Salmon Final

8/14/2019 Salmon Final

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HealthySalmonUnitbyJoannaT.BarnesandRachelHollister

Stage1

Desired

Results

WAStatePE:

SYSD Onedefectivepartcancauseasubsystemtomalfunction,whichinturnwillaffect

thesystemasawhole.

PS2A Substancescanexistindifferentphysicalstatessolid,liquid,andgas.Manysubstances

canbechangedfromonestatetoanotherbyheatingorcooling.

ES2C ErosionisthemovementofEarthmaterialsbyprocessessuchaswind,water,ice,

andgravity.

LS2A Anecosystemincludesalloftheplantandanimalpopulationsandnonlivingresourcesin

agivenarea.Plantsandanimalsdependononeanotherandthenonlivingresourcesin

theirecosystemtohelpthemsurvive.

LS2F Peopleaffectecosystemsbothpositivelyandnegatively.

EstablishedGoal(s):

Studentswillbeabletocompareandcontrastwaterinitsthreestatesofmatter;liquid,solid

and

gas.

Studentswillbeabletodescribethepropertiesofwaterineachofthethreestatesandexplainhowwateraffectsthephysicallandscapethroughtheprocessoferosion.

Studentswillgatherandpresentinformationaboutthediversegroupsinvestedinthehealthofsalmon.

Understanding(s):

PS2AWaterexistsinthreestatesofmatter

PS2A Differentstatesofmatterhave

differentproperties

ES2C Erosionistheprocessofearthmaterials

breakingdownsoilandrock.

LS2A Anecosystemisacollectionofplants

andanimals,interdependentoneachother.

LS2FPeoplehavepositiveandnegative

effectsonecosystems.

SYSD

Each

part

of

awatershed

can

impact

thehealthofthewhole.

Manynaturalandhumanfactorsimpactthe

healthofsalmon.

EssentialQuestion(s):

PS2A Whatiswaterlikeasasolid,liquidand

gas?

PS2AHow

does

water

change

from

one

state

toanother?

ES2C Howdoeswateraffectthelandscape?

LS2AHowarelivingthingsconnectedinan

ecosystem?

LS2F Howdowekeepsalmonhealthy?

SYSD Whathappensifonepartofthe

watershedis

damaged?

Students will know


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Carefullyobservechangesinstatesofmatter Identifypropertiesofwater Identifyatleastthreesourcesofawatershed Proposesolutionstotheproblemofhighsalmonmortality

Stage2AssessmentEvidence

PerformanceTask(s):

Comparewaterinaliquidandsolidstatewith

wordsandpictures

Writtenjournal

entries

with

hypotheses,

experimentsandresults

ListofsuggestionstoDFWforrestoring

salmonhabitat

AssessmentTools:

Preassessmenthandout

Groupworkrubric

Sciencecontent

rubric

Contributionstoclassdiscussions

JournalentriesandGraphicOrganizers

Stage3LearningPlan

LearningActivities:

Lesson1:PreassessmentonWaterCycle(R)

Lesson2:

What

is

an

ecosystem?

Why

do

salmon

matter?

(J)

Lesson3:Liquid,Solid,Gas(J)

Lesson4:Erosion(R)

Lessons58:Wheredoesthewatercomefrom?(J)

Lessons912:Whousesthewatershed?(R)

Wrapup:videoabouthabitatrestorationandmovingintoaunitonserviceprojects?


3/30

UnitPreassessment

GradeLevel:

4th

Length:

60

min

WAStatePE:

SYSD Onedefectivepartcancauseasubsystemtomalfunction,whichinturnwillaffect

thesystemasawhole.

PS2A Substancescanexistindifferentphysicalstatessolid,liquid,andgas.Manysubstances

canbechangedfromonestatetoanotherbyheatingorcooling.

ES2C ErosionisthemovementofEarthmaterialsbyprocessessuchaswind,water,ice,

and

gravity.

LS2A Anecosystemincludesalloftheplantandanimalpopulationsandnonlivingresourcesin

agivenarea.Plantsandanimalsdependononeanotherandthenonlivingresourcesin

theirecosystemtohelpthemsurvive.


KeyVocab:(Preassessed)

HOTS(Higher

Order

Thinking

Skills):

Knowledgenamingthewatercycle

Comprehensionexplaininghowwater

moves

Applicationshowingpartsthataffect

salmon

Visuals/Resources:

Projector,documentcamera,internet

connection,computer,

YouTube

video,

handouts

Connections:PriorKnowledge/BuildingBackground/PreviousLearning

Preassessing

prior

knowledge

of

the

water

cycle,

how

it

affects

the

watershed

&

salmon,

how

peopleuseit,andwhattheycandotorestoredamage.

