A Salmon Home Run: The Challenges That Salmon Must Face to Make it Home
A Yakima WATERS “5-E” Inquiry Lesson
Overview:
Grade Level: 5th
Time: 60 minutes
Students will be challenged to think critically about what is involved in a salmon’s long journey home by
examining navigation, natural dangers, and man-made dangers. The hands-on activity called “salmon
smell” will allow students to understand how important the sense of smell is to migrating salmon.
Students will then be asked to explore the dangers that salmon face during their migration home
through guided small group discussions with a worksheet. Finally, students will be challenged to come
up with a solution to mitigate the negative impact of a dam on salmon and people.
Standards:
4-5 SYSA
Systems contain subsystems.
4-5 APPA
Technology involves changing the natural world to meet human needs or wants.
4-5 APPD
Scientists and engineers often work in teams with other individuals to generate
different ideas for solving a problem.
4-5 LS1B
Plants and animals have different structures and behaviors that serve different
functions.
4-5 LS2F
People affect ecosystems both positively and negatively.
Outcomes:
Knowledge:
1. Students can identify where in the salmon life cycle the salmon undergo long distance
migrations.
2. Students can describe three mechanisms that salmon can use to help them navigate back to
their home river, stream, or lake.
3. Students can explain one reason about why it is beneficial for some salmon to get lost on their
way home.
4. Students can describe at least two natural dangers that migrating salmon face on their way
home.
5. Students can describe at least two man-made dangers that migrating salmon face on their way
home.
6. Students can identify that a fish ladder is a technological innovation that can help salmon and
people.
7. Students can explain how people rely upon salmon.
Skills: Application and Participation Components.
1.
2.
3.
4.
Students can work productively together in small groups by exchanging ideas.
Students can describe the negative impact that a dam could have on salmon populations.
Students can describe the negative impact that dams can have on people.
Students can develop a technological solution that helps salmon and people with regards to the
building of a dam.
Disposition: Students should develop an intrinsic appreciation for salmon and the challenges that they
face throughout their life cycle.
Materials and Equipment for a Class of 28 Students:




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About 28 small paper cups.
At least 7 distinct smells (Recommended: garlic, lemon pepper, hazelnut, banana extract, vanilla
extract, peppermint extract, and cinnamon).
About 50 cotton balls.
14 blind folds (optional).
Science notebooks and worksheets.
Material / Equipment Instructions:
The seven different smells will be put into the paper cups. Cotton balls will then be put on top of the
smell-ingredients to prevent students from seeing the color of the ingredients. Each different smell
represents a distinct river. Two cups should be made for each of the seven river stations. Additionally,
the rivers should be spread adequately apart to prevent crowding of students during the smelling
activity. A total of two cups per smell should then be made to be handed out to the 14 groups of two
students. One student will be blindfolded and the other student will lead the blindfolded student
around to the different river stations.
Prior Knowledge:
Students should already of had a foundational lesson that covers the salmon life cycle and its
components. This lesson also assumes that students are familiar with basic concepts related to food
chains, predation, and energy. Also, a basic familiarity with the names of pacific salmon and trout
species is assumed. Furthermore, students should have a basic understanding of the importance of
reproduction and why it is necessary. Finally, students must understand what habitat is and why it is
important to organisms.
Safety Concerns:
Students should be instructed not to consume any of the smells used in the activity. Furthermore, this
activity calls for one student to lead another student around to the different smelling stations with their
eyes blindfolded. The goal is to emphasize the sense of smell that salmon rely upon. Students should
be warned that horseplay will not be tolerated during this activity, as it may result in injury.
Engage (10 minutes):
Introduction questions for students:
1. What might you use to navigate to get somewhere?
2. What types of animals make long distance migrations?
*Make sure that students mention salmon as a species that makes long distance migrations.
Divide the class up into table groups of about 4. Go over the general salmon life cycle briefly with the
entire class. Ask the student groups to identify in the life cycle when the salmon have to make long
distance migrations by having them write down the life stage names on a piece of paper. Go over the
correct information and make sure there are no misconceptions with each group.
Next, ask student groups to discuss what salmon might use to navigate to get back to their home stream
or lake. Ask student groups what ideas they came up with. Go over the correct answers with the entire
class after the short discussion, making sure to emphasize that scientists do not know everything about
salmon migration behavior.
Explore (20 minutes):
A. Tell students that they are now going to pretend to be salmon trying to make their way back to
their home stream to spawn. Divide the students into groups of two.
B. Show students where all seven possible “rivers” (smelling stations) are that they can migrate
back to. Explain that each group of two will get a cup with the smell of their home river. They
must use the smell in that cup to get home. Essentially, they must match the smell in their cup
to one of the seven rivers. Explain that one student will have their eyes blindfolded, while the
other student will carefully lead the blindfolded student around to each of the streams.
Emphasize that none of the smells can be eaten, and that you must be extremely careful when
leading your partner around to the different streams. Tell students that once they have found
their home stream they should stand by it and ask the instructor to check to see if they made it
back to the correct stream.
