Salmon

In Partial Fulfillment of the Requirements of ED 688

Dr. Katy Spangler (Advisor)

By Cheryl Fuchs
April 2019

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 Salmon
A Fourth Grade UbD Unit

This Salmon unit is a cross-curricular instructional unit that is comprised of four

lessons. It includes lessons in science, art, cultural studies, and technology. The Big Idea

of this unit is to help students understand the variety of species of Alaskan salmon, their

habitats, their importance to Alaskans, and the need to protect the environment of our

salmon. Through the study of a salmon’s life-cycle, students will discover the importance

of each stage and how salmon are a food source to many other animals and humans.

They will present their knowledge in art form and learn to use technology to delve

deeper into the reason salmon are so valuable to Alaskans such as subsistence living,

commercial fishing, recreational fishing, and tourism. Finally, students will use higher-

level thinking to communicate what they learned from exploring the Fish and Game

website in relation to the many ways that Alaskan’s can protect their natural aquatic

resources such as salmon. The culminating performance task is for students to produce a

report for Fish and Game on a specific salmon habitat that they have inspected and write

up any hazards or habitat issues they observed. They will share orally what they found

with the other biologists/peers in the class.

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 Salmon UbD Unit
ED 621B UbD Unit Design Template

Student Name: Cheryl Fuchs Intended Grade Level of Unit 4th & 5th Grade

Theme of Unit: Salmon Content Area: Science

Classroom Demographics: Describe the age, gender, ethnic, linguistic, and ability make-up of your
targeted classroom.
My students consist of a very diverse group of 4th and 5th graders at a Charter School. I have two
students that are one grade level below their peers, and one autistic girl. I have two girls who are one
grade level above their peers and one of the girl’s has even skipped a grade up.

Alaska Content Standards:

1.Science Standard C.2: - Students will develop an understanding of the structure, function, behavior,
development, life cycles, and diversity of living organisms.
2.Arts Standard A: A student should be able to imagine and develop artistic ideas and work.
3.Cultural Standard A.6: Continually involve themselves in learning about the local culture.
4.Technology A: Use a computer to enter and retrieve information.

Transfer Goal(s) - Unpacked Standards

1.Science: Students will research and analyze the life cycle and habitat of salmon.
2.Art: Students will use their creativity to develop an independent artistic vision of a salmon’s life-cycle.
3.Cultural: Students will be able to express what subsistence living means in terms of fishing for salmon.
4. Technology: Students will use their knowledge of technology to gather and analyze information about
salmon
BIG IDEA of the Unit:
Salmon and their life-cycle, habitats, provision as food and income are one of Alaska’s most valuable
natural resources and warrants the need for conservation and protection from the citizens of Alaska.

STAGE 1 – Essential Questions and Enduring Understandings (Bank of EUs and EQs for Unit)
Enduring Understanding(s) (1 per standard) Essential Questions to be Considered: (1 per
Students will understand that…. stand.)
1. A salmon’s life cycle plays a very important role in 1.Why do you think salmon are important to Alaska?
providing food for both humans and other animals. 2.What can a drawing of a salmon’s life-cycle tell
2.A salmon’s life-cycle may be presented through art. us?
3.Alaskan culture includes a provision for a 3.What is subsistence living?
subsistence living style that includes catching 4.How can knowing how to use technology properly
salmon. help us to learn about salmon?
4.The use of computers can enhance the research on
salmon and their habitats.

STAGE ONE: (Bank of Objectives for Unit) STAGE TWO: (Bank of Assessments for Unit)

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Objectives/Learning Targets: Assessments Sources of Evidence of Learning
Knowledge and Skills: K & S ____________________________
___________________________ (Assessment bank here)
(Objective bank here)
1.K-Students will name the five types of salmon 1. Students will answer a pre-assessment questionnaire
and be able to describe their life cycle. writing down the different types of salmon and then
2.K-Students will demonstrate their understanding describing what they know to be their life-cycle,
of a salmon’s life-cycle through their drawing. possible obstacles, and their importance to Alaska.
3.K- Students will describe how salmon are a part (Accessing Background knowledge)
of Alaska’s culture. 2. Students will show what they know about a
4.K-Studetns will research salmon and their salmon’s life-cycle by the accuracy of their drawings
habitats using a computer or chrome book. of the different stages including size of fish, markings,
color, and location written in depicting ocean, stream,
1.S-Students will be able to differentiate between or lake. Eggs (home stream), Alevin (home stream),
the different migration habits of each species of Fry (home stream), Parr (estuary), Smolt (stream to
salmon. ocean), growing adult (ocean), migrating adult (ocean
2.S-Students will demonstrate their artistic to stream), spawning adult (home stream), eggs (home
capabilities and self-expression by drawing and stream). (performance)
coloring the individual stages from effs to spawning 3.Students will write down new vocabulary words in
on paper using colored pencils. their journals and then in groups complete a scavenger
3.S- Students will be able to use their knowledge of hunt worksheet using the Fish and Game website
salmon to make connections with Alaskan culture depicting the various ways that salmon are a part of the
and the critical importance that salmon play in it. Alaskan culture. (formative, performance)
4.S-Students will conduct research and identify 4. Students will compare the various migration routes
salmon habitats and life-cycles using technology. of salmon found on the Fish and Game internet site and
then verbally share how this might affect the Alaskans
living in the North East corner of the state where there
are large variations occurring. (formative)

1. Students will write down the five different species of

salmon in their science journals under the title of
Salmon Species as we talk together as a class about
tricks that students can use to remember the five
names.
(i.e. Kings-raise their chins and have private nooks-
Chinooks, Coho/Silvers – like Hi ho Silver!
Sockeye/Reds – A sock to the eye gets red;
Pink/humpback – blushing because of their big
humpback; Chum/ Dog – a dog is like a close friend).
As a class I will quiz them verbally for just a few
minutes. (performance, formative, memorization)
2. As a class, students will use their drawings of the
salmon life-cycle to share what they have learned
about salmon. (performance)
3 As a class, students will share verbally what their
groups discovered about how their species of salmon
and the specific migration habits are a critical part of
Alaskan subsistence living and culture. (Food for
certain Alaskans in different regions, bears, and people

