draft 2012-2013 4th grade discovery room: eyak lake...

Draft 2012-2013 4th Grade Discovery Room: Eyak Lake Monitoring/Salmon Habitat Monitoring Salmon Tank = monitor ammonia (1 minute) and dissolved oxygen (2 minutes) Re-write Instructions BIG

Sept. Get 6 salmon!

Oct. Nov. Member monitor

Dec. Member monitor

Jan. Member monitor

Feb. Member monitor

March April Member monitor

May Member monitor

Train students on monitoring equipment. (1 hour) Classroom Students use monitoring equipment. Bring Eyak Lake water samples to classroom. (1 hour) Classroom Salmon Tank Observations (5 minutes)

Monitor at Eyak Lake Field Trip Turbidity/hydrolab @ Eyak Lake Nutrients in classroom Smolt in the Bucket Salmon Habitat Design worksheet for students on salmon habitat. Classroom Salmon Tank Observations (5 minutes)

Skype Session #1 (20 minutes) Classroom Eyak Lake Geography (30 minutes) Classroom Glacier Model Melt (2 groups simultaneously) Full class record data for turbidity: clear water sediment water (1 hour) Classroom Salmon Tank Observations (5 minutes)

Glacial Movement with sand pans CAMP MARKETING Salmon Tank Observations (5 minutes)

Photosynthesis (2 hours) Classroom Salmon Tank Observations (5 minutes)

Skype Session #2 (20 minutes) Classroom Salmon Dissection (3 groups) (30 minutes) 3 Classrooms? Salmon Habitat Pollution Deadly Waters (40 minutes) Classroom Salmon Tank Observations (5 minutes)

Monitor at Eyak Lake Field Trip (1 hour) (if spit not accessible, bring samples to classroom) Review for Jeopardy (20 minutes) Classroom Write for blog (20 minutes) Classroom Salmon Tank Observations (5 minutes)

Skype Session #3 (20 minutes) Classroom Graph weather data (55 minutes) Classroom (We make graphs, they interpret) Jeopardy (45 minutes) Salmon Tank Observations (5 minutes)

Shorebird Festival Migration Game Shorebird adaptations Structured mudflat exploration Dance mudflat critters/bird adaptations Hartney Bay

Yearly Focus Questions: How might climate change affect salmon habitat in Eyak Lake? How do humans impact salmon habitat? How does nature affect salmon habitat?

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Discovery Room Fourth Grade

Session #1 September 2012 Unit Title: Eyak Lake/Salmon Habitat Monitoring Focus: Equipment Training/Demonstrating in Classroom Grade Level: 4 Teaching Time: 2 hours Background:

Scientists collect data to “tell a story” about a place over time. By looking at information over a long time period, scientists can look for trends and observe changes over time. Why do we need this information? We can propose actions, conduct more research, make recommendations for management, and become better stewards of the environment. In this study, you are going to be the scientists, and your job is to report what’s happening to your water resources by collecting information about the water quality.

Key Words: monitor trends data Hydrolab turbidity meter nutrient tests: nitrate and phosphate dissolved oxygen pH Hanna Meter Yearly Focus Questions: 1. How might climate change affect salmon habitat in Eyak Lake? 2. How do humans impact salmon habitat? 3. How does nature affect salmon habitat? Lesson Focus Questions: 1. List two types of equipment scientists use to monitor changes in water. Explain what they monitor. 2. What do scientists study to examine changes in water? Learning Objectives:

The students will: observe how to use a Hydrolab to measure water temperature (°C), pH, and dissolved oxygen in Eyak Lake.

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observe how to use a turbidity meter to measure turbidity in Eyak Lake. observe how to use a nitrate and phosphate chemet kit to measure these nutrient levels in Eyak Lake. define turbidity. define nutrients: nitrate and phosphate. define pH and dissolved oxygen. Materials: Eyak Lake Monitoring Hydro Lab Turbidity meter Nitrate and phosphate chemet kits. Two water samples from Eyak Lake, (one original, other spiked with plant food) Worksheets: Eyak Lake Mavis Island Monitoring Site. Jobs written on small index cards for students to pick from hat. Audio/Visual Materials: none Alaska State Standards: SA The student will demonstrate an understanding of the processes and applications

of scientific inquiry. SA1 The student will develop an understanding of the processes of science used to

investigate problems, design and conduct repeatable scientific investigations, and defend arguments.

SA2 The student will develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review.

National Science Education Standards Content Standard A: Scientific Inquiry All students will develop abilities necessary to do scientific inquiry.

Ask a question about objects organisms and events in the environment. Plan and conduct a simple investigation. Employ simple equipment and tools to gather data and extend the senses.

All students will gain an understanding about scientific inquiry. Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. Scientists use different kinds of investigations depending on the questions they are trying to answer. Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses. Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge).

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Procedure: A. Introduction and Expectations 3 minutes

State who we are, behavioral expectations for the Discovery Room, and our focus for the year = Salmon Habitat/Eyak Lake Monitoring

B. Review from last year 5 minutes Brainstorm and record student responses of key concepts learned last year: Some responses may include: 1. weather monitoring: temperature (hi/lows), wind force (Beaufort Wind Scale), 3 types of clouds (cirrus, stratus, cumulus), precipitation, and day length. 2. define the difference between weather and climate. 3. water cycle: collection, evaporation, condensation, and precipitation. 4. cloud in the jar. 5. Salmon: 5 Pacific species, (hand trick) and life cycle. 6. watersheds: an area of land that allows water to flow over or under its surface into a particular body of water. A watershed acts like a sink that catches the water and drains it all to the same place, ultimately the ocean. 7. Salmon Tank! C. Introduction to lesson 5 minutes 1. Role of the scientist: Scientists collect data to "tell a story" about a place over time. By looking over the information over a long period of time, scientists can look for trends, see if things are changing, what things are changing, and how much they are changing. 4. What do we do with all this information/data? Propose actions: better stewardship, more research, make recommendations for management. 5. In this study, YOU are going to be the scientists, and your job is to report what's happening to the salmon habitat in Eyak Lake by collecting information about the water.

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D. The Lesson 1.5 hours Eyak Lake Monitoring Training/Demonstrating Materials: Hydrolab, two Eyak Lake water samples, turbidity meter, Hanna meter, nutrient tests, data sheet, hat with monitoring jobs. 1. Temperature 4-18 Celsius is the healthy water temperature for salmon. Monitoring temperature will help to show any climate changes and human habitat alteration. Example if trees are cut down, there’s not shade and water temperature might…INCREASE). 2. Niskin Sampler water sampling collection tool. 2. Turbidity meter What does turbid mean? How would water in Eyak Lake become turbid? (Glacial input from Power Creek).

3. Hanna Meter measures water temp. and pH— measures how acidic or basic something is. Can anyone think of an acid? (lemon/lime, battery acid, etc.) Use Vinegar, lemon juice, plain H20, baking soda for different measurements.

The pH level affects fish egg survival and production, aquatic insect survival and emergence, and the toxicity of other pollutants. Changes occur because of natural things washed off of land as well as input by humans.

4. Hydrolab Gives us another way of measuring temperature and pH, plus: Dissolved Oxygen: fish need to breathe oxygen just like we do, but their oxygen is dissolved throughout the water. 5. Nutrients: Nitrate and Phosphate are nutrients that plants need to grow. Algea need them to grow too, but if too much nitrate

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and phosphate, too much algae will grow (called a "bloom").

What happens when algae grows too thick? When they die, they decay and use up the dissolved oxygen in the water, and there won’t be enough dissolved oxygen for fish.

Nitrate stimulates growth of algae—too much can cause blooms that when the plants die, decay decreases oxygen. Phosphate another plant nutrient—excess causes blooms—same as above. There are natural sources, but can also be a sign of human/animal/industrial wastes, soil erosion, fertilizers.

