Salmon and Fish Unit PowerPoint

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• Warning! QuizWiz on names / Life Cycle of a Salmon. – 2 minutes to study this page.

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• RED SLIDE:These are notes that are very important and should be recorded in your science journal. Copyright © 2010 Ryan P. Murphy

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-Nice neat notesthat are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn.

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• RED SLIDE:These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy

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• http://sciencepowerpoint.com/

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New Area ofFocus: Salmon and Fish.New Area of Focus: Salmon and Fish. Copyright © 2010 Ryan P. Murphy

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• Graph showingdeclining salmon population on the Columbia River.

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• Graph showingdeclining salmon population on the Columbia River.

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• Salmon area very important food source for the following organisms. Copyright © 2010 Ryan P. Murphy

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• Salmon area very important food source for the following organisms. Copyright © 2010 Ryan P. Murphy

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• Salmon isa very healthy fish to eat.

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• Activity VideoLink! Salmon. – http://www.youtube.com/watch?v=BhqZyrNzW_4 Copyright © 2010 Ryan P. Murphy

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• Video Link!John West (For Fun) – http://www.youtube.com/watch?v=CVS1UfCfxlU Copyright © 2010 Ryan P. Murphy

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• Aquaculture /Fish Farms are used to raise salmon for human consumption. Copyright © 2010 Ryan P. Murphy

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Life Cycle ofa Salmon:Life Cycle of a Salmon: Copyright © 2010 Ryan P. Murphy

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Life Cycle ofa Salmon:Life Cycle of a Salmon: Copyright © 2010 Ryan P. Murphy Salmon Life Cycles. Learn more at… http://www.fishex.com/ seafood/salmon/salmon- life-cycles.html

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Anadromous fish:Anadromous fish: Copyright© 2010 Ryan P. Murphy Can anyone correctly pronounce Anadromous? http://howjsay.com/index.php?word=anadromous&submit=Submit

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Anadromous fish: Fishborn in freshwaterAnadromous fish: Fish born in freshwater then migrate to the ocean to grow intothen migrate to the ocean to grow into adults, and then return to freshwater toadults, and then return to freshwater to spawn.spawn. Copyright © 2010 Ryan P. Murphy

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• Warning! QuizWiz on names / Life Cycle of a Salmon. – 2 minutes to study this page.

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• Bonus: Whatis the sharks name in Finding Nemo?

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• Answers! 1-5Life Cycle of a Salmon.

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• You cannow complete this question.

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• Video Link!Salmon Life Cycle (For real) – http://www.youtube.com/watch?v=5DqjsWsY8-g

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Systems to helpSalmonSystems to help Salmon -- -- -- -- Copyright © 2010 Ryan P. Murphy

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Fish bypass (goingdownstream)Fish bypass (going downstream) Copyright © 2010 Ryan P. Murphy

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This is whathappens without a fish bypass system!

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Stocking and transportationStockingand transportation Copyright © 2010 Ryan P. Murphy

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Stocking and transportationStockingand transportation Copyright © 2010 Ryan P. Murphy This Juvenile Transport Vessel collects small fish at dams and then transports them via lock system to the ocean.

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Stocking and transportationStockingand transportation Copyright © 2010 Ryan P. Murphy Many juvenile fish die in the transportation process.

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• Once you’vemade it to the ocean life is still difficult because you have many predators.

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• Once thefish have become adults and begin their migration back up the river…

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Fish Ladder (goingupstream)Fish Ladder (going upstream) Copyright © 2010 Ryan P. Murphy

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Fish Ladders. Learnmore at… http://www.michigan.gov/dnr/0,457 0,7-153-10364_52259_19092- 46291--,00.html

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Protection of spawninggrounds.Protection of spawning grounds. Copyright © 2010 Ryan P. Murphy

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• This iswhat happens after you spawn. Copyright © 2010 Ryan P. Murphy

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The nutrients inthe salmon (Phosphorus and Nitrogen) are given to the forest ecosystem.

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Birds, Bears, andother animals eat the salmon and fertilize the forest with their scat (feces).

