unit 4. salmon

SalmonWatch

IllustrationbyZachMandell,HiddenValleyHigh

UNIT4.SALMON

INTRODUCTION:This unit introduces the student to the star of our program, the PacificNorthwest Salmon. In order tounderstandtheplightofthesalmon,andtoconceivepossiblesolutionstotheirdecliningpopulations,itisnecessary tounderstandwhatandwho theyare. Thismeans learning their anatomyand taxonomy (the“what”), andhowsalmonchangeduring their lives (the “who”), aswell ashow theyuse their senses tocopewithadifficult,migratorylife.Inthisunit,wehopetogivethestudentanopportunitytoswimforawhilewitha salmon’s fins. Focusonmaking the salmoncomealiveasa livingorganism in the student'smind.Thisawarenessplaysanimportantpartinestablishinganethic,whichincorporatestheconservationofourwildfishheritageintothestudent'sviewofPacificNorthwestwatersheds.Anotherimportantaspecttothisunitistoprovideyouwithahostofinformationaboutthesalmontousetocomplimentthelessonsandactivitiesand/ortouseinanymanneryouseefittofacilitatelearningaboutsalmon.

OBJECTIVES:Studentswill:• knowandunderstandthegeneralanatomyandphysiologyofsalmonids.• beabletoidentifythesimilaritiesanddifferencesamongthefivesalmonidspecies.• furtherunderstandthelifecycleofthesalmon.• knowandunderstandthehabitatrequirementsofsalmonids.

SECTIONS:A. TheJourneyofWildPacificSalmonB. ExternalCharacteristicsofSalmonidsC. Goin’Fishin’-IdentifyingSalmonSpeciesD. Sniffin’Salmon-SalmonidLifeCyclesE. SalmonSupplementalInformation

UNIT4.Salmon 4.1

SalmonWatch

UNIT4.SALMONStudentHandoutsTeacherPages

4A-1TheJourneyofWildPacificSalmon

4A-2

TheLifeCycleofWildSalmon

4A-2(Answers)

TEACHERPAGE:TheLifeCycleofWildSalmon

4A-3

PotentialChallengestoSalmon

4A-3(Answers)

TEACHERPAGES:ChallengestoSalmon

4A-4

MyLifeCycleComparedtoaSalmon’s

4B-1

ExternalCharacteristicsofSalmonids

4B-1(Answers)

TEACHERPAGE:ExternalCharacteristicsofSalmonids

4C-1

Goin’Fishin’

4C-2

FishandFishFacts#1-#5

4C-3

SampleDichotomousKey

4D-1

Sniffin’Salmon

4D-2

Sniffin’SalmonDiagram

UNIT4.SalmonLISTOFSTUDENTHANDOUTS 4.2

SalmonWatchUNIT4A.THEJOURNEYOFPACIFICWILDSALMON

ACTIVITY TIME LEVELTheJourneyofWildPacificSalmon 30minutes Introductory

TheLifeCycleofWildSalmon 20-30minutes Introductory

ChallengestoSalmon 30-45minutes Advanced

MyLifeCycle 60minutes Introductory

BENCHMARKS

NextGenerationScienceStandards MS-LS2-4,HS-LS2-8LS1.B,LS2.A,L2.A,LS2.CNGSSScience&EngineeringPractices -Developing&usingmodels

-Constructingexplanations&designingsolutionsCommonCoreStateStandards–ELA/Literacy CCRA.R.1,CCRA.R.4,CCRA.W.9

ORSocialSciencesAcademicContentStandards

HS.63

OBJECTIVES:Studentswill:

• gainanunderstandingofthelifecycleofthesalmonandthemanychallengesfacedintheirmigratoryjourney.

MATERIALS:

Ø STUDENTHANDOUT4A-1:TheJourneyofWildPacificSalmonØ STUDENTHANDOUT4A-2:TheLifeCycleofWildSalmonØ TEACHERPAGE4A-2:TheLifeCycleofWildSalmonØ STUDENTHANDOUT4A-3:ChallengestoSalmonØ TEACHERPAGE4A-3:PotentialChallengestoSalmonØ STUDENTHANDOUT4A-4:MyLifeCycleComparedtoaSalmon’sØ Dictionaryand/orbiologytextbook

UNIT4A:TheJourneyofPacificWildSalmon 4.3

SalmonWatchPROCEDURE:1.GivestudentsSTUDENTHANDOUT4A:TheJourneyofWildPacificSalmonandSTUDENTHANDOUT4B:TheLifeCycleofWildSalmon.AsstudentsreadTheJourney,havethemfillintheblanksforeachofthetenstagesinthechart.RefertotheTEACHERPAGE4BwhenreviewingtheLifeCycleChart.Also,wordsinboldareimportanttounderstandingsalmonandmaybeunfamiliartostudents.Encouragestudentstousereferencematerialstolookupanddefinethesewords.2.HavestudentsreferagaintoSTUDENTHANDOUT4Aastheybrainstormand/orconductresearchaboutthechallengesateachstageofasalmon’smigratoryjourney.UsethechartinSTUDENTHANDOUT4C:ChallengestoSalmontoorganizetheirthoughts.RefertoTEACHERPAGE4Ctoreviewthisactivity.3.AftertheChallengestoSalmonchartiscomplete,facilitateadiscussionaboutsolutionstotheproblems.Askstudentstothinkaboutthedifficultiesinthemanagementofanaturalresource.4.Afterlearningaboutthelifecycleofthesalmonandthechallengestheyfaceintheirjourney,useSTUDENTHANDOUT4D:MyLifeCycleComparedtoaSalmon’s.Havestudentsfollowthedirectionstodevelopatimelinewithanarrativeabouttheirlifecyclecomparedtoasalmon’s.EXTENSIONQUESTIONS:WhatotheranimalspeciesmigrateinthePacificNorthwest?Compareandcontrastthedifferentmigrationpatternsofanimalspecieswiththatofthesalmon.Whatisthedifferencebetweenthelifecycleofwildsalmonandthatofahatcherysalmon?

UNIT4A:TheJourneyofPacificWildSalmon 4.4

SalmonWatchSTUDENTHANDOUT4A-1TheJourneyofPacificWildSalmonACTIVITIES:• Asyouread,completethechartinStudentHandout4A-2:TheLifeCycleofWildSalmon.• As you read about each stage of a salmon’s life, think about all the possible human and natural challenges a

salmonmight encounter.Use StudentHandout 4A-3:Challenges to Salmon, to organize your thoughts and todevelopalistofpotentialproblemsandchallengestosalmonontheirjourney.

• UseStudentHandout4A-4:MyLifeCycle,tocomparethesimilarstagesofyourlifewiththoseofthesalmon’s.• Useadictionaryorbiologytextbooktolookupthedefinitionsofwordsthatareunclear.Wordsthatareinbold

areofparticularimportancetounderstandingsalmonandaredefinedintheglossary. Fornearly10,000years,salmonhaveusedtheriversandstreamsofthePacificNorthwesttotravelfromtheirbirthingstreamstotheoceanandback.Acenturyago,between10and16millionsalmonreturnedfromtheoceaneachyeartospawninNorthwestrivers.Todaylessthanamillionreturn. Nothingismoreawe-inspiringandremarkableinnature,andnothingdefinesthecharacterandbeautyoftheNorthwestbetterthanthemigratoryjourneyofsalmon.Itrepresentslifeasacycle,thepowerofsurvivalandendurance,andthepromiseofreturn. Pacificsalmonareextremelyimportantforseveralreasons.Theyhavebeenacriticalfoodsourceforthepeopleoftheregion,andasignificantfoodresourceworldwide.Second,salmonareanindicatorspecies.Becausesalmonmigratethousandsofmiles,movingfromstreamsandriversthroughestuariestotheoceanandback,theyprovideavaluableindicationofenvironmentalconditionsinthosehabitats.Third,salmonplayacentralroleinmaintainingbiologicallydiverseandproductiveecosystems.Forexample,theyarepreyforamultitudeofspecies,andtheircarcassesbringocean-richnutrientstorelativelynutrient-poorfreshwaterenvironments.Andfinally,NorthwestNativeAmericanculturesandspiritualbeliefsaredeeplyconnectedwiththegreatsilverfish.Infact,theChinooksalmontakesitsnamefromaNorthwesttribe. Thesalmonhaveevolvedwithincrediblystronginstinctivepatterns.Borninfreshwaterstreams,anadromousorsea-runspecieslikesalmonareuniquelycompelledtotraveltotheocean.Thevastoceanfoodchainsupportsagrowthratethatfreshwatermembersofthesamespeciescouldneverhopetoachieve.However,traveltoandfromtheoceanisaveryriskyventure.Travellinguptoathousandmiles,migratoryfishareinherentlyvulnerabletoavarietyofthreats,bothhumanandnatural,alongtheway.Onlythestrongest,luckiestandmosttenaciousfishwithstandthejourneytoreproduce.Ofthe3,000to7,000eggsinanest,onlyonespawningpairwilllikelymakeitbacktoitsoriginalspawninghabitat.