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 all over the world, economic & job creation, spawning
research, etc). (formative)
4. Students will reflect on what they learned from the
internet and write a paragraph that describes why
salmon are such an important natural resource to
Alaska and how their life-cycle depends on people
helping our salmon to keep migrating back home to
their healthy habitats. (Paragraphs will include at least
3 reasons why salmon are an important resource to
Alaska and 3 ways that people can help preserve the
full life cycle of a salmon.)
Students will write this on lined paper using complete
sentences and proper punctuation. Then turn in for
grading. (Summative assessment for the unit.)

STAGE TWO: Culminating Performance Task

Culminating Performance Task –

Students will act like they are Fish and Game biologist, by observing a specific salmon habitat for clues as to
why there has been a decline in salmon spawning in that area. They will inspect and write up any hazards or
habitat issues they observe. They will write an official report including documentation and photographs to be
submitted to Fish and Game. Before submitting their report, they will orally share with their peer biologists
what their observations were and collaborate on any common issues. (See student directions and rubric
attached at the end of the Unit).

STAGE THREE: Learning for Understanding/ Instructional Activities

Pre-Requisites for the entire unit: What are the prior knowledge and skills students have to have in place
before starting this Unit of Study?

Students need to know what salmon are, what a habitat is, and what spawning means.

Unit Overview/Introduction/Main Hook (Make a connection with students’ backgrounds using an authentic
situation
Ask the class: What would happen if none of the salmon returned to Alaska’s streams?
Students will raise their hand to give their opinion of what might happen. Teacher will call on students and
respond something like, “yes that’s one possibility. What is another?” Take a few minutes to get a wide range of
perspective from the students.
1. Introduce theme of unit: Salmon: Habitats, Life-Cycle, and Importance of Salmon
Students will be silently listening to my explicit directions and introductions of what we will be doing in this
unit.
2. Introduce and discuss as a class the essential questions:

Why do you think salmon are important to Alaska? (Food for animals & humans, commercial fishing,
subsistence living, etc.)
What can a drawing of a salmon’s life-cycle tell us? (The different stages of the life-cycle as well as the location
of where these cycles takes place, river or ocean, and what each stage looks like.)

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What is subsistence living? (the minimal resources that are necessary for survival or for tens of thousands of
Alaska Natives, they harvest, process, distribute, and consume millions of pounds of wild animal, fish, and
plants through the ‘subsistence’ economy.)
How can knowing how to use technology properly help us to learn about salmon? (We can find accurate
information about salmon that will help us understand their habitats, migration, and overall importance to
Alaska.)
Students will respond accordingly with their thoughts by raising their hand and answering after each question.
They will be engaged in listening to what their peers have to say and adding any new thoughts they might have.

3. Introduce the Culminating Performance Tasks.

What task can we do in our local community to “take action” in preserving the clean, healthy habitats of our
salmon?

Students will respond accordingly with their thoughts and listening to their peers’ comments. Teacher will
explain that at the end of the unit, they will be visiting, observing, and reporting on a real salmon habitat. In
addition, they will be writing a report for Fish and Game.

Action/ Mini-hook for each Process: Specific strategies

Lesson lesson: Teacher does/ Student Does to accommodate specific student
connection to prior Product: variability/ accommodate all
learning/knowledge Assessment/ Evidence of Learning learners
Lesson closure

Materials for lesson #1:

“What I Know About Salmon” pre-assessment handout, pencils & pen, science journals, and “Salmon Run”
video.
Salmon Run by Michael Drake (3:25 min.) https://www.youtube.com/watch?v=w0hZ5krLJXI

Objectives and Essential Questions for lesson #1:

Why do you think salmon are important to Alaska?

Students will describe what they know about salmon and what they want to know.
Students will be able to identify and recall the five main types of salmon in Alaska. (Chinook/Kings,
Coho/Silvers, Sockeye/Reds, Humpies/Pinks, Chum/Dog Salmon)
Students will understand what a salmon habitat consists of and looks like.

Standards/Content areas covered in lesson #1:

Science Standard C:2: Students will develop an understanding of the structure, function, behavior, development,
life cycles, and diversity of living organisms.

Lesson 1 Mini hook: Present 1.Facilitate a class discussion from Brain based learning support for all
Title this prompt to the the mini-hook. / Students will students:
Introduction class: Let’s pretend respond as called upon. Ask the 1.VAC strategies:
To salmon we are salmon going class what a habitat is. / Students (Visual/auditory/kinesthetic/tactile)
and their to spawn, what are respond. Ask what spawning • Students listening sharing.
habitats. the hazards we are means. / Students respond. • Writing on the board.
going to face getting (Background) • Watching the video
• Listening to the video

