Washington State Science...

WELCOME, TEACHERS and TANK VOLUNTEERS!

10:00 INTRODUCTIONS & THINGS WORTH EMPHASIZING JUDY PICKENSWest Seattle area coordinator

10:15 SIS ON THE WEB PHIL SWEETLAND Database/technical support volunteer

10:25 CONNECTING TO NEXT-GENERATION SCIENCE STANDARDS CHRISTINE BOYLLElementary science coach, Seattle Schools

BETH MILLERStrategic outreach & communication, Seattle Public Utilities

11:00 TANK EQUIPMENT NANCIE HERNANDEZTechnical support contractor/area coordinator

PHIL

12:15 LUNCH BREAK

12:45 FEEDING & MONITORING NANCIE & PHIL

1:30 SALMON AS A BUILDING BLOCK FOR LEARNING JUDY & TEACHER TEAMS

1:55 EVALUATION & CLOCK HOURS JUDY

WHAT IS SALMON IN THE SCHOOLS?A program that uses the rearing of salmon to develop an understanding of biological processes and systems, habitat, stewardship, and the importance of salmon to Pacific Northwest culture and commerce.

WHAT IS SALMON IN THE SCHOOLS - SEATTLE?A coalition of agency staff members and environmental advocates supporting salmon-based opportunities for public and private students in Seattle to build stewardship and environmental literacy.

SIS-Seattle provides resources and expertise to enable teachers to offer school-wide, hands-on learning through the rearing of salmon.

SIS-Seattle is one of several regional intermediaries between schools and the State Department of Fish and Wildlife, making sure that schools get eggs and that the program meets all state requirements.

SIS-Seattle is maintained through volunteer efforts, agency funding, and school support.

PARTICIPATION70 PUBLIC AND PRIVATE SCHOOLS

IN SEATTLE HAVE PERMITS FOR THIS SCHOOL YEAR.

NEW MAP

YOUR SALMON-YEAR TIMELINECOHO OR CHUM

October - Schedule fall spawning field trips and classroom visits. Recruit tank volunteer.

October-December - Prepare tank, brief students, and plan with tank volunteer.

Early January - Pick up eggs or receive delivery. Begin developmental observations and other salmon-related learning experiences.

Late February/early March - Engage students in feeding fish and monitoring water quality.

April-May - Release fry at permitted location and explore habitat. File release report and sign up for next year.

VOLUNTEER RECRUITMENT

CONNECTING TO NEXT-GENERATION SCIENCE STANDARDS

Christine BoyllElementary Science Coach, Seattle Schools

Washington State Science Standards (aka Next Generation Science Standards)Seattle Public Schools Science DepartmentProgram Manager - Mary Margaret WelchCurriculum Specialists - Christine Benita and Christine Boyll

Address equity in science learningNew practices and a whole new way of teaching scienceNew content for each grade level

Address equity in science learning

Equity & Diversity (Chapter 11)

• Equalizing opportunities to learn• Inclusive science instruction

– Science Learning as Cultural Accomplishment

– Relating Youth Discourses to Scientific Discourses

– Building on Prior Interest & Identity– Leveraging Students’ Cultural

Funds of Knowledge• Making diversity visible• Value multiple modes of expression

NGSS and Equity

Preparing Our Kids…..

Address equity in science learningNew practices and a whole new way of teaching science

8

Shift from learning about to figuring it out

Student sense making

3 Dimensional Science Learning

PRACTICES1. Asking questions & defining problems2. Developing & using models3. Planning & carrying out investigations4. Analyzing & interpreting data5. Using mathematics & computational

thinking6. Constructing explanations & designing

solutions7. Engaging in argument from evidence8. Obtaining, evaluating &

communicating information

CROSSCUTTING CONCEPTS

1. Patterns

2. Cause and effect

3. Scale, proportion & quantity

4. Systems & system models

5. Energy & matter: Flows, cycles, & conservation

6. Structure & function

7. Stability & change

CONTENT

• 4 clusters of Disciplinary Core Ideas:

• (1) Physical Science

• (2) Life Science

• (3) Earth and Space Science

• (4) Engineering & Technology

• Learned through engaging in the PRACTICES to explore and explain natural phenomena

• Build conceptually across grade bands (learning progressions).





CONTENT


• (1) Physical

• (2) Life Sciences






1. Patterns

2. Cause and effect






Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world.

Participation in these practices also helps students form an understanding of the crosscutting concepts and disciplinary ideas of science and engineering; moreover, it makes students’ knowledge more meaningful and embeds it more deeply into their worldview.

The actual doing of science or engineering can also pique students’ curiosity, capture their interest, and motivate their continued study; the insights thus gained help them recognize that the work of scientists and engineers is a creative endeavor—one that has deeply affected the world they live in.

