening slideshow (digital pictures taken during the day)
Δ Games--focused on developing environmental awareness, particularly towards rivers and the animals that live in them.
IV. A Day in the Life of a Salmon Learner—Getting Near
Wild Spawning Salmon* **
EDUCATIONAL AIM IMPLEMENTATION RATIONALE SCIENCE GUIDELINES MET
Activity One: Introduction to Salmon lifecycle and diversity in their environments through an active game. See below for full lesson plan To get students moving-- physically and mentally involved in the salmon study for the day SC.05.2.C.1(1) Describe the relationship between characteristics of specific habitats and the organisms that live there.
SC.05.2.C.1(3) Identify the producers, consumers, and decomposers in a given habitat.
SC.05.2.C.1(4) Recognize how all animals depend upon plants whether or not they eat the plants directly.
SC.05.2.C.1(5) Explain the relationship between animal behavior and species survival.
SC.05.2.C.1(6) Describe the living and nonliving resources in a specific habitat and the adaptations of organisms to that habitat.
SC.05.2.C.1(7) Describe how adaptations help a species survive.
SC.05.2.C.1(8) Describe changes to the environment that have caused the population of some species to change.
SC.05.2.C.1(9) Identify conditions that might cause a species to become endangered or extinct.
Activity Two:
Viewing Salmon in their wild state, returning to spawn, and, if possible, conduct a fish count. See below Give many students their first sight of wild salmon returning to spawn See the goals for expeditionary learning and SPEC.
Activity Three:
Conducting stream, streambank, and ecosystem data collection to ascertain the health of the salmon habitat See below Teach students the core skills required for studying stream systems, and the importance of healthy systems. See accompanying State Science Guidelines. The goal is to use this activity as a macro view of the ecosystem surrounding the salmon and its influence on their survival. Includes Guidelines from box one above. In addition, SC.05.4.A.1(1) Make observations. Ask questions or form hypotheses based on those observations, which can be explored through scientific investigations. SC.05.4.B.1(1) Design a simple scientific investigation to answer questions or test hypotheses. SC.05.4.C.1(1) Collect, organize, and summarize data from investigations. SC.05.4.D.1(1) Summarize, analyze, and interpret data from investigations. Understand that any collection of things that have an influence on one another can be thought of as a system. Understand that both patterns of change and stability are important in the natural world. Understand that changes in scale influence the characteristics, properties, and relationships within a system.
Activity Four:
Conducting bird, amphibian, and macroinvertibrate data collection both under the water and on the stream banks. See below Same as above Same as above
Activity Five:
Identifying redds (from the bank, of course!) See below Same as above Same as above
*There are some who would simply take students to look at the spawning salmon and never enter the water. While it is essential that salmon are not affected in any way by the day’s study, I believe I have struck a safe balance by focussing the students’ work primarily on the ecosystem surrounding the stream. In activity four, each group of students will choose a single student to represent them in the macroinvertibrate sampling in the river. The lead guide will be with them at an appropriate spot in the river that is safely away from redds and salmon moving upstream. The rest of each group will focus on bird identification and counting, and will then receive the report from their representative.
**Safety considerations are very clear: any time students are in the outdoors they need to be on the “buddy system,” and with their group unless conducting data collection. Adult guides are to be with groups at all times, and are responsible for their safety. At least one guide must be trained in wilderness first responder aid, and all guides must have basic first aid and cpr certifications.
Implementation Plan for Day Three
DESCRIPTION OF ACTIVITY & MATERIALS IMPLEMENTATION
Activity One:
Introduction to Salmon lifecycle and diversity in their environments through an active game. This exercise will help students understand how nutrients and energy are passed through the “food chain” and how many food chains can be integrated to create “food webs.” (This activity is built partially on A Local Water Quality Curriculum, pp. 45-47)
Materials:
Ball of String
Nametags (provided)
Killer whale Assign students to be biotic and abiotic elements in the salmon ecosystem
using the name tags provided.
Elements include:
sun air water
bear mayfly tree
log frog eagle
mosquito fish salmon
fungus stream plankton Sun
Phytoplankton
Zooplankton
Squid
Using six students, hand out nametags depicting the species that are part of asimple salmon food chain. Starting with the sun, have students form a chain.
Using a ball of string, connect the food chain by passing the ball to each member and having them hold onto the string with one hand. To create “stress” within a food chain, have students pull on the string until it breaks. Ask the students the following questions. What link was broken? How will the break affect the rest of the food chain?
Part II:
Assign the “salmon” to stand in the middle of an open area. Give the salmon a piece of string and have them name something they need to survive. Give the other end of the string to the student wearing that nametag. That student will then name something they need to survive or something that relies on their element for survival and join strings with that student. (Be sure students choose the elements listed above.) Continue until all of the students are connected in some way.
Introduce human activities that could harm the ecosystem. Brainstorm with students to create a list of other factors that could be harmful. Examples include road building along a stream, chemical pollutants and fertilizer carried into a waterway with stormwater, and heated water from industrial discharge. Which elements or organisms in the food web would be affected by each of these factors? After identifying harmful factors, remove the element or organism that is impacted. How does this weaken the food web?
Examples:
1. Road building removes trees and adds silt from erosion to the stream. Increased sunlight from the loss of trees raises water temperature, which increases the incidence of disease in salmon. Silt smothers salmon eggs and ruins spawning areas. The stream and the salmon would be impacted.
2. Chemical pollutants can reduce growth rates in young salmon; some chemicals can kill juvenile and adult salmon. Pollutants also kill the aquatic insects young salmon depend on for food. The mayfly, frog, fish, and salmon would be impacted.
3. Fertilizer introduces nitrogen into the waterways, which causes large algae blooms (excess growth of algae). As the algae dies and decays, it uses up oxygen, leaving little for aquatic organism and fish. The mayfly, frog, fish, and salmon would be directly impacted.
4. Heated water from industrial discharge raises water temperatures. Salmon will only spawn in cool water. The stream, mayfly, fish, frogs, and salmon would be directly impacted.
Extension of Food Web Exercise:
Scientists have found ocean elements (nitrogen and carbon isotopes) far inside inland forests. These elements, carried from the ocean by salmon, have been found in trees, insects and soil.
To simulate how these elements are carried from the ocean to the inland forest, have students pass an element up the food chain from ocean to a forest organism. (Use an object from the classroom that can easily be passed from student to student.) Make sure the object is passed along to a tree or fungus.
Have students brainstorm to determine how the element entered the tree or fungus. An example might be: an animal that feeds on salmon dies near the tree and decomposes. The organic matter acts as fertilizer for the tree; nutrients and the ocean elements are absorbed by the trees roots.
Questions:
• How important is the salmon in the food chain (or web)?
• How is the food chain (or web) impacted by the loss of salmon?
• Can any other species replace the salmon in the food chain (or web)?
Activity Two: Viewing Salmon Returning Upstream, with potential for doing a fish count.
Materials:
Polarised sunglasses Part of this exercise rests on simply teaching students appropriate behaviour around spawning salmon, and appropriate behaviour when entering a salmon watershed/ecosystem.
Groups will divide up and move far apart to lessen the impact on the stream banks. With any luck, the salmon will be viewable and students can take up positions on the bank and jot impressions in their personal Field Guides. Prior to entering the area, the lead guide can share a poem or a writing by a native American or biologist or all three to give students ideas of how people responded to seeing salmon returning from their long journey.
Activity Three:
Developed with some content from Washington State Salmon Help Manual (2000) and Upstream (1996).
Materials:
Polarised sunglasses
Stream thermometers
Magnifying glasses
Field guides for riparian plants, Northwest plants, fungus and mushrooms, stream-dwelling invertebrates, fish and fish fry.