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back to our spawning 2. Give students the pre-assessment • Writing in their journals
grounds? called, “What I know about
salmon.” 2. UbD strategies:
Students will take 15 minutes to fill • Content is focused on real
in the questionnaire/interest world animal life-cycles
inventory. (formative) and situations.
• Activate prior knowledge
3.Facilitate a class discussion and with pre-assessment.
ask students to share what they • Scaffold lesson by guiding
already know from their paper. Ask them step by step and
each question out loud and then call facilitating discussions.
on students who volunteer to share. • Partner discussions
Collect papers to assess closer for • Individual work.
student knowledge and interest. • Reading & writing
• Using technology.
4.On the board write down the
• Memorization.
different attributes about a salmon’s
habitat as they volunteer the • Content is culturally
information. Have students jot relevant.
down the attributes of a salmon’s
habitat in their science journals 3.Multiple Intelligences:
under: Salmon Habitats. (Students • Words
can copy what is on the board to add • Pictures
to their journal) • Music
(Streams, oceans, cold water, • Social experience in
protected sanctuaries, lots of groups.
predators such as other fish, • Self-reflection in their
humans, bears, unprotected steams, journals.
pollution, overfishing, commercial
fishermen, over fishing subsistence 4.Lesson includes regular,
Natives, no protection for the eggs, structured interactive strategies.
fry, or smolt in their home streams, • Brainstorming with class
etc.) and partners.
• Class discussion and shares
5.On the board, write down the five
different species of salmon asking
students to help you out. Students
will write down the names in their
science journals under the title of
Salmon Species. Together as a class
talk about tricks that students can
use to remember the five names.
(i.e. Kings-raise their chins and have
private nooks- Chinooks; Sockeye
are Reds because they get a red eye
when socked; Soho or Silvers-think
of Hi Ho silver-it rhymes;
Pinks/Humpbacks turn pink in
embarrassment due to their hump;
and Chums/Dog Salmon can be
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remembered because a dog is a
boy’s best friend or chum).

6. Have students individually study

their notes on the five species for
about 2 minutes and then have
students pair up and quiz each other
on the five species names for about
5 minutes. One student will say a
name and the other student will say
its counterpart (ie. “Coho”-“Silver”;
“Reds”-“Sockeye” and so on.) Then
students will take turns naming all 5
species using either term or name.

7.Intro duce the “Salmon Run”

video and then have students open
their science journals back to their
salmon habitat page and add
anything new they learn as they
watch the video’ “Salmon Run” by
Michael Drake (3:25 min.) Play
video.

8.After the video, discuss as a class

anything new about a salmon’s
habitat that they learned from the
video.

9. To close, students will pair up in

two’s and discuss why they think
salmon might be important for
Alaska. Students will each write 3
reasons to this question in their
journals labeling it “Reasons
Salmon are Important to Alaska.”

10.Assessment: Hand out the

multiple-choice assessment called
“Salmon Habitats. Read directions
aloud, asking if there are any
questions, then let students take the
quiz. Collect for grading.
(See Traditional Test Item Bank
attached)

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Materials for lesson #2:
Science journals, pens, pencils, computers, Salmon Life-Cycle close read, Salmon Life Cycle graphic organizer,
Life Cycle of a Sockeye Salmon picture:
https://www.google.com/search?q=The+Life+cycle+of+a+Sockeye+salmon+picture

Objectives and Essential Questions for lesson #2:

Why do you think salmon are important to Alaska?

What can a drawing of a salmon’s life cycle tell us?

Students will be able to identify the different stages in a salmon’s life cycle.
Students will be able to identify which stages occur in the streams & rivers versus the ocean.
Students will be able to demonstrate their knowledge through drawings
Students will be able to identify hardships and obstacles salmon encounter during the migration cycle.

Content areas covered in lesson (from standards) #2:

Science Standard C:2: Students will develop an understanding of the structure, function, behavior, development,
life cycles, and diversity of living organisms.
Arts Standard A: A student should be able to imagine and develop artistic ideas and work.
Technology A: Use a computer to enter and retrieve information.

Lesson 2 Mini hook: Ask 1.Facilitate a class discussion from
Title students if they have the mini-hook. / Students will
The Life- heard the term respond as called upon. Ask the
Cycle of migration. Define class; Do other animals migrate? /
Salmon the term and provide Students will respond. Introduce
an example (ducks the fact that some fish migrate.
migrate each year). Salmon are one of those fish.
(Background)
2. Students will open their science
journals to their salmon habitat page
and add anything new they learn
from the video “Salmon Life Cycle
Song (3:40min). (predators, food
sources, etc.)
3. As a class, share the new
information each student gleaned
from the salmon life-cycle such as
predators, food sources, the millions
of salmon in one visible place, etc.
Ask what impressed them in the
video. (formative)
4. Read to them the “Salmon Life
Cycle” by Dian Higgins.
4a. Have students take the quiz
called “Close Read of a Salmon’s
Brain based learning support for all
students:
1.VAC strategies:
(Visual/auditory/kinesthetic/tactile)
• Students listening sharing.
• Display diagrams on the
overhead.
• Watching the video
• Listening to the video
• Writing in their journals
• Drawing pictures of salmon
stages.
2. UbD strategies:
• Content is focused on real
world animal life-cycles
and situations.
• Scaffold lesson by guiding
them step by step and
facilitating discussions.
• Partner discussions
• Individual work.
• Reading & writing
• Using technology.
• Content is culturally
relevant.
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Life-Cycle and reading
comprehension” and then collect for
grading.
5.Display the Life of a Sockeye on
the
Projector and go over it stage by
stage (attached at the end under
resources).
6.Hand out the salmon life cycle
graphic organizers explaining that
now they are going to create their
own salmon life-cycles. They may
use the picture already on the
overhead, (Life cycle of a Sockeye)
or they can look up pictures of the
salmon of their choice’s life cycle
on the chrome books. They will
need to draw, color, and label their
diagrams as well as write in the
location of each stage. Each circle
must have an accurate drawing of
each stage and correct colors for
each stage. (performance)
6. As students finish, they can
engage in some fun salmon
• Using a graphic organizer
to help organize the salmon
life-cycle.
• Incorporating art into the
lesson.
• Choice of fun salmon
activity sheets.
3.Multiple Intelligences:
• Words
• Pictures
• Music
• Social experience in
groups.
• Self-reflection in their
journals.
4.Lesson includes regular,
structured interactive strategies.
• Brainstorming with class
and partners.
• Class discussion and shares
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 worksheets that will be available
where they turn in their salmon life
cycle drawings until most students
are finished (See attached under
resources)

7.In pairs, have students generate a

list of 10 possible hazards during a
salmon’s life-cycle each writing
these down in their journals with the
heading “Possible hazards during
their Life Cycle” (Examples: eaten
during egg stage by other fish, eaten
during Alevin stage, eating during
Fry stage, eaten during Smolt stage,
eaten while living in the ocean by
fish or caught by commercial or
non-commercial fishermen, eaten by
bears or caught by fishermen during
its migration back home)
(formative)

8. Have students take the Matching

Items quiz called, “Alaska Salmon
Species, Life-cycle, and Benefits.”
Go over instructions verbally and
then collect for grading when they
are done.