ContentObjectives:

Preassessstudent

knowledgeontwo

mainobjectives:

A.Eachpartofa

watershedcanimpact

thehealthofthe

whole

MeaningfulActivities:

1. Showstudentsavideoanimationofthewatercycle.

2. Studentsfilloutthewatercyclediagram

Review/

Assessment:

Allindividualpre

assessments.

*See

attached

handouts.


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Procedure:

1. Video:Showstudentsavideoofthewatercycle:http://www.youtube.com/watch?v=HvQPPXhvJ_Y

or

http://www.youtube.com/watch?v=BayExatv8lE

2. Modelhowtofillinthediagram(*Seehandoutspage24)bythinkingaloudwhilewriting

in

one

word

to

describe

part

of

the

cycle

and

circling

an

area

that

might

affect

salmon.

3. Reviewdirectionsandpassoutcopies. Usearrowsandwordstoshowwhatyouknowabouthowwatermovesthroughthewatershed.Circleandnamepartsofthecyclethat

areimportanttosalmonhealth. Howdoyouknow? Writeordrawyouranswer.

4. Onthebackofthehandout,answerthefollowingquestions.(Postondocumentcamera.) Listasmanyideasasyoucanforeach:

a. Howdopeopleusepartsofthewatershed?b. Howdothoseusesaffectthewatershed?(Bespecific!)c. Howcanpeoplerepairanydamagetothewatershed?


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WhatisanEcosystem?

Gradelevel:

4th

grade

Time/length:

45

minutes

BigIdea: Anecosystemisacollectionofplantsandanimals,interdependentoneachother.

Stateexpectation:

SYSDOnedefectivepartcancauseasubsystemtomalfunction,whichinturnwillaffectthe

systemasawhole.

KeyVocabulary:

HOTS(HigherOrderThinkingSkills):

SWBATdemonstrateanunderstandingofhoworganismsare

impactedbyfactorsthatareessentialtoanorganism's

survivalinaparticularhabitat.Thestudentswillunderstand

howlackingjustoneelementofahabitat(food,water,

shelter,andspace)canaffectanorganism'schancefor

survival.

Visuals/Resources:

Stripsofcoloredpaperrepresentingthe

differentelementsofa

habitat

WhiteBoard

LearningGoal:SWBATdefineanecosystemandexplainwhyecosystempartsareimportantto

thewhole.


Studentswillbuildontheirpriorknowledgeofstatesofwaterandthewatercycle.

ContentObjectives:

Organismsareimpactedby

factorsthatareessentialtoan

organism'ssurvivalina

particularhabitat.The

studentswillunderstandhow

lackingjustoneelementofa

habitat


1. CreateaTcharttobreakdownthetermecosystem

ECO SYSTEM

EARTH CONNECTED

PARTS

2. ecosystembreakdownactivity

Review/Assessment:

Writtenjournalentries Teacherobservations

duringbreakdown

activity

EcosystemBreakDownActivity

Identifyanddescriberolesoforganismsinlivingsystemsandpartsinnonlivingobjects.


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surviveintheseconditions?Thestudentswillthenlearnthatahabitatconsistsoffactorssuch

asfood,water,space,andshelter.

Activity:

Thestudentswillbeinvitedtoplayahabitatgameinwhichtheyaretoimagine

themselvesasananimal. Inordertosurvive,theanimalmustcollectfood,findwater,finda

placetostayforshelter,andfindaplacetolivewherethereisspace. Theclasswillsimulate

the

collection

process

by

having

strips

of

various

colors

of

paper,

(with

each

color

representing

anelementofhabitat)distributedaroundtheroom.

Thecolorstripswillbecodedasfollows

Red=shelter,Green=food,Blue=water,Brown=space

Inordertosurvivetheactivity,eachstudentmustcollect1redpaper,3greenslipsof

paper,2blue

strips

of

paper,

and

1brown

strip

of

paper

within

30

seconds

of

the

instructor

tellingthestudentstogoontheirsurvivaltrek. Atdifferentintervals,theteachercansimulate

differentconditionssuchasseason,weather,andclimatechanges.

Asstudentscollectthecoloredstrips,theteacherwillremindthemthatthoseanimals

whodonotcollecttheneededamountoffood,shelter,water,andspacecanbecomesick

and/ordie.

