76
Project GLAD
Tacoma Public Schools
Puget Sound Interdependency
Level 4
UNIT INDEX
Idea Pages1
Planning Pages16
Sample Daily Lesson Plans 19
Unit:
Prediction/Reaction Guide25
Literacy Awards26
Teacher-Made Big Books28Graphic Organizer World/Puget
Sound33Graphic Organizer Six Kingdoms37Pictorial Input Pacific
Salmon44
Narrative Input 48
Poetry Booklet53Expert Groups59
Mind Map71
Process Grid72Graffiti Wall Questions75Teacher Generated
Test
Learning Log Rubric
Team Action Plan
Research & Writing Prompt
Home/School Connections
Project GLAD
Tacoma Public Schools
Puget Sound Interdependency
Level 4
IDEA PAGES
I. UNIT THEME: The Puget Sound Estuary is a unique and fragile
ecosystem where organisms are interdependent on one another
directly or indirectly.
Cross-Cultural Respect Theme:
All people are affected by ecological change and conservation is
a worldwide issue, all cultures approach this differently.
Biomes/ecosystems have common characteristics around the
globe
21st Century Themes Connection - Environmental Literacy
21st Century Themes Connections: Global Awareness
II. FOCUS/MOTIVATION
Cognitive Content Dictionary with signal word
Literacy Awards (Super Ecologist Awards)
Observation Charts
Inquiry Chart
Big Book
Realia
Poems and Chants
Read Alouds
Picture File Cards
CLOSURE
Process all charts and learning
Learning Logs
Portfolio Conference
Team Presentations of team tasks
Individual Explorations with rubrics
Personal explorations
Student-made big books
Team-made big books
Team Action Plan
On-going assessment- logs
Teacher/student made tests
Graffiti Wall
Writing Pieces
Expository Writing
Narrative Writing
Opinion Writing
Poetry
III. CONCEPTS
NEW GENERATION SCIENCE STANDARDS:
a. DISCIPLINARY CORE IDEAS
LS2.A: Interdependent Relationships in Ecosystems
The food of almost any kind of animal can be traced back to
plants. Organisms are related in food webs in which some animals
eat plants for food and other animals eat the animals that eat
plants. Some organisms, such as fungi and bacteria, break down dead
organisms (both plants or plants parts and animals) and therefore
operate as decomposers. Decomposition eventually restores
(recycles) some materials back to the soil. Organisms can survive
only in environments in which their particular needs are met. A
healthy ecosystem is one in which multiple species of different
types are each able to meet their needs in a relatively stable web
of life. Newly introduced species can damage the balance of an
ecosystem.
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a places
physical characteristics, temperature, or availability of
resources, some organisms survive and reproduce, others move to new
locations, yet others move into the transformed environment, and
some die.
LS4.C: Adaptation
For any particular environment, some kinds of organisms survive
well, some survive less well, and some cannot survive at all.
LS4.D: Biodiversity and Humans
Populations live in a variety of habitats, and change in those
habitats affects the organisms living there.
B. NEW GENERATION SCIENCE STANDARDS: SCIENCE &
ENGINEERING
Analyzing and Interpreting Data
Analyze and interpret data to make sense of phenomena using
logical reasoning. Construct an argument with evidence, data,
and/or a model.
Construct an argument with evidence.
Make a claim about the merit of a solution to a problem by
citing relevant evidence about how it meets the criteria and
constraints of the problem.
C. NEW GENERATION SCIENCE STANDARDS: CROSSCUTTING STANDARDS
Analyzing and Interpreting Data
Analyze and interpret data to make sense of phenomena using
logical reasoning.
Construct an argument with evidence, data, and/or a model.
Construct an argument with evidence.
Make a claim about the merit of a solution to a problem by
citing relevant evidence about how it meets the criteria and
constraints of the problem.
IV. WA STATE SCIENCE STANDARDS
EALR 1 SYSTEMS
Core Content: Complex Systems
4-5 SYSC Systems have inputs and outputs. Changes in inputs may
change the outputs of a system.
4-5 SYSC One defective part can cause a subsystem to
malfunction, which in turn will affect the system as a whole.
EALR 2 INQUIRY
Core Content: Planning Investigations
4-5 INQA Question
4-5 INQB-E Investigate
4-5 INQF Models
4-5 INQG Explain
4-5 INQH Communicate
4-5 INQI Intellectual Honesty
EALR 4 LIFE SCIENCE: Ecosystems
Core Content: Structures and Behaviors
4-5 LSIA Plants and animals can be sorted according to their
structures and behaviors.
4-5 LSIB Each animal has different structures and behaviors that
serve different functions.
EALR 4 LIFE SCIENCE: Ecosystems
Core Content: Food Webs
4-5 LS2A An ecosystem includes all of the plant and animal
populations and nonliving resources in a given area. Plants and
animals depend on one another and the nonliving resources in their
ecosystem to help them survive.
4-5 LS2B Plants make their own food using energy from the sun.
Animals get food by eating plants and/or other animals that eat
plants. Plants make it possible for animals to use the energy of
sunlight.
4-5 LS2C Plants and animals are related in food webs with
producers, consumers, and decomposers that break down waste and
dead organisms and return nutrients to the soil.
4-5 LS2D Ecosystems can change slowly or rapidly. Big changes
over a short period of time can have a major impact on the
ecosystem and the populations of plants and animals living
there.
V. WA STATE SOCIAL STUDIES STANDARDS
EALR 3: GEOGRAPHY - The student uses a spatial perspective to
make reasoned decisions by applying the concepts of location,
region, and movement and demonstrating knowledge of how geographic
features and human cultures impact environments.
Component 3.2: Understands human interaction with the
environment.
EALR 5: SOCIAL STUDIES SKILLS - The student understands and
applies reasoning skills to conduct research, deliberate, form, and
evaluate positions through the processes of reading, writing, and
communicating.
Component 5.1: Uses critical reasoning skills to analyze and
evaluate positions.
Component 5.2: Uses inquiry-based research.
Component 5.3: Deliberates public issues.
VI. CCSS ELA READING STANDARDS
a. Reading Literary
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text
when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or
poem from details in the text; summarize the text.
CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting,
or event in a story or drama, drawing on specific details in the
text (e.g., a characters thoughts, words, or actions).
CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and
phrases as they are used in a text, including those that allude to
significant characters found in mythology (e.g., Herculean).
CCSS.ELA-Literacy.RL.4.5 Explain major differences between
poems, drama, and prose, and refer to the structural elements of
poems (e.g., verse, rhythm, meter) and drama (e.g., casts of
characters, settings, descriptions, dialogue, stage directions)
when writing or speaking about a text.
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a
story or drama and a visual or oral presentation of the text,
identifying where each version reflects specific descriptions and
directions in the text.
CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and
comprehend literature, including stories, dramas, and poetry, in
the grades 45 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
b. Reading Informational
CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text
when explaining what the text says explicitly and when drawing
inferences from the text.
CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and
explain how it is supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or
concepts in a historical, scientific, or technical text, including
what happened and why, based on specific information in the
text.
CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general
academic and domain-specific words or phrases in a text relevant to
a grade 4 topic or subject area.
CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text.
CCSS.ELA-Literacy.RI.4.7 Interpret information presented
visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web
pages) and explain how the information contributes to an
understanding of the text in which it appears.
CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and
evidence to support particular points in a text.
CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on
the same topic in order to write or speak about the subject
knowledgeably.
CCSS.ELA-Literacy.RI.4.10 By the end of year, read and
comprehend informational texts, including history/social studies,
science, and technical texts, in the grades 45 text complexity band
proficiently, with scaffolding as needed at the high end of the
range.
c. Foundational Skills
CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and
word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.4.3a Use combined knowledge of all
letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar
multisyllabic words in context and out of context.
d. Fluency
CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and
fluency to support comprehension.
CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and
understanding.
CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry
orally with accuracy, appropriate rate, and expression on
successive readings.
CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct
word recognition and understanding, rereading as necessary.
VII. COMMON CORE WRITING STANDARDS
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.2a Introduce a topic clearly and group
related information in paragraphs and sections; include formatting
(e.g., headings), illustrations, and multimedia when useful to
aiding comprehension.
CCSS.ELA-Literacy.W.4.2b Develop the topic with facts,
definitions, concrete details, quotations, or other information and
examples related to the topic.
CCSS.ELA-Literacy.W.4.2c Link ideas within categories of
information using words and phrases (e.g., another, for example,
also, because).
CCSS.ELA-Literacy.W.4.2d Use precise language and
domain-specific vocabulary to inform about or explain the
topic.
CCSS.ELA-Literacy.W.4.2e Provide a concluding statement or
section related to the information or explanation presented.
CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or
imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.4.3a Orient the reader by establishing a
situation and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.4.3b Use dialogue and description to develop
experiences and events or show the responses of characters to
situations.
CCSS.ELA-Literacy.W.4.3c Use a variety of transitional words and
phrases to manage the sequence of events.
CCSS.ELA-Literacy.W.4.3d Use concrete words and phrases and
sensory details to convey experiences and events precisely.
CCSS.ELA-Literacy.W.4.3e Provide a conclusion that follows from
the narrated experiences or events.
CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in
which the development and organization are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
CCSS.ELA-Literacy.W.4.5 With guidance and support from peers and
adults, develop and strengthen writing as needed by planning,
revising, and editing. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 4
here.)