UNIT4A:TheJourneyofPacificWildSalmonSTUDENTHANDOUT4A-1 4.5

SalmonWatchSTUDENTHANDOUT4A-11.EGGSTAGE Salmonbegintheirlivesinshallowgravelbedswithinthesubstrateofthefreshwaterstreamsandriversinwhichtheirparentswereborn.Thefertile,reddish-orangeeggsdevelopinthesafetyofthegravel.Cold,cleansediment-freewatermustwashtheeggsandbringthemoxygen.Eggslieinthegravelthroughthewinter,astheembryosdevelop.Incubationmaytake50daysorlonger.Thecolderthewater,thelongertheincubationperiod.2.ALEVINSTAGE Inlatewinterorspring,youngtranslucentfishwithlargeprotrudingeyes,calledalevins(sometimescalledyolk-sacfry),hatchandlieprotectedunderthegravel.Anorangeyolksacattachedtothebelliesofthetinyfishcarryafoodsupplyconsistingofabalanceddietofprotein,sugars,vitaminsandminerals.Asthefishgrows,theyolksacgetssmaller.Theywillnotleavetheprotectionofthegraveluntiltheyolkisusedup,whichcanbetwelveweeksormore.Aflowofwateriscriticaltoalevinsurvival.3.JUVENILESTAGE Inlatespringandsummer,withyolksacsbuttonedup,orabsorbed,andeyesstillprotruding,smallfishcalledfryemergeupwardthroughthegravelandbegintoforageforfood.Theyareaboutthelengthofafirneedleandstayinshallowpoolsneartheedgewherethecurrentisslow. Whentheyoungfishreachabouttwoinchesinlength,theyareknownasparr(sometimescalledfingerlings)andbecomeintensefeedersonplankton,smallinsects,worms,musselsandsnails.Theparrgrowthphaseisbestrecognizedbythedevelopmentofdarkbarsalignedverticallyalongeachsideofthefish.Theparrphaseisthemostvulnerabletimeinasalmon’slife,astheybecomethemorselofchoiceforsculpins,raccoons,kingfishersandlargetrout.Juvenile(fryandparr)salmonwillremainintheriverfourmonthstotwoyearsdependingonthespeciesbeforemovingdownstreamtotheestuary.4.SMOLTSTAGE Atfourtosixinchesinlength,salmonareknownassmolts.Astheparrmarksdisappear,mostyoungsalmonbeginaphysicalchangethattriggerstheirdownstreammigrationandadaptationtothesaltwaterenvironment.Smoltsletthecurrentcarrythemdownstream,tailfirst.Muchoftheirtravellingisdoneatnighttoavoidpredators.

Estuariesoccurwherecoastalriversentertheocean,creatingamixoffresh-andsaltwaterhabitats.Forsalmon,theestuaryrepresentsthedrastictransitionfromtherivertothesea.Nutrient-richsedimentinestuariesproducesnurseriesforthousandsoftinyorganisms,uponwhichsalmonfeed.Theinnerwatersofeelgrassbedsandsaltmarshesprovidehabitatforthefishastheytransitionfromfreshtosaltwater.

Thistransformationinvolvesamazinglycomplexbody-chemistrychanges.Inaddition,otherphysicalchangesoccurduringsmolting:scalesbecomelarger,colorturnssilvery,andtailslengthenandbecomemoredeeplyforked.Dependinguponthespecies,salmonspendfromafewdaystoafewmonthsinanestuary.


SalmonWatch

STUDENTHANDOUT4A-1 Waterflowisagainacriticalfactorduringdownstreamsmoltmigration.Highflowsmeanhighersurvivalrates.Decreasedflowscanincreasetheamountoftimeittakessmoltstoreachtheoceanandaffecttheirabilitytoadjusttosaltwaterconditions.Adelaycanalsoincreasetheirsusceptibilitytopredatorsanddisease.5.OCEAN-FARINGADULTSTAGE Sometheoriessuggestthatsalmonfollowalifecycleofgoingtotheoceaninordertoovercomethelimitsoffoodandspaceinfreshwaterhabitats.Uponenteringtheocean,salmonwillturntowardtheirhereditaryfeedinggrounds.Forsome,itisnorthtoAlaska.OtherswillfeedinthedeeperwatersoffoftheCaliforniacoast.Toavoidpredatorslikesealstheywillremaininlargenumberscalledschools.Theirtwo-tonecoloringhelpsconcealthemfromenemies.Seenfromabove,theyblendwiththedarkoceanwaters;frombelow,theyblendwithlightersky.Theyfeedheavilyonsuchpreyascrablarvae,barnacles,herrings,sandlance,rockfish,anchoviesandsquid.Timespentatseavariesbyspeciesrangingfromonetofiveyears.6.UPSTREAMMIGRATIONSTAGE Thesalmon’sreturntotheestuaryisremarkable.Forafishtotravelthousandsofmilesintheopenocean,uptothirtymilesaday,andthenlocateandreturntotheestuaryofitsoriginseemstodefyallodds.Thisiscalledhoming.Althoughstillamystery,scientistshypothesizethatsalmonnavigateatseawiththeaidofaninnermagneticmapandastrongsenseofdaylength,thusasalmonknowsapproximatelywhereitisinrelationtoitshomestream.Aschangingdaylengthsignalstheadvanceoftheseason,thefishmovesmoreorlessdirectlytowardtherivermouth.Asthesalmongetsclosertotheriverthesalmon’skeensenseofsmellcomesintoplay,drawingittowardwatersmellsencounteredduringthejuvenilephasesoflife.Salmoncanpickupthescentoftheirhomeriverwithnosessosensitivethattheycandetectdissolvedsubstancesinpartsper3,000,000,000,000,000,000!Arrivaloccursduringallseasonsdependingonthespecies. Auniquefeatureofthelifecycleisthatsalmonmigrateandspawninmassgroupscalledstocksorruns.Thefishwithineachstockorrunhasaunique“map”withspecialgeneticcodesthatinstructanddirectthefish’sbehaviorspecificallyastowhenandwheretomigrateandspawn.Forexample,theSandyRiverFallChinookisastockorrunofsalmonthatmigrateuptheSandyRiverinthefalltospawn. Thestruggling,leapingsalmonagainstthetorrentofthestreamisoneofnature’smostincrediblefeats.Uponre-enteringfreshwatertospawn,salmonlosetheirdesiretoeatandliveofftheiraccumulatedfatreserves.Inproceedingtowardtheirspawninggrounds,thefishmovequicklyupstreamingroups.Theymaketheirwaybystagesupstream,pausingfordaysatatimetorestinpools,oftenwaitingforimprovedwaterflows.Theytendtomoveaslongstrands,huggingthedeeperchannelsandshadedareasofthestream.Atshallowriffles,wheretheriverstepsdownagravelramp,runningfishraiseroostertailsofwaterastheyspeedovertherocks.7.COURTSHIPSTAGE Oncetheycometotheirhomegravel,femalessearchforsuitableegg-layingterritoriestobuildnests,calledredds.Asthesacaroundtheeggsloosen,theurgetospawnquickens.Aggressivedisplaysbetweenthefishoccuratthistime.Maleschase,biteandattacktowardoffcompetitors.Femalesbuttotherfemalesthatappeartothreatentheirredd.


SalmonWatch

STUDENTHANDOUT4A-1 Atthisstage,thefinaldaysofthesalmonarenear,withmanychangesincolorandbodyapparent.Themalesofsomespeciesgethumpedbacks,hookedjaws,andsharpcanineteeth.Withmusclessoftening,skinthickeningandbodychemistrychanging,whitefungusmaygrowoversoresortheeyesofthefish.Thefinsandtailfrayfrompoundingagainstrocksandwoundsfromthejourneymaymarkthebody.8.SPAWNINGSTAGE Spawningistheprocessofreproductionforsalmon.Whenafemalesalmonarrivesatherhomestream,shechoosesanestingsitewithjusttherightcombinationofcleangravel,adequatedepth,andgoodflowtoprovideoxygenforhereggs.Oncethefemalehasselectedthegenerallocationforlayingeggs,sheturnsonhersideandusessweepingorundulatingmovementsofhertailtodigthenestinthegravel.Everysooftenshechecksthedepthofthenestby“crouching”orloweringherselfintothenest.Intime,sheeventuallyproducesacone-shapednestupto16inchesdeep.Withinthatsite,shemaydigseveralnestsanddepositeggsinthemoveraperiodofseveraldays.

