Salmon In The Classroom, EM 8910 E (Oregon State University Extension Service) EM8910

■ The Salmon Life Cycle

■ Funky Fish Morphology

■ Salmon Stream Design

■ Salmon Release Field Trip

SALMON

IN THE

CLASSROOM

Rural Science Education Program

A partnership between Oregon State University

and rural K-12 schools

EM 8910-E • June 2006

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Designers, editors, and contributors

Sujaya Rao, director, Rural Science Education Program (associate professor of

entomology)

Ian Courter, lead author, graduate fellow, Rural Science Education Program (currently

ﬁ sheries project leader, Cramer Fish Sciences, Gresham, OR)

Rural Science Education Program

The Rural Science Education Program is a partnership between Oregon State University

and local rural K–12 schools for enrichment of the science curriculum with hands-

on science activities. The curricula include simple, innovative inquiry- and site-based

experiments that encourage critical thinking in K–12 students about the impacts of

agriculture on the environment and the implications of advanced scientiﬁ c research on

human lives.

For more information

For more information about the Rural Science Education Program, to order copies of

Salmon in the Classroom, or to request a loaner kit that includes limited supplies for each

activity, contact Sujaya Rao (phone: 541-737-9038; e-mail: sujaya@oregonstate.edu;

fax: 541-737-5725).

Also available: Insects: Taking a Deeper Look at the World of Bugs, EM 8896-E,

three lesson plans for grades 3 through 8.

This material is based upon work supported by the National Science Foundation under Grant No. 0139372. Any opinions, ﬁ ndings,

and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reﬂ ect the views of

the National Science Foundation.

This publication was produced and distributed in furtherance of the Acts of Congress of May 8 and June 30, 1914. Extension work is

a cooperative program of Oregon State University, the U.S. Department of Agriculture, and Oregon counties. Oregon State University

Extension Service offers educational programs, activities, and materials—without regard to race, color, religion, sex, sexual orienta-

tion, national origin, age, marital status, disability, and disabled veteran or Vietnam-era veteran status—as required by Title VI of the

Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Oregon

State University Extension Service is an Equal Opportunity Employer.

Published June 2006.

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The Salmon Life Cycle

Lesson Plan

Salmon Life Cycle Story

Salmon Life Stage Cards

Funky Fish Morphology

Lesson Plan

Habitat Cards

Salmon Stream Design

Lesson Plan

Sample Completed Stream Design

Salmon Release Field Trip

Lesson Plan

Student Worksheet—Salmon Release Field Trip

CONTENTS

Lesson plan Student worksheet

Look for

these

symbols

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SALMON IN THE CLASSROOM

DESCRIPTION

The lessons in this unit are designed to be used during and after salmon

have been raised in the classroom. Most of the lessons can be adapted,

however, if salmon eggs and incubator equipment are not available.

Local hatchery programs can help you set up an incubator in your class.

Most ofﬁ ces of the Oregon Department of Fish and Wildlife (ODFW) have

recovery and education programs to facilitate these activities. Please consult

your local ODFW ofﬁ ce for more information about raising salmon in your

classroom. (See “Extensions/Resources” on page 3.)

This unit is designed to begin in the early fall, but the exact start date may

vary. We recommend that you spread the four lessons throughout the month

required for incubation so that your students get steady exposure to salmon

biology leading up to the salmon release ﬁ eld trip. The ﬁ rst three lessons can

be completed in any order.

Beneﬁ ts of raising salmon

• Generates higher levels of interest in the lessons.

• Fosters a sense of environmental stewardship and responsibility.

• Provides in-class reference for the subject material.

• Encourages community involvement.

• Introduces a policy-relevant topic: Salmon management is controversial.

• Engages students with a sense of place: Salmon are an icon species in the

Northwest.

STUDENT OUTCOMES/OBJECTIVES

• Students will be able to list the salmon life cycle stages in order.

• Students will be able to draw a stream showing vegetation, animals, and

water quality parameters that are necessary for salmon survival.

• Students will be able to identify salmon habitat characteristics in the ﬁ eld.

• Students will be able to explain the connection between animal morphol-

ogy and habitat.

Salmon in the Classroom Introduction—page 1

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STANDARDS

Benchmark 1

• Describe a habitat and the organisms that live there.

Benchmark 2

• Describe basic plant and animal structures and their functions.

• Describe the living and nonliving resources in a speciﬁ c habitat and the

adaptations of organisms to that habitat.

• Describe the life cycle of an organism.

• Describe how adaptations help a species survive.

• Identify conditions that might cause a species to become extinct.