F. Wrap-Up 15 minutes 1. Go over monitoring vocabulary worksheet. 2. Preview assessment for entire year.

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Fourth Grade Monitoring Worksheet

Name: _____________________________ Date: ___________________ Lesson Focus Questions: 1. List two types of equipment scientists use to monitor changes in water. Explain what they monitor. __________________________________________________________________ __________________________________________________________________ 2. What do scientists study to examine changes in water? __________________________________________________________________ __________________________________________________________________

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4th Grade Preview

Name ___________________________________ Date _______________ 1. Name the five species of Pacific Salmon found in Alaska. (don't worry about spelling) 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________ 2. Name four things needed for a healthy salmon habitat. 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 3. What is an estuary? __________________________________________________________________ __________________________________________________________________

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4. What is turbidity? __________________________________________________________________ 5. What is a glacier? __________________________________________________________________ 6. What is a moraine? __________________________________________________________________ 7. What is the connection between photosynthesis and our salmon study? __________________________________________________________________ __________________________________________________________________ 8. What is a watershed? __________________________________________________________________ 9. How might climate change affect salmon habitat in Eyak Lake? __________________________________________________________________ __________________________________________________________________ 10. How do humans impact salmon habitat? __________________________________________________________________ __________________________________________________________________

NISKIN WATER SAMPLING INSTRUCTIONS

1) Get the bucket and Niskin water sampling bottle. 2) Get ready to lower the bottle by opening the blue rubber ends and placing the wire

loops over the metal pegs. 3) Be sure to hold up the “messenger” (the heavy metal piece). 4) Gently lower the Niskin sample bottle to 1 meter above the bottom. 5) Send the messenger down. 6) Bring sample to surface. 7) QUICKLY put the water in a small jar for the tests.

HYDROLAB INSTRUCTIONS

1) Find your HydroLab partner and get the HydroLab. 2) Turn the power on. Hold the button for several seconds. The screen will take 20

seconds to load. 3) Have a teacher remove the cover from the probe and put the cage on the probe. 4) Gently lower the HydroLab 1 m below the surface of the lake. 5) When the numbers on the screen have stopped changing, write down the numbers

for pH, salinity, temperature and dissolved oxygen. 6) Gently raise the HydroLab out of the water. 7) Turn the power off. 8) Ask a teacher to remove the cage from the probe and put the cage filled with liquid

back on. 9) Neatly coil the cable and put the HydroLab back in the bucket.

NITRATE TEST INSTRUCTIONS

1) Fill the cup with the black cap to the 15mL mark with the water. 2) Open one foil pack and pour it into the water. Put the cap back on and shake the cup

for exactly 3 minutes. 3) Let it sit for 2 minutes without touching it. 4) Pour 10mL of the sample slowly into the other cup. Be careful not to transfer any

solid particles. 5) Place a glass tube into the water. 6) Snap the tip by pressing it against the side of the cup. The glass tube will fill with

water. 7) Mix the water by turning it upside down several times, letting the air bubble move

from end to end. 8) Dry the tube and wait 10 minutes. 9) Hold the tube against the comparator (the other colored tubes) in the test kit box,

while standing under a light. 10) Compare the color in the test tube to the other tubes lined up in the top lid of the

test kit to find out how much nitrate is in the water. 11) Write down the number of the closest match.

PHOSPHATE TEST INSTRUCTIONS

1) Fill the sample cup to the 25 mL mark with the water. 2) Add 2 drops of solution from the plastic bottle. Cap the sample cup and shake it to

mix well. 3) Put the glass tube into the sample cup. 4) Snap the tip by pressing it against the side of the cup. The tube will fill with water. 5) Mix the water by turning it upside down several times, letting the air bubble move

from end to end. 6) Dry the tube and wait 2 minutes. 7) Compare the color in the test tube to the other tubes lined up in the top lid of the

test kit to find out how much phosphate is in the water. 8) If the color in the test tube is too light, you can also compare the tube with the

ones in the circular container. Put the glass tube in the middle hole and hold it up toward a light, looking at it from the bottom. Find the one that matches most closely.

TURBIDITY

1) Turn the machine on. 2) Select MEASURE and click OK. 3) Place the blank (the jar already filled with water) into the machine after drying it

off. Lift the lid up and put it into the round hole. 4) Select SCAN BLANK and click OK. 5) After a few seconds, the words “SCAN SAMPLE” should appear. Press OK. 6) The screen should now say either zero or a negative number. If it does, you are

ready to scan your sample. If it doesn’t, talk to a teacher. 7) Take the blank sample out of the machine and put it back in the box. 8) Fill another jar with the sample water. 9) Dry off the outside and put it in the machine. 10) The machine should say “SCAN SAMPLE”. Click OK. It will take a few seconds for

the machine to scan. Write down the number that appears. 11) You need to measure your sample three times, because we are recording the

average. 12) Once the words “SCAN SAMPLE” show up again, press OK. This will give you your

second reading. Write this down next to your first reading. 13) Once the words “SCAN SAMPLE” show up again, press OK. This will give you your

third reading. Write this down next to your other two readings. 14) Take your sample out of the machine and put it back in the box. 15) Turn the machine off.

PHOTOGRAPHER INSTRUCTIONS Take photos of each of the following things, checking them off with the marker as you go:

A picture of the city dock A picture of the HydroLab monitors A picture of the Niskin bottle collectors A picture of the nitrate monitors A picture of the phosphate monitors A picture of the ammonia monitors A picture of the recorders A group picture One appropriate free choice

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Session #2 October 2012 Unit Title: Eyak Lake/Salmon Habitat Monitoring Focus: Field Experience Grade Level: 4 Teaching Time: 2 hours Background: Communities in Prince William Sound depend upon fish, particularly salmon. It's important to understand how to maintain healthy salmon habitat. Many people don't realize how their actions can affect salmon and their habitat. Both human actions and natural changes play a strong role in the health of salmon populations. Key Words: salmon habitat spawning habitat smolt stream, estuary, ocean monitor trends data Hydrolab turbidity Meter nutrient Tests: Nitrate and Phosphate dissolved oxygen pH Hanna Meter Focus Questions: 1. How do we monitor our salmon habitat in Eyak Lake? 2. How do humans impact salmon habitat? 3. What equipment do scientists use to monitor changes in water? Learning Objectives:

The students will: observe how to use a Hydrolab to measure water temperature (°C), pH, and dissolved oxygen in Eyak Lake. observe how to use a turbidity meter to measure turbidity in Eyak Lake. observe how to use a nitrate and phosphate chemet kit to measure these nutrient levels in Eyak Lake. define turbidity. define nutrients: nitrate and phosphate. define pH and dissolved oxygen.

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identify with natural and human causes that impact salmon habitat. define four characteristics of a healthy salmon habitat. identify the five species of Pacific salmon. identify the life cycle of a salmon. Materials: Hydro Lab Turbidity meter Nitrate and phosphate chemet kits. Two water samples from Eyak Lake, (one original, other spiked with plant food) Worksheets: Eyak Lake Mavis Island Monitoring Site. Jobs written on small index cards for students to pick from hat. Smolt in a bucket. Salmon habitat worksheets. Audio/Visual Materials: Lap top for focus questions. Alaska State Standards: SA The student will demonstrate an understanding of the processes and applications







Content Standard C: Life Science All students will develop an understanding of the characteristics of organisms.

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Organisms have basic needs, including air, water and food. Organisms can survive only in environments in which their needs can be met.

All students will develop an understanding of the life cycles of organisms. Plants and animals have life cycles that include being born, developing into adults, reproducing and eventually dying. The details of this life cycle are different for different organisms.

All students will develop an understanding of organisms and environments. An organism’s patterns of behavior are related to the nature of that organism’s environment, including the kinds and numbers of other. Organisms present, the availability of food and resources and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations.

Procedure: A. Expectations 5 minutes

1. State behavioral expectations for field trip to Mavis Island. 2. Make sure each child knows their monitoring job and has clip board. 3. Make sure each child has proper gear on and load up.