9. Close lesson by having students

adding thoughts in their journals to
their question of “Why do you think
salmon are important to Alaska?”
And writing a short response
answering, “What can a drawing of
a salmon’s life cycle tell us?”

Materials for lesson #3:

Document camera, computers, Alaska Department of Fish and Game website, scavenger hunt questionnaire,
journals, pencils & pens.
http://www.adfg.alaska.gov/index.cfm?adfg=subsistence.main

Objectives and Essential Questions for lesson #3:

Why do you think salmon are important to Alaska?

What is subsistence living?

Students will understand that salmon are crucial to subsistence living in Alaska.
Students will be able to navigate and research salmon using the Alaska Department of Fish and Game’s website.
Students will make comparisons of the migration patterns of our Alaskan salmon.
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Students will be able to identify Anadromous fish environmental life cycles.
Content areas covered in lesson (from standards) #3:
Science Standard C.2: - Students will develop an understanding of the structure, function, behavior,
development, life cycles, and diversity of living organisms.
Cultural Standard A.6: Continually involve themselves in learning about the local culture.
Technology A: Use a computer to enter and retrieve information.
Lesson 3 Mini hook: Ask 1.Facilitate a class discussion from
Title students if they have the mini-hook. / Students will
Salmon and heard the term respond as called upon. Ask the
Subsistence anadromous? class; if Anadromous means fish
Anadromous refers to migrating from the ocean to
fish that migrate out freshwater, then what do you think
of the ocean to the term catadromous means? (fish
freshwater for maturing in freshwater and spawn in
spawning. “Ana” ocean environments) (cata means
means ‘up’ and ‘down running’) Ask what do you
‘dromous’ refers to think then that diadromous might
‘running’. Up, like mean? (fish that run across or
how they swim between two different types of
upstream from the waters.) (‘dia’ means ‘across’)
sea to spawn.
2.Have students write these new
vocabulary words in their journals,
along with the definitions as teacher
writes same thing in her journal
using the overhead projector.
(vocabulary0 (scaffolding)
2a. Have students take a short quiz
called “Scientific Vocabulary,” (See
the Test Bank below). Read
instructions out loud with the
students before beginning. Collect
for grading.
3. Create 5 groups of 4 students by
pulling out names on sticks
randomly. These groups will
become research teams. Once
again, draw from the sticks. The 3.Multiple Intelligences:
students that are drawn get to pick
which salmon species that their
group will be researching.
(Chinook, Coho, Sockeye, Chum, or
Humpy)
Brain based learning support for all
students:
1.VAC strategies:
(Visual/auditory/kinesthetic/tactile)
• Students listening sharing.
• Display diagrams on the
overhead.
• Watching the video
• Listening to the video
• Writing in their journals
2. UbD strategies:
• Content is focused on real
world animal life-cycles
and situations.
• Scaffold lesson by guiding
them step by step and
facilitating discussions.
• Group work and
discussions.
• Individual work.
• Reading & writing
• Using technology.
• Content is culturally
relevant.
• Using a graphic organizer
for the scavenger hunt.
• Scavenger hunt using the
Fish and Game website-
variety.
• New vocabulary words.
• Words
• Pictures
• Social experience in
groups.
• Self-reflection in their
journals.
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4. Display a copy of the scavenger
hunt on the overhead and explicitly 4.Lesson includes regular,
go over the directions. Explain that structured interactive strategies.
students will be navigating through • Brainstorming with class
the Alaska Department of Fish and and partners.
Game website to learn about • Class discussion and shares
subsistence. (website is already • Higher level thinking in
printed on scavenger hunt sheet). analyzing what they gather
Ask if there are any questions. from the salmon migration
(Website will not fit in here-it is maps.
posted in the Materials section
above)
Alaska Fish and Game Scavenger Hunt
Name:__________________ Name of Salmon Species:____________________________

http://www.adfg.alaska.gov/index.cfm?adfg=fishingsubsistence.main

What is subsistence?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

How is subsistence fishing different from sport fishing?

_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________

Is subsistence for Alaska Native only?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Is subsistence eligibility based on need or available to all Alaskans?

_____________________________________________________________________________
_____________________________________________________________________________

If I have a subsistence permit, can I hunt and fish wherever I want, and take as much as I want?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Is subsistence compatible with wildlife conservation?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Is subsistence disappearing?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Are subsistence foods safe to eat?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

5. Pass out scavenger hunt to each

student. They will work in groups
but will fill out their own paper.
Students will use computers to
research and explore information
pertaining to their salmon species’
subsistence consumer and their
migration habits.

6. As a class, discuss what they

learned by going over each question
of the scavenger hunt sheet, letting
each group respond to 2 questions,
and then go to the next group.

7. As a class, discuss the maps of

migration on the back page of the
scavenger hunt and what each group

13
 learned about their salmon species
from their migration maps.
Look closely at the following diagrams noticing the different salmon species migration areas.
What can we learn from these diagrams?
http://www.adfg.alaska.gov/index.cfm?adfg=chinook.rangemap

8. Have students take the short

True/False quiz called,
“Subsistence.” Read instructions out
loud and collect afterwards for
grading.

9.Close by asking students to jot

down 3 things in their journals that
they learned from this lesson that
was interesting to them regarding
salmon migration and its impact on
subsistence.
Materials for lesson #4:
Journals, pencils, pens, computers, overhead projector, Protect Alaska Salmon guide sheet& notebook paper.