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• Activity! Salmonand Dam Article. – Please read the article and answer the questions. Copyright © 2010 Ryan P. Murphy

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• Activity! SalmonSimulation – Must follow rules. – Must act safe. – This is a scientific simulation, no cheaters please. – Tally your successes vs. death in journal. – Map of playing area on next slide. – Teacher to rotate in predators. – Collect food source in ocean and when you have collected enough (teacher sets amount) you can enter the river. – If you get out as a salmon, log it, and then get back in line and try again. Copyright © 2010 Ryan P. Murphy

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Ocean Fishing Boat Ocean Predators Safety / Energy Fish Ladder Cliff Turbine /Dam River Zone Predators Safe Copyright © 2010 Ryan P. Murphy Under hand toss of foam ball

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Ocean Fishing Boat Ocean Predators Safety / Energy Fish Ladder Cliff Turbine /Dam River Zone Predators Safe Copyright © 2010 Ryan P. Murphy Under hand toss of foam ball

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Ocean Fishing Boat Ocean Predators Safety / Energy Fish Ladder Cliff Turbine /Dam River Zone Predators Safe Copyright © 2010 Ryan P. Murphy Freshwater fish eats small Alevin (Stationary but can tag)

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Two students willbe spinning a jump rope.

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Two students willbe spinning a jump rope.

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Ocean Fishing Boat Ocean Predators Safety / Energy Fish Ladder Cliff Turbine /Dam River Zone Predators Safe Copyright © 2010 Ryan P. Murphy Two students with jump rope (Dam Turbine) get hit and your out.

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Ocean Fishing Boat Ocean Predators Safety / Energy Fish Ladder Cliff Turbine /Dam River Zone Predators Safe Copyright © 2010 Ryan P. Murphy A few students must tag salmon (they have to run dragging a cardboard box by one foot.

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Ocean Fishing Boat Ocean Predators Safety / Energy Fish Ladder Cliff Turbine /Dam River Zone Predators Safe Copyright © 2010 Ryan P. Murphy Fishing boat can try and encircle salmon (drag on ground) -Salmon can’t jump over rope.

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Ocean Fishing Boat Ocean Predators Safety / Energy Fish Ladder Cliff Turbine /Dam River Zone Predators Safe Copyright © 2010 Ryan P. Murphy Food in Ocean

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Ocean Fishing Boat Ocean Predators Safety / Energy Fish Ladder Cliff Turbine /Dam River Zone Predators Safe Copyright © 2010 Ryan P. Murphy Food in Ocean River

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Ocean Fishing Boat Ocean Predators Safety / Energy Fish Ladder Cliff Turbine /Dam River Zone Predators Safe Copyright © 2010 Ryan P. Murphy Must jump from hoop to hoop without missing.

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Ocean Fishing Boat Ocean Predators Safety / Energy Fish Ladder Cliff Turbine /Dam River Zone Predators Safe Copyright © 2010 Ryan P. Murphy High Jump for final waterfall to reach the spawning grounds.

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• If youdo survive to spawn you die shortly afterwards. – (You get a 5 minute nap on the mat before death) Copyright © 2010 Ryan P. Murphy

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Ocean Fishing Boat Ocean Predators Safety / Energy Fish Ladder Cliff Turbine /Dam River Zone Predators Safe Copyright © 2010 Ryan P. Murphy

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• Salmon Song(Optional) I will Survive – Background music while you answer questions on the next slide. – http://www.youtube.com/watch?v=qV30UZ9aF04

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• Questions: SalmonSimulation. – What was life like as a salmon? – What was the hardest part? – What was your survival / death rate? • How many times did you die vs. spawn? • Bar graph your findings • If you survived, how did you do it? Copyright © 2010 Ryan P. Murphy

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• Questions: SalmonSimulation. – What was life like as a salmon? Copyright © 2010 Ryan P. Murphy

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• Questions: SalmonSimulation. – What was life like as a salmon? – Answer: Very difficult! Most of you died more often than spawned. Copyright © 2010 Ryan P. Murphy

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• Questions: SalmonSimulation. – What was the hardest part? Copyright © 2010 Ryan P. Murphy

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• Questions: SalmonSimulation. – What was the hardest part? – Answer: The whole simulation was difficult. The turbine and predators in the ocean were difficult. Copyright © 2010 Ryan P. Murphy

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• Questions: SalmonSimulation. – What was your survival / death rate? • How many times did you die vs. spawn? • Bar graph your findings • If you survived, how did you do it? Copyright © 2010 Ryan P. Murphy

