Salmon Teacher Resources

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In this online quiz worksheet, students answer a set of multiple choice trivia questions about the Pacific Salmon. Page has a link to answers.
In this life cycle instructional activity, students fill in the blanks with words about the life cycle of a salmon. Students complete 20 words about the life cycle.
Work on author's purpose with this lesson, which focuses on sequence of events and audience as well.  Middle and high schoolers describe the 50 State Quarters Program for background information. After discussing the images on the coins, they are told that they represent important symbols of the state of Washington. The lesson transitions to an examination of author's purpose and a study of salmon.
After eight years of roaming in the ocean, salmon go back to the freshwater stream of their birth place to lay their own eggs. They jump, swim, and dive through obstacles to travel upstream. The salmon stop eating, lay their eggs, and then die from hunger. What makes their flesh so pink? Watch this video to learn why!
Students experience first hand what it would be like to be a returning salmon attempting to identify a home stream by smell.
Seventh graders discuss water issues and its affect on salmon population. They recreate a sampling river with fish (cheddar) and scoop them to tag them (which means they exchange them for pretzel fish.) They complete a spreadsheet to record their data.
In this mazes worksheet, student analyze the most efficient strategy to assist a young salmon find its way to the ocean through an interesting maze.
In this food chain activity, students read about 2 flowcharts showing the route of an apple from an orchard to a lunch bag and of salmon from water to a dinner table. Students list the potential food risks at each stage of the flowchart and indicate how the risks can be minimized at the grocery store and in their own kitchens.
Middle schoolers observe patterns and scale sizes on the salmon skin. They explore the tanning of salmon skills and practice the Athabascan terms for the salmon parts. They make salmon skin prints.
Students study the life cycle of the Dog Salmon while practicing naming the outside parts of the salmon in both English and Athabascan. They record observations in journals.
Students identify the inside parts of a dog salmon in English and Athabascan. They weigh each part of the salmon and determine the percentage of the whole that the part represents.
Students culminate the Dog Salmon Unit by writing a one page paper on their reflections and experience. They synthesize the Athabascan terms for the salmon parts.
Studnets serve an afternoon tea in order to exhibit the Dog Salmon projects they completed. They take quizzes as a unit assessment.
Seventh graders use paper bags and crackers to simulate a wildlife sampling of salmon. They record data on spreadsheets and determine a formula to estimate salmon populations.
Students determine the impact of permafrost to the surrounding ecology. In this thermal erosion lesson, students examine the tributaries, communities and permafrost regions of the Yukon River. They evaluate the impact to the salmon survival rate.
Fourth graders examine the effects of human activities on the physical environment. In this geography lesson, 4th graders study areas in the West region of the United States. Students watch a video about the depletion of salmon in this area and use graphic organizers to record information. Students write a paper expressing ideas on how to preserve the salmon population.
Middle and high schoolers are introduced to the aquaculture of British Columbia. As a class, they identify the issue of wild salmon and aquaculture. Using the Internet, they research information on a topic related to aquaculture and evaluate the website's credibility. They decide on a position by considering arguments raised by various perspectives and translate their ideas into a paper.
Learners create art plans for an "installation" after viewing a video of Native American mask making that centers around the Salmon rack idea. Emphasis is placed on collaborative work in this introductory instructional activity.
Students investigate caffeine as a potential new pollutant in a northwest river system. Effects of caffeine on invertebrates and salmon fry will be explored through field work and lab work.
In this life science activity, 3rd graders add arrow heads and label a diagram with the different stages of the salmon life cycle. They use the letters A through G based on the list of life cycle events listed above the diagram.

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