North Kitsap School District



Project GLADTacoma Public SchoolsPuget Sound InterdependencyLevel 4UNIT INDEXIdea Pages1Planning Pages16Sample Daily Lesson Plans 19Unit:Prediction/Reaction Guide25Literacy Awards26Teacher-Made Big Books28Graphic Organizer –World/Puget Sound33Graphic Organizer – Six Kingdoms37Pictorial Input – Pacific Salmon44Narrative Input 48Poetry Booklet53Expert Groups59Mind Map71Process Grid72Graffiti Wall Questions75Teacher Generated TestLearning Log RubricTeam Action PlanResearch & Writing Prompt Home/School Connections Project GLADTacoma Public SchoolsPuget Sound InterdependencyLevel 4IDEA PAGES 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 globe21st Century Themes Connection - Environmental Literacy 21st Century Themes Connections: Global AwarenessFOCUS/MOTIVATIONCognitive Content Dictionary with signal wordLiteracy Awards (Super Ecologist Awards)Observation ChartsInquiry ChartBig BookRealia Poems and ChantsRead AloudsPicture File CardsCLOSUREProcess all charts and learningLearning LogsPortfolio ConferenceTeam Presentations of team tasksIndividual Explorations with rubricsPersonal explorationsStudent-made big booksTeam-made big booksTeam Action PlanOn-going assessment- logsTeacher/student made testsGraffiti WallWriting PiecesExpository WritingNarrative WritingOpinion WritingPoetryCONCEPTSNEW GENERATION SCIENCE STANDARDS: DISCIPLINARY CORE IDEASLS2.A: Interdependent Relationships in EcosystemsThe 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 ResilienceWhen the environment changes in ways that affect a place’s 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 HumansPopulations live in a variety of habitats, and change in those habitats affects the organisms living there. B. NEW GENERATION SCIENCE STANDARDS: SCIENCE & ENGINEERINGAnalyzing and Interpreting DataAnalyze 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 STANDARDSAnalyzing and Interpreting DataAnalyze 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. WA STATE SCIENCE STANDARDSEALR 1 SYSTEMSCore Content: Complex Systems4-5 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 INQUIRYCore Content: Planning Investigations4-5 INQA Question4-5 INQB-E Investigate4-5 INQF Models4-5 INQG Explain4-5 INQH Communicate4-5 INQI Intellectual HonestyEALR 4 LIFE SCIENCE: EcosystemsCore Content: Structures and Behaviors4-5 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: EcosystemsCore Content: Food Webs4-5 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.WA STATE SOCIAL STUDIES STANDARDSEALR 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 ponent 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 ponent 5.1: Uses critical reasoning skills to analyze and evaluate positions.? Component 5.2: Uses inquiry-based research.? Component 5.3:? Deliberates public SS ELA READING STANDARDSReading 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 SS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the SS.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 character’s 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 SS.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 SS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.Reading InformationalCCSS.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 SS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the SS.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 SS.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 SS.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 SS.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 SS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a SS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject SS.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 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.Foundational Skills CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding SS.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.Fluency CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support SS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and SS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive SS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as MON CORE WRITING STANDARDS CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information SS.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 SS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the SS.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 SS.ELA-Literacy.W.4.2e Provide a concluding statement or section related to the information or explanation SS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event SS.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 SS.ELA-Literacy.W.4.3b Use dialogue and description to develop experiences and events or show the responses of characters to SS.ELA-Literacy.W.4.3c Use a variety of transitional words and phrases to manage the sequence of SS.ELA-Literacy.W.4.3d Use concrete words and phrases and sensory details to convey experiences and events SS.ELA-Literacy.W.4.3e Provide a conclusion that follows from the narrated experiences or SS.