Lesson Plan

Can You Identify Me?

closeup of a salmon in shallow water

Courtesy Thomas Quinn

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Subject:
Biology: Animals, Marine Biology, Wildlife Biology, Wildlife Management
Duration:
50 minutes
Group Size:
Up to 36
Setting:
classroom
National/State Standards:
CCSS 6-8.RST.9.
CCSS 6-8.WHST.1B.
NGSS: HS-LS4-1.
Keywords:
Evolution, identification, observation, interpretation

Overview

Students will have the opportunity to study and identify fish as really wildlife biologists. They will watch clips taken of salmon swimming up stream through the Silver Salmon Weir in Lake Clark National Park. Their job will be to use their identification cards and see how many salmon they can identify as they swim past. Be careful -- some salmon look awfully similar!

Objective(s)

  • Students will be able to identify the difference between a spawning and non-spawning salmon.
  • Students will be able to distinguish between a male and female salmon.
  • Students will be able to correctly record the specific species of salmon.
  • Students will be able to explain the ideas of common ancestry and biological evolution.

Background

This lesson is a supplemental activity for students who are studying and learning how to use observational skills. It is also a discussion in evolution and genetic variation. It should fit in with a unit on Biological Evolution. Salmon are an important species in Alaska as not only a resource to be consumed, but as a cultural icon. Many Alaska Native groups understand the importance of salmon to their livelihood, and treat them as a vital resource - one to sustain for all future generations.

Lake Clark National Park and Preserve is dedicated to the preservation of the wild habitat for salmon. The park contains one of the last wholly wild spawning grounds in the world. Scientists and park staff work year round studying salmon to find the best solutions to maintaining a balanced natural system for these salmon to spawn in.

Before you begin this lesson, it is recommended that you - the teacher - watch the video. There are some that are clearly identified and easy to sex, but some are more difficult. Knowing the answers beforehand makes it easier to help students when they are going through the lesson. At times, you may need to pause and review difficult sections with students, so they have a better chance of getting the right answer.

Materials

  • Salmon Identification Sheet (508) Shows different types of salmon in their spawning and non-spawning colors.
  • Identifying Salmon Video
    This video gives students an idea of what they will be seeing as the clips go through. They will use the training as practice for the actual clips. It also has clips of the salmon swimming upstream through the weir. It stops after every section and gives students a few seconds to record their responses before moving on to a new clip. The very end of the video has a section with answers in it for you and your students to review.
  • Salmon ID Student Response Sheet (508)
    Give students a little bit more background on types of salmon, how to identify their gender, and what to look for when watching the videos. Also, has a student question and answer sheet that will allow students to fill in and follow along with the video clips

Procedure

Assessment

The video is a form of assessment. If the teacher should choose, they can stop the video before the results are shown at the end and check student work for correct answers. They can also use the questions about biological evolution as a form of assessment for concepts relating to biology.

Vocabulary

Evolution, Kype, Spawn, Observation, Genetic Variation