Salmon in the Community

Transcription

1 Salmon in the Community Artist Unknown Samantha Lau 1

2 Class description: The grade 2/3 class for which this unit plan is made for, is comprised of a diverse group of students with a variety of skills, inclinations and challenges. In general the class responds very well to art activities and read-aloud stories. In addition, activities that involve a tactile component are also well received. The grade two students in the class are very strong learners and have proven to be able to comprehend material on the grade three level. Most of the students show a keen interest in writing, and have produced impressive creative writing pieces. A particular challenge that the class faces is the large group of high-needs students. There is one student that rarely participates in class activities and can often be disruptive to lessons. The student is very interested in building things as well as drama activities. Another student is extremely talented at art and drawing, but is easily distracted and can be disruptive. There are about 3 other students that need to be frequently kept on task and offered one-on-one guidance. One of the student has autism spectrum disorder and very rarely interacts with the class. This students is supported by an E.A. full-time, and is on his own program in the classroom. The dynamic of the class changes depending on the day, but the students are weak at group work in general. When the right pairings are made though, the students can be a source of great support for each other. 2

3 Overview: Goals: Students will: -Develop a greater appreciation for the life cycle of salmon -Develop a greater awareness of the interconnectedness between humans and nature -Develop a greater awareness of the natural features in their community -Develop an understanding of the importance of salmon in Coast Salish aboriginal culture Objectives: Students will be able to: -Identify the Fraser River and Pacific Ocean on a map -Identify indigenous plants that grow around the Fraser River -Name the 7 stages of a salmon life cycle -Connect the features of a river and the needs of salmon -Identify the position of salmon within a larger food -chain -Identify the importance of salmon in Coast Salish aboriginal economy and culture Strategies: The unit plan will accomplish its goals and objective by utilizing various engaging mediums in the delivery of the unit content. Mediums intended to be used include: videos, picture-books (visual and oral), letters and tactile materials (playdoh, natural materials). 3

4 PLOʼs: Grade 2/3 Social Studies Skills and Processes of Social Studies: -apply critical thinking skills (questioning, predicting, imagining, comparing) -use simple maps to interpret and present information Identity, Society and Culture -identify changes that can occur in communities over time -describe importance of communities -identify characteristics of Canadian society Economy and Technology -assess how technology affects individuals and communities Human and Physical Environment -locate major landforms and bodies of water in BC and Canada -identify characteristics of the province Grade 3 Science Life Science -describe ways in which plants are important to other living things and the environment Grade 2 Science Life Science -describe changes that affect animals -describe how animals are important in the lives of Aboriginal peoples of BC Grade 3 Math Patterns and Relations -Demonstrate understanding of increasing/decreasing patterns Measurement -relate the passage of time to common activities -demonstrate an understanding of measuring length (cm,m) -construct, label and interpret bar graphs to solve problems 4

5 Unit at a Glance: Lesson #/ Title Objective/ Assessment * Description Activity 1. Introduction -Assessing students prior knowledge of rivers and oceans -Spark student interest in Salmon -Assess student interest in *Write relevant questions about rivers and salmon Reading a letter written by a Salmon for the class, students will receive a first-person narrative of the features of the river. Students will create a list of the features of a river and a ocean Student discussion of vocabulary and creation of personal connections to features Student reply to Sallyʼs letter with questions or wonders 2. Defining a river -Students will gain a deeper understanding of a river -Students will be introduced to the Fraser River *Locate the Fraser River on a map Read-aloud of an illustrated picture book Map analysis- Where is the Fraser? Creating a map of the Fraser River 3. Understanding the scale of a river -Students will gain a deeper understanding of the size of the Fraser river *Oral identification of width and length Discussing appropriate rulers to measure the Fraser Discussing length and width of the Fraser Discussing the nature of the riverʼs course Going out to the field to measure out the width of the Fraser at its widest, and most narrow. Figuring how many times the length of the Fraser is, compared to the field 5

6 Lesson #/ Title Objective/ Assessment * Description Activity 4. Features of a River -Students will learn the purpose of rocks in rivers Students will receive a postcard from Sally depicting a river bed Adding features to the map created in lesson #2 *Labeling features on map 5. Estuaries -Creating a collaborative definition of estuaries -Understanding significance and distinction of estuaries *Label features of an estuary and its inhabitants Reading a letter from sally describing an estuary: physical features and inhabitants Adding features and inhabitants of estuary to map 6. Life cycle of a salmon -Introduce first 3 stages of life cycle: egg, alevin, fry *Identify features of each stage Visual analysis of Salmon Creek with group discussion of the physical appearance of each stage and the environment it is depicted in. Creating features chart Creating models to place in life cycle 7. Life cycle of Salmon -Analyze last 3 stages: smolt, adult, spawning adult *Label every stage of life cycle Visual analysis of Salmon Creek with group discussion of the physical appearance of each stage and the environment it is depicted in. Creating features chart Creating models to place in life cycle 6