This

activity

can

take

as

long

as

the

teacher

feels

necessary

and

as

long

as

the

childrenareinterestedandlearning.

LanguageObjectives:

Studentswillbreakdownthewordecosystemandpracticeusingthetermsorganismand

systemintheactivitieswithfluency.

WrapUp:

Thisactivitywillclosewithhavingthechildrenthinkaboutdifferenttypesofanimals.Do

differentanimalshavedifferentneeds?Aresomeanimalsneedshardertomeetthanothers

needs?Throughthisactivitythestudentshavelearnedtheimportanceofhabitat,andhowif

l f h bi i i i ld d l i d i


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Liquid,Solid,Gas

GradeLevel:4th

Length: 230minclassperiods

WAStatePE: PhysicalScienceEALR:Asinglekindofmattercanexistasasolid,liquidorgas.

KeyVocab:

Liquid,Solid,Gas,Syringe,Vial,Expand


KnowledgeIdentifypropertiesofsolid,

liquidandgasApplicationPredictwhathappenswhen

waterchangesfromliquidtosolid.

Visuals/Resources:

1plasticvialperstudent 1plasticvialpertablegroup 1largeplasticcuppertablegroup Tapwater Freezer Maskingtape Permanentblackmarker


Previouslesson:WhatsanEcosystem?

ContentObjectives:

Studentswillpredictwhatwill

happenwhenwatergoesfrom

aliquidtoasolidstate.

Studentswillobservewhat

happenstowaterwhenitgoes

fromaliquid

to

asolid

state.


StudentGroupWorktime:Prepare

waterfreezingexperiment

Predicttheresultsoftheexperiment

Observechangesandmakeconclusions

Review/Assessment:

Groupworkand

sciencejournal

entries*See

attachedrubrics(p.

2122)

LanguageObjectives:

Studentswillbeabletoreadandapplythetermsproperty,state,liquid,solid,gas,expand,vial

andsyringeingroupdiscussionsandtasks.

WrapUp:Holdupfingersforlevelofunderstandingforeachobjective:1=Icandoit;2=I

thinkIcandoit,butIstillhavequestions;3=Ineedmoreinformationorreview

LearningActivities:

1. ResourceManagerwillcollectmaterialsneededforgroup2. EquityManagerwilllabelthelargecupthatwillholdthegroupsvialsandsyringe3. Eachstudentwillfillavialcompletelywithtapwater,placeacaponthevialandplaceit

backinthegroupslargecup.


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5. Allteammemberswilldrawapictureintheirsciencenotebookofwhatthevialsandsyringelooklikenow,leavingroomontherightsideofthepapertodrawwhatitlooks

likeoncethewaterisfrozen.

6. ResourceManagerwilldropofftheirgroupscupfilledwithvialsandsyringetotheresourcetable.

7. Studentswillpredictwhatthevialsandsyringeswilllooklikeoncetheteacherhasplaced

them

in

the

freezer

over

night.

8. ThegroupwilldiscussandthePresenterwillshareoutthewholegroupspredictions.Teacherwillrecordthepredictionsonapieceofbutcherpaper.

NextClassPeriod

1. Remindstudentsofwhentheyfilledthewaterto40mlinthesyringesandfilledthevials

completely.

2. ResourceManagerwillcollectthegroupslargecup.Whensyringesandvialsarepassedback,studentsobserveanythingdifferentaboutthem.

3. StudentsshouldrecordnewobservationsintheirsciencenotebookHowmanymilliliterswerethereinthesyringeyesterday?Andnow?

4. Havestudentscopyachartwiththefourquadrants;solid,liquid,syringe,andvial.Presenterswillcometogetherfor5mintodiscussyourscientificfindingsandwhatyoucan

sayaboutwateranditsdifferentstates.

5. Recordthefindingsofallgroupsonthewhiteboardboxesandhavestudentscopythemintheirnotebook.

6. Discussasawholegroup,patternstheyseeintheinformationwecollected.Addresstheseideasandquestions:

Aswatermovesfromliquidtosolid,itexpands. (vocabularyword) Watertakesupmorespacewhenitisfrozen.


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4.Erosion

GradeLevel:4th

Length: 245minclassperiods

WAStatePE: 45ES2C

ErosionisthemovementofEarthmaterialsbyprocessessuchaswind,water,iceandgravity.

