Salmon Challenge. Salmon evolution and obstacles to survival

Transcription

1 Salmon Challenge Salmon evolution and obstacles to survival Over erview iew Students become salmon and, in two different activities, experience many of the obstacles that salmon face while swimming upstream to spawn. Students then work as scientists to place different evolutionarily significant population units of two species of salmonids (chinook salmon and steelhead trout) on a grid map of the West Coast of the United States according to data of where and when fish were collected. Estimated Time Three 50-minute periods Objectives Students will be able to: Describe the obstacles that salmon currently face in their attempt to swim upstream and spawn. Describe the patterns of salmon distribution and their likely evolutionary relationships, and probable sequence of formation from the original form, noting a compelling example of reproductive isolation resulting in evolutionarily important differences. Explain what issues in certain watersheds on the west coast have endangered particular evolutionarily significant populations of chinook salmon and steelhead trout. Materials Part I: Salmon Challenge Very long jump rope (at least 4 people need to be able to run through it at a time) Part II: Obstacles to Survival 10 pairs of dice red and green marking pens ten obstacle signs (photocopy enclosed sheet) 50 3 x 5 challenge cards (10 each of 5 colors is ideal) awards for survivors (optional), such as ribbons or buttons. Part III: Salmon Evolution Colored pencils Copies of student pages (one copy for each student) Enlarged copies of grid map of the west coast (two copies for each team of 2-4 students) Overhead transparency of grid map to illustrate the procedure in your class introduction. For color drawings of the salmon, use a color printer and visit the web site: mapswitc.htm. Laminate these color copies for future use. This web site also has detailed maps of each species of salmon and the evolutionarily significant population units. For future research projects, it is an excellent resource. Vocabular ocabulary anadromous, iteroparous, spawn, migrate, evolution, populations, genetics, streamflow, niche 186 Save The Bay s San Francisco Bay Watershed Curriculum

2 California Science Content Standards Grade 7 Standard Set 3.a: both genetic variation and environmental factors are causes of evolution and diversity of organisms. Standard Set 3.c: how independent lines of evidence from geology, fossils, and comparative anatomy provide a basis for the theory of evolution. Standard Set 3.e: extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient for its survival. Grades 9-12 Biology/Life Sciences Standard Set 6.a: biodiversity is the sum total of different kinds of organisms, and is affected by alterations of habitats. Biology/Life Sciences Standard Set 6.a: how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of non-native species, or changes in population size. Biology/Life Sciences Standard Set 8.d: reproductive or geographic isolation affects speciation. Investigation and Experimentation i: analyze the locations, sequences, or time intervals of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). Part I: Salmon Challenge Teacher Proc ocedur edure 1. You can begin the activity with a physical group challenge, if appropriate for your students. You will need to find a large grassy area outside, and take the long jump rope with you. Choose one other person (a student or adult) to help you, and begin the challenge with a few questions, such as: What do you know about salmon? (Take many answers to determine what is already known about salmon.) What is an anadromous fish? (A fish that is born in a river, migrates out to the ocean where it lives most of its life, and migrates upstream to spawn.) What might be an obstacle to salmon swimming upstream? (Anglers, grizzly bears, pollution, etc. Make sure that someone mentions dams.) 2. Begin turning the jump rope with your partner. Explain to the students that they have all become salmon who want to travel upstream to spawn. The jump rope represents a turbine on a dam. Turbines produce electricity as water passes through. The students all need to get through the turbine to get to the stream where they were born. The rules are: they all have to make it through the turbine in X turns of the rope (make the X equal to about onethird or one-half of the number of students, depending on how much of a challenge you want to create); they have to go through the turbine (not around); if one salmon is hit by the turbine, all of the salmon have to start over; and once the first salmon runs through the turbine, the countdown begins. 3. Before the students begin, you may want to review the principles of teamwork. Ask the students what they think are important teamwork skills, making sure they mention communication, encouragement, listening, and respect. 4. Let the students figure out how to tackle the challenge on their own, only stopping and talking to the group if communication breaks down or if feelings are being hurt. 5. At the end of the activity, gather the students for a wrap up, about teamwork skills and working together, as well as about the lives of salmon and the difficulties they currently encounter. Par art t II: Obs bstacles to Survival A more complex activity demonstrating many of the obstacles faced by salmon can take place in the classroom after the warm-up activity. Save The Bay s San Francisco Bay Watershed Curriculum 187