Thediggingofreddsattractsmales.Asamalemanagestowardoffcompetitors,hejoinsthefemaleinthenestinaseriesofcourtingmovements.Eventually,hewillmovealongsidethefemaleandmovehisbodyagainsthersslightly.Frequentlyhewillopenhismouthina“gape.”Whenthefemaleisreadytodeposithereggs,shetoowillopenhermouthtoresistthecurrentandhelpherlowerherselfdeeperintothenest.Finally,asbothrapidlyvibratetheirtails,theeggsandsperm,ormilt,arereleased.Afemalemaylayupto7,000inaseriesofredds.9.KELTSTAGE Asthefemalehasreleasedhereggs,sheinstinctivelycoversthembymovingupstreamslightlyandrepeatingherdiggingmotions.Thisliftsgraveljustabovethenest,sothatthecurrentcarriesitintothedepression.Femaleswilldefendtheirreddsuntiltheydie,whichmaybeafewhoursoraweek.Malescanspawnmorethanonceandoftenwillleavethefemale,insearchofanotherthatispreparinganest.Salmonthathavespawnedarecalledkelts.10.CARCASSSTAGE Mostsalmonspawnonlyonceduringtheirlifetime(semelparous),althoughsomesteelheadhavetheabilitytospawnmorethanonce(iteroparous)andcanre-generate,returntotheocean,thenreturntospawnanotherseason.Boththemaleandfemalesalmondiewithinaweekafterspawning.Theircarcassesfloatdownstream,getcaughtinrootsandlimbs,linebeachesandsinktothebottomoftheriver.Opportunistslikebears,gulls,crows,andeaglesdineonthedeadsalmon.

Thedeathofthesalmonalsoservesthenextgeneration.Asdecayingsalmonaddnutrientstotherivers,theyfeedaquaticlifethatwillinturnfeedyoungsalmonalreadygrowinginthegravelinthestreambed.InCascadestreams,asmuchas40percentofthenitrogenandcarboninyoungfishand20percentofthenitrogeninstreamsideplantscomesfromdeadsalmon.


SalmonWatch

.

8.a.

b.severaldays

c.

1.Stagea. Locationb. Timeatstage(approx.)c. Distinctcharacteristics

6.Adultupstreama.

b.

c.

1.Egga.

b.

c.

2.a.freshwatergravel

b.

c.

10.a.

b.varies

c.

3.a.

b.4monthsto3years

c.

9.a.freshwater

b.

c.

4.a.

b.

c.

5.a.

b.

c.two-tonecoloring;grow

rapidly

STUDENT HANDOUT

4A-2 The Life Cycle of Wild

Salmon

DIRECTIONS:AsyoureadTheJourneyofPacificWildSalmon(StudentHandout4A-1),completethechartwiththefollowinginformation.

7.a.

b.

c.


SalmonWatch

8.Spawning

a.freshwaterb.severaldaysc.femaledigsredd,maledefends

1.Stagea. Locationb. Timeatstage(approx.)c. Distinctcharacteristics

6.Adultupstream

a.freshwaterb.hourstoseveralmonthsc.stopseating

2.Alevin

a.freshwatergravelb.1-2monthsc.orangeyolk-saconbelliesprovidesfood

3.Juvenile

a.freshwatershallowpoolsb.4monthsto3yearsc.lengthupto2inches;parrhavedarkbarsonsidescalledparrmarks

9.Kelt

a.freshwaterb.hourstodaysc.femalesdefendredds;malescanspawnagain

4.Smolt

a.estuariesb.daystomonthsc.about4-6inchesinlength;transformintoocean-lookingfish

5.Adult

a.oceanb.1-5yearsc.two-tonecoloring;grow

rapidly

Answers to STUDENT

HANDOUT 4A-2 The Life Cycle of Wild

Salmon

DIRECTIONS:AsyoureadTheJourneyofPacificWildSalmon(StudentHandout4A-1),completethechartwiththefollowinginformation.

7.Courtship

a.freshwaterb.daystomonthsc.males–humpedbacks,hookedjaws,sharpteeth;both–whitefungusandfrayedfins


1.Egg

a.freshwatergravelb.2months+c.eggsarereddishorange

2.Carcass

a.freshwaterb.variesc.decomposingbodiesaddnutrientstostreamandfeedwildlife

SalmonWatch

STUDENTHANDOUT4A-3PotentialChallengestoSalmon

AccordingtothePacificStatesMarineFisheriesCommission,therearesixmajorfactors,sixpotentiallyimportantfactors,andtwominorfactorsthatcouldpossiblychallengeasalmon’smigratoryjourneyandcontributetotheiroveralldecline.Foreachfactor,describeatleasttwopotentialproblemscreatedthatmightthreatensalmonhealth,migrationand/orhabitat.Inaddition,trytodetermineatwhatlifecyclestageorstagessalmonwouldbechallenged.

FACTORS PROBLEM

CREATEDPROBLEMCREATED

LIFECYCLESTAGE(S)

M A J O R

Agriculture

Dams

Drought

Fishing

Forestry

Urbanization

I

M P O R T A N T

GravelHarvest

Irrigation

BycatchMortality*

HatcheryFishInterference

PoorOceanConditions

IllegalFishing

M I N O R R

BirdPredation

MarineMammalPredation

*Salmonkilledduringfishingforotherspecies UNIT4A:TheJourneyofPacificWildSalmonSTUDENTHANDOUT4A-3 4.11

SalmonWatch

UNIT4A:TheJourneyofPacificWildSalmonSTUDENTHANDOUT4A-3(Answers) 4.12

AnswerstoSTUDENTHANDOUT4A-3:PotentialProblemsandChallengesContributingtoSalmonDecline

Thefollowinglistwillassistyouincompletingthechartonpage4.19.(InformationprovidedbyPacificStatesMarineFisheriesCommission):

AGRICULTURE Filing of the side channels of streams Loss of streamside vegetation and functions Pesticide exposure Increased amount of sediment entering streams Stream straightening and channelization Habitat destruction Filling of the side channels of streams Reduced freshwater flow in rivers and streams Exposure to abnormal temperatures Barriers preventing salmon migration Forest fragmentation Estuary degradation

Reduced freshwater flow in rivers and streams Exposure to abnormal temperatures Habitat area loss Forest fragmentation Estuary degradation

GRAVEL HARVEST Habitat destruction Loss of eggs & juvenile fish Sediment downstream

IRRIGATION

DAMS Reduced fresh water flow in rivers and streams Reduced freshwater flow in rivers and streams Lack of screening of water diversion canals Habitat area loss Barriers preventing salmon migration BYCATCH MORTALITY Water supersaturation Reduced numbers reaching their spawning grounds

Loss of genetic integrity and diversity DROUGHT Loss of stream nutrients due to fewer carcasses Reduced freshwater flow in rivers and streams Exposure to abnormal temperatures HATCHERY FISH INTERFERENCE

Loss of genetic integrity and diversity FISHING Competition between hatchery and wild fish Reduced numbers reaching spawning grounds Elevated numbers of predators Loss of genetic integrity and diversity

FORESTRY (if not adhering to rules and regulation set by the Oregon Forest Practices Act) Loss of streamside vegetation and functions Pesticide exposure Increased amount of sediment entering streams Habitat destruction Decreased amount of large logs in streams and loss

POOR OCEAN CONDITIONS Reduced upwelling Altered ocean currents and flow Decreased food abundance Reduced numbers reaching their spawning grounds Smaller fish Confused migration & more strays

of deep pools and channel forms ILLEGAL FISHING Exposure to abnormal temperatures Forest fragmentation Estuary degradation

Reduced numbers of adults reaching their spawning grounds Loss of genetic integrity and diversity

URBANIZATION BIRD PREDATION Loss of streamside vegetation and functions Reduced numbers of adults making it to the sea Industrial pollutants exposure Loss of genetic integrity and diversity Stream straightening and channelization Habitat destruction Decreased amount of large logs in streams and loss of deep pools and channel form

MARINE MAMMAL PREDATION Reduced numbers reaching their spawning grounds Reduced numbers of adults making it to the sea

SalmonWatch

UNIT4A:TheJourneyofPacificWildSalmonSTUDENTHANDOUT4A-3(Answers) 4.13

AnswerstoSTUDENTHANDOUT4A-3(InformationisfromUSFWS,BLMandtheU.S.ForestService)

EGG/ALEVIN STAGE • Eggs suffocate when silt clogs spaces in gravel. • Chemical pollutants can weaken and kill fish. • Water diversions and natural drought dry up

creeks and strand fry in pools, making them easy prey for birds and other predators.

