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6th

Estuaries

Curriculum

Produced by

the Institute for Applied Ecology

for the

Confederated Tribes of Siletz Indians

6th Grade

Estuaries Ecology Curriculum

Curriculum Credits

Lesson Plans 1-3 & 5 written by:

Tyler Knapp

Lesson Plan 4 written by:

Dionne Mejia

Graphic Design:

Tyler Knapp

Content Editors:

Stacy Moore

Dionne Mejia

Illustrations:

Amanda Devine

Jody Einerson

Barbara Gleason

Tyler Knapp

Ella Samuel

Robert Edwards Carter Stearns

Hilary Stewart

Kelley Tom

Photographs:

All photos are public domain unless otherwise noted

Created With Financial Support From:

Confederated Tribes of Siletz Indians

201 S.E. Swan Avenue PO Box 549 Siletz, OR 97380

(541) 444-2532 http://ctsi.nsn.us/

Produced by:

Institute for Applied Ecology

563 SW Jefferson Ave. Corvallis, OR 97333

(541) 753-3099 www.appliedeco.org

Introduction

The Confederated Tribes of Siletz Indians

The Confederated Tribes of Siletz Indians (CTSI) Is a confederation of many bands and

Tribes, each with their own language and customs,

whose ancestral homelands include all of Western

Oregon from what is now Northern California

north to the Columbia River and from the summit

of the Cascades to the Pacific.

The 1.1 million-acre Siletz Reservation was

set aside by President Pierce on Nov. 9, 1855, to

reserve a permanent home for Tribes that had

ceded approximately 19 million acres of their

lands to the U.S. government under treaty agreements. After the people were relocated to the

Siletz Reservation, the seven ratified treaties of

the Willamette, Umpqua and Rogue Valley Tribes

were ignored. The 1855 Coast Treaty was not ratified, but the Tribes held to its terms without the

United States fulfilling its promises.

By 1875, more than 900,000 acres of the

Siletz Reservation had been taken and opened to

settlement without treaty agreement, recognition

of rights or compensation. Starvation, violence,

abuse, exposure, depression, epidemics, boarding

schools and unscrupulous Indian agents took their

toll. The effects of the 1887 Allotment Act continued to reduce the Siletz Tribe’s sovereign jurisdiction, lands and resources.

Finally in 1954, Congress passed the Western Oregon Termination Act, severed Tribal relations and

took the last scattered parcels from Tribal members. Still, the Siletz people and culture endured.

On Nov. 18, 1977, after years of effort, the Confederated Tribes of Siletz Indians became the second

“terminated” Tribe in the nation and the first in Oregon to be “restored” to federally recognized Tribal status

by Act of Congress. In 1980, a modest land base consisting primarily of timberlands was re-established by

passage of the Siletz Reservation Act. With the Tribe’s restoration began decades of growth. The Siletz Tribe

now has a strong Tribal government to manage its resources, oversee and implement the many programs and

services offered to Tribal members as well as an expanding variety of job opportunities. Committed to serving

their people, the ninemember Siletz Tribal Council is the elected governing body of the Siletz Tribe.

Since Restoration, the Tribe has progressed from Bureau of Indian Affairs management to PL 93-638

contracting and finally to status as a self governance Tribe, allowing the Tribe to design and manage its own

programs specifically addressing the needs of the Tribal membership. As a result, services to Tribal members

are more efficiently managed and new programs have been developed.

The Siletz Tribe’s land holdings total more than 15,000 acres, the majority of which lie in Lincoln and

Douglas counties, with smaller parcels in Marion, Lane and Multnomah counties. Tribal headquarters and administrative offices are located in Siletz. Satellite offices in Eugene, Salem and Portland provide a variety of services to Siletz Tribal members within an 11-county service area that includes Lincoln, Tillamook, Linn, Benton,

Lane, Yamhill, Polk, Marion, Multnomah, Clackamas, and Washington counties in northwestern Oregon.

For more information about CTSI visit www.ctsi.nsn.us and read The People are Dancing Again: The History of

iii

the Siletz Tribes of Western Oregon by Charles Wilkinson (2010, University of Washington Press).

Siletz Dee-Ni Language

Each lesson includes Siletz Dee-Ni vocabulary words. Dee-Ni is part of the Athabaskan language group,

and is one of many dialects. These dialects vary from region to region and even from village to village. In

pre-contact times the area a person hailed from would be recognized by the dialect they spoke in. After being

brought to the Siletz Reservation there were five major languages spoken there. The major language stocks

were Athabaskan, Hokan, Penutian, Sahaptin, and Salish. Chinook Jargon became the language that different

speakers used to communicate with as well as English. With the passage of time each successive generation

found itself with an ever smaller pool of speakers. When the Siletz Tribes were Terminated by the Federal

Government in the 1950’s, the Tribal Government was disbanded and their lands sold, their people were dispersed far and wide. Their languages went unspoken except among Elders. It would take another 20 years and

the Restoration of Tribal Status to rekindle any hope of Language Restoration. Following a tribal wide assessment beginning in 1996, it was discovered that they had lost more than 90 percent of the ability to speak the

native language Athabaskan. The Tribe has made a concentrated effort to address this loss. In 2003 the Tribe

made a commitment to the preservation of traditional arts and language by establishing a permanent position

in the Culture Department, Traditional Arts and Language Specialist. Many linguistic archival materials have

been used to guide the language teachings at the community language classes, Nuu Wee-ya (Our Words).

The website for the Siletz Tribal Language Project http://www.siletzlanguage.org/ includes many resources for learning Dee-Ni, including a talking dictionary, videos, and language lesson plans for all grade

levels.

The Institute for Applied Ecology

Founded in 1999, the Institute for Applied Ecology (IAE) is a non-profit organization established to provide

a service to public and private agencies and individuals by developing and communicating information on

ecosystems and effective management strategies. IAE offers habitat restoration services complete with habitat

management plans, site preparation, maintenance and monitoring. Our Native Seed Network connects buyers

and sellers of native seed while our Conservation and Research division conducts native ecosystem research

and monitoring and provides surveys for rare plants. The Ecological Education Program provides opportunities

for K-12 students, teachers and the adult community in place-based education and service learning projects.

Organization of Curriculum:

The curriculum is designed to be a complete unit of study. We understand that many teachers are unable to

commit to the entire unit of study, so lessons can also be used individually. All lessons start with an overview

of the lesson, time estimate, teacher preperation tips, learning objectives, materials needed, and the 6th grade

Next Generation Science Standards that are met. The vocabulary speech bubble includes English as well as

Siletz Dee-Ni words. The “background information” section gives teachers the necessary knowledge to teach

the lesson, while the “teacher directions” give step by step instructions for leading each activity. The last page

of every lesson includes an “in the field!” section that suggests ways to integrate student studies into field trips

or service-learning projects. The “science inquiry” section offers opporunities for further scientific inquiry

as homework assignments or extensions of the lessons’ activities. The “reflection” bubble offers questions to

ask students at the end of each lesson, which can be useful for class discussions or journal writing. The “assessment” circle gives three challenge questions to assess how well the learning objectives were met. Finally the

“resources” section lists texts or websites that were either referenced in the lesson, or that are useful for further

research into each topic.

Table of Contents

Acknowledgments................................................................................ii

Introduction ...................................................................................iii-iv

Estuaries Ecology Lessons

1. What is an Estuary? ...................................................................... 1-9

Students define estuaries and identify their unique characteristics and types. Students learn

select Dee-Ni vocabulary that pertains to estuaries.

2. Cultural Uses of Estuaries......................................................... 10-15

Students will learn about tidal fish weirs (traps) historically used by native people in Oregon’s

estuaries. Then they will design, build, and test a miniature model fishing weir.

3. Estuary Food Webs................................................................... 16-20

Students will build an estuary food web to examine the flow of food energy through the estuary

ecosystem through role-playing different organisms.

4. Salmon Use of Estuaries............................................................ 21-28

In this lesson students will learn about the life stages of salmon and their migration from freshwater

habitats to saltwater habitats and back. Students will illustrate how salmon regulate the salt

concentration in their bodies, and how they use estuaries as important transition zones. Students

will also simulate a salmon migration and encounter obstacles and benefits along the way.

