Special Topics: Fisheries
Elective Course
COURSE DESCRIPTION
This special topics, elective course has been designed to give students an opportunity to study the classification of fish, the anatomy and physiology of various species in their region, fish management, river and ocean ecology and how it relates to fish, fish hatcheries, and a look at the various species of Pacific Salmon. At the conclusion of this course, students will have a knowledge base about fish and the fishing industry that will enable them to make and understand decisions in their local area.
SWRSD OUTCOMES
Outcome 5: Students demonstrate honesty, respect, concern, and caring for themselves, their
environment, and others.
Outcome 6: Students exhibit a positive attitude and selfinitiative.
Outcome 7: Students use a variety of ways to think and to reason when solving problems, and making thoughtful decisions.
Outcome 11: Students demonstrate skills and attitudes that will enable them to achieve post high
school education.
COURSE OUTLINE
CONTENT (Essential course facts, concepts, and basic skills; assessed with teacher-made tests and rubrics)
Major Units of Study
A. Classification
Alaska Content Standard(s): Standard A 12: Diversity
(A student should distinguish the patterns of similarity and differences in the living world in order to understand the diversity of life and understand the theories that describe the importance of diversity for species and ecosystems.)
Key Elements:Student will know about, understand, and demonstrate the ability to
1. correctly spell, define, and use in proper context a variety of key terms/concepts (classify, class, phylum, kingdom, Agnatha, Chondrichthyes, Osteichthyes)
2. explain the necessity and purposes of the classification system.
3. distinguish between the 3 classes of fish. (Agnatha, Osteichthyes, Chondrichthyes)
B. Anatomy & Physiology
Alaska Content Standard(s): Standard A 13: Natural Selection (A student should understand the theory of natural selection as an explanation for evidence of changes in life forms over time.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. correctly spell, define, and use in proper context a variety of key terms/concepts (heart, anus, swim bladder, gall bladder, liver, pyloric ceca, stomach, scales, lateral line, gills,...)
2. identify the external anatomy on a typical bony fish. (adipose fin, anal fin, dorsal fin, operculum, pelvic fin, caudal fin)
3. identify the internal anatomy of a typical bony fish. (stomach, gills, vertebra, muscles, anus, liver, heart, gall bladder, pyloric ceca, intestine, gonad.)
4. understand how buoyancy regulation and oxygen exchange occur.
C. Management
Alaska Content Standards: Standard A 15: Environmental Knowledge
(A student should use science to understand and describe the local environment.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. correctly spell, define, and use in proper context a variety of key terms/concepts (population density, community, biotic potential, carrying capacity, niche, nutrient cycling, habitat, limiting factor)
2. identify the goals of various fish management policies.
3. understand how local Biologists predict salmon runs and the math skills involved.
D. River & Ocean Ecology
Alaska Content Standard(s): Standard A 14B: Individuals, Populations, Communities
(A student should understand that the living environment consists of individuals, populations, and communities.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. correctly spell, define, and use in proper context a variety of key terms/concepts (food chain, web, habitat, niche, plankton, water flow, dissolved oxygen)
2. understand how major ecological events, like El Nino, can affect fish populations.(water temp., food chain alteration, ..)
3. identify where fish fit into local and national food chains and webs.
4. identify the various water ecosystems, and what kinds of fish species use them. (estuary, open ocean, rivers, tidal areas, ponds, cricks)
E. Fish Hatcheries
Alaska Content Standard(s): Standard A 15: Environmental Knowledge
(A student should use science to understand and describe the local environment.)
Key Elements: Students will know about, understand, and demonstrate the ability to
1. correctly spell, define, and use in proper context a variety of key terms/concepts (dissolved oxygen, eggs, melt, water quality, feeding strategies)
2. outline the major goals of various fish hatcheries. (Food, build runs, ...)
3. identify the controversy involved in some hatcheries. (salmon hatcheries, trout hatcheries)
F. Pacific Salmon Species
Alaska Content Standard(s): Standard A 15: Environmental Knowledge
(A student should use science to understand and describe the local environment.)