CCSS.ELA-Literacy.W.4.6 With some guidance and support from
adults, use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting.
CCSS.ELA-Literacy.W.4.7 Conduct short research projects that
build knowledge through investigation of different aspects of a
topic.
CCSS.ELA-Literacy.W.4.8 Recall relevant information from
experiences or gather relevant information from print and digital
sources; take notes and categorize information, and provide a list
of sources.
CCSS.ELA-Literacy.W.4.9 Draw evidence from literary or
informational texts to support analysis, reflection, and
research.
CCSS.ELA-Literacy.W.4.9a Apply grade 4 Reading standards to
literature (e.g., Describe in depth a character, setting, or event
in a story or drama, drawing on specific details in the text [e.g.,
a characters thoughts, words, or actions].).
CCSS.ELA-Literacy.W.4.9b Apply grade 4 Reading standards to
informational texts (e.g., Explain how an author uses reasons and
evidence to support particular points in a text).
CCSS.ELA-Literacy.W.4.10 Write routinely over extended time
frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
VIII. COMMON CORE LISTENING AND SPEAKING STANDARDS
CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 4 topics and texts, building on
others ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.4.1a Come to discussions prepared, having
read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore
ideas under discussion.
CCSS.ELA-Literacy.SL.4.1b Follow agreed-upon rules for
discussions and carry out assigned roles.
CCSS.ELA-Literacy.SL.4.1c Pose and respond to specific questions
to clarify or follow up on information, and make comments that
contribute to the discussion and link to the remarks of others.
CCSS.ELA-Literacy.SL.4.1d Review the key ideas expressed and
explain their own ideas and understanding in light of the
discussion.
CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read
aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.4.3 Identify the reasons and evidence a
speaker provides to support particular points.
CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a
story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.
IX. COMMON CORE LANGUAGE STANDARDS
CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions
of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.4.1a Use relative pronouns (who, whose,
whom, which, that) and relative adverbs (where, when, why).
CCSS.ELA-Literacy.L.4.1b Form and use the progressive (e.g., I
was walking; I am walking; I will be walking) verb tenses.
CCSS.ELA-Literacy.L.4.1c Use modal auxiliaries (e.g., can, may,
must) to convey various conditions.
CCSS.ELA-Literacy.L.4.1d Order adjectives within sentences
according to conventional patterns (e.g., a small red bag rather
than a red small bag)CCSS.ELA-Literacy.L.4.1e Form and use
prepositional phrases.
CCSS.ELA-Literacy.L.4.1f Produce complete sentences, recognizing
and correcting inappropriate fragments and run-ons.
CCSS.ELA-Literacy.L.4.1g Correctly use frequently confused words
(e.g., to, too, two; there, their).*
CCSS.ELA-Literacy.L.4.2 Demonstrate command of the conventions
of standard English capitalization, punctuation, and spelling when
writing.
CCSS.ELA-Literacy.L.4.2a Use correct capitalization.
CCSS.ELA-Literacy.L.4.2b Use commas and quotation marks to mark
direct speech and quotations from a text.
CCSS.ELA-Literacy.L.4.2c Use a comma before a coordinating
conjunction in a compound sentence.
CCSS.ELA-Literacy.L.4.2d Spell grade-appropriate words
correctly, consulting references as needed.
CCSS.ELA-Literacy.L.4.3 Use knowledge of language and its
conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.4.3a Choose words and phrases to convey
ideas precisely.*
CCSS.ELA-Literacy.L.4.3b Choose punctuation for effect.*
CCSS.ELA-Literacy.L.4.4 Determine or clarify the meaning of
unknown and multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of
strategies.
CCSS.ELA-Literacy.L.4.4a Use context (e.g., definitions,
examples, or restatements in text) as a clue to the meaning of a
word or phrase.
CCSS.ELA-Literacy.L.4.4b Use common, grade-appropriate Greek and
Latin affixes and roots as clues to the meaning of a word (e.g.,
telegraph, photograph, autograph).
CCSS.ELA-Literacy.L.4.4c Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation and determine or clarify the precise meaning
of key words and phrases.
CCSS.ELA-Literacy.L.4.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.4.5c Demonstrate understanding of words by
relating them to their opposites (antonyms) and to words with
similar but not identical meanings (synonyms).
CCSS.ELA-Literacy.L.4.6 Acquire and use accurately
grade-appropriate general academic and domain-specific words and
phrases, including those that signal precise actions, emotions, or
states of being (e.g., quizzed, whined, stammered) and that are
basic to a particular topic
X. VOCABULARY
Tier II
environmentsystemsubsystemstructures
functionspopulationorganismsenergy
characteristicsproducersconsumersdecomposers
abundantclassificationadapt/tioninterdependence
inhabit/habitateabundantendangeredthreatened
extinctindirectly/directlycrucialsynthesize
juvenileclaimtextual evidencehypothesize
predictprimarysecondarypollution
opportunisticuniquefragilediverse
complexmarineconsumescavenger
modelsimulationcommunitysustainability
Tier III
ecologistecosystemsnutrientsestuary
shorelinekingdomphylum/classprecipitation
bioticabioticsubmergeheterotroph
photosynthesisautotrophecto/endothermalperservation
carnivoreomnivoreenergy transferfood chain
food webherbivoreomnivorepredator
scavengerdecomposervertebratescarnivore
invertebratesphytoplanktonzooplanktonanadromous
conservationspeciesuni/multicellularlife cycle
nichestewardshipbrackish
XI. RESOURCES AND MATERIALS
Videos
Schlessinger Media. (1999). All About Food Chains.
Schlessinger Media. (2001). All About Forest Ecosystems.
Schlessinger Media. (2001). All About Water Ecosystems.
Schlessinger Media. (1999). Animal Interdependency.
Schlessinger Media. (2001). Freshwater Ecosystems.
Schlessinger Media. (2001). Marine Ecosystems.
Schlessinger Media. (2000). Plants & People: A Beneficial
Relationship.
Unicorn Studios (2009) Who lives in Puget Sound?
http://www.pbs.org/wnet/nature/episodes/american-eagle/video-full-episode/4349/
http://www.seattle.gov/restoreourwaters
http://www.youtube.com/watch?v=qV30UZ9aF04&safe=active
Books
Informational:
Come Back, Salmon by Molly Cone
Salmon Forest by David Suzuki
The Salmon (Life Cycles) by Sabrina Crewe
Salmon (Nature Watch) by Ron Hirschi
Salmon (Kids Can Press Wildlife Series) by Deborah Hodge
Orcas, Eagles and Kings: Georgia Strait and Puget Sound by Steve
Yates
Sockeyes Journey Home: The Story of a Pacific Salmon by Barbara
Gaines Winkelman
Marine birds and Mammals of Puget Sound by T. Angell and K.C.
Balcomb III
Adventures in the Great Puget Sound by Dawn Ashbach
Can Kids Save the Earth? by Martin Berger
The Mighty Ocean by Martin Berger
Sea Life of the Pacific Northwest by Stefani Hewlett & K.