5. Oyster Ecosystem Services and Restoration............................. 29-36

In activity #1 students learn how native Olympia Oysters filter water through an in-class

experiment with live oysters in tanks. In activity #2 Students create an oyster reef restoration

design. Instructions for a traditional shell game are also included.

Estuaries

Lesson 1

Time Estimate:

60-90 minutes

What is an Estuary?

“I’d like to get people to start blessing the water and tell them it’s sacred and thank

it for what it does for us. ...continue to say a prayer to the Creator to help it with our

Earth Mother’s blood.”

—Agnes Baker Pilgrim, Siletz Tribal Elder

Overview

Students define estuaries and identify their unique characteristics and types. Students learn select Dee-Ni vocabulary that

pertains to estuaries.

Best Season:

Any- Indoor classroom

Preparation

◆◆ Make color copies of the provided labeled estuary type photos to

pass around or use a document camera to project them.

◆◆ Gather all of the Estuary model materials in advance.

Materials

◆◆ Whiteboard, flip chart paper or butcher paper and markers.

Learning Objectives

◆◆ Describe the four different

types of estuaries: Barbuilt, Coastal plain,

Tectonic, and Fjord.

◆◆ Provided labeled wetland photos: Bar-built, Coastal Plain, Tectonic, and Fjord.

◆◆ Computer with internet connection and a projector to play the

video “What is an Estuary?” https://youtu.be/emVVYG7dSaA

◆◆ Estuary model activity materials:

4 medium or large paper or plastic plates

Clay- modeling or pottery

◆◆ Identify where

different estuaries are

located in Oregon.

1-4 bottles Blue Food Coloring

12 or more Ice Cubes

Turkey baster or dropper pipette

◆◆ Explain the value and

function of estuaries

in watersheds and

coastal ecosystems.

3 bottles or cups of water

Next Generation Science Standards

This lesson meets the following 6th Grade

standards:

MS-ESS2.C The Roles of Water in Earth’s Surface Processes

MS-ESS2-6 Develop and use a model to describe phenomena.

MS-ESS2-4 Develop a model to describe unobservable mechanisms

Estuaries

Lesson 1

What is an Estuary?

Vocabulary

Nuttall’s cockle

Clinocardium

nuttallii

English

Dee-Ni

◆◆ Estuary

◆◆ Bay: Tum-sray-me’

◆◆ Bar-built

◆◆ Lagoon: Chvslh-mvn

◆◆ Coastal plain ◆◆ Salt: Mar’sr-lvsh

Background Information

◆◆ Tectonic

◆◆ River: Nii~-li~’

◆◆ Fjord

◆◆ Ocean: Sis-xa

◆◆ Brackish

◆◆ Sand: Lhtr’vsh

Estuaries can be defined as a partially enclosed body of water where salt water from the ocean mixes

with fresh water draining from the land, creating“brackish” water. Due to their brackish water, estuaries

provide food and habitat for unique plant and animal communities. Salt marshes are one of the habitats

located within an estuary. They are ideal places for juvenile fish and shellfish to hide, rest, eat and grow. Many

of these animals later provide food for people. This “nursery function” of a salt marsh is critical to our continued

supply of fresh seafood to eat. Estuaries are among the most productive ecosystems on the planet. Over 80%

of the fish and shellfish we eat spend at least part of their lives in estuaries. Estuaries provide other important

ecological functions too, acting as filters for pollution and providing protection from flooding. Estuaries are also

of great importance economically, providing us with food, jobs, and recreation.

There are four main types of estuaries, which are differentiated depending on how they formed:

• Bar-built Estuaries form when a shallow lagoon or bay is protected from the ocean by a sand bar, sand spit,

or barrier island. Examples include Siletz Bay, Coquille River Estuary, and the Salmon River Estuary.

• Coastal plain Estuaries are formed by sea level rising and filling an existing river valley. Example: Coos Bay

Estuary.

• Tectonic Estuaries are caused by the folding or faulting of land surfaces. These estuaries are found along

major fault lines, like the San Francisco Bay area in California.

• Fjords are U-shaped valleys formed by glacial action. Fjords are found in areas with long histories of glacier

activity, like northern Europe, Alaska and Canada.

A fifth estuary type, the delta estuary, is a sub-type of the coastal plain estuary. A delta is modified by the

addition of large amounts of sediments deposited at the estuary mouth. Each estuary has its own specific

characteristics, but all estuaries play vital roles in the environment and in our lives. Of the 32 largest cities in

the world, 22 are located next to estuaries. Not surprisingly, human activities have led to a decline in the health

of estuaries, making them one of the most threatened ecosystems on Earth.

Estuaries

Lesson 1

What is an Estuary?

Teacher Directions

1. Get the students to start thinking and talking

about estuaries. This will help you assess what

they currently know about estuaries, and allow

you to focus your teaching on the gaps in their

knowledge. Say something to the effect of: “Turn

to the person next to you and discuss what an

estuary is, and what you know about estuaries.

Make a list of what plants and animals might

live in an estuary. You have one minute - GO!”

2. Once the minute is up say “Pencils down.” Call

on groups to share their estuary definitions

and plant & animal lists with the class. Make

three columns on the white board or flipchart

titled “Estuary definition and attributes”,

“Estuary animals” and “Estuary plants.” As the

students read off what they listed write those

words in the corresponding columns on the

board. Compare the words to those listed in the

Dee-ni vocabulary and write those next to the

corresponding English words. Leave the list up

on the board to add the things that they learned

about at the end of the lesson.

3. Share the definition of “Estuaries” using the

“What is an Estuary?” infographic projected or

printed out. Go through the four main types of

estuaries by showing the other infographics:

Bar-built, Coastal plain, Tectonic, and Fjord.

Point out to students the example photos, and

have them locate them on a U.S. and Oregon

map. As a class find other estuaries on a map

and guess what type they are. Optionally you

can also show the video “What is an Estuary?”

(2 minutes 50 seconds) https://youtu.be/

emVVYG7dSaA

4. Lead a discussion and brainstorm about

estuaries. Example questions:

◆◆ How does the group list on the board compare

with the infographic’s estuary definition?

◆◆ What are some nearby estuaries? What type of

estuary are they? How can you tell?

◆◆ Why do estuaries make good habitat for

animals, especially fish?

◆◆ What animals live in estuaries?

◆◆ Have you ever harvested shellfish or gone

fishing in an estuary?

5. Activity: Make an Estuary Model

a. Divide the class into four groups, and give each

group one of the four printed estuary type

discriptions. Each group will make a different

estuary type using the provided materials.

b. Hand out clay and plates. Have the students

use the clay to make a model of their assigned

estuary type. This model needs to include

connected ocean, estuary, and river sections.

c. This part of the activity teaches about the

geologic formation of estuaries. Provide each

group with 3 ice cubes and let them place the

ice on their clay model. As the ice melts, have

the students write down how the water fills

in their model. Have each group answer this

question: “Does the way your ice melted

and filled in the model correlate with the

geologic formation of this particular estuary

structure?” Using a hairdryer or heat lamp can

speed up the ice melt. If ice is not available have

the students slowly pour water onto their model.

d. The next part of the activity teaches about

brackish water. Put several drops of blue food

coloring into the ocean portion of the students’

models until it is a dark blue. Have the students

write down their observations of how the salt

(blue) water mixes with and dilutes the fresh

(clear) water inside of the estuary. They can

pour more fresh water into the estuary to mimic

a river. A turkey baster or dropper pipet can be

used to suction water out of the ocean portion to

mimic the tides.

e. Have a show and tell, where each group shows

their model to the rest of the class and uses

what they observed and learned to teach the

class about the estuary type they built. Allow

for questions and answers, as well as a group

discussion. How are the estuary types similar

or different? Was there a different amount of

brackish water in each type?

6. Lesson wrap-up. Review the definition of an

estuary, and the different types of estuaries.

Look over the list that the class created at the

beginning of the lesson, and add anything else

that they learned about estuaries.

Estuaries

Lesson 1

What is an Estuary?

In the Field!