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• Questions: SalmonSimulation. – What was your survival / death rate? • How many times did you die vs. spawn? • Bar graph your findings • If you survived, how did you do it? • Survived 2 times, Died 26 times – I survived because the others in front of me got eaten and I got lucky (Survival of the Fittest?) Copyright © 2010 Ryan P. Murphy 0 5 10 15 20 25 30 Spawned Died

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New Area ofFocus: FishNew Area of Focus: Fish Copyright © 2010 Ryan P. Murphy

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• Fish canbe very large like this whale shark. Copyright © 2010 Ryan P. Murphy

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• Fish canbe very small like the Paedocypris progenetica. Copyright © 2010 Ryan P. Murphy

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• Fish canbe very small like the Paedocypris progenetica. – It is the world's smallest vertebrate or backboned animal. Copyright © 2010 Ryan P. Murphy

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• Fish canbe very small like the Paedocypris progenetica. – It is the world's smallest vertebrate or backboned animal. Copyright © 2010 Ryan P. Murphy

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Fish…Fish… -- -- -- -- -- Copyright © 2010Ryan P. Murphy

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 Cold-blooded.Cold-blooded. Copyright ©2010 Ryan P. Murphy

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Have fins.Have fins.

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• Flying Fish.

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• Video Link!(Optional) Flying Fish, – Adapted fins for airborne escape from predators. • First half of video are fish flying, second half is flying fish reproduction. – http://www.youtube.com/watch?v=8nEwte-x-iw

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Have backbones.Have backbones. Copyright© 2010 Ryan P. Murphy

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• Fish arebony, others have cartilage. Copyright © 2010 Ryan P. Murphy

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• Fish arebony, others have cartilage. • Which is a bony fish, and which is a cartilage fish? Copyright © 2010 Ryan P. Murphy

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• Answer! Sharkshave cartilage for bones. Cartilage is heavy and sharks sink unless the constantly swim. Copyright © 2010 Ryan P. Murphy

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• Answer! Sharkshave cartilage for bones. Cartilage is heavy and sharks sink unless the constantly swim. 95% of fish have bones. Copyright © 2010 Ryan P. Murphy

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Have scalesHave scales Copyright© 2010 Ryan P. Murphy

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Gills.Gills. Copyright © 2010Ryan P. Murphy

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• Activity! Labelingparts of a fish. – Please draw the mystery fish given to you. – Label as many parts as you can using the key on the next slide. – Add features to your drawing not present. Copyright © 2010 Ryan P. Murphy

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• Activity! Labelingparts of a fish. – Please draw the mystery fish given to you. – Label as many parts as you can using the key on the next slide. – Add features to your drawing not present. Copyright © 2010 Ryan P. Murphy

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Copyright © 2010Ryan P. Murphy

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Copyright © 2010Ryan P. Murphy “Choose 4 additional terms on the next slide to add to your fish sketch and then you can eat your fish.” “If you wish.”

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• Activity: Fashiona Fish. – Create an imaginary fish that has a specific body type, mouthpart, coloration, and reproductive strategy. – Learn More at http://www.4hfishing.org/resources/aquatic_ecolo gy_pdfs/4a_fashion_a_fish.pdf Copyright © 2010 Ryan P. Murphy

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• Activity: Fashiona Fish. – Create an imaginary fish that has a specific body type, mouthpart, coloration, and reproductive strategy. – Learn More at http://www.4hfishing.org/resources/aquatic_ecolo gy_pdfs/4a_fashion_a_fish.pdf Copyright © 2010 Ryan P. Murphy “Let’s talk about our bodies.”

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• Fish arevery diverse and come in many sizes and shapes.

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• Flat Bellied– for laying on the bottom.

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• Flat Bellied– for laying on the bottom.

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• Torpedo Shaped– For speed.

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• Torpedo Shaped– For speed.

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• Hump backed:Stable in fast moving water.

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• Hump backed:Stable in fast moving water.

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• Vertical Disk:Feeds above or below.

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• Vertical Disk:Feeds above or below.

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• Horizontal Disk:Bottom Dweller

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• Horizontal Disk:Bottom Dweller

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• Which symbolbest represents the body shape of the fish below?

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• Which symbolbest represents the body shape of the fish below? Vertical Disk

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• Which symbolbest represents the body shape of the fish below? Humpback

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• Which symbolbest represents the body shape of the fish below? Bottom Dweller

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• Which symbolbest represents the body shape of the fish below? Torpedo

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• Which symbolbest represents the body shape of the fish below? Flat Bellied

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• Which symbolbest represents the body shape of the fish below? “Enough of me, let’s discuss mouthparts .”