Critical!!!
Since salmon are moving upstream to spawn it is of high importance that students are not disturbing redds or wading in areas where salmon are visibly spawning. Adult group guides must be primarily aware of these issues and promote them in word and action. This may be one of the most important things the students learn from the day. Students are given log sheets to add to their field guides. The log sheets have the list found below in them. Students work in groups to decide if the stream meets the requirements on the list by ranking each key indicator on a 1-10 scale based on their observations and data collection. Students are advised to measure out an area approx. 100 X 100 metres, and take the time to “map” it in their field manuals by drawing key geology, hydrology, vegetation features before making the “indicator” scale together.
The character of a watershed depends on how it handles water and sediment. We call a watershed healthy or well-functioning when ...
• Rainfall sinks into the soil in the uplands and is released slowly through subsurface flow into springs, seeps, streams, or groundwater.
• Native plants take up the water and use it for growth and reproduction. Their roots help to hold the soil in place.
• Riparian vegetation is thick and healthy.
• The streams run clear and cool and summer flows are not restricted.
• The flood plains slow the velocity of the occasional floods.
• Native fish and wildlife populations are healthy, productive, and diverse.
• Stream channels are stable, in dynamic equilibrium with surroundings, with adequate large woody debris.
• Riparian (streambank) vegetation performs the following functions:
• Stabilizes banks.
• Helps filter sediments from upland sources.
• Provides cover and food (both plant material and insects) for fish.
• Provides cover and food for wildlife.
• Provides migration corridors for wildlife.
• Provides breeding, resting, nesting, and foraging areas for wildlife and insects.
• Provides a source of large or coarse woody debris.
• Provides shade and cover to moderate both water and air temperature (cooler in summer, warmer in winter).
In contrast, in an unhealthy or poorly functioning watershed:
• Soils are compacted and stripped of vegetation.
• Water runs off quickly, instead of being absorbed and released slowly.
• Rainfall washes sediments down into the stream, choking spawning gravels.
• During storms, the stream can gain velocity and force, destroying streamside vegetation, carving deep banks, flushing spawning gravel, scouring down to bedrock, and damaging or destroying human property and life.
• Streamside vegetation suffers from lack of water between rains;
• Streams run dry in the summer.
• Summer stream temperatures are elevated.
• Native fish and wildlife populations are reduced.
What Is A Healthy Stream?
Every stream carries the story of the entire drainage basin. Because conditions throughout a basin change with seasonal cycles, climatic cycles, and human activities, the streams, too, change. Flowing water is a dynamic system.
The daily and seasonal variations in flow and the ability of the watershed to support year-round flow are of great importance to fish and wildlife. In a deteriorated watershed, rapid runoff may make the peak flows higher and the low flows lower than in a healthy watershed.
For salmon, this could mean the difference between survival and death from desiccation of the eggs, high water temperatures, lack of food for juveniles, or lack of water for fish passage.
The components of a healthy stream are:
• Well-vegetated uplands, dominated by diverse native plants showing vigorous growth.
• Active flood plain connected to the stream. (The flood plain is the land alongside the stream where high water flows.)
• A channel with natural stability. The channel has developed a stable pattern or profile so that channel features such as pools, riffles, and undercut banks are maintained. Fish use each of these features in different ways –
• Pools for refuge, especially from elevated water temperatures;
• Riffles for feeding and spawning;
• Undercut banks for refuge from predators and high velocity water.
• A groundwater supply available to recharge the river during low flows.
• Adequate canopy (shade) and healthy native riparian vegetation that has evolved into mature communities, with abundant and diverse plant life which, in turn,
• Supports abundant and diverse wildlife.
• High quality water, which supports desirable macroinvertebrates, fish, and birds.
Activity Four:
Conducting bird, amphibian, and macroinvertibrate data collection both under the water and on the stream banks.
Materials:
Binoculars, Magnifying glasses
Bird field guides
Amphibian field guides, Macro-invertibrate field guides, dip nets for the stream.
In this exercise, rather than providing a too-familiar checklist for students to move through, groups will be expected to use the field guides as primary sources matched to their primary source observational skills. The data will be recorded this time together in their group field manuals (with the addition of the macroinvertabrate data brought back by the group representative).
The idea is to develop the beginnings of a list of the living things in the area. However, this goal only scratches the surface on the learning at this point. The hope is that students are able to enter a quieter, more reflective/listening/watching stage at some point. The adult guides will be reminded of this prior to dispersing for the activity.
1. Students will be asked to find a spot and sit there silently, to watch and listen. They can move, but only if it is to get closer to something they are observing. They must remain in sight of the group.
2. After 30 minutes they are to come back and begin to share what they saw, using the field guides to identify the animals and list them in the group field guide.
3. The final gathering brings all groups together (away from the streamside to a designated spot) where the groups collate all their data gathered into a single quantitative and qualitative list of animals in the area surveyed.
Activity Five:
Identifying Redds, with extra information from Pollard, Hartman, Groot, and Edgell (1997) and McConnell and Snyder (1972).
Materials:
Redd Identification Page, polarised sunglasses. Considerations in redd site selection include (content taken from SPAWN naturalist training manual, 2005):
• A gravel substrate that is marble to fist-sized and is free of fine sediment and silt. Sediment and silt can block the interstitial spaces and reduce oxygen availability to incubating embryos.
• Location at the head of a riffle (shallow, fast-moving water) where oxygenated water freely moves through the substrate.
• Larger salmon can move larger gravel and therefore they tend to use larger gravels for redd sites.
• Larger fish are able to hold their position in the faster water associated with larger gravel.
• Smaller female select smaller gravel because they produce smaller eggs which require less space.
See Appendix for a copy of the Redd Identification Page which will be included in the students’ Field Guides.
Students will close their time at the stream by working in groups to identify potential redds based on the criterion in the list above. Depending on the quantity of viewable salmon in the stream, this may be more or less easy to do by also watching the salmon activity in the stream.
Each student will sketch the main features of the redd that he or she identified. The group will work on developing a final draft for the group field guide upon return to the residential centre.
V. “Experts” at our disposal (non-exclusive list)
• Army corps of engineers
• State fish and wildlife expert in Salmon
• Geologist with salmon speciality
• Forestry representative
• Fishing representative
• Native American fisherman
• Dam representative
• Hydroelectric power representative
• Fishermen (fly and lure)
• State representative (if possible)
• University postgraduate students doing research on salmon and their habitat
• Volunteer in a salmon habitat restoration group
VI. Additional Learning: Building a Repertoire of Skills & Knowledge
Use of microscopes Use of stream/river/habitat analysis tools
Nets Magnifying glasses
Use of digital cameras The Scientific Process (trial, error, learning from data that is gathered, and trying again)
Hypotheses Collecting data Testing predictions Summarizing and recording observations on lab
report forms
Writing Skills
Rough drafts Peer critique Revision--substantial changing of the content Editing--grammar, punctuation, spelling, etc.
Writing Detailed Plans (Campbell et al., 1998, p. 133).
Sketches Narrative descriptions Materials list “To do” list (very detailed) Deadlines
Politics--recognising the key players/perspectives on the salmon debate and being able to reference their arguments
VII. Conclusion: Going Beyond a Week and Into a Life—
Further Learning
Review the State School Guidelines in Appendix III. It will be evident that a key area is not covered in the guidelines: Fostering an ethic of service (Campbell et al, 1996). This includes,
1. Doing something of value for the community
2. Doing something of value for the environment
3. Doing something of value for salmon
As a result I have researched some other “follow-up” activities that students can carry out to further their learning and service. One of the best is the Salmon in the classroom project (2005) shown in full below to give an idea of its potential for further learning.
For other resources and further learning activities, turn to Appendix II and I.