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 1–3 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 SS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a SS.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 SS.ELA-Literacy.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and SS.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 character’s 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 MON 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 SS.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 SS.ELA-Literacy.SL.4.1b Follow agreed-upon rules for discussions and carry out assigned SS.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 SS.ELA-Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the SS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and SS.ELA-Literacy.SL.4.3 Identify the reasons and evidence a speaker provides to support particular SS.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 MON CORE LANGUAGE STANDARDS CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or SS.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 SS.ELA-Literacy.L.4.1c Use modal auxiliaries (e.g., can, may, must) to convey various SS.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) HYPERLINK "" CCSS.ELA-Literacy.L.4.1e Form and use prepositional SS.ELA-Literacy.L.4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-SS.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 SS.ELA-Literacy.L.4.2a Use correct SS.ELA-Literacy.L.4.2b Use commas and quotation marks to mark direct speech and quotations from a SS.ELA-Literacy.L.4.2c Use a comma before a coordinating conjunction in a compound SS.ELA-Literacy.L.4.2d Spell grade-appropriate words correctly, consulting references as SS.ELA-Literacy.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or SS.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 SS.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 SS.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 SS.ELA-Literacy.L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word SS.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 VOCABULARYTier II – environmentsystemsubsystemstructuresfunctionspopulationorganismsenergycharacteristicsproducersconsumersdecomposersabundantclassificationadapt/tioninterdependenceinhabit/habitateabundantendangeredthreatenedextinctindirectly/directlycrucialsynthesizejuvenileclaimtextual evidencehypothesizepredictprimarysecondarypollutionopportunisticuniquefragilediversecomplexmarineconsumescavengermodelsimulationcommunitysustainabilityTier III – ecologistecosystemsnutrientsestuaryshorelinekingdomphylum/classprecipitationbioticabioticsubmergeheterotrophphotosynthesisautotrophecto/endothermalperservationcarnivoreomnivoreenergy transferfood chainfood webherbivoreomnivorepredatorscavengerdecomposervertebratescarnivoreinvertebratesphytoplanktonzooplanktonanadromousconservationspeciesuni/multicellularlife cyclenichestewardshipbrackishRESOURCES AND MATERIALSVideosSchlessinger 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? Back, Salmon by Molly ConeSalmon Forest by David SuzukiThe Salmon (Life Cycles) by Sabrina CreweSalmon (Nature Watch) by Ron HirschiSalmon (Kids Can Press Wildlife Series) by Deborah HodgeOrcas, Eagles and Kings: Georgia Strait and Puget Sound by Steve YatesSockeye’s Journey Home: The Story of a Pacific Salmon by Barbara Gaines WinkelmanMarine birds and Mammals of Puget Sound by T. Angell and K.C. Balcomb IIIAdventures in the Great Puget Sound by Dawn AshbachCan Kids Save the Earth? by Martin BergerThe Mighty Ocean by Martin BergerSea Life of the Pacific Northwest by Stefani Hewlett & K. GilbeyA Journey into an Estuary by Rebecca JohnsonEyewitness Books: The Seashore by Steve ParkerWetlands by Greg ReidPacific Intertidal Life by Ron Russo and Pam OlhausenSalmon Forest by David SuzukiPeople of Salmon and Cedar by Ron HirschiThe Puget Sound by Kate MarsicoBald Eagle Susan Heinrichs GraySoaring with the Wind: The Bald Eagle by Gail Gibbons Bald Eagle Nest: A Story of Survival in Photos by Kate DavisThe Life Cycle of a Salmon by Bobbie KalmanField Guide to the Geoduck: The Secret Life of the World's Biggest Burrowing Clam From... (Sasquatch Field Guide Series) by David George GordonThe War in your Backyard: Life in an Ecosystem by Louise SpillsburyExploring Ecosystems (Let’s Explore Life System) by Ella HawleyOceans (Ecosystems) by Heather C. HudakFood Chain Frenzy (Magic School Bus Chapter Books Series #17), CapeciWhat Are Food Chains and Webs? Kalman, Langille;NarrativeThe Salmon Princess: An Alaska Cinderella Story by Mindy DwyerA Salmon for Simon by Betty WatertonAdventures of Riley: Survival of the Salmon by Amanda LumrySalmon Boy: A Legend of the Sechelt People by Donna JoeSalmon Stream by Carol Reed-Jones (Poetry)PoetryWebsitesecosystems/eco_system_home.htm: //qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-carnivore.htmlhttp: //qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-omnivore.htmlhttp: //qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-herbivore.htmlhttp: //qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-decomposer.htmlhttp: //qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-pollinator.htmlhttp: //qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-plant.htmlhttp: //java/population/facts_foodchain.html RESOURCES RESOURCESThe Issaquah Salmon Hatchery: The Ballard Locks: Salmon in the Classroom (program through Washington Department of Fish and Wildlife): Salmon Days Festival in Issaquah: University of Washington Research & Teaching Hatchery: Edmonds Discovery Programs – Marine Education GLADTacoma Public SchoolsPuget Sound EcosystemLevel 4PLANNING PAGESFOCUS/MOTIVATIONCognitive Content Dictionary with Signal WordLiteracy Awards: Super Ecologist Awards, Scientist Notebook, postcards, golden pen, bookmarksRead aloudInquiry ChartPoetry & ChantsBig BookObservation ChartsPrediction/Reaction GuideRealiaField Trip – Titlow Beach Tacoma, WAPoint Defiance Zoo and Aquarium INPUTGraphic Organizer – Six Kingdoms of Living Things Graphic Organizer – World Map Puget Sound Region Map InsetPictorial Input – Chinook Salmon10/2 lecture with primary languageNarrative Input Chart: Sammy the SalmonRead aloudAction Plan – Graphic OrganizerGUIDED ORAL PRACTICEExpert GroupsT-Graph for Social SkillsPersonal InteractionsSentence Patterning ChartPoetryPicture File Cards: observe, classify, categorize, labelNumbered Heads Exploration ReportMind MapProcess GridChoral ReadingProcessing ChartsGroup Problem Solving for threatened speciesREADING & WRITINGWhole ClassFound Poetry (Insert a title here)Poetry FrameExpository ParagraphsStory MapCooperative Strip Paragraph DRTASmall Groups (anything modeled by the teacher)Team TasksEar-to-Ear ReadingExpert GroupsFlexible GroupsELD Group FrameClunkers and Links – at or aboveSkillsEmergent – Cooperative Strip Paragraph Reading Group Focused ReadingIndividual – PortfoliosLearning LogsInteractive JournalsIndividual Tasks – anything practiced in teams Poetry BookletsHome/School ConnectionFocused Reading with personal CCDReading/Writing Choice TimeAdd to the WallsPersonal ExplorationsListen and SketchExpository WritingNarrative WritingPoetry WritingWriter’s WorkshopMini-LessonWriteConferenceAuthor’s ChairPublishingEXTENDED ACTIVITIES FOR INTEGRATIONPoetry and ChantsSongsArt lesson – Science ExperimentsField Trip to Tide Pools – Titlow Beach Tacoma, WA and Pt Defiance ZooCLOSUREProcess Inquiry ChartTeam JeopardyShare Big Books/Personal Explorations with RubricsProcess chartsPortfolios – writing rubricsEvaluation/new learningAssess Learning Log – on goingTeam PresentationsHome/School ConnectionsStudent/Teacher Generated TestGraffiti Wall SAMPLE DAILY LESSON PLANS-946153175*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.00*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/MOTIVATIONZero Noise SignalThree Personal Standards with Literacy (Super Ecologist) AwardsPrediction/Reaction GuideCognitive Content Dictionary with signal word ( )Observation ChartsInquiry Chart Teacher Made Big Book – The Important Book about the Puget Sound EcosystemsPortfoliosGUIDED ORAL PRACTICEPoetry/Chant – Here/ThereINPUTGraphic Organizer – Six Kingdoms of Living Things10/2 lecture, primary language groupsLearning LogELD ReviewGUIDED ORAL PRACTICET-Graph for social skills/team points – cooperationPicture File CardsFree explorationList, Group, LabelExploration Report - Personal InteractionINPUTGraphic Organizer: North American Map/Puget Sound Region10/2 lecture, primary language groupsLearning LogELD ReviewREADING/WRITINGInteractive Journal WritingFlexible reading groups – leveled, skill, heterogeneous, homogeneous, ELDWriter’s WorkshopMini lessonWriteAuthor’s ChairGUIDED ORAL PRACTICENarrative – 10/2 lecture, primary language groupsLearning LogELD ReviewCLOSURE AND EVALUATIONHome/School ConnectionProcess Chants 337185055245*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.00*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/MOTIVATIONCognitive Content Dictionary with signal wordT-Graph/Team pointsProcess Home/School ConnectionThree Personal Standards with Literacy AwardsReview Graphic Organizers with word cardsReview Narrative Input chart with word cards and conversation bubblesRead AloudPoetry: Highlight, sketch, add pictures INPUTPictorial Input: Chinook Salmon10/2 lecture, primary language groupsLearning LogELD ReviewGUIDED ORAL PRACTICET-Graph processingTeam TasksKeyMenuProcess T-Graph for Social SkillsTeam ShareREADING AND WRITINGExpert GroupsFlexible Group Reading - Heterogeneous, ELD, Homogeneous, Skill, LeveledGuided Writer’s WorkshopMini lesson – 6 traitsWriteAuthor’s ChairCLOSUREHome/School ConnectionProcess all chartsDAY 