B. The Lesson 30 minutes Divide into 2 groups for rotations: 35 minutes each. Group 1* Monitoring in the field Materials: Hydrolab, two Eyak Lake water samples, turbidity meter, Hanna meter, nutrient tests, data sheet, hat with monitoring jobs. 1. Temperature 2. Turbidity meter

3. Hanna Meter 4. Hydrolab 5. Nutrients: Nitrates and Phosphates

Group 2** Introduction to Salmon Habitat and Eyak Lake Weather Monitoring

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Materials: Bucket o’ smolt, fish traps, ADFG permit, preserved samples of eggs, alevins, smolt, and fry, map of CR Watershed, printed copy of spawning habitat on Eyak Lake. Smolt in a Bucket 1. Have a guest scientist discuss how the smolt was captured, where they were captured, when they captured. 2. Discuss salmon life cycle: egg, alevin, smolt, and fry. Review Healthy Salmon Habitat (food, shelter, space, water, air) 1. Food a. Benthic macro invertebrates— presence/absence from stream great indicator of quality—some bugs are more sensitive to changes in the water than others—bring pictures of bugs.

b. Three types of bugs are very sensitive to water quality changes—therefore if the water is polluted you won’t find them there! (specific indicator bugs include mayflies, stoneflies and caddis flies)

2. Shelter Bank side vegetation—controls bank erosion, too much sediment clogs pores of eggs and suffocates them (gravel for eggs.)—limbs over water create habitat for bugs—these are important food sources for juvenile salmon. Also provides shade and helps to control water temperature. 3. Air DO-the amount of oxygen dissolved in water at a given temperature—important for breathing! In waters with salmon, minimum DO level is 6ppm— comes from photosynthesis, aeration of moving water and wind. 4. Water Water characteristics important for aquatic organisms like salmon—more than just something they drink! They live in it…. 3. Weather Monitor 1. After students discuss salmon habitat and observe smolt in a bucket, record weather on data sheet.

E. Wrap-up and Review spawning habitat. 10 minutes

1. What does “spawning habitat” mean? Name two different spawning habitats.

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a. Relate it to the watershed: 1. Stream: a flowing body of water with mild current. 2. Estuary: the wide part of the river near where it reaches the sea, a mix of fresh and salt water. During the smolt stage, salmon need to undergo physical changes to live in the different types of water, so instead of shocking the system, they can use the gradual increase of salinity in estuaries to get ready for the ocean. 3. Ocean: a large body of salt water.

2. Where do different species of salmon spawn in the watershed?

Kings- deeper, faster flows of water, larger gravel Sockeye- rivers, streams, spring fed lake shorelines. Coho- small stream tributaries and tiny flows of water Chum- spring fed areas, from the mouth of rivers to

thousands of miles upstream. Pink- intertidal

3. Discuss who uses Eyak Lake as spawning habitat. *Note: Within group one, not all monitoring tests are being performed at once. Divide monitoring tests between the number of students in class, get water samples from both sides of the spit, and conduct tests. **Note: Make sure students are supervised at all times. The salmon habitat and weather monitoring will not take 35 minutes. Have a leadership game ready to play with students or students can work on crossword puzzle about monitoring tools.

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Session #3 Nov. 2012 Unit Title: Eyak Lake/Salmon Habitat Monitoring Focus: Eyak Lake Geography/Glacier Model Melt Grade Level: 4 Teaching Time: 2 hours Background: Glaciers are the largest moving objects on earth. They're massive rivers of ice that form in areas where more snow falls each winter than melts each summer. The inexorable force of glaciers carves our lakes, grinds down mountains, scatters strange rock formations across the countryside and reduces solid rock to fine dust. Learning about glaciers helps one understand their ability to affect salmon habitat. Key Words: turbidity personal space silt high, low, middle levels sediment scatter/gather aquatic organisms pause alpine glacier sustain/quick accumulation grow/shrink advancing retreat calving Focus Questions: 1. What is a glacier? 2. What is turbidity? 3. How does Power Creek affect Eyak Lake? 4. How do silt and sand get into the water by nature? 5. How do silt and sand get into the water by humans? Learning Objectives:

The students will: identify Cordova, AK on an map.

identify our monitoring site, Mavis Island on a map. identify and discuss salmon spawning areas nearby Mavis Island. identify and discuss Power Creek input, Eyak Lake output, and Mavis Island. define alpine glacier accumulation, growing, advancing, and retreating. explore three levels of movement, personal space dance, and safe dance.

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Create short glacier dances using motif symbols: pause, grow/shrink, scatter/gather, high, middle, and low level dancing along with the dynamics of sustain and quick movements. Materials: map of Eyak Lake drum and motif symbols glacier Vocabulary Worksheet glacier model melt: bread loaf pan with frozen water, gravel, soil, silt mixed in frozen water, beads, aluminum pan, torch. (Call school to confirm use of torch) Audio/Visual Materials: Power Point Slide Show of different aerial photos of Eyak Lake. (PWSSC NAS2) Alaska State Standards: SA The student will demonstrate an understanding of the processes and applications







Content Standard C: Life Science All students will develop an understanding of the characteristics of organisms.

Organisms have basic needs, including air, water and food. Organisms can survive only in environments in which their needs can be met.

All students will develop an understanding of organisms and environments.

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An organism’s patterns of behavior are related to the nature of that organism’s environment, including the kinds and numbers of other organisms present, the availability of food and resources and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations. All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial. Humans depend on their natural and constructed environments. Humans change environments in ways that can be either beneficial or detrimental for themselves and other organisms.

Content Standard D: Earth and Space Science All students will gain an understanding of changes in the earth and sky.

The surface of the earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions and earthquakes.

Procedure: A. Review Previous Monitoring Sessions 1:30-1:40 minutes Ask students:

1. Can you tell me one monitoring test we conducted? 2. Why are we monitoring Eyak Lake? 3. What can we do with the information learned about Eyak Lake?

B. The Lesson 1. Eyak Lake Geography 1:40 - 2:10 minutes a. Power Point Slide Show of Eyak Lake 1. Guide students to locate our monitoring site. 2. Guide students to locate salmon spawning areas nearby. 3. Point out the channel and pattern of water flow. 2. Prompt Discussion Questions: a. Why is the water cloudy and why are only some parts of the lake cloudy? b. Explain that scientists measure how cloudy water is. The fancy word for this is turbidity. c. What things affect turbidity? d. Could the source of water in the lake affect turbidity? e. Water goes both in and out of the lake. Where does it go? Answer: Eyak River, at the fishing weir f. Does anyone know where the water in the lake comes from? Answer: Power Creek g. What's special about Power Creek?

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The water in Power Creek is water melted from a glacier. 3. Alpine Glacier Movement Prep in Gym 2:10-2:30 minutes A. Dance 1. Teach students how to move their bodies comfortably in the classroom; dance in personal space. The teacher beats drum and students move safely in classroom when the drum is playing and freeze when the drum stops. Instruct the students to walk forwards, backwards, sideways, etc. without bumping into anything or anyone. Explore locomotor and non-locomotor movements. 2. Build body shapes on three levels: high, middle, and low. Each time the teacher beats the drum, the students make a body shape exploring each level, freezing when drum stops; beating the drum should be slow. One beat, wait two or three seconds before beating the drum again. 3. Teach students about motif dance symbols; explain that the symbols help to remember dance movements. Motif symbols used: high, middle, low, pause, shrink, grow, scatter, and gather. Add body dynamic of quick and sustain movement. *Divide class into two groups: One class will create glacier dances and the other half will observe glacier melt. B. Glacier Vocabulary 2:30-2:55 minutes 1. accumulation: A glacier forms when snow accumulates over time and the pressure turns it into ice. The buried layers slowly compress together to form a thickened mass of ice. As the snow and ice are compressed, the air spaces in the layers decrease, and the ice appears blue. 2. advance: As more and more glacier ice is formed, the weight of the glacier causes it to move forward. As it moves, it erodes the ground underneath by scraping it up and carrying rocks and dirt with it. 3. retreat: The glacier stops accumulating and begins to retreat. Glacier retreat results from increasing temperature, evaporation, and wind scouring.