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• Sucker ShapedMouth: Feeds on small plants and animals. Bottom feeding

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• Sucker ShapedMouth: Feeds on small plants and animals. Bottom feeding

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• Activity! FishMouths. – Who can make the best fish mouth? Copyright © 2010 Ryan P. Murphy

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• Elongated UpperJaw: Feeds on prey it looks down upon.

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• Elongated UpperJaw: Feeds on prey it looks down upon.

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• Elongated LowerJaw: Feeds on Prey that it sees above.

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• Elongated LowerJaw: Feeds on Prey that it sees above.

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• Extremely LargeJaws: Surrounds and engulfs prey.

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• Extremely LargeJaws: Surrounds and engulfs prey.

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• Duckbill Jaws:For snatching and grasping prey on the move.

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• Duckbill Jaws:For snatching and grasping prey on the move.

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• Which mouthis best adapted to eat organisms from the bottom? Copyright © 2010 Ryan P. Murphy

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• Answer! Whichmouth is best adapted to eat organisms from the bottom? Copyright © 2010 Ryan P. Murphy

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• Which mouthis best adapted to eat organisms from the surface or above? Copyright © 2010 Ryan P. Murphy

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• Answer! Whichmouth is best adapted to eat organisms from the surface or above? Copyright © 2010 Ryan P. Murphy

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• Which mouthis best adapted to eat organisms swimming through the water?

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• Which mouthis best adapted to eat organisms swimming through the water? Copyright © 2010 Ryan P. Murphy

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• Which symbolbest represents the mouth type of the fish below?

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• Which symbolbest represents the mouth type of the fish below? Elongate Lower Jaw Lower

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• Which symbolbest represents the mouth type of the fish below? Sucker Mouth

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• Which symbolbest represents the mouth type of the fish below? Large Jaws

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• Which symbolbest represents the mouth type of the fish below? Elongate Upper Jaw UPPER

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• Which symbolbest represents the mouth type of the fish below? Duck Billed

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• Video Link!(Optional) The Goblin Shark. – A very unique mouth on a very unique shark. – http://www.youtube.com/watch?v=9W9ty96rdpk

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• Video Link.Fish Anatomy Review. – http://www.youtube.com/watch? v=WGbqaayGCRA first few minutes.

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• Fish Coloration

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• Mottled Coloration:Can hide in rock and on bottom.

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• Mottled Coloration:Can hide in rock and on bottom.

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• Horizontal Stripes:Can hide in vegetation well.

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• Horizontal Stripes:Can hide in vegetation well.

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• Vertical Stripes:Also for blending into the vegetation.

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• Vertical Stripes:Also for blending into the vegetation.

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• Dark Upperside:Difficult to see the fish from above.

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• Dark Upperside:Difficult to see the fish from above.

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Looking at sharkfrom above

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• Video (Optional)Great White Shark. • Check out the sharks counter shadowing. – http://www.youtube.com/watch?v=n- t2ayKadD0 Copyright © 2010 Ryan P. Murphy

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• Light ColoredBelly: Predators have difficulty seeing from below.

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• Light ColoredBelly: Predators have difficulty seeing from below.

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Looking at sharkfrom below.

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Counter shadowingCounter shadowing Darktop - can’t see from aboveDark top - can’t see from above Light bottom – can’t see from below.Light bottom – can’t see from below. Copyright © 2010 Ryan P. Murphy

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Counter shadowingCounter shadowing Darktop - can’t see from aboveDark top - can’t see from above Light bottom – can’t see from below.Light bottom – can’t see from below. Dark Top Copyright © 2010 Ryan P. Murphy

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Counter shadowingCounter shadowing Darktop - can’t see from aboveDark top - can’t see from above Light bottom – can’t see from below.Light bottom – can’t see from below. Light Bottom Copyright © 2010 Ryan P. Murphy

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• Which symbolbest represents the color pattern of the fish below?

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• Which symbolbest represents the color pattern of the fish below? Dark Upperside

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• Which symbolbest represents the color pattern of the fish below? Vertical Stripes

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• Which symbolbest represents the color pattern of the fish below? Mottled Coloration

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• Which symbolbest represents the color pattern of the fish below? Horizontal Stripes

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• Which symbolbest represents the color pattern of the fish below? Light Colored Belly

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• Fish havevarying methods of reproduction strategies.