3:3524250-294640*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.00*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/MOTIVATIONCognitive Content Dictionary with signal wordT-Graph/Team Points ReviewThree Personal StandardsRead AloudReview Pictorial Input with word cards and Picture File Cards Process Chants: highlight, sketch, add Picture File CardsProcess Home/School ConnectionLiteracy AwardsRevisit Chant – Here/ThereREADING/WRITINGFlexible Group Reading- leveled, skill, heterogeneous, ELDExpert GroupsTeam Tasks with Team Sharing – Process T-Graph for Social Skills GUIDED ORAL PRACTICESentence Patterning Chart – OrganismsReading GameTrading GameFlip ChantINPUTAction Plan Input GUIDED ORAL PRACTICEMind MapProcess Grid Poetry/ChantREADING/WRITINGCo-op Strip Paragraph ReadRespondReviseEdit3676650-59690*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.00*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.DAY 4:FOCUS/MOTIVATIONCognitive Content Dictionary with signal wordT-Graph/Team Points ReviewProcess Home/School ConnectionThree Personal Standards with Literacy AwardsReview Narrative with Story MapRead AloudProcess Poetry: Highlight, sketch, add pictures READING/WRITINGFlexible Group Reading – leveled, skill, heterogeneous, homogeneous, ELDELD Group Frame - RetellClunkers and Links, SQ3R – at or about grade level readersTeam Tasks with oral evaluationTeam Share and Presentations INPUT Whole Class Action PlanREADING AND WRITINGFocused Reading with Personal Content Cognitive DictionaryEar-to-Ear Reading with Poetry BookletFound PoetryCLOSUREProcess ChartsPersonal Explorations3476625-514351*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.00*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.DAY 5:FOCUS/MOTIVATIONCognitive Content Dictionary with student selected vocabulary “Stumper Word”T-Graph/Team Points ReviewProcess Home/School ConnectionThree Personal Standards with Literacy AwardsRead AloudStrip BookPoetry/ChantsREADING/WRITINGListen and SketchFlexible Group Reading (Leveled, skilled, etc.) Cooperative Strip Paragraph (emergent readers)Team Share & PresentationsInteractive JournalDRTAMemory BankCLOSURETeam Action PlanGraffiti WallFamily Feud/JeopardyLetter homeProcess Inquiry ChartEvaluate week – “What helped you learn?”Prediction Reaction GuideName: _______________ Prediction Date ________ Reaction Date __________QuestionI predictNow I knowHow I know Define Organism: an invention A living thingThe name of a cityan inventiona living thing the name of a cityPictorialsExpert GroupsChantsBook or ReadingComputerOther _________ Name three features of the Puget Sound Estuary ecosystem___________________________________________________________________________________________ _________________PictorialsExpert GroupsChantsBook or ReadingComputerOther _________3. Humans never affected their environment because they were so careful with their natural resources.True FalseTrue FalsePictorialsExpert GroupsChantsBook or ReadingComputerOther _________4. Which is an example of an adaptation?a. lateral lineb. a scientist c. 6 kingdomsa. lateral lineb. a scientistc. 6 kingdomsPictorialsExpert GroupsChantsBook or ReadingComputerOther _________5. interdependence is:a. a place scientist workb. depending on another/ connectionsc. a type of invertebratea. a place scientist workb. depending on another/connectionsc. a type of invertebratePictorialsExpert GroupsChantsBook or ReadingComputerOther _________6. Which of these activities severely damaged the Puget Sound Estuary?a. dredging of riverbeds.b. kayaking/ boatingc. damming of riversa. dredging of riverbedsb. kayaking/boatingc. damming of riversPictorialsExpert GroupsChantsBook or ReadingComputerOther _________Sample Literacy AwardsLiteracy Awards are intended to include authentic pictures and graphics. Pictures and graphics are not available due to copyright laws.Super Ecologist AwardsLook 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!9525080645Insert authentic photo such as authentic photo such as Ecologist AwardsLook at the photograph and read the caption describing a bald eagle. What words in thiscaption are adjectives? Remember, adjectives are words that describe nouns. Please write those adjectives that describe the bald eagle in this picture.5908080479Insert authentic photo such as authentic photo such as glorious, majestic and royal bald eagle gracefully glides over the shoreline. 