khs.nkschools.orgkhs.nkschools.org/UserFiles/Servers/Server_419503/File/… · Web viewCognitive Content Dictionary with signal word. Literacy Awards ... 4-5 SYSC Systems have inputs

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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


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


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


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


Learning Log

ELD Review

READING/WRITING

Interactive Journal Writing

Flexible reading groups leveled, skill, heterogeneous, homogeneous, ELD

Writers Workshop

Mini lesson

Write

Authors Chair


Narrative


Learning Log

ELD Review

CLOSURE AND EVALUATION


Process Chants


DAY 2:

FOCUS/MOTIVATION


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


Learning Log

ELD Review


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


Process all charts

DAY 3:


FOCUS/MOTIVATION


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


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


Sentence Patterning Chart Organisms

Reading Game

Trading Game

Flip Chant

INPUT

Action Plan Input


Mind Map

Process Grid

Poetry/Chant

READING/WRITING

Co-op Strip Paragraph

Read

Respond

Revise

Edit

DAY 4:


FOCUS/MOTIVATION





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:


FOCUS/MOTIVATION

Cognitive Content Dictionary with student selected vocabulary Stumper Word




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


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


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


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.



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.



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


Preproduction

Early Production

Speech Emergence


Advanced Fluency

Washington ELD Proficiency Levels


Intermediate

Advanced

Transitional

Fluent


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


Preproduction

Early Production

Speech Emergence


Advanced Fluency

Washington ELD Proficiency Levels


Intermediate

Advanced

Transitional

Fluent


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



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, Organisms, Everywhere.

Organisms! Organisms! Organisms!

Ecologist Bugaloo


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)


(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!


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.


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.


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

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