Objectives and Essential Questions for lesson #4:

Students will research salmon and their habitats using technology; a computer or chrome book.

Why do you think salmon are important to Alaska?

How can knowing how to use technology properly, help us to learn about salmon?
Why is it important to protect salmon, one of Alaska’s natural resources?

Students will identify potential environmental concerns or impacts of salmon.

Students will generate and evaluate solutions to problems of aquatic pollution and ocean overfishing.
Students will outline a plan to reduce the consequences of possible aquatic pollution in their communities.
Students will use technology, to research salmon habitat pollution and negative environmental influences.

Content areas covered in lesson (from standards) #4:

1.Science Standard C.2: - Students will develop an understanding of the structure, function, behavior,
development, life cycles, and diversity of living organisms.
3.Cultural Standard A.6: Continually involve themselves in learning about the local culture.
4.Technology A: Use a computer to enter and retrieve information.

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Lesson 4 Mini hook: Present 1. Ask students to share out loud a
Title this prompt to the few ideas about what hazards they
class: Let’s pretend might encounter as salmon.
Protecting once again that we
Alaska’s are salmon going 2.Remind students of what we have
Natural through our life- learned so far about salmon:
Resources cycle, what are the • 5 species
hazards we are going • Life-cycle
to face leaving and • Salmon’s role in subsistence
getting back to our living
spawning grounds? • Habitat of salmon
• Importance of salmon to
Alaskan people.
3. Introduce the topic “Protecting
Alaska’s Natural Resources” by
referring back to our mini-hook and
asking, “What do our salmon need
from us? Ask students to share a
few ideas out loud. Discuss as a
class for a few minutes.
4.Introduce the “Guide sheet to
Protecting Alaska’ aquatic
resources” by displaying up on the
screen and going over the
instructions.
(They will go to the website listed
on the guide sheet and read the four
topics regarding the Fisheries
Conservation.
• Find and identify
potential or known
environmental
impacts.
• Write down your
findings for
classroom
presentation.
• Identify whether they 4.Lesson includes regular,
are natural or
manmade.
Then, brainstorm with your partner
and come up with ways that you can
help protect salmon habitats. Be
specific, and remember no effort is
too small to help. What can you do
to reduce the negative impact on
Brain based learning support for all
students:
1.VAC strategies:
(Visual/auditory/kinesthetic/tactile)
• Students listening sharing.
• Display “Guide Sheet” on
the overhead.
• Watching the video
• Listening to the video
• Writing in their journals
2. UbD strategies:
• Review of things learned so
far.
• Content is focused on real
world salmon issues and
habitats.
• Scaffold lesson by guiding
them step by step and
facilitating discussions.
• Group work and
discussions.
• Individual work.
• Reading & writing
• Using technology.
• Content is culturally
relevant.
• Using a graphic organizer
for the guide sheet.
3.Multiple Intelligences:
• Words
• Pictures
• Social experience in
groups.
• Self-reflection in their
journals.
structured interactive strategies.
• Brainstorming with class
and partners.
• Class discussion and shares
• Higher level thinking in
analyzing what they have
learned by writing an exit
paragraph.
15
fish habitats? (Try to come up with
as many ideas as you can.)

• In pairs, students will use

their computers to access the
website of Alaska Maine
Conservation Council,
researching and discussing
what they find and then
writing what they
discovered on their guide
sheets.

5. Students will share what they

found and the ideas they came up
with that could help protect salmon
habitats in the future.

6. Have students take the short

answer items quiz called “The
importance of salmon.” Read the
instructions out loud, collecting
papers when students are done for
grading.

7 Exit ticket: Students will write a

paragraph that describes why
salmon are such an important
natural resource to Alaska and how
their life-cycle depends on people
helping our salmon to keep
migrating back home to their
healthy habitats. (Paragraphs will
include at least 3 reasons why
salmon are an important resource to
Alaska and 3 ways that people can
help preserve the full life cycle of a
salmon.) (Must include one ocean
and one stream example in the 3
ways).
Students will write this on lined
paper using complete sentences and
proper punctuation. Then turn in for
grading.

16
Lesson 5 Mini hook: Present 1. Introduce the topic of the Brain based learning support for all
this prompt to the Culminating Performance students:
CPT class: Let’s pretend Task. 1.VAC strategies:
that we work for 2. Explain that students will be (Visual/auditory/kinesthetic/tactile)
Alaska Fish and creating a written report for • Students listening &
Game. We are Fish and Game, with sharing.
biologists and must identified issues that need • Physically gathering data.
help Fish and Game
attention in the habitat, • Writing a report.
solve the problem of
supporting facts and details,
the lowering levels of 2. UbD strategies:
as well as supporting
returning salmon for
photographs. • Scaffold lesson by guiding
spawning. them step by step and
3. Read aloud the student task
facilitating discussions.
prompt, asking for any
• Group work and
questions.
discussions.
4. Read aloud the “Success
• Individual work.
Criteria,” then discuss and
• Reading & writing
ask for any questions.
• Using technology.
5. Hand out the CPT rubric. Go
• Content is culturally
over it with students, asking relevant.
for any questions.
6. Explain to the students that 3.Multiple Intelligences:
they will be responsible for • Words
taking any necessary • Pictures
“materials” such as paper, • Social experience in
pencil, camera, etc. while groups.
exploring, observing and • Self-reflection in their
recording the data they find reports.
at Ship Creek.
7. They will then write, edit, 4.Lesson includes regular,
and insert photos during structured interactive strategies.
class time provided • Class discussion and shares
following their observation. • Higher level thinking in
8. Students will orally share analyzing what they have
their final copy of their learned by writing a report
prepared report with their to Fish and Game.
fellow biologists in class and
discuss their findings.
9. Students will turn in their
final documented reports
for grading.
Unit Closure: Bring it all together with the focus of the lesson and the Objective. Tie the closure for each lesson
in with the Main Hook, the Objective, and the Essential Question.
1. Introduce the subject of overarching concepts that are important for them to take away from this unit and
how they can use them in their future learning. Ask them a rhetorical question, “Did we learn everything
there is to know about salmon? No, there is so much more to learn, but we have built a strong foundation
of understanding that we can continue to build on. The following are some of the overarching concepts
that we learned about:
17
 • We learned the two common names of each of the 5 species of Alaskan Salmon.
• We learned the entire life-cycle of a salmon and can recognize which stage a salmon is in by the way it
looks and where it is living.
• We learned how salmon are a necessity for subsistence fishing.
• Finally, we learned that our salmon need a clean habitat to survive in and that each of us can do our part
to help preserve Alaska’ Natural Resources.