7 Lesson #/ Title Objective/ Assessment * Description Activity 8. Salmon migration -Locate points of travel in Salmon migration -Connect migration pattern and stage of life cycle *Identify points of travel during migration Reviewing Sallyʼs postcards and letters. Discuss the different places she travels to, and the different stages of her life. -Mapping Sallyʼs migration using the models created in lesson #6 & 7 -Watch The Great Salmon Run by BBC 9.Salmon in the Fraser over time -Understand that salmon return rates fluctuate -Identify factors that would affect salmon return rates *Oral interpretation of information contained in charts Looking at charts over a 5 year span Discussing main features of a chart and the information it displays Based on a list of predetermined factors, students will create a prediction of salmon returns rates, and create a chart to demonstrate 10. Salmon in the food chain -Identify what Salmon feeds on and what feeds on it *Label prey and predator Read-aloud of an illustrated picture book Playing a game that is similar to rock paper scissors, but with different animals. Add other animals to map 11. Predators of Salmon: Humans -Identify personal connections to salmon -Ways people fish for salmon *Illustrate methods of fishing Group discussion of the role of salmon in studentsʼ lives Watch video about industrial farming and fishing of salmon Illustrate the salmon fishing industry, from the salmonʼs pointof-view Add fishery to map 7

8 Lesson #/ Title Objective/ Assessment * Description Activity 12. Aboriginal Fishing Technologies -Identify tools used -Compare traditional and modern tools *Identify comparisons between traditional and modern tools Black box activity- students will try to figure out what the tools are, and how they are used Making traditional fishing tools Create a t-chart to compare traditional and modern tools 13. Guest speaker: Salmon stories -Experience the oral traditions of Aboriginal culture To be determined by speaker To be determined by speaker 14. Field Trip prep -Remind students of respectful and safe behaviour -Developing powerful questions Review work so far, retrieve ʻI wonderʼ question Explain shape of the day Create list of things that should be brought, and shouldnʼt be brought 15. Field Trip -Experience first-hand rivers, forest and salmon Exploring the Seymore River Fish Hatchery Every student responsible for taking one meaningful photograph 16.Summative Assessment -One-on-one student interview, student review of work -Teacher-made test n/a n/a 17. Celebration -Sharing the work created -Sharing food with students of other classes -Powerpoint of photos from field trip n/a Exhibition of map Enjoying food (salmon) with another class 8

9 Aboriginal Influences: The workshops with Diane as well as the research project that we completed last semester had a great influence on the construction of this unit plan. I think the biggest influence was the concept of interconnectedness. I felt that aboriginal education emphasizes an expansive scope that takes into account multiple perspectives. I attempted to incorporate this by making the unit be about more than just social studies. Under the larger theme of salmon, I wanted to create a seamless, integrated unit that gave students a more holistic perspective of salmon. In particular, I included lessons on the physical environment in which salmon live, the role of salmon in the studentsʼ lives, and the salmonʼs significance in aboriginal culture. By exploring the unit with a more expansive lens, I hope that the students will be able feel and interconnectedness between the multiple aspects of a salmonʼs life. Another aspect of the unit plan that was influenced by aboriginal education is the emphasis on experiential learning through nature. This concept worked really well with the theme of my unit, so I tried to incorporate as many opportunities for students to be outside to conduct their own first-hand observations, as possible. This included nature walks around the school yard as well as field trips to the Seymore hatchery. Another way I tried to include this was the use of natural materials where ever possible. I think this both appeals to my studentsʼ interest in tactile learning, as well as the aboriginal connectedness to nature. The most obvious aboriginal influences in my unit plan are the lessons about salmon within aboriginal culture. In accordance to my focus on experiential learning, as well as authenticity in the lessons, the unit includes guest-speakers to share with the students oral traditions. Certainly there are many books about salmon stories, but for students to truly understand the significance of these stories, I felt that they should experience them in the intended medium. Finally, a reoccurring message I received in our aboriginal education lessons was that aboriginal culture should not be talked about as a static artifact of the past. I thought that that was a really important point that seems to be often overlooked. Therefore, in the unit plan there is an emphasis on learning about both traditional methods of fishing and modern methods of fishing, so that the students do not get the impression that aboriginal culture is relevant only in the past. 9