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When they retreat, glaciers leave mounds of gravel, sand, and rocks (moraines) along the way.

C. Alpine Glacier Movement 1. Students can now build glacier dances using motif symbols. 2. Students should work in pairs: chose at least four motif symbols that will demonstrate accumulation, advance, and retreat. 3. Students must use sustain and quick movement, and move on all three levels. 4. Glacier dance must have a clear beginning and end. Tell students to begin in a shape and end in shape that they can hold for 5 seconds. D. Glacier Melt 2:55-3:25 minutes 1. Depending on the class size, you may want to break the class up into two small groups. 2. Immediately before class, set up "glacier melt" so it can begin melting into the lake. (Set up in the back of the classroom, or somewhere off to the side where students can gather around it later, but it won't be distracting during the next lesson. 3. Students will observe how a glacier moves silt and dirt toward the lake and cover/beads representing salmon in lake. (Use the torch to speed up the melting process.) 4. Measure turbidity level of water before the glacier melts and once again after it melts. F. Discussion Questions: 5 minutes a. Relates back to the challenge questions presented the month before: 1. How does Power Creek affect Eyak Lake? 2. What is turbidity? 3. How does turbidity effect salmon eggs?

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4th Grade Glacier Vocabulary

Name: _______________________________________ Date: ___________________________ Directions: Match the definition with the correct vocabulary word by placing the number on the line before the word. 1. material that is the result of weathering _____ alpine glacier and erosion 2. process through which pieces break _____ turbidity off of a glacier 3. what a glacier does when it grows _____ silt 4. this process causes a glacier to advance _____ calving 5. what a glacier does when it shrinks _____ sediment 6. form on the crests and slopes of mountains _____ aquatic organisms 7. to prolong an action for an extended _____ advance period of time 8. cloudiness of a liquid _____ retreat 9. organisms that live in water _____ accumulation 10. fine particles easily transported in water _____ sustain

Lesson : Eyak Lake Geography-Salmon Habitat-Glacial Input 1. Eyak Lake Geography 35 minutes a. Power Point Slide Show of Eyak Lake 1. Guide students to locate Eyak Lake on our earth.

2. Guide students to locate our monitoring sites. 3. Help students understand the water inputs to Eyak Lake, and the origin

of Power Creek. 4. Guide students to locate salmon spawning areas in Eyak Lake. 5. Help students understand that Power Creek transports fine sediments

into the lake, how that affects turbidity, and how increased turbidity might affect salmon habitat in the lake.

Materials Needed: Google Earth PPT presentation: “Salmon Habitat Eyak Lake Geography Glacial Input” Paper/handout maps: - topographic maps of the Cordova area (3-4 is ideal)

-Aerial photos of the Eyak Lake watershed (3-4 is ideal) -double-sided hand out of “Eyak Lake Fishery Habitat & Water Quality” map and

satellite photo of Eyak Lake (slides from ppt presentation) (one copy per student) Activity: Where in the world is Eyak Lake? Intro discussion: Because the students are studying Eyak Lake, it’s important for them to know

where Eyak Lake is on our planet, and to understand how water enters Eyak Lake. Finding Eyak Lake: While asking the following questions, use Google Earth to zoom closer and closer to Eyak Lake. Once there, if time allows, you can ask the “extension” questions about Google Earth listed below. On what planet is Eyak Lake located? -Earth In which hemisphere is Eyak Lake located? -Northern hemisphere On which continent is Eyak Lake located? -North America In which state is Eyak Lake located? -Alaska Near which ocean is Alaska located? -Pacific Ocean

In which town is Eyak Lake located? -Cordova Near which smaller body of water is Cordova located? -Gulf of Alaska and/or Prince William Sound Who can point to Cordova on this map? Who can point to Eyak Lake on this map? Who can point to our monitoring sites on this map? (Mavis or Boy Scout Island) “Extension” questions about Google Earth How are the images of earth collected? (Satellites located in space)

What do the different colors represent? (green = land, blue/gray = water, tan/brown = mud, white = ice/glaciers or land covered with snow)

During what time of year was were these images of Cordova taken? (Look for the imagery date in the lower left corner of the screen. Point out that the time of year the images were taken affects what the land will look like (covered with snow/ice or not.)

Water in and out of Eyak Lake: Now that we’ve found Eyak Lake, and you all are studying the water in Eyak Lake, let’s talk about the ways water enters the lake. What are the ways water enters Eyak Lake? -Precipitation, runoff and Power Creek. How does water leave the lake? -Eyak River, evaporation Water in Focus on Power Creek: Distribute the topographic maps of the Cordova/Eyak Lake area. It might work best to lay them on the floor so small groups of students can gather around them. Ask the students to put their fingers on the following features: -City of Cordova -Eyak Lake -Power Creek -Try to follow Power Creek upstream to its source.

-What is the source of Power Creek? (Shepherd Glacier) -What is the source of Shepherd Glacier? (the same icefield where all the glaciers we see from the Highway originate from Scott, Sheridan, Sherman and Child’s Glaciers)

Next, distribute the aerial photos of the Eyak Lake area. Make sure the students understand that this image is not a map, and not a satellite image, but a photo taken from above from an airplane. Ask the students to put their fingers on the following features: -City of Cordova -Eyak Lake -Power Creek

-Follow Power Creek up its valley to its source at Shepherd Glacier, then follow the glacier up to its source in the icefield

Next, pull up the ppt presentation and distribute the hand out to each student. First discuss the satellite image of Eyak Lake (with the sediment load in yellow). Find Power Creek, and discuss what the creek is bringing into the lake that causes the cloudiness that is picked up in the satellite image. Power Creek, because it originates in a glacier, is carrying glacial melt water into the lake. This water is carrying in it fine sediments that the glacier grinded away from the mountains. These sediments (silt and flour) are very small so they are suspended in the water causing it to be cloudy. (Ask them if they remember the word scientists use to describe the cloudiness of water = Turbidity.) What are some of the impacts to salmon habitat caused by this increased turbidity? - Cover up/fill in gravel beds used by salmon for spawning

-Increased sediment deposition on salmon eggs can cause them to smother by limiting their ability to absorb oxygen through the water

-Interfere with the ability of young salmon to see food and predators Now discuss the “Eyak Lake Fishery Habitat and Water Quality” map. Possible questions for this map include: -What is the box called that provides information about what is shown on the map? (Key) -What do the pink areas along shore represent? (Sockeye salmon spawning habitat) -What do the blue lines going out of the lake represent? (known spawning streams) -What do the letters by the spawning streams mean? (The types of fish known to spawn

in those streams) Conclude by pointing out that because Eyak Lake provides valuable habitat for fish, it’s important for us to study the health of the habitat in the lake, particularly turbidity. Show the students the last two photos in the slideshow, which shows turbid water in the lake coming from Power Creek. Their next activity to help them to further understand how sediments are transported by glaciers and glacial meltwater streams.