Salmon In the Classroom (taken from the site identified above and in the reference section):
Introduction Imagine an ordinary school classroom - ordinary except for the 500 salmon fry swimming in a corner aquarium. Or envision a group of students planting vegetation along their local creek and assessing the creek’s health through surveys and water quality tests. Or you might imagine opening your morning paper, turning on the radio, or watching a television news program and learning about community salmon issues from neighborhood school kids. You don’t need to imagine these activities, they are happening everyday all across Washington as a part of the Department of Fish and Wildlife’s Salmon in the Classroom Project.
Project Description Currently, about 600 schools statewide participate in the Salmon in the Classroom Project. Students receive 500 eggs from a designated hatchery and care for “their” salmon while learning about life histories and habitat requirements. By becoming salmon stewards, these students are more aware of local waterways and more conscious of and knowledgeable about water quality issues. Students release the salmon as fry after studying the streams and creeks into which the fish will be released.
Application Process
All Salmon in the Classroom projects begin with an application to obtain salmon eggs from the Department of Fish and Wildlife. This application is reviewed by staff biologists to ensure species and habitat suitability. The application process requires review by biologists both within the agency and from outside agencies involved in salmon management . . . In some cases, the department may be able to provide partial aquarium setups depending on outside donations or turnover; however, each school should be prepared to secure its own aquarium and refrigeration equipment (approximately $800).
Equipment Needs
• 55-gallon tank with lid (lights optional) under-gravel filter for 55-gallon aquarium • air pump (Whisper 900 or equivalent) • 50 lbs. of aquarium gravel - neutral color • dechlorinator - at least an 8 oz. bottle • tubing - approx. 10 ft. to connect air pump • gravel vacuum siphon • thermometer • 2 dip nets - 5“ width • battery operated air pump • stand for the aquarium • chiller with 1/3 hp condenser
What is Salmon in the Classroom?
It’s students ...
• Raising and releasing salmon fry • Monitoring local streams • Mapping local watersheds • Recording cultural histories of watershed • Constructing streamside nature trails • Creating information panels • Researching the effects of land use on waterways • Starting environmental resource libraries • Writing articles for school and local newspapers • Hosting environmental shows on local radio stations • Producing videos on salmon-related projects • Participating in community environmental fairs
For more information: Washington Department of Fish and Wildlife, Aquatic Education Program, 600 Capitol Way N, Olympia WA 98501-1091 (360) 902-8307 email: chandjac@dfw.wa.gov
VIII. References
A Local Water Quality Curriculum, City of Eugene, Stormwater Management Program. (2004).
Salmon and the Ecosystem: A Curriculum for Grades Five through Eight. Retrieved February 10th, 2006, from http://www.eugene-or.gov/portal/server.pt/gateway/PTARGS_0_2_10050_0_0_18/salmon%20curriculum.pdf
Campbell, M., Liebowitz, M., Mednick, A., & Rugen, L. (1998). Guide for planning a learning
expedition (M. Campbell, M. Liebowitz, A. Mednick, & L. Rugen, Eds.). Dubuque, Iowa: Expeditionary Learning Outward Bound, Kendall Hunt Publishing.
Committee on Protection and Management of Pacific Northwest Anadromous Salmonids, Board on
Environmental Studies and Toxicology, Commission on Life Sciences. (1996). Upstream: salmon and society in the pacific northwest. Washington, D.C.: National Academy of Sciences Press.
Dewberry, Charley. (2004). Saving Science: A Critique of Science and Its Role in Salmon Recovery.
Eugene, OR: Gutenberg Press
Drury, J.K., Bonney, B.F., Berman, D., & Wagstaff, M.C. (2005). The backcountry classroom:
lessons, tools, and activities for teaching outdoor leaders (2nd ed.). Guilford, CT: Wilderness Education Association.
Duncan, D.J. (2002) The River Why. Berkely, Ca: University of California Press.
McConnell and Snyder (1972). Key to field identification of anadromous juvenile salmonids in the
Pacific Northwest. Washington D.C.: U.S. Government Printing Office.
Netboy, A. (1958). Salmon of the Pacific Northwest: Fish vs. Dams. Portland, Oregon: Binfords &
Mort. O.S.S.C.G. (2006). Oregon State Science Curricula Guidelines. Retrieved February 10th 2006,
from http://www.ode.state.or.us/teachlearn/real/standards/default.aspx
Pollard, Hartman, Groot, and Edgell (1997). Field Identification of Coastal Juvenile Salmonids.
Madeira Park, BC Canada: Harbour Publishing.
Salmon in the Classroom Project (2005). Salmon in the Classroom Project. Retrieved February 10th,
2006, from http://wdfw.wa.gov/outreach/education/salclass.htm
SPAWN naturalist training manual (2005). Training Manual, New Version. Retrieved February 10th,
2006 from http://www.spawnusa.org/pages/page-111
Virtual Eugene Watershed Page (2005). A tale of two rivers. Retrieved February 10th, 2006, from
http://www.4j.lane.edu/partners/eweb/ttr/whittaker/features.html
Washington department of fish and wildlife: outreach and education (1997). Nature Mapping.
Retrieved on February 10th, 2006, from http://wdfw.wa.gov/outreach/education/naturmap.pdf
Washington State Salmon Help Manual (2000). Salmon Smart: A Guide to Help People Help
Salmon. Retrieved February 10th, 2006, from http://wdfw.wa.gov/outreach/salmon/salmonsmart/salmonsmart.pdf
Appendix I Resources: Useful Web Sites and Other General Resources
Non APA Format