2. Post the following questions on the overhead and have students respond in their journals: Where there
any challenging concepts that you still are wondering about and what are they? What was the most
interesting thing that you learned about salmon during this unit and why? Do you think salmon are
important to Alaskan People? Why?

UNIT REFLECTION Cultural Capital: Discuss how this Unit increases your students’ access to “Cultural
Capital.”
This unit starts with students thinking about what they already know about salmon and why they think salmon
are important to Alaska. In the pre-assessment they will reflect their background knowledge and experience
with salmon. From there, we start lightly by memorizing both common names of the 5 species of salmon, first
sharing what they know, then writing down in their journals what I share that they did not know. Throughout
my 4 lessons, I keep building on to what they have learned from me, their peers, from the Fish and Game
website, and from the various salmon videos we have watched. They will have the opportunity to learn
collaboratively as they work in pairs and groups. They will also benefit from some of their peers who have
stronger writing skills, knowledge and strategies for learning. They will be learning effective social skills from
their groups and pairs as well as being exposed to a wide range of auditory, visual, kinesthetic and tactile
approaches to learning. Students will be able to understand that salmon are very much a part of the Alaskan
culture whether they are personally involved or not. This broadens their own understanding of their “Cultural
Capital” knowing the significance of salmon and the importance of doing their part to protect salmon habitats.

Attachments: Graphic Organizers, Quizzes, Worksheets, Assessment Rubrics etc. for each Lesson. (You
can embed them as screenshots)
Note: If there are more than 3 Graphic Organizers with your curriculum, please provide a screenshot of them
take up less space making sure, of course, that they are legible and that the page layout looks professional.

Resources:
Salmon Run by Michael Drake (3:25 min.)
https://www.youtube.com/watch?v=w0hZ5krLJXI

Salmon Life Cycle Song

https://www.youtube.com/watch?v=qV30UZ9aF04

Pre-Assessment Questionnaire:

18
 What I Know About Salmon/Interest Inventory

Name: ___________________

1. Name the different kinds of salmon and tell which one is your favorite and why.

2. Name some things that might be in a salmon’s habitat including some hazards.

3. Describe a time when you went fishing for salmon. What was it like? Where did you
go?

4. Think about people who eat salmon. Do you think the salmon are healthy and did you
get to see the habitat they came from?

5. Describe a salmon’s life-cycle. What are some of the risks associated in each area?

6. What more would you like to learn about salmon?

19
Close Read:

20
Page 2

The Life Cycle of the Sockeye Salmon

https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.fishex.com%2Fmedia%2Fwysiwyg%2Fsalm
on-life-cycle7.jpg&imgrefurl=https%3A%2F%2Fwww.fishex.com%2Fsalmon%2Falaska%2Fsalmon-life-
cycles&docid=ucsqHxbm_3F7QM&tbnid=0lqKBxzmbsEreM%3A&vet=10ahUKEwi35p6y5aDeAhUnxVQK
Haa8ANcQMwg_KAEwAQ..i&w=450&h=331&bih=978&biw=1920&q=The%20Life%20cycle%20of%20a%
21
20Sockeye%20salmon%20picture&ved=0ahUKEwi35p6y5aDeAhUnxVQKHaa8ANcQMwg_KAEwAQ&iact
=mrc&uact=8

Salmon Graphic Organizer for Life-Cycle

Fun Sheets About Salmon

22
Scavenger Hunt:

Alaska Fish and Game Scavenger Hunt

Name:__________________ Name of Salmon Species:____________________________

http://www.adfg.alaska.gov/index.cfm?adfg=fishingsubsistence.main

What is subsistence?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

How is subsistence fishing different from sport fishing?

_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________

Is subsistence for Alaska Native only?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Is subsistence eligibility based on need or available to all Alaskans?

_____________________________________________________________________________
_____________________________________________________________________________

If I have a subsistence permit, can I hunt and fish wherever I want, and take as much as I want?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Is subsistence compatible with wildlife conservation?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Is subsistence disappearing?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Are subsistence foods safe to eat?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

23
Look closely at the following diagrams noticing the different salmon species migration areas.
What can we learn from these diagrams?
http://www.adfg.alaska.gov/index.cfm?adfg=chinook.rangemap

Migration patterns of Sockeye salmon by Alaska Department of Fish and Game in Juneau
http://www.adfg.alaska.gov/index.cfm?adfg=sockeyesalmon.main

http://www.adfg.alaska.gov/index.cfm?adfg=chinook.rangemap

http://www.adfg.alaska.gov/index.cfm?adfg=cohosalmon.main

24
http://www.adfg.alaska.gov/index.cfm?adfg=chumsalmon.main

http://www.adfg.alaska.gov/index.cfm?adfg=pinksalmon.main

Lesson #4 Guide Sheet

Protecting Alaska’s Aquatic Resources

Name: ____________________

https://www.akmarine.org/fisheries-conservation/protect-alaska-salmon/

1.Go to the website above and read the four topics regarding the Fisheries Conservation.
• Find and identify potential or known environmental impacts.
• Write down your finding for classroom presentation.
• Identify whether they are natural or manmade.