Organize a field trip to a nearby estuary and have the students analyze its’

characteristics to determine what type of estuary it is. Tell the students to look

for estuary specific plants and animals. Ask them to observe how the plants in

the estuary are different from those outside of it, and try to determine where

that boundary is. They can document their observations in a drawing, journal

entry, or photo journal. Recommend that the students wear rubber boots or other

waterproof shoes on the field trip.

Science Inquiry

Homework Assignment: Think about an estuary that you have visited in the past. Make a

hypothesis of what kind of estuary you think it is and why, write this down. How many acres do

you think the estuary covers? Find that estuary on the online Coastal Atlas Estuary Map: http://

www.coastalatlas.net/estuarymaps/ Record the data that is listed for that estuary, including

the various labels and layers for the map. How does this data differ from the hypothesis that

you wrote down? How are the categories for estuary types similar or different from what you

learned in the classroom lesson? Research and then make a vocabulary list with definitions for

those categories.

ction

Assessment

Think about an estuary that you have

visited. How do you know it was an estuary? What type of estuary do you think it

was? What are the water sources for the

estuary? How did you feel when you were

there? Make a drawing of the estuary

from your memory, a photo, or by visiting

it again. Make a map of the estuary using

your memory, a paper map, or an online

map.

Name the factors that

define an estuary.

List the four types of estuaries.

Say or write one estuary

specific Dee-ni word.

Resources

◆◆ http://www.oregonconservationstrategy.org/oregon-nearshore-strategy/habitats/ons-estuaries/

◆◆ https://coast.noaa.gov/estuaries/curriculum

◆◆ https://www.coastalatlas.net/estuarymaps/

◆◆ Project WILD Aquatic K-12 Curriculum & Activity Guide. 2010. Project WILD. Houston, TX.

Estuaries

Lesson 2

Time Estimate:

60-90 minutes

Cultural Uses of Estuaries

“If you are going to go [in nature] and use those resources, you also have the responsibility

not to damage them when you’re using them and taking them, but actually do some

enhancement and try to do some caring for them so that they’ll be there the next year and

for the next generations.”

—Robert Kentta

Overview

Students will learn about tidal fish weirs (traps) historically used

by native people in Oregon’s estuaries. Then they will design,

build, and test a miniature model fishing weir.

Best Season:

Any

Classroom or Outside

Preparation

Gather the necessary materials for the weir models beforehand from a craft or

hardware store. One option for the tray is to purchase a pre-made stream table from

an environmental education supply store like this one: https://www.forestry-suppliers.com/

product_pages/products.php?mi=89920&itemnum=76579&redir=Y

Materials

* Images of Weirsprinted out or projected

* Items for weir model:

• craft sticks of various

sizes, 12” dowels

or toothpicks

• twine, string, or

pipe cleaners

• paint tray or cement/

grout mixing tub,

or stream table

• Fish Weir Design

Worksheets

• 4” fish shaped rubber

fishing lures (e.g.,

sea shad) with

Learning Objectives

◆◆ Define and describe a traditional native fishing weir, including how it is built and used.

◆◆ Design and build a miniature model of a fishing weir.

◆◆ Evaluate the effectiveness of your weir model and revise the design if necessary.

Vocabulary

English

Dee-Ni

◆◆ Weir

◆◆ Weir: Naa-dii~-’an’

◆◆ Tidal slough

◆◆ Low tide: Numlh-ts’a

◆◆ Tidal weir

◆◆ Riverine weir

◆◆ Basket trap

◆◆ High tide: Chvtlh-ch’vs

◆◆ Fish Bait: Lhuk-svn’

◆◆ Stick(s): Chvn

◆◆ Gill net: Mesh-xa’

Sockeye Salmon

Lhuk

Oncorhynchus nerka

Estuaries

Lesson 2

Cultural Uses of Estuaries

Next Generation Science Standards

This lesson meets the following 6th Grade

standards:

MS-LS1-2 Develop and use a model to describe phenomena

MS-ETSI-I All human activity draws on natural resources.

MS-ETS1-1 Define the criteria and constraints of a design

problem with which to ensure a successful solution, taking into

account scientific principles and potential impacts on people

and the natural environment.

Willow fence weir with platforms across a shallow river. Migrating salmon or lamprey collect at the weir, and unable to proceed

upriver they are caught with dip nets.

Drawing by Hilary Stewart

Background Information

Estuaries are rich in a diversity and abundance of fish, in addition to other animals. To be closer to this wealth

of fishing opportunity there was historically a high concentration of Native villages surrounding estuaries (Byram).

Various methods for catching fish were used, but the most popular and successful method was the construction of

a type of fish trap called a “weir.” Fish weirs have been used by varying cultures the world over for millenia using

stones, reeds, or sticks placed close together like a fence within a river channel or estuary to capture fish as they swim

along with the current (Hirst). Riverine weirs are those built in non-tidal rivers and were often large, and only used

seasonally to catch large numbers of salmon and lamprey during their runs upstream. However fishing weirs built in

estuaries, often referred to as “tidal weirs,” were smaller, more permanent and used year long to harvest a variety of

fish including: herring, , flounder, sardine, smelt, and salmon. Tidal weirs were built in marsh or tidal slough channels

at the edges of estuaries, and they worked in conjunction with tidal action (incoming and outgoing tides). Some of

these included a built in cylindrical basket trap which had an opening facing the outgoing current. This allowed for

fish to get trapped in the basket as they swam out with the tide (Byram). Other weirs had built in platforms which

people could stand on with a dip net and catch the fish that were too big to squeeze through (see illustration above.)

Weirs were often built using willow or Western hemlock posts that were partially buried close together into the

estuary mud or sand. Cross posts or sticks were tied horizontally to these sunken posts to create what looked like a

fence in the water. Oregon tidal weirs were commonly composed of fine woven lattice panels that were made using

basketry techniques and materials.

Tidal slough weir

of woven lattice

panels

Wood post tidal

weir and basket

trap

Estuaries

Lesson 2

Cultural Uses of Estuaries

Teacher Directions

Lesson adapted from The Fish Weir: A Culturally Relevant STEM Activity

from NSTA’s Science Scope Summer 2015 Volume 38 Number 9

http://digital.nsta.org/publication/?i=260740&ver=html5&p=46

1. Ask students to think about what kinds of foods

(especially fish) their ancestors may have eaten from

estuaries. Then have them consider what fishing

methods would allow for the largest catch in order to

feed not just their family, but their whole community.

After this discussion present students with photos and

information about traditional fishing weirs. Use the

“Background Information” section, provided photos

and drawings, as well as items from the “Resources”

section at the end of this lesson.

2. Tell the students that they are now going to design,

build, and test a miniature model of a fishing weir in

small groups.

a. Design: Break them up into groups of four or less,

and hand out the “Fish Weir Design Worksheet.”

Tell the students that they will work together

and use the worksheet to draw a diagram of the

weir model that they will build. They will need

to include specifics including the depth and

width of the model estuary, as well as the width

of the model fish they aim to capture. Let them

know what materials you will be providing. The

requirement is that water should be able to flow

through the weir, but not allow fish to pass.

b. Build: Once a group has finished their weir design

plan give them the materials for making their

model weir. The paint tray or cement/grout mixing

tub will represent the estuary or river that they

must build the weir in. The craft sticks, dowels or

toothpicks will be used as the weir posts, beams,

and supports. The twine, string, or pipe cleaners

will be used to tie the weir posts together. They

can also weave a small basket to include a basket

trap in the weir. The weir needs to stand upright

on its own.

c. Test and Evaluate: Next students test how well

their model works and see if any changes would

improve it. It’s recommended to do this activity

outside in a grassy area. Give each group a bucket

or pitcher of water

to pour into their

tray. Elevate the tray

on one side to make

a slope. Have the

students slowly pour

the water in at the

top of the incline so

that it flows downhill

like a river. Tell the

students to tilt the

tray slowly back and

forth to represent

the tides going in

and out. Once the water is added students can

add the fake fish to see how well the weir traps

them. Is the weir effective? If not, what could be

changed about it? Does the weir work better

with an incoming or outgoing tide? To maintain

sustainable fish poplulations some fish should be

allowed to pass through the weir. Two possibilities

for this would be a larger opening at one end, or a

gate that can be opened and closed when people

aren’t actively fishing. After the students have

made their weir successful they can refine their

model to make it more sustainable.

d. Show-and-Tell: Once all of the groups have

completed their weirs facilitate a show-andtell where each group presents their design

worksheet, finished weir, and demonstrates

its function to the other groups. Lead a class

discussion of why and how their weir models

work and how they might change their modles

to adapt to changes in the environment such as

climate change, flooding, drought, or lower fish

populations.

e. Wrap-up: To finish this activity have students

draw an “as built” diagram of their final model,

labeling features and making a list of materials

used. They should use a new blank “Weir

Design Worksheet” to draw these final designs.