National Wildlife Federation. In-depth resources. Retrieved February 22, 2006 from http://www.nwf.org/wildlife/chinooksalmon/. Pacific Coast Salmon Fisheries. The Pacific Coast Salmon Fisheries website. Retrieved February 22, 2006 from http://www.pac.dfo-mpo.gc.ca/pages/default_e.htm Eugene City Site with Extensive Salmon Resources including curricula, retrieved February 22, 2006, from http://www.eugene-or.gov/portal/server.pt?space=CommunityPage&control=SetCommunity&CommunityID=228&PageID=1440 PBS.org Scientific American Frontiers: Deep crisis. Retrieved February 22, 2006 from http://www.pbs.org/wgbh/nova/hokkaido/migration.html. Oregon State Curriculum Guidelines retrieved February 22, 2006 from http://www.ode.state.or.us/teachlearn/real/standards/default.aspx Another Good In-Classroom Set of Lessons for Teaching on Salmon, retrieved February, 22, 2006 from http://academic.evergreen.edu/j/johbri29/curriculum.html Salmon Facts and Resources, retrieved February 22, 2006, from http://www.pac.dfo-mpo.gc.ca/species/salmon/salmon_facts/default_e.htm National Coalition for Marine Conservation retrieved February 22, 2006 from http://www.savethefish.org/ Oregon Sea Grant Group, retrieved February 25, 2006, from http://seagrant.oregonstate.edu/links/salmsites.html Salmon web page maintained and organized by Riverside School, retrieved February 25, 2006 from http://salmonpage.com/ A great site created by a 3rd Grade teacher with her class regarding salmon, retrieved February 25, 2006 from http://www.shastalink.k12.ca.us/bellavista/Rene/Salmon%20Site.htm A Chinook Salmon Field Guide, retrieved February 22, 2006, from http://www.enature.com/fieldguides/detail.asp?source=&parkid=&searchText=&allSpecies=&shapeID=994&lshapeID=0&curAbbr=&lastView=default&lastGroup=3&lastRegion=&lastFilter=4&lastShapeName=&trackType=&curRegionID=&size=&habitat=&fruit=&color=&sortBy=family&curFamilyID=®ionSelect=All+regions&regionZIP=&curGroupID=3&lgfromWhere=&curPageNum=10 Alaska’s Wild Salmon Teacher’s Guide, retrieved February 22, 2006 from http://www.sf.adfg.state.ak.us/statewide/AquaticEd/adfgteacherguide/chapter3.html The Following Resource Sites were retrieved February 22, 2006 from http://www.sf.adfg.state.ak.us/statewide/AquaticEd/adfgteacherguide/resources.html
Alaska Department of Fish and Game web site - http://www.adfg.state.ak.us - includes a wealth of information about salmon fisheries, research, and management. Follow links to Teacher Resources and materials especially for kids. Alaska Natural Resources and Outdoor Education Association (ANROE) - http://www.anroe.org - has a “Guide to Alaska Natural Resource Education Materials” and a link to “Aquatic/Marine Resources” in the Alaska Science and Math Curriculum materials. Also see their publication Targeting Excellence: Aligning Alaskan Environmental Education with Standards. Alaska Sea Grant College Program – www.uaf.edu/seagrant/index.html This web site has good general information on Alaska fisheries and offers publications on managing fishing businesses, seafood handling & harvesting, and more. Publication on Pacific Salmon Fisheries -http://www.esig.ucar.edu/HPmiller/pubs/millercc45/text.html This web site contains the full text of “Pacific Salmon Fisheries: Climate, Information and Adaptation in a Conflict-Ridden Context” by Kathleen Miller of the Environmental and Societal Impacts Group at the National Center for Atmospheric Research. It provides excellent, though fairly technical, background on several key topics covered in this teacher’s guide, including:
· why genetic diversity and preserving wild salmon stocks is important (Alaska’s Wild Salmon, chapter 1), · climate change and the changing abundance of salmon (Alaska’s Wild Salmon, chapter 3), and · the Pacific Salmon Treaty and issues of fish management between the U.S. and Canada (Alaska’s Wild Salmon, chapter 7). North American Association for Environmental Education web site has a huge section on Classroom Resources. http://eelink.net EPA Environmental Education Center has a link on Water Curriculum Resources and activities. http://www.epa.gov/teachers/ FishBanks Ltd. web site describes (and sells) a PC simulation game from the University of New Hampshire Institute for Policy and Social Research. www.unh.edu/ipssr/FishBank.html Kidfish web site from British Columbia is described as a “web-based tool for teaching grade 5 to 7 students.” It focuses on aquatic fish, freshwater habitat, fly-tying, and stewardship. The site includes information and activities for students, thought-provoking questions and lesson plans for teachers. Discovering Alaska’s Salmon: A Children’s Activity Book by Laurel Devaney and Putt Clark may be useful for younger middle school students, with 29 pages of puzzles, coloring, and other activities. Available from Alaska Natural Resources and Outdoor Education Association, P.O. Box 110536, Anchorage, AK 99511-0536, or from www.anroe.org The Pacific Salmon and Steelhead Coloring Book, produced by the U.S. Fish and Wildlife Service and available for printing off the web, is filled with valuable information. The page touting the value of hatcheries, however, is controversial. http://pacific.fws.gov/publications/salmnbk.pdf Alaska Science Forum, from the University of Alaska Geophysical Institute, publishes articles written for newspapers in an entertaining, accessible style. Topics among the 61 articles on salmon include “otolith marking” of hatchery and wild salmon, pollutants found in Alaska salmon, and how salmon navigate. www.gi.alaska.edu/ScienceForum
Appendix II Resources: Curricula and Associated Books
Non APA Format
Bell, G. (1996). Pacific salmon: From egg to exit. Blaine, WA: Hancock House. Cohen, E. G. (1994). Designing groupwork: Strategies for the heterogeneous classroom.(2 nd ed.). New York: Teachers College Press. Cone, M. (1992). Come back, salmon: How a group of dedicated kids adopted pigeon creek and brought it back to life. San Francisco: Sierra Club Books For Children. Council for Environmental Education and the Western Association of Fish and Wildlife Agencies. (1987). Project wild: Education activity guide. (Available from Project Wild, 707 Conservation Lane, Gaithersburg, MD 20878). Daniels, H. & Bizar, M. (2005). Teaching the best practice way: Methods that matter, K-12. Portland, ME: Stenhouse. Hirschi, R. (1995). People of salmon and cedar. New York: Cobblehill Books. Hirschi, R. (2001). Salmon: A carolrhoda nature watch book. Minneapolis, MN: Carolrhoda Books Inc. House, F. (1999). Totem salmon: Life lessons from another species. Boston: Beacon Press. Jay, t. & Matsen, B. (1994). Salmon reaching home: Pacific salmon, Pacific people. Seattle, WA: Alaska Northwest Books. John de Graf (producer). (1991). The moon’s prayer: Wisdom of the ages [videorecording] (Available from The Video Project: Films and Videos for a Safe and Sustainable World. 5332 College Avenue, Suite 101. Lincoln, NE, 94618). Montgomery, D. R. (2003). King of fish: The thousand-year run of salmon. Boulder, CO: Westview. Stiggins, R. J. (2005). Student-involved assessment for learning. (4 th ed.). Columbus, OH: Pearson. The Delta Project (producers). (1993). Nisqually delta: Finding a balance. [videorecording] (Available from The Delta Project, PO Box 6048, Olympia, WA, 98502). Washington Department of Fish and Wildlife. (February, 1999). Salmon facts: An informational guide to our state’s natural treasure. (Publication No. OE96-91). (Available from Washington Department of Fish and Wildlife, Ecosystems Education Program, 600 Capitol Way North, Olympia, WA 98501-1091).