• Removal of streamside vegetation through poor grazing management of livestock can remove shade and raise water temperatures—sometimes to lethal levels.

• Drought and water diversions lower water levels, making nests vulnerable to freezing in winter.

• Erosion, following clearcutting or fires, can smother nests with silt if logging operation are not following good management practices..

• Floods can sweep eggs out of gravel. • Fish and birds eat salmon eggs. • If good spawning habitat is scarce, females may

dig up each others’ nests. • Clearcutting along streams can raise water

temperature and reduce oxygen in water if adequate buffers are not present, this could result in eggs being suffocated.

JUVENILE STAGE • Riverbank clearing and rip-rap bank protection

structures remove streamside vegetation that provides shade and keeps the water cool

• Altering of riparian vegetative instream characteristics and water quality impacts habitat conditions for fry.

• Insects and other food sources are reduced. • Clearing woody debris or dredging gravel can

ruin habitat. • Agricultural, urban, and industrial pollution kills

salmon fry. • Excessive removal of trees in riparian areas

could reduce insect food available to young salmon.

• Floods, either natural or caused by human activity, can sweep fry from streams before they are ready to migrate.

SMOLT STAGE • Changes in the natural river flow such as dams,

diversions, and turbulence can confuse and delay migrating salmon.

• Migration delays increase losses from predation. • If delayed, smolts may lose the urge to migrate.

• Estuaries are valuable nurseries that can be lost when coastal

wetlands and estuaries are filled, dredged, or developed. • Anglers who mistake them for trout take coho and spring

Chinook smolts. • Anglers who catch & release can fatally injure fish. • Migration is slowed as smolts swim through slackwater

pools above dams. • Slackwater pools are ideal habitat for pike minnow that

eat young salmon. • Many smolts are killed and injured going through

hydroelectric turbines or over spillways. • Smolts are preyed on by birds, mammals, and larger fish. • Pollution kills or weakens smolts. • Pollution of estuaries reduces food available to smolts at a

critical time. OCEAN FARING ADULT STAGE • Overfishing results in inadequate numbers of fish returning

to spawn. • Poor ocean conditions can result in altered ocean currents and

flow, decrease food abundance and reduce upwelling. UPSTREAM MIGRATION STAGE • Dams, gill nets, siltation, natural predators, and low water

levels can all prevent fish from reaching the spawning grounds.

• Adult salmon are confused and slowed by slackwater pools above dams and tailwater turbulence below dams, using up precious energy reserves.

• By raising water temperatures, slackwater pools contribute to “warmwater disease,” a major killer of adult salmon.

• Adult salmon run the gauntlet of predators: humans, sea lions, bears, and others.

• Poorly constructed dams and natural rockslides block adult migration.

• Pollution can weaken or kill adult salmon.

COURTSHIP/SPAWNING STAGE • People can disrupt courtship behavior or frighten spawning

salmon from their nests if they approach too closely. • By controlling and diverting water, humans interfere with

natural cycles of flushing and gravel deposition that create spawning habitat.

SalmonWatchSTUDENTHANDOUT4A-4MyLifeCycleComparedtoaSalmonFrombirthtodeath,weprogressthroughacyclethatcontainsspecificstagessuchasinfant,toddler,child,teenager,youngadult,matureadultandsenior.Asyouhavelearned,salmonalsogothroughcyclesintheirlives.Salmonstartoutasanegg,andgrowthroughaseriesofstagestobecomeanadultsalmon.Thisactivityisdesignedtohelpyouthinkaboutyourownlifecyclestagesandhowtheycomparetothesalmon’slifecycle.Belowisatimelinewithsomeofthemajorlifestagesofthesalmon.Inexaminingyourownlifedeterminethestagesthatareequivalent,eitherinageoreventimportance.Fromthatcomparison,drawyourownlifecycle,includingagesandimportanteventsthatoccurateachstage.Yourassignmentistocomparethesimilarstagesofyourlifewiththoseofsalmon.Foreachstage,explaintwoimportanteventsthatoccurinyourlifecycle,aswellasthesalmon.EGGALEVINJUVENILESMOLTOCEANADULTMIGRATIONUPSTREAMCOURTSHIP


SalmonWatchUNIT4B.EXTERNALCHARACTERISTICSOFSALMONIDSOBJECTIVES:Studentswillknowandunderstand:• theexternalcharacteristicsofsalmonidsintermsofformandfunction.

MATERIALS:

Ø STUDENTHANDOUT4B:ExternalCharacteristicsofSalmonidsØ TEACHERPAGE4B:ExternalCharacteristicsofSalmonids

PROCEDURE:1.MakeanoverheadtransparencyofSTUDENTHANDOUT4B:ExternalCharacteristicsofSalmonidsand

usetheTEACHERPAGE4Basaguide.Havethestudentsfill intheblankswithyouasyoufacilitateadiscussion about the external characteristics of salmonids. Challenge them to hypothesize why asalmonhasdevelopedintotheirdesignandthefunctionofeachoftheirexternalparts.Havestudentsalso define and explain the characteristics of the salmon like the fin structure, body shape,mucuscovering,etc.

UNIT4B:ExternalCharacteristicsofSalmonids 4.15

BENCHMARKS CommonCoreStateStandards–ELA/Literacy CCRA.SL.2

ORSocialSciencesAcademicContentStandards HS.63

TIME LEVEL 45-60minutes Introductory

SalmonWatch

STUDENTHANDOUT4B

UNIT4B:ExternalCharacteristicsofSalmonidsSTUDENTHANDOUT4B 4.16

SalmonWatch

STUDENTHANDOUT4BFINSDORSAL&ANALPECTORAL&PELVICFINSCAUDALORTAILFINSADIPOSEFINBODYSHAPEMUCOUSCOVERING


SalmonWatchSTUDENTHANDOUT4BEYESNOSTRILSHEARINGGILLSCOLORATIONLATERALLINESCALES


SalmonWatch

AnswerstoSTUDENTHANDOUT4B

UNIT4B:ExternalCharacteristicsofSalmonidsSTUDENTHANDOUT4B(Answers) 4.19

SalmonWatchAnswerstoSTUDENTHANDOUT4BFINShelpafishswim.Salmonidfinsaresupportedbybranched,flexibleraysratherthanstiffsharpspines.Thus,theyareplacedinthe“softrayed”familyoffish.DORSAL&ANALFINShelpkeepthefishbalancedsoitsbodywon’ttipfromsidetoside.OnefunctionoftheanalfinmaybetosensethesizeandtextureofthegravelthatisbestsuitedforspawningPECTORAL&PELVICFINSarefoundoneachsideofthebody,likearmsandlegsinanimals.Thesefinsareusedforturning,backingupandstopping,inadditiontobalancing.CAUDALORTAILFINSsweepfromsidetosideandpushthefishforward.ADIPOSEFINissmallandfleshyandhasnoapparentuse.BODYSHAPE:Theshapeofasalmonidfishishighlyefficientandstreamlinedformovementandstabilityinswiftwater.Salmoncanmoveatanestimatedspeedof14mphandhavebeenobservedtojumptoaheightof10feet.MUCOUSCOVERING:Amucouscoatingcoverstheskinofthefishandprotectsitfromfungalandbacterialattack.Theslipperytextureofthemucousalsoallowsthefishtoswimmoreeasilythroughthewater.Topreventdamagetoitsmucousprotection,itisimportanttowetyourhandsbeforehandlinglivefish.EYES:Afishhaseyesthatcanseeinalldirections.Eacheyeworksbyitself,sothefishcanseetothefrontandbackatthesametime.Eyelidsandtearglandsarenotneeded.Waterkeepstheeyeswetandclean.Itisimportanttonotethatmostfisharenearsighted,usingothersensestodetectfoodatadistancethenmovingclosertovisuallyidentifyit.Theireyesarelargeandpupilsdonotcontractinresponsetolight.Consequently,theyaremorelikelytoremaininshadedareas.NOSTRILS:Afishusesitsnostrilsforsmelling,butnotforbreathing.Salmonhaveanextremelysensitivesenseofsmell.Theyreturntothespawningareabyfollowingthefaintscentofthestreaminwhichtheywerereared.HEARING:Althoughthesalmonidlacksexternalearopenings,theinnerearandswimbladdersensecandetectsoundsinthewater.GILLS:Justlikepeople,fishmustbreatheoxygeninordertolive.Whilewegetoxygenfrombreathingtheairaroundus,fishgettheoxygentheyneedfromthewater,whichflowsthroughtheirmouthsandpassesbytheirgills.Gillsarefoundunderaflapjustbehindthehead.Theyhavemanyfoldsandpiecesofthinskin,whichtakeoxygenfromthewater.