Students can also write a narrative describing the

construction, materials, and function of their weir

model.

Estuaries

Lesson 2

Cultural Uses of Estuaries

Fish Weir Design Worksheet

Team Member Names:________________________________________________________________________________

Date:______________

Design Constraints: Width of Estuary_____ Depth of Estuary____ Width of weir:____ Height of weir:____

Width of Fish____ Upright post spacing:____ Scale 1 square = 1 inch

Estuaries

Lesson 2

Cultural Uses of Estuaries

Photos of Pacific Northwest Native American Fish Weirs

Estuaries

Lesson 2

Cultural Uses of Estuaries

In the Field!

Scout out a nearby estuary or river to find a good spot to build a temporary model weir.

Look at tide tables to see where the tide will be during your class visit. Gather sticks

beforehand, or have students gather them as part of the activity. Pick up sticks on the

ground, or if you have the land owner’s permission bring loppers and hand saws to cut

branches off of trees. Invite community members to participate. Fish Weirs are not

currently legal for catching fish, so you will ned to deconstruct the weir after completion.

Science Inquiry

Invite a knowledgeable tribal member to speak to the class about the customs, ceremonies, and

practices associated with fish weirs, fishing, including historic and modern management of salmon and

lamprey. This could include an Elder who remembers the last active fishing weirs, a tribal fish biologist

who manages a modern research weir, or a tribal archeologist who has uncovered remnants of

ancient weirs. These talks could also be extended into field trips to visit a hatchery, research weir, or

an archeological dig.

ction

Assessment

After making a model of a weir, think

about what it would take to build

a traditional fish weir today. Where would

you build it and why? What natural materials would you use and how much would

you need? How many people would you need

to help you? What time of year would be

best to build and use it? What kind of

fish would you try to catch?

Define “fish weir” and

describe how one is used.

List two kinds of fish that can

be caught using a weir.

Name two kinds of fish weirs

and explain their differences.

Resources

◆◆ Byram, Robert Scott (1998) Fishing Weirs in Oregon Coast Estuaries. In Hidden Dimensions: The Cultural Significance of

Wetland Archaeology. Edited by Kathryn Bernick; University of British Columbia Press, Vancouver, pp. 199 – 219.

◆◆ Stewart, Hilary (1994) Indian Fishing: Early Methods on the Northwest Coast. Douglas & McIntyre Ltd. B.C. Canada.

◆◆ Hirst ,K. Kris. Fish Weir: Ancient Fishing Technology. https://www.thoughtco.com/fish-weir-ancient-fishing-tool-170925

Estuaries

Lesson 3

Time Estimate:

60 minutes

Estuary Food Webs

‘We need to enlighten people and tell the world leaders there has to be a

better way. If we allow the animal kingdom to disappear, at the rapid rate it

is disappearing, then we are killing ourselves faster than we think.”

—Agnes Baker Pilgrim, Siletz Tribal Elder

Overview

Students will build an estuary food web to examine the flow of food

energy through the estuary ecosystem through role-playing different organisms.

Best Season:

Any- Indoor classroom

Preparation

◆◆ Print or write out the note cards with organism names on them ahead

of time, and punch two holes in them for yarn to go through.

Materials

Learning Objectives

◆◆ Construct a model of an

estuary food web that

correctly demonstrates

the flow of energy.

◆◆ Explain how all living things

depend directly or indirectly

on green plants for food.

◆◆ Describe the three major

categories of living organisms

in an estuary ecosystem

and their roles. (producers,

consumers, and decomposers)

Next Generation Science Standards

This lesson meets the following 6th Grade

standards:

MS-LS1-8 Cause and effect relationships may be

used to predict phenomena in natural systems.

MS-LS1-2 Complex systems can be visualized,

modeled, and used to describe how their function

depends on the relationships among its parts.

MS-LS1-3 Systems may interact with other

systems; they may have sub-systems and be a part

of larger complex systems.

Whiteboard or chalkboard

Large blank notecards or blank pieces of paper

Pencils- graphite and colored

Large ball of Yarn or string

Estuaries

Lesson 3

Estuary Food Webs

Vocabulary

English

◆◆ Producer

◆◆ Consumer

◆◆ Decomposer

◆◆ Food web

Great Blue Heron

Dee-Ni

◆◆ Crab: Ga’-srvsr

◆◆ String: St’vs

◆◆ Bald Eagle: T’a’-lhki

◆◆ Sun:

srii-naa ch’aa-ghvtlh-sri~

◆◆ Phytoplankton ◆◆ Web:

Ch’uu-ket-ni

Ardea herodias

k’wee-dar’sh-mee-ne’

Background Information

When animals eat plants or other animals in order to survive, there is a flow of food energy through the ecosystem.

What starts out as energy from the sun is converted into food energy by organisms that use photosynthesis, and

is transferred to other organisms as they consume food. There are three major categories of living organisms in

an ecosystem and each has a special role. Together, producers (plants), consumers (animals), and decomposers

make up the food web. The food energy produced by producers via photosynthesis is cycled through the ecosystem

through food chains, which all together make up a food web.

In an estuary food web the producers are comprised of plants like seaweed, eelgrass, algae and phytoplankton.

Phytoplankton, which are microscopic free-floating plants, are one of the most abundant and important producers

in an estuary because they are eaten by many small animals like zooplankton, shrimp, molluscs, and shellfish.

These animals are all called primary consumers. The animals that eat the primary consumers are called the

secondary consumers, and they consisit of fish, seals, crabs, sea birds, and humans. Many illustrations of food

webs don’t include humans, but we are animals too and we are consumers of finned fish and shellfish from estuaries.

Decomposers have the job of ‘recycling’ dead plants and animals and are made up of bacteria, fungi, some insects,

and molluscs like snails.

Phytoplankton

Producers

Clams

Primary Consumers

Humans

Secondary Consumers

Estuaries

Lesson 3

Estuary Food Webs

Teacher Directions

animals should be connected to several others.

If a student receives the ball a second time they

will need to pass it to a student that they haven’t

already passed it to. If students are unsure where

to pass the yarn they can refer to their cards or

worksheets where they listed what their organism

eats, and who eats their organism.

Lesson adapted from “Marsh Market” in WOW! The

Wonders of Wetlands.

1. Start out the lesson by having students turn

to the person next to them and discuss for

30 seconds what they already know about

food webs. Then write “food web” in a circle

on the board and ask the students what they

know about food webs. Use this as a teaching moment

and correct any misconceptions the students have. Write

the correct things they say around the food web circle.

Once everyone has shared add any other information

or definitions that you think are necessary. Include

in this a discussion about producers, consumers, and

decomposers.

5. Once all of the food web is complete and each student is

connected to it, have the students slightly move until the

web is taut. Ask the students what would happen if one

animal or plant disappeared from the estuary.How would

this effect the whole food web? Introduce one of these

scenarios as an example:

a. A commercial fishing company their annual catch of

salmon in the estuary.

2. Hand out the “Estuary Food Web Worksheet” and have

the students complete it in pairs, groups or as a class. This

worksheet can help further guide discussion and research

about producers, consumers, and decomposers.

3. On separate note cards or pieces of paper write the

name of each plant and animal listed on the worksheet

(including the sun). Tape the cards on the board and

have each student select one, or hand them out to the

students. If there are more students in your class than

organisms listed, feel free to add more or divide up some

of the categories like shellfish and sea birds into specific

species. Give the students time to add to their cards a

drawing of their organism, and the information about it

from the worksheet. Punch two holes at the top of each

note card to tie a loop of yarn so each student can wear

their card around their neck. You will wear the “sun” card.