TIME ESTIMATE

• One month for the entire unit (the time it takes to incubate the salmon)

• One 50-minute class period for each lesson

MATERIALS

For the lessons

• Salmon life cycle video (see “Resources” on page 2 of the Salmon Life

Cycle lesson plan for suggestions)

• Salmon life cycle story (included in this package)

• Salmon life stage cards (included in this package)

• Preserved ﬁ sh or photos/illustrations of ﬁ sh and other animals

• Scissors

• Stapler

• Crayons/markers

• Colored clay

• Fish habitat cards (included in this package)

• Rite in the Rain paper

• Thermometer (for taking stream temperatures)

• Turbidity meter (if available)

• Paper or plastic cups

To raise salmon

• Refrigerating unit or lots of ice

• 10- to 20-gallon tank

• Under-gravel or power ﬁ lter

• Aquarium rocks

• Thermometer

• Eggs provided by a local hatchery or ﬁ sh and wildlife program

Salmon in the Classroom Introduction—page 2

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WORKSHEETS

• Salmon Release Field Trip

LESSON PLANS

• The Salmon Life Cycle

• Funky Fish Morphology

• Salmon Stream Design

• Salmon Release Field Trip

EXTENSIONS/RESOURCES

• Oregon Department of Fish and Wildlife Salmon Trout Enhancement

Program

http://www.dfw.state.or.us/STEP/

• Oregon Department of Fish and Wildlife local ofﬁ ces

http://www.dfw.state.or.us/agency/directory/local_ofﬁ ces.asp

• Oregon Department of Fish and Wildlife

3406 Cherry Avenue NE

Salem, OR 97303

Phone 503-947-6000 or 1-800-720-ODFW

• Life cycle videos are available at most libraries. Suggested videos are

listed under “Resources” on page 2 of the Salmon Life Cycle lesson

plan.

Salmon in the Classroom Introduction—page 3

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The Salmon

Life Cycle

Lesson Plan

Salmon Life Cycle Story

Salmon Life Stage Cards

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LESSON PLAN

THE SALMON LIFE CYCLE

Objectives

• Students will be able to list the salmon life cycle stages in order.

Materials

• Salmon life cycle video (see suggestions under “Resources,” page 2 of this

lesson plan)

• Salmon life cycle story (following this lesson plan)—photocopy one story

for each student

• Salmon life stage cards (following the salmon life cycle story)—

photocopy one sheet for each student

• Scissors

• Crayons/markers

• Stapler

Introduction (10 minutes)

The salmon life cycle is famous in the ﬁ sh world, and justiﬁ ably so. The odds

against a ﬁ sh surviving from egg to spawning are huge. The epic journey

from the spawning grounds to the sea and the return to spawn in the same

spot years later is also a remarkable feat.

Activity (30 minutes)

• Watch a video about the salmon life cycle.

• Cut out the 8-page story and staple it together to make a booklet. Cut out

the six life stage cards. Ask the students to read the story and match the

picture with the appropriate page in the life cycle booklet.

• Allow students to illustrate their booklets with crayons or markers.

Closing activity/Assessment (10 minutes)

• Read the life cycle story together and ask students to tell which life stage

picture goes with each page.

The Salmon Life Cycle Lesson Plan—page 1

Note: Italicized words

are potential script for

the teacher.

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Resources

• Life Cycle of the Salmon (VHS video). Produced by Oregon Sea Grant

in cooperation with the U.S. Army Corps of Engineers ( Corvallis, OR:

Oregon Sea Grant Communications, Oregon State University, 1999).

• Journey of the Kings (VHS video). Northwest Power Planning Council.

Produced by Echo Film Productions, Inc. (Doug Copsey, producer, screen-

writer; Norman Nelson, director).

• To Restore a Legacy: The Struggle for the Snake Riverʼs Salmon and

Steelhead Trout (VHS video). Presented by the U.S. Department of the

Interior, Fish and Wildlife Service in cooperation with the National Fish

and Wildlife Foundation. Produced by Stefan Dobert Productions, Inc.

(Edouard Crateau, executive producer).

The Salmon Life Cycle Lesson Plan—page 2

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The Salmon Life Cycle Salmon Life Cycle Story

The Life of

__________________________

(Your ﬁ rst name)

the Salmon

During spawning, my parents were care-

ful to make sure I had plenty of cool water

ﬂ owing over me. Then they gently covered

me with gravel to keep me from washing

away.

After hatching, I had to work my way up

through the gravel nest by following the

light of the moon. I emerged from the nest

at night to avoid predators. Once I was out, I

swam for shelter right away. I donʼt need to

worry about food for awhile because I can

survive on my yolk sack for several weeks.