Any education that focuses predominantly on the detailed products of scientific labor—the facts of science—without developing an understanding of how those facts were established or that ignores the many important applications of science in the world misrepresents science and marginalizes the importance of engineering. (NRC Framework 2012, pp. 42-43)

Engaging in the Practices in the Classroom

Individually: read your page(s)

In small groups: discuss this practice and brainstorm ways to employ this practice in your classroom.

Assign Roles: Facilitator – Makes sure all members get a chance to share. Note taker – Jots down notes of what is discussed. Speaker 1 – Explains the practice to the large group in a few sentences. Speaker 2 – Gives examples of how this practice could be applied in a

classroom.

Address equity in science learningNew practices and a whole new way of teaching scienceNew content for each grade level

Elementary Topics

20

What questions do you have?

Christine Boyll: [email protected]

MORE CONNECTING TO NGSS

Beth MillerStrategic Outreach & Communication

Seattle Public Utilities

NGSS Standard

Science and Engineering Practices

Disciplinary Core Ideas Crosscutting Concepts

Salmon Lifecycle

4 LS1-14 LS1-23 LS1-13-LS3-23-LS4-2

Engaging in an argument from evidence

Developing and using models

LS1A: Structure and function internal and external

LS1D: Information processing/ sense receptors

LS4B: Natural selection, LS3B: Variation of traits LS1B: Growth and

development of Organisms

Systems and system models

• Salmon Logs –Mini lessons link the salmon tank to district science kits,, Animals 2x2 and Organisms

• Salmon Development and Behavior Observations

• Predicting Salmon Hatch – Students calculate accumulated thermal units using temperature data and math to predict when eggs will hatch in their tanks

NGSS Standard

Science and Engineering Practices

Disciplinary Core Ideas Crosscutting Concepts

Salmon Habitat and Human Interactions

3-LS3-15-ESS3-13-LS1-13-LS4-4

Constructing explanations and designing solutions

Developing and using models

Obtaining evaluating and communicating information

LS2A: Interdependent relationships in ecosystems

ESS3C: Human impacts on Earth Systems

LS2C: Ecosystem dynamics, functioning and resilience

LS4D: Biodiversity and humans

Cause and effect Systems and

system models Patterns

• Habitat Go Fish play Go Fish with cards showing elements of healthy salmon habitat

• Salmon Logs –. Mini lessons link the salmon tank to district science kits, Plant Growth and Development, and Ecosystems.

• Tank Water Quality Observations/Monitoring

MAINTAINING YOUR SALMON AQUARIUM: EQUIPMENT

Initial filtering or screen

External cooling wand chiller

Large filter

Cabinets must have proper air flow on at least three sides.

AquaEuro chiller ¼ HP

Water pump for chiller

TYPICAL TANK SETUPThermometer

Aerators

Small filter

Water inlet tube

Left Side Open Left Side With Vented Door Right Side With Second Vent

Provide adequate air circulation to keep the chiller cool. Locate near a water source and electrical outlet.

If possible, position off the floor to prevent dust accumulation.

LOCATING YOUR CHILLER

Lunch !

11/15

MAINTAINING YOUR SALMON AQUARIUM: FEEDING & MONITORING

Do not feed your fish until they have completely absorbed their yolk sacs.

Begin by “tease feeding” in tiny amounts until your fish learn to eat.

Feed no more than your fish will eat before it settles to the bottom.

Test water at least once per week while in fry stage.

Switch to flake food as fry grow because it stays suspended longer.

Switch to bloodworms a few weeks before release; they too, stay suspended.

Do not feed on weekends but do arrange for feeding over long holidays and vacations.

FEEDING TO REDUCE MAINTENANCE

This is the “suture line,” where the salmon’s yolk sac used to be. It needs to be almost completely invisible before they are fed. Full absorption of the yolk sac is known as “buttoning up.”

These chinook were fed for the first time about A WEEK AFTER this picture was taken.

The fish will look very skinny at this point but they are OK!

WHAT TO MONITOR WHEN

Every school day

Check and record water temperature. Check for any trash in the tank and remove it with a net. Check for dead eggs or fish and remove it with net. Check that the filter/aeration system is running and bubbling. Note any unusual fish behavior, ex. Circling, curved alevin. Record information on charts.

Weekly or more frequently if levels rise Check ammonia, nitrite, and pH with Master test kit (nitrate is

optional but of interest). Record information on chart.

March thru May Rake a net across the gravel to check for uneaten food or fish waste. Clean tank as needed or at minimum, change 15 gals per week.

INVOLVING STUDENTS

Student jobs• Temperature specialist• Feeder• Trash / mortality / systems specialist• Ammonia tester• Nitrite tester• Nitrate tester (optional test)• pH tester• Cleaner

Choose a model that works for you and your students.• Alternating teams• Tank monitoring or feeding as rewards• Alphabetical order• One team to monitor throughout project• One team to help with cleaning throughout project• ???