4. Now you can make an estuary food web. Put the sun

card on and have the students put the organism cards

on the front of their bodies and get into a circle. Take

the ball of yarn or string, wrap the end once around

your hand and then pass the ball to a student with

the card of an organism that photosynthesizes like a

plant or phytoplankton. The student will then wrap

the yarn around their hand once and pass the ball to

a student with the card of an organism that eats that

plant or phytoplankton. Each time the yarn is passed

it is connecting the organism that is consumed to

the consumer. The sun passes the yarn to a primary

consumer, then they pass it to a secondary consumer,

who then passes it to a tertiary consumer, and so on.

Continue having the students pass the yarn around the

circle in this manner until the students can see the visual

representation of a food web. Many of the plants and

b. The land at the end of the estuary is converted to

intensive farming. There is a big increase in agricultural

run-off including fertilizers and pesticedes into the

estuary. This increases the risk of phytoplankton blooms.

c. Due to increased carbon emissions, the ocean is

becoming more acidic. Bryozoans and other shelled

animals will find it difficult to make shells.

With each scenario ask the students which organism

would be affected by the change first. Have the student

wearing the card for that organism tug on the yarn. Any

other student who then feels the resulting tug should

raise their free hand, and then tug on the string, and

so on as the effect ripples through the food web. Once

this has been completed lead a discussion about the

food web. Did the absence of some species make a

bigger impact than the absence of others? This is a great

opportunity to talk about keystone species.

Here is an optional second activity you can do

with the cards the students made: have the students tape

the cards to a white board or a large piece of paper to

make their own estuary food web. They can draw arrows

showing the connections between different organisms.

Estuaries

Lesson 3

Estuary Food Webs

Estuary Food Web Worksheet

Organsim

Producer

Consumer Decomposer

Eaten by:

Feeds on:

Seals

Crabs

Sea birds

Shellfish (oysters,

mussels, cockles,

clams)

Salmon

Phytoplankton

Sea Stars

Seaweed

Humans

Zooplankton

Shrimp

Small fish

The Sun

Estuaries

Lesson 3

Estuary Food Webs

In the Field!

Go on a field trip to a nearby estuary to observe the living food webs in action. Bring

along plant and animal field guides to help you identify the creatures that you see.

Make a list of the plants and animals that you see and the things that they eat or what

eats them. Take pictures or make drawings of these organisms. When you return

to class makean estuary food web as a class using the drawings or photos of the

organisms that you encountered.

Science Inquiry

Homework Assignment: Do a research project about how humans have adversely affected wetlands and

write a paper or make a presenation to the class. Possible research topics include:

• How has pollution, climate change, and over-fishing effected estuarine food webs?

• Research an estuary species that has gone extinct or is endangered. How has the absence or lack

of abundance of this species affected the food web?

• Find out information about estuary restoration projects. What were the restoration goals, and

what were the results of the project?

ction

Assessment

How have humans use of estuaries in Oregon

changed over time? What are some ways that

native americans historically used estuaries, and

how is that similar or different to modern

use? What are some food webs that you are

a part of? Make a diagram of the food web

that makes up your lunch.

List the three categories

of organisms that make

up a food web

Diagram an estuarine food

web of phytoplankton,

clams, and humans.

Calculate what species would

be effected by the abscence

of salmon in the food web.

Resources

•

Padilla Bay The Estuary Guide Level 2 https://fortress.wa.gov/ecy/publications/documents/8958c.pdf

WOW! The Wonders of Wetlands. 2003. Environmental Concern INC, PO Box P, St Michaels, MD 21663. wetland.org

NOAA Estuary Food Pyramid lesson. https://coast.noaa.gov/estuaries/curriculum/estuary-food-pyramid.html

Salmon Use of Estuaries

Estuaries

Lesson 4

Time Estimate:

“Legend tells us that the salmon were people shaped like us who lived in a

beautiful city below the ocean floor. The spirit of the Salmon People chose to

come back every spring and fall to feed the two-leggeds of this world. ”

2 class sessions:

1 indoor and 1 outside

—Agnes Baker Pilgrim, Siletz Tribal Elder

Overview

Best Season:

Spring & Summer,

indoor & outside

Learning Objectives

◆◆ Describe the stages of

the salmon life cycle

◆◆ Discuss the obstacles that

salmon face along their

migration journeys and the

benefits that estuaries and

rivers provide for salmon

◆◆ Explain how salmon use

estuaries to transition

from freshwater to

saltwater ecosystems

Next Generation Science Standards

This lesson meets the following 6th Grade

standards:

In this lesson students will learn about the life stages of salmon

and their migration from freshwater habitats to saltwater habitats

and back. Students will illustrate how salmon regulate the salt

concentration in their bodies, and how they use estuaries as

important transition zones. Students will also simulate a salmon

migration and encounter obstacles and benefits along the way.

Preparation

◆◆ Make sure that you have access a document reader or computer to show

images of the salmon life cycle and access to the internet to show a video to

students.

◆◆ Gather materials to make a migration obstacle course. Find an area large

enough to create an obstacle course that can accommodate your class size

and that will give enough room for students to run through the course. The

route can be longer or shorter depending on the space available to you.

Students can help you set up the route, or you can do this ahead of time to

shorten the lesson.

Materials

◆◆

Internet access for videos

Document reader or computer to display images

Ropes, traffic cones, or pin flags

Hula hoops

Chairs

Goldfish snacks, gummy worms, or other small objects to represent “food”

Construction paper, scissors, string, and hole punch for making costumes

and nametags

MS-LS1-4. Use argument based on empirical evidence

and scientific reasoning to support an explanation for

how characteristic animal behaviors and specialized

plant structures affect the probability of successful

reproduction of animals and plants respectively.

MS-LS1-5. Construct a scientific explanation based

on evidence for how environmental and genetic factors

influence the growth of organisms.

MS-PS3-5 Construct, use, and present oral and

written arguments supported by empirical evidence and

scientific reasoning to support or refute an explanation

or a model for a phenomenon.

Salmon

Lhuk

Oncorhynchus sp.

Estuaries

Lesson 4

Salmon Use of Estuaries

Vocabulary

English

◆◆ Alevins

◆◆ Fry

◆◆ Parr

◆◆

◆◆ Smoltification

◆◆ Spawning

Salmon Alevins

Dan’-dee-ni

Oncorhynchus sp.

Background Information

◆◆ Anadramous

◆◆

◆◆ Osmoregulation

Dee-Ni

Salmon:Dan’-dee-ni

Salmon eggs: Gvmp

Fry:

Lhuk mvsh-xee-ye’

Salmon Ceremony:

Lhuk mii-naa~-li’

Spring Salmon:

Dan’-dee-ni

Summer Salmon:

Shin-naa-le

The Salmon Life Cycle

1. Eggs and Alevins

A female lays a nest of eggs and they are fertilized by a male. The eggs

develop during the winter at the bottom of the stream and hatch in the

spring. Newly hatched salmon are called alevins. The alevins hatch with a

yolk sac attached to them, and they slowly consume the yolk for several

months.

2. Fry

Once the fish can swim freely they are considered fry. Fry swim to the

surface of the water and collect air in a special body organ called a swim

bladder, allowing them to hold their position in the water. Fry feed on

microscopic plankton.

3. Parr

During the fall, fry develop into parr. Parr have stripes and spots for

camouflage and they feed on aquatic insects. They spend between a few

months to a year in the stream where they were born. They rely on shade

from riparian trees to keep the water cool, and they rely on access to shallow waters where they can rest and hide from predators.

4. Smoltification and estuaries

Eventually parr begin to migrate downstream towards the ocean. As the parr develop into smolt, their scales become silvery to help them better camouflage in the ocean. Smolts use estuaries to adapt their bodies for life in

saltwater and to feed on an abundance of crustaceans and aquatic insects.

Wetlands

Lesson 4

Salmon Use of Estuaries

Background Information, continued

5. Adults

Salmon may spend anywhere from 1-8 years in the ocean, depending on the species. Some stay in coastal waters while

others migrate further away from the coast.

6. Adult migration

Adult salmon eventually return to their home stream to breed. Scientists believe that salmon use chemical signals, such

as smells, and navigate using the sun to find the stream where they were born. Salmon stop feeding once they are in

freshwater and males develop humped noses for fighting with other males.

