Field Trip Sites

Place—Field Trip Sites

Summary: Planning a field trip to learn about the Oregon coast? Connect students with your field trip destination prior to your visit, to better prepare them for the experience and to reduce some of the novelty that could inhibit effective use of time while on site.

Concepts to teach: Preparation Phase, spatial location of field trip site, watershed, use of equipment

Goals: It will be clear to the students where they are going on their field trip, what they can expect to see and do there, and what behaviors and actions will be expected of them.

Standards:
SS.08.GE.01

Specific Objectives:

  1. Locate the field trip destination on a map and connect it with the school through both a land and water route.
  2. Preview features of the field trip site through the institution’s website, video, and/or personal contact with staff.
  3. Practice using skills and new equipment at a familiar site prior to the trip.

Activity Links and Resources:

  • B-WET Meaningful Watershed Education Experiences: BWET MWEEs—This document outlines the importance of Preparation, Action, and Reflection phases for experiential learning.
    • Connect your local field experiences with distant trips to the coast. Compare and contrast field sites through data collection, journaling, or other activities.
  • OCEP Meaningful Watershed Education Experiences: OCEP MWEEs—Steps 3, 4, and 5 of this document describes some specific goals for the Preparation phase of field experiences.
  • Research Based Field Trip Challenges and Recommendations
  • The following is a list of OCEP partner institutions, most of which offer educational programming for K-12 classes on field trips. Contact the institutions directly to set up a field trip and to access pre-visit materials. Some OCEP institutions may be able to provide a web-based meeting between their staff and your classroom prior to your visit. View a map with the location of all the OCEP institutions.

Assessment:

  • Discuss with students what they know and how they feel about the field trip site, and address misconceptions and concerns.
  • Use field equipment properly to collect reliable data in a familiar environment.
  • Generate a list of equipment, protocol for collecting data and/or driving directions to the field site
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Field Trip Sites

Place—Field Trip Sites

Summary: Planning a field trip to learn about the Oregon coast? Connect students with your field trip destination prior to your visit, to better prepare them for the experience and to reduce some of the novelty that could inhibit effective use of time while on site.

Concepts to teach: Preparation Phase, spatial location of field trip site, watershed, use of equipment

Goals: It will be clear to the students where they are going on their field trip, what they can expect to see and do there, and what behaviors and actions will be expected of them.

Standards:
SS.HS.GE.01

Specific Objectives:

  1. Locate the field trip destination on a map and connect it with the school through both a land and water route.
  2. Preview features of the field trip site through the institution’s website, video, and/or personal contact with staff.
  3. Practice using skills and new equipment at a familiar site prior to the trip.

Activity Links and Resources:

  • B-WET Meaningful Watershed Education Experiences: BWET MWEEs—This document outlines the importance of Preparation, Action, and Reflection phases for experiential learning.
    • Connect your local field experiences with distant trips to the coast. Compare and contrast field sites through data collection, journaling, or other activities.
  • OCEP Meaningful Watershed Education Experiences: OCEP MWEEs—Steps 3, 4, and 5 of this document describes some specific goals for the Preparation phase of field experiences.
  • Research Based Field Trip Challenges and Recommendations
  • The following is a list of OCEP partner institutions, most of which offer educational programming for K-12 classes on field trips. Contact the institutions directly to set up a field trip and to access pre-visit materials. Some OCEP institutions may be able to provide a web-based meeting between their staff and your classroom prior to your visit. View a map with the location of all the OCEP institutions.

Assessment:

  • Discuss with students what they know and how they feel about the field trip site, and address misconceptions and concerns.
  • Use field equipment properly to collect reliable data in a familiar environment.
  • Generate a list of equipment, protocol for collecting data and/or driving directions to the field site
/by

Finding a Balance

Stewardship—Finding a Balance

Summary: The How Many Fish? topic guide in the previous section helps students learn about the concept of population ecology and sustainability in fishing practices. Each activity ends with a stewardship component, highlighted here, which challenges students to devise solution that promote sustainability.

Concepts to teach: Problem-solving, engineering design, fisheries management, sustainability

Goals: Students use models to design potential solutions to overharvesting.