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• Eggs Depositedon bottom: Eggs are hidden from predators.

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• Eggs Depositedon bottom: Eggs are hidden from predators.

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• Eggs depositedin nests: Adults stay to protect the eggs. Increases survival.

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• Eggs depositedin nests: Adults stay to protect the eggs. Increases survival.

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• Floating Eggs:Dispersed in high numbers. Many die, but many are laid.

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• Floating Eggs:Dispersed in high numbers. Many die, but many are laid.

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• Eggs attachedto vegetation: They are kept stable until hatching.

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• Eggs attachedto vegetation: They are kept stable until hatching.

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• Live Bearers:Low numbers but high survival rate.

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• Live Bearers:Low numbers but high survival rate.

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• Which symbolbest represents the birth type of the fish below?

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• Which symbolbest represents the birth type of the fish below? Free Floating Eggs

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• Which symbolbest represents the birth type of the fish below? Deposited in nests

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• Which symbolbest represents the birth type of the fish below? On vegetation

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• Which symbolbest represents the birth type of the fish below? Live Bearers

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• Which symbolbest represents the birth type of the fish below? Eggs of Bottom

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• Try andname the pictures associated with the fish. – There can be more than one.

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• Activity! Fashiona Fish Example • Must have supportive text. • Well written and neat. Horizontal Copyright © 2010 Ryan P. Murphy

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Copyright © 2010Ryan P. Murphy Dorsal fin for stability through the water with barbs to sting predators

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Copyright © 2010Ryan P. Murphy Dorsal fin for stability through the water with barbs to sting predators Coloration- Dark top and light bottom makes fish difficult to see from above and below

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Copyright © 2010Ryan P. Murphy Dorsal fin for stability through the water with barbs to sting predators Coloration- Dark top and light bottom makes fish difficult to see from above and below The Duck bill mouth is great at grasping and holding on to prey

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Copyright © 2010Ryan P. Murphy Dorsal fin for stability through the water with barbs to sting predators Coloration- Dark top and light bottom makes fish difficult to see from above and below The Duck bill mouth is great at grasping and holding on to prey

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Copyright © 2010Ryan P. Murphy Dorsal fin for stability through the water with barbs to sting predators Coloration- Dark top and light bottom makes fish difficult to see from above and below The Duck bill mouth is great at grasping and holding on to prey Reproductive strategy is to lay eggs on vegetation. This keeps eggs stable until they hatch.

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Copyright © 2010Ryan P. Murphy Dorsal fin for stability through the water with barbs to sting predators Coloration- Dark top and light bottom makes fish difficult to see from above and below The Duck bill mouth is great at grasping and holding on to prey Reproductive strategy is to lay eggs on vegetation. This keeps eggs stable until they hatch. Fishicus swedicus

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Copyright © 2010Ryan P. Murphy Dorsal fin for stability through the water with barbs to sting predators Coloration- Dark top and light bottom makes fish difficult to see from above and below The Duck bill mouth is great at grasping and holding on to prey Reproductive strategy is to lay eggs on vegetation. This keeps eggs stable until they hatch. Fishicus swedicus NAME!

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• You cannow complete this question. Copyright © 2010 Ryan P. Murphy

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• What ifice sank? How would the world be different as we know it? Copyright © 2010 Ryan P. Murphy

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• Answer! Theworld would be a much different place. Copyright © 2010 Ryan P. Murphy

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• Ice wouldform and then sink to the bottom. On the next cold day / night more ice would form and sink. Copyright © 2010 Ryan P. Murphy

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• This processwould continue until the lake was frozen solid. Copyright © 2010 Ryan P. Murphy

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• Aquatic organismswould die, the planets climate would shift dramatically as the ice at the poles would accumulate. – Life as we know it would change for the worse. Copyright © 2010 Ryan P. Murphy

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• What’s aTurnover?

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• What’s aTurnover? • Answer: A dish made by folding a pastry over some filling.

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• What’s aturnover?

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• What’s aturnover? • Answer: A turnover is when the team with the ball loses possession of the ball, which is then gained by the other team.

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• What’s aTurnover? • Answer: Measures how long a fund holds on to the stocks it buys. The longer a mutual fund holds on to a stock and the less trading the fund does, the lower the turnover will be…

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• What’s aTurnover? • Answer: Measures how long a fund holds on to the stocks it buys. The longer a mutual fund holds on to a stock and the less trading the fund does, the lower the turnover will be…

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• What’s turnover?