SalmonWatchAnswerstoSTUDENTHANDOUT4BCOLORATION:Thedorsalortopsurfaceofsalmonidsisdarkcoloredandtheventralorbottomsurfaceisasilverywhite.Apredatorviewingthefishaboveseesadarkback,whichblendsinwiththecolorofdeepwaterorstreambottom.Ifviewedfrombelow,thewhitebellyblendswiththelightercolorofthewatersurface.LATERALLINE:Mostfishhavealinerunningalongeachsideoftheirbody.Thelaterallinehasaseriesofporesthatdetectlowfrequencyvibrationsandpressurechangesnearthefish’sbody.SCALES:Thebodiesofmostfishareusuallycoveredwiththinoverlappingscales.Justlikethecrosssectionofatreetrunk,theovalscalesofthesalmonshowannualgrowthrings.Andjustlikeatree,annualringscanbeusedtolearntheage.Duringthesummerorothertimeswhengrowingconditionsaregood,thefishgrowsquicklyandtheringsarefarapart.Inthewinterwhenlivingconditionsarenotasgood,thefishgrowsslowlysotheringsareclosertogether.


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UNIT4C.GOIN’FISHIN’–IDENTIFYINGSALMONSPECIES

INTRODUCTIONHaveyoueverpickedoutthefaceofafriendinacrowd?Werecognizesomeonebydiscoveringthedetails,whichmakehimorherdifferentfromothers;pullingthemintorelieffromthe“faceless”masses.InGoin’Fishin’,studentslearnthemajoranatomicalpartsofasalmon,howthesepartsvaryfromonespeciesofsalmontoanother,andhowtorecognizeacohoorsockeyefromothersalmon(similartopickingsomeoneoutofacrowd).Inthissection,studentsdeveloptheskillsandunderstandingnecessarytoidentifyfiveofthesalmonspeciesfoundintheColumbiaRiverwatershed.Thisactivityintroducessalmonidexternalanatomyandspeciescharacteristicsthroughasimulationinwhichthestudentisgoingfishing,buthasaveryspecificlicense:therearestiffpenaltiesforcatchingthewrongfish.Duringtheactivity,“Goin’Fishin’..,”studentsgettoknowthesalmonidspeciesbystudyingtheirsimilaritiesanddifferences,thendevisinganidentificationkeytosortthemout.Don’tforgettouseyourAdopt-a-Stream-Foundation’sFieldGuidetothePacificSalmonasanexcellentreferenceinthisunit.Keepitwithyouandrefertoitfirstwhenyouhavequestions.OBJECTIVE:StudentswillbecomefamiliarwiththeanatomyofsalmonidsandidentifysimilaritiesanddifferencesamongthefivesalmonidspeciesMATERIALS:

Ø ReferencematerialsaboutsalmonidspeciesprovidedinthisUnitØ Adopt-A-StreamFoundation’sFieldGuidetothePacificSalmonØ STUDENTHANDOUT4C-1:Goin’FishinØ (5)STUDENTHANDOUTS4C-2:FishandFishFactsØ STUDENTHANDOUT4C-3:Sampledichotomouskey

UNIT4C:Goin’Fishin’–IdentifyingSalmonSpecies 4.22

TIME LEVEL60minutes Introductory

BENCHMARKSNextGenerationScienceStandards LS1.A

NGSSScience&EngineeringPractices -Developing&usingmodels

CommonCoreStateStandards–ELA/Literacy CCRA.R.1.

CommonCoreStateStandards–Writing CCRA.W.7.

CommonCoreStateStandards–Speaking&Listening CCRA.SL.1.

ORSocialSciencesAcademicContentStandards HS.63.

SalmonWatchKEYQUESTIONS

Ø Whatarethepartsofasalmon?Dothesepartschangeassalmonmigrate?WillIbeabletorecognizeasalmoninthestream?

Ø HowaresalmonanatomicallydistinctfromotherfishinNorthweststreams?Howmanykindsofsalmonarethere?HowdoItellthemapart?

VOCABULARY:(BriefdefinitionsofvocabularytermsarefoundintheGlossary.):dichotomouskey anadromoussalmonids lifecycleCoho SockeyeChinook PinkChum SteelheadCutthroat physiologicaladaptationsPROCEDURE:1.Beforeyoubeginthisactivity,reviewthebibliographytoselectreferencematerialsforyourstudents.Organizethereferencematerialsthatyouhaveavailable,andaskyourstudentstoreviewthereferencematerialsaboutsalmonidspecies.Havethemnotethedifferencesbetweenthespeciesincludingtimingoflifecycles,habitatrequirementsandphysicalfeatures.Considerassigningonespeciestoeachgroupofstudents,whowillproduceanannotatedposterdescribingtheanatomyofarepresentativeoftheirspecies.Youmightevenaskthemtowriteapoemorstoryabouttheirspecies,andthenpresentthistotheclass.2.Let'sgofishing...3.Saytoyourstudents,"Youaregoingonamostexcellentfishingtrip,buttherearethingsyouhavetodotogetready.You'vegotyourpole,you’vegotyourlicense,andyou’vegotyoursnacksanddrinks.However,youhavetoknowwhatkindoffishyouplantocatch.Yourlicenseisveryspecific--ifyoutakehomethewrongkindoffish,youcouldbefinedlotsofmoney!""Unfortunatelyyouleftthispartofyourpreparationuntillastandyourfriendsarereadytogo.Youhavetenminutestodeviseachartortoolyoucanusetoidentifythefishthatyoumightcatch.Makeyourtoolaninstrumentofidentificationforallthepossiblefishyoumightruninto.Afterall,iffishingisbad,youandyourfriendsmaygosomewhereelse."HELPFULHINTS•Youmightwanttoincludeinformationabout:age,color,size/weight,sexdifferences,andhabitat,alongwithanythingelseyoufindhelpful.Remember:toomuchinformationisjustasbadastoolittle!•Youmightaskyourstudentstomaketheirownfishinglicenses.Theselicensescanhavespacesforspeciesidentifications,rulesandfines,andatitlesection.Organizethespacesforwritingsothatthelicensescanbefolded,likeabrochure.•Organizestudentsintogroups,thenpassouttheSTUDENTHANDOUTS,andaskthemtofollowthedirectionstherein.


SalmonWatch•Afteryourstudentshavecreatedtheirtoolforidentifyingthefish(theirkey),breakthemintosmallgroups.ProvideeachgroupwithseveralpictureswithSTUDENTHANDOUTS4C-2:Fishand'FishFacts'onthereverse.Havethemtaketurns'fishing'fromtheselectionofpictures,andidentifyingthespeciesthattheyhavecaught.(Analternativeistoexchangetoolsandevaluatetheireaseofuseinsortingandidentifyingpicturesofsalmon.)4.Sharethesampledichotomouskey(STUDENTHANDOUT4C-3)orakeyfromapublishedfieldguidewithyourstudents.Comparethissamplekeywiththeirtoolsforidentification.Dothisingroups,orasaclassdiscussion.5.Identifywhichsalmonidsliveinyourriverbasin.Havestudentsdiscussthestatusofthesefishpopulations.Aretheylistedasthreatenedorendangered?Studentscandoresearchthroughlocalmediaarticlesandagencypublicationstodeterminethestatusofsalmonidsinlocalwatersheds.EVALUATION6.Setout“unknowns”(picturesofsalmonthatstudentshaven’tseen)forstudentstoidentifywiththeirkeys.Youmightbringinfreshfish,andhavestudentsusetheirkeystoidentifythem.Agoodwaytodothisistohavegroupsexchangetheirkeys,andthenevaluatethefacilitywithwhichtheyareabletousethesetoolstoidentifythefish.Remindstudentsthatthesearejustexamplesofsomeindividualadultfishandthatthereisgreatvariationevenwithinspecies.ThedescriptionsbelowarecontainedinSTUDENTHANDOUTS4C-2,exceptthatthestudentpagesdonothavenamesappended.COHO:VitalStatistics:1.27inches,11lbs,graymouthwithwhitegums.Caughtinshallowwater.2.20inches,6lbs,graymouthwithwhitegums.Caughtinslowermovingstreamwithsmallgravels.3.23inches,8lbs,you’veseenthesefish(youngerones)inthesamestreamforoverayear.CHINOOK:VitalStatistics:1.36inches,28lbs,thisisahuskylookingfish.Youcaughtthisoneinaverylargestream.2.42inches,43lbs,amonster!!Youpulloutascaleandcounttherings...itis7yearsold!3.36inches,30lbs,gray/blackmouth.Youcaughtthisfishinafastmoving,deepstream.SOCKEYE:VitalStatistics:1.20inches,7lbs,yourfishisveryred.2.18inches,5lbs,youcaughtthisfishveryclosetoalake.3.21inches,8lbs,yourfishhasadullgreenheadandthebodyisturningareddishcolor.