135636030480000Literacy Award14954252924175Original photo by Betsy Clark020000Original photo by Betsy ClarkSammy the SalmonOn the back of this award; write 3 events from the story145224539751000Literacy Award16186153006725Original photo by Betsy Clark020000Original photo by Betsy ClarkSammy the SalmonOn the back of this award; write 3 events from the story6858002854960Original photo by Betsy Clark00Original photo by Betsy ClarkTacoma Narrows BridgeHave you ever crossed the narrows bridge? Ever seen it before? What do you think it is like to walk across the Tacoma Narrows Bridge?685800291846000The Important thing about Puget Sound EcosystemBy Brittane HendricksContentsOverview/Location1Estuary 2Producers3Consumers4Decomposers5Ecology6The 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 SeaThe 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 1The 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 2The 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 3The 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 4The 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 nature’s 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 5The 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 6GLOSSARYAbundant: Well supplied, great quantity.Brackish: A mixture of salt and fresh water.Consumers: An animal that feeds (or consumes) plants or other animalsDecomposers: 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 delicateHabitat: The natural environment of an organism. Interdependent: Mutually dependent: depending on one another.Invertebrates: Species not having a anism: Any life form.Phytoplankton: Plant like organisms in planktonPrecipitation: 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 matterSpecies: The most distinct classification of organisms.Photos to Retrieve for Big BookTitle Page: 1 Diversity 2 Mountains 3Puget sound food web 4Consumers/food chain 5Decomposers Puget SoundKing Crab 6Puget Sound MAP NOTESWORLD MAP ELDSix 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. Retrieved 4/30/14DescriptionAbility to make foodNumber of cells Examples ArcheaExtreme salty water, sewer, acid, thermal Microspcopic3.5 billion years oldNo oxygenDecomposers: Get energy from other organismsAutotrophs: Make own food from chemicals UnicellularProkaryotes (simple cells no nucleus)Methanogens: Create methaneHalophiles: High SaltThermophiles: HeatEubacteriaLive Everywhere, EXCEPT extreme environments, including on you.Harmful and beneficialAutotrophsSome photosynthetic: Some absorb foodDecomposersUnicellularProkaryotes (simple cells no nucleus)E ColiSalmonellaProtistaOdds and ends kingdom members are different Some autotrophicSome heterotrophicUnicellular and Multi cellularAll Eukaryote (Complex with nucleus and organelles)Paramecium AlgaeKelpFungiFungi 'eat' by releasing enzymes to break down nutrients then absorb. Absorptive heterotrophsUnicellular (yeast only)Rest are multicellularAll EukaryoteMushroomsMoldYeastMildewPlantaePhotosynthesis12 major groups or PhylaClassified by tissue, seed and statureAutotrophsProducerPlants are autotrophsMake their own foodMulticellular consists of complex cells.EukaryoteEelgrassAnimaliaOxygenGrowReproduceOver 2 mill speciesAll HeterotrophsConsumers:Herbivores, omnivores and carnivoresMulticellularEukaryoteSeal otterChinook salmonGeoduckBald EagleAnimaliaAll animals are multicellular and EukaryotesAll animals are consumersInvertebrateNo Backbone32 PhylumVertebrateBackbonePhylum: ChordataClassificationDescriptionExampleClassificationDescriptionExamplePhylumCnidaria (Coelenterata)Aquatic One opening for anus and mouthNo brain or heartSea anemones CoralJellyfishClass AmphibiaWater/landCold-blooded (ecto)MetamorphosisBreathes thru skinFrogsSalamanders newtsPhylum AnnelidaAquatic and terrestrialSegemented wormsEarthwormLeechEarthwormClass AvesFeathers, wings hollow bones, eggsOwl, Eagle, OspreyPhylum ArthropodaDiverseExoskeletonSegmented bodyJointedAppendagesCentipedes, Spiders, Scorpions, Insects and Crustaceans.Class OsteichthyesBony Fish 96%GillsCold Blooded (ecto)SalmonSharkTroutPhylum MolluscaSoft bodyMost hard shellNo legsTentaclesSquidsOctopusSnailsSlugClassReptiliaCold-blooded (ecto)ScalesLungs for breathingTurtlesLizards, snakesCrocodilesPhylum EchinodermataEndoskeletonNo blood!Tiny feet all overStarfishClassMammaliaWarm-blooded (endo)MilkHairSeal harborHumanBearPhylumPoriferaNo organsSimplest animalSpongesELD levels of questions: Graphic Organizer – Six Kingdoms of Living Things Stages of Language AcquisitionPreproductionEarly ProductionSpeech EmergenceIntermediate FluencyAdvanced FluencyWashington ELP Proficiency LevelsBeginning/Adv BeginningIntermediateAdvancedTransitionalFluentLevel of QuestioningPoint toYes/NoEither/OrOpen-endedEvaluationWhich 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? SynthesisWhich 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?AnalysisPoint 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? ApplicationShow 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? ComprehensionPoint 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? KnowledgePoint 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 CHINOOKChinook Salmon: Teaching NotesClassificationChinook 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 PinkThere 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. = AnadromousHabitatOf 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 world’s 2nd largest estuaryPacific Ocean CoastlineInterdependence and Connections to Food WebSalmon provide food for a