10 Lesson Plan #1 Objectives: Students will begin to understand the habitat of Salmon Students will be able to identify the Pacific Ocean and Fraser River within the West coast of Canada Assessment: Students will be able to label the map with 4 features of a river Hook: Students will read a letter written by an adolescent Salmon that has traveled from the Fraser river into the Pacific Ocean. Class discussion of letter: Create mind map -Identify main character (salmon) and description words used of habitat Vocab. words: Fraser River, rapids, boulders, shade, fallen logs, seaweed, fresh water, salt water, insects, trees, Pacific Ocean Activity: Creating a collaborative map of the Pacific Ocean and Fraser River Divide class into 2 groups. On a large piece of chart paper, one group will be in charge of drawing the Pacific ocean, and the other the Fraser River. In pairs, each group will then be in charge of adding one detail that was described in the letter, ie. rocks on the river bed, fallen logs, seaweed in the pacific ocean. Materials needed: 2 Large pieces of chart paper Markers Construction paper Glue Tape 10

11 Lesson Plan #4 Essential Understanding: Students will begin to learn the relationship between animals and their habitat. In particular the relationship between the features of a river, and the life cycle of a salmon Specific Learning Objective: Students will learn the physical features of a river Students will be introduced to the life cycle of a salmon Assessment: -Students will be able to label five features of a river on a class-created map Not yet meeting objective: is able to label fewer than 3 features Meeting objective: is able to label 5 features Exceeding objectives: is able to contribute additional features, beyond 5 -Students will be able to recall one stage of the salmonʼs life cycle Not yet meeting: is not able to recall one stage Meeting: is able to recall one stage Exceed: is able to recall more than one stage Review the contents of last weekʼs lesson: - Go over vocabulary of the letter: rapids, boulders, fallen logs, river bed - ask students to offer their own definition - ask students whether they have personal connection to features of river Activity: With a collection of natural materials, students will add physical features of a river to the map that was created last week. -ask students to brainstorm ways in which physical features can be expressed on a map -discuss location of each feature along the river -pair students off, each pair will be responsible for contributing one physical feature on the map -as a class, label each feature on the map Discussion- As a class, we will consider the features we have added to the map. Each pair will explain the placement and material choices they made to represent their physical feature. 11

12 Activity: Introducing the life cycle of salmon by looking through Salmon Creek without reading the words, but examining the illustrations. -ask students to name features of a river found in the illustrations -ask students to note the physical features of each stage of the salmonʼs life cycle -draw connections between the specific living environment and each stage of the salmon -introduce vocabulary of life-cycle: egg, alevins, fry, smolt, young adult, adult Exit slip: Ask students to verbally recall one stage of the salmonʼs life. 12

13 Lesson Plan #6 Essential Understanding: Students will begin to learn the relationship between animals and their habitat. In particular the relationship between the features of a river, and the life cycle of a salmon Specific Learning Objective: Students will learn the life cycle of a salmon and the varying environments needed to support them. Assessment: -Students will be able to label the first 4 stages of a salmonʼs life cycle Not yet meeting objective: is able to label fewer than 2 stages Meeting objective: is able to label 4 stages Exceeding objectives: is able to label more than 4 stages -Students will be able to associate one feature of the river that is significant to each stage of the Salmonʼs life cycle Not yet meeting: is able to create associations for fewer than 2 stages Meeting: is able to create associations for all five stages Exceed: is able to able to create more than one association for each stage Review the contents of last weekʼs lesson: -Discuss map and features that were added: boulders, rapids, fallen logs, trees, riverbed -Discuss the parts of Salmon Creek that were analyzed last week -record student analysis and prediction so far Activity: -Continue analysis of Salmon Creek -focus on the physical features of each stage of transformation -discuss possible purpose for each stage -focus on the natural surrounding that are depicted -discuss function of environment for salmon survival -Record student analysis and prediction on chart -Summarize vocabulary: egg, alevin, fry, parr, smolt, adult, spawning adult Brain Break 13

14 -Creating plasticine models of the first 4 stages of the salmon life cycle -students must label each stage -students must draw one environmental detail that is significant to each cycle (ie. rocks on riverbed to protect eggs) 14

