Alaska Region - Cyber Salmon

Introduction - Activities - Acknowledgements - Activity Sources

LESSON TWO-ACTIVITY THREE: What is Sport Fishing?

Content Objectives: The students will be able to give a basic definition of sport fishing.
The students will familiarize themselves with Alaska sport fishing regulations.

Key Vocabulary: shared stewardship, riparian, gatewalks, streamside protection structures, interpretive, bank stabilization, restoration, river drainage, maintainance, charter, angler, king salmon stamps, harvest record card, catch and release, barbless hooks, bag limit, possession limit, marking, logbook, closely attended line, setline, snag, take, methods and means, emergency orders, general regulations, special regulations, proxy sport fishing, transfer of possession form, creel surveys

[Boy with fish] Supplementary Materials:
Alaska Sport Fishing Regulations Summaries
Presentation rubrics

Sport Fishing Guides
Rubric for Statewide regulations
Southeast
Southcentral
Interior
Bristol Bay

Kodiak-Aleutian Islands

Resources: ADFG-Alaska Department of Fish and Game, USFWS-United States Fish and Wildlife Service

Books: Alaska’s Wild Salmon ADFG, Project Wild Aquatic

Website Wandering:
ADF&G Sport Fish Division Website

Activity Sequence:
Part One-What is Sport Fishing?
Read aloud with students from Alaska’s Wild Salmon ADFG (Pages 46-49).

As a class, write a good definition of sport fishing. Have the students write the definition in their fisheries notebooks.

Discuss with the students who sport fishes in Alaska and for what they are fishing. Is sport fishing a strictly rural activity? Why does sport fishing play an important role in Alaska’s economy?

Also, briefly discuss how residents are working with local, state and federal agencies and organizations to prevent and restore Kenai River habitat damage. What are some of the things they are doing to safeguard Kenai River Riparian salmon habitat ? Why is the Kenai River so important to sport fishing?

Extension: Have the students do the activity in Project Wild Aquatic called "Riparian Retreat" (pages 118-120).

OR Have the students do the outdoor activity in Project Wild Aquatic called "Where Does Water Run" (pages 21-23).

Part Two-Regions and Regulations
Have students open the listed website. Allow some time for them to “surf” the Sport Fish Division site.

Then, as a class, click on the Regulations link under Fishing Information. Look at the map on the page.

There are five sport fish regions to view.
Region 1: Southeast
Region 2: Southcentral
Region 3: Interior (Arctic-Yukon-Kuskokwim)
Region 4: Bristol Bay
Region 5: Kodiak- Aleutian Islands

Ask the students what regions they have fished in. Did they sport, commercial, subsistence or personal use fish there? Take some time for sharing and discussion.

Part Three-Sport Fish Presentations
Split the class into seven groups and assign each group one of the following topics:

One: Southeast Region
Two: Southcentral Region
Three: Interior Region
Four: Bristol Bay Region
Five: Kodiak-Aleutians Region
Six: Statewide Regulations
Seven: Sport Fishing Guides

Each group will be creating an informational presentation on their subject. The form of their presentation can be their choice. Some examples include: PowerPoints, posters, speeches, dramatic skits, videos, radio commercials, blogs, webpages and newspapers.

The students should use the rubrics attached as a guide for their presentations. Their presentations should include all of the information listed. Inspire the students to be creative and shoot for something different. The presentations should be informational, but can also be artistic or humorous.

The students should use the Sport Fish Division website and the Alaska Sport Fishing Regulations Summaries as their main resources.

Have a different group do their presentation each day. Invite other high school and junior high classes to the presentations.

Extension: Have a sport fishing guide or angler visit the class and have a question and answer session.

Part Four-What you Learned
Before wrapping up the lesson, have students return to their KWL charts. In the space provided they should list at least three things they Learned about sport fishing during the course of the activity.

Wrap-up Discussion: Why might sport fishing be controversial? What groups might oppose sport fishing in Alaska and why?

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 19 August, 2009

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