variety of wildlife, from bald eagles to killer whales to grizzly bears. Eats InvertebratesSalmon 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. retrieved 4/30/14ThreatsHumans: favorite dinner salmonThey are endangeredPuget 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 retrieved 4/30/14AdaptationA streamlined body allows you to glide smoothly and effectively though the water, conserving valuable energy. Having rugged fins. The salmon’s 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 SalmonStages of Language AcquisitionPreproductionEarly ProductionSpeech EmergenceIntermediate FluencyAdvanced FluencyWashington ELD Proficiency LevelsBeginning/Adv BeginningIntermediateAdvancedTransitionalFluentLevel of QuestioningPoint toYes/NoEither/OrOpen-endedEvaluationShow me why the chinook salmon belongs in the phylum chordata. Is the Chinook Salmon’s 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. SynthesisFind an example of a invertebrate that is part of the salmon’s diet. Would the Osprey be part of the Chinook Salmon’s 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 Salmon’s survival? AnalysisShow 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? ApplicationIdentify 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. ComprehensionLocate 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. KnowledgePoint 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 SalmonNarrative Input1 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. 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. , 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, “Whew…that was close!” “You don’t 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. “Are YOU the voice?” you ask the strange looking tube.“Yep it’s me, Geo-Geo, the gooey duck.” With this came a spit of salt water from the tube. “You’re 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 it’s 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 don’t forget there are the fishermen! Not to mention all the development and dredging going on here. Yeah, you’re lucky your nest even held up over the winter flooding. You just don’t stand a chance, errrr…….what’s your name again?”“I, I, I never told you my name...” You stammer, taken aback by the mollusk’s candid remarks. “I’m Sammy the Salmon. I’m 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, I’m 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 you’ll die anyway. It’s just the way it goes”Worried now, you shakily state “Weeellllllll, Iiii’ll 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. don’t 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)6You 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, he’s 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)7The 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.“You’re telling me! I was almost someone’s dinner!” You exclaim.“You were almost someone’s dinner twice now if I remember correctly” The Voice replied.“Who’s saying that? Who are you?” You ask, exhausted from the recent events.“Don’t you remember me? Come on, Sammy….. Let me help you… -born, -eat, -die!”“Oh it’s 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 don’t 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, you’ve made the full circle. It’s 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.” “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, “I’m okay with it; I know it’s 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, then…die. 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. was retrieved from this website Matrix: Narrative Input “Sammy the SalmonStages of Language AcquisitionPreproductionEarly ProductionSpeech EmergenceIntermediate FluencyAdvanced FluencyWashington ELD Proficiency LevelsBeginning/Adv BeginningIntermediateAdvancedTransitionalFluentLevel of QuestioningPoint toYes/NoEither/OrOpen-endedEvaluationShow 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? SynthesisWhy 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?AnalysisWhy 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? ApplicationIdentify 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 someone’s meal or become sedentary? How would you use sturdy fins if you were Sammy?What is the relationship between the salmon and geoduck? ComprehensionLocate 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. KnowledgePoint 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 . Interdependence:Puget Sound EcosystemPoetry Book44862752857500Organisms Here, Organisms ThereBy Brittane HendricksOrganisms Here, Organisms ThereOrganisms, Organisms Everywhere!Majestic organisms swooping determinedly Anadromous organisms spawning instinctivelySerene organisms basking cautiouslyAnd sedentary organisms siphoning ravenouslyOrganisms around the estuaryOrganisms in the eelgrass anisms beneath the mudAnd organisms above the shorelineOrganisms Here, Organisms ThereOrganisms, Organisms, anisms! Organisms! Organisms!697230024764900Ecologist BugalooBy Brittane HendricksI‘m an ecologist and I’m here to say,I study interdependency every day.Sometimes I search the internet.Sometimes I’m in the field.Sometimes a model or simulation is what I build.Perservation, conservation,sustainability tooDoing the ecologist bugaloo, bugaloo.I’m an ecologist and I’m here to say,We need to protect the Puget Sound everydayConserve your use of waterAnd fertilizers, tooStewardship is the key, the future is up to you.Perservation, conservation, sustainability tooDoing the ecologist bugaloo, bugaloo!