3 Preparation Make ten obstacle signs using photocopies of the obstacles. Make 50 challenge cards using 3 x 5 cards and the red and green markers. These challenge cards will be used at 5 of the obstacles. Create challenge cards as follows: Ocean Fishing 5 cards with a red dot 5 cards with a green dot Gill Net Fishing 3 cards with a red dot 7 cards with a green dot Stream Fishing Poachers Predators 5 cards with a red dot 5 cards with a green dot 4 cards with a red dot 6 cards with a green dot 3 cards with a red dot 7 cards with a green dot Procedure 1. Choose ten students to play the obstacles. The obstacles should sit at a long table or at desks lined up in a row. They each receive an obstacle sign and should place it in front of them. The obstacles should be in the order indicated by the numbers at the top left corner of the card. Five of the obstacles (ocean fishing, gill net fishing, stream fishing, poachers, and predators) should receive challenge cards in the proportions explained above (they need to shuffle these cards without looking at the colors). The other obstacles (culverts, dams, sedimentation, water diversions, and pollution) do not have challenge cards, but all of the obstacles should receive a pair of dice (ten pairs total). 2. Explain the game to the students: The obstacle signs explain what is necessary to beat this obstacle. Show them an example of an obstacle card, as you explain. A? in the lower left corner of the obstacle card indicates that there are challenge cards associated with the obstacle. The lower right figure, for example 5+ indicates the survival number. 3. Play proceeds as follows. All of you, except for the obstacles, will become salmon and will stand in a line, ready to swim upstream from the ocean. The first salmon will step up to the first obstacle, the ocean fisherman. Because there is a? in the bottom right corner, you will draw a challenge card. If the card has a green dot, then the salmon has passed the challenge and moves on to the next obstacle. If a red dot is drawn, then the salmon rolls one die and the obstacle rolls the other die. If the sum of the two dice is the same or higher than the survival number, the salmon has survived and moves on to the next obstacle. If the total is less than the survival number, then the salmon has died and goes back to the end of the salmon line to try again. 4. Five of the obstacles have no challenge cards. At these obstacles the salmon must role the dice with the obstacle. If the sum of the two dice is the same or higher than the survival number, the salmon has survived and moves on to the next obstacle. If the total is less than the survival number, then the salmon has died and goes back to the end of the salmon line to try again. 5. As soon as the first salmon is done at the first obstacle, the next salmon starts, so there is a continuous run of salmon through the course. 6. Discuss expected outcomes with the students. All of these obstacles are very common on the northern California coast. How many salmon will actually make it to the spawning grounds and how many will die along the way? Note: the game typically allows for a 5% survival rate, which is approximately 5 times higher than in real life. 188 Save The Bay s San Francisco Bay Watershed Curriculum