2. Consider and suggest corrections or solutions to eliminate these environmental problems.

Protect Alaska Salmon:

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________
Reduce Bycatch:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________
Protect Habitat:

25
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________
Ocean Acidification:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______
Brainstorm with your partner and come up with ways that you can help protect salmon habitats. Be specific,
and remember no effort is too small to help. What can you do to reduce the negative impact on fish habitats?
(Try to come up with as many ideas as you can.)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________________

26
Great Background information on Kings
https://gotfishing.net/king-salmon-lifecycle/

Conservation:
Alaska Maine Conservation Council
https://www.akmarine.org/fisheries-conservation/protect-alaska-salmon/
Alaska Fish & Wildlife News
http://www.adfg.alaska.gov/index.cfm?adfg=wildlifenews.view_article&articles_id=717

https://www.google.com/search?q=pictures+of+salmon+life+cycle&tbm=isch&tbo=u&source=univ&sa=X&ve
d=2ahUKEwi-
x8_JtoLeAhWFv1QKHe_mCjMQsAR6BAgEEAE&biw=1920&bih=978#imgrc=vswxHqaBa05DHM

https://www.youtube.com/watch?v=BiZhvWNrTfA
https://www.youtube.com/watch?v=BiZhvWNrTfA
How To Be An Ethical Angler
https://www.adfg.alaska.gov/static/fishing/pdfs/sport/ethical_angler_2013.pdf

Assessments:

Salmon Traditional Test Item Construction Template

Directions:
Consult the test item construction checklist criteria form along with Taylor and Nolan Chapter 7 to design your bank of traditional test items.
Identify the topic of the test items and place each test item in the appropriate box in the template along with the scoring criteria. The matching items
may require an extra page or more to allow for formatting, particularly if there are pictures.

*Note: All instructions will be read orally by the teacher and verified that students understand the directions. This is for
all the following assessments.
MULTIPLE CHOICE (3 test items) Topic: Salmon Habitats
Directions: Circle the letter of the correct answer in each item. ( Each question is worth 1 point)
Item 1 Item 2 Item 3
1.Salmon require what type of water 2. A healthy salmon’s life-cycle habitat 3.Why is a salmon’s habitat important?
conditions in their habitat? does not include…
a. So, it looks pretty
a. Tropical warm water a. Fresh water b. So, it’s a healthy place to grow
b. Stagnant water b. Heavy silt and spawn.
c. Cold water c. Stream beds c. Because it never changes
d. Polluted water d. Salt water d. It keeps predators away

Answer C Answer B Answer B

SHORT ANSWER ITEMS (3 test items) Topic: The importance of Salmon
Directions: Write a short response to each prompt.
Item 1 Item 2 Item 3
Based on our class discussions, list 3 Explain what subsistence living means Explain 3 ways recreational use of
reasons why salmon are important to associated with salmon. salmon benefits Alaska.
Alaska. (1point per reason) (1 point per reason) (1 point per reason)

Answers: Food for humans & animals,
provides income for the state, provides
food for Natives through subsistence,
provide nutrients from the ocean to be
deposited in our streams, encourages
tourism & economic benefits to
businesses.
Answers: Customary and traditional
uses of salmon fishing for survival,
catching fish for barter and for the use
of native arts and crafts. Subsistence is
a way for local residents to gather food
in a traditional practice.
Answer: Increases tourism, residents of
Alaska can enjoy fishing for personal
entertainment and food sources,
provides a source of income to those
who support the tourism and fishing
crowds, and increases the desire of

27
MATCHING ITEM SETS (3 sets of 3-5) Topic: Alaskan Salmon Species, Life-cycle, and Benefits
NOTE: Please use more pages, as needed, to create accurate formatting.
Set 1 Set 2 Set 3
[Word/phrase match] [Visual/Vocabulary Match] [Information match with visuals]

Directions: Put the letter of the Directions: Place the letter of each Directions: Match Salmon
correct answer in the blank next to picture in the correct salmon life- benefits with their corresponding
the correct salmon species. cycle stage name. pictures placing its number next to
A. the picture.
1._____Coho A. Reds
1.Subsistence _____
2._____Chum B. Pinks
Fry_______
B.
3._____Sockeye C. Silvers

4._____Humpbacks D. Kings Spawning 2. Recreational ______

Adult_____
5._____Chinook E. Dog C.
Salmon

F. Rainbow Parr______
3.Tourism _______
D.

Smolt_____
E.
Answers:
4. Human Food _______
1-C, 2-E, 3-A, 4-B, 5-D
Eggs_____
F

5.Animal Food _____

Adult______
G

6.Commercial Fishing _____

Alevin______
H

7.Economic Gain _____

Answers:

28
 Eggs-A, Alevin-F, Fry-G, Parr-E,
Smolt-B, Adult-C, Spawning ______
Adult-D,

Answers:
Pic1- #6, Pic2-#3, Pic3- #7, Pic4 -
#5, Pic5-#1, Pic6-#2, Pic7-#4.