-314325177803419475-2952750Conservation is the Key (Camp Town Races)By Brittane Hendricks(Chorus)Conservation is the key.Doo Dah. Do Dah.For Puget Sound Sustainability!Oh Ecological DayEel Grass is more than just a plant.It’s a habitat, a haven, a home.Provides protection from predators,Young smolts will freely roam.(Chorus)Old-growth trees provide the structureFor the eagle to build its nestA predator at the top of the food webThey prefer the shoreline best (Chorus)The world’s largest burrowing clamThe geoduck digs down several feet They feed on abundant phytoplanktonHumans eat them as a treat.(Chorus)One marine mammal is a harbor sealLives in the water and the landEats prey that is available and easy to findBasking leisurely in the sand.3752850-2381250The Salmon Cycle(Tune: The Brady Bunch)Brittane HendricksHere’s a story of an endangered salmonWho was living his life in Puget Sound.Starting out as an egg in a streambedIn a nest called a redd.Till the one day - three months later when he hatchesWith a nutritious yolk sac hanging onHe stays hidden in his gavel nest protectedUntil his yolk sac is goneThen as a fry this little salmon leaves his nest nowAnd this little organism becomes six inches longWorking hard to avoid all of his predatorsHe still must grow big and strong.Soon this little fry grows vertical markingsAs a Parr he is growing in lengthStill he hides as he journeys towards the oceanWith parr marks on his flank.Years pass and this fry loses his parr marksHis flank turns a beautiful silver hueHe begins to adjust himself to salt waterThis smolt now swims in schools.As an adult he lives a few years in the oceanGetting bigger as he swims around and feedsHazards come at him in all directionsThen he returns to his home streamAs a spawner he readapts himself to fresh waterTraversing ladders and rugged waters he will swimHe will fertilize his eggs in the gravelThe cycle starts againThe Life Cycle, the life cycleHere we go with the Chinook life cycle! Puget Sound Ecosystem? Yes, Ma’am!By Brittane HendricksIs the Puget Sound an ecosystem?Yes Ma’am Is the Puget Sound an ecosystem?Yes Ma’amWell, how do you?Living and nonlivingHow do you know?Biotic and abioticAnd what else?InterdependenceAnd what else? A community of populationsAre there primary producers?Yes Ma’amAre there primary producers?Yes Ma’amWell, how do you know?PhotosynthesisHow do you know?Convert energy from the sunAnother name to call them?AutotrophsGive some examples.Eeglrass and phytoplankton. Are there primary consumers?Yes Ma’amAre there primary consumersYes Ma’amWell, how do you?HerbivoresHow do you know?Consume producers Another name to call them?HeterotrophsGive me some examples. Mussels and shrimpAre there secondary consumers?Yes Ma’amAre there secondary consumers?Yes Ma’amWell, how do you?Omnivores and CarnivoresHow do you know?Consume consumersAnother name to call them?Heterotrophs and PredatorsGive me some examples. Salmon, Bald Eagle and harbor sealsAre there detritivores?Yes Ma’amAre there detritivores?Yes Ma’amWell, how do you?Eats debrisHow do you know?Eats decaying matterAnother name to call them?Bottom FeedersGive me some examples. Crabs Expert GroupsEelgrass ClassificationDo eels lie in it? Is it grass? Why do we care about this “invisible” plant that grows in the bay? Well, for starters, it’s 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.952511049000HabitatEelgrass (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. 66675635Interdependence 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 “epiphytes”grow 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.28575558800ThreatsEelgrass 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.28575106045AdaptationsEelgrass 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!57150292100eelgrass 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 GroupsHarbor Seal ClassificationHarbor 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. 2857538100HabitatThe 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.-476255969000Interdependence 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?38100173355ThreatsHarbor 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. 3810085090AdaptationsHarbor 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. 