Oh no, my yolk sack has run out! Iʼd better

ﬁ nd some food quickly or Iʼll starve. Itʼs a

good thing I have this camouﬂ age pattern

on my skin so that predators wonʼt see me

while I look for food. Iʼm able to eat insects

that feed on bits of ﬂ esh left behind by the

rotting adult salmon. Disgusting!

12

34

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The Salmon Life Cycle Salmon Life Cycle Story

Iʼve become larger and less vulnerable to

predators. I can eat bigger insects and small

ﬁ sh. My skin has started to become brighter

and more suited for ocean life, so I start to

make my journey downstream.

Once I reach the ocean, I ﬁ nd a lot of food.

I follow other salmon to feeding grounds

way out in the Paciﬁ c Ocean. I spend the

next several years hogging out on all dif-

ferent kinds of food. Iʼll eat just about

anything I can ﬁ t in my mouth.

After Iʼve grown very large, I use my nose

to ﬁ nd my way back to the stream where I

was born. My body begins to change shape,

and my snout becomes long and hooked.

Eventually, I make it back to the same part

of the stream where I hatched, and I spawn.

The journey was very difﬁ cult, and I have

worn myself out dodging ﬁ shing nets,

jumping waterfalls, and sliding over rocks.

I have become so tired out that I die. How-

ever, my body is not wasted. It becomes

food for future generations of salmon and

other river

creatures.

65

78

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The Salmon Life Cycle Salmon Life Stage Cards

SALMON LIFE STAGE CARDS

Artwork by Caryn Ackerman

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Funky Fish

Morphology

Lesson Plan

Habitat Cards

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LESSON PLAN

FUNKY FISH MORPHOLOGY

Objectives

• Students will be able to explain the connection between animal

morphology and habitat.

Materials

• Colored clay

• Fish habitat cards (following this lesson plan)

• Examples of ﬁ sh morphology (preserved ﬁ sh, photos, illustrations, etc.)

and other animals

Introduction (10 minutes)

• While showing examples of salmon morphology, brieﬂ y explain why

certain morphologies are advantageous given the ﬁ shʼs native habitat and

predator-prey relationships. Leading question: What effect might habitat,

potential predators, and prey types have on ﬁ sh morphology?

Examples: A sea horseʼs unique shape allows it to live in seagrass or

on reefs. A ﬂ ounder hides from prey by burying itself in the sand. A

puffer ﬁ sh avoids predators by becoming too big to eat.

• Make sure each student understands the relationship between form and

function in the animal world.

Activity (30 minutes)

• Explain that the goal of this activity is to design the best adapted ﬁ sh

possible.

• Give each student or group a large glob of clay.

• Give one habitat card to each student or group.

• Instruct students to use the clay to shape their ﬁ sh, giving special attention

to mouth morphology. Mouth morphology should be clearly represented in

detail.

• Show more examples of animal morphologies. This time include

nonaquatic animals as well. Help the class compare and contrast several of

their ﬁ sh designs with other creatures that inhabit similar habitats.

Closing activity/Assessment (10 minutes)

• Ask students or groups to show their models in front of the class, indicat-

ing how certain features will beneﬁ t and/or inhibit the ﬁ shʼs survival in its

habitat.

Funky Fish Morphology Lesson Plan—page 1

Note: Italicized words

are potential script for

the teacher.

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Funky Fish Morphology Habitat Cards

Your ﬁ sh lives in cold, fresh water.

It is a carnivore, but relies on

camouﬂ age rather than speed to

catch its prey.

Your ﬁ sh lives in cold, fresh water.

It is a carnivore, but relies on

camouﬂ age rather than speed to

catch its prey.

Your ﬁ sh must travel long distances

from its spawning grounds to its

feeding grounds. It prefers to eat

meat, but will also eat plants when

they are available. Your ﬁ sh is a very

fast swimmer and lives in salt water.

Your ﬁ sh must travel long distances

from its spawning grounds to its

feeding grounds. It prefers to eat

meat, but will also eat plants when

they are available. Your ﬁ sh is a very

fast swimmer and lives in salt water.

Your ﬁ sh is very large, but eats very

tiny animals called krill. Krill are

found in large groups in the ocean,

numbering in the millions.

Your ﬁ sh is very large, but eats very

tiny animals called krill. Krill are

found in large groups in the ocean,

numbering in the millions.

Your ﬁ sh lives in freshwater lakes. It

has no natural predators and spends

most of its time munching on plants

found at the bottom of lakes.

Your ﬁ sh lives in freshwater lakes. It

has no natural predators and spends

most of its time munching on plants

found at the bottom of lakes.