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• What’s turnover? •Answer: The rate at which an employer gains and loses employees.

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• What’s LakeTurnover?

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• What’s LakeTurnover? • Answer:

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• What’s LakeTurnover? • Answer: A process where the layers that form in a lake are mixed seasonally.

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• Lake Turnover… –Fall - Air temperatures drop, and the upper layers of water get cold. – Wind and chop mix the upper layers as well • These get colder, denser, heavier, and sink. – Colder water displaces the water the lake bottom forcing the lower layers to the surface. – Winter - Ice forms layer over water. Lake becomes layered – Spring – Melting ice causes water to sink and mixes layers – Summer – Warm temperatures cause layering .

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• Lake Turnover… –Fall - Air temperatures drop, and the upper layers of water get cold. – Wind and chop mix the upper layers as well • These get colder, denser, heavier, and sink. – Colder water displaces the water the lake bottom forcing the lower layers to the surface. – Winter - Ice forms layer over water. Lake becomes layered – Spring – Melting ice causes water to sink and mixes layers – Summer – Warm temperatures cause layering .

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• Lake Turnover… –Fall - Air temperatures drop, and the upper layers of water get cold. – Wind and chop mix the upper layers as well. • These get colder, denser, heavier, and sink. – Colder water displaces the water the lake bottom forcing the lower layers to the surface. – Winter - Ice forms layer over water. Lake becomes layered – Spring – Melting ice causes water to sink and mixes layers – Summer – Warm temperatures cause layering . Cold Wind

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• Lake Turnover… –Fall - Air temperatures drop, and the upper layers of water get cold. – Wind and chop mix the upper layers as well. • Upper water layer gets colder, denser, heavier, and sink. – Colder water displaces the water the lake bottom forcing the lower layers to the surface. – Winter - Ice forms layer over water. Lake becomes layered – Spring – Melting ice causes water to sink and mixes layers – Summer – Warm temperatures cause layering .

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• Lake Turnover… –Fall - Air temperatures drop, and the upper layers of water get cold. – Wind and chop mix the upper layers as well. • Upper water layer gets colder, denser, heavier, and sink. – Colder water displaces the water the lake bottom forcing the lower layers to the surface. – Winter - Ice forms layer over water. Lake becomes layered. – Spring – Melting ice causes water to sink and mixes layers – Summer – Warm temperatures cause layering .

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• Lake Turnover… –Fall - Air temperatures drop, and the upper layers of water get cold. – Wind and chop mix the upper layers as well. • Upper water layer gets colder, denser, heavier, and sink. – Colder water displaces the water the lake bottom forcing the lower layers to the surface. – Winter - Ice forms layer over water. Lake becomes layered. – Spring – Melting ice causes water to sink and mixes layers

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• Lake Turnover… –Fall - Air temperatures drop, and the upper layers of water get cold. – Wind and chop mix the upper layers as well. • Upper water layer gets colder, denser, heavier, and sink. – Colder water displaces the water the lake bottom forcing the lower layers to the surface. – Winter - Ice forms layer over water. Lake becomes layered. – Spring – Melting ice causes water to sink and mixes layers – Summer – Warm temperatures cause layering.

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• Please drawthe following in your journal. – (About ½ Page)

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Epilimnion

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Epilimnion

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• Epilimnion: Theupper layer in a layered lake. Copyright © 2010 Ryan P. Murphy

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Epilimnion Thermocline

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• Thermocline: Alayer within a body of water where the temperature changes rapidly with depth. Copyright © 2010 Ryan P. Murphy

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Epilimnion Thermocline Low Oxygen because isolated fromoxygen sources.

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• Cold waterfish such as trout and salmon enjoy the colder temperatures and oxygen levels of the thermocline. Copyright © 2010 Ryan P. Murphy

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Epilimnion Thermocline Hypolimnion

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• Hypolimnion -The bottom and most dense layer of water in a lake. Non-circulatory and remains cold throughout the year Copyright © 2010 Ryan P. Murphy

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Epilimnion Thermocline Hypolimnion Summer Stagnation in aLake

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• Activity! CreatingLake Turnover in a Jar.