Standards:
S3.3S.1, S3.3S.2, S3.3S.3
S4.3S.1, S4.3S.2, S4.3S.3
S5.3S.1, S5.3S.2, S5.3S.3

S3.4D.1, S3.4D.2
S4.4D.1, S4.4D.2
S5.4D.1, S5.4D.2

SS.03.EC.01
SS.05.EC.01, SS.05.GE.07

Specific Objectives:

  1. Recognize that fish populations remain stable when life history characteristics, ecological relationships, and harvesting practices are in balance.
  2. Propose an improvement to a fishing or gear that increases sustainability.
  3. Explain the role of fisheries managers in maintaining sustainability of the ocean’s resources.

Activity Links and Resources:

  • Alaska Fisheries Science Center – See how fishers, scientists, fishery managers and seafood inspectors work to maintain sustainable fisheries.
  • NOAA Fisheries Northwest Regional Office School Curricula highlight how scientific evidence and stakeholder input help NOAA Fisheries policy makers and manager to decide on regulations and other actions to conserve and manage the resources for which the agency is responsible.
      • Lesson 3—Data collection and analysis, Halibut Derby activity
      • Lesson 4—Government, Policy and Management
      • Lesson 5—Compare science in classroom to NOAA’s work
    • Saving Salmon
      • Lesson 3—Management and Policy
      • Lesson 4—Economics and Stakeholders
      • Lesson 5—Civics, Rights and Responsibility
  • One Fish, Two Fish—Designed by OIMB Graduate students, this lesson encourages students to find a balance in their fishing practices. Students create new rules for a fishing game to improve sustainability.
  • Fishing for the Future—This lesson plan from Alaska Sea Grant’s “Alaska Seas and Rivers Curriculum” simulates fishery activity using increasingly sophisticated technology. In the Elaboration section, students create new rules for a fishing game to improve sustainability.
  • What can we do to keep seafood sustainable? Share your findings with others through a display, report, skit, or Public Service Announcement. Some examples:
    • Recreational Fishing Practices
      • Wash Your Boat—Use background information from the Oregon State Marine Board to create a PSA advising the recreational fishing community how to reduce the spread of invasive species.
      • Article: Make sure you have the correct escape cord on your crab pots –  explains how using cotton cord on crab pots can save thousands of crabs.
    • Seafood Consumer Practices
      • Seafood Watch —Monterey Bay Aquarium’s guide to sustainable seafood.
      • NOAA Fishwatch—Helps consumers make informed decisions about U.S. seafood
      • Help Wild Salmon—Salmon-safe’s top ten ways you can take action and be a salmon hero.

Assessment:

  • Use or develop formative assessment probes to gauge student understanding about the water cycle. The following probes from Uncovering Student Ideas in Science, vol. 3 and 4 could be applied or modified (to obtain Uncovering Student Ideas in Science publications or access sample chapters, visit the NSTA website):
    • Is it a model? (vol. 4)—elicits student ideas about how models are used to explore and test scientific ideas.
    • Doing science (vol. 3)—explores scientific inquiry concepts.
  • Assessment worksheets and other tools are included in many of the curricula in this topic guide.
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Finding a Balance

Stewardship—Finding a Balance

Summary: The How Many Fish? topic guide in the previous section helps students learn about the concept of population ecology and sustainability in fishing practices. Each activity ends with a stewardship component, highlighted here, which challenges students to devise solution that promote sustainability.

Concepts to teach: Problem-solving, engineering design, fisheries management, sustainability

Goals: Students use models to design potential solutions to overharvesting.

Standards:
S6.3S.1, S6.3S.2,
S7.3S.1, S7.3S.2
S8.3S.1, S8.3S.2

S6.4D.1, S6.4D.2
S7.4D.1, S7.4D.2
S8.4D.1, S8.4D.2

SS.08.EC.01

Specific Objectives:

  1. Recognize that fish populations remain stable when life history characteristics, ecological relationships, and harvesting practices are in balance.
  2. Propose an improvement to a fishing or gear that increases sustainability.
  3. Explain the role of fisheries managers in maintaining sustainability of the ocean’s resources.