KeyVocab:

Property,Earthmaterial,Erosion


Knowledge

define

property

Applicationdeterminewaters

properties

Visuals/Resources:

PhysicalmapofWashington

Watercyclegraphictoprojectonoverhead

Individualsciencejournals

Erosiontrays:

plastic

tubs,

saran

wrap,

syringes,

spray

bottles,soil,sand,smallrocks,piecesofsod,water,

icecubes.

Useideasfrom

http://www.uen.org/Lessonplan/preview.cgi?LPid=9862


Previouslesson:Liquid,Solid,Gas

ContentObjectives:

Studentswillbeableto

describehowwaterand

iceaffecttheland

throughtheprocessof

erosion.Theywillbeable

tositethreeexamplesof

erosionandunderstand

thaterosionisa

continuingprocess.


Explorejournalsforevidenceofwatersproperties

Definepropertywithexamples&nonexamplesandapplytowater

Predicthowwaterwillaffectland Makeerosiontraystomodelthe

process

Applywindandwater Drawanddescribetheresultsin

journals

Observeexamplesintheschoolyard

Review/Assessment:

Pre:journals

Formative:posters

Summative:Journals

LanguageObjectives:

Studentswillbeableto

readandapplytheterm

propertyingroup

discussions and tasks

Talkingwithclassmatesandexamples/nonexamples

Postercontributions


10/30

LearningActivities:

(1)Review:Revisitlearningaboutwateranditsthreestates. Ice,waterandgas.(2)Predict:Askstudentstolookbackattheirjournalentriesfortheexperimentswith

waterinitsdifferentstatesandaskthemtosharewithanelbowpartnerwhatthey

thinkthepropertiesofwaterasaliquidandasolidmightbe.

(3)Defineascientificproperty: HavethewordpropertywrittenonawordstripandplaceitnexttotheT

chart. Makeasocialstudiesconnectionaboutwhatthewordproperty

meanswhenweretalkingaboutlandandobjectandwhenwereusingitin

science.

Apropertyisanessentialattributeofathing.Itdescribesthekindofthing.Provide

some

quick

example/non

examples

of

properties

Example NonExample

Anicecreamconeiscold

Acatiscurious

Apiece

of

gum

is

chewy

Afireengineisred

Anelephantishuge

Alightbulbisturnedon

Acarisdriving

Amouse

is

eating

cheese

Abicycleswheelisflat

Amaniscrying

(4)FormativeAssessmentDefineapropertyofwater:Oncestudentshaveafirmgrasp

on

what

aproperty

is,

have

them

try

and

define

the

properties

of

water

as

a

liquidandasasolid. Onehalfoftheroomwillreceiveaposterwiththewordice

andtheotherwiththewordwaterandascribefromeachgroupwillrecordthe

groupspropertiestheycanthinkof.


11/30

(6)SummarizeandPredict:Knowingwhatweknownowaboutsolidandliquidwatersproperties,canwemakesomepredictionsabouthowiceandwaterwillaffect

land? Liststudentpredictionsonachartandtellstudentstheywilltesttheir

hypothesesthenextclasssession.

NextClassPeriod

1. Wholeclass: Invitestudentstodescribeatimetheyvevisitedariver. Didtheynoticebrownorclearwater? Iftheysawbrown,wherediditcomefrom? Didthey

alsoseedirtslidingoffthebanksintothewater? Recallthepredictionsfrom

yesterday.

2. Testpredictions:Studentswillmovebetweenthreestationswithadultsdemonstratingerosionandtakenoteswiththesciencejournalworksheet(*See

handoutspage2526).Theyllspend8minutesateachstation.

Stations:

Winderosion:Fillaclearshoeboxabout1/4fullofdrysandordrysoil.Tapeapieceof

clearwrap

over

most

of

the

top.

Leave

aspace

for

your

hand

to

reach

in.

This

will

preventblowingsandfromgettingoutandintoeyes.Reachinwithasyringeorspray

bottle.Useittoblowairoverthesand.Directthesyringesoyoucancarvegulliesand

valleyswithwind.Observethemovementofsand whereitblowsandtheshapesit

forms.Nextplacesomestonesaroundthesand.Againmakewindwiththesyringe.Do

therocks

make

adifference

in

how

the

soil

is

eroded?

Have

students

draw

diagrams

and

labelwhathappens.

Watererosion:Raiseoneendoftheerosiontray.Fillthesyringeorspraybottleswith

water.(Youmighttryitbothwaysandnoticethedifference.)Sprinklewateronthe


12/30

baseofthecliff.Demonstratehowwatercanundercutahillsideandcausealandslide.