Make an X to indicate that feeding and trash systems have been checked.Track mortality and keep the count of live eggs/fish up-to-date.Comments to include hatch, mineral block addition, cleaning, etc. If temperature not recorded, use 48° F.

Date Feeding Trash/ Systems Mortality Count Ammonia Nitrite pH Nitrate Temp °F ATU °F Comment

3/1 190 50 1,342

3/2 190 48 1,358

3/3 190 48 1,374

3/4 1 189 1.00 1.00 7.2 30.0 49 1,391 Changed 20 gallons of water

3/5 189 48 1,407

3/6 189 48 1,423

3/7 4 185 0.35 1.00 6.6 60.0 48 1,439Cleaned sponge; added 100

drops pH Up; added mineral block

3/8 185 49 1,456

3/9 185 48 1,472

3/10 185 49 1,489

3/11 8 177 0.15 1.00 7.0 40.0 49 1,506 Changed 25 gallons of water

MONITORING

X

XX

X

X

X

X

X

X

X

X11/15

ACCUMULATED THERMAL UNITS (ATUs)Temperature affects the rate at which salmon eggs develop, the amount of feed that fry require, and the amount of dissolved oxygen that water will hold. Accumulated thermal units (ATUs) are one way to measure temperature.

What is an ATUAs measured in Fahrenheit, the daily ATU is water temperature minus 32. For example, if the first day of incubation occurred when the water was 45oF, the calculation would be 45 - 32 = 13. ATU for each day is added to the previous sum.

How to use ATU measurementsInvolve students in using ATU measurements to predict date of hatch and date when alevins will "button up" to become. In a creek or river, other factors such as oxygen level and water flow also influence the speed of development but, in a controlled environment, temperature is usually the only variable.

Accumulated Temperature Units Required To Reach Developmental Stages

SPECIES STAGE ATUs in °F

CHINOOKTo hatch 860 - 980

To fry stage 1620 - 1800

CHUM SALMONTo hatch 850 - 950


COHO SALMONTo hatch 720 - 900


All compare water invial with a color card

WATER QUALITY GOALS

Ammonia: Goal 0 ppm. High ammonia can quickly poison your fish. Carefully monitor!

Nitrite: Goal 0 ppm. A trace amount will stress fish; a high amount will kill them.

Nitrate: Goal 0 - 40 ppm. Slowly rising levels can stress fish, causing listlessness and loss of appetite.

pH: Goal 7 - 7.6 ppm. Levels above or below this range can make ammonia and nitrite even more toxic.

TRACKING TANK CHEMISTRY: An Example

SALMON AS A BUILDING BLOCKFOR LEARNING

OverviewSalmon Connection

ScienceSalmon LogsLight, Water, Air, & CamouflageFish BiologistSalmon Tank Temperature

Life Cycle & HabitatLost & (Puget) SoundDrain RangersSalmon Story BraceletsSalmon Survival GameStairs, Ladders, & Fish LaddersHabitat Go/FindStorm Drain Stenciling

www.sisseattle.org

MathSalmon Survival WorksheetsPredicting Salmon Hatch

Reading & WritingSalmon BookletHaiku Poetry

CommerceCommercial Salmon Fishing

CultureSalmon Story PerformanceNative Plants & People

ResearchSalmon Presentations‘Did You Know’ PosterPosters for Puget Sound

LESSON HIGHLIGHTS2nd - 5th Grades

MAKING THE MOST OF SALMON IN THE SCHOOLS

Learning may take any form you find effective. At a minimum, we

require that you enable students to observe eggs, alevin, and fry in the tank,document their observations, and summarize them in a report, poem, poster, etc.

strongly encourage you to equip students with a broad knowledge of salmon(species, life cycle, economic and cultural importance, habitat concerns, and stewardship).

strongly encourage you to enable students to participate in monitoring and maintaining their tank.

ask that, if possible, you take students on naturalist-led fieldtrips that connectto in-class experiences.

11/15

Work in teams to develop a learning unit around a salmon-related topic.

Choose any grade level.

Itemize learning objectives.

Include all or part of one activity from the SIS-Seattle website.

Include an in-class presentation or a field trip.

Be realistic about time/budget constraints.

WHAT MORE YOU MIGHT DO

Refer other interested teachers.

Program capacity is 75 schools. Priorities for new schools are

Elementary grades

Under-served schools

Schools with tank assistance

Send effective lesson plans to share on our website.

Join the SIS-Seattle steering committee.

11/15

BEFORE YOU HEAD HOME Register and pay for clock hours.

Evaluate this workshop.

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