952571120Bald EagleClassificationAves, 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. Don’t be fooled by its name. The bald eagle is not really bald at all, it actually has feathers on its head!666751155700HabitatBald 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. 95251905Interdependence and Connections to Food WebBeing 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. 2857534290ThreatsThe 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 isn’t 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. 28575104140AdaptationsBald 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! 19050102235GeoduckClassificationThe 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 elephant’s trunk. This neck, called a siphon, pokes out to pull in phytoplankton—tiny marine plants—for meals. Other bivalve mollusks include oysters, cockles, mussels, and scallops.2857548895HabitatEver 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.2857534925Interdependence and Connections to Food WebThe 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.9525130175ThreatsThe 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. 9525107315AdaptationsGeoducks 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 can’t 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.1619251143000Mind MapOrganism(Plants & Animals)ClassificationHabitatInterdependence/ Connections to Food WebThreatsAdaptionsChinook SalmonBald EagleGeoduckEel GrassHarbor Seal759142589535Process Grid00Process GridOrganismClassification/DescriptionHabitatInterdependence/ConnectionsThreatsAdaptationsChinook Salmon (King)1 of 5 Pacific SalmonLargest Species of PacificSix Stages: egg, alevin, fry, smolt, adult and spawnersAnadromousFish: cold-blooded, vertebrate, gills, finsPuget SoundEstuary (where river meets sea)Ocean type stays inn estuary long time.CoastlinesEagles, bears and whales = predatorEats invertebratesCarcasses provide nutrients to plants & insects Invertebrates eat the insects & plantsSalmon transfers energy from ocean to riverEndangeredHumans : FoodDestruction of wetlandDamming of riversRising temperatureStreamlined body Rugged Fins: speedSingle row teeth swallow foodLateral line: sensesBald EagleAve/BirdFeathers, wings, two-legged, warm-blooded, egg-laying vertebrateAdults: white head/tail, brown body, large yellow curved billJuvenile: blotchy white patchesNot baldOld shoreline trees for roasting and nestingEyries are heavy. Need strong treeCarnivorous raptorTalonsFish 90% dietNational SymbolOwls prey on eagletsCrows harassCrows, squirrels raccoons go after nestlings Threatened? eaglets surviveHumans: poachingPower linesNeed old growth trees1960s Powerful wingsCan swimWingspan is 7 feetExcellent eyesightColor visionTalons/curved beakGeoduck“Gooey” DuckLargest burrowing intertidal clamWeigh up 8 lbsBivalve mollusksCannot close inside shellLong neck/siphon100 million adults packed into mud3 feet deepabundantLongest living up to 100 years +Not many predatorsSedentaryFilter water qualityHUMANSHarvestedHard to dig; excavateDelicacy in AsiaFoot that digs them into mudStay entire lifeWedge deepNeck: siphon long to get foodEel GrassPrimary producerPerennial Blooming underwater plantNot seaweed/not grassBase of food chainColoniesBlooms June-AugAt and below the low tide line Up to 6m of waterEstuaries, Tidal Flats and ProtectedClear waterMuddy sandy bottomShallowAlong shorelineFood for invertebrateEpiphytes grow on the surface and crustaceans and young salmon eat itShelter Prevents erosion from waves and currentProtection for small organisms from predatorsStructures like docks prevent sunlightDredging destroys eelgrassSediment from streams prevent sunlightPollutionTrampling of peopleTolerate salt waterLives in range of temperaturesAnchored to mudHorizontal stems move with currents and wavesGrows in submerged waterHarbor SealMarine mammalAbundantVertebrates, fur, 4-chambered heart, mammary glandsPinniped: front and rear flippersPuget SoundPart in water, part on land“haul out” protected beaches, rocksBask in sunsleepOpportunistic feedersVaried dietFish, shellfish and crustaceansOrcas, shark and people1947-1960 bounty17,000 killedToday: protected Federal Marine Mammal Protection ActDo not disturb4 flippers Swim forward and upside downHind propulsionFor flipper s as rudders12 mph fastDive deep up to 650 ftStay submerged up to 30 minMore blood-oxygenBlubberthermoregulationGraffiti Wall Questions6 kingdoms: Name the phylum the crab belongs:A. MolluskaB. ArthropodaC. EchinodermataChinook Pictorial:The lateral line adaptation is use for ________________________ Narrative input:What did Sammy learn about his life cycle from the boy and his dad?SPC:Write a sentence using the SPC. Circle the adverb in your sentence?Process Grid:True or False: the adult salmon is also called a “Spawner.”CCD chart:Use the word____ in a sentence. Find a word to add to the list of Stumper wordsChants:“Conservation is the Key”Why is conservation the key?T-graph for social skills:Define Cooperation ................
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