Pushthesandtooneendtoformabeach.Usefingerstocausewavesandwatchthe

sanderodeaway. Slideicecubesacrossthesandandseehowtheypushthesand

around.

SodTest:Doessodmakeadifferenceinhowmuchsoiliseroded?Placeapieceofsodin

oneerosiontray.Fillanotherhalffullofjustsoil.Tiltbothtrays.Putanequalamountof

waterintwospraybottles.Sprayeachtray.Compareandcontrasthowmuchwaterand

soilhascollectedatthebottomofthetray. Useasyringetopulloutthewaterand

measure.

3. Conclusions:Askstudentstothinkabouttheirpredictionsandtalkwithapartneraboutwhether

the

erosion

demonstrations

proved

or

disproved

them.

4. SummativeAssessment:Eachstudentwillwriteadefinitionoferosionanddrawadetailedpictureoftheeffectsofonecauseoferosion:wind,waterorice.

5. Recess:Askstudentstolookforevidenceoferosionaroundtheschoolyard.Lookespeciallywheresandcollects(e.g.,aroundtheswingset,attheedgeofthe

playground,at

the

doors

to

the

building).

Share

what

they

saw

with

the

class.


13/30

5.Wheredoesthewatercomefrom?

GradeLevel:4th

Length:245minutesessions

WAStatePE:

LS2A Anecosystemincludesalloftheplantandanimalpopulationsandnonlivingresources

inagivenarea.Plantsandanimalsdependononeanotherandthenonlivingresourcesintheir

ecosystemtohelpthemsurvive.

SYSD

One

defective

part

can

cause

a

subsystem

to

malfunction,

which

in

turn

will

affect

the

systemasawhole.

KeyVocab:

Watershed,ecosystem,stream,creek,river,habitat,

restore/restoration,protect

HOTS(Higher

Order

Thinking

Skills):

AnalysisStudentswillanalyzeinformationabout

theirwatershedsourcetodetermineitsroleinthe

watershedasawhole

EvaluationStudentswillevaluatethefunctioning

ofthe

watershed

as

awhole

and

the

importance

and

impactofeachcontributingsource.

Visuals/Resources:

Asimplifieddrawing/printofthewater

cycleonalargesheetofbutcherpaper

tobehungonthewall

Notecardsforstudentstowrite

informationabouttheirwatershed

source

and

tape

to

attach

it

to

the

groupgraphic


Studentswillcontinuetobuildontheirknowledgeofthepropertiesofwaterandhowit

interactswithearthmaterials.

ContentObjectives:

ObjectiveA: Studentswill

gatherandpresent

information about one


SmallGroupResearch

1. Inasmalltablegroup,studentswill explore materials regarding

Review/Assessment:

Individualgroups

contributionstothe


14/30

ObjectiveB:Studentswill

synthesizetheinformation

intoawholeclassproduced

representationofpointsof

potentialcontaminationof

wateronitswaytorivers.

2. Studentswillresearchhowtheirwatersupportsor

damagesthehealthofsalmon

inrivers.

3. Thegroupwillcreateapresentationabouttheirwater

sourcetothelargergroupwith

visual,writtenand

technologicalcomponents.

LargeGroupSynthesis

1.Oncestudentshave

presented

their

group

informationaboutasinglewater

shedsource,theclasswillasa

wholecreatealargevisual

representationofthewater

shedand

the

experts

on

the

sourcesresearchedwillhave

theirnamesnexttotheseentry

points.

journalentries

LanguageObjectives: Studentwillusethevocabularytodescribetheinterconnectednessof

partsof

awatershed

in

discussions

and

in

their

science

journals.

WrapUp: Studentsspend5minuteswritingintheirjournalobservationstheyaremaking

aboutdifferentpartsofthewatershedusingdrawingsandwords.


15/30

6.Whousesthewatershed?

GradeLevel:4th

Length:460minclassperiods

WAStatePE:

LS2A Anecosystemincludesalloftheplantandanimalpopulationsandnonlivingresources

inagivenarea.Plantsandanimalsdependononeanotherandthenonlivingresourcesintheir

ecosystemtohelpthemsurvive.