Activity Links and Resources:

  • Alaska Fisheries Science Center – See how fishers, scientists, fishery managers and seafood inspectors work to maintain sustainable fisheries.
  • NOAA Fisheries Northwest Regional Office School Curricula highlight how scientific evidence and stakeholder input help NOAA Fisheries policy makers and manager to decide on regulations and other actions to conserve and manage the resources for which the agency is responsible.
      • Lesson 3—Data collection and analysis, Halibut Derby activity
      • Lesson 4—Government, Policy and Management
      • Lesson 5—Compare science in classroom to NOAA’s work
  • One Fish, Two Fish—Designed by OIMB Graduate students, this lesson encourages students to find a balance in their fishing practices. Students create new rules for a fishing game to improve sustainability.
  • Empty Oceans—This lesson plan from National Marine Sanctuaries focuses on how humans affect seafood species populations.
  • What can we do to keep seafood sustainable? Share your findings with others through a display, report, skit, or Public Service Announcement. Some examples:
    • Recreational Fishing Practices
      • Wash Your Boat—Use background information from the Oregon State Marine Board to create a PSA advising the recreational fishing community how to reduce the spread of invasive species.
      • Article: Make sure you have the correct escape cord on your crab pots –  explains how using cotton cord on crab pots can save thousands of crabs.
    • Seafood Consumer Practices
      • Seafood Watch —Monterey Bay Aquarium’s guide to sustainable seafood.
      • NOAA Fishwatch—Helps consumers make informed decisions about U.S. seafood
      • Help Wild Salmon—Salmon-safe’s top ten ways you can take action and be a salmon hero.

Assessment:

  • Use or develop formative assessment probes to gauge student understanding about the water cycle. The following probes from Uncovering Student Ideas in Science, vol. 3 and 4 could be applied or modified (to obtain Uncovering Student Ideas in Science publications or access sample chapters, visit the NSTA website):
    • Is it a model? (vol. 4)—elicits student ideas about how models are used to explore and test scientific ideas.
    • Doing science (vol. 3)—explores scientific inquiry concepts.
/by

Finding a Balance

Stewardship—Finding a Balance

Summary: The How Many Fish? topic guide in the previous section helps students learn about the concept of population ecology and sustainability in fishing practices. Each activity ends with a stewardship component, highlighted here, which challenges students to devise solution that promote sustainability.

Concepts to teach: Problem-solving, engineering design, fisheries management, sustainability

Goals: Students use models to design potential solutions to overharvesting.

Standards:
H.3S.1, H.3S.2
H.4D.1
SS.HS.EC.01

Specific Objectives:

  1. Recognize that fish populations remain stable when life history characteristics, ecological relationships, and harvesting practices are in balance.
  2. Propose an improvement to a fishing or gear that increases sustainability.
  3. Explain the role of fisheries managers in maintaining sustainability of the ocean’s resources.

Activity Links and Resources:

  • NOAA Fisheries Northwest Regional Office School Curricula highlight how scientific evidence and stakeholder input help NOAA Fisheries policy makers and manager to decide on regulations and other actions to conserve and manage the resources for which the agency is responsible.
  • What can we do to keep seafood sustainable? Share your findings with others through a display, report, skit, or Public Service Announcement. Some examples:
    • Recreational Fishing Practices
      • Wash Your Boat—Use background information from the Oregon State Marine Board to create a PSA advising the recreational fishing community how to reduce the spread of invasive species.
      • Article: Make sure you have the correct escape cord on your crab pots –  explains how using cotton cord on crab pots can save thousands of crabs.
    • Seafood Consumer Practices
      • Seafood Watch —Monterey Bay Aquarium’s guide to sustainable seafood.
      • NOAA Fishwatch—Helps consumers make informed decisions about U.S. seafood
      • Help Wild Salmon—Salmon-safe’s top ten ways you can take action and be a salmon hero.

Assessment:

  • Use or develop formative assessment probes to gauge student understanding about the water cycle. The following probes from Uncovering Student Ideas in Science, vol. 3 and 4 could be applied or modified (to obtain Uncovering Student Ideas in Science publications or access sample chapters, visit the NSTA website):
    • Is it a model? (vol. 4)—elicits student ideas about how models are used to explore and test scientific ideas.
    • Doing science (vol. 3)—explores scientific inquiry concepts.
/by

Fishing

Human Use of Resources—Fishing

Summary: For many Oregonians, one of the primary ways they connect with the ocean is through catching and eating seafood. This topic guide explores the story of Oregon’s fishing history, and invites students to reflect on the impacts seafood and fishing have in their own lives.