TRUE -FALSE ITEMS (3 sets of 3 or more) Topic: Subsistence

Directions: Write the letter T (True) next to the items that are true and the letter F (False) for items that are
not true.
(Each question is worth one point.)
Set 1
1.Subsistence is only for Alaska
Natives. (F)
2.Subsistence is a traditional use
of salmon for a variety of
purposes. (T)
3.Sport fishing is the same as
subsistence fishing. (F)
Set 2 Set 3
1.With a subsistence permit, I can 1.In times of shortage, subsistence
hunt and fish wherever I want. (F) fishermen have priority over
2.The Alaska Board of Fisheries recreational fishing. (T)
identifies and determines if 2.A non-Alaska resident can
subsistence fishing is allowed in participate in subsistence
various locations. (T) harvesting. (F)
3.Fish and Game prohibits 3.Subsistence fishing can only be
bartering of subsistence caught done by using a rod and reel. (F)
fish. (F)

COMPLETION ITEMS – Sentence and Cloze

SENTENCE COMPLETION ITEMS (3 items) Topic: Scientific Vocabulary

Directions: Based on our discussions and readings about salmon, write the correct word or term in the blank
provided.
(Each blank is worth 1 point)
Item 1
Anadromous is a term used to
describe fish migrating from
the_________ to __________for
spawning.
Preferred answer:(ocean,
freshwater)
Item 2 Item 3
Salmon swim or run upstream and The term catadromous means that
the term “Ana” means ______ and fish mature in freshwater and
‘dromous’ refers to _________. spawn in ocean environments.
Therefore, the term diadromous
means that fish run _______ or
between _____different types of
waters. (‘dia’ means across).
Preferred answer: (up, running)
Preferred answer: (across, two)

CLOZE PASSAGE COMPLETION ITEMS (3 passages) Topic: Close Read of a Salmon’s Life-Cycle
and reading comprehension

NOTE: You can either set these up with spaces for students to write in or with numbered answer blanks
below the passage to write the answers in. (Type in the entire passage.)
29
Directions: Based on our close read of “The Salmon Story” write the correct word or term in the blank or
blanks provided.
(Each blank is worth one point)
Passage 1 Passage 2
[ Stage 1Life-cycle] [Stage 2-5Life-cycle]
The life-cycle of a salmon begins The newly hatched salmon called
when the ____1______ deposits ___1___absorb proteins from their
___2_____ in a shallow gravel __2____sacs. Once the ___3___
depression. The __3____fertilizes are totally absorbed, the alevin
the ___4___. become ___4__and move into
deeper water to find ___5__ on
their own. They will continue
growing for __6____ months or
___7_____ before migrating
downstream towards the
___8_____ where the fresh water
meets the _9____water. While in
the estuary, the salmon will
change into __10____in
preparation to move into the
ocean.
Possible answers:
1–Female
2- Eggs Possible answers:
3-Male 1- Alevin,
4-Eggs 2- Yolk,
3- Nutrients/yolk/proteins
4- Fry
5- Food or shelter
6- Many
7- Years
8- Estuary
9- Salt/Ocean
10-Smolt
Passage 3
[Stage 5-7Life-cycle]
Smolts continuously grow
into__1__salmon. They grow
rapidly by feeding on ___2____,
____3___, and _____4____.
There are many ____5____such as
sharks, killer whales, other marine
mammals, and humans who are
also____6____for salmon. Adult
salmon spend __7___years
to___8___years in the ocean
before journeying back to their
___9____where the cycle starts
over again. The migrating salmon
use their __10___ of smell to
return to where they were hatched.
Possible answers:
1 Adults
2-4 Other fish, shrimp, and
crustaceans
5-Dangers, predators
6-fihing, hunting
7-Two
8-Five
9-Birth site, home stream
10-Sense
30
 Student Version of the CPT

Salmon
A. Student Culminating Performance Task Prompt (Student Version)
As a Fish and Game biologist, you have been asked to research salmon habitats for clues as to why there has
been a decline in salmon returns to their spawning ground. You will investigate and document factors that may
be contributing to the decline. You will also take photographs of the current condition of the habitat and then
identify and take any remediation actions necessary to help improve the salmon habitat. You will also identify
other impacts that need addressing but are beyond your capability to rectify. Create a written report including
your supporting photographs and suggestions that you identified as needing attention. In order to share your
knowledge with the other biologists/peers, you and your peers will collaborate information gathered before
submitting it to your boss for further action.

B. Success Criteria to be met:

Your work must include the following:
• A field survey containing your observations, notes, remediation activities, and evidence of habitat
weakness from human activities or overuse, improper waste handling or disposal, human impact on
vegetation along the creek or river, point sources upstream that may potentially pollute the stream
including chemicals or toxicity from nearby businesses.
• A well written typed report including photos, findings, analysis, and recommendations for further action
that. Will be presented to your boss.
• Your report must meet the following standards. It should:
• Include the name of the location that you are investigating, the date and time.
• Include what you noticed about the habitat with supporting documentation.
• Contain pictures of before and after any clean-up work that you have done and have at least one shot of
you doing remediating work.
• Have correct spelling, good grammar, and complete sentences.
• Must include at least 5 observations about the habitat and associated remediation.

31
Appendix 1

The CPT Rubric

C. Rubric
Title of CPT Rubric: Fish & Game Biologist Report Rubric

Level of proficiency Not met Needs Work Met Exceeds

Category/Descriptor 0 1 2 3
Name and Location of the Name and Either name or Both name and Additional info
Fish Habitat surveyed. location not location is location are added like the
added. missing. included. date and time.
Include at least 5 No Some but less Five potential More than 5
observations you noticed observations than 5 hazards are potential hazards
about the habitat that might given. observations are given. are given.
have potential hazards to reported.
the salmon stream.
Photographs/Text Photos are not Photos are not Photos are Photos are
aligned with directly aligned aligned with directly aligned
the with the text and the text and 4 with the text and
accompanying there is not a of the 5 there is a photo of
text or appear photo with the potential each potential
to be randomly biologist/student issues, issue as well as
chosen and shown doing including one one including the
unrelated. remediating shot of the biologist at work
work. biologist and a before and
working in the after shot.
field and a
before and
after shot.
Spelling and Proofreading There are There are 2 to 3 There is only 1 No spelling,
more than 3 spelling, sentence spelling error, sentence
spelling, structure, or sentence structure, or
sentence grammar errors structure, or grammar errors
structure, and affecting the grammar error are in the report
grammar quality of in the report making it easy to
errors in the comprehension. making it read and a quality
report making understandable comprehensible
it hard to read and easy to report.
and follow.
understand.

32