C. Now you are ready to pass out one cup to each group of two.
D. Once each group of two has found a home river, ask the students if they all made it back to the
correct river.
E. Ask students if they think that all salmon make it back to their home rivers. Do salmon get lost?
F. If time allows, have partners switch roles and redo the exercise.
Explain (10 minutes):
The next two sections will be accomplished with a worksheet and guided lecture. Students should
be arranged into small table groups of about 4 to facilitate discussion.
A. Have students return to their tables and handout the worksheet to the class.
B. Ask students to write down 3 things that salmon can use to help themselves migrate back to
their natal streams on their worksheet (this info is covered during the engage section). Once
again, make sure to highlight the correct answers and let students know that scientists do not
understand everything about salmon migration behavior.
C. Ask student groups to decide if salmon get lost. Have them write their answers on their
worksheet. Go over the correct answer, making sure to ask the different groups about their
ideas.
D. Ask students to discuss in their table groups why it is important that some salmon get lost. Go
over correct answers with the class and have them write down the correct answers on their
worksheet. Make sure to include Iceland as an example for range expansion.
E. Ask students to discuss in their table groups what dangers migrating salmon might face. Have
students write down at least two natural dangers and two man-made dangers that migrating
salmon face on their way home. Remember to ask the student groups what ideas they came up
with.
Extend / Elaborate (20 minutes):
As part of the worksheet there will be seven interlinked advanced response questions that are part
of a case study. The instructor should go through each question one at a time, so students will not
get confused. After each question, the instructor should ask each group what ideas they came up
with and highlight the correct information. Make sure to tell the table groups to discuss their ideas
as a group and then write them down. The questions are as follows:
A. If a dam was being built across the Buskin River in Kodiak, Alaska with lots of salmon in it, then
what would happen to the migrating salmon? Would they be able to make it back home?
B. Would the salmon population in the river become bigger or smaller as a result of the dam?
C. Why might the salmon population become smaller? Have students think about what the salmon
are losing. Write some possible options on the board for the students (for example: habitat,
sun, water, food).
D. How would a decreasing salmon population because of the dam affect humans?
E. Describe what a fish ladder is and what it is used for? Make sure to show students a picture of a
fish ladder.
F. What could be done to the dam to allow the salmon to migrate back to their home streams?
G. How does your solution help both salmon and people? Write down some options on the board
with regards to salmon and people for students to draw ideas from (for example: Salmon=
habitat, sun, rain, food, TV / People= fishing, seafood, electricity, orange juice).
Evaluate (included within the other sections or given at a different time, 0 minutes):
Evaluation of student performance will be based upon participation and on completion of the work
sheet according to the performance rubric. A follow-up quiz on the subject material will also be
given at a later time.
Performance Rubric:
This performance rubric will be used to evaluate participation, worksheet, and a follow-up quiz.
*The term complete statement refers to an answer that has a defined subject and is well organized. An
incomplete statement does not have a defined subject and is not well organized.
Knowledge Elements
Excellent (6 pts)
Good (4 pts)
Needs Improvement
(2 pts)
Student can name
only one life stage
correctly.
Assignment not
performed (0 pts)
Assignment not
performed
1.
Students can
identify
where in the
salmon life
cycle the
salmon
undergo
long distance
migrations.
Student is able to
correctly name all
three life stages
that involve long
distance migrations
Student can
correctly name
only two life
stages.
2.
Students can
describe
three
mechanisms
that salmon
can use to
help them
navigate
back to their
home river,
stream, or
lake.
Student can clearly
name three
mechanisms that a
salmon can use to
navigate back
home.
Student can
clearly name two
mechanisms that
a salmon can use
to navigate back
home.
Student can only
name one mechanism
that a salmon can use
to navigate back
home.
Assignment not
performed
3.
Students can
explain one
reason about
why it is
Student can clearly
explain one reason
in a complete
statement.
Student can
explain one
reason in an
incomplete
Student can only
somewhat explain
one reason in an
incomplete
Assignment not
performed
beneficial for
some salmon
to get lost on
their way
home.
statement.
statement. There are
evident flaws or
missing information.
4.
Students can
describe at
least two
natural
dangers that
migrating
salmon face
on their way
home.
Student clearly
describes two
natural dangers.
Student clearly
describes only one
natural danger.
Student incompletely
describes natural
dangers that salmon
face.
Assignment not
performed
5.
Students can
describe at
least two
man-made
dangers that
migrating
salmon face
on their way
home.
Student clearly
describes two manmade dangers.
Student clearly
describes one
man-made
danger.
Student incompletely
describes man-made
dangers that salmon
face.
Assignment not
performed
6.
Students can
identify that
a fish ladder
is a
technologica
l innovation.
Student completely
describes what a
fish ladder is and
what it is used for.
Student can only
clearly describe
either what a fish
ladder is or what it
is used for.
Student inadequately
describes what a fish
ladder is and what it
is used for.
Assignment not
performed
7.
Students can
explain how
people rely
upon
salmon.
Student clearly
describes how
people rely upon
salmon in a
complete
statement.