Concepts to teach: Recreational fishing, commercial fishing

Goals: Students recognize that they are connected to the ocean through the seafood they eat.

Standards:
SS.03.GE.05, SS.03.HS.01
SS.05.GE.07, SS.05.GE.08, SS.05.HS.01, SS.05.HS.07

S3.3S.1, S3.3S.2, S3.3S.3
S4.3S.1, S4.3S.2, S4.3S.3
S5.3S.1, S5.3S.2, S5.3S.3

Specific Objectives:

  1. List three species of fish brought in to Oregon ports and consumed by at least some students in the class.
  2. Find out what kinds of seafood can be purchased locally, and from where the seafood was harvested.
  3. Identify changes that have occurred to the fishing industry in Oregon over the past century.

Activity Links and Resources:

  • The Oregon Story: Fishing—This OPB documentary offers on-line teacher resources, including complementary classroom activities, maps, and extensions.
  • ODFW list of sport fish species of Oregon—Students may have personal experiences fishing for or eating these species.
  • Sustainable U.S. Seafood—This resource from Alaska Fisheries Science Center was created to help educators introduce the complex process of how seafood gets to market.
    • What’s science got to do with it?—Introduces the science behind sustainable seafood.
    • Sets the stage for science and math activities in the Human Impacts and Stewardship sections of this focus area.
  • Bayfront Quest—This self-guided, place-based exploration of Newport’s commercial fishing industry can be used as a field trip activity, or as a model for creating a local Quest.

Assessment:

  • Probe: Connections to the Ocean—Consider specifically how students are connected to the ocean through diet.
  • Based on Fishing Inquiry studies, create a map showing the origins of various seafood that can be purchased locally.
  • Create histograms showing the most frequently consumed seafood among members of the class.
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Fishing

Human Use of Resources—Fishing

Summary: For many Oregonians, one of the primary ways they connect with the ocean is through catching and eating seafood. This topic guide explores the story of Oregon’s fishing history, and invites students to reflect on the impacts seafood and fishing have in their own lives.

Concepts to teach: Recreational fishing, commercial fishing

Goals: Students recognize that they are connected to the ocean through the seafood they eat.

Standards:
S6.3S.1, S6.3S.2,
S7.3S.1, S7.3S.2, S7.3S.3
S8.3S.1, S8.3S.2

SS.08.HS.01

Specific Objectives:

  1. List three species of fish brought in to Oregon ports and consumed by at least some students in the class.
  2. Find out what kinds of seafood can be purchased locally, and from where the seafood was harvested.
  3. Identify changes that have occurred to the fishing industry in Oregon over the past century.

Activity Links and Resources:

  • The Oregon Story: Fishing—This OPB documentary offers on-line teacher resources, including complementary classroom activities, maps, and extensions.
  • ODFW list of sport fish species of Oregon—Students may have personal experiences fishing for or eating these species.
  • Sustainable U.S. Seafood—This resource from Alaska Fisheries Science Center was created to help educators introduce the complex process of how seafood gets to market.
    • What’s science got to do with it?—Introduces the science behind sustainable seafood.
    • Sets the stage for science and math activities in the Human Impacts and Stewardship sections of this focus area.
  • Bayfront Quest—This self-guided, place-based exploration of Newport’s commercial fishing industry can be used as a field trip activity, or as a model for creating a local Quest.

Assessment:

  • Probe: Connections to the Ocean—Consider specifically how students are connected to the ocean through diet.
  • Based on Fishing Inquiry studies, create a map showing the origins of various seafood that can be purchased locally.
  • Create histograms showing the most frequently consumed seafood among members of the class.
/by

Fishing

Human Use of Resources—Fishing

Summary: For many Oregonians, one of the primary ways they connect with the ocean is through catching and eating seafood. This topic guide explores the story of Oregon’s fishing history, and invites students to reflect on the impacts seafood and fishing have in their own lives.

Concepts to teach: Recreational fishing, commercial fishing

Goals: Students recognize that they are connected to the ocean through the seafood they eat.

Standards:
H.3S.1
SS.HS.HS.01

Specific Objectives:

  1. List three species of fish brought in to Oregon ports and consumed by at least some students in the class.
  2. Find out what kinds of seafood can be purchased locally, and from where the seafood was harvested.
  3. Identify changes that have occurred to the fishing industry in Oregon over the past century.

