Making Presentations That Stick

A guide by Chip Heath & Dan Heath

Procedure: Part I, 1

Part I: Building Background Knowledge About Salmon Biology, Global Air and Sea Surface Temperatures, and Pacific Decadal Oscillation

1. Use the following websites to complete the Student Worksheet #1

• Life Cycle of the Salmon – Oregon Sea Grant: Published on August 05, 2011 (https://www.youtube.com/watch?v=nlSoUXfJEeQ)
• NASA Animation of temperature data from 1880-2018 (https://www.youtube.com/watch?v=OtY8DpA_XNE)
• NOAA Visualizations: Published on Apr 16, 2008 (https://www.youtube.com/watch?v=GxDEwVwW9to)

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• Links work
• Videos informative
• Good Length
• NOAA animations-2018 needs more current version
• Worksheet and answer sheet are great!

Procedure: Part I, 2

2. Set the stage by having students read some of the articles listed below to develop their understanding of climate change impacts on fish.

• Science Daily Article – Sourced from NOAA May 1, 2008 “Fishery Failure Declared for West Coast Salmon Fishery” (https://www.sciencedaily.com/releases/2008/05/080502120306.htm)
• New York Times Article “Chinook Salmon Vanish Without a Trace” (New York Times 3-17-08) (http://www.nytimes.com/2008/03/17/science/earth/17salmon.html?em&ex=1205985600 &en=bad6b86418eaa53b&ei=5087%0A)
• Cold-water Fishes and Climate Change in North America by JE Williams, Trout Unlimited, Medford, OR, USA; DJ Isaak, USDA Forest Service, Boise, ID, USA; J Imhof,; Trout Unlimited Canada, Guelph, ON, Canada; DA Hendrickson, University of Texas, Austin, TX USA; and JR McMillan, Trout Unlimited, Seattle, WA, US

(https://www.fs.fed.us/rm/pubs_journals/2015/rmrs_2015_williams_j001.pf)

• Climate Change and Fish Populations: National Sea Grant College Program of the U.S. Department of Commerce’s National Oceanic and Atmospheric Administration grant NA060AR4170109 to the N.H. Sea Grant College Program.

(http://nsgl.gso.uri.edu/nhu/nhug10001.pdf)

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• Links do not work, or need subscription to NY times

• Links do not work, but can find access to the articles by googling them
• Articles good for my HS students

Procedure: Part I, 3

3. Understanding Pacific Decadal Oscillation

• Have students read about the Pacific Decadal Oscillation (PDO) in order to be able to synthesize the PDO data students will be graphing and analyzing. (http://research.jisao.washington.edu/pdo/)
• Ocean ecosystem indicators of salmon marine survival in the Northern California Current - NOAA Fisheries (http://www.nwfsc.noaa.gov/research/divisions/fed/oeip/ca-pdo.cfm)
• NOAA Fisheries Pacific Decadal Oscillation (https://www.nwfsc.noaa.gov/research/divisions/fe/estuarine/oeip/ca-pdo.cfm)

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• Needs some additional interpretation- a little difficult for some students

• Good background info.

• Link not working

Procedure: Part II

Part II: Graphing of Data

1. Have students use the data from Table 1 – Pacific Decadal Oscillation (1900 – 2017) and have them copy the data into a Google sheet.

2. Have the students calculate the yearly average for each year.

3. Have the students create a graph of the yearly averages

4. Know have the students use the data from Table 1, but this time graph only years 1998 – 2015

5. Have students use the data from Table 2 - Numbers (n) of Adult Returns by Year of Chinook Salmon for Spring and Fall 1998 – 2015 to create a graph.

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Part II: Interpretation of Data

1. Have students complete the data interpretation questions.

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• Good Activity
• Easily modified for different student levels- Can give the students the data already graphed

• Good Questions
• Good Key for Teachers

Good, straight forward lesson that draws attention to impacts of climate change on a culturally, economically and scientifically important species.

• Links�Some need attention
• Content�Solid
• NGSS�Would probably flip the lesson, start with graphs and data.
• INSPIRATION�Provided me with inspiration: What is a Salmon Worth

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Summary

What Is A Salmon Worth?

What is a Salmon worth?

A Systems Thinking Approach to Studying the Economic, Cultural and Environmental Impact of Salmon of the Pacific Northwest.

The Numbers (California)

Each salmon caught in-river had an economic impact of approximately $1,176 for California

Each recreationally caught ocean salmon has economic impact of approximately $281 for the state.

Each commercially caught salmon had an economic impact of only $151*

*The relatively low economic impacts of a commercially caught salmon are primarily a function of fishing effort and the necessarily higher efficiency of commercial fishing. One day of commercial fishing yields many more fish than one day of recreational fishing.

Salmon and Climate Change

https://www.mbari.org/lesson-plan/is-climate-change-impacting-salmon-populations/

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Salmon Sketchnotes

Life Cycle

Dams

Systems Thinking

Case Studies

The Link Between Salmon and Native Peoples

Economic Connections

• Native economies were heavily reliant on Salmon
• Many Native families fish to make money, even to this day
• The economic boon provided by Salmon directly influenced the power held by tribes in the Pacific Northwest

Environmental Connections

• Salmon are an indicator species, meaning their actions act as signifiers for the actions of numerous other species in the area
• The Salmon Run is one of the most important ecological phenomena in Native Culture
• Salmon are a keystone species, providing necessary aspects of the ecosystem

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Cultural Connections

• Salmon are seen as sacred in numerous cultures in the area
• Salmon are pivotal to the religions of these people
• Elders within native communities use salmon (more specifically the Salmon Run) as a vehicle to pass down cultural beliefs, knowledge, and traditions
• The Salmon Run is one of the most important cultural moments to the people in this area and they have numerous celebrations to celebrate it