4 7. Have the students play the game. End the game with enough time for discussion before class ends. Discussion questions: Did the game turn out as expected? Will salmon survive if they are unable to spawn? How could we make it easier for salmon to survive in the real world? Part III: Salmon Evolution Background While natural selection explains evolutionary modifications within lineages, speciation explains evolutionary branching and diversification. Speciation involves genetic differentiation, ecological differentiation (niche separation) and reproductive isolation. Isolation of members of a species in different environments may result in the formation of a number of subspecies (in the case of salmon, these are not subspecies, but evolutionary significant populations). This lesson is probably best presented near the end of a unit on genetics, especially if you have covered population genetics. It helps at this time to see some visible features of real populations and how they are distributed as different populations in a particular region. Discussion of the pattern of distribution, in terms of how they may have come to be this way, brings you nicely full circle to the process of evolution again, showing how a broad concept (evolution) can help make sense out of an interesting pattern of distribution, and also how this pattern provides a strong bit of evidence, and compelling experience, that evolution has occurred. Teacher Proc ocedur edure 1. Set up your teams (probably best to work in pairs at first, coloring in the appropriate squares on their grids). Teams can combine to answer the discussion questions. (say into groups of 4). 2. Demonstrate (using overhead) how they should color in the squares on the grid map. The students will be mapping the evolutionarily significant units (ESUs) of steelhead trout and of chinook salmon. You could demonstrate the mapping with the Washington Coast ESU of the Steelhead Trout. Color in squares 9E, 9F, and 10G with one color, using either horizontal, vertical, or diagonal lines, and in the Key, draw this pattern in the box next to Washington Coast ESU. They should use one map for Steelhead Trout and one map for Chinook Salmon. Ask them to take turns coloring in the grid for each evolutionarily significant unit. Some of the ESUs overlap, which is why the students should use a variety of lines, versus filling in the entire square with a solid color. 3. Hand out the student pages. Students read and proceed as directed in handouts. 4. For class discussion, you can simply go over their discussion questions, calling on representatives from each team randomly or in succession. Be sure to use the overheads or a wall map of the United States and be sure you have thoroughly familiarized yourself with the questions before doing this lesson. Adapted from Speciation, Evolution and the Nature of Science Institutes (ENSI) presentations by: Cheryl (George) Garcia, Steve Harness, Judy Loundagin, and Carol-Anne Piehl; Reviewed / Edited by: Martin Nickels, Craig Nelson, Jean Beard: 12/15/97, Edited / Revised for website, by L. Flammer 5/99. Original Source: Biological Science - An Ecological Approach (BSCS Green Version), 1987, Kendall/Hunt Publishing Co., pages Also,1992 edition, pp Additional Resources/Activities WILD Salmon Trunk Activities: wdfw.wa.gov/outreach/education/trunksum.htm Salmon Activities for the Classroom: salmonactivities.htm Save The Bay s San Francisco Bay Watershed Curriculum 189

5 Salmon Challenge Predators Part II Obstacle Cards Photocopy these 10 cards and cut them apart. The ten students who are playing the role of obstacles each receive a card, which they should set in front of themselves on teh desk or table.? 7+ Culverts Dams Stream Fishing 4+ 7+? 5+ Sedimentation Water Diversions Gill Net Fishing 7+ 9+? 4+ Pollution Poachers Ocean Fishing 5+? 9+? 190 Save The Bay s San Francisco Bay Watershed Curriculum 5+

6 Salmon Challenge Salmon evolution and obstacles to survival INTRODUCTION There are many species of salmonids on the west coast of North America, including Coho Salmon, Pink Salmon, Chinook Salmon, Chum Salmon, Sockeye Salmon, and Steelhead Trout. Most of these breed in streams and rivers from Alaska south to the Pacific Northwest. The San Francisco Bay Watershed is home to Chinook Salmon and Steelhead Trout. Like all species of Pacific salmon, chinook salmon are anadromous. They hatch in fresh water, spend part of their life in the ocean, and then spawn in fresh water. All chinooks die after spawning. Chinook salmon may become sexually mature from their second through seventh year. Steelhead trout are also anadromous, and typically migrate to ocean waters after spending two years in fresh water. They then reside in the ocean for typically two to three years prior to returning to their natal stream to spawn as four or five years old. Unlike salmon, steelhead are iteroparous, meaning that they are capable of spawning more than once before they die. The essential environmental conditions which enable continued survival and reproductive success among salmonids include: access to spawning sites, adequate streamflows (freshwater), acceptable water temperature and water quality, appropriate substrate (stream bottom) composition, and abundant food. Historically, Steelhead and Chinook occurred in most coastal streams in Washington, Oregon, and California, as well as many inland streams in these states and in Idaho. However, during this century, many populations of steelhead and chinook have disappeared and many more are in decline. The National Marine Fisheries Service is responsible for administering the Endangered Species Act for fish and marine mammals. They have listed many evolutionarily significant units of steelhead trout, chinook salmon, and other salmon as endangered or threatened species. Salmonids have been divided into evolutionarily significant units (ESUs) by scientists. Much of the work of determining the ESUs was conducted using genetic data. A salmonid population must satisfy two criteria to be considered an ESU: 1) It must be reproductively isolated from other population units. 2) It must represent an important component in the evolutionary legacy of the biological species. Save The Bay s San Francisco Bay Watershed Curriculum 191