15 Lesson Plan #7 Essential Understanding: Students will begin to learn the relationship between animals and their habitat. In particular the relationship between the features of a river, and the life cycle of a salmon Specific Learning Objective: Students will learn the life cycle of salmon Students will be introduced to the migration patterns of salmon Assessment: -Students will be able to identify three geographical locations within the Salmon migration route Not yet meeting objective: is able to label fewer than 3 locations Meeting objective: is able to label 3 locations Exceeding objectives: is able to identify more than 3 locations -Students will be able to recall 4 stages of the salmonʼs life cycle Not yet meeting: is able to recall fewer than 4 stages Meeting: is able to recall 4 stages Exceed: is able to recall more than 4 stages Review the contents of last weekʼs lesson: Time frame: 5 mins. - Go over the four stages of the salmon life cycle: eggs, alevin, fry, smolt - class analysis of one of the studentʼs life cycle diagram - discuss features that are included, ie. eyes that can be seen in the eggs, fins developing in the fry stage. -Finish reading Salmon Creek Time frame: 10 mins. -create class notes on the physical features of the young adult, and spawning adult Activity: Creating play-doh models of the young adult and spawning adult to complete the life cycle model Time frame: 10 mins. -remind students to include specific physical characteristics of each stage Activity: Reading a letter by Sally the Salmon Time frame: 10 mins. 15

16 -she has now completed her journey from the pacific ocean and returned to the creek to spawn -have students identify the various points along her journey -have students identify specific physical features of the river she encountered along the way Activity: Plotting Salmon migration Time frame: 10 mins. -students will use the model salmon life cycle they have created to plot the route of salmon migration on the map they had initially created -create on-going discussion about studentʼs choice of location along the river- ensure that they have legitimate justifications that refer back to Sallyʼs letter Conclusion: Reflection on final product. Modifications: -Ensure high-need students are located closest to teacher so they can focus and have more attention. -Ensure the pairing of students aid in focus and productivity 16

17 Resource List: Harrison, D. L. (2002). Rivers: Nature's wondrous waterways. Honesdale, Pa: Boyds Mills Press. Education Library An illustrated picture book that discusses many aspects of a river, including: where they come from, human impact, who uses rivers. Written in simple language with engaging illustrations. Possible drawback: discusses pioneers Carlson, K. T., McHalsie, A. J., & Blomfield, K. (2001). A stó:lo-coast salish historical atlas. Vancouver: Douglas & McIntyre Education Library A beautiful reference book that covers a broad range of topics relating to the Coast Salish people of BC. Friends of Boundary Bay, & Fraser for Life Communications Society. (1995). Exploring estuaries and wondrous wetlands: A teacher's guide to field trip explorations and classroom learning : A supplement to the discover boundary bay : A teachers' resource guide. Delta, B.C: Fraser for Life Communications Society and the Friends of Boundary Bay. Education Library A rich resource for teachers teaching about estuaries. Includes lesson ideas, stories and worksheets. Kristritz, R. U., & Fraser River Action Plan (Canada). (1994). Discover your estuary: Learning kit. Richmond, B.C: Image Media. Education Library Informative resource the focuses specifically on the Fraser River estuary. Written in simple, easy to comprehend language. LeBox, A., & Reczuch, K. (2004). Salmon creek. Toronto: Douglas & McIntyre. Education Library Beautifully illustrated book that documents the evolution of salmon through the different stages of its life cycle. Nature's great events: The Great Salmon Run. Bass, K. and Attenborough, D. (Directors). ().[Video/DVD] McNabb Connolly. Education Library An engaging video that depicts the challenges of the salmon run. 17

18 Other Resources to Consider: Red run. Jurak, M. and National Film Board of Canada (Directors). (2001).[Video/DVD] Montreal, Quebec: National Film Board of Canada. Byrne, M., Anastasiou, C. J., Western Education Development Group, & British Columbia. Ministry of Environment. (1981). The estuary book. Vancouver: Western Education Development Group. Salonen, R. B., & Fowler, J. (2005). First salmon. Honesdale, Pa: Boyds Mills Press. Hodge, D., & Ogle, N. G. (2002). Salmon. Toronto: Kids Can Press. Baxter, J. M. (2000). Salmon. Stillwater, MN: Voyageur Press. James, S. M., & Bachem, P. (2000). Salmon. New York: Mondo. Kalman, B., & Sjonger, R. (2007). The life cycle of a salmon. New York, NY: Crabtree Pub. Co. Vancouver Aquarium. (2000). Salmon tales: Educator's guide : A curriculum-based school program. Vancouver: Vancouver Aquarium Marine Science Centre. McDougall, C. (2009). A salmon's sky view. Victoria, B.C: First Choice Books. Naito, H., & Paine, S. (1995). Sockeye salmon: A pictorial tribute. Seattle: Mountaineers. Joe D. Salmon Boy: A Legend of the Sechelt People. Gibsons, BC: Nightwood Editions; McDonald JA, Guernsey B, Gila Kyew Nluulk Heritage Project. The Salmon are Gone. Vol 2. Kitsumkalum, B. C.: Gila Kyew Nluulk Head Start and Daycare; Jacobson D. My Life with the Salmon. Penticton, BC: Theytus Books; Roth E, Hannelore. Salmon Dance. Vancouver, B.C.: Hannelore;