Gilbey
A Journey into an Estuary by Rebecca Johnson
Eyewitness Books: The Seashore by Steve Parker
Wetlands by Greg Reid
Pacific Intertidal Life by Ron Russo and Pam Olhausen
Salmon Forest by David Suzuki
People of Salmon and Cedar by Ron Hirschi
The Puget Sound by Kate Marsico
Bald Eagle Susan Heinrichs Gray
Soaring with the Wind: The Bald Eagle by Gail Gibbons
Bald Eagle Nest: A Story of Survival in Photos by Kate Davis
The Life Cycle of a Salmon by Bobbie Kalman
Field Guide to the Geoduck: The Secret Life of the World's
Biggest Burrowing Clam From... (Sasquatch Field Guide Series) by
David George Gordon
The War in your Backyard: Life in an Ecosystem by Louise
Spillsbury
Exploring Ecosystems (Lets Explore Life System) by Ella
Hawley
Oceans (Ecosystems) by Heather C. Hudak
Food Chain Frenzy (Magic School Bus Chapter Books Series #17),
Capeci
What Are Food Chains and Webs? Kalman, Langille;
Narrative
The Salmon Princess: An Alaska Cinderella Story by Mindy
Dwyer
A Salmon for Simon by Betty Waterton
Adventures of Riley: Survival of the Salmon by Amanda Lumry
Salmon Boy: A Legend of the Sechelt People by Donna Joe
Salmon Stream by Carol Reed-Jones (Poetry)
Poetry
Websites
www.wnps.org/ecosystems/eco_system_home.htm
http://www.ecy.wa.gov/programs/sea/pugetsound/index.html
http://www.ecy.wa.gov/programs/sea/pugetsound/index.html
http://www.pbs.org/kqed/oceanadventures/educators/#articles
http://www.ecy.wa.gov/washington_waters/index.html
www.landscope.org/washington/ecosystems/featured/iconic
http://www.vtaide.com/png/foodchains.htm
http://www.psparchives.com/
http://www.pugetsoundsealife.com/puget_sound_sea_life/Home.html
http://www.teachertube.com/viewVideo.php?video_id=82864
http:
//www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-carnivore.html
http:
//www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-omnivore.html
http:
//www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-herbivore.html
http:
//www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-decomposer.html
http:
//www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-pollinator.html
http:
//www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-plant.html
http:
//www.arcytech.org/java/population/facts_foodchain.html
http://www.pugetsoundstartshere.org/
TEACHER RESOURCES
http://www.mypugetsound.net/index.php?option=com_mtree&task=att_download&link_id=119&cf_id=24
http://www.pac.dfo-mpo.gc.ca/education/documents/sicprimary-secprimaire/english/sic_primary_all.pdf
COMMUNITY RESOURCES
The Issaquah Salmon Hatchery: www.issaquahfish.org
The Ballard Locks:
http://www.ci.seattle.wa.us/tour/locks.htm
Salmon in the Classroom (program through Washington Department
of Fish and Wildlife):
http://wdfw.wa.gov/outreach/education/salclass.htm
Salmon Days Festival in Issaquah: www.salmondays.org
University of Washington Research & Teaching Hatchery:
http://www.fish.washington.edu/hatchery/research.html
Edmonds Discovery Programs Marine Education
http://www.psp.wa.gov/SR_map.php
Project GLAD
Tacoma Public Schools
Puget Sound Ecosystem
Level 4
PLANNING PAGES
I. FOCUS/MOTIVATION
Cognitive Content Dictionary with Signal Word
Literacy Awards: Super Ecologist Awards, Scientist Notebook,
postcards, golden pen, bookmarks
Read aloud
Inquiry Chart
Poetry & Chants
Big Book
Observation Charts
Prediction/Reaction Guide
Realia
Field Trip Titlow Beach Tacoma, WA
Point Defiance Zoo and Aquarium
II. INPUT
Graphic Organizer Six Kingdoms of Living Things
Graphic Organizer World Map Puget Sound Region Map Inset
Pictorial Input Chinook Salmon
10/2 lecture with primary language
Narrative Input Chart: Sammy the Salmon
Read aloud
Action Plan Graphic Organizer
III. GUIDED ORAL PRACTICE
Expert Groups
T-Graph for Social Skills
Personal Interactions
Sentence Patterning Chart
Poetry
Picture File Cards: observe, classify, categorize, label
Numbered Heads
Exploration Report
Mind Map
Process Grid
Choral Reading
Processing Charts
Group Problem Solving for threatened species
IV. READING & WRITING
Whole Class
Found Poetry (Insert a title here)
Poetry Frame
Expository Paragraphs
Story Map
Cooperative Strip Paragraph
DRTA
Small Groups (anything modeled by the teacher)
Team Tasks
Ear-to-Ear Reading
Expert Groups
Flexible Groups
a. ELD Group Frame
b. Clunkers and Links at or above
c. Skills
d. Emergent Cooperative Strip Paragraph Reading Group
Focused Reading
Individual Portfolios
Learning Logs
Interactive Journals
Individual Tasks anything practiced in teams
Poetry Booklets
Home/School Connection
Focused Reading with personal CCD
Reading/Writing Choice Time
Add to the Walls
Personal Explorations
Listen and Sketch
Expository Writing
Narrative Writing
Poetry Writing
Writers Workshop
Mini-Lesson
Write
Conference
Authors Chair
Publishing
V. EXTENDED ACTIVITIES FOR INTEGRATION
Poetry and Chants
Songs
Art lesson
Science Experiments
Field Trip to Tide Pools Titlow Beach Tacoma, WA and Pt Defiance
Zoo
VI. CLOSURE
Process Inquiry Chart
Team Jeopardy
Share Big Books/Personal Explorations with Rubrics
Process charts
Portfolios writing rubrics
Evaluation/new learning
Assess Learning Log on going
Team Presentations
Home/School Connections
Student/Teacher Generated Test
Graffiti Wall
SAMPLE DAILY LESSON PLANS
*Strategies appearing in italics are presented daily in the
classroom. Day 1 of the SDLP represents 1 to 1 weeks of instruction
in the classroom.
DAY 1:
FOCUS/MOTIVATION
Zero Noise Signal
Three Personal Standards with Literacy (Super Ecologist)
Awards
Prediction/Reaction Guide
Cognitive Content Dictionary with signal word ( )
Observation Charts
Inquiry Chart
Teacher Made Big Book The Important Book about the Puget Sound
Ecosystems
Portfolios
GUIDED ORAL PRACTICE
Poetry/Chant Here/There
INPUT
Graphic Organizer Six Kingdoms of Living Things
10/2 lecture, primary language groups
Learning Log
ELD Review
GUIDED ORAL PRACTICE
T-Graph for social skills/team points cooperation
Picture File Cards
Free exploration
List, Group, Label
Exploration Report -
Personal Interaction
INPUT
Graphic Organizer: North American Map/Puget Sound Region
10/2 lecture, primary language groups
Learning Log
ELD Review
READING/WRITING
Interactive Journal Writing
Flexible reading groups leveled, skill, heterogeneous,
homogeneous, ELD
Writers Workshop
Mini lesson
Write
Authors Chair
GUIDED ORAL PRACTICE
Narrative
10/2 lecture, primary language groups
Learning Log
ELD Review
CLOSURE AND EVALUATION
Home/School Connection
Process Chants
*Strategies appearing in italics are presented daily in the
classroom. Day 2 of the SDLP represents 1 to 1 weeks of instruction
in the classroom.
DAY 2:
FOCUS/MOTIVATION
Cognitive Content Dictionary with signal word
T-Graph/Team points
Process Home/School Connection
Three Personal Standards with Literacy Awards
Review Graphic Organizers with word cards
Review Narrative Input chart with word cards and conversation
bubbles
Read Aloud
Poetry: Highlight, sketch, add pictures
INPUT
Pictorial Input: Chinook Salmon
10/2 lecture, primary language groups
Learning Log
ELD Review
GUIDED ORAL PRACTICE
T-Graph processing
Team Tasks
Key
Menu
Process T-Graph for Social Skills
Team Share
READING AND WRITING
Expert Groups
Flexible Group Reading - Heterogeneous, ELD, Homogeneous, Skill,
Leveled
Guided Writers Workshop
Mini lesson 6 traits
Write
Authors Chair
CLOSURE
Home/School Connection
Process all charts
DAY 3:
*Strategies appearing in italics are presented daily in the
classroom. Day 3 of the SDLP represents 1 to 1 weeks of instruction
in the classroom.
FOCUS/MOTIVATION
Cognitive Content Dictionary with signal word
T-Graph/Team Points Review
Three Personal Standards
Read Aloud
Review Pictorial Input with word cards and Picture File
Cards
Process Chants: highlight, sketch, add Picture File Cards
Process Home/School Connection
Literacy Awards
Revisit Chant Here/There
READING/WRITING
Flexible Group Reading- leveled, skill, heterogeneous, ELD
Expert Groups
Team Tasks with Team Sharing Process T-Graph for Social
Skills
GUIDED ORAL PRACTICE
Sentence Patterning Chart Organisms
Reading Game
Trading Game
Flip Chant
INPUT
Action Plan Input
GUIDED ORAL PRACTICE
Mind Map
Process Grid
Poetry/Chant
READING/WRITING
Co-op Strip Paragraph
Read
Respond
Revise
Edit
DAY 4:
*Strategies appearing in italics are presented daily in the
classroom. Day 4 of the SDLP represents 1 to 1 weeks of instruction
in the classroom.
FOCUS/MOTIVATION
Cognitive Content Dictionary with signal word
T-Graph/Team Points Review
Process Home/School Connection
Three Personal Standards with Literacy Awards
Review Narrative with Story Map
Read Aloud
Process Poetry: Highlight, sketch, add pictures
READING/WRITING
Flexible Group Reading leveled, skill, heterogeneous,
homogeneous, ELD
ELD Group Frame - Retell
Clunkers and Links, SQ3R at or about grade level readers
Team Tasks with oral evaluation
Team Share and Presentations
INPUT
Whole Class Action Plan
READING AND WRITING
Focused Reading with Personal Content Cognitive Dictionary
Ear-to-Ear Reading with Poetry Booklet
Found Poetry
CLOSURE
Process Charts
Personal Explorations
DAY 5:
*Strategies appearing in italics are presented daily in the
classroom. Day 5 of the SDLP represents 1 to 1 weeks of instruction
in the classroom.
FOCUS/MOTIVATION
Cognitive Content Dictionary with student selected vocabulary
Stumper Word
T-Graph/Team Points Review
Process Home/School Connection
Three Personal Standards with Literacy Awards
Read Aloud
Strip Book
Poetry/Chants
READING/WRITING
Listen and Sketch
Flexible Group Reading (Leveled, skilled, etc.)
Cooperative Strip Paragraph (emergent readers)
Team Share & Presentations
Interactive Journal
DRTA
Memory Bank
CLOSURE
Team Action Plan
Graffiti Wall
Family Feud/Jeopardy
Letter home
Process Inquiry Chart
Evaluate week What helped you learn?
Prediction Reaction Guide
Name: _______________ Prediction Date ________ Reaction Date
__________
Question
I predict
Now I know
How I know
1. Define Organism:
a. an invention
b. A living thing
c. The name of a city
a. an invention
b. a living thing
c. the name of a city
Pictorials
Expert Groups
Chants
Book or Reading
Computer
Other _________
2. Name three features of the Puget Sound Estuary ecosystem
1. ___________________
2. ___________________
3. ___________________
1. _________________
2. _________________
3. _________________
Pictorials
Expert Groups
Chants
Book or Reading
Computer
Other _________
3. Humans never affected their environment because they were so
careful with their natural resources.
