Alaska Region - Cyber Salmon

Introduction - Activities - Acknowledgements - Activity Sources

Lesson One-Activity Two: Identification of Alaska’s Salmon

Content Objectives: The students will be able to identify the five species of Alaska’s Pacific salmon by observing various physical features.

Key Vocabulary: salmonids, anatomy, lobe, pigment. elongated, distinct, pronounced

Supplementary Materials:
Fresh or frozen salmon
Laminated anatomy diagrams and worksheets
Identification worksheet master
Identification worksheet
Fish identification game packets
Salmon identification Diagram
Marine Phase Salmon Identification Diagram
Student fisheries notebook/binder

Resources: ADFG-Alaska Department of Fish and Game, USFWS-United States Fish and Wildlife Service, 4-H Fisheries, Pacific Salmon Foundation

Books: Alaska’s Wild Salmon ADFG, Fish and Fisheries Alaska Sea Week

Website Wandering:
1. Alaska Department of Fish and Game Teacher's Guide
2. ADF&G Salmon Dissection Site
3. Canada Department of Fisheries and Oceans Dissection Site
4. Thinkquest Salmon Dissection Game
5. Agriculture and Agrifood, Canada, Seafood Overview (related site)

Activity Sequence:
NOTE: Use the first listed website as a teacher’s guide to the book Alaska’s Wild Salmon ADFG.

Part One-Evolution and Adaptability
Have students read from Alaska’s Wild Salmon (pages 8-9). Discuss with students how salmon evolved and the various adaptations they acquired during evolution.

Part Two-Anatomy of a Salmon
Use the anatomy charts to point out the various anatomical features of the Pacific salmon. Start by naming the key external features of the salmon including fins, lateral line, gill cover and nostril and then name all of the key internal organs including the brain, gills, heart, liver, pyloric caeca, stomach, spleen, testes (male), ovary (female), intestine, urinary bladder, vent, swim bladder, kidney, and spinal chord. (If the salmon model is not available you can use the laminated anatomy charts provided and/or create poster size versions of the anatomy charts as they would be helpful for the dissection part of the activity.)

Next, perform a classroom dissection on a real salmon. (Use the second and third websites listed as a resources for this activity OR the book resource Fish and Fisheries: Unit One-Activity 4: The Outside of a Fish and Activity 5: What’s Inside a Fish?) While pointing out the various features of the salmon add information on the specific purpose of each feature. (The websites have excellent information on structure and function, internal anatomy and external anatomy.) If possible, use several salmon and have students work in small groups dissecting their own salmon while following your step-by-step directions and using the laminated anatomy charts provided.

Check for understanding by asking the students to complete a blank anatomy chart.

NOTE: The third website listed includes a great dissection game.

Part Three-Distinguishing Salmon Species
Use a web chart on the board to introduce the various features used to distinguish one species of salmon from another including color, markings, gumline, scales, eyes, size and weight. (See related websites for additional information.) Have the students duplicate the web chart in their notebooks.

Have the students read pages 10-13 of Alaska’s Wild Salmon.

Next distribute the salmon identification diagrams provided and have each student fill in an identification worksheet using the book and diagrams as resources. Note that the worksheets require the students to identify the individual colors of the five species of salmon during ocean and spawning stage.

Part Four-Fish Identification Game
Have students break up into small groups and distribute a packet (net full) of fish cards to each group. The purpose of the game is to allow the students to practice identifying the five different species of Alaska salmon. Each fish card pulled from the “net” will list features of the salmon in question. The students will identify each fish card and keep count of how many fish of each species are pulled from the “net”. At the end of game the instructor will announce how many fish of each species were in the nets.

Wrap-up Discussion:
Discuss how the adaptability of the salmon species carries a “hidden price”. Refer to pages 8-9 read in Alaska’s Wild Salmon at the start of the lesson.

SIOP FEATURES:

Preparation	Scaffolding	Grouping Options
___ Adaptation of Content	___ Modeling	___ Whole class
___ Links to Background	___ Guided practice	___ Small groups
___ Links to Past Learning	___ Independent practice	___ Partners
___ Strategies incorporated	___ Comprehensible input	___ Independent

Integration of Processes	Application	Assessment
___ Reading	___ Hands-on	___ Individual
___ Writing	___ Meaningful	___ Group
___ Speaking	___ Linked to objectives	___ Written
___ Listening	___ Promotes engagement	___ Oral

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Text by Beverly Chmielarczyk
Last modified 20 August, 2009

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