SalmonWatchPINK:VitalStatistics:1.18inches,5lbs,youcaughtyourfishdownbythecoast.2.15inches,4.5lbs,yourfishhasareddishcasttoit.3.20inches,6lbs,yourfishwashangingoutwithsomeveryodd-lookinghumpbackedfish.CHUM:VitalStatistics:1.24inches,7.5lbs,youcaughtyourfishwherewaterwasflowingprettywellandtherewasmediumsizedgravelinthestream.2.28inches,9lbs,youcaughtyourfishclosetotheocean.3.30inches,10lbs,yourfishisgreenishbluewithwhitetipsonitspelvicandanalfins.


SalmonWatch NAME:____________________

STUDENTHANDOUT4C-1Goin’Fishin’LET’SGOFISHING...Youaregoingonamostexcellentfishingtrip,buttherearethingsyouhavetodotogetready.You'vegotyourpole;you’vegotyourlicense;you’vegotyoursnacksanddrinks.However,youhavetoknowwhatkindoffishyouplantocatch.Yourlicenseisveryspecificandifyoutakehomethewrongkindoffishyoucouldbefinedlotsofmoney!Unfortunatelyyouleftthispartofyourpreparationuntillastandyourfriendsarereadytogo.Youhaveten(10)minutestodeviseachartortoolyoucanusetoidentifythefishthatyoumightcatch.Makeyourchartortoolaninstrumentofidentificationforallthepossiblefishyoumightruninto;afterall,iffishingisbad,youandyourfriendswillgosomewhereelse.HELPFULSTUDENTHINTS:Youmightwanttoincludeinformationabout:age,color,size/weight,sexdifferences,andhabitat,alongwithanythingelseyoufindhelpful.Afteryourhavecreatedyourtoolforidentifyingthefish,breakupintosmallgroups.Eachgrouphasseveralpicturesoffishwith“fishfacts”onthereverse.Taketurns'fishing'fromtheselectionofpictures,andidentifyingthespeciesthatyouhavecaught.Finally,lookatthesampledichotomouskeythatyourteacherwillmakeavailable.Comparethesamplewithyourtoolsforidentification.

UNIT4C:Goin’Fishin’–IdentifyingSalmonSpecies STUDENTHANDOUT4F 4.26

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STUDENTHANDOUT4C-2–FISH#1

FishandFishFactsFISH#1:VitalStatistics:1.27inches,11lbs,graymouthwithwhitegums.Caughtinshallowwater.2.20inches,6lbs,graymouthwithwhitegums.Caughtinslowermovingstreamwithsmallgravels.3.23inches,8lbs,you’veseenthesefish(youngerones)inthesamestreamforoverayear.

ArtworkcourtesyofNOAA


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FishandFishFactsFISH#2:VitalStatistics:1. 36inches,28lbs,thisisahuskylookingfish.Youcaughtthisoneinaverylargestream.2. 42inches,43lbs,amonster!!Youpulloutascaleandcounttherings...itis7yearsold!3. 36inches,30lbs,gray/blackmouth.Youcaughtthisfishinafast-moving,deepstream.



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FishandFishFactsFISH#3:VitalStatistics:1. 20inches,7lbs,yourfishisveryred.2. 18inches,5lbs,youcaughtthisfishveryclosetoalake.3. 21inches,8lbs,yourfishhasadullgreenheadandthebodyisturningareddishcolor.



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FishandFishFactsFISH#4: VitalStatistics:1. 18inches,5lbs,youcaughtyourfishdownbythecoast.2. 15inches,4.5lbs,yourfishhasareddishcasttoit.3. 20inches,6lbs,yourfishwashangingoutwithsomeveryodd-lookinghumpbackedfish.



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FishandFishFactsFISH#5:

VitalStatistics:1. 24inches,7.5lbs,youcaughtyourfishwherewaterwasflowingprettywellandtherewasmedium

sizedgravelinthestream.2. 28inches,9lbs,youcaughtyourfishclosetotheocean.3. 30inches,10lbs,yourfishisgreenishbluewithwhitetipsonitspelvicandanalfins.



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STUDENTHANDOUT4C-3DichotomousKeyforFiveSalmonSpecies1.a.Dorsal,adiposeandcaudalfinsspotted................................................................................................Goto#2b.Dorsal,adiposeandcaudalfinsnotspotted.........................................................................................Goto#32. a.Caudalfinisspeckledontheupperhalfonly........................................................................................Cohob.Caudal,dorsalandadiposefinsareheavilyspotted.............................................................................Goto#43. a.Caudalfinisdividedintodistinctlobes;Pectoral,analandpelvicfinshaveadarkbandonthetrailingedges..........................................................................................................................................................Chumb.Caudalfinislobed,butlessdistinctly;nodarkbandontheedgesofthepectoral,analandcaudalfins.............................................................................................................................................................Sockeye4. a.Headhasdistinctspots;spotsextendtothetipofthedorsalfinandarearrangedinrowsondorsalandcaudalfins................................................................................................................................................Chinookb.Malehaspronouncedhump...........................................................................................................…..PinkNote:Malesalmonhaveahookedupperjawandlarge,bonygillcovers.Somearehumpbacked.


SalmonWatchUNIT4D.SNIFFIN’SALMON:SALMONIDLIFECYCLES

INTRODUCTIONCanyourememberwhenyouwereborn?Howaboutyourfirstbirthday?Whatisyourearliestmemory?How

oldwereyouthen?Howdoyouappearnow,comparedwithwhenyouweretwo?Twelve?Twenty?Weall

changeinappearancefromthetimewhenwewereasinglefertilizedegg.Whatisthenatureofthese

changes?Arehumanstheonlyorganismswhichexperiencethis?

Haveyoueverbeen“turnedaround”inthecity,thenfoundyourway?Whatmarkersdidyouuse?Couldyou

describetheprocesstosomeoneelse?Dosalmonexperiencethesamething?Howdotheyknowwhen

they’re“home?”Howmanyofusarelivinginthesameplacewherewewereborn?Wouldyourfriends

recognizeyouinyourbabypicture?Didourgrowth,developmentandtravelsdictateourneeds,orvisa

versa?

Thissectionusestheactivity,Sniffin’Salmontosimulateasalmon’sjourneybacktotheirhomestream,using

theirkeensenseofsmell.

OBJECTIVES:•Studentswillsimulateanddiscussthelifecycleofsalmon,identifyhabitatrequirementsofsalmonduring

stagesofitslifecycle,andunderstandhowasalmonfindsitswaybacktoitsnativestream.

MATERIALS:Ø papercups

Ø maskingtape

Ø pencil

Ø papertowels

Ø cardswithdifferentsalmonnamesonthem

Ø severaltomany"smells"(cloves,garlic,vanilla,rumflavoring,peppermint,etc.)

Ø STUDENTHANDOUT4D-1:Sniffin'Salmon!

Ø STUDENTHANDOUT4D-2:Sniffin’SalmonDiagram

Ø FILM:LifeoftheSockeyeSalmon(Optional.SeeSupplementaryCurriculumforsource.)

UNIT4D:Sniffin’Salmon:SalmonidLifeCycles 4.33

TIME LEVEL60minutes Introductory

BENCHMARKSNextGenerationScienceStandards LS1.B

NGSSScience&EngineeringPractices -Developing&usingmodels

-Planning&carryingoutinvestigations

CommonCoreStateStandards–Writing CCRA.W.7

ORSocialSciencesAcademicContentStandards HS.63

SalmonWatch

KEYQUESTIONS:Ø Whatarethe'stages'ofasalmon'slife?

Ø Whathappensduringeachstageoftheirlives?Wheredotheygo?

Ø WhichstageswillIobserveatmysite?

Ø Whataresalmon’sneedsduringthepartoftheirlifecyclethatIwillobserve?

Ø Howdoesasalmonknowwhenitishome?

VOCABULARY(BriefdefinitionsofvocabularytermsarefoundintheGlossary.):

egg alevin

fry smolt

lifecycle fingerling

homestream adult

migrate parrsmoltification

PROCEDUREThisactivityisadaptedfromTheComingsandGoingsofCoho,WaterWaterEverywhere....,OregonStateUniversitySeaGrantCollegeProgramandOregonDepartmentofEducation.

1.Youwillneedtogatherthematerialsfirst.(Youmighthavethestudentsbringinsomeofthe"smells."Itis

besttousesmellsthattheycan'trecognizebybrandname,sothattheyreallyhavetorememberthesmell

andnotthenameofthesmell.)