Activity Links and Resources:

  • The Oregon Story: Fishing—This OPB documentary offers on-line teacher resources, including complementary classroom activities, maps, and extensions.
  • ODFW list of sport fish species of Oregon—Students may have personal experiences fishing for or eating these species.
  • Sustainable U.S. Seafood—This resource from Alaska Fisheries Science Center was created to help educators introduce the complex process of how seafood gets to market.
    • What’s science got to do with it?—Introduces the science behind sustainable seafood.
    • Sets the stage for science and math activities in the Human Impacts and Stewardship sections of this focus area.
  • Bayfront Quest—This self-guided, place-based exploration of Newport’s commercial fishing industry can be used as a field trip activity, or as a model for creating a local Quest.

Assessment:

  • Probe: Connections to the Ocean—Consider specifically how students are connected to the ocean through diet.
  • Based on Fishing Inquiry studies, create a map showing the origins of various seafood that can be purchased locally.
/by

Fishing in the Future

Planning—Fishing in the Future

Summary: Complex changes in ocean conditions are affecting the distribution and availability of some commercial fish species. Fishers and fishery managers use science to adapt to and prepare for the future. In this topic guide, students explore online data tools designed to help fisheries adapt to climate change.

Concepts to teach:

Goals:

  1. Excess carbon dioxide in the environment is resulting in complex changes to the distribution and availability of some commercial fish species
  2. Fishers and fishery managers use science to help guide their practices

Standards: NGSS Performance Expectations

  • MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Specific Objectives:
Students will be able to:

  1. Examine data to determine trends in the distribution of a marine species
  2. Identify how science can help fisheries adapt to ecosystem changes

Activity Links and Resources:

Assessment:

  • Students use the OceanAdapt webtool to prepare a data-supported report on the trends of a commercial fish population. According to the data, has the species changed its distribution?
  • How does the OceanAdapt data can help fishers and fishery managers, and what are the limits of the data?
  • Analyze the NWFSC Forecast Tables. What is the current forecast for salmon returns in the Pacific Northwest, and what indicators were used to make this forecast?
/by
,

Fishing in the Future

Planning—Fishing in the Future

Summary: Complex changes in ocean conditions are affecting the distribution and availability of some commercial fish species. Fishers and fishery managers use science to adapt to and prepare for the future. In this topic guide, students explore online data tools designed to help fisheries adapt to climate change.

Concepts to teach:

Goals:

  1. Excess carbon dioxide in the environment is resulting in complex changes to the distribution and availability of some commercial fish species
  2. Fishers and fishery managers use science to help guide their practices

Standards: NGSS Performance Expectations

  • HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
  • HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

Specific Objectives:
Students will be able to:

  1. Examine data to determine trends in the distribution of a marine species
  2. Identify how science can help fisheries adapt to ecosystem changes

Activity Links and Resources:

  • A Big Change—13 min Sea Grant video that addresses how climate change will affect West Coast fisheries practices.
  • Online Data: Use the OceanAdapt webtool to track fish population distribution as the climate changes
  • Readings:
    • R. Press, 2014. NOAA Fisheries article The OceanAdapt Website: Tracking Fish Populations as the Climate Changes. NOAA Fisheries describes how using the OceanAdapt tool will help fishers and fishery managers adapt
    • N. Giles, 2013. Sea Grant Confluence article Whiskey creek shellfish acid tests. This article examines how the effect of ocean acidification on oyster larvae is being studied in a shellfish hatchery
    • Article: Ocean ecosystem indicators of salmon marine survival in the Northern California Current from the NOAA NW Fisheries Science Center—How do temperature, upwelling, and other ocean conditions help fishers and fishery managers forecast salmon returns? Explore resources on this website to learn what current ecosystem indicators can tell us about the near future.

Assessment:

  • Students use the OceanAdapt webtool to prepare a data-supported report on the trends of a commercial fish population. According to the data, has the species changed its distribution?
  • How does the OceanAdapt data can help fishers and fishery managers, and what are the limits of the data?
  • Analyze the NWFSC Forecast Tables. What is the current forecast for salmon returns in the Pacific Northwest, and what indicators were used to make this forecast?
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