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Session #4 December 2012 Lesson Title: Eyak Lake/Salmon Habitat Monitoring Focus: Glacier Anatomy Grade Level: 4 Teaching Time: 2 hours Key Words: alpine glacier personal space accumulation motif symbols advancing high, middle, low levels retreat shrink/grow moraine scatter/gather medial moraine pause lateral moraine sustain/quick terminal moraine Focus Questions: Review Focus Questions from last month: 1. What is a glacier? 2. What is turbidity? 3. How does Power Creek affect Eyak Lake? New Focus Questions: 1. What is a glacier? 2. What is a moraine? 3. How do silt and sand get into the water by nature? 4. How do silt and sand get into the water by humans? Learning Objectives:

The students will: define alpine glacier accumulation, growing, advancing, and retreating. define three types of moraines: terminal, lateral, medial. explore three levels of movement, personal space dance, and safe dance. create a short movement phrase exploring the three types of moraines, using motif symbols. explain how silt and sand get into water by nature and by humans. Materials: glacier diagram glacier model: aluminum pans with sand and ice cubes motif symbols large open space to move in drum and white board

2

Audio/Visual Materials: Lap top for Skype Session Focus questions on flash drive for smart board. Alaska State Standards: SA The student will demonstrate an understanding of the processes and applications





Ask a question about objects organisms and events in the environment. Plan and conduct a simple investigation.

All students will gain an understanding about scientific inquiry. Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. Scientists use different kinds of investigations depending on the questions they are trying to answer. Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge).

Content Standard D: Earth and Space Science All students will gain an understanding of changes in the earth and sky.

The surface of the earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions and earthquakes.

Procedure: A. The Lesson 1:30-2:10 Moraine Movement Experience 1. Students practice moving in space with drum: a. define and explore moving in personal space. b. define and explore moving on three levels. c. define and explore moving safely. d. as a group students move together to form a terminal, medial, and lateral moraine. 2. Review motif symbols with students. Observe Alicia's glacier dance from last month. 3. Divide the class into groups of two or three.

3

4. Students use motif symbols to create a short movement phrase demonstrating the three types of moraines. 5. Students label glacier moraine diagram. B. Skype Session with Yakutat 2:15-3:00 1. Share student dances with Yakutat and Salmon Life with Cordova. C. Students use an ice cube and sand pans 3:00-3:30 to demonstrate the three glacier moraines. 1. moraine very large piles of deposited rock and sand left by a glacier. 2. terminal moraine moraine at the end of a glacier’s path. 3. medial moraine moraine in the middle of a glacier’s path. 4. lateral moraine moraine on the edges/sides of a glacier. 4. Complete Eyak Lake monitoring crossword puzzle and salmon habitat vocab. worksheet. 5. If there is more time remaining, complete glacier vocab. worksheet and crossword puzzle. 6. Review focus questions from last month 1. What is a glacier? 2. What is turbidity? 3. How does Power Creek affect Eyak Lake? New Focus Questions: 1. What is a glacier? 2. What is a moraine? 3. How do silt and sand get into the water by nature? 4. How do silt and sand get into the water by humans?

4


Name: _______________________________________ Date: ___________________________ Directions: Match the definition with the correct vocabulary word by placing the number on the line before the word.

1. moraine on the edges/sides of a glacier. _______ alpine glacier 2. what a glacier does when it shrinks. _______ moraine 3. this process causes a glacier to advance. _______ terminal moraine 4. very large piles of deposited rock and sand _______ medial moraine left by a glacier. 5. a glacier that moves down from a high valley ________ lateral moraine 6. moraine at the end of a glaciers path. _______ accumulation

7. what a glacier does when it grows. _______ advance

8. moraine in the middle of a glaciers path. _______ retreat

5

Fourth Grade December Focus Questions

Name: _____________________________ Date: ___________________ Lesson Focus Questions: 1. What is a glacier? __________________________________________________________________ __________________________________________________________________ 2. What is a moraine? __________________________________________________________________ __________________________________________________________________ 3. How do silt and sand get into the water by nature? __________________________________________________________________ __________________________________________________________________ 4. How do silt and sand get into the water by humans? __________________________________________________________________ __________________________________________________________________

1


Session #5 January 2013 Unit Title: Eyak Lake/Salmon Habitat Monitoring Focus: Photosynthesis Grade Level: 4 Teaching Time: 2 hours Key Words: photosynthesis light, air, water, nutrients, space (LAWNS) autotroph heterotroph chloroplast chlorophyll pigment respiration Focus Questions: Review:

What is turbidity? What can happen to fish and other aquatic organism if too much sediment gets into aquatic systems?

New: How is the rate of photosynthesis affected by turbidity? How then are juvenile salmon affected by turbidity? How does turbidity affect salmon eggs?

Learning Objectives:

The students will: define the process of photosynthesis. demonstrate the process of photosynthesis. draw connections between turbidity and salmon growth. Materials: drum worksheets instruments Audio/Visual Materials: Ipod and docking system

2

Alaska State Standards: SA The student will demonstrate an understanding of the processes and applications




Procedure: A. Review from last month 5 minutes 1:30-1:35

1. What were the three glacier moraines we learned in December? lateral, medial, terminal

B. Travel to gym 20 minutes 1:35-1:55 1. Hand -out glacier dances from last month. 2. Ask students if they remember their dance and have them demonstrate.

C. Skype with Yakutat 30 minutes 2:00-2:30 1. Share glacier dances; Cordova. 2. Share salmon tank observations; Yakutat.

C. Introduction to lesson 10 minutes 2:30-2:40 1. What did you eat for dinner last night? 2. Plants are special, they make their own food! Photosynthesis! a process where plants combine carbon dioxide and water mix it with sunlight and it will produce oxygen and sugar!

3. This all takes place in the leaf. The leaf has a green pigment called chlorophyll which helps photosynthesis take place.

Carbon dioxide + water mix sunlight = sugar + oxygen (6 CO2 ) + (6 H20) sunlight/chlorophyll = (C6 H12 06) + (6 02) 4. What do you need to survive? Air, water, food, shelter a. Salmon need: air, water, shelter, food, space. b. Plants need: light, air, water, nutrients, space. LAWNS!

3

D. Create photosynthesis recipe 10 minutes 2:40-2:50 1. Ingredients a. light and energy from the sun b. water c. carbon dioxide from the air d. chlorophyll from the cells of green plants 2. Steps a. The chlorophyll in the cells of the plant absorbs light from sun. b. The sun's energy splits the water molecules into hydrogen and oxygen. c. The hydrogen joins with carbon dioxide to make sugar (food). d. The sugar is carried to other parts of the plant. The extra oxygen is released into the air. D. Photosynthesis Dance 35 minutes 2:50-3:25 1. Parts a. sun, plant, water, carbon dioxide, energy, oxygen, sugar. b. plant stands in the middle and the sun is off to the side. Carbon dioxide, energy, and water move around the plant. c. Carbon dioxide sits down so oxygen and sugar can shine. E. Additional Notes 1. Plants and people have opposite respiration process. a. People take in oxygen and release carbon dioxide and water. b. Plants take in carbon dioxide and release water and oxygen. c. Plants help us live! Give us oxygen to breath! 2. What is the connection between photosynthesis and salmon? a. Salmon eat plants! Salmon eat insects! b. Salmon eggs and fry need clean, pure, oxygenated water. c. Visual eaters, need to see predators. 3. Aquatic Plants Connection in the Food Web Submerged plants release dissolved oxygen into the water. It is used in respiration by aquatic animals. Aquatic plants can absorb excess nutrients in the water.

4

Photosynthesis Vocabulary

1. air the mixture of nitrogen, oxygen, argon, carbon dioxide, hydrogen, neon, helium, other gases that surrounds the earth. 2. chloroplast special part of green plant cells. Chlorophyll found here. 3. chlorophyll the green pigment of a plant needed for photosynthesis to occur. 4. pigment a substance that makes color in the tissues of organisms. 5. photosynthesis the production of carbohydrates (food) from carbon dioxide and water using sunlight as the source of energy with the aid of chlorophyll. The process by which green plants make their own food using simple raw materials from the environment and light energy. Light energy is trapped by the green pigment called chlorophyll. The energy is then used to split water molecules. Hydrogen from the water is combined with carbon dioxide to form carbohydrates (initially glucose) and the oxygen from water is released as a waste product. 6. autotroph an organism that uses energy to produce the food they need. 7. heterotroph an organism that gets energy from the foods they eat. 8. respiration breathing

5

Photosynthesis recipe Ingredients a. light and energy from the sun b. water c. carbon dioxide from the air d. chlorophyll from the cells of green plants Steps a. The chlorophyll in the cells of the plant absorbs light from sun. b. The sun's energy splits the water molecules into hydrogen and oxygen. c. The hydrogen joins with carbon dioxide to make sugar (food). d. The sugar is carried to other parts of the plant. The extra oxygen is released into the air.