True False
True False
Pictorials
Expert Groups
Chants
Book or Reading
Computer
Other _________
4. Which is an example of an adaptation?
a. lateral line
b. a scientist
c. 6 kingdoms
a. lateral line
b. a scientist
c. 6 kingdoms
Pictorials
Expert Groups
Chants
Book or Reading
Computer
Other _________
5. interdependence is:
a. a place scientist work
b. depending on another/ connections
c. a type of invertebrate
a. a place scientist work
b. depending on another/connections
c. a type of invertebrate
Pictorials
Expert Groups
Chants
Book or Reading
Computer
Other _________
6. Which of these activities severely damaged the Puget Sound
Estuary?
a. dredging of riverbeds.
b. kayaking/ boating
c. damming of rivers
a. dredging of riverbeds
b. kayaking/boating
c. damming of rivers
Pictorials
Expert Groups
Chants
Book or Reading
Computer
Other _________
Sample Literacy Awards
Literacy Awards are intended to include authentic pictures and
graphics.
Pictures and graphics are not available due to copyright
laws.
Super Ecologist Awards
Look at the world map.
Circe the 7 continents and highlight the five oceans.
Trace over the equator with a pencil.
Place the compass rose somewhere on your map.
Studying maps is exciting!
Insert authentic photo such as
http://www.studyzone.org/testprep/ss5/b/imagea.gif
Super Ecologist Awards
Look at the photograph and read the caption
describing a bald eagle. What words in this
caption are adjectives? Remember, adjectives
are words that describe nouns. Please write those adjectives
that describe the bald eagle in this picture.
Insert authentic photo such as
http://www.janetcrane.com/tugtardis/images/Annies_Song/19_Eagle_swooping_closeup.jpg
The glorious, majestic and royal bald eagle gracefully glides
over the shoreline.
Literacy Award
Sammy the Salmon
Original photo
by Betsy Clark
On the back of this award; write 3 events from the story
Literacy Award
Sammy the Salmon
Original photo
by Betsy Clark
On the back of this award; write 3 events from the story
Original photo
by Betsy Clark
Tacoma Narrows Bridge
Have you ever crossed the narrows bridge? Ever seen it
before?
What do you think it is like to walk across the Tacoma Narrows
Bridge?
The Important thing about Puget Sound Ecosystem
By Brittane Hendricks
Contents
Overview/Location1
Estuary 2
Producers3
Consumers4
Decomposers5
Ecology6
The most important thing about the Puget Sound Ecosystem is that
it is a diverse habitat of organisms that are interdependent on one
another for survival.
Puget Sound is a sound in the state of Washington, an inlet of
the Pacific Ocean, and part of the Salish Sea
The Puget Sound estuary is one of the most diverse ecosystems on
Earth.
More than 200 species of fish, 100 species of marine birds, 26
kinds of marine mammals, and thousands of other plant and animal
species make their home in Puget Sound.
But, the most important thing about the Puget Sound Ecosystem is
that it is a diverse habitat of organisms that are interdependent
on one another for survival.Page 1
The most important thing about the Puget Sound Ecosystem is that
it is a diverse habitat of organisms that are interdependent on one
another for survival.
Water from precipitation (rain and snow) and melting glaciers
form rivers that begin in the mountains.
These fresh-water rivers meet the salt-water sea creating
brackish water and we call this an estuary.
The Puget Sound estuary is the second largest estuary in the
United States.
But, the most important thing about the Puget Sound Ecosystem is
that it is a diverse habitat of organisms that are interdependent
on one another for survival. Page 2
The most important thing about the Puget Sound Ecosystem is that
it is a diverse habitat of organisms that are interdependent on one
another for survival.
This complex marine food web begins with producers-plants that
use photosynthesis to convert energy from the sun to make sugar and
oxygen.
One producer is phytoplankton. Phytoplankton means plants that
wander.
Another abundant producer is eelgrass which provides food and
shelter for many of the organisms in this marine habitat.
But, the most important thing about the Puget Sound Ecosystem is
a diverse habitat of organisms that are interdependent on one
another for survival.Page 3
The most important thing about the Puget Sound Ecosystem is that
it is a diverse habitat of organisms that are interdependent on one
another for survival.
Consumers are the next layer of a food web. Consumers are
animals that consume plants and other animals.
They are the part of an ecosystem that cannot produce their own
food energy.
A variety of consumers, including invertebrates, fish, mammals,
and birds inhabit the Puget Sound Estuary.
But, the most important thing about the Puget Sound Ecosystem is
that it is a diverse habitat of organisms that are interdependent
on one another for survival.Page 4
The most important thing about the Puget Sound Ecosystem is that
it is a diverse habitat of organisms that are interdependent on one
another for survival.
Decomposers and scavengers are another layer of the food web.
They are natures recyclers.
Decomposers break down plants and animals and scavengers find
dead animals and eat them.
Bacteria and Fungi are examples of decomposers in the Puget
Sound. Shrimp and crab are examples of scavengers.
But, the most important thing about the Puget Sound Ecosystem is
that it is a diverse habitat of organisms that are interdependent
on one another for survival.Page 5
The most important thing about the Puget Sound Ecosystem is that
it is a diverse habitat of organisms that are interdependent on one
another for survival.
The Puget Sound region draws people from all over the world: to
live, to work and to visit.
Recent growth and development in the region are threatening the
sustainability of this complex and fragile ecosystem.
Ecologists, scientists who study nature and the interactions
between organisms, are working hard to conserve Puget Sound.
But, the most important thing about the Puget Sound is that it
is a diverse habitat of organisms that are interdependent on one
another for survival.Page 6
GLOSSARY
Abundant: Well supplied, great quantity.
Brackish: A mixture of salt and fresh water.
Consumers: An animal that feeds (or consumes) plants or other
animals
Decomposers: An organism, usually a bacteria or fungus, that
breaks down the cells of dead plants and animals into simpler
substances.
Diverse: Various kinds or forms.
Ecologists: A scientists who studies the relationship and
interactions between organisms and their environment, including
other organisms.
Ecosystem: A system formed by the interaction of a community of
organisms with their environment.
Estuary: Where the river meets the sea.
Food Web: A series of organisms related by predator-prey
Fragile: Vulnerably delicate
Habitat: The natural environment of an organism.
Interdependent: Mutually dependent: depending on one
another.
Invertebrates: Species not having a backbone.
Organism: Any life form.
Phytoplankton: Plant like organisms in plankton
Precipitation: rain, snow, sleet, dew etc. formed by
condenstation.
Producer: An autotroph. A plant that uses photosynthesis to
produce its own food. The first trophic level of the food
chain.
Scavengers: An animal or other organism that feeds on dead
organic matter
Species: The most distinct classification of organisms.
Photos to Retrieve for Big Book
Title Page:
http://www.cyberwest.com/ecology/puget-sound-shoreline.shtml
Page 1 Diversity
http://sseacenter.files.wordpress.com/2010/03/tank-pic.jpg
Page 2 Mountains
http://dguides.com/images/seattle/attractions/puget-sound.jpg
Estuary
http://www.deschutesestuary.org/wpcontent/uploads/2011/01/prism-260.jpg
Page 3
Puget sound food web
http://www.ecy.wa.gov/programs/sea/pugetsound/species/detritus_web6-01-01.gif
Phytoplankton
http://projects.cwi.nl/pdels/Phytoplankton/Phytoplankton_files/COMPILAT.JPG
Eelgrass
http://pugetsoundbites.files.wordpress.com/2009/08/beach-comb-7.jpg
Page 4
Consumers/food chain
http://educatoral.com/img/WoSAchievementBadges/8/foodchainEnergyFlows.gif
invertebrates
http://www.ptmsc.org/images/Learn/School_prog/Sunflower%20Stars.jpg
vertebrates
http://www.eopugetsound.org/sites/default/files/topical_article/images/SoundScience2007reprint_Page_040_Image_0005.png
Page 5
Decomposers Puget Sound
King Crab
http://montereybayaquarium.typepad.com/.a/6a00e54f114172883401156efeb454970c-300wi
Shrimp
http://i63.photobucket.com/albums/h127/OPSteely/shrimp.jpg
Page 6
Puget Sound
http://www.cyberwest.com/sites/default/files/imported/ecology/images/puget-sound.jpg
ecologists
http://www.restorationfund.org/sites/default/files/images/stuartryan-web.jpg
WORLD MAP NOTES
WORLD MAP ELD
Six Kingdoms of Living Things: Teaching Notes
Kingdom is the highest rank used in the biological taxonomy of
all organisms. There are 6 kingdoms in taxonomy. Every living thing
comes under one of these 6 kingdoms. The six kingdoms are
Eubacteria, Archae, Protista, Fungi, Plantae, and Animalia.
History
Until the 20th century, most biologists considered all living
things to be classifiable as either a plant or an animal. But in
the 1950s and 1960s, most biologists came to the realization that
this system failed to accommodate the fungi, protists, and
bacteria.
By the 1970s, a system of Five Kingdoms had come to be accepted
as the model by which all living things could be classified.
At a more fundamental level, a distinction was made between the
prokaryotic bacteria and the four eukaryotic kingdoms (plants,
animals, fungi, & protists).
The distinction recognizes the common traits that eukaryotic
organisms share, such as nuclei, cytoskeletons, and internal
membranes.
