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Name: Whitney Powell

Date: October 28, 2013

Where Have All the Salmon Gone? * This lesson was adapted from Where Have All the Salmon Gone? Project WILD Aquatic.* Purpose: The student will: Interpret and make inferences about fluctuations in fish populations from actual data analyze, describe, and explain the effects of human use and habitat changes on a fish population Virginia SOLs: L.S. 11 The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts include: b. Change in habitat size, quality, and structure; d. Population disturbances and factors that threaten and enhance species survival; e. Environmental issues. Materials: Graph Paper Fish Caught on the Columbia River worksheet (Project WILD Aquatic) Information on fish species Historical data on fish caught in the Columbia River Procedure: Engage: Time: 10 minutes Where Have All the Salmon Gone? o http://www.youtube.com/watch?v=iqxy06NmCvA When the video ends, the teacher will ask students to take 20 seconds and think about what could have possibly killed all the fish. o What happened to the river? o What do you think caused fish fatalities/deaths? Explore: Time: 35 minutes Provide students with the o Fish Caught on the Columbia River worksheet o Information about each fish species o Graph paper Students need to graph levels of each species caught from 1870- present on graph paper. o Student will be given both graph paper and data on another sheet. Students will be graphing and analyzing the activity of the Chinook, Coho, Chum, Sockeye, and Steelhead fish on the Columbia River. Students should complete the first five questions on the activity sheet after they are finishing graphing the data. Students should use the graphed data to analyze and interpret possible results.

Explain: Time: 10 minutes Show students the Historical Data: Fish Caught on the Columbia River, timeline. As a class discuss how these events and factors could possibly affect the fish population? How could outside events affect marine life? Have students jot down important thoughts and explanations by using Cornell Notes (Writing the most important information on the left and then details on the right) Elaborate: Time: 30 minutes Have students research historical events and data about the New or Roanoke River. Students should predict how fish populations have decreased and increased over time. Students are allowed to work in pairs or groups of three to complete information on a fish population of their choice (as long as it lives in the Roanoke or New River!) Students will be encouraged to use the Virginia Department of Game and Inland Fisheries website for reliable information. In addition, students will be encouraged to give specific information about the fish species habitat and food preferences. After completing research, students will share with the class the results they found. Students should state whether fish populations have increased, decreased, or remained stable and what caused these changes. Evaluate: Time: 10 minutes + HW Students will look into possible sources of pollution and fish death or overpopulation in the future. What things could people in the New River Valley to preserve the current fish populations in the New River? Write a 2 paragraph essay on what affect their event could have. o i.e. Mountain top removal, fracking, new power plants, Virginia Tech dairy sciences, etc. 0 points 15 points 25 points

Actual Sc

Engage

Student was not watching the video or answering post-video questions. Student did not graph given data points or answer questions.

Student was engaged throughout the video but was not active in discussion. Student graphed or answered some questions, but did not complete both.

Student was attentive to the video and applied content to real-world questions. Student graphed all data points and answered questions to the best of their ability.

Explore

Explain

Student was not engaged. The student did not particicpate.

Student was engaged but did not provide information or insight to the conversation. Student conducted research but did not share findings with the classroom.

Student was engaged and actively participating in the class discussion.

Elaborate

Student did not participate.

Student conducted research, and shared applicable content with their peers

Total Score

/100

0 points

15 points

25 points

Actual Score

Completion

Student did not complete the assignment at all (Immediate 0) Student did not address any environmental issues.

Student only completed one paragraph instead of the two assigned. Student attempted to address an issue, but did not fully explain the severity. Student used sources but did not use reliable sources (Ex. Used Wikipedia or ask.com) Or students used reliable sources but did not cite them. Students used complete sentences however had misspellings and grammar mistakes throughout. Total Score:

Student completed the assignment by writing two paragraphs Student addressed an issue and explained the severity of the issue and the impact it places on the fish. Student used reliable sources throughout the two paragraphs such as vt.edu! In addition, students cited all their sources!