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• Activity! CreatingLake Turnover in a Jar. – Teacher will have ice cold water (blue food coloring) – Very hot water (red food coloring) – Pour in cold water first. – Then use Petri dish as cover and pour the hot on top of the cold without mixing the layers.

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• Activity! CreatingLake Turnover in a Jar. – Teacher will have ice cold water (blue food coloring) – Very hot water (red food coloring)

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• Activity! CreatingLake Turnover in a Jar. – Teacher will have ice cold water (blue food coloring) – Very hot water (red food coloring) – Pour in cold water first.

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• Activity! CreatingLake Turnover in a Jar. – Teacher will have ice cold water (blue food coloring) – Very hot water (red food coloring) – Pour in cold water first. – Then use Petri dish as cover and pour the hot on top of the cold without mixing the layers.

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• Activity! Set-upof Lake Turnover. Cold Hot Device to prevent mixing Remove after.

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• Activity! LakeTurnover. – Please observe the layering of the Lake in summer (Start) – Teacher will ask students to blow on top layers. (Early Fall) – Teacher will add ice cubes (Early Winter) – Same effect occurs with Spring

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• Activity! LakeTurnover – Please sketch the following in your journal. Summer Stagnation Fall Turnover Winter Stagnation Spring Turnover Copyright © 2010 Ryan P. Murphy

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Summer Stagnation FallTurnover Winter Stagnation Spring Turnover Copyright © 2010 Ryan P. Murphy

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Summer Stagnation FallTurnover Winter Stagnation Spring Turnover Copyright © 2010 Ryan P. Murphy Layers form under ice

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• Activity! LakeTurnover Question. – Please describe in three sentences how a lake changes throughout the year. Copyright © 2010 Ryan P. Murphy

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• Possible Answer:Throughout the year, a lake goes through many changes. In the summer the lake has three distinct layers. Colder temperatures and wind in the fall mix the layers. After the ice forms across the lake, winter layers form. The melting ice mixes the layers in the spring. The lake returns to it’s summer layering when the temperatures warm. Copyright © 2010 Ryan P. Murphy

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• Possible Answer:Throughout the year, a lake goes through many changes. In the summer the lake has three distinct layers. Copyright © 2010 Ryan P. Murphy

540.
• Possible Answer:Throughout the year, a lake goes through many changes. In the summer the lake has three distinct layers. Colder temperatures and wind in the fall mix the layers. Copyright © 2010 Ryan P. Murphy

541.
• Possible Answer:Throughout the year, a lake goes through many changes. In the summer the lake has three distinct layers. Colder temperatures and wind in the fall mix the layers. After the ice forms across the lake, winter layers form. Copyright © 2010 Ryan P. Murphy

542.
• Possible Answer:Throughout the year, a lake goes through many changes. In the summer the lake has three distinct layers. Colder temperatures and wind in the fall mix the layers. After the ice forms across the lake, winter layers form. The melting ice mixes the layers in the spring. Copyright © 2010 Ryan P. Murphy

543.
• Possible Answer:Throughout the year, a lake goes through many changes. In the summer the lake has three distinct layers. Colder temperatures and wind in the fall mix the layers. After the ice forms across the lake, winter layers form. The melting ice mixes the layers in the spring. The lake returns to it’s summer layering when the temperatures warm. Copyright © 2010 Ryan P. Murphy

544.
• Possible Answer:Throughout the year, a lake goes through many changes. In the summer the lake has three distinct layers. Colder temperatures and wind in the fall mix the layers. After the ice forms across the lake, winter layers form. The melting ice mixes the layers in the spring. The lake returns to it’s summer layering when the temperatures warm. Copyright © 2010 Ryan P. Murphy Learn more about lake turnover at… http://www.islandnet.com/~see/weather/elements/turnlakes.htm

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• You cannow complete this question on your homework packet about lake turnover. • Make sure to use color for this question. Copyright © 2010 Ryan P. Murphy

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• Video Link!Lake Turnover (Optional) – http://www.youtube.com/watch?v=uSFSNTI67wc

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• Experiment fromtwo weeks ago. – Please set up three containers with pond or stream water. – Have one be control with just water, and then have the next three have increasing amounts of nutrients / fertilizer. – Label each one and place near light source. Control Low Medium High

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• Experiment fromtwo weeks ago. – Please sketch what the four containers look like now. – What does fertilizer do to an aquatic system? Control Low Medium High

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• Experiment fromtwo weeks ago. – Please sketch what the four containers look like now. Control Low Medium High

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• Experiment fromtwo weeks ago. • What does fertilizer do to an aquatic system? Control Low Medium High

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• Experiment fromtwo weeks ago. • What does fertilizer do to an aquatic system? • Answer: The nitrogen and phosphorus caused an increase in plant growth in the containers over time. Control Low Medium High

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• Which oneis Olgiotrophic and which is Eutrophic?

