Teacher Guide
Umpqua Fish Learn — 20-Minute Digital Science Lesson
Grades 3-5 | NGSS-Aligned | Classroom Chromebooks
Learning Objectives
- •Describe the salmon anadromous life cycle from egg to spawning adult
- •Identify Chinook, Coho, and Summer Steelhead by key physical features
- •Explain why scientists count fish and how data helps protect species
- •Understand the role of Winchester Dam, fish ladders, and hatcheries in fish conservation
- •Practice scientific observation skills by counting fish from video footage
Lesson Overview (~20 Minutes)
Part 1: Education Module (~12 min)
Part 2: Counting Missions (~8 min)
NGSS Standards Alignment
| PE Code | Description | Salmon Topic | SEP | DCI | CCC |
|---|---|---|---|---|---|
| 3-LS1-1 | Develop models to describe that organisms have unique and diverse life cycles. | Anadromous life cycle: egg → alevin → fry → parr → smolt → adult → spawner | Developing and Using Models | LS1.B: Growth and Development of Organisms | Patterns |
| 3-LS2-1 | Construct an argument that some animals form groups that help members survive. | Salmon populations, monitoring, and why counting matters for survival | Engaging in Argument from Evidence | LS2.D: Social Interactions and Group Behavior | Cause and Effect |
| 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. | Species identification — unique adaptations of Chinook, Coho, Steelhead | Engaging in Argument from Evidence | LS4.C: Adaptation | Cause and Effect |
| 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. | Physical features for species ID (gum color, stripes, tail shape, size) | Engaging in Argument from Evidence | LS1.A: Structure and Function | Systems and System Models |
| 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. | Salmon transport ocean nutrients to rivers; nutrient cycling | Developing and Using Models | LS2.B: Cycles of Matter and Energy Transfer in Ecosystems | Systems and System Models |
| 3-5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Fish ladders as engineered solutions; hatchery operations | Asking Questions and Defining Problems | ETS1.A: Defining and Delimiting Engineering Problems | Influence of Engineering, Technology, and Science on Society |
Discussion Questions
Why is the salmon's journey from river to ocean and back again so remarkable compared to other animals?
What might happen if salmon couldn't find their way back to their home river?
Why is it important that scientists can tell different salmon species apart?
What features would you look for first if you saw a salmon and wanted to identify it?
How does counting fish at a dam help scientists protect salmon populations?
What are some ways humans can help salmon thrive in rivers?
How is a fish ladder an example of engineering design? What problem does it solve?
When you counted fish, what made it challenging? How could you improve accuracy?
Extension Activities
Salmon Life Cycle Poster
Students create an illustrated poster showing all stages of the salmon life cycle with labels and fun facts for each stage.
Materials:
- • Poster board
- • Colored pencils or markers
- • Reference images
Design a Better Fish Ladder
Students brainstorm and sketch their own fish ladder design that could help salmon get past a dam. Discuss trade-offs and constraints.
Materials:
- • Paper
- • Pencils
- • Rulers
Salmon Species Trading Cards
Students create trading cards for Chinook, Coho, and Steelhead, including key physical features, fun facts, and size data.
Materials:
- • Index cards
- • Colored pencils
- • Ruler for stats
Write a Letter to a Salmon
Students write a creative letter from the perspective of a salmon on its journey from the ocean back to its home river.
Materials:
- • Writing paper
- • Pencils