KeyVocab:

Watershed,ecosystem,environmentalimpact

analysis,pollution,stream,creek,river,

habitat,restore/restoration,protect


Analysisbreakingthenarrativesdowninto

detailsof

information

about

uses

and

effects,

comparingandcontrastingdifferentuses

Evaluationusinginformationtodetermineif

theuseswillaffectsalmonandwatershed

healthandhow

Visuals/Resources:

Doccamera&projector

Written/audiorecordedtestimoniesofuse

Graphicorganizerhandouts

Computertime&approvedwebsitelist


Students

will

use

what

they

know

from

earlier

lessons

about

how

water

moves

and

where

it

comesfrominawatershedtoinferhowhumanusesmayaffectthestreamswheresalmonlive.

ContentObjectives:

A.Studentswillunderstand

howpeopleusethe

watershedbycomparingand

contrastinghow

various

uses

impactthehealthofsalmon.


- Eachpersonreadonetestimonyofuse.

- Listthewaysthepersonsactions

impact

the

watershed&water.

- Enterinformationintoacause/effectgraphic

organizer(GO).

Review/Assessment:

Allstepslistedhereare

evaluatedwiththe

appropriaterubric.*See

Rubrics(p.2122)

*Usedforindividualformative

assessment


16/30

B.Studentswillunderstand

currentmethodsofsalmon

habitatrestoration,who

helps,andhowtheywork.

C.Studentswillpropose

solutionsfortheprotection

andrestorationofhabitat.

howeachpersonsusehas

similaranddifferent

impactson

the

watershed.

- Producealistofeffectsonsalmonhealthratedin

orderofimportance.

Nextclassperiod

- Online,researchorganizations

already

doinghabitatrestoration

intheNorthwest.

- Sharefindingswithsmallgroup.

- GroupworkselfevalNextclassperiod

- MakesuggestionsforwaystheDFWcanprotectand

restoresalmonhabitatby

stoppingorchangingthe

effectsofhumanuseson

thewatershed.

- Presentlistofpriorities/suggestionsto

wholeclassandcometoa

consensusonthe

strategiestogivetothe

DFW.

*Usedasgroupformative

assessment

*Usedasindividualformative

assessment

*Groupsummative

assessment

Language

Objectives:

Studentswillparticipatein

smallgroupactivitiesverbally

andthroughreadingand

writing.

-Pair

ELL

with

a

more

fluent

bilingualstudentorother

partnertoreadtogether.

Verbal

comprehension

checks

duringactivities.


17/30

LearningActivities

1.Introduce

Group

Task:

The

people

who

live

along

Kennedy

Creek

have

noticed

a

drop

insalmonpopulationbecausefewersalmonareswimmingintothecreektospawn. The

DepartmentofFishandWildlifehashiredyouasresearcherstofindoutwhythesalmon

aredyingbyperforminganenvironmentalimpactanalysis. **Pauseheretowrite

environmentalimpactanalysisontheboardandbreakdownthemeaningbyhaving

studentsput

it

in

their

own

words.**

Theyve

provided

alist

of

people

who

live

and

workalongtheriverforyoutotalkwithtostartyourresearch:

JanWhittlehomeownerandrancher

FrankBaummanagerofWhitePassLogging

SamLandinghomerenterandfisher

GracePendletonSquaxintribalelderandhomeowner

Youwillneedtoworkwithyourgroupmemberstofigureouthowthesepeopleare

affectingthewatershedthatthesalmonlivein. Thistaskwillrequiremanydifferentskills.

Noneofushavealloftheseabilities,andeachofushassomeoftheseabilities. Youwillneed

everyoneinyourgrouptofigureouthowthewatershedisaffectedbyhumanuses.

Youwillworktogethertoproducealistofwaystheseusesaffectthesalmoninthe

stream.Youllneedtolisttheeffectsfrommosttoleastimportantandbeabletosupportyour

decisionswith

information

from

your

research.

Finally,

as

aclass,

you

will

have

to

pool

your

ideasandchoosethetopthreeprioritiestoreporttotheDeptofFishandWildlifeasareasfor

immediaterepair/attention.

2 d l di & GO i di f h i i l d h l d l


18/30

3. StudentsReadTestimonies:Withstudentsingroups,passoutpacketsoftestimoniesandgivestudents20minutestoreadthestoriesaboutpeopleinthewatershed.

Provideaudiorecordingsforstudentswhoneedthem. Havestudentswritedownalist

orhighlightpartsofthetextthattheythinkarecausesofpollution.

4. StudentsFilloutGOs:Allowstudentstochoosetheformattheyprefer(*Seehandoutspages2729)andfillouttheGOwithdetailsabouthowthepersonsactionsinthe

watershedaffect

the

stream

where

salmon

live.