Adopting A Stream: A Northwest Primer, University of Washington Press, PO Box 50096, Seattle, WA 98145-5096 Filled with information on habitat needs, water quality, and salmonids, this book tells how school, community, or sports groups can restore a nearby creek -- and in the process learn much about biology, ecology, economics, and the effects of watershed activities on our streams. Adopting A Wetland: A Northwest Guide, Adopt-A-Stream Foundation, PO Box 5558, Everett, WA 98206 An ideal resource for schools, community groups, and individuals interested in restoring and/or protecting their neighborhood wetland areas. Information is in simple terms. Guide provides introduction to wetland plants. Information on marsh life, wetland types and identification, their values and benefits, mitigation and legislative issues, developing an action plan, etc., as well as technical appendixes on wetland plants and wildlife, scientific classification and a basic observation checklist. California’s Salmon and Steelhead: Our Valuable Natural Heritage, Diane Higgins, 1271 Fieldbrook Road, Arcata, CA 95521, (707) 822-0744 These materials were developed for grades K - 6. It is divided into sections dealing with biological aspects of salmon and steelhead and habitat needs of the various species. Conserving America: Rivers Resource Guide, Video, National Wildlife Federation, 8925 Leesburg Pike, Vienna, VA 22184-0001 Companion workbook for videotape. Contains background information and student worksheets on watersheds, physical and biological stream measurements, and historical river uses. A Classroom-Community Salmon Enhancement Project, Renton School District, Renton, WA 98055 This manual describes the entire process of raising salmon in your classroom or on a nearby stream or lake. Teacher and student manuals available. Columbia River Salmon, Michael Spranger and Randall Anderson, Washington Sea Grant, 1919 NE 78th St., Vancouver, Washington 98665, (206) 696-6018 Gives a historic overview of salmon on the Columbia, including early harvest by Indian tribes, growth of canneries, impact of dams and population growth, and current efforts to restore the run. The Creek Book, Pacific Educational Press, Faculty of Education, The University of British Columbia, Vancouver, BC, Canada V6T 1Z5, (604) 228-5385 Nice drawings and descriptions of plants and animals found in this ecosystem. Some student worksheets included. A Curriculum Activities Guide to Water Pollution and Environmental Studies, Volumes I and II, Institute for Environmental Education, 2803 Scarborough Road, Cleveland Heights, OH 44118 Although this activity guide was done in 1969, basic water and water quality concepts are still applicable. Includes units on Hydrologic Cycle; Human Activities; Ecological Perspectives; Social and Political Factors. An appendix contains field activities for water quality testing, aquatic biology, and other helpful information. Earth: The Water Planet, Jack Gartrell, et. al., Special Publications, National Science Teachers Association, 1742 Connecticut Ave. NW, Washington DC, 20009 A good collection of elementary water activities. The book is divided into five sections: Groundwater; Reshaping the Surface of the Earth; Raindrops Keep Falling On My Head; Water Everywhere’ and Investigating the Physical Properties of Water. It is geared for middle school teachers. Each section includes reading sections and hands-on activities. Forestry and Water Quality, George W. Brown, OSU Bookstores, Inc., Memorial Union, Oregon State University, Corvallis, OR 97339 Up-to-date review of research describing the impacts of forest practices on the quality of water in forest streams. Originally intended for use in watershed management classes, it is now a standard reference for watershed management, forest hydrology, and environmental management. From The Forest To The Sea: A Story of Fallen Trees, C. Maser, R. Tarrant, J. Trappe, and J. Franklin. 1989. USDA Forest Service General Technical Report PNW-GTR-229, Stock #001-001-00642-4, $15.00, price includes shipping and handling, (202) 783-3238 or send check payable to Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402-9325. Presents information for managers making decisions concerned with the impact of the loss of large wordy debris on habitat diversity and ecological processes in long-term productivity. Groundwater: A Vital Resource, Ceder Creek Learning Center, free, Citizen Action Office, Tennessee Valley Authority, 400 W. Summit Hill Drive, Knoxville, TN 37902 A good collection of activities for grades 3 - 12 related to groundwater. Units include the Water Cycle’, Water Distribution in Soils; Water Quality; and Community Impacts. Local Watershed Problem Studies, Water Resources Center, 1975 Willow Drive, Madison, WI 53706 This guide contains a variety of units focusing on acuities that range from simulations of political and economic aspects of pollution control to expressing aesthetic feelings for the natural environment and monitoring pollutants in snowmelt. Each unit contains an abstract and background information necessary for the teacher. These materials were developed for Wisconsin schools in 1981, but are applicable to other areas. Elementary and middle/high school versions are available. Living From Livestock, Sam Bingham, Eddie Lee, Rex Lee Jim, and the Rock Point Management Project, Rock Point Community School, Rock Point, Arizona 86545, (602) 659-4221. Excellent reference describing how rangelands can be managed most effectively for protection of the resource. It is written by ranchers for ranchers. The Magnificent Journey, Free, Bonneville Power Administration, Public Involvement Office, PO Box 12999, Portland, OR 97212, (800) 452-8429 This is the life story of Onco, a chinook salmon from Idaho. Contains information about habitat and threats. Poster of salmon and steelhead included. OBIS Ponds and Lakes, Della Education, Inc., Box M, Nashua, New Hampshire 03061-6102, (603) 889-8899 The eight activities in this module are geared to the explorations of aquatic sites and the plants and animals that live there and their behaviors. OBIS Streams and Rivers, Della Education, Inc., Box M, Nashua, New Hampshire 03061-6102, (603) 889-8899 The eight activities in this module are designed as investigations of aquatic life in streams and rivers. Specialized activities include feeding behaviors of crawdads and water striders, and the impact of a simulated oil spill on the environment. Preservation and Enhancement of Stream Quality, Richard Klein, Maryland Department of Natural Resources. Stream curriculum. Rivers and Streams, Habitat Pac, National Institute for Urban Wildlife, 10921 Trotting Ridge Way, Columbia, Maryland 21044 Includes teacher overviews, lesson plans, student worksheets and a poster. Salmon Kit, Pacific Science Center, 200 2nd Ave. North, Seattle, WA 98109 Includes 10 activities, 3 computer discs, filmstrips, slides, magnifying lenses, thermometers, laminated salmon cards, activity outlines and worksheets. Save Our Streams, Izaak Walton League of America, 1401 Wilsom Boulevard, Level B, Arlington, Virginia 22209 This is a packet of materials on stream care and water quality. Includes background information, activities, teaching guide, and guidelines for how to adopt and monitor a stream. Stream Enhancement Guide, Government of Canada, Province of British Columbia, Ministry of Environment Guide to stream enhancement procedures. Stream Team Guidebook, City of Bellevue, Storm and Surface Water Utility, PO Box 90012, Bellevue, WA 98009-9012, (206) 451-4476 How residential and business volunteers can protect and enhance our water quality, fish, and wildlife. Washington School Aquatic Ecology Program, Jeff Self, Eureka City Schools, 3200 Walford Ave., Eureka, CA 95501, (707) 443-0861 Elementary teacher guide to aquatic ecosystems. The Comprehensive Water Education Book, Grades K-6, International Office of Water Education, Utah Water Research Laboratory, Utah State University, Logan, Utah, $8.75 including shipping Oregon Department of Fish and Wildlife, PO Box 59, Portland, OR 97207, (503) 229-5400 Naturescaping, Workshops for backyard and schoolyard wildlife habitat enhancement. Contact: Education Coordinator, x472 Northwest Power System Curriculum, an Environmental Curriculum for classrooms, Multnomah Educational Service District, (503) 257-1578 The NWPS curriculum is an interdisciplinary cooperative learning tool based on a set of regional real world issues that are appropriate to contemporary educational objectives. Water Curriculum Materials: K-12, GREEN, 216 State St., Suite 4, Ann Arbor, Michigan 48104, Phone: (313) 761-8142, Fax: (313) 761-4951 The Watershed Uplands Scene -- Catching the Rain, The Governor’s Watershed Enhancement Board, 255 Capitol St. NE, Salem, Oregon 97310, (503) 378-3589, Ext. 825 A curriculum guide for teaching tomorrow’s decision-makers about watershed needs today. DELTA Education, 2032 Daucor St. SE, Salem, OR 97309-0686, (503) 390-1222 Outdoor Biological Instructional Strategies is a unique program offering young people fun and educational opportunities to investigate ecological relationships in their local environment. Oregon Forestry Education Program, Oregon State University, Corvallis, OR 97331, (503) 754-4702 The Oregon Forestry Education Program combines Project Learning Tree with Oregon State University’s Forestry Education Project Environmental Education Materials for Teachers and Young People (Grades K-12), Office of Environmental Education, U.S. Environmental Protection Agency, A-107, 401 M Street SW, Washington, DC 20460, (202) 260-4484 Tread Lightly!, 298 24th Street, Suite 325, Ogden, UT 84401, Phone: (800) 966-9900, Fax: (801) 621-8633. Marine Education Specialists at the Hatfield Marine Science Center, Newport, OR 97365, (503) 867-3011 Files of curricula materials from all parts of the country are maintained at the Hatfield Marine Science Center. These materials are available for your inspection and may be borrowed ($2.00 postage fee). Water, Water, Everywhere... A Guide to Marine Education in Oregon, Guidebook $2.50 and activities at cost, Hatfield Marine Science Center, Newport, OR 97365 Clean Water Streams and Fish: a Holistic View of Watersheds, Washington State Office Environment Education, 17011 Meridian Avenue North, Seattle, Washington 98133 These interdisciplinary materials, elementary and secondary, take a comprehensive look at the relationship between salmonids and their fresh water environments. Aquatic Project WILD, Education Coordinator, Oregon Department of Fish and Wildlife, PO Box 59, Portland, Oregon 97207-0059 Project WILD is an interdisciplinary, environmental education program emphasizing wildlife. Designed for K-12 teachers of all subjects, WILD is an unbiased approach to developing students awareness, knowledge, appreciation and concern for wildlife. The Stream Scene: Watersheds, Wildlife and People, Oregon Department of Fish and Wildlife, PO Box 59, Portland, Oregon 97207-0059 These materials look at all factors affecting the availabity of streams to support aquatic life. Topics covered in the materials include water cycle, watersheds, riparian zones, water quality hydrology, aquatic organisms, salmon and trout enhancement. Format provides student worksheets and field data collection sheets. Discovering Salmon, $3.50, and Discovering Endangered Species, $3.50, Dog-Eared Publications, PO Box 814, Corvallis, Oregon 97339 Contain activities and information designed to expand childrens’ knowledge and understanding of the natural world. A Natural Resource Guide to Natural Resource Education Programs in Oregon, EEAO 19600 S Mohalla Ave, Oregon City, OR, 97045, (503) 656-0155 Clearing Magazine, EEAO 19600 S Mohalla Ave, Oregon City, OR, 97045, (503) 656-0155 Clearing is a bimonthly journal developed for teachers in Oregon to help them and their students come to grips with environmental issues and solutions. Earth: The Water Planet, National Science Teachers’ Association, 1742 Connecticut Ave NW, Washington, DC 20009 This curricula is geared for middle school teachers and deals with fresh water resources. Student Watershed Project, Saturday Academy, Oregon Graduate Institute of Science and Technology, 20000 NW Walker Rd., PO Box 91000, Portland, OR 97291-1000, (503) 690-1275 The Student Watershed Research Project (SWRP) involves teachers and students in field research with practicing scientists. Students work with government agencies and university researchers to collect, interpret, and communicate data from a local watershed.