6

Carbon dioxide + water mixed with sunlight = glucose + oxygen chlorophyll

1


Session #6 February 2013 Unit Title: Eyak Lake/Salmon Habitat Monitoring Focus: Salmon Bonanza! Dissection Grade Level: 4 Teaching Time: 2 hours Key Words: dissection fins slime scales vent eggs milt liver gall bladder swim bladder kidney smoltification lateral line operculum gills Focus Questions: Review: How do plants make their own food? What do plants have to do with our Eyak Lake monitoring project? Why are plants important to the lake, both shore and aquatic? New:

Why is Eyak Lake so important to Cordovans? What are we looking at on our monitoring field trips?


The students will: identify external and internal organs of salmon.

2

Materials: salmon scalpel tweezers petri dishes cutting board old newspaper to cover table lab coat Ask Barclay: Stuffed Salmon Plush Toy and Salmon Display Boards Audio/Visual Materials: Salmon external anatomy PP (PWSSC NAS2) Student lap tops to play salmon dissection game Alaska State Standards: SA The student will demonstrate an understanding of the processes and applications




Procedure: A. Review from last month 1:30-1:40

1. What is turbidity? 2. What can happen to fish and other aquatic organism if too much sediment gets into the water? 3. How does turbidity affect salmon eggs?

B. New 1. Why are we dissecting a salmon?

C. Introduction to lesson 1:40-1:45 4. What do you need to survive? Air, water, food, shelter a. Salmon need: air, water, shelter, food, space. b. Plants need: light, air, water, nutrients, space. LAWNS! D. Salmon Dissection 1:45-2:00 1. Begin this lesson playing salmon dissection game:

http://library.thinkquest.org/05aug/00548/Intro--All%20Games.html 2. Skype with Tom in Yakutat. 2:00-2:30 Share our salmon tank story.

http://library.thinkquest.org/05aug/00548/Intro--All%20Games.html

3

E. Divide the class into three groups and conduct salmon 2:30-3:00 dissection at the same time. Travel to common area. F. Salmon Life Cycle Movement/ Game 3:00-3:25 1. As a class, move together through the salmon life cycle (talk about areas in classroom that represent stream, estuary, and ocean): a. egg low level, small round shape. b. eyed egg low level, small round shape, add finger movement for eye immersion. c. alevin low to middle level movt., legs kick up, head burrows down. d. fry middle level movt., swim in freshwater. e. smolt middle level movt., swim toward estuary. f. adult salmon high level movt., swim as a group in ocean. g. spawning salmon high level movt., swim back to estuary. h. dead salmon end where you began your movt. F. Wrap-Up 3:25-3:30 1. Connect salmon to Eyak Lake habitat. 2. Go over past month's focus questions/voc. match up/crossword G. Additional Notes 1. Stages of Life-Impacts of Climate Change A. Freshwater:

1. Stream flow changes. Less snow, more rain. 2. Habitat: quantity and quality.

B. Eggs & Embryos 1. Increased rate of development.

2. With faster currents, what could happen to the eggs? 3. Spreading “scour”, redistribution of eggs. 4. Reduced size of adults.

C. Alevin 1. Positive effects: early emergence, faster growth, more habitat available to them. 2. Negative effects: displaced.

D. Fry 1. Growth rate change: because of the increase in growth rate of fry, the juveniles may slow down their growth. 2. Habitat availability. 3. Increased disease susceptibility.

E. Smolt

4

1. Shorter migration times because of physical issues. 2. Altered time of migration-success in ocean depends on presence of favorable estuary/ ocean conditions.

2. Aquatic Plants Connection to Salmon in the Food Web A. Food 1. What do salmon eat? 2. Do salmon eat the same thing through their entire life? 3. During what stages of life do salmon live in Eyak Lake? 4. What do salmon eat in Eyak Lake?

B. Submerged plants release dissolved oxygen into the water 1. What do we know about dissolved oxygen?

Answer: It’s used in respiration by aquatic animals. C. Aquatic plants can absorb excess nutrients in the water. D. They are a food source for many animals.

1. Dead plants break down in the water to form small particles of organic material called “detritus”. This feeds small aquatic insects, shellfish, and small fish. E. Smolt eat detritus. F. Fry eat the insects that eat the detritus. G. Therefore, if there are less plants growing in the water, there is less food for young salmon.

How did they get here?

Photos: travelalaska.com

They flew!

In the wild…

Last year’s egg take

Collecting milt

Mix together, and add water!

At the hatchery

Wally Noerenberg Hatchery

Esther Island, PWS

Collecting eggs

Collecting the milt

Swim-up Fry

Daily Tank Inspection

Tank inspection—report problems or changes

immediately to your teacher!

Take the temperature (at least 15 sec!)

Record temperature in notebook

Add new thermal units to ATU total

Update dry erase board

Replace all styrofoam insulation and put tools

back where you found them!

Weekly Tank Tasks

Measure Dissolved Oxygen

Measure Ammonia levels

Water exchange

Practice!

Due to an early freeze in October, we were unable to catch salmon and fertilize their eggs.

Our salmon eggs traveled by float plane to Cordova from the Wally Noerenberg Hatchery, Esther Island, Prince William Sound.

Esther Island is an island in the northwestern part of Prince William Sound. It has a land area of 49.165 square miles.

The island does not have any permanent settlements other than the Wally Noerenberg Hatchery.

This hatchery is owned and operated by the Prince William Sound Aquaculture Cooporation.

The hatchery raises three different species of salmon: Pink, Chum, and Coho.

The Wally Noerenberg hatchery is one of the largest facilities in Alaska, releasing 175 million pink and chum salmon in 2006.

Each day we:

Inspect the tank and report problems or changes immediately to our teacher.

Take the temperature .

Record temperature in notebook.

Add new thermal units to ATU total.

Update dry erase board.

And finally replace all styrofoam insulation and put tools back where we found them.

1


Session #7 March 2013 Lesson Title: Eyak Lake/Salmon Habitat Monitoring Focus: Eyak Lake Monitoring Grade Level: 4 Teaching Time: 2 hours Key Words: Eyak Lake monitor trends data Hydrolab turbidity meter nutrient Tests: nitrate and phosphate dissolved oxygen pH Hanna Meter Focus Questions: Review:

How does turbidity affect salmon? Why is Eyak Lake so important to Cordovans?


The students will: observe how to use a Hydrolab to measure water temperature (°C), pH, and dissolved oxygen in Eyak Lake. observe how to use a turbidity meter to measure turbidity in Eyak Lake. observe how to use a nitrate and phosphate chemet kit to measure these nutrient levels in Eyak Lake. define turbidity. define nutrients: nitrate and phosphate. define pH and dissolved oxygen. Materials: Eyak Lake Monitoring Site Hydro Lab Turbidity meter Nitrate and phosphate chemet kits. Two water samples from Eyak Lake, Northeast and Southwest Worksheets: Eyak Lake Mavis Island Monitoring Site.

2

Audio/Visual Materials: Lap top and projector Alaska State Standards: SA The student will demonstrate an understanding of the processes and applications




Procedure: *Divide class into two groups. Group one will travel to Nirvana Park and conduct Eyak Lake water quality tests while group two will travel to the Catholic Church to learn about play a salmon life cycle game and review for jeopardy. Groups will rotate after an hour. A. Eyak Lake - Nirvana Park 1:30-2:30 1. Group One travels to Nirvana Park to conduct water quality tests, weather permitting. 2. Record weather data. 3. Time break down: 1:30 leave for Nirvana Park 1:45-2:15 conduct tests/record weather 2:15-2:30 return to classroom B. Review from last month (for each group) 2:30-3:25

1. What are the five pacific salmon species? 2. What is needed for a healthy salmon habitat? 3. What do you remember from the salmon dissection?

