Salmon Life Cycle | |||
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Overview & objectives: | |||
WHERE | Classroom | ||
WHO | Teacher, 7/8th grade helpers, parents | ||
MATERIALS | Beads of different colors for the life cycle: We used salmon, yellow, green, iridescent, blue and silver or gray. Pipe cleaners for making the life cycle bracelets. Tagboard cutouts of salmon. Starch and tissue paper (green, red, grey, black) cut into 1 in squares. Paint brushes, bowls for starch, trays for “painting” starch on salmon. Google Docs: Salmon Life Cycle Photos |
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ACTIVITIES | Slide Show: Prepared and presented by 7/8th grade helpers: Google Docs: Slide Show Go through salmon life cycle. Explain that salmon hatch in rivers as eggs, grow to alevin, then become fry, then parr, then smolt then they migrate to the ocean and are adult salmon. Pass out life cycle bracelet materials. As you go through the life cycle again, have students add a bead for each color: Eggs - salmon Alevin - Yellow Fry - Green Parr - Iridescent Smolt - Blue Adult - Silver After the bracelet is complete, have the students tie the pipe cleaner ends together and introduce the idea of the cycle. Teach the students that when the adult salmon return to spawn, they move from salt back to fresh water to lay eggs. They are called anadromous fish. Pass out trays with tag board fish, starch and tissue paper. Have students attach the tissue to the fish and paint with starch. As students finish have them look through books about fish. |
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Differentiation: how will you provide support for different learning abilities? For a complete list click here | |||
Directions given in multiple ways (visual, auditory) Give a list of information instead of relying on memory or note taking Provide a summary of information or story List of vocabulary words given Use visuals/diagrams liberally | Use graphic organizers Other: _________________________________________ Number and sequence steps and directions Allow movement space Give think time before asking for responses to a question | Check in for understanding of directions Clear indication of expectations for behavior or work both written and given orally Break tasks into chunks Buddy system |
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NGSS Alignment Full, more detailed outline of standards & progressions → NGSS Progressions |
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Earth Science ESS2.C The roles of water in Earth’s surface processes ESS2.E Biogeology ESS3.A Natural resources ESS3.C Human impacts on Earth systems | Life Science LS1.A Structure and function LS1.B Growth and development of organisms LS3.A-Inheritance of Traits LS3.B - Variation of Traits LS4.A - Evidence of common ancestry LS4.C Adaptation | ||
Notes, Photos & other resources: Photos below |

