The Salmon Life Cycle

Purpose: This lesson provides students with an opportunity to learn about the life cycle of Pacific salmon, and the survival needs of salmon during the various stages of their life cycle.

Curriculum Match: British Columbia, Science, Grade 4-7

Grade 4: It is expected that students will:

- use a variety of media to present information (Applications of Science)
- relate the structure and behaviour of local organisms to their survival in local environments (Life Science)
- discuss how changes in an organism's habitat can affect the survival of individual organisms and entire species (Life Science)
- relate the growth and survival of organisms to a variety of conditions (Life Science)
- relate the life processes of an organism to its use of nutrients, water, and oxygen (Life Science)
- describe the changing requirements of organisms as they grow (Life Science)
- compare and contrast freshwater and saltwater environments (Earth and Space Science)

Grade 5: It is expected that students will:

- identify living resources in the local environment (Life Science)

Grade 7: It is expected that students will:

- describe all organisms in terms of their roles as part of interconnected food webs (Life Science)
- describe the growth and changes in the development of an organism (Life Science)
- outline factors that influence the length and quality of life (Life Science)
Time: 1-2 hours plus out-of-class time as required

Materials: N/A

Resources:

Salmon Facts (see menu): "What is?" and "Life Cycle"
Additional print and non-print resources related to salmon -- see recommended resources for B.C.

Internet links: http://www.steelheadsociety.com/Kids%20Page/how_many_salmon.htm
How Many Different Salmon Are There? This page from the Steelhead Society site gives information about different species of Pacific salmon, their life cycles, and the factors that threaten their survival.

Preparation: Please review the procedures and resources used in this activity.

Procedure: Begin with a class discussion of what students already know about salmon. Encourage students to volunteer any experiences they have had with salmon (e.g., seeing salmon swimming in a river, visit to a hatchery, family fishing trip). Use a KWL chart (Know, Wonder, Learn) to record students' responses. Use prompts as necessary to encourage students to think about the different aspects of the topic, such as:

- the different species of salmon

- animals that rely on salmon for food

- salmon habitat requirements

- human use of salmon.

Record what students know to be facts in the Know column. Record questions in the Wonder column. Save this chart and add to it throughout the unit as students learn about salmon.

If not identified during the KWL activity, ask students what they know about the life cycle of a salmon. Many students will likely be aware that salmon, like all fish, are hatched from eggs. Explain to students that there are actually six stages in the life cycle of a salmon:

- egg

- alevin

- fry

- smolt

- ocean phase

- spawning phase.

Refer students to the resources in Salmon Facts (see menu), and allow a few minutes for them to read the information about the life cycle. Have students make notes on each stage of the life cycle.

Debrief as a class, and allow time for students to add to their charts as necessary.

Divide the class into at least six groups. Assign one stage of the salmon life cycle to each group, and have students use the available resources to research and prepare a report on their assigned stage. Set the parameters of the final product (e.g., oral report, written, graphic, multimedia), and ensure students are clear about the task. Students' reports could include any or all of the following information:

- physical description of the given life cycle phase

- habitat requirements

- obstacles they face

When students have completed their projects, provide an opportunity for them to share their findings with the rest of the class. Allow time for questions. Debrief by adding any new information to the class KWL chart.

Assessment: Use an observation sheet to assess students as they work in their groups. Look for evidence that they:

- work co-operatively

- follow directions

- use group time efficiently and productively to complete assignments to the best of their ability

identify requested information and share it with others
As a class, set criteria for assessing the group projects. Have students conduct a peer and self-assessment of their work based on the set criteria. Criteria could include:

- clarity of information

- organization

- accuracy

- thoroughness

- appropriate citation of sources

Adaptations: The reading level of the resources used in this lesson may be too advanced for some grade 4 or 5 students. Use contextual support and/or reading buddies as necessary to facilitate student comprehension of the materials.

Extensions: Extend this lesson by providing an opportunity for students to examine the specifics of each stage of the life cycle as it pertains to different salmon species. Using a jigsaw approach, create new groups with at least one student from each of the six life cycle groups. Assign one species of Pacific salmon to each new group, and have them create a map illustrating where their assigned species travels during each stage of its life cycle.

Students wanting to explore aspects of the salmon life cycle specific to hatchery salmon can visit the following Web site: http://www.fish.washington.edu/hatchery/salmon.html

Play a class Salmon Trivia game, with questions generated by students.

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