Environmental Issues

Quality of Sources & Citations

Student did not use any sources completing the assignment.

Grammar

Students used incomplete sentences to write their paragraphs.

Students used complete sentences, correct grammar, and had no misspelled words!

Name: Where Have All the Salmon Gone? Graph Fish Caught on the Columbia River data given below.

Date:

1. What do you notice from the graph? Did you make any inferences from the data?

2. Does the graph show any long-term trends?

3. Are there periods where the amount of fish caught changed rapidly?

4. What species were most and least abundant? How can you tell?

5. What factors could be affecting the number of fish caught or population levels?

Now take a look at the historical data of fish caught on the Columbia River.

After looking at this timeline, take a few moments to compare it to your previous graph. What key events stand out to you? What events do you think increased fish populations? What decreased the populations? Could any event stabilize the fish populations?

Now! Its your turn to see how historical events have impacted our fish populations!
Take some time and try to think of any events or things that have happened in your life that may have affected the New River. What are they?

Now grab a computer and research events that occurred in the last 50 years around the New River Valley. How could these events impact our fish populations? Did it increase the amount of fish? Decrease? Remain the same? (If you are having a hard time with this I can give you an idea and you give me your thoughts!) Choose one fish population such as the Roanoke Bass and research it! Use reliable sites such as the Virginia Department of Game and Inland Fishseries to find information about the fish!

If you found a huge problem that is still in place What do you suggest we do to fix or completely remove the problem?

Last But definitely NOT least


Take a look at environmental issues that are currently happening around you. Feel free to use the Internet, newspaper, or chat with your parents! Look at possible sources of pollution, fish death, overpopulation, etc. o Remember when using the internet to stick to reliable, trustworthy sites. This includes any news sources such as CNN or MSNBC. o Also, I encourage you to use encyclopedias (except Wikipedia!). o Stick to websites that end with a .edu or .gov these are usually the most reliable! o Remember to CITE your sources! What things could we in the New River Valley do to increase or decrease fish populations? Choose one environmental issue and write two paragraphs about how it impacts the local fish population and how what ideas you have to make the situation better!

Environmental LP Reflection For this lesson plan, I was assigned to modify a lesson from the Project WILD or Project WILD Aquatic K-12 curriculum activity guide to my own 5E lesson plan. I chose the lesson, Where Have All the Salmon Gone? from the Project WILD Aquatic book to cover SOL L.S. 11. This SOL addresses the relationships between ecosystem dynamics and human activity specifically changes in habitat size, quality, and structure, population disturbances, and environmental issues. Project WILD does an amazing job of incorporating everyday environmental topics and issues into science instruction. At first, I thought this assignment would be something I did once for this class and never again. However, as a life science or biology teacher I realize how easy it would be to include environmental topics daily in my lessons. In addition, this activity guide has ample information and activities to supplement old lesson plans. I believe using Project WILD engages students in the lesson and also helps create an interest in local nature and wildlife. This assignment required that I create both a lesson plan and activity sheet. The activity sheet was used to collect data, write observations, predictions, and interpret data. The activity sheet calls for students to interpret a timeline to analyze how environmental issues affect population sizes, specifically salmon. I evaluated students on their engagement and participation in class discussions in addition to completing the worksheet. As a revision, I added a second rubric to evaluate and assess learning in the evaluate portion of the lesson plane. The rubric gives students the advantage of knowing exactly what I expect them to do. I truly believe that if a student completes the activity sheet to the best of their ability, then they do have a good understand of SOL L.S. 11. Creating this lesson plan was not difficult to construct in a 5E format. In addition, I now realize the importance and the ease of incorporating environmental topics and issues into the classroom. I believe it would be very interesting to create a lesson plan where students need to use engineering to solve an environmental issue. This lesson plan address INTASC 5 by using an environmental perspective to engage learners to local issues. In addition, Where Have All the

Salmon Gone?, addresses NSTA 2B, because students are required to interpret and analyze data to understand scientific environmental issues. Students are required to identify relationships between natural patterns to analyze fish populations.