7. Spawning

Once they reach the stream where they were born, females build nests in the gravel at the bottom of the stream. Meanwhile, the males fight to determine which males will mate. The victorious male and the female spawn by releasing eggs

and sperm at the same time. The female makes many nests and covers them with gravel. The process continues until the

adult males and females die.

Osmoregulation

Salmon are anadromous fish, meaning that they spend part of their lives living in freshwater and part of their lives living in saltwater. The process by which salmon control the salt and water concentrations in their bodies is called osmoregulation. In the ocean, salmon run the risk of having too much salt in their bodies, while in freshwater they may not

have enough salt. As salmon smolts begin to migrate towards the ocean, they encounter estuaries. Estuaries are habitats

where freshwater and saltwater mix to form brackish water. Smolts must slowly acclimate to the change in salinity in

the water, and this may take weeks. In order to live in saltwater, salmon drink the water around them and their kidneys

concentrate the salts into urine while their gills use pumps to reverse the flow of NaCl (sodium-chloride) out of their

bodies. When adult salmon return to freshwater to spawn after spending years in the ocean, they must readapt their

bodies to survive in freshwater. They gradually stop drinking water and stop pumping sodium out of their bodies.

Estuaries

Lesson 4

Salmon Use of Estuaries

Fig. 1

Fig. 2

Eggs hatch in

streams

Alevins stay

close to nest

Fig. 3

Fig. 7

Adults spawn

and die

Fig. 6

Salmon

Life

Cycle

Fry/Parr live

streams

Fig. 4

Adults

return to

streams

Fig. 5

Smoltification

estuaries

Image attributions

1. By CSIRO, CC BY 3.0, https://commons.

wikimedia.org/w/index.php?curid=35486300

2. https://www.flickr.com/photos/usdagov/5710052661

3. https://www.flickr.com/photos/usfwsendsp/5039506498

4. By User:Cacophony - Own work, CC BY

2.5, https://commons.wikimedia.org/w/index.php?curid=1068639

Adults live

at sea

5. By Hans-Petter Fjeld - Own work, CC BY-SA

2.5, https://commons.wikimedia.org/w/index.

php?curid=1012293

6. Public Domain, https://commons.wikimedia.org/w/index.php?curid=24858376

7. https://www.flickr.com/photos/blmoregon/16335491222

Estuaries

Lesson 4

Salmon Use of Estuaries

Teacher Directions for indoor session

Use a document reader or a computer to show the images of the salmon life cycle to students, and discuss how

salmon migrate to and from the ocean during their various life stages. Then, tell the students that you are

going to show them a video that discusses how fish can survive in freshwater and saltwater. Tell the students

“Salmon are anadromous fish, meaning that they spend part of their lives living in freshwater and part of their

lives living in saltwater. Therefore, they have to change their bodies to adapt to different environments, and

estuaries play an important role in this process.”

Show the video “Do Fish Drink Water?” https://www.youtube.com/watch?v=Pvc4DTwpm_g to the class, and

then have students work on student worksheets to label the diagrams of salmon in saltwater and freshwater.

Students may work in groups to complete the diagrams.

After the student have labeled the fish, discuss the following questions as a class. The students should be

checking their diagrams to make sure that they labeled them correctly, as you are discussing the questions as

a class.

1. Which way does water flow across the membrane? Towards the saltier or less salty side? Why?

• Water flows towards the side with higher salt concentration so that the concentration of salt will be the same on

both sides.

2. When salmon are in freshwater, which will way water flow? Into their gills or out of their gills? Why?

• Water will flow into their gills because the concentration of salt is higher inside their body than in the water.

3. When salmon are in saltwater, which way will water flow? Into their gills or out of their gills? Why?

• Water will flow out of their gills because the concentration of salt is higher outside of their bodies.

4. When do fish need to drink water? In freshwater or saltwater? Why?

• In saltwater, because their bodies are constantly losing water so they need to replace it.

5. If saltwater fish drink saltwater, will that make their bodies even saltier? How do they get rid of salts?

• Their kidneys can make urine that is very salty to get rid of salts. They also have chloride cells in their gills to push

the salt out.

6. What is the role of estuaries for salmon? What kinds of changes do you think salmon undergo in estuaries?

What would happen if salmon had to go directly from freshwater to saltwater or vice-versa?

• Salmon use estuaries as a transition zone between freshwater and saltwater so that salmon can slowly adapt

to change in salinity. Their bodies need to change to push salts in or out or their gills and also to drink water and

produce salty or less salty urine. If salmon had to go directly from fresh to saltwater, they might die.

Another video about salmon migration, return to freshwater (optional)

https://video.nationalgeographic.com/video/news/0000014a-2fd2-de99-abda-3fff7b220000

Estuaries

Lesson 4

Salmon Use of Estuaries

Osmoregulation Student Worksheet

Watch the video “Do Fish Drink Water?” and then complete the following diagrams. You may work in small groups.

1. Draw arrows to show whether water will flow into the gills or out of the gills for fish in freshwater and saltwater. Write

“water flows in” or “water flows out.”

2. Draw an arrow to indicate if a fish will drink water, or draw an X by its mouth to show that it will not drink water. Write

“drinks water” or “does not drink water.”

3. Draw an arrow and indicate whether each fish will produce more salty urine or less salty urine. Write “more salty

urine” or “less salty urine.”

Freshwater

Saltwater

Estuaries

Lesson 4

Salmon Use of Estuaries

Teacher Directions for outdoor session:

Salmon Migration Game!

1. Ask the students to imagine that they are tiny alevins that just hatched in a stream. They are growing up and will soon be

on their way to the ocean. Along the journey, they will face many obstacles, as well as some places where they can rest.

2. Ask the students to name some of the obstacles that the young salmon might face and write these down on the board

under “obstacles”. Examples might include predators, storms, lack of food, competition for food, fast-flowing water and

waterfalls, and adapting to changes in salinity.

3. Now ask the students to name some of the “benefits” that salmon might encounter on their journey. Examples might

include an abundance of food, areas to hide from predators, areas to rest where the water is moving slowly, etc.

4. Now, go outside and have students help you set up an obstacle course for the migration from freshwater to saltwater,

and then back to freshwater to spawn. The goal of the game is for salmon to survive the migration to the ocean and back.

a. Use ropes, traffic cones, or pin flags to delineate the path from the stream → river → estuary → ocean. The path

should get wider as the body of water gets larger. The path can be windy to represent the natural flow of rivers.

b. Use hula hoops to indicate areas along the stream and river where the young salmon can rest. These are areas

along the banks of the river where the water flows slowly and the salmon can rest.

c. Place chairs throughout the stream, river, and estuary. These represent rocks and logs where salmon can hide from

predators.

d. Place goldfish snacks, gummy worms, or other small objects along the migration route to represent “food.” Each

salmon can pick these up as they are swimming and place them in their stomach, represented by a zip lock bag.

Make sure to put lots of food in the estuary.

5. Once the game is all set up, assign most of the students to be young salmon.

a. They must begin their lives hatching in the stream and begin swimming towards the ocean.

b. Tell the salmon that they must spend some time in the estuary adjusting to the change in salinity in the water and

collecting food before they can move to the ocean.

c. Once most of the salmon have reached the ocean, tell them that it is time to return to their home stream to reproduce.

At this point, the salmon stop eating and their only goal is to get back to where they were born.

6. A few students can be freshwater and saltwater predators (e.g. seals, birds, large fish, bears, whales), or they can

represent storms and other obstacles. The predators and obstacles have to stay in specific areas and cannot chase the

fish throughout the migration course. Each time a predator “catches” a salmon, the salmon dies and has to start over and

drop all the food that they picked up. To make the game more exciting, students can make costumes or nametags to

indicate which animal or obstacle they are.

After playing the game a few times, so that everyone has had a chance to be salmon and an obstacle, ask the students:

what was the most challenging obstacle? What were some things that made it easier and safer to migrate? Did most of the

salmon live or die?

Estuaries

Lesson 4

Salmon Use of Estuaries

In the Field!