2.MaketheFieldGuidetothePacificSalmonandotherreferencematerialsavailabletotheclass.Ifyoushow

theLifeoftheSockeyeSalmonvideo,theycanuseitasareferencealso.Askforstudentvolunteerstoread

thefirsttwoparagraphsofPartI:Sniffin'Salmon.Facilitateanyensuingdiscussion.Havethestudentsreadthe

thirdparagraph.Theyshouldaskclarifyingquestionsafterreading.

3.Studentsthenconstructtheir"homestreams"usingthematerialsprovidedandfollowingthedirectionson

thehandout.Basically,theycrumpleapapertowel,sprinkleorpoura"smell"onit,andstuffitintoapaper

cup.Theytheninvertanothercupoverthatcup,andtapethemtogether.Placethecupssothatthepaper

towelisintheupperhalf.Writethenameofthehypotheticalstreamonthebottomofthebottomcup.Tryto

avoidvisualdifferencesamongstcupssothatstudentswon'thavevisualcluesastheyattempttofindtheir

"homestream."(SeediagramonSTUDENTHANDOUT4D-2.)

4.Usingthereferencematerialsatyourdisposal,explainthelifecyclestagesofthesalmon.Aprepared

transparencywithonestageofthecycleonsuccessiveoverlayswouldenhancethestudy.Asyoudiscusseach

stage,listonthetransparencywhatthesalmonneedstosurvivethatstage.

5.Afterconstructingtheir"homestream,"studentsmemorizeitssmell.Theythenleavetheroom,simulating

thepassageofsalmontotheocean.Whiletheyareoutoftheroom,youmighthavethemworkonsomething,

attempttotravelthroughasetofhazards,orwatchthefilm,LifeoftheSockeyeSalmon.Theideaisthatthesalmonareawayfromtheirhomestreamforsometime.(ThismightbeanopportunitytoplayHooksand

LaddersseeProjectWildAquatic.)


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6.Inthemeantime,youoracohortcarefullymoveeach"homestream"toanotherplace.Aslongas

containersaresimilar,studentsmaynothaveaneasytimerecallingtheir"homestream"fromvisualmemory.

Whenitistimeforthestudentstoreturntotheir"homestreams,"callthemintotheclassroom,andaskthem

tofindtheir"homestream"usingtheirsenseofsmell.

EVALUATION7.Afterstudentsare"home,"encouragediscussionoftheirexperiences.Anappropriateevaluationofthis

activityisajournalentryinwhichstudentsdescribetheirfeelingsuponreturningtotheclassroomand

searchingfortheirhomestream.


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STUDENTHANDOUT4D-1(ThisactivitywaswrittenbyMarvinPembertonandLynnWilsonforSalmonWatchin1993.)

Sniffin’Salmon!WHATTHISISALLABOUT:

Thisisastoryaboutasalmon.

TheSalmon'snameis________________________.(WriteinYOURname)

Afteralongperiodatsea,salmonreturntospawninthestreaminwhichtheywerehatched.Justhowthey

findtheir"homestream"wasamysterytousformanyyears.Nowthatmanyscientistshaveconducted

researchinthisarea,itseemsprobablethatanadromousfishes(fishthatmigratefromtheirhomestreamsto

theseaandreturntotheirfreshwaterstreamtospawn)usethesmellofthewatertofindtheirhome

streams.Otherresearchhasshownthatsalmonmayusesolarclues(thesun)atsea,butwhentheyenter

rivers,thesenseofsmelltakesoveringuidingthemhome.Thisseemstomakesensebecausethesunwould

notbeaverypractical"landmark"toafishtravelingupawindingstream.Smellwouldbemuchmorereliable.

Themostremarkablethingaboutthismethodofnavigationisthefactthatthefishcan"remember"thesmell

oftheirhomestreamaftersuchlongperiodsintheocean.Itisalsosurprisingthatsimilarstreamswoulddiffer

muchinsmell.

WHATWE'REGOINGTODO:

Inthisactivity,youwillexperiencefirst-handwhatitwouldbeliketobeareturningsalmonattemptingto

identifyahomestreambysmell.Theactivityenablestheentireclasstoparticipateinthesalmonlifecycleand

thehazardsoftheirjourney.Youwillfirstselectahomestreamandtrytomemorizeitssmell,leavetheroom

foratimetosimulategoingtotheoceantofeedandgrow,andthenreturnandtrytoidentifythestreamby

smell.

1.Youwillneedthefollowingmaterials:

Ø Papercups

Ø MaskingtapePencil

Ø Papertowels

Ø Cardswithdifferentsalmonnamesonthem

Ø Several"smells"

2.Constructyoursimulated"homestream"bycrumplingupapapertowel,sprinklingorpouringa"smell"on

it,andstuffingthetowelintoapapercup.Invertanothercupoverthiscup,andtapethemtogether.The

papertowelshouldbeintheupperend.Writethenameofyourhypotheticaloractualstreamonthebottom

ofthecup.Seethedrawingonthenextpagetohelporientyourself.

UNIT4D:Sniffin’Salmon:SalmonidLifeCyclesSTUDENTHANDOUT4D-1 4.36

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STUDENTHANDOUT4D-1

3.Now,youaregoingtoleavetheroomanddosomethingelse.Thissimulatesthesalmonsmoltleavingits

homeandgoingtotheocean.Whenitistime,yourteacherwilltellyoutoreturntotheclassroom.

4.Usingyoursenseofsmellandmemoryofthesmellsofyour"homestream,"findyour"homestream."

Describehowyouknewyouwereintherightplace.

5.Howdidyoufeelwhenyoufinallyfoundyour"homestream?"

6.Openyourjournalandreflectonwhatyouhavelearnedtoday.


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STUDENTHANDOUT4D-2

Sniffin’SalmonDiagram


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UNIT4E.SALMONSUPPLEMENTALINFORMATIONIntheSTUDENTHANDOUTS/TEACHERPAGESSectionofthisunit,wehaveprovidedyouwithahostofinformationfromvarioussourcestosupplementnotonlythisunit,butalsotheentirecurriculum.Pleasereadthroughthissectionandusethevariousarticles,tables,chartsandmapstoenhanceyourteachingaboutsalmon.EXTENSIONCURRICULUM

1. Haveyourstudentsmake“SalmonCards,”whichare“baseballcards”forsalmonidspecies.Explaintoyourstudentsthatyouaremakingcardsformanyfish,withspecialcardsforsalmonspecies.Usefishinanaquarium,intheclassroom,apetshop,orthezooforthestudentmodels.Iftherearenolivingfishavailable,thenusepictures.Likebaseballcards,theseSalmonCardsshouldhaveadrawingononesideandfactsontheother.Factsusedshouldbecompiledfromalistgeneratedbytheclassandsupplementedbyyou.Whenstudentsgettheidea,askthemtofindoutaboutthespeciesofsalmon,andmakespecialcardsforthem.

Whenstudentshavemadetheircards,askthemtousethemtoidentifypicturesoffishorlivingfish.Considerhavingstudentsexchangecards,usethemforidentification,andthenevaluatetheireaseofuse.Finally,askyourstudentstosharetheirfavoritecardwiththerestoftheclass.Then,aftergatheringfactsaboutsalmonidspeciesaskthemtousetheircardstoanswerquestionsyouaskandthattheyhavemadeup.Finally,makeaclassposterwithaplaceforeachstudent’sfavoritecard.

Exploresalmonfryadaptationsbylookingatthephysicalappearanceofsalmonidsatdifferentstagesintheirlifecycle.Thesestagescanbecomparedacrossspeciesaswell.Askstudentstoidentifyhowasalmon’sappearancehelpsittosurviveinitschanginghabitat.

2. Havestudentswritetheirown'CLUE'gameforthedifferentspeciesofsalmon.AskthemtoreviewtherulesfortheCLUEgame,andplaythegameoncetounderstandit.Then,ingroups,theyshoulddesigntheirowngamebasedonsalmonidspecies.Whenthegamesarecompleted,havepairsorgroupsexchangegamesandplaythem.Astheyplay,theyshouldevaluatethegametheyareplaying.Evaluativecriteriashouldcovertheconstructionofthematerials,clarityofdirections,easeofplay,andfactualintegrityofquestionsandprotocolsinvolvingsalmon.

UNIT4E:SalmonSupplementalInformation 4.39

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3. SalmonidsintheClassroom.CanadianDepartmentofFisheriesandOceans,B.C.BoththePrimaryandIntermediateeditionsofthiscurriculumcontainsimilaractivities;theIntermediateversioncontainsmoreactivitiesandvocabulary.Pages298-312coversalmonidanatomyanddissectionandthefunctionsofanatomicalfeatures.ActivitiessuggestedherearetakenfromtheIntermediateedition.YoucanlookuptheircounterpartsinthePrimaryeditioniftheyseemtobetoodifficultforyourstudents.ThiscurriculumisavailablefromLessonAidsService,B.C.Teachers’Federation,2235BurrardStreet,Vancouver,B.C.,Canada,V6J3H9,(800)663-9163,FAX737-9593.