Although many books and articles still refer to them as
"Archaebacteria", that term has been abandoned because they aren't
bacteria -- they're Archaea.
http://www.edinformatics.com/math_science/living_kingdom_classifications.htm
Retrieved 4/30/14
Description
Ability to make food
Number of cells
Examples
Archea
Extreme salty water, sewer, acid, thermal
Microspcopic
3.5 billion years old
No oxygen
Decomposers: Get energy from other organisms
Autotrophs: Make own food from chemicals
Unicellular
Prokaryotes (simple cells no nucleus)
Methanogens: Create methane
Halophiles: High Salt
Thermophiles: Heat
Eubacteria
Live Everywhere, EXCEPT extreme environments, including on
you.
Harmful and beneficial
Autotrophs
Some photosynthetic:
Some absorb food
Decomposers
Unicellular
Prokaryotes (simple cells no nucleus)
E Coli
Salmonella
Protista
Odds and ends kingdom members are different
Some autotrophic
Some heterotrophic
Unicellular and Multi cellular
All Eukaryote (Complex with nucleus and organelles)
Paramecium
Algae
Kelp
Fungi
Fungi 'eat' by releasing enzymes to break down nutrients then
absorb.
Absorptive heterotrophs
Unicellular (yeast only)
Rest are multicellular
All Eukaryote
Mushrooms
Mold
Yeast
Mildew
Plantae
Photosynthesis
12 major groups or Phyla
Classified by tissue, seed and stature
Autotrophs
Producer
Plants are autotrophs
Make their own food
Multicellular consists of complex cells.
Eukaryote
Eelgrass
Animalia
Oxygen
Grow
Reproduce
Over 2 mill species
All Heterotrophs
Consumers:
Herbivores, omnivores and carnivores
Multicellular
Eukaryote
Seal otter
Chinook salmon
Geoduck
Bald Eagle
Animalia
All animals are multicellular and Eukaryotes
All animals are consumers
Invertebrate
No Backbone
32 Phylum
Vertebrate
Backbone
Phylum: Chordata
Classification
Description
Example
Classification
Description
Example
Phylum
Cnidaria
(Coelenterata)
Aquatic
One opening for anus and mouth
No brain or heart
Sea anemones
Coral
Jellyfish
Class Amphibia
Water/land
Cold-blooded (ecto)
Metamorphosis
Breathes thru skin
Frogs
Salamanders
newts
Phylum
Annelida
Aquatic and terrestrial
Segemented worms
Earthworm
Leech
Earthworm
Class Aves
Feathers, wings hollow bones, eggs
Owl, Eagle, Osprey
Phylum Arthropoda
Diverse
Exoskeleton
Segmented body
JointedAppendages
Centipedes, Spiders, Scorpions, Insects and Crustaceans.
Class Osteichthyes
Bony Fish 96%
Gills
Cold Blooded (ecto)
Salmon
Shark
Trout
Phylum
Mollusca
Soft body
Most hard shell
No legs
Tentacles
Squids
Octopus
Snails
Slug
Class
Reptilia
Cold-blooded (ecto)
Scales
Lungs for breathing
Turtles
Lizards, snakes
Crocodiles
Phylum
Echinodermata
Endoskeleton
No blood!
Tiny feet all over
Starfish
Class
Mammalia
Warm-blooded (endo)
Milk
Hair
Seal harbor
Human
Bear
Phylum
Porifera
No organs
Simplest animal
Sponges
ELD levels of questions: Graphic Organizer Six Kingdoms of
Living Things
Stages of Language Acquisition
Preproduction
Early Production
Speech Emergence
Intermediate Fluency
Advanced Fluency
Washington ELP Proficiency Levels
Beginning/Adv Beginning
Intermediate
Advanced
Transitional
Fluent
Level of Questioning
Point to
Yes/No
Either/Or
Open-ended
Evaluation
Which living thing is the most interesting to you? Point to
it.
Is the invertebrate phylum the most interesting to you? Yes or
No?
Which living thing is the most interesting to you arthropods or
aves? Say its name and tell me why.
Which living thing is the most interesting to you? Say its name
and explain why.
What aspects of the six kingdoms are most interesting to you?
Why?
Synthesis
Which kingdom has the fewest organisms living in the intertidal
zones? Point to it.
Is Kingdom Archea easy to study? Yes or no?
Which kingdom has the fewest organisms living in the intertidal
zones, animalia or fungi?
Which kingdom has the fewest organisms living in the intertidal
zones? Why?
Which phylum has the most organisms living in intertidal zones?
Why?
Analysis
Point to the phylum where you would find the jellyfish.
Would a crab belong to Phylum Arthropoda? Yes or no?
Choose one, what is unique about kingdom plantae or kingdom
fungi?
Which kingdom do you think a bear belongs to? What features tell
you so?
Which kingdom do you think a clam belongs to? What attributes
does it have to make it fit there?
Application
Show me the kingdom where most consumers are found.
Do you produce your food the same way that plants do?
Is aves a kingdom, phylum, or class?
How are kingdoms fungi and plantae different?
How are kingdoms archa and eubacteria different?
Comprehension
Point to a vertebrate.
Does kingdom Animalia have microscopic organisms?
Does the yellow shore crab belong to phylum arthropoda or phylum
chordata?
What kingdom does blue green algae belong?
Which phylum includes animals without a backbone?
Knowledge
Point to the green algae.
Are there 8 kingdoms?
Which is the largest kingdom: plantae or animalia?
Tell me the names of the six kingdoms of living things.
Name two classes within phylum chordata.
PICTORIAL CHINOOK
Chinook Salmon: Teaching Notes
Classification
Chinook salmon (King Salmon) is the largest species of Pacific
salmon. There are 5 Pacific salmon. You can use your hand to
remember them all: Thumb/Chum. Index (fake poke eye) sockeye,
largest finger (King or Chinook), ring finger (silver or Coho) and
pinky is Pink
There are six stages of a salmon's life cycle: eggs, alevin,
fry, smolt, adult, and spawners.
Chinooks are born in fresh water. But they spend most of their
lives in the ocean. They swim upstream to spawn. Then they die. =
Anadromous
Habitat
Of all Pacific salmon species, "ocean-type" (fall) chinook rely
most on estuaries and nearshore waters along Puget Sound
Estuaries: where slat meets fresh water Puget Sound is worlds
2nd largest estuary
Pacific Ocean Coastline
Interdependence and Connections to Food Web
Salmon provide food for a variety of wildlife, from bald eagles
to killer whales to grizzly bears.
Eats Invertebrates
Salmon die after spawning, their carcasses also provide abundant
food and nutrients to plants and animals, including tiny aquatic
insects and other invertebrates that in turn provide food for other
animals.
During their life cycle, salmon transfer energy and nutrients
between the Pacific Ocean and freshwater and land habitats.
http://www2.epa.gov/salish-sea/chinook-salmon retrieved
4/30/14
Threats
Humans: favorite dinner salmon
They are endangered
Puget Sound chinook salmon are a threatened species. Chinook
populations in Puget Sound have declined. One cause is the
destruction of wetlands and estuaries.
Damming of rivers makes it hard for salmon to go home
Rising temperature
http://www.ecy.wa.gov/programs/sea/pugetsound/species/salmon_est.html#chinook
retrieved
4/30/14
Adaptation
A streamlined body allows you to glide smoothly and effectively
though the water, conserving valuable energy.
Having rugged fins. The salmons fins are not only built for
endurance but for the necessary bursts of speed to attack its prey
when the time is just right.
The salmon has a single row of small but razor sharp teeth that
hold the prey in place before it swallows it whole.
The lateral line system utilized by fish is a long sensory organ
made up of numerous sensory hair cells that pick up the slightest
vibrations in the surrounding water. This system is very important
in detecting prey and avoiding predators.
ELD Matrix: Pictorial Input Chinook Salmon
Stages of Language Acquisition
Preproduction
Early Production
Speech Emergence
Intermediate Fluency
Advanced Fluency
Washington ELD Proficiency Levels
Beginning/Adv Beginning
Intermediate
Advanced
Transitional
Fluent
Level of Questioning
Point to
Yes/No
Either/Or
Open-ended
Evaluation
Show me why the chinook salmon belongs in the phylum
chordata.
Is the Chinook Salmons fins the reason it belongs to phylum
chordata?
Is the Chinook Salmon best suited for the Puget Sound? Explain
your thinking?
How do the river dams affect the Pacific Salmon?
Do you think the Chinook Salmon has adapted to survive? Explain
your thinking.
Synthesis
Find an example of a invertebrate that is part of the salmons
diet.
Would the Osprey be part of the Chinook Salmons diet?
Would the Chinook Salmon be more likely to eat seaweed or
krill?
Would the Chinook Salmon be able to survive in a lake? Why or
why not?
What do you think is the greatest threat to the Chinook Salmons
survival?
Analysis
Show me a characteristic of the Chinook Salmon that is unlike an
organism from the phylum Mammalia.
Is the Chinook Salmon from Kingdom Animalia?
Is the Chinook Salmon more like an organism from class aves or
phylum annelida?
What about the Chinook Salmon makes it belong in the class
osteichthyes?
How does its location affect the survival of the Chinook
Salmon?
Application
Identify a category on the chart that describes an adaptation of
the Chinook Salmon.
Do you think the fry could survive in the Puget Sound?
Is the Chinook Salmon a vertebrate or invertebrate?
Why is the Chinook Salmon a vertebrate? Explain your
thinking.
Predict what might happen to a salmon alevin.
Comprehension
Locate the habitat of the Chinook Salmon.
Is that habitat of the Chinook Salmon always in the ocean?
Is the habitat of the Chinook Salmon egg in fresh or salt
water?
Describe the habitat of the Chinook Salmon.