Key Elements: Students will know about, understand, and demonstrate the ability to
1. correctly spell, define, and use in proper context a variety of key terms/concepts (spawn, fertilization, alevin, fry, smolt, fingerling, anadromous, salt regulation)
2. identify the species of Pacific salmon and their life cycles. (King, Silver, Red, Chum, Pink)
3. locate where different species of salmon spend their lives, in the ocean and the rivers.
SKILLS (Essential processes or skills, universally taught by all teachers in all courses; assessed with teacher-made rubrics and/or tests)
Major Categories of Skills
A. Cross-curricular and/or Integrative Skills
Key Elements: Student will know about, understand, and demonstrate the ability to
1. effectively communicate (listen, observe, read, write, discuss, present, explain, persuade, defend)
2. apply a variety of mathematical concepts and skills (logic, statistical interpretation, plotting and analyzing graphs, concluding, predicting trends) to solve common day-to-day problems
3. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing, classifying, synthesizing, evaluating,inferring, generalizing) to solve common day-to-day problems
4. set and achieve goals (brainstorm, envision, plan, research, manage time, persist, complete)
5. produce quality products (plan, organize, draft, evaluate, revise, improve, persist, complete)
B. Technological Skills
Key Elements: Student will know about, understand, and demonstrate the ability to
1. use modern technology (computers, scanners, copiers, printers, calculators, audio/visual tools, telephones, fax machines, calculators) to solve common, day-to-day problems
C. Life and/or Employability Skills
Key Elements: Student will know about, understand, and demonstrate the ability to
1. behave responsibly and produce quality products related to Fisheries.
• attend, be punctual, follow directions, manage time, stay on task, meet deadlines • safely, effectively, efficiently, accurately use the work area, materials, tools, & technology
• set short and long-term goals, plan, use higher order thinking skills, seek help, persist
2. work well with others (cooperate, develop group unity, determine leadership roles, contribute to group success, allow others to contribute, resolve group conflicts, make group decisions)
3. relate Fisheries content and skills to your personal life and the lives of others
• respect and treat others equally, from the perspective of the needs and rights of all people
• responsibily examine (be aware, know resources, research, consider, discuss) current Fisheries issues and/or events that personally affect you or others
• effectively support opinions in productive ways (preplan, research, logically organize, give specific examples, illustrate, recommend)
4. use new knowledge, understanding, skills and tools to solve real life problems, make decisions or choices , and predict logical consequences or possibilities
D. Cultural Relevance:
Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E
Key Elements: Student will know about, understand, and demonstrate the ability to
1. respect ones own cultural heritage, traditions, and language
• interview elders in order to compile personal genealogies and/or a local history
• identify local cultural values and traditional responsibilities to the environment
• respect and live in tune with local cultural values and traditions
2. build on local knowledge and skills to achieve future success in the world at large by
• using methods from ones own traditions to learn about the world beyond ones village • understanding how the local culture relates to others in the area, state, nation, and world
• making appropriate choices regarding the long-term consequences of ones own actions
3. participate in a variety of traditional activities related to the local culture, including
• subsistence activities, arts and crafts, dance and music, sports and recreation
• community government, tribal, and church affairs
• total wellness programs (drug and alcohol free programs, parenting, nutrition, exercise)
4. engage in family-related activities based on traditional ways of knowing and learning, including
• consistent, respectful, loving interactions with Parents and Elders that show appreciation of their roles as providers and care givers, culture bearers, and educators in the community
• self-assess ones own strengths and needs in order to make appropriate life choice
5. explain the processes, forces, and interactions of the world and its varied cultures, includinng the
• interrelationships of the spiritual, natural, and human world
• geographical and ecological resources of the local environment
• impact of the environment on the origins of culture and ones personal cultural perspective
• the nature of diversity and the need for change over time
• cross-cultural influences, interactions, conflicts, communications, and resolutions
INSTRUCTIONAL RESOURCES AND MATERIALS
A. Community Resources Related to Course
Each individual and/or team of instructors, with the help of long time staff, students, parents and other concerned community members should cooperatively compile and periodically update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their wealth of experiences, knowledge and skills.
B. Major Internet Web Site Addresses Related to Course (a tiny sample)
(adapted from Alaska Framework for Social Studies Content Standards (1996) and 10 SIGMA: Teaching for High Performance (1996)