Research places nearby where salmon can be observed migrating. What is the best time of year

for seeing the salmon in your area? Plan a trip or a class field trip to see salmon in their natural

habitat or visit a hatchery to learn more about salmon. While you are there, take notes about the

salmon habitat. Are there places for salmon to hide from predators? Is the water shallow enough

in some areas for the salmon to rest? Do you see any aquatic insects or crustaceans for the salmon

to eat? Do you see any predators that might eat the salmon?

Science Inquiry

Salmon have several mechanisms for ensuring that they keep a balance of sodium inside their

bodies, both while living in freshwater and saltwater. For homework, research other animals

that practice osmoregulation to regulate water and salts inside their bodies. Pick one animal

and describe how this process works, and draw a picture to illustrate the process. Present your

findings to the class.

ction

Assessment

Why do you think that salmon spend so much

energy migrating to the ocean and migrating back to

spawn in the stream where they were born? Why do

salmon not stay in freshwater for their entire lives?

What might be the advantage of living in the oceans

for part of their lives and living in freshwater for

part of their lives? Can you think of other animals

that make a long migration journey? What are the

advantages of migration for these animals?

which life stages do salmon live

1 During

in freshwater, saltwater, and estuaries?

do the bodies of salmon

2 How

physically change in estuaries?

Name some of the obstacles

3 and benefits that salmon may

encounter in estuaries.

Resources

◆◆ https://www.marine.ie/Home/site-area/areas-activity/fisheries-ecosystems/salmon-life-cycle

◆◆ https://www.nps.gov/olym/learn/nature/the-salmon-life-cycle.htm

◆◆ Quinn, Thomas P. The Behavior and Ecology of Pacific Salmon and Trout, Seattle: University of Washington

Press, 2005.

◆◆ http://www.unm.edu/~toolson/salmon_osmoregulation.pdf

Oyster Ecosystem Services

& Restoration

Estuaries

Lesson 5

“... we were taught by our ancestors to conserve these things, that

nature provides for us, the sustenance that feeds our bodies...”

—Frank Simmons, Siletz Tribal Elder

Time Estimate:

1 hour

Overview

In activity #1 students learn how native Olympia Oysters filter

water through an in-class experiment with live oysters in tanks.

In activity #2 Students create an oyster reef restoration design.

Instructions for a traditional shell game are also included.

Best Season:

Preparation

Any- Indoor classroom with a

sink

◆◆ Gather all of the experiment materials ahead of time. Buy live oysters from a

grocery store or fish market. The other materials can be purchased from an

aquarium or pet supply store or online.

Learning Objectives

Materials

◆◆ Explain the three main

ecosystem services

that oysters provide.

◆◆

Computer with internet connection & video projector

Two 2.5 gallon (or bigger) fish tanks

Two tank aerators and accessories

Seawater (~15ppt) or tap water and Instant Ocean Aquarium Salt +

Aquarium Dechlorinator.

◆◆ 5-6 live oysters

◆◆ Algae (phytoplankton): SD Aquarist algae or Shellfish Diet

from Reed Mariculture

◆◆ Pipette or eye dropper

◆◆ Describe how the

native Olympia oyster

almost went extinct.

◆◆ Identify one method used in

native oyster restoration.

English

◆◆

Vocabulary

Filter feeding

Phytoplankton

Bivalve mollusk

Spat

Carbon sequestration

◆◆

Next Generation Science Standards

Dee-Ni

Abalone: Lha’-k’wash-ti

Mussel: K’wee-san

Barnacle: K’waa-de

Clam: Kuu-ni

Digs: Ch’ee-shin’

This lesson meets the following 6th Grade standards:

MS-ESS3-3 Changes to Earth’s environments can have different impacts

(negative and positive) for different living things.

MS-LS1-1 Conduct an investigation to produce data to serve as

the basis for evidence that meet the goals of an investigation.

MS-ESS3-3 Apply scientific principles to design a method for monitoring and

minimizing a human impact on the environment.

Estuaries

Lesson 5

Background Information

Oyster Ecosystem Services

& Restoration

Olympia Oyster

Ostrea lurida

Olympia Oyster Biology

Oysters are bivalves, a type of mollusk characterized by two opposing shells, or valves. They are related to

clams, mussels, and other commonly known and often edible mollusks. Many oysters, like other bivalves, release sperm and eggs separately in the water, where they meet and fertilize to form embryos outside the body of

the mother. But Olympia oysters retain eggs within the mother’s shell. They “brood” their embryos for several

weeks before releasing the young, now called larvae, into the water column. Native Olympia oysters adhere to

rocks, shells, and other hard substrates. Their former species name “conchaphila” translates from Latin to “shell

loving”. This name alludes to the fact that past generations of oysters can provide habitat to future generations,

in this way they are excellent reef builders. The Olympia oyster is the only oyster species native to the Pacific

Northwest. It is reported to occur from Panama to Sitka, Alaska. Although some populations thrive in pure

seawater, this oyster’s preferred habitat is usually restricted to bays and estuaries with brackish water. It can be

challenging to distinguish native Olympia oysters from non-native Pacific oysters without careful examination.

Pacific oysters have thicker shells than Olympia oysters. In addition, the insides of Olympia oyster shells are

often pale purple tinged with green, while Pacific oyster shells are light gray or white.

Oyster Ecosystem Services

Oysters provide a number of services to ecosystems. Oysters feed on bacteria and microscopic plants known

as phytoplankton through a process called filter-feeding. Oysters are known for their great capacity to filter

food from the water. It has been estimated that an average adult Olympia oyster can filter up to 12 gallons of

water a day. The removal of large quantities of plankton from estuary water improves water quality through

reducing turbidity and algal blooms while maintaining nutrient balance. The ability to gain their energy needs

from phytoplankton makes the oyster a dominant primary consumer in estuarine

food webs. Oysters also make an important food for various secondary consumAnnie Ditallo gathering

ers including fish, crabs, sea stars and sea birds. Young oysters tend to settle near

Rock oysters in Newport

other oysters, forming large beds. These beds help stabilize the muddy bottom of the

estuary and improve habitat conditions for eelgrass, an important estuarine plant.

The hard, complex surfaces provided by beds of oysters provide a unique habitat in

which other estuarine animals can hide, settle, or lay eggs. In this way, a substantial

oyster population increases species diversity. Lastly, oysters play an important role

in carbon sequestration because their shells absorb carbon as they grow.

Native Olympia Oyster Restoration in Yaquina Bay

Prior to Euro-Americans arrival in the Yaquina Bay area and subsequent over harvesting, Olympia oysters were a major food source of the coastal Tribes. Olympia

oysters have been identified by the Confederated Tribes of Siletz Indians as cultural

and ecological restoration priorities, recognizing their importance to preserving

cultural traditions, restoring traditional food sources, and benefiting community

health. The Confederated Tribes of Siletz Indians, The Wetlands Conservancy, and Oregon Oyster Farms have

partnered up to restore Olympia oysters at Poole Slough in the Yaquina Bay. By spreading oyster shell along the

bottom of the channel, substrate is provided for juvenile native Olympia oysters to settle on, grow, and hopefully reproduce, providing a source population for this significant resource.

Estuaries

Lesson 5

Oyster Ecosystem Services

& Restoration

Teacher Directions

Activity #1: Oyster Ecosystem Services

adapted from “I can See Clearly Now- A Demonstration in Filter-Feeding” in the Project PORTS Curriculum Guide 3

1. Begin this lesson with a short discussion about how oysters feed and what they eat. Ask the students:

What are some of the ecosystem benefits of oysters? How do you think oysters affect water quality?

2. Show the students these YouTube videos to demonstrate how Oysters positively effect water quality:

“Time-lapse: Oysters Filtering Water” https://youtu.be/VTuBbuUro4g and “Oyster Filtration” https://

youtu.be/saAy7GfLq4w

3. Explain to the students that they are going to conduct an experiment about oyster water filtration

similar to the one in the second time-lapse video. Work together to establish a hypothesis for the

experiment. Help them design the experiment, explaining what materials are on hand, and the need for

a control and a treatment tank. Develop an experiment observation sheet with the students to monitor

the tanks over a week long period.

