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    Salmon overfishing is a current problem that is very relevant in our world. Students will be able to synthesize information, articulate the positives and negatives of overfishing, and evaluate tradeoffs of current fishing practices around salmon. The goal at the end of the unit is for students to work together in groups to recall information taught during this week and present it as a group to the class.

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    Salmon overfishing is a current problem that is very relevant in our world. Students will be able to synthesize information, articulate the positives and negatives of overfishing, and evaluate tradeoffs of current fishing practices around salmon. The goal at the end of the unit is for students to work together in groups to recall information taught during this week and present it as a group to the class.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    56 views2 pages

    Salmon Day 5 Lesson Plan

    Uploaded by

    api-279882247
    Salmon overfishing is a current problem that is very relevant in our world. Students will be able to synthesize information, articulate the positives and negatives of overfishing, and evaluate tradeoffs of current fishing practices around salmon. The goal at the end of the unit is for students to work together in groups to recall information taught during this week and present it as a group to the class.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 2

    LESSONPLANTEMPLATE

    CallieNelson
    SalmonOverfishingLesson
    4thGrade
    STANDARDS

    ScienceStandard
    Strand1:InquiryProcess
    Concept1:Observations,Questions,andHypotheses
    Observe,askquestions,andmakepredictions.
    PO1.Differentiateinferencesfromobservations.
    PO2.Formulaterelevantquestionsthroughobservationsthatcanbetestedbyan
    investigation.
    PO3.Formulatepredictionsintherealmofsciencebasedonobservedcauseandeffect
    relationships.
    PO4.Locateinformationrelatedtoaninvestigation.
    WritingStandard
    (4.W.7)Conductshortresearchprojectsthatbuildknowledgethroughinvestigationof
    differentaspectsofatopic.
    LESSONSUMMARY/OVERVIEW

    ThereasonIchosetheoverfishingofsalmonformyunitonsustainabilityisbecauseitisa
    currentproblemthatisveryrelevantinourworld.Ialsothoughtitwasveryinterestingand
    studentswouldbeabletogetalotofinformationonthesubject.Ialsothoughtitwas
    somethingthatmightintereststudentsbecauseitisatopicthatisnotdiscussedveryoften.
    Thegoalattheendoftheunitisforstudentstoworktogetheringroupstorecallinformation
    taughtduringthisweekandpresentitasagrouptotheclass.
    OBJECTIVES

    Students will be able to synthesize information, articulate the positives and negatives of
    overfishing,andevaluatetradeoffsofcurrentfishingpracticesaroundsalmon.
    ASSESSMENT/EVALUATION

    TomeasuretheobjectivegiventothestudentsIwillcollectthegroupworkattheendofday5.
    BasedontheinformationtheywereabletogatherthatishowIwouldassesswhatthey
    learned.Studentswillneedtodemonstratewhattheylearnedthepreviousfourdaysofthis
    unitplan.Studentsmustalsodemonstrateaclearunderstandastowhyoverfishingofsalmon
    isaproblemandwhatstepscouldbetakentofixtheproblem.
    PREREQUISITEKNOWLEDGE

    Studentswillbeabletorecallpreviousknowledgeorhowtocreatelistsandcharts.
    Studentswillrecallinformationtheylearnedfromtheunitplanaboutsalmon,overfishing,
    andtheimpacts.
    Studentswillusewhattheyknowtodoresearchonthecomputersprovidedinclass.
    MATERIALS

    PrintedResourcesforStudents

    Computer
    Paper
    Pencil
    Scissors
    Crayons
    VOCABULARY/KEYWORDS

    Inference:aconclusionreachedonthebasisofevidenceandreasoning
    Observations:theactionofprocessofobservingsomethingorsomeonecarefullyorinorder
    togaininformation
    Overfishing:depletethestockoffishinabodyofwaterbytoomuchfishing
    Impact:haveastrongeffectonsomeoneorsomething
    Solutions:ameansofsolvingaproblemordealingwithadifficultsituation
    TEACHINGPROCEDURES

    Step1:Putstudentsintogroupsof45dependingonthenumberofstudentsintheclass.
    Step2:Passoutmaterialsforstudents,whichincludescissors,crayons,paper,andpencils.
    Step3:Explaintostudentsthattheymaycutafishshapeoutoftheirpaperandtheyareable
    todecoratethefishhowevertheywouldlike,butstudentsmustdemonstratetheirknowledge
    ofthesubject.
    Step4:Ontheboardinthefrontoftheclasswritethewordspositivesandnegatives,cause
    andeffects,andsolutions.Tellstudentsthatarewhattheymustincludetodemonstrate
    knowledge.
    Step5:Brieflygoovertheinformationtaughtonthepreviousdays.Havestudentsvolunteer
    togiveasummaryofinformationtheylearned,thoughtwasinteresting,orneedclarifyingon.
    Step6:Whengroupsaredonetheywillhavetheopportunitytosharetheirfishwiththeentire
    class.
    Step7:Bringitallbacktogetherandbrainstormasaclass,bouncingeachothersideasoff
    oneanother,andfurtherdevelopingthem.
    WAYSOFTHINKINGCONNECTION

    SystemsThinking:Thistypeofthinkingiswhenyoumakeconnectionsabouthowlarger
    systemsoutsideofthedirecttopicmaybeaffected.ThereasonIchosesystemsthinkingtobe
    themainthinkinginthislessonplanisbecausetheyaremakinglistsandcomingupwith
    causesandaffects.Studentswilllearnthroughouttheunitplanabouthowothersystemsare
    affectedbyoverfishingofsalmon.Duringthisdaystudentsarerequiredtoshowthatthey
    understandhowoverfishingofsalmonrelatestosustainability.Ifstudentsunderstandhow
    othersystemsareaffectedwhentoomanysalmonaretakenfromthepopulationthentheywill
    seethecorrelationbetweensustainabilityandoverfishingofsalmon.

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