Nextclassperiod

5. SharewithGroup:StudentswillsharetheinformationtheygatheredintheGOswiththeirsmallgroups. Eachstudentwilltakeaturnexplainingthepersonwhosetestimony

theyread,howtheyliveonorusethewatershed,andthewaystheiractionsmight

affectsalmon.

6. CompareandContrast:Haveashortdiscussionthatanswersthreequestions(postquestionsonprojector):Whichuseshavesimilareffectsonthesalmonandhow?

Whichusesaffectsalmondifferentlyandhow? Whichimpactistheworstforsalmon?

7. Listtheeffects:Asagroup,writedowneachwaythesalmonareaffectedinorderofimportance,startingwiththemostdamagingeffect.

Nextclassperiod

8. InternetResearch:Whatarepeoplealreadydoingtorestorehabitatandsavesalmon?Usetheinternettofindout. Usethelistofapprovedwebsites(Postedat

http://pteridium.wordpress.com/savethesalmon/)andwritedownyourfindingsinthe

chart(*Seehandoutspage30).


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10.GroupWorkReflection:Takeabout5minutesforstudentstoselfevaluatewiththegroupworkrubricandwriteashortreflectionabouthowtheyseetheirskillsfor

workingingroupsprogressing.

Nextclassperiod

11.Makesuggestions:Usingtheinformationyouvegatheredfromthestoriesandtheinternet,choosewhichwaysofhelpingsalmonandrestoringhabitatyouthinkwould

workbestforthesalmoninKennedyCreek. Individually,completethefollowing:

Identify3waysthesalmonaredependentonthewatershed. OR Explainwhysalmonareimportanttosave.

Evaluatehowpeoplesuseofthewatershedaffectssalmonhabitatbydescribingoneuseandthechangesitcausesinthewatershed.

Chooseandargueforyourpreferredstrategyforrepairing/restoring/protectingthesalmon.Makeaposterorwriteaproposalthatexplainsyourideaandthreeimportant

reasonsfortheDFWtochooseyoursuggestion.

CriteriaforEvaluation

Reasonsareaccurateandwellthoughtout Accurateevaluationofthewayspeopleusethewatershed Poster/Proposalpresentsapossiblesuggestion Explanationaddressestheaudienceandthesituation Correct spelling conventions (and design if poster)


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WrapUpLesson

1. Finalselfevaluation:withgroupworkrubricandsciencecontentrubric. GroupworkProposesolutionstoanineffectivecooperativelearningactivitybasedonwhatdidnt

workinyourgroup.

2. Video:DFWhabitatrestorationprojects


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GroupWorkRubric

Beginning Approaching Meeting Exceeding

Studentswhoarejust

beginningtodevelop

theirskillsingroupwork

donotcompletethe

tasksassignedtotheir

roleorcannotsharethe

grouptaskwithothers.

Theyrarely

participate

or

theymaynotlistento

othersideas.

Studentswhoare

approachingthegoals

forgroupwork

sometimescomplete

theirroles

responsibilitiesbutother

timedonotremain

focusedon

their

role.

Theysometimes

participateandlistento

othersideas.

Studentswhoare

meetingtheexpectations

forgroupworkalmost

alwayscompletethe

tasksassignedtotheir

role.Theyaresomeone

theirgroupcanrelyonto

participateand

listen

to

othersideasonaregular

basis.

Studentswhoare

exceedinggroupwork

expectationsalways

completethetasksthey

areassignedintheir

group. Theylistentothe

ideasandcontributions

ofothers

and

help

their

teammemberswhen

theyareasked.

ContentKnowledgeRubric(EvidenceFromScienceJournals)

Beginning

Approaching

Meeting

Exceeding

Journalentriesdonot

demonstratean

understandingwaterin

itsvariousstatesand

maydescribesomeof

thepropertiesofthe

states,but

not

clearly

or

accurately. Thestudent

doesnotdefineerosion

astheprocessofearth

materialsbreakingdown

soilorrock. Theentries

includenoneoroneof

thestagesofinquiry,

experimentationand

reflection

Journalentries

demonstratean

understandingofwater

inoneortwo ofitsthree

statesandsomeofthe

propertiesofthese

statesof

matter.

The

studentdefineserosion

astheprocessofearth


soilorrock.

Theentriesincludeone

ortwoofthestagesof

inquiry,experimentation

andreflection.