C. Lesson- Travel to Catholic Church 1. Review the life stages of salmon. 2. Set up cones, game cards, and dice. Follow directions on game cards to play salmon life cycle game. 3. Have students develop one question for each jeopardy category. (use worksheet provided) D. Review for jeopardy game (full class) 1. Complete any work in student log book before sharing jeopardy questions.

1


Session #8 April 2013 Lesson Title: Eyak Lake/Salmon Habitat Monitoring Focus: Assessment of school year/ jeopardy Grade Level: 4 Teaching Time: 2 hours Key Words: Look over lessons of the year Eyak Lake Monitoring Session #1& #2

Glaciers Galore Session #3 & #4 Photosynthesis Session #5 All About Salmon All year Salmon Dissection Session # 6

Focus Questions: Review key concepts of the year: a. Eyak Lake Monitoring b. Glaciers Galore c. Photosynthesis d. All About Salmon e. Salmon Dissection


The students will: design a line graph illustrating our salmon tank stages using ATU. Share with Tom in Yakutat. identify key concepts of the year as a review for the jeopardy game: play jeopardy game. Categories:

Eyak Lake Monitoring Glaciers Galore Photosynthesis All About Salmon Salmon Dissection Materials: graph paper Audio/Visual Materials: Jeopardy board game on lap top used with smart board.

2

Alaska State Standards: SA The student will demonstrate an understanding of the processes and applications




Procedure: A. Salmon Tank Life Stage Graph 45 minutes 1:30-2:15 1. Distribute data for line graph of our salmon life stages. 2. Students work independently creating a line graph. 3. Share with Tom's students in Yakutat. B. Skype Session with Yakutat 30 minutes 2:15-2:45 1. Share our salmon tank observations and data. C. Jeopardy Game 45 minutes 2:45-3:00 1. Divide the class into groups of two. 2. Conduct jeopardy game.

Mt. Eccles Elementary School

Coho usual development eyed eggs ATU 220 hatch - alevin ATU 400-500 fry emerge ATU 700-800 Cordova 2011-2012 Dec. 16 eyed eggs ATU 224 Feb. 20 hatch- alevin ATU 587 March 12 fry ATU 818 Cordova 2012-2013 Jan. 24, 2013 eyed eggs (from hatchery) ATU 341 Feb. 25 hatch- alevin ATU 520 March 27 fry ATU 702 Kenny Lake 2012-2013 Nov. 26, 2012 eyed eggs ATU 194 Jan. 1, 2013 hatch- alevin ATU 422 Jan. 28 fry ATU 580 Tom 2012-2013 Dec. 2012 eyed eggs ATU 92 Jan. 2013 hatch- alevin ATU 216 March 2013 fry ATU 768

0

100

200

300

400

500

600

700

800

900

Nov. Dec. Feb. March

ATU

Months

Salmon in the Classroom Data

Cordova 11-12

Cordova 12-13

Kenny Lake 12-13

Yakutat 12-13

Eyed Egg

Alevin

Fry

Fourth Grade Jeopardy Questions

Salmon Science 100 Identify this stage in the life cycle. Alevin 200 What type of salmon do we have in our tank? Coho/silver 300 Name the five species of Pacific salmon found in Alaska. Chum/dog, sockeye/red, Chinook/king, Coho/silver, pink/humpy 400 What type of water does this life cycle stage occur in? Estuary 500 Name two ways human impact salmon habitat. Pollution, construction, erosion, ATVs Glaciers Galore 100 What is a glacier?

Large, moving body of ice that forms when more snow falls than melts over a long period of time

200 What process causes a glacier to advance? Accumulation 300 Name the three types of moraine. Terminal moraine, medial moraine, lateral moraine 400 What is a moraine? Large piles of rocks and sand deposited by a glacier 500 How do silt and sand get into the water through natural processes? Glacial erosion and runoff, storms, erosion

Salmon Dissection 100 What can biologist learn from studying salmon scales? Help scientists determine the age of the salmon 200 What is the purpose of the swim bladder? The swim bladder allows the salmon to rise and dive 300 Name the fin whose function is unknown. Adipose fin 400 What are two functions of slime?

Protect the scales, help get away from predators, protect fish from scrapes and infections

500 Ear bones are called ________________. Otoliths Photosynthesis 100 What is so special about plants? They make their own food. 200 Name three things aquatic plants need to survive? There are five total. Light, air, water, nutrients, space (LAWNS) 300 Name the three elements needed for a plant to make its own food. Sunlight (energy), water, carbon dioxide 400 What is the green pigment in the leaf that allows photosynthesis to

occur called? Chlorophyll 500 What is the connection between photosynthesis and salmon?

Salmon eat plants! Salmon eat insects! Salmon eggs and fry need clean, pure oxygenated water. Salmon are visual eaters and they need to see their predators.

Monitoring 100 What is needed for a healthy salmon habitat? Air, water, food, shelter, and space 200 Name this monitoring instrument. Niskin Bottle 300 What is turbidity? The cloudiness of a liquid 400 Name two nutrients we measured in Eyak Lake. Phosphate and nitrate 500 Name this monitoring instrument. What does it measure? Hanna Meter

Water temperature and pH

Fourth Grade

September Focus Questions

Name: _____________________________

Date: ___________________

Lesson Focus Questions:

1. List two types of equipment scientists use to monitor changes in water. Explain what

they monitor.

___Hanna Meter—measures temperature and pH, nutrient tests_______________

___HydroLab—measures temperature, pH, dissolved oxygen ________________

2. What do scientists study to examine changes in water?

_temperature, pH, dissolved oxygen, salinity, nutrients (nitrate, phosphate), turbidity__

__________________________________________________________________

4th Grade Eyak Lake Monitoring Tools

Name: _______________________________________

Date: ___________________________

Directions: Match the definition with the correct vocabulary word by placing the number on

the line before the word.

1. one type of fertilizer. __8__ turbidity meter

2. tool used to measure water __5__ Hydro Lab (product name)

water temperature and pH.

3. a pattern. __1__ phosphate

4. regular observations. __9__ data

5. tool used to measure water __6__ nutrient

temperature, pH, and dissolved

oxygen.

6. an element that promotes growth. _12__ dissolved oxygen

7. another type of fertilizer. _11__ pH

8. tool used to measure how __7__ nitrate

clear the water is.

9. information used for discussions. __3__ trend

10. water collection tool. __4__ monitor

11. the measure of how acidic or basic a __2__ Hanna Meter (product name)

substance is.

12. the amount of oxygen dissolved in _10__ niskin bottle

water at a given temperature.

Fourth Grade

October Focus Questions

Name: _____________________________

Date: ___________________


1. How do we monitor our salmon habitat in Eyak Lake?

__measure changes in water: temperature, pH, dissolved oxygen,_______

turbidity, nutrient levels________________________________________

2. How do humans impact salmon habitat?

___pollution, building/construction/ATVs________________________________

__________________________________________________________________

3. Name two types of equipment scientists use to monitor changes in water?

__niskin bottle, Hanna meter, HydroLab, nutrient tests, turbidity meter_________

__________________________________________________________________

4th Grade

Salmon Habitat Vocabulary

Name: _______________________________________

Date: ___________________________



1. a flowing body of water with a mild ___2___ King/Chinook

current.

2. spawns in faster flows of water with

larger gravel. ___3___ ocean

3. a large body of salt water. ___8___ Sockeye/Red

4. spawns in the intertidal. ___1___ stream

5. spawns in spring fed areas, from the

mouth of rivers to thousands of miles ___7___ Coho/Silver

upstream.