Fobes, Natalie. 1994. Reaching Home: Pacific Salmon, Pacific People. Seattle: Alaska Northwest Books
Behavior And Ecology Of Pacific Salmon And Trout
by Thomas P. Quinn, 2005
Fisheries biologist Thomas Quinn distills the scientific literature on the behavior and ecology of Pacific salmon, including steelhead and cutthroat trout. Unlike other books that examine only selected life stages, habitats, or species, this book - richly illustrated with beautiful photographs and original drawings.
Salmon Without Rivers : A History of the Pacific Salmon Crisis
by Jim Lichatowich, 2001
Jim Lichatowich, a fisheries scientist for 30 years, traces the sudden decline of Northwest salmon populations following the onset of Euro-American settlement. He points a finger at the usual suspects: logging, mining, damming, grazing, irrigatio! n, commercial fishing, and development.
Totem Salmon : Life Lessons from Another Species
by Freeman House, 2000
House displays a talent for lyrical writing combined with an ability to present information clearly. In the early 1980s, House became involved with several residents who were concerned with preserving the King Salmon, a fish native to the Mattole River, which runs through the western-most watershed in California.
Field Identification of Coastal Juvenile Salmonids
by W. R. Pollard, G. F. Hartman, C. Groot, Phil Edgell, 1997
Correctly identifying young salmonids improves the accuracy of resource management information, leading to a ! fuller knowledge of the distribution and status of fish stocks. This guide was written and compiled by top fisheries biologists from government and industry who wanted to make available a simple, easy-to-use system for identifying 10 of the most common species of
juvenile salmon, trout and char in the field.
Trout and Salmon of North America
by Robert J. Behnke (Author), Joe Tomelleri (Illustrator), Donald S.Proebstel (Introduction), 2004
Behnke (Native Trout of Western North America), professor emeritus of fishery and wildlife biology at Colorado State University, has brought his more than 50 years of studying, and fishing for salmon and trout, to wonderful effect. He provides readers with an authoritative compendium of the evolution, biology, ecology, habitats and behaviors of these fish. A capsule legend that includes scientific name, other common names, habitat, size, life span and diet accompanies each entr! y, amazingly illustrated by Tomelleri (Fishes of the Central United States), whose fish seem to shimmer on the pages.
King of Fish: The Thousand-Year Run of Salmon
by David R. Montgomery, 2003
Drawing on a combination of scientific, historical, sociological and political research, Montgomery, a professor of geomorphology at the University of Washington, traces the tragic and steady decline in salmon populations in Europe, New England, Eastern Canada and the Pacific Northwest. Using his detailed analysis of the destruction of native salmon runs at each site, Montgomery demonstrates that the decline has been caused by the same four actions: polluting rivers in the name of technology, changing the natural environment by damming rivers and clear-cutting forests, over-fishing, and ignoring regulations and laws imposed to help salmon populations recover.
A Stain Upon The Sea: West Coast Salmon Farming (Paperback)
by Alexandra Morton, Betty Keller, Rosella M. Leslie, Otto Langer, Stephen Hume (Editor)
On the West Coast, few subjects are as controversial as salmon farming. Every week new studies raise alarming questions about the safety of farmed fish and the risk farms pose to the environment. But federal, provincial, and state governments continue to support expansion of fish farms all along the coast. People are justifiably confused. Just what is the case against this new ocean-based agribiz, and how concerned should we be? A STAIN UPON THE SEA is an indispensable critique of fish farming practices used in British Columbia and abroad.
Salmonids in the Classroom is a creative and complete Intermediate and Primary level curriculum developed by the Canada Department of Fisheries and Oceans. The Intermediate curriculum covers freshwater beginnings, life at sea, and return to the river. The Primary curriculum has been modified for Alaska by the Alaska Department of Fish and Game. This is available from B.C. Teachers’ Federation, Lesson Aids Service, 100-500 West 6th Ave., Vancouver, B.C. V5Z 4P2.