4. Oyster Water Filtration Experiment Procedures:

a. Set up two aquarium tanks with aerators in a visible location in the classroom.

b. Have student volunteers pour approximately 2 gallons of water into each tank. This can be saltwater

from the ocean, or you can mix tap water with Instant Ocean Aquarium Salt to 15 ppt and an

aquarium dechlorinator. Once the water is ready turn the aerator on in the tanks.

c. Add approximately 2 mL of phytoplankton(usually in the form of algal paste) to both of the tanks.

d. Place 5-10 live oysters in one tank and label it “treatment.”

e. Label the tank without oysters “control.”

f. Explain the meaning of the tank labels and have the students hypothesize what the tanks will look

like the next morning.

g. Observe the tanks after 24 hours and document differences in the clarity of the water in each tank.

h. Have students write up a laboratory report on the experiment.

Treatment

Control

Estuaries

Lesson 5

Oyster Ecosystem Services

& Restoration

Teacher Directions

Activity #2: Design an Oyster Reef

adapted from “How do you make an oyster reef? Part 1” in the Billion Oyster Project Curriculum.

1. Begin this lesson with a short discussion about native Olympia oysters and the need for their restoration.

Ask the students: Why do you think Olympia oysters almost went extinct? What methods do you think

people have used to increase their numbers?

2. Show the students these YouTube videos to help them understand the methods of oyster restoration “Our

Yaquina Bay Oyster Story” https://youtu.be/_hhPGKYNcts and “Oyster Reef Restoration: The American

Southeast” https://youtu.be/r5dCMLRH6sw and “Oyster Restoration” https://youtu.be/vKrfez3TU6c

3. Use a projector or document camera to show the students the photos of oyster reefs and oyster

restoration projects from the next page. Discuss the different methods and materials used in oyster reef

restoration. The current restoration process used by the Confederated Tribes of Siletz Indians in Yaquina

bay involves spawning adult oysters in a hatchery and letting the babies attach to shells from harvested

oysters. Then they hang that shell from docks in the bay for a few months while the babies feed on

plankton. Those that survive are then moved to ropes and placed at new sites in the bay where they are

monitored for several months.

4. Break the students into small groups of 3-4 and give them the “Oyster Reef Design Worksheet.” Each

group will need to design an Olympia oyster reef restoration project including deciding on the benthic

layer, reef materials, details about the oysters/shells, and what their reef will attach to. Once they have

made all of these decisions and filled out the worksheet they will need to sketch a diagram of their

proposed reef on the back of the worksheet or on another sheet of paper.

5. Once all of the groups have completed their design have them present it to the rest of the class. Use a

document camera to project the oyster reef design sketches. Make time for questions and comments at

the end of each presenation.

6. After the presentations have been completed lead a discussion about the differences and similarities

between the different designs, and which designs they think will be most effective in meeting the

restoration goal. After seeing others’ designs would they make any changes to their design?

The native Olympia oyster restoration process

used by the Confederated Tribes of Siletz

Indians in Yaquina bay involves spawning

adult oysters in a hatchery and letting the

babies (spat) attach to shells from harvested

oysters. Then the shell is hung from docks

in the bay for a few months while the babies

feed on plankton. Those that survive are then

moved to ropes and placed at new sites in the

bay.

Estuaries

Lesson 5

Oyster Ecosystem Services

& Restoration

Examples of Oyster Reef Restoration Materials & Designs

Example of a healthy oyster reef

Reef made of oyster shells in mesh bags

Reef made of rebar and metal

fencing filled with oyster

shells

Oyster reef made

of pre-cast concrete

rings

“Reef balls” made of pre-cast

concrete

Metal oyster cages full of

shells donated by restaurants

Estuaries

Lesson 5

Oyster Ecosystem Services

& Restoration

Oyster Reef Design Worksheet

Oyster Reef

Creation in

Yaquina Bay

Restoration goal: restore native Olympia oysters to be self-sustaining in

Oregon estuaries.

A self-sustaining population of oysters is generally found in a large reef, where

immature oysters settle on the shells of older oysters, who may be still living or

already dead. Use that fact to help you discuss the following issues with your

group. Then use the back of this worksheet or another piece of paper to sketch

your group’s proposed reef design. Be sure to include and label:

The benthic layer (what is sitting on the bottom surface underwater)

Other materials that are part of your reef

These materials include:______________________________________________________________

Details about your oysters or oyster shells, such as

Just shells? Spat (baby oysters) on shell? Mature oysters? Some combination?

My oysters will be:__________________________________________________________________

How are the oysters or shells held in position (or not), such as attached to each other somehow? In mesh bags?

In cages? Embedded in concrete? Tied to ropes? Unattached, sitting in the harbor mud? Attached to a dock or

other structure somehow?

My oysters are held together by:_______________________________________________________

My reef is attached to:__________________________________________________________________

Other features that have not been mentioned that you think would improve your oyster reef:

Sketch your reef on the other side of this worksheet

or on a seperate piece of paper

Examples of project footprints and reef areas in projects with a patchy substrate distribution (left), projects

comprised of multiple, distinct planned reefs (middle),

and projects with a single uniform substrate distribution (right). The green line denotes the outline of the

project footprint while the blue shaded polygons denote

the reef area.

Estuaries

Lesson 5

Oyster Ecosystem Services

& Restoration

The Shell Game

Many tribal customs included games that were played for fun socially or as a competition.

To make them more competitive or higher stakes, we gambled using something that was

valuable to us. Shells were a resource that was readily available to us and we made tools,

money and regalia out of them. We have adapted a traditional game for use in the classroom.

To make your playing deck use:

• 10 wooden bamboo skewers with the ends cut flat.

• 4 small shells that have a flat side. Cowry, oyster, or cockle shells will work well

as long as they are small enough that all four can fit your hands like dice.

The game begins with all 10 tally sticks in the middle. Players take turns shaking the four

shells in their hands and dropping them. Scoring is based on the table below. As players

win points, they may take tally sticks from the pile in the middle. When these are gone,

players take sticks from their opponents when they win points. The first person to have all

the sticks, wins.

2 shells up and 2 shells down - 3 points

All shells up -

1 point

All shells down -

1 point

The winning person would yell:

A team would yell:

xaa~-ghii-la! (I won!)

xaa-ghit-la! (We won!)

You can create a fun game with items collected in nature (unique rocks, decorated/marked

pieces of wood, smaller shells, etc.)

Estuaries

Lesson 5

Oyster Ecosystem Services

& Restoration

In the Field!

Contact an organization working on oyster restoration in an estuary nearby. Find out

if your class can volunteer to participate in an aspect of oyster reef restoration. This

might involve filling mesh bags with oyster shells and placing them at low tide, or

throwing shells off of a boat. Alternatively go on a field trip to a commercial oyster

grower to learn about the process for cultivating oysters.

Science Inquiry

Discuss ways that you could measure the effectiveness of your artificial oyster reef designs if

they were actually built. How do restoration scientists monitor and assess oyster restoration

projects? Use the Oyster Habitat Restoration Monitoring and Assessment Handbook to research

these methods, or invite a restoration scientist to give a talk to your class.

ction

Assessment

What are some of the nutritional

benefits of eating oysters? Does

your family or culture have a recipe

for oysters? What are ways that

native americans harvested oysters

traditionally and sustainably?

Describe three ways that oysters

benefit the estuary ecosystem.

Name some of the materials used

to create artificial oyster reefs.

Explain one reason native Olympia

oysters almost went extinct.

Resources

◆◆ Reestablishing Olympia Oyster Populations in Puget Sound, Washington:

https://wsg.washington.edu/wordpress/wp-content/uploads/Reestablishing-Olympia-Oyster.pdf

◆◆ New York Harbor School. Billion Oyster Project Curriculum: http://100.26.103.210/lessons

◆◆ Oyster Habitat Restoration Monitoring & Assessment Handbook http://www.oyster-restoration.org/wp-content/

uploads/2014/01/Oyster-Habitat-Restoration-Monitoring-and-Assessment-Handbook.pdf

◆◆ Rutgers University. Haskin Shellfish Research Laboratory. Project PORTS. Oyster Biology and Ecology Curriculum:

https://hsrl.rutgers.edu/PORTS/index.OysterBiologyEcology.Guide.htm

This is a copy of a public record, reproduced as it was published. It is not legal advice, and it may not be the version a court would rely on. Check the official source before you cite it.