4. FashionaFish,ProjectWildAquatic,pp.56-60.Thisisanactivityinwhichstudentslearnabouttheevolutionaryadaptationsoffish,whichhelpthemtosurviveintheirenvironments.Studentsdesignaparticularfishwhoseadaptationsaredeterminedfrom“adaptationcards”whichdepictcoloration,mouthtype,bodyshapeandreproductiveadaptations.Theyfashiontheirfishfromtheseadaptivecharacteristics,thenreporttheirfishtotheclass.Youcanthenusetheselearning’saboutevolutionaryadaptationstoopenadiscussionoftheanadromouslifecycleofthesalmonasaparticularadaptation.(SeetheBibliographyfororderingaddress.)

5. Havestudentsresearchvariousphysicaladaptationsthatsalmonspeciesexhibitthroughouttheirlifecyclewhichchangetheirappearanceorbehaviorsuchas:coloration,physiologicaladaptations,ormatingbehaviors.Youcanorganizestudentsintogroupsbyspeciesoradaptation.Theyshouldmakeposters,whichcommunicatetheirassignedinformation,andprovidewrittendescriptionsdetailingtheadaptationorbehavior.ThepostersandwrittendescriptionsshouldbepostedonthebulletinboardsothatstudentscanrefertothemduringotherSalmonWatchactivities.

6. California’sSalmonandSteelhead,OurValuableNaturalHeritage,pp.18-36,containsaseriesofdissectionandrecitationactivitiesonsalmonidanatomy,finishingwithafishprintingactivityinwhichstudentsmakeinkorpaintprintsfromanactualsalmon,andgeneratealife-sizeddrawingofasalmonfromasmallerpicture.(SeetheBibliographyfororderingaddress.)

7. LookuptheWorldWideWebaddress,http://www.streamnet.org/,foraveryusefulsourceofinformationaboutsalmon.ThisistheStreamNethomepagethatcontainsanonlinedatabaseofinformationaboutsalmon,thelifehistoryandecologyofspecies,colorspeciesofamaleandfemaleofeachspecieslisted,andextensivedataonsalmonidsandtheirhabitats.ItmightbeusedtoorganizeUnits1-3foryourstudents.

8. Orderthe25-minutefilm,LifeoftheSockeyeSalmon.Showthefilm,andthensetoutreferencematerialonsalmonidspecies.IntroduceorreviewthenamesofallthespeciesofPacificSalmon(coho,sockeye,chinook,pink,chum,andthetwosea-runtrout:steelheadandcutthroat).Explainthattheirlifecyclesaresimilartothesockeye,butdifferinnumberofeggsdeposited,lengthoftimespentintheocean,weight,length,anduse(commercial,sport,subsistence).AdetailedstudyoflifecycledifferencescanbedoneusingtheFieldGuidetothePacificSalmonandotherreferencematerials.


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9. UsethefilmtocomparethelifecycleofthesockeyewithotherspeciesofPacificSalmon.Thefilmexplorestheneedsofthesockeyeduringeachstageofitslifecycle,thefishingindustry,whichisdependentonsustainedfishruns,andthehazards,whichmaypreventsalmonfromlivingouttheirlifecycles.Itisavailableforrentfrom:

ContinuingEducationFilmLibrary1633SWParkAvenuePOBox1383Portland,OR97207(503)229-4890(Refertofilmno.12240)

10. SalmonLifeCycle,StreamScene,pp.169-172.Thissectioncontainsmoreinformationonthesalmonidlifecycle,whichstudentscanuseinaclassworkorhomeworkactivity.

11. HooksandLadders,ProjectWildAquatic,pp.43-48.Thisisakinestheticactivity,whichintroducesthestudenttosomeofthehurdlesfishmustovercomeduringmigration.Studentsplaytherolesoffishorobstaclestothemigrationoffishsuchasadamorrapids.

12. California’sSalmonandSteelhead,OurValuableNaturalHeritage,pp.37-75,containsseveralinterestinglifecycleactivitiesforstudentsatalllevels.Includedaredrawings,readings,artconstructions,poetry,andmathematicsvehiclesfordeliveringinformationaboutsalmonidlifecycles.


SalmonWatch

UNIT4E.SALMONSUPPLEMENTALINFORMATIONLIST

# INFORMATION PREPAREDBY4E-1 AChangingColumbiaBasin,1770-Present OregonStateUniversity

4E-2 CausesofSalmonMortality1770–Present OregonStateUniversity

4E-3 Table1.WHEREARETHESALMON,WHEN? PacificStatesMarineFisheriesCommission

4E-4 Table2.SalmonidHabitatRequirements VariousAuthors

UNIT4E:SalmonSupplementalInformationLISTOFINFOSHEETS 4.42

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UNIT4E:SalmonSupplementalInformationSALMONHANDOUT4E-1 4.43

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SALMONHANDOUT4E-2CausesofSalmonMortality1770–PresentMortalityCirca1770:Naturalmortalityofsalmonwasduetofactorslikenaturaldeathafterspawning;predators,includingmammals,birdsandotherfish;andnaturallyoccurringpopulationfluctuationscausedbyoceanandriverconditions.Tribalfisheriesweretheonlyhumanimpactsatthistime.MortalityCirca1940:Theratioofnaturalmortalitydeclineswasduetohumanactivitysuchascommercialfishing,trappingofbeaverwhichreducedrearinghabitatinbeaverponds;overgrazingresultedindamagetostreamsidevegetation;rivercorridorsandestuarieswereaffectedbyurbanization;theuseofsplashdamsforloggingdestroyedstreambeds;hydroelectricfacilitiesandirrigationdamsontributariesblockedaccesstospawningareas;waterdrawnforirrigation,industry,cities,andtownsreducedriverflow;andwaterqualitywasdegradedbyawidevarietyofcauses.MortalityCirca1996:MortalityintheoceanincreasedwithElNinoconditionsandoceantrollinginAlaskaandBritishColumbia.TheChiefJosephandHellsCanyondamsblockedpassagetolargeareasofhabitat.Otherlargedamscaused5%ormoremortality(perdam)forsmoltsdescendingtotheseaandadultsalmonreturningtospawn.Damsalsochangedwatertemperatures,reducedflowofrivers,increasednitrogenlevels,andallowedmorepredationbyNorthernPikeMinnowandotherpredators.Thedestructionandfillingofwetlandsandestuariesreducedhabitat.Forestharvestoperationsmayhaveresultedinincreasedsilt,reducedshade,anddisturbedspawningbeds.Urbanization,i.e.thespreadofcities,roads,andotherdevelopment,reducedhabitatandincreasedpollution.Overwithdrawalofwaterforirrigationforagriculturefrequentlyreducedflowofrivers.Unscreenedwaterdiversionstrappedfishinditches(in1990,lessthan5%ofthediversionsinOregonwerescreened).Hatcheryfishoftenincreaseddiseaseratesandreduceddiversityofwildstocks.Impropergrazingoflivestockharmedinlandspawninghabitatbydestroyingvegetationandpollutingstreams.Physicalornaturaldisasters,suchaslandslidesandfloods,alsoinfluencedsalmonmortalityrates.Outofapproximately1000originalwildnativeanadromousstocksfoundinOregon,Washington,andCalifornia,106arenowextinctand314areatriskofextinction.Currently,hatcheriesproducetwo-thirdsofthesalmonfoundintheColumbiaRiver.


SalmonWatch

SALMONHANDOUT4E-2Attemptstoimprovesalmonsurvivalinclude:Improvedfishpassagefacilitiesatdams;streamsideorriparianbuffersinloggedareas(specificrequirementsspelledoutintheOregonForestryPracticesAct);bargingortruckingofsalmonsmoltspastdams;habitatenhancement;aNorthernPikeMinnowbountytoreducepredation;regulationofcommercialandrecreationalcatches;additionalspillfromreservoirstoincreaseflowspeedduringsmoltout-migrationandtopromotemorenaturalriverbeds;improvedhatcherypractices;andadoptionoffishfriendlyroadconstructionandculvertstandards.(Adaptedfrom:Gilden,Jennifer,Smith,Courtland,DepartmentofAnthropology,OregonStateUniversity.ResearchfundedbySeaGrantOregonthroughNOAA.SeaGrantOregon,OregonStateUniversity1998.)


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unit 4. salmon

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