7 PROCEDURE Imagine you are a fisheries biologist with the National Marine Fisheries Service. You have received coordinates of the locations where specific Evolutionarily Significant Units of salmon have been found on the West Coast of the United States (Washington, Oregon, California, and Idaho). You need to map the ESUs of Chinook Salmon and Steelhead Trout on two separate maps and answer a series of questions about salmonids, their evolution, and the issues affecting them today. Choose a color and pattern (horizontal lines, vertical lines, diagonal lines, dots, etc.) for each of the ESUs listed on the two maps and first fill in the squares on the key with the colors and patterns you choose. Next, fill in the squares on the two grid map of the western United States according to the coordinates that are listed on the sheet entitle ESU Coordinates. For example, the square in the top left corner is A1. Note: don t use solid colors, as some of the ESUs overlap. QUESTIONS 1. Is the species uniformly distributed throughout the West Coast of the United States? Use your knowledge of salmonids ecological requirements (see Introduction) to offer an explanation of their distribution. 2. Consider the geography of the West Coast of the United States. What patterns do you notice in the distribution of the salmonids? 3. From the introduction, what are the two criteria that scientists use to determine the evolutionarily significant units (ESUs) of salmonids? Explain in your own words what is meant by the second criteria. 192 Save The Bay s San Francisco Bay Watershed Curriculum

8 4. The following ESUs are endangered. Using your key, identify the units on the map, using a highlighter or a symbol to mark the ESUs on the map. Chinook Salmon Sacramento River Winter-run Snake River Fall-run Snake River Spring/Summer-run Puget Sound Lower Columbia River Upper Willamette River Upper Columbia River Spring-run Central Valley Spring-run California Coastal Steelhead Trout Southern California South-Central California Coast Central California Coast Upper Columbia River Snake River Basin Lower Columbia River California Central Valley Upper Willamette Middle Columbia River Northern California 5. What environmental factors could lead to the decline of salmonids? 6. What pattern do you notice on the maps in regards to endangered ESUs of salmonids? Where are most of the endangered ESUs located? 7. What characteristics do you think the regions where salmonid ESUs are endangered might have in common? What characteristics do you think the regions where salmonid ESUs are not endangered have in common? Save The Bay s San Francisco Bay Watershed Curriculum 193

