* Assist in setting up and maintaining the tank for a period of approximately four months. This includes daily ph and ammonia readings, water quality maintenance, chiller settings, raising brine shrimp for salmon feeding, and overall care of an aquatic ecosystem.*Conduct a thorough research project of the various facets of the salmon life cycle. Using the Internet and Appleworks Presentation, create a slide show demonstrating the knowledge gained. This presentation should include a minimum of 12 slides, voice and/or music, a USB movie, and be reflective of a deep understanding of the atlantic salmon. Completed presentations will be shared with students from other grade levels. Presenters should be prepared to answer questions and clarify information.
* Exhibit mastery and competency of content by producing and participating in a video-conferencing lesson with students from other schools. This process will require students to take the key components learned through their research, collaborate with others, and compile a lesson to be taught to other students.
*Compose letters to legislatures voicing concerns about the continuum of the project. Funding is key to keep this program alive in classrooms. Use the voice of the environmentally empowered students.
Culminating Activity:
Students participated in a habitat assessment survey and released the salmon into their natural habitat. Students were required to assess and explore the river ecosystem, describe the surrounding area, test water quality (ph and ammonia), water temperature, width and depth of stocking site, river bottom composition, width and depth of stocking site, velocity of river at stocking time, and identification of surrounding vegetation and stream side insects. Lastly, releasing the salmon into the river.
This activity involved staff, community members, college professors, and environmentalists.
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Last Modified on September 24th, 2004