6. A mix of fresh and salt water. ___5___ Chum/dog

7. spawns in small stream tributaries and

tiny flows of water. ___4___ Humpy/Pink

8. spawns in rivers, streams, and spring fed

shorelines. ___6___ esturary

Lake Monitoring Vocabulary WordsPrince William Sound Science Center

Terminology for Lake Monitoring D

N U T R I E N TN SI P H O S P H A T ES H O AK L N NI D V N IN A E A TB H T R E N D M RO Y A O E AT D X T TT U R B I D I T Y M E T E RL O G RE L EA M O N I T O RB

1

10

3

54

8

2

11

6

9

7

Across2 An element that promotes growth

4 One type of fertilizer 9 A pattern 10 Tool used to measure how clear the water is (2 Words)

11 Regular observations

Down1 The amount of oxygen dissolved in water at a given temperature (2 Words)

3 Water collection tool (2 Words)

4 The measure of how acidic or basic a substance is

5 Tool used to measure water temperature and pH (2 Words)

6 Another type of fertilizer 7 Information used for discussions

8 Tool used to measure water temperature, pH and dissolved oxygen (2 Words)

4th Grade

Healthy Salmon Habitat

Name: _______________________________________

Date: ___________________________

1. Name the five species of Pacific Salmon found in Alaska. (Don't worry about spelling.)

___king/chinook_________________________________

___sockeye/red__________________________________

___coho/silver___________________________________

___pink/humpy__________________________________

___dog/chum____________________________________

2. Name four things needed for a healthy salmon habitat.

___food -> benthic macroinvertebrates_______________

___shelter -> bankside vegetation___________________

___air -> enough dissolved oxygen__________________

___water_______________________________________

3. Define estuary.

__an area where freshwater and saltwater mix -> where a large river flows into the ocean

________________________________________________________________________

Fourth Grade

November Focus Questions

Name: _____________________________

Date: ___________________


1. What is a glacier?

__large moving body of ice that forms when more snow falls than melts _______

over a long period of time___________________________________________

2. What is turbidity?

__how clear or cloudy the water is due to sediment load_____________________

__________________________________________________________________

3. How does Power Creek affect Eyak Lake?

__Power Creek drains icefields in the mountains and brings a large amount______

of sediment into Eyak Lake__________________________________________


Name: _______________________________________

Date: ___________________________



1. material that is the result of weathering __6__ alpine glacier

and erosion

2. process through which pieces break __8__ turbidity

off of a glacier

3. what a glacier does when it grows __10_ silt

4. this process causes a glacier to advance __2__ calving

5. what a glacier does when it shrinks __1__ sediment

6. form on the crests and slopes of mountains __9__ aquatic organisms

7. to prolong an action for an extended _3__ advance

period of time

8. cloudiness of a liquid __5__ retreat

9. organisms that live in water __4__ accumulation

10. fine particles easily transported in water __7__ sustain

Glacier Vocabulary WordsPrince William Sound Science Center

C S MA A U OD L S R T TV V R T A E UA L P I N E G L A C I E R RN N T I N M BC G R N E I IE E N DA Q U A T I C O R G A N I S M S

T L TM YO S

L A T E R A L M O R A I N EA D

A C C U M U L A T I O N IN M

M E D I A L M O R A I N E EN

S I L T

9

5

11

8

13

12

6

10

4

1 3

7

2

14

Across8 form on the crests and slopes of mountains (2 Words)

9 organisms that live in water (2 Words)

11 moraine at the edges or sides of a glacier (2 Words)

12 this process causes a glacier to advance

13 moraine in the middle of a glacier's path (2 Words)

14 fine particles easily transported in water

Down1 process through which pieces break off of a glacier

2 to prolong an action for an extended period of time

3 very large piles of deposited rock and sand left by a glacier

4 what a glacier does when it grows

5 moraine at the end of a glacier's path (2 Words)

6 cloudiness of a liquid 7 what a glacier does when it shrinks

10 material that is the result of weathering and erosion

6

Fourth Grade

December Focus Questions

Name: _____________________________

Date: ___________________


1. What is a glacier?

__large moving body of ice that forms when more snow falls than melts_________

over a long period of time____________________________________________

2. What is a moraine?

__ridge, mound or other large deposit of debris (sediment, boulders, etc.)_______

left by a glacier____________________________________________________

3. How do silt and sand get into the water through natural processes?

__erosion _-> weather events, glacial movement, storms, runoff______________

__________________________________________________________________

4. How do silt and sand get into the water through human actions?

__construction, recreation (i.e., ATVs)___________________________________

__________________________________________________________________

6

Fourth Grade

January Focus Questions

Name: _____________________________

Date: ___________________


1. How is the rate of photosynthesis affected by turbidity?

__more turbidity means less sunlight can penetrate the water, which___________

decreases photosynthesis ___________________________________________

2. How then are juvenile salmon affected by turbidity?

___too much turbidity can decrease their food supply and make it harder _______

for them to see both their food and predators______________________________

3. How does turbidity affect salmon eggs?

___eggs need clean oxygenated water; high turbidity could decrease the________

amount of oxygen in the water_________________________________________

6

4th Grade

Photosynthesis Vocabulary

Name: _______________________________________

Date: ___________________________



1. special part of green plant cells; chlorophyll ___7___ air

is found here

2. a substance that makes color in the tissues ___8__ respiration

of organisms

3. the process by which green plants make their ___6___ chlorophyll

own food from carbon dioxide and water using

sunlight as a source of energy

4. organism that gets energy from the foods they eat ___2___ pigment

5. an organism that uses energy to produce ___3___ photosynthesis

the food they need

6. the green pigment of a plant needed for ___5___ autotroph

photosynthesis to occur

7. mixture of nitrogen, oxygen, argon, carbon ___4___ heterotroph

dioxide, hydrogen, helium and other gases

that surround the earth

8. breathing ___1___ chloroplast

6

Fourth Grade

February Focus Questions

Name: _____________________________

Date: ___________________


1. Why are we dissecting salmon?

__to learn about the anatomy, form and function of a salmon_________________

__________________________________________________________________

2. How are plants important to salmon?

__plants are the base of the food chain; they also increase the dissolved oxygen in

the water; they provide food for young salmon; smolts eat detritus; fry eat the insects that

eat detritus (detritus is formed when plants break down in water to form small particles of

organic material called detritus, which is food for insects)__

10

Photosynthesis Vocabulary WordsPrince William Sound Science Center

C H L O R O P H Y L L HH E

C H L O R O P L A S TT EO RS OY TN R

A U T O T R O P H OH P

P I G M E N T HS A

R E S P I R A T I O NS R

21

4

3

8

5

6

7

Across1 green pigment of a plant needed for photosynthesis to occur

4 special part of green plant cells; chlorophyll is found here

5 organism that uses energy to produce the food it needs

6 substance that makes color in the tissues of organisms

8 breathing

Down2 process by which green plants make their own food from carbon dioxide and water using sunlight as a source of energy

3 organism that gets energy from the food it eats

7 mixture of nitrogen, oxygen, argon, carbon dioxide, hydrogen, helium and other gases that surround the earth

4th Grade Assessment September 2012

Name _________________________________ 1. What equipment do scientists use to monitor changes in water? ______________________________________________________________________________ ______________________________________________________________________________ 2. How might climate change affect salmon habitat in Eyak Lake? ______________________________________________________________________________ ______________________________________________________________________________ 3. How does Power Creek affect Eyak Lake? ____________________________________________________________________________ ______________________________________________________________________________ 4. What is turbidity? ______________________________________________________________________________ ______________________________________________________________________________ 5. How does turbidity affect salmon eggs? ______________________________________________________________________________ 6. How do plants make their own food? ______________________________________________________________________________ 7. What is a watershed? ______________________________________________________________________________ 8. Why is Eyak Lake so important to Cordovans? ______________________________________________________________________________

draft 2012-2013 4th grade discovery room: eyak lake...

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