Journalentries

demonstratean


initsthreestatesandthe

differentpropertiesof

thesestatesofmatter.

Thestudent

defines

erosionastheprocessof

earthmaterialsbreaking

downsoilandrock. The

entriesincludethe

stagesofinquiry,

experimentationand

reflection.

Journalentriesclearly

demonstratean


initsthreestates,the

propertiesofthethree

statesandhowthe

transitionbetween

the

statesoccurs.The

studentdefineserosion

astheprocessofearth


soilandrock. The

entriesincludethe

stagesofinquiry,

experimentationand

reflection.


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ScienceContent(EvidencefromAssessments)

Beginning Approaching Meeting Exceeding

A.Each

part

of

a

watershedcan

impactthe

healthofthe

whole.

Studenthas

limited

understandingof

thewater

cycle.

Studentknows

somepartsof

thewatercycle

andcanidentify

areasofthe

watershedthat

affectsalmon.

Studentknows

mostofthe

watercycleand

canuseitto

explainhow

partsofthe

watershedaffect

salmon.

Studentknows

theentirewater

cycle,andcan

useittoexplain

howpartsofthe

watershedaffect

salmonand

peoplewho

live

there.

B.Manynatural

andhuman

factorsimpact

thehealthof

salmon.

Studentis

unsurehow

humansusethe

watershedor

how

those

uses

affectsalmon.

Studentcan

name1or2

wayshumans

usethe

watershed

and

explainhow

thoseusesaffect

salmon.

Studentcan

name3ways

humansusethe

watershedand

explain

how

thoseusesaffect

salmon.

Studentcan

name3ways

humansusethe

watershed,

explain

how

thoseuses

damagesalmon

habitat,and

explainhow

peoplecan

restorethe

habitat.


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Websites

(Postedathttp://pteridium.wordpress.com/savethesalmon/)

Department

of

Ecology

USFishandWildlife

WashingtonFishandWildlife

USGS

NASA

DepartmentofEcology

EPA

SmithsonianEnvironmentalResearchCenter

Northwest

Indian

Fisheries

Council

NIFCwritesabout:SalmonHabitat

EPAforkids

AmericanRivers

SalmonandDams

SalmonHabitat

WatershedUse

KennedyCreekChumSalmonThrive

State

of

the

Salmon

excellent

maps!

W i i d h h k b h h h h


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Name________________________________ Writeinwordstoshowwhatyouknowabouthowwatermovesthroughthewatershed.Circleandnamepartsofthecyclethatareimportanttosalmonhealth.Howdoyouknow?Writeordrawyouranswer.

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Name _________________________________

Erosion?

Modeling Erosion

1. Wind Erosion

Describe what happens to the soil when you blow air across it. ___________________________

______________________________________________________________________________

Place several rocks across the surface of the soil. Blow air across the soil. Do the rocks make a

difference in how the soil eroded? Explain and draw a diagram with labels.

______________________________________________________________________________

______________________________________________________________________________

2. Water Erosion

Raise one end of the erosion tray. Describe what happens to the soil when you sprinkle water on

it. ___________________________________________________________________________

______________________________________________________________________________

Can you see gullies forming? __________ Describe what they look like and how they are made.

______________________________________________________________________________

______________________________________________________________________________


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3. Preventing Soil Erosion

Repeat the wind and water experiment. This time place a chunk of sod on top of the soil.

First blow air across the grass. Then sprinkle water on the sod. Write a statement that explains

the difference in how soil is eroded when it has plants growing in it and when it does not have

plants growing in it.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Discovering Erosion

Take a walk around your school playground and look for evidence of erosion. Look for

where soil and sand could collect, such as around the swing set, at the edge of the playground, at

the doors of the building, or around fence posts. Find bare patches in the grass. Find any hills

- even small ones - and examine what is happening. Make a list of what you discovered.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Are there any retaining walks to hold back soil? Where? ________________________________

Explain the difference between weathering and erosion.

______________________________________________________________________________

______________________________________________________________________________


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Cause and Effect Graphic Organizer Name


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CauseandEffectGraphicOrganizer Name_____________________________________ Writedownthewaysyourpersonusesthewatershedinthefirstbox.Next,explainhowthatactionaffectsthewatershed,thestream,andthesalmoninthefollowingboxes. Usemorethanonehandoutifneeded.

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Name


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Name____________________________________

How are people helping save the salmon?

Who is helping? What are they doing? Why does it help the salmon?

30

Salmon Final

Documents

Transcript of Salmon Final