Student describes
how people rely
upon salmon but
in an incomplete
statement.
Student inadequately
describes how people
rely upon salmon.
Assignment not
performed
Skill / Application
Elements
1. Students can
describe the
negative
impact that
a dam could
have on
salmon
populations
2. Students can
Excellent (6 pts)
Good (4 pts)
Student fully
explains the
negative impact of a
dam on salmon in a
complete
statement.
Student explains
the negative
impact of a dam
on salmon but in
an incomplete
statement.
Needs Improvement
(2 pts)
Student inadequately
explains the negative
impact of a dam on
salmon.
Assignment not
Performed (0 pts)
Assignment not
performed.
Student fully
Student explains
Student inadequately
Assignment not
3.
describe the
negative
impact that
dams can
have on
people.
explains the
negative impact of a
dam in a complete
statement. The link
between salmon
health and seafood
production is made.
Students can
develop a
solution that
helps salmon
and people
with regards
to the
building of a
dam.
Student clearly
explains an effective
solution in a
complete
statement.
Skill / Participation Element
1. Students can work
productively together in
small groups by exchanging
ideas.
the negative
impact of a dam
but in an
incomplete
statement. The
link between
salmon health and
seafood
production is
made.
Student explains a
solution but in an
incomplete
statement.
explains the negative
impact of a dam. The
link between salmon
health and seafood
production is not
completely made.
performed.
Student inadequately
explains a solution to
the presented
problem.
Assignment not
performed.
Excellent (5 pts)
Student listened, participated, and
exchanged ideas in group
discussions.
Poor (0 pts)
Student distracted others and or did
not listen, participate, or exchange
ideas in group discussions.
Teacher Background Info:
The salmon life cycle is very complex but in general it can be classified into the following stages:
egg, alevin, fry, parr, smolt, ocean adult, and spawning adult. At each stage there are numerous natural
dangers that the salmon may face. At the egg or eyed stage high flow may wash the eggs away. In
addition, warm temperatures or stagnant water may kill salmon eggs by causing low dissolved oxygen
levels. In the other stages, predation from birds, bigger fish, and a variety of mammals are the principal
dangers. Man-made dangers include recreational fishing, commercial fishing, dams, and pollution. In
fact, 8-9% of juvenile salmon that go through a dam on their way to the ocean will be killed.
Salmon migration behavior is very complicated and poorly understood. Migration in the open
ocean is thought to be aided by magnetic field orientation. When salmon start to migrate homeward,
this behavior is termed homing. When salmon migrate back into freshwater to get back to their natal
river or lake they may use their sense of smell and sight to aid them. Each river’s water will vary slightly
in chemical composition producing slightly different smells. They also have been found to use magnetic
field orientation to help guide them. Interestingly, in one experiment salmon kept in an aquarium
oriented themselves to the magnetic pole whenever it was manipulated. In addition, homing salmon
have been found to use a trial and error zig-zagging technique that helps them avoid missing the
entrance to their home river. Contrary to popular belief, a certain percentage of each population will
miss making it back to their home stream. This behavior is termed straying. Straying serves to help
expand geographic range, and it promotes genetic mixing between populations (I would not recommend
discussing the latter point with 5th graders). It must be emphasized that scientists still do not
understand how exactly salmon are able to migrate such long and complicated distances.
The construction of dams has played a critical role in degrading salmon populations. As
mentioned earlier, juvenile salmon get killed migrating through them. Similarly, adult salmon are
prevented from migrating upstream, which drastically cuts down the amount of available habitat for
spawning and rearing salmon. This reduction in habitat availability, also causes a reduction in the
amount of potentially available food for salmon. Ultimately, these negative factors contribute to the
decline of salmon populations. Fish ladders can be constructed that can allow movement of salmon
over very tall dams. Continued innovation in fish ladder engineering is needed to decrease mortality
rates and increase access to spawning and rearing habitat.
Supplements:
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Nature: Salmon Documentary from PBS.
Atlantic Salmon Trust: www.atlanticsalmontrust.org.
NOAA Fisheries: www.nmfs.noaa.gov.
References:
Johnson, D.H., B.M. Shrier, J.S. O’Neal, J.A Knutzen, X. Augerot, T.A. Oneil, T.N. Pearsons.
2007. Salmonid Field Protocols Handbook: Techniques for assessing status and trends in
salmon and trout populations. American Fisheries Society: Bethesda, MD, USA.
Page, L.M. and B.M. Burr. 2011. Peterson Field Guide to Freshwater Fishes of North America
North of Mexico. Houghton Mifflin Harcourt Publishing Company: New York, NY,
USA.
Pollard, W.R., G.F. Hartman, C. Groot, and P. Edgell. 1997. Field Identification of Coastal
Juvenile Salmonids. Harbor Publishing Group: Medeira Park, BC, Canada.
Quinn, T.P. 2005. The Behavior and Ecology of Pacific Salmon and Trout. University of
Washington Press: Seattle, Wa, USA.
By: Jonathan Hegna, Fall 2011, for Lincoln Elementary School