9 Chinook Salmon Map Steelhead Trout out Map Central California Coast: E25, E26, E27, E28, F27, F28 Central Valley: F22, F23, F24, F25, F26, G22, G23, G24, G25, G26, G27, G28, H22, H26, H27, H28, I27, I28 Klamath Mountains Province: C18, C19, C20, D18, D19, D20, D21, E18, E19, E20, E21, F18, F19, F20, F21, G18, G19 Lower Columbia River: F11, F12, G11, G12 Middle Columbia River: H9, H10, H11, H12, H13, H14, I9, I10, I11, I12, I13, I14, J11, J12, J13, J14, K11, K12, K13, K14, L11, L12, L14 Northern California: C21, C22, D22, D23, D24, D25, E23, E24 Olympic Peninsula: D5, D6, D7 Oregon Coast: C17, D11, D12, D13, D14, D15, D16, D17, E11, E12, E13, E14, E15, E16, E17, F17, G17 Puget Sound: E5, E6, E7, F5, F6, F7, F8, G5, G6, G7, G8 Snake River Basin: L9, L10, L13, M9, M10, M11, M12, M13, N9, N10, N11, N12, N13, O9, O10, O11, O12, O13, P9, P10, P11, P12, P13, Q10, Q11, Q12, Q13, R12, R13, R14, R15, S13, S14, S15 South-Central California Coast: F29, F30, G29, G30, G31, G32, H30, H31, H32, I32 Southern California: H33, H34, I33, I34, J33, J34, J35, K33, K34, K35 Upper Columbia River: H7, H8, I6, I7, I8, J6, J7, J8, J9, J10, K9, K10 Upper Willamette River: F13, F14, F15, G13, G14, G15 Washington Coast: D8, D9, D10, E8, E9, E10, F9, F10 California Coastal: C21, C22, D22, D23, D23, D24, D25, D26, E23, E24, E25, E26 Central Valley Fall: F22, F23, F24, F25, G22, G23, G24, G25, G26, G27, G28, H26, H27, H28, H29, I28 Central Valley Spring: F22, F23, F24, F25, G22, G23, G24, G25, G26, G27 Upper Klamath-Trinity Rivers: E20, E21, F19, F20, F21, G19, G20 Lower Columbia River: E11, E12, F11, F12, F13, G12 Mid-Columbia River Spring: H9, H10, H11, H12, I9, I10, I11, I12, I13, I14, I15, J9, J10, J11, J12, J13, J14, K10, K11, K12, K13, K14, K15, L10, L11, L12, L14, L15 Oregon Coast: C16, C17, D13, D14, D15, D16, D17, E13, E14, E15, E16, E17, F17, F18 Puget Sound: E5, E6, E7, F5, F6, F7, F8, G5, G6, G7, G8 Southern Oregon and Northern California Coastal: C18, C19, C20, D18, D19, D20, D21, E18, F18, G18 Sacramento Winter: F22, F23, F24, F25, G22, G23, G24, G25, G26, G27 Snake River Fall: M9, M10, M11, M12, N10, N11, N12, O10, O11, O12, P9, P10, P11, P12, Q11, Q12, Q13, R12 Deschutes River Summer/Fall: I13, I14, I15 Snake River Spring/Summer: M9, M10, M11, M12, N10, N11, N12, O11, O12, O13, P13, Q13, R13, R14, R15, S13, S14, S15 Upper Columbia River Spring: H7, H8, I6, I7, I8, J6, J7 Upper Columbia River Summer/Fall: H7, H8, H9, H10, I6, I7, I8, I10, J6, J7, J9, J10, K10 Upper Willamette River: F14, F15, F16, G13, G14, G15, G16 Washington Coast: D5, D6, D7, D8, D9, D10, E8, E9, E10, F9, F10, G Save The Bay s San Francisco Bay Watershed Curriculum

10 A B C D E F G H I J K L M N O P Q R S T U V W X Chinook Salmon KEY California Coastal Central Valley Fall Central Valley Spring Upper Klamath-Trinity Rivers Lower Columbia River Mid-Columbia River Spring Oregon Coast Puget Sound S. Oregon and N. California Coastal Sacramento Winter Snake River Fall Deschutes River Summer/Fall Snake River Spring/Summer Upper Columbia River Spring Upper Columbia River Summer/Fall Upper Willamette River Washington Coast A B C D E F G H I J K L M N O P Q R S T U V W X Save The Bay s San Francisco Bay Watershed Curriculum 195

11 A B C D E F G H I J K L M N O P Q R S T U V W X Steelhead Trout KEY Central California Coast Central Valley Klamath Mountains Province Lower Columbia River Middle Columbia River Northern California Olympic Peninsula Oregon Coast Puget Sound Snake River Basin South-Central California Coast Southern California Upper Columbia River Upper Willamette River Washinton Coast A B C D E F G H I J K L M N O P Q R S T U V W X 196 Save The Bay s San Francisco Bay Watershed Curriculum