Describe a threat of the Chinook Salmon.
Knowledge
Point to the Chinook Salmon.
Does the Chinook Salmon have a row of sharp teeth?
Does the Chinook Salmon uses senses to navigate the ocean? How
do you know?
Describe the Chinook Salmon.
Describe an adaptation of the Chinook Salmon .
Sammy the Salmon
Narrative Input
1
You are a Chinook Salmon. You wiggle energetically from your egg
becoming an alevin. Small and curious, you spend the next few
months in the dark gravel near where you were born. You notice a
yolk sack attached to your belly which makes you awkward and slow
and in no way safe from predators. Yet, this yolk sac also
nourishes you until you are able to grow teeth and a digestive
system.
http://agrimarine.cn/pictures/alevins2.jpg
2
Soon your yolk sac disappears and you rapidly vibrate your tail
to emerge from the gravel and drift downstream looking for food.
You spend your days eating on insects and hiding in the shade. It
is dangerous in the open water. Luckily, you develop parr marks to
camouflage yourself for survival.
Finally, the day comes and you are a smolt and ready to move
into the estuary down-stream from your nesting home. Your brilliant
and shining silver scales glisten in the sunlight.
http://static.squarespace.com/static/504a391884aeee94c3a723db/t/51d13679e4b064a83dbec892/1372665506149/chinook.jpg
3
Overhead, a majestic bald eagle notices you sparkling in the
water. The great raptor swoops down and goes in for the kill with
his powerful talons outstretched!
Luckily, you are faster. You sense the bird of prey approaching,
with your lateral line. Your sturdy fins burst into action and send
you quickly into the safety of the reeds.
As you catch your breath you whisper to yourself, Whewthat was
close!
You dont know how lucky you are! said a grumpy voice from
nearby.
Whaatttt? Who said that? You reply looking all around you.
Over here The voice answers.
Where? You ask looking up and down feeling even less sure.
Here!
You look and look and look and you still cannot see anyone. You
are about to swim away when you hear the voice again.
Down here buddy Beneath the eel grass a small tube protrudes out
from the mud.
http://www.fredmiranda.com/forum/ufiles/99/475799.jpg
4
Are YOU the voice? you ask the strange looking tube.
Yep its me, Geo-Geo, the gooey duck. With this came a spit of
salt water from the tube. Youre gunna die, ya know. Geo pauses,
then continues. I see it each year. You little ones hatch, play in
the water, get big, the birds come and eat, and if its not the
birds then it will be the bear.
Your eyes get big and you wait to see what else this strange
organism will say.
Yep. No chance at all. If you make it passed the birds and bear
and out to the sea, the orca and seals are waiting for you and dont
forget there are the fishermen! Not to mention all the development
and dredging going on here. Yeah, youre lucky your nest even held
up over the winter flooding. You just dont stand a chance,
errrr.whats your name again?
I, I, I never told you my name... You stammer, taken aback by
the mollusks candid remarks. Im Sammy the Salmon. Im on my way out
to sea to grow big and strong. You look at the tube again. How do
you know so much anyway?
I live a sedentary life. I just sit around and wait for my food
to float by me. I get to observe the goings on of the estuary year
after year after year, Im 94 years old. That is a lot of sitting
and a lot of observing. Even if you do make it to sea and come back
youll die anyway. Its just the way it goes
Worried now, you shakily state Weeellllllll, Iiiill bebeeee
fffiiiine, with my lateral line, sturdy fins and streamlined body I
can out swim any fish or fowl. Your tail is swishing back and forth
with worry.
Have it your way, buddy, -born, -eat, -die. Geo said and his
neck disappeared into the mud.
http://geoduckrecipes.com/wp-content/uploads/2011/08/geoduck-syphon.jpg
5
You dont think about Geo much after that. You make your way out
to sea just fine, eating smaller fish and swimming at times with
other salmon along the channels of Puget Sound.
Then one fall, you feel a change, an urge to return home to your
nesting ground. You have eaten all summer and have become an even
stronger swimmer than ever before. The other salmon you are
swimming with are getting restless too.
One especially humid autumn night you and the others began to
return to the estuary where you were born. Along the way, hundreds
of people line the river bank with fishing equipment. You are not
afraid of humans, as they were in boats all over the Puget Sound
every day.
(Original Picture)
6
You notice an especially beautiful little fish right in front of
you and you snap it up in one gulp. OW! You screech. You have been
hooked.
Pulling and swimming as hard as your sturdy fins can go you swim
but the hook was held fast in your mouth. You are slowly reeled
onto shore by a fisherman and a small boy.
Holden! Look we caught an adult salmon!! The man said. He looks
at you for a moment and continues. Oh, no, hes a spawner. We need
to release him.
What does that mean dad? the boy asked, poking at you with a
stick.
We have to let him go, son. Chinook are endangered and we need
to let this guy go, and finish his work so we can have more salmon
in the coming years. The man rubs the boy on his head.
You lay on the beach wriggling and flopping and gasping for
water.
(Original picture)
7
The man reaches over and gently pulls the hook out of your mouth
and carefully lowers you back into the water.
There you go Spawner! Finish your work! We all need you! shouted
Holden as you quickly swim into the depths of the estuary.
(Original picture)
8
That was a close one. said a grumpy voice behind him.
Youre telling me! I was almost someones dinner! You exclaim.
You were almost someones dinner twice now if I remember
correctly The Voice replied.
Whos saying that? Who are you? You ask, exhausted from the
recent events.
Dont you remember me? Come on, Sammy.. Let me help you -born,
-eat, -die!
Oh its you, Geo! You exclaim, glad to have a familiar voice
speaking to you.
My, my, my, have you grown Sammy! What brings you back to the
estuary? Geo asks you.
I dont know I just had this urge to come home. That boy and his
dad called me a spawner. What does that mean? You ask, assuming Geo
will know the answer.
It just means you made it, youve made the full circle. Its your
turn to help fertilize salmon eggs and then, die. Your body will
decompose and feed small invertebrate that will feed the young
salmon coming up. Explained Geo
Really? Is that what the man meant when he said I needed to go
finish my work? You ask.
Yup, -born, -eat and die. I told you before.
You ask, Yet, when I die I will help the next generation of
salmon?
Yup, and all of us organisms in the estruary! Your body will
help put nutrients and contribute food directly or indirectly to
the entire community.
http://farm1.staticflickr.com/185/467685095_b9346ab539_z.jpg
9
OH Geo, you humor is terrible but I am glad I will help. With
that you swam on up the estuary with the other salmon. Thinking
more about what the man and Geo said. You think to yourself, Im
okay with it; I know its what I need to do.
You make your way all the way back to your breading grounds and
even find the same patch of reeds in which you grew up. You spawn,
thendie.
Latter that spring tiny salmon alvin hatch and swim around
enjoying the remains of the fall salmon run and began to grow
stronger and larger.
http://www.eastbayexpress.com/imager/witnesses-say-the-salmon-smolts-are-slaughtered-by-other-predators/b/original/1711949/88b4/ecowatch.jpg
Information was retrieved from this website
http://www.pac.dfo-mpo.gc.ca/education/documents/sicprimary-secprimaire/english/sic_primary_all.pdf
ELD Matrix: Narrative Input Sammy the Salmon
Stages of Language Acquisition
Preproduction
Early Production
Speech Emergence
Intermediate Fluency
Advanced Fluency
Washington ELD Proficiency Levels
Beginning/Adv Beginning
Intermediate
Advanced
Transitional
Fluent
Level of Questioning
Point to
Yes/No
Either/Or
Open-ended
Evaluation
Show me how you would escape from the bald eagle. (if you were
Sammy)
Good or bad?
Why do you think it was a good idea or bad idea to let Sammy
go?
Do you agree or disagree? Humans should not change to protect
endangered wildlife.
Why do you think geo was so grumpy at Sammy?
What is your opinion about fishing and hunting?
Synthesis
Why do you think Sammy was afraid of Geo at first? When did this
happen in the story, point.
What ways can salmon die? Can a salmon be eaten by a
geoduck?
Why do you think Sammy got caught by the fisherman? He was not
careful or because this fish was flashy?
Imagine you are Sammy, what would you have done with the shiny
fish?
In what ways can humans improve the habitat for salmon?
Analysis
Why do you think humans have impacted the life cycle? Show me,
point to the place in the story.
Is the Chinook Salmon from Kingdom Animalia?
Why do you think salmon are endangered? humans fishing or
because habitat being destroyed?
Why do you think humans like to fish for salmon?
What is the relationship between the salmon egg and the dead
salmon?
Application
Identify a the place that best illustrates the problem in the
story.
Do you think the an alvein could survive in the Puget Sound?
What would result if Sammy did not make it sea? Become someones
meal or become sedentary?
How would you use sturdy fins if you were Sammy?
What is the relationship between the salmon and geoduck?
Comprehension
Locate the main character of the story.
Yes or no,
In comparing Geo and Sammy, both are sedentary.
Is the habitat of the Chinook Salmon egg in fresh or salt water
or both?
How would you compare Geo and Sammy? How are they alike and
different?
Tell me what you can recall about the story.
Knowledge
Point to the Geo.
Yes or no,
Salmon are not endangered.
Is Geo a gooey-duck or a geoduck?
Describe the Chinook Salmon.
Describe an adaptation of the Chinook Salmon .
