Salmon Life Cycle Unit

Rated 4.84 out of 5, based on 19 reviews

4.8 (19 ratings)

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Project Learn

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Grade Levels

4th - 6th

Subjects

Science, Engineering

Resource Type

Thematic Unit Plans, Activities, Interactive Notebooks

Standards

NGSS4-LS1-1

NGSS5-LS2-1

NGSSMS-LS1-1

NGSS4-LS1-2

NGSS3-LS4-2

Formats Included

Pages

28 pages

$6.50

Wish List

$6.50

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What educators are saying

We loved this unit as it went perfectly with our raising of salmon in the classroom! These were great resources to be used in conjunction with our unit and my students learned so much. Thank you!

— Robyn R.

Rated 5 out of 5

We are raising Spring Chinook eggs in out classroom to release into the Rogue River in a few weeks. This was a great addition to our lessons. Thank you!

— Kim S.

Rated 5 out of 5

Description

Standards

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Reviews

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Q&A

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More fromProject Learn

Description

This unit provides everything you need to teach the life cycle of salmon. There are links to videos, reading passage, STEM activity, outdoor activity, poke cards for review, flip book and more! The unit plan outlines what to teach and when. Students will be engaged and love learning about salmon. Learning about the salmon life cycle is so fun! Students love it!

Included in this resource:

•Detailed Unit plan - 6 days

•Salmon Life Cycle Text

•Salmon KWL

•The Salmon Show Note Catcher

•Salmon Pyramid Text

•Salmon STEM Lesson Plan students will create a way for salmon to go over dams

•Salmon STEM Planning Guide

•Salmon Life Cycle Flip Book – 2 Versions: Filled in, Fill in the blank outlines each stage of the salmon life cycle (details, time, & threats they face)

•Salmon Life Cycle Poke Cards

•Vocabulary Notebook flip – 2 versions

•Salmon Life Cycle Spinner – 2 versions

Total Pages

28 pages

Answer Key

N/A

Teaching Duration

2 Weeks

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Standards

to see state-specific standards (only available in the US).

NGSS4-LS1-1

Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. Assessment is limited to macroscopic structures within plant and animal systems.

NGSS5-LS2-1

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth. Assessment does not include molecular explanations.

NGSSMS-LS1-1

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and varied cells.

NGSS4-LS1-2

Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Emphasis is on systems of information transfer. Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.

NGSS3-LS4-2

Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.

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