The Puget Sound Action Team published a free teaching guide for Reading Puget Sound’s Health 2000. The booklet is free and includes follow-up classroom activities for educators who want to help their students understand the Puget Sound Health Report and other scientific reports. The guide can be requested as a hard copy by calling 1-800-54-SOUND or downloaded from the website above. CLEARING Magazine , a bi-monthly publication, serves as an environmental education resource and activity guide for K-12 teachers and non-formal educators in the US and Canada. Readers will find information on events, resources and activities in the Pacific Northwest and Canada as well as direction for teaching environment-based lessons across the curriculum that will help your students meet local and national education standards. Green Teacher written by and for educators serves to enhance environmental and global education across the curriculum at all grade levels. This quarterly magazine provides thought provoking articles in light of environmental and global problems, success stories, activities for various grade levels, and evaluations of a variety of resources. Watersheds, Wetlands, Forests, Streams (1998, 42 pp.) Handbook for teachers on using natural areas as places to learn. Includes ideas for student projects, examples of projects done in several schools, and general guidelines for making an outdoor learning experience work. The book sells for $3.00. Contact Jackson Bottom Wetlands Preserve; 123 West Main Street; Hillsboro, OR 97123; (503) 681-6206; FAX: (503) 681-6277 Currents of Change: KGW-TV (Channel 8 in the Portland, OR area) aired a special program in early April titled, “Willamette River: Currents of Change”. The first part was a documentary on the Willamette Basin and the second part a town hall meeting discussing issues facing the Willamette Basin, including growth and water quality. You can order videotape copies for $7.95/tape by sending a check or money order to: VME, PO Box 81120, Atlanta, Georgia 30366 or for credit card orders call: (800) 337-3273. The product code number is 34. Sourcebook for Watershed Education provides details on creating or enhancing programmatic support for watershed education and problem solving. It includes information on developing program vision and goals, obtaining community support and participation, program review and assessment, and sharing your story with others. Developed by Global Rivers Environmental Education Network, 206 South Fifth Avenue, Suite 150, Ann Arbor, MI 48104, (313) 761-8142. The Streamkeeper’s Field Guide: Watershed Inventory & Stream Monitoring Methods This comprehensive guide gives detailed instructions on watershed inventories & stream monitoring methods. To order visit the website above, email:aasf@streamkeeper.org, write: Adopt A Stream Foundation, 600 128th Street SE, Everett, WA 98208 or call: (206)-316-8592. The Streamkeeper This video starrring Bill Nye “The Science Guy” is an upbeat training tool for teachers, community groups and students of all ages who want to learn more about watersheds & how to take effective action to protect them. To order visit the website above, email:aasf@streamkeeper.org, write: Adopt A Stream Foundation, 600 128th Street SE, Everett, WA 98208 or call: (206)-316-8592. The Magnificent Journey This is the life story of Onco, a chinook salmon from Idaho and who encounters many difficulties through his life including habitat loss and fish passage problems. The book includes a poster of salmon and steelhead and is free of charge from the Bonneville Power Administration, either by downloading it from the website above, writing the Bonneville Power Administration’s Public Involvement Office, P.O. Box 3621, Portland, Oregon 97208 or by calling (800) 622 4520. Responsible Angling: The Oregon Angler Education Manual is available through the Angler Education Program of the Oregon Department Fish & Wildlife, in cooperation with Oregon State University Extension Service. This manual teaches children and adults angler ethics, angling techniques, fish identification and an understanding about where fish live. For more information regarding this manual visit the website above, write Oregon Department of Fish & Wildlife P.O. Box 59, Portland, Oregon 97207 or by call (503) 229-5400. Storm Drain Marking Program This program is a two part educational series designed to create awareness of the ecological hazards of dumping household chemicals into storm drains. The first part of the project involves painting a fish above storm drains. The second part involves distributing a brochure to homes in the area where storm drains have been marked. The brochure explains proper disposal of materials that pose potential hazards to fish and water quality. For more information, visit http://www.dfw.state.or.us/ODFWhtml/TextDocs/PhoneHQ.html“> to locate the Oregon Department Fish & Wildlife office in your area or contact ODFW’s Office of Public Affairs P.O. Box 59, Portland, Oregon 97207 or call (503) 872 5268. K-12 Curriculum/Activities What’s Up With Our Nation’s Waters? EPA produced this booklet designed primarily for students ages 10 to 15 that presents key findings of the National Water Quality Inventory. The booklet addresses such issues as: what percentage of our nation’s waters are clean; what pollutes the waters that aren’t clean and what individuals can do to help. The booklet includes projects for school or fun, a water quiz and a list of resources for more information. What’s Up With Our Nation’s Waters? can be viewed online at the website above or a hard copy can be ordered from EPA’s National Service Center for Environmental Publications at (800) 490-9198; publication number EPA 841-F-00-005. Adopting A Stream: A Northwest Handbook (item B-2) This handbook is filled with information on wildlife and fish habitat, water quality information and salmonid needs; and tells how school, community or sports groups can restore a nearby creek, while learning about biology, ecology, economics and the effects of watershed activities on our streams. To order, visit the website above or call Adopt A Stream Foundation at (425) 316-8592. Adopting A Wetland: A Northwest Guide (item B-3). This book is a great companion to Adopting a Stream and an ideal resource for schools, community groups & individuals interested in restoring and/or protecting their neighborhood wetland areas. To order, visit the website above or call Adopt A Stream Foundation at (425) 316-8592. Wetlands Curriculum for Grades 4-5 - Oregon State University Extension Service has released a new curriculum guide for grades 4-5 focused on wetlands and water quality issues. The publication, ”4-H Wetland Wonders“ is available to teachers free from any OSU County Extension office. Lessons begin with the water cycle and extend through watersheds, ground water, home water uses, and wetland plants, soils and animals. To order, email puborders@oregonstate.edu, write OSU Extension Service, 5390 4-H Road NW, Salem, OR 97304 or call (503) 371-7920. WOW! The Wonders of Wetlands: An Educator’s Guide This guide contains over 50 activities for grades K-12, plus background information on topics such as hydrophytic plants, wetland functions and wildlife. To order, visit the website above; write: The Watercourse, 201 Culbertson Hall, Montana State University, Bozeman, MT 59717-0057 or call (406) 994-5392. The Student Watershed Research Project: A Manual of Field and Lab Procedures, 3rd Edition (1996) The manual was designed for use by students in grades 8-12. It covers chemical, biological and physical parameters for stream assessments and includes background information, materials needed, techniques, waste disposal and reporting results. For more information, please visit the Student Watershed Research Project’s website above where further information about the Manual is availabe under ”Publications“ or email renfro@pdx.edu or call (503) 748-1363. California’s Salmon and Trout: Our Valuable Natural Heritage These educational materials were developed for grades K - 6 and is divided into sections dealing with the biological aspects of salmon and steelhead and habitat needs of the various species. To order, email dhiggins@northcoast.com; write Diane Higgins, 4649 Aster Ave., McKinleyville, California 95521 or call (707) 839-4987. Clean Water, Streams, and Fish A Holistic View of Watersheds This curriculum written by Wendy Borton focuses on human dependence and human impact on the water quality of the Northwest. It covers the life cycle of salmon, stream ecology and environmental/economic tradeoffs . To order, send a check for $18.00 (includes shipping & handling) to Washington State Office of Environmental Education, 2800 N.E. 200th St., Seattle, Washington 98155 or call (206)365-3893. The curriculum is available in both elementary and secondary versions and is specific to Washington State. Discovering Salmon, A Learning and Activity Book This book by Nancy Field and Sally Machlis covers the life cycle of different species of salmon, river geography, predators and hatcheries and is primarily geared to elementary students. To order, visit https://www.bookzone.com/dogeared/order/orderform.cfm; write: P.O. Box 620863, Middleton, WI 53562-0863; email: field@dog-eared.com or call: (888)DOG-EARS. Hands On Save Our Streams - The Save Our Streams Teacher’s Manual The 215-page K-12 curriculum is divided into primary, middle and high school sections. It includes lessons about watershed dynamics, water quality monitoring and land-use planning, and has been field-tested for more than five years in rural, suburban and urban schools and camps. The manual contains all background needed to teach lessons and lead field trips, and includes the ”Science Project Guide for Students“. To order, visit the website above, email sos@iwla.org and order a catalog with order form or call (800) 284-4952, ext. 5 to place a credit card order. Izaak Walton League members receive 10% off of all SOS orders. Living In Water This teacher’s manual is an aquatic science curriculum appropriate for grades 5-7. The third edition includes 50 physical and life science experiments and activities with worksheets and supporting materials for teachers. For more information about this specific book, go to the website above or to order, visit Kendall/Hunt online or call (800) 228-0810. Salmonids In The Classroom - This British Columbia program is similar to others located throughout various states on the west coast. The primary package for grades (K-3) is a study of salmonids taught through the illustrated story of Chucky Chum and is accompanied by 8 color posters of salmonid life stages. The intermediate package is divided into three units on life cycle, harvesting and salmonid enhancement projects and even though both packages are geared to British Columbia, the basic concepts can be adapted to any area. To order, visit http://salmonid.sd73.bc.ca/manual.pdf. The Stream Scene: Watersheds, Wildlife, and PeopleThis stream ecology publication, available from Oregon Department Fish & Wildlife, targets students in grades K - 12. Units include The Water Cycle; Watersheds; Riparian Areas; Hydrology; Water Quality and Aquatic Organisms. A thorough appendix includes student worksheets, field data sheets, and how to get involved with the ODFW Salmon-Trout Enhancement Program. It also includes watershed council contacts and data collection and monitoring references. To order, email annette.aylett@state.or.us or call (503) 872-5264 ext. 5366.