1
Interdependence: Puget Sound Ecosystem, Level 4 WA
Brittane Hendricks & Heather Burtts, Tacoma Public
Schools
[email protected] [email protected]
Interdependence:
Puget Sound Ecosystem
Poetry Book
Organisms Here, Organisms There
By Brittane Hendricks
Organisms Here, Organisms There
Organisms, Organisms Everywhere!
Majestic organisms swooping determinedly
Anadromous organisms spawning instinctively
Serene organisms basking cautiously
And sedentary organisms siphoning ravenously
Organisms around the estuary
Organisms in the eelgrass beds.
Organisms beneath the mud
And organisms above the shoreline
Organisms Here, Organisms There
Organisms, Organisms, Everywhere.
Organisms! Organisms! Organisms!
Ecologist Bugaloo
By Brittane Hendricks
Im an ecologist and Im here to say,
I study interdependency every day.
Sometimes I search the internet.
Sometimes Im in the field.
Sometimes a model or simulation is what I build.
Perservation, conservation,sustainability too
Doing the ecologist bugaloo, bugaloo.
Im an ecologist and Im here to say,
We need to protect the Puget Sound everyday
Conserve your use of water
And fertilizers, too
Stewardship is the key, the future is up to you.
Perservation, conservation, sustainability too
Doing the ecologist bugaloo, bugaloo!
Conservation is the Key (Camp Town Races)
By Brittane Hendricks
(Chorus)
Conservation is the key.
Doo Dah. Do Dah.
For Puget Sound Sustainability!
Oh Ecological Day
Eel Grass is more than just a plant.
Its a habitat, a haven, a home.
Provides protection from predators,
Young smolts will freely roam.
(Chorus)
Old-growth trees provide the structure
For the eagle to build its nest
A predator at the top of the food web
They prefer the shoreline best
(Chorus)
The worlds largest burrowing clam
The geoduck digs down several feet
They feed on abundant phytoplankton
Humans eat them as a treat.
(Chorus)
One marine mammal is a harbor seal
Lives in the water and the land
Eats prey that is available and easy to find
Basking leisurely in the sand.
The Salmon Cycle
(Tune: The Brady Bunch)
Brittane Hendricks
Heres a story of an endangered salmon
Who was living his life in Puget Sound.
Starting out as an egg in a streambed
In a nest called a redd.
Till the one day - three months later when he hatches
With a nutritious yolk sac hanging on
He stays hidden in his gavel nest protected
Until his yolk sac is gone
Then as a fry this little salmon leaves his nest now
And this little organism becomes six inches long
Working hard to avoid all of his predators
He still must grow big and strong.
Soon this little fry grows vertical markings
As a Parr he is growing in length
Still he hides as he journeys towards the ocean
With parr marks on his flank.
Years pass and this fry loses his parr marks
His flank turns a beautiful silver hue
He begins to adjust himself to salt water
This smolt now swims in schools.
As an adult he lives a few years in the ocean
Getting bigger as he swims around and feeds
Hazards come at him in all directions
Then he returns to his home stream
As a spawner he readapts himself to fresh water
Traversing ladders and rugged waters he will swim
He will fertilize his eggs in the gravel
The cycle starts again
The Life Cycle, the life cycle
Here we go with the Chinook life cycle!
Puget Sound Ecosystem? Yes, Maam!
By Brittane Hendricks
Is the Puget Sound an ecosystem?Yes Maam
Is the Puget Sound an ecosystem?Yes Maam
Well, how do you?Living and nonliving
How do you know?Biotic and abiotic
And what else?Interdependence
And what else? A community of populations
Are there primary producers?Yes Maam
Are there primary producers?Yes Maam
Well, how do you know?Photosynthesis
How do you know?Convert energy from the sun
Another name to call them?Autotrophs
Give some examples.Eeglrass and phytoplankton
.
Are there primary consumers?Yes Maam
Are there primary consumersYes Maam
Well, how do you?Herbivores
How do you know?Consume producers
Another name to call them?Heterotrophs
Give me some examples. Mussels and shrimp
Are there secondary consumers?Yes Maam
Are there secondary consumers?Yes Maam
Well, how do you?Omnivores and Carnivores
How do you know?Consume consumers
Another name to call them?Heterotrophs and Predators
Give me some examples. Salmon, Bald Eagle and harbor seals
Are there detritivores?Yes Maam
Are there detritivores?Yes Maam
Well, how do you?Eats debris
How do you know?Eats decaying matter
Another name to call them?Bottom Feeders
Give me some examples. Crabs
Expert Groups
Eelgrass
Classification
Do eels lie in it? Is it grass? Why do we care about this
invisible plant that grows in the bay? Well, for starters, its our
own mini-rainforest! Eelgrass plays an important role in the Puget
Sound ecosystem. As a primary producer it forms the base of a food
web. Many different kinds of organisms depend on it directly or
indirectly.
Eelgrass is neither a grass nor a seaweed. It is an angiosperm,
or flowering plant that can live for many years, a perennial. It
grows submerged or partially floating in salt water and forms large
colonies or beds. Eelgrass blooms from June to August. The long
slender leaves grow to -inch wide and up to 3-feet long. Eelgrass
meadows build up in the spring and summer, then decay in the fall
and winter. Dead eelgrass blades often wash up on the beach where
their decay adds crucial nutrients to the nearshore
environment.
Habitat
Eelgrass (Zostera marina) is a marine plant present throughout
Puget Sound. Eelgrass grows at and below the low tide line in up to
6m of water. Eelgrass grows in estuaries, bays, lagoons, and other
marine environments where water is clear and light is plentiful.
Eel grasses grow in shallow salty waters with muddy or sandy
bottoms.
Interdependence and Connections
Eelgrass leaves and meadows provide a habitat and food for many
marine species. Some species eat the leaves directly. Other algae
species called epiphytesgrow on the surface of the leaves and
supports a large number of grazing crustaceans and is an important
food source for juvenile salmon. Bacteria, fungus and detritus
(dead animal and plant matter) form a brown coating on dead leaves,
which then provides food for small invertebrates (such as worms,
sea stars and clams).
During low tides, on tideflats, eelgrass beds hold moisture like
a sponge, offering a safe, wet habitat for small creatures.
Eelgrass also provide protection to species for spawning.
Eelgrass meadows cushion the impact of waves and currents,
helping to prevent beach erosion. The ever-growing rootmat traps
and binds sediment together to stabilize the submerged portions of
the beach.
Threats
Eelgrass beds can be destroyed by dredging, which is often done
to construct ports, wharves and other coastal structures. Dredging
also stirs up sediments that can bury eelgrass plants.
Structures such as docks and wharves can shade out eelgrass,
preventing sufficient sunlight from reaching the plants. Excessive
sediment from streams can also block out or reduce sunlight.
Pollution, including nutrients (e.g. fertilizers) and chemicals
(such as oils, heavy metals, pesticides, solvents, etc.) can damage
or kill eelgrass. Last, when eelgrass beds are exposed at low tide,
they can be subject to trampling by people.
Adaptations
Eelgrass adapt to its environment in a number of ways. It
tolerates saline water and can handle a range of temperatures. It
is securely anchored with rhizomes or horizontal stems which helps
deal with the tugging of currents and waves. This keeps them safe
from erosion. It can also grow when submerged in water. That is a
lot of adaptations!
eelgrass community is newly recognized as important in the
ecology of Puget Sound and is being protected by regional and
federal governments.eelgrass community is newly recognized as
important in the ecology of Puget Sound and is being protected by
regional and federal governments.
Expert Groups
Harbor Seal
Classification
Harbor seals are the most abundant marine mammal along Puget
Sound. Mammals (Mammalia) are a group of vertebrates that have
hair, a four-chambered heart, a diaphram, and mammary glands.
Marine mammals are mammals that have adapted to life in the ocean.
Marine mammals have all the characteristics of mammals yet they are
distinctive in their appearance and survival strategies. A Harbor
Seal is pinniped, which is a type of marine mammal that has front
and rear flippers.
Habitat
The harbor seal is the only pinniped that breeds along Puget
Sound. Pinnipeds spend part of their lives in the water but depend
on land to give birth and raise young. Seals like to "haul out" on
protected beaches, spits, bars, rocks and log rafts to bask in the
sun and sleep. At the slightest sign of danger they will slip back
into the water. If you'd like to observe harbor seals without
disturbing them, watch them in the water from shore using
binoculars or take a ferry ride through the San Juan Island at low
tide. If you do find a sea or pup, do not disturb or feed them.
Interdependence and Connections
Harbor seals are opportunistic feeders. Their diet varies from
one area to another and throughout the year depending on
availability of prey. Some choices for a meal include a wide
variety of fishes, shellfish and crustaceans. They generally feed
close to shore or in shallow waters, and may feed at specific or
preferred sites on a regular basis just like you may have a
favorite meal or restaurant. Seals have been observed feeding
during daylight hours as well as night. Midnight snack, anyone?
Threats
Harbor seals sometimes fall prey to orcas (killer whales),
sharks, and people. From 1947 to 1960 a bounty was placed on seals
because it was believed they ate significant amounts of
commercially valuable fish. During that time it is estimated 17,000
seals were killed. Today, seals are protected from killing by the
Federal Marine Mammal Protection Act. It is against the law to
hunt, capture, kill, harass or otherwise disturb seals or any other
marine mammal. If you see a harbor seal pup alone on the beach, do
not disturb them It's the law. Human encroachment can stress the
pup and scare the mother and other adult seals away.