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“Darn you extra phosphorusand nitrogen” “Darn you.”

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Bacteria break downdead plants andBacteria break down dead plants and use oxygen in water (respiration).use oxygen in water (respiration). Copyright © 2010 Ryan P. Murphy CC66 HH1212 OO66 + 6O+ 6O22 = Released energy + 6CO= Released energy + 6CO 22 + 6H+ 6H22 O.O.

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• Bonus! Namethe movie.

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• Bonus! Namethe movie.

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• Bonus! Namethe movie. Happy Gilmore “Hey Happy.” “Let me tell you about nutrient pollution.”

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• You cannow complete these questions on page 10 of your bundled homework.

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Nitrogen and Phosphorus

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Nitrogen and Phosphorus Healthy Plants

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Nitrogen and Phosphorus Run-off

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Nutrient Pollution

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“Darn you extra phosphorusand nitrogen” “Darn you.”

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• You cannow record information in the white space and then neatly color the pictures.

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1 1 2 3

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1 1 2 3 Please record information inthis space about the salmon simulation

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• “AYE” AdvanceYour Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php? p=1 • http://learningcenter.nsta.org/browse_journals.aspx? journal=tstPlease visit at least one of the “learn more” educational links provided in this unit and complete this worksheet

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• “AYE” AdvanceYour Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to and NSTA) • http://www.sciencedaily.com/ • http://www.sciencemag.org/ • http://learningcenter.nsta.org/browse_journals.aspx? journal=tst

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• Information Cited –This section is currently under construction. Thank you to all sources of information. Without your contributions to science this presentation would not be possible. If you have any questions or comments please contact www.sciencepowerpoint@gmail.com Again, thank you. • Images Cited – This section is currently under construction. A huge thank you for all images that were used in this presentation. Your works truly brought the exciting world of science to life. Efforts to take images that are only in the public domain were taken. If an image was used in error, please contact www.sciencepowerpoint@gmail.com. Please describe the image and the unit that it was a part of so it can be promptly removed. Again, thank you. Copyright © 2010 Ryan P. Murphy

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• More UnitsAvailable at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and The Introduction to Science / Metric Unit. Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and the Human Body Systems and Health Topics Unit. Copyright © 2010 Ryan P. Murphy

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• This PowerPointis only small part of my Rivers, Lakes, and Water Quality Unit. – This unit includes a four part 2,150 slide PowerPoint roadmap. – 13 page bundled homework, modified version, 8 pages of lesson notes, built-in visual quizzes, review game, 23 video links, hands-on activities with instructions and questions, crossword, rubrics, projects, answer keys, readings, materials list, curriculum guide, and much more. – http://sciencepowerpoint.com/River_and_Water_Quali ty_Unit.htm

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Areas of Focuswithin The Rivers and Water Quality Unit: Watersheds, Rivers of the United States, Sections of a River, Parts of River (Vocabulary), Stream Order, Erosion and Deposition, Water Quality, Chemical Properties of Water, Bio-Indicators of Water Quality (EPT richness), Physical Properties of Water Quality, Rivers and Flooding, Factors that Control Flooding, Types of Flooding, Tsunami’s, Wetlands, Flood Prevention, Levees, Dams and Ecosystem, Importance of Dams, Impacts of Dams, Hydropower, Parts of Dam, Salmon (Life Cycle), Systems of Help Salmon, Fish (General), Layering in a Lake, Lake Turnover, Nutrients and Lakes. Full Unit can be found at… http://sciencepowerpoint.com/River_and_Water_Quality_Unit.h tm

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http://www.teacherspay teachers.com/Product/P hysical-Science- Curriculum-596485 http://www.teachersp ayteachers.com/Produ ct/Life-Science- Curriculum-601267 http://www.teachersp ayteachers.com/Produ ct/Earth-Science- Curriculum-590950

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• Please visitthe links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade

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Physical Science UnitsExtended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

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• The entirefour year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed

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