Appendix III
O.S.S.C.G. for 5th Grade
The Oregon State Science Curricula Guidelines for 5th Grade (O.S.S.C.G., 2006) [a limited outline created by me encompassing the key Science Curricula Objectives that are covered by a week’s residential and field trip studying salmon and their landscapes].
MAJOR AREA IN SCIENCE CURRENT CURRICULAR GUIDELINE SUB CATEGORIES AND GUIDELINES
Life Science Understand the characteristics, structure, and functions of organisms.
SC.05.2.A.1(1) Group or classify organisms based on a variety of characteristics.
SC.05.2.A.1(2) Classify a variety of living things into groups using various characteristics.
SC.05.2.A.1(3) Describe the function of organ systems.
SC.05.2.A.1(4) Classify organs by the system to which they belong.
SC.05.2.A.1(5) Describe basic plant and animal structures and their functions.
SC.05.2.A.1(6) Associate specific structures with their functions in the survival of the organism
Heredity: Understand the transmission of traits in living things.
SC.05.2.B.1(1) Describe the life cycle of an organism.
SC.05.2.B.1(2) Describe the life cycle of common organisms.
SC.05.2.B.1(3) Recognize that organisms are produced by living organisms of similar kind, and do not appear spontaneously from inanimate materials.
Diversity/Interdependence:
Understand the relationships among living things and between living things and their environments.
SC.05.2.C.1(1) Describe the relationship between characteristics of specific habitats and the organisms that live there.
SC.05.2.C.1(2) Use drawings or models to represent a series of food chains for specific habitats.
SC.05.2.C.1(3) Identify the producers, consumers, and decomposers in a given habitat.
SC.05.2.C.1(4) Recognize how all animals depend upon plants whether or not they eat the plants directly.
SC.05.2.C.1(5) Explain the relationship between animal behavior and species survival.
SC.05.2.C.1(6) Describe the living and nonliving resources in a specific habitat and the adaptations of organisms to that habitat.
SC.05.2.C.1(7) Describe how adaptations help a species survive.
SC.05.2.C.1(8) Describe changes to the environment that have caused the population of some species to change.
SC.05.2.C.1(9) Identify conditions that might cause a species to become endangered or extinct.
Earth Science The Dynamic Earth: Understand the properties and limited availability of the materials which make up the Earth.
SC.05.3.A.1(1) Identify properties and uses of Earth materials.
SC.05.3.A.1(2) Recognize that Earth materials are used in different ways based on differences in their physical and chemical properties.
SC.05.3.A.1(3) Recognize that soils vary in color, texture, components, reaction to water, and ability to support the growth of plants.
SC.05.3.A.1(4) Recognize that the supply of many resources is limited, and that resources can be extended through recycling and decreased use.
SC.05.3.A.1(5) Recognize that discarded products contribute to the problem of waste disposal.
Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.
SC.05.3.A.2(1) Describe patterns of seasonal weather.
SC.05.3.A.2(2) Describe weather in measurable quantities including temperature, wind direction, wind speed, and precipitation.
SC.05.3.A.2(3) Interpret data over a period of time and use information to describe changes in weather from day to day, week to week, and season to season.
SC.05.3.A.2(4) Identify causes of Earth surface changes.
SC.05.3.A.2(5) Identify effects of wind and water on Earth materials using appropriate models.
SC.05.3.A.2(6) Identify effects of rapid changes on Earth’s surface features including earthquakes and volcanoes.
Scientific Inquiry
Forming the Question/Hypothesis:
Formulate and express scientific questions or hypotheses to be investigated SC.05.4.A.1(1) Make observations. Ask questions or form hypotheses based on those observations, which can be explored through scientific investigations.
Designing the Investigation:
Design safe and ethical scientific investigations to address questions or hypotheses.
SC.05.4.B.1(1) Design a simple scientific investigation to answer questions or test hypotheses.
Collecting and Presenting Data: Conduct procedures to collect, organize, and display scientific data.
SC.05.4.C.1(1) Collect, organize, and summarize data from investigations.
Analyzing Data and Interpreting Results:
Analyze scientific information to develop and present conclusions.
SC.05.4.D.1(1) Summarize, analyze, and interpret data from investigations.
Unifying Concepts and Processes
Understand that any collection of things that have an influence on one another can be thought of as a system.
At this time there are no Standards associated with this CCG
Understand that a model is a tentative scheme or structure with explanatory power.
At this time there are no Standards associated with this CCG
Understand that both patterns of change and stability are important in the natural world.
At this time there are no Standards associated with this CCG
Understand that changes in scale influence the characteristics, properties, and relationships within a system.
At this time there are no Standards associated with this CCG
Science in Personal and Social Perspectives
Describe the role of science and technology in local, national and global issues.
At this time there are no Standards associated with this CCG
Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems and natural resource supplies. At this time there are no Standards associated with this CCG
Explain risks and benefits in personal and community health from a science perspective. At this time there are no Standards associated with this CCG
Appendix IV Equipment
EQUIPMENT OTHER NEEDS
Field Guide pages for group manual Dead salmon for dissection (one per group)
Field Guide pages for personal manual Salmon Group Games List with equipment
Digital camera for each group
Projector and screen
Laptop computer (for presentation use and digital slide shows)
Microscopes (one per group)
Portable colour printer and printing paper
Materials required for a fish dissection
• kitchen knives (sharp, thin, flexible)
• spoon
• paper plate
• indelible marker
• newspapers
• paper towels
• magnifying glass
Stream thermometers
Polarised sunglasses
Tape, markers, crayons, coloured paper, ribbons, etc. for personalising the Field Guides
Field guides for
• Riparian plants,
• Northwest plants,
• Fungus, lichens, and mushrooms,
• Stream-dwelling invertebrates,
• Fish and fish fry,
• Birds.
Binoculars
Stream nets for capturing smolt and/or invertebrates
Appendix V Personal Field Guide: A Framework for Learning
Front page—picture of salmon, native American art work or personal art.
Name and other info page
“Rough” pages:
Personal Journal Pages
Salmon parts identification page
River map of the Pacific Northwest with key salmon tributaries
Day pages with headings and space for notes (rough data production)
This includes the question: What impact did I or my group have on the sites we visited?”
Stream data collection pages (see lesson plan for day three)
“Final” Pages:
Major Topical Headings for “Final Work” (borrowed headings from the National Academy of Sciences publication Upstream: Salmon and Society in the Pacific Northwest, 1996).
Δ Salmon biology
Δ Salmon landscape: geography and ecology
Δ Human landscape, influences, and values
Δ Status of Salmon
Δ Habitat loss, management, and restoration
Δ Dams and their effects
Δ Fishing and its effects
Δ Salmon-fishery management concepts
Δ Hatcheries
Δ A sustainable future for salmon?
Δ My response to what I have learned this week
Appendix VI Template for Letter Home to Parents, Post-Trip
Date:
Dear Parent,
Your child just came back from a whole week away, learning about Pacific Northwest salmon and following their “fish tracks” all over the local Columbia River watershed!
He or she worked every day of the week creating a personal field guide about salmon. We encourage you to sit down with your child and have him or her share experiences and favourite pieces of learning from the week.
Our hope is that as you listen and talk to your child, you will find that he or she has learned an incredible amount about salmon, and even more importantly, about all the issues connected to the salmon. We hope that you are able to share your own opinions and perspectives with your child too!
After all, you are the best educator he or she could hope for!
If you have any questions or comments regarding the week, or what your child is learning, please feel free to contact us at _____________________ or email us at ____________________.
Wishing you the best time with your child!
Salmon Outdoor Education Team
posted by Dust @ 4:31 AM
0 Comments:
Post a Comment
<< Home