Adaptations
Harbor seals have many adaptations which make them good at
swimming and diving. They can swim using all four flippers and can
swim forward and upside down. They use their hind flippers for
propulsion and fore flippers as rudders.They can even go really
fast with speeds of 12 mph! As for diving, the harbor seal can dive
to the depth of up to 650 feet (although they typically only dive
in shallow water for food) and can stay submerged for almost 30
minutes due to the extra volumes of blood that helps them retain
more oxygen. They also have adaptations which allow for
thermoregulation, or keeping warm, thanks to a lining of blubber
that also gives them an energy reserve should they need it.
Bald Eagle
Classification
Aves, or birds, are feathered, winged, two-legged, warm-blooded,
egg-laying vertebrates. Bald eagles are birds of prey, also known
as raptors, which means they hunt for their food with their strong
and powerful talons.
Mature adults have a white head and tail, solid brown body, and
a large, curved, yellow bill. Juveniles have blotchy patches of
white on their underside and tail. Dont be fooled by its name. The
bald eagle is not really bald at all, it actually has feathers on
its head!
Habitat
Bald eagles have the same real estate taste many people have:
location, location, location! Bald eagles need large old shoreline
trees for roosting and nesting and for spotting dinner! As old
growth shoreline trees are cut down, bald eagles are losing
habitat. This is not good as bald eagle nests, or eyrie, can weigh
a lot. If a nest tree is not large enough to support the weight,
the nest may crash to the ground, destroying young eagles.
Interdependence and Connections to Food Web
Being a carnivorous raptor, a bald eagle is naturally at the top
of a food chain. It feeds by swooping down and grabbing prey in its
sharp, curved talons. Fish makes up 90% of their diet and their
favorite fish is salmon. They compete with ducks, gulls, raven,
hawks and cranes for this preferred meal and will even steal salmon
that another bird hunted! That is right. Our national symbol is a
thief!
Bald eagles will also eat dead animals, called carrion, which
makes this majestic bird important in the environment helping with
nature's clean-up process.
As for threats from other animals, owls do prey on young eaglets
and squirrels, raccoon and ravens will go after nestlings if
possible. Crows do not like raptors and will harass the eagles but
rarely do any harm.
Threats
The bald eagle is a threatened species. In fact, only one in
four eaglets survive to adulthood. As a top predator, bald eagles
are not hunted by other animals. However, bald eagles have an
enemy: humans. Humans poach, or illegally hunt, bald eagles. Eagles
also die when they fly into power lines. If this isnt enough, bald
eagles need large old growth trees along the shoreline to roost and
nest and with development occurring along the Puget Sound, many of
these trees are disappearing. The bald eagle is the national symbol
of the United States of America, so when it became threatened with
extinction in the 1960s due to pesticide use, habitat loss, and
other problems created by humans, people took notice.
Adaptations
Bald eagles have special adaptations. They have powerful wings
for flying. They can even use their wings to swim. Their wingspan
is about 7 feet. Eagles have excellent eyesight, four times more
powerful than the human eye. They even see in color, which helps
them to find their prey. They can see fish in the water from 200
feet above and they use their strong, sharp claws, or talons, to
grab and tear their prey. Luckily for the bald eagle (and unluckily
for the prey)the eagle builds its eyries as high as 60-100 feet off
the ground, to maintain better visibility for searching for meals.
It is because of its strength and bravery, the bald eagle was
chosen as our national symbol in 1782, even though Benjamin
Franklin believed the turkey was a better national symbol!
Geoduck
Classification
The Geoduck, pronounced Gooey-Duck, is the largest burrowing
intertidal clam. It can weigh up to 8 pounds. That is the size of a
newborn human baby! The name Geoduck comes from the Lushootseed
(Nisqually) word meaning to dig down. The Chinese people call this
species the Elephant Trunk Clam because of its large neck.
All clams are bivalve mollusks. Bivalves have two shells that
they can close together tightly for protection, with their whole
body inside. However, most of a geoduck sticks outside the little
shell as a very long neck, with two holes at the end like an
elephants trunk. This neck, called a siphon, pokes out to pull in
phytoplanktontiny marine plantsfor meals. Other bivalve mollusks
include oysters, cockles, mussels, and scallops.
Habitat
Ever wonder what lies several feet below your bare feet on the
shoreline of the Puget Sound? There are over 100 million adult
geoducks packed into the muddy shoreline of the Puget Sound. They
bury themselves up to three feet deep in mud, silt, and gravel
bottoms. They are most abundant in their native Puget Sound.
Interdependence and Connections to Food Web
The geoduck is one of the longest living animals with most
living up to 100 years (One recorded life was 168 years!) Part of
this is due to not having many predators and part of this is due to
their sedentary, or inactive, lifestyle. Sitting all day using your
siphon to get food is not a lot of work.
Shellfish, like geoducks, are an important part of a healthy
ecosystem because their active filtering can help improve or
maintain water quality.
Threats
The Geoduck has very few predators other than humans. Some are
harvested by divers with special tools, some in special aquaculture
farms, and some are harvested on beaches when the tide goes out.
However, this is not an easy task. You do not simple DIG a geoduck.
You must excavate! Keep in mind, if a geoduck is unearthed it
cannot rebury itself.
This clam has come out of its shell as a delicacy in many Asian
countries! The clams currently sell for huge sums of money. In
China they fetch more than US$150/pound and now require policing by
the Washington Dept. of Fisheries and Wildlife for illegal
harvesting.
Adaptations
Geoducks have a "foot" that digs them into sand or mud and they
stay in that spot for their entire lives. The geoducks can wedge
themselves so tightly in the deep burrows that predators just cant
dislodge them. They take in water for filter feeding through an
extended part of the body called the siphon, or neck. In the
geoduck clam, the siphon is extremely long, allowing the clam to
remain safe deep underground. In fact they have to bury deeply as
unlike other bivalves, their bodies do not fit neatly inside their
shell. Deep and covered is their best defense.
Mind Map
Organism
(Plants & Animals)
Classification
Habitat
Interdependence/
Connections to Food Web
Threats
Adaptions
Chinook Salmon
Bald Eagle
Geoduck
Eel Grass
Harbor Seal
Process Grid
Organism
Classification/
Description
Habitat
Interdependence/
Connections
Threats
Adaptations
Chinook Salmon (King)
1 of 5 Pacific Salmon
Largest Species of Pacific
Six Stages: egg, alevin, fry, smolt, adult and spawners
Anadromous
Fish: cold-blooded, vertebrate, gills, fins
Puget Sound
Estuary (where river meets sea)
Ocean type stays inn estuary long time.
Coastlines
Eagles, bears and whales = predator
Eats invertebrates
Carcasses provide nutrients to plants & insects
Invertebrates eat the insects & plants
Salmon transfers energy from ocean to river
Endangered
Humans : Food
Destruction of wetland
Damming of rivers
Rising temperature
Streamlined body
Rugged Fins: speed
Single row teeth swallow food
Lateral line: senses
Bald Eagle
Ave/Bird
Feathers, wings, two-legged, warm-blooded, egg-laying
vertebrate
Adults: white head/tail, brown body, large yellow curved
bill
Juvenile: blotchy white patches
Not bald
Old shoreline trees for roasting and nesting
Eyries are heavy. Need strong tree
Carnivorous raptor
Talons
Fish 90% diet
National Symbol
Owls prey on eaglets
Crows harass
Crows, squirrels raccoons go after nestlings
Threatened
eaglets survive
Humans: poaching
Power lines
Need old growth trees
1960s
Powerful wings
Can swim
Wingspan is 7 feet
Excellent eyesight
Color vision
Talons/curved beak
Geoduck
Gooey Duck
Largest burrowing intertidal clam
Weigh up 8 lbs
Bivalve mollusks
Cannot close inside shell
Long neck/siphon
100 million adults packed into mud
3 feet deep
abundant
Longest living up to 100 years +
Not many predators
Sedentary
Filter water quality
HUMANS
Harvested
Hard to dig; excavate
Delicacy in Asia
Foot that digs them into mud
Stay entire life
Wedge deep
Neck: siphon long to get food
Eel Grass
Primary producer
Perennial
Blooming underwater plant
Not seaweed/not grass
Base of food chain
Colonies
Blooms June-Aug
At and below the low tide line
Up to 6m of water
Estuaries, Tidal Flats and Protected
Clear water
Muddy sandy bottom
Shallow
Along shoreline
Food for invertebrate
Epiphytes grow on the surface and crustaceans and young salmon
eat it
Shelter
Prevents erosion from waves and current
Protection for small organisms from predators
Structures like docks prevent sunlight
Dredging destroys eelgrass
Sediment from streams prevent sunlight
Pollution
Trampling of people
Tolerate salt water
Lives in range of temperatures
Anchored to mud
Horizontal stems move with currents and waves
Grows in submerged water
Harbor Seal
Marine mammal
Abundant
Vertebrates, fur, 4-chambered heart, mammary glands
Pinniped: front and rear flippers
Puget Sound
Part in water, part on land
haul out protected beaches, rocks
Bask in sun
sleep
Opportunistic feeders
Varied diet
Fish, shellfish and crustaceans
Orcas, shark and people
1947-1960 bounty
17,000 killed
Today: protected Federal Marine Mammal Protection Act
Do not disturb
4 flippers Swim forward and upside down
Hind propulsion
For flipper s as rudders
12 mph fast
Dive deep up to 650 ft
Stay submerged up to 30 min
More blood-oxygen