Your ﬁ sh is an aggressive carnivore

that lives in fresh water. It eats other

ﬁ sh, amphibians, mammals, and even

its own kind.

Your ﬁ sh is an aggressive carnivore

that lives in fresh water. It eats other

ﬁ sh, amphibians, mammals, and even

its own kind.

HABITAT CARDS

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Salmon Stream Design

Lesson Plan

Sample Completed

Stream Design

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LESSON PLAN

SALMON STREAM DESIGN

Objectives

• Students will be able to draw a stream with the vegetation, animals, and

water quality parameters that are necessary for salmon survival.

Materials • Rite in the Rain paper—Prior to class, make photocopies of two curved

lines on Rite in the Rain paper (to represent a river). Make one copy for

each pair of students.

Introduction (10 minutes)

This lesson will help students learn about freshwater salmon habitat while

tying the previous lessons together. It should be done in preparation for the

salmon release ﬁ eld trip. The activity is intended to be a transition from in-

class activities to the salmon release ﬁ eld trip.

Activity (30 minutes)

• Group students in pairs.

• Brieﬂ y discuss the parameters that are necessary for salmon survival. After

each topic, allow the pairs to add that parameter to their drawings. Make

sure students understand the role each parameter plays in supporting or

inhibiting salmon survival. An example of a ﬁ nished stream design follows

this lesson plan.

Parameters to cover

• Water quality: Temperature, dissolved oxygen, turbidity/sedimentation

• Physical parameters: Shelter (debris, boulders, trees, etc.), stream ﬂ ow,

substrate (gravel, mud, etc.)

• Other living things: Vegetation, insects, amphibians, predators (birds,

other ﬁ sh)

Closing activity/Assessment (10 minutes)

• At the end of class, have each student write a one-sentence farewell to the

salmon fry. The students will bring their drawings on the ﬁ eld trip so that

they can compare the habitat they drew with the habitat at the release site.

Salmon Stream Design Lesson Plan—page 1

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Salmon Stream Design Sample Completed Stream Design

SAMPLE COMPLETED STREAM DESIGN

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Salmon Release

Field Trip

Introduction

Student Worksheet—Salmon

Release Field Trip

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Salmon Release Field Trip Lesson Plan—page 1

LESSON PLAN

SALMON RELEASE FIELD TRIP

Objectives

• Students will be able to measure qualitative and quantitative stream

parameters.

• Students will be able to identify salmon habitat characteristics in the ﬁ eld.

Materials

• Thermometer

• Turbidity meter (if unavailable, have the students make a qualitative

measurement)

• Unfed salmon fry

• Paper or plastic cups

• Studentsʼ stream design maps from the Salmon Stream Design lesson

Worksheets

• Salmon Release Field Trip

Introduction (10 minutes)

Remind the students about the six salmon life cycle stages and answer any

questions before you begin the dayʼs activities.

Activity (40 minutes)

• Divide the students into three groups. The three groups correspond to the

ﬁ rst three sections on the Salmon Release Field Trip worksheet. Designate

one adult to each of three stations:

• Station 1: Water quality

• Station 2: Physical stream characteristics

• Station 3: Stream organisms

• The three groups of students will rotate among the stations to receive

assistance with each section of the worksheet.

• When the worksheet is completed, place the unfed salmon fry in cups and

give every two or three students a cup.

• Locate a suitable, safe release area and instruct the students to release the

salmon after they read their farewells aloud. (The farewells should have

been written during the Salmon Stream Design lesson.)

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Closing activity/Assessment (5–15 minutes)

• Instruct the students to ﬁ ll out the ﬁ nal section of their worksheet,

“Conclusions.” Ask them to compare what they observed at the

release site with their drawings from the Stream Design lesson. Does

the habitat seem suitable for survival? Whatʼs present? Whatʼs missing?

Salmon Release Field Trip Lesson Plan—page 2

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STUDENT WORKSHEET

SALMON RELEASE FIELD TRIP

Data collection and observations

Water quality

Temperature ___________________________________________________________

Turbidity ______________________________________________________________

Physical stream characteristics

Types of shelter for salmon ________________________________________________

______________________________________________________________________

Stream ﬂ ow (fast, slow, or both) ____________________________________________

Stream bottom type (gravel, boulders, or mud) ________________________________

Stream organisms

Vegetation _____________________________________________________________

______________________________________________________________________

Insects ________________________________________________________________

Possible salmon predators _________________________________________________

Amphibians or reptiles ___________________________________________________

Conclusions

______________________________________________________________________

Name: ______________________________________ Date:____________________

Salmon Release Field Trip Student Worksheet

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Salmon In The Classroom, EM 8910 E (Oregon State University Extension Service) EM8910

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