Candidate Name: Anastasia Anisimova Host Teacher Name: Krystal Tenny

School: Teeland Middle School Grade Level: 8 # of Students: 12

Date & Time of Lesson: 10/13/16 Length of Lesson: 50 mins
Topic of Lesson: Salmon Anatomy Content Area:
Science
Materials: Include all materials including types of technology used:
Promethean board, newspaper, Knife, gloves for students
Guide to draw fish in the classroom
http://www.dnr.sc.gov/aquaticed/trout/pdf/TroutClassroomCurriculum.pdf
dissection guide p 14 on
http://oregonstate.edu/dept/kbrec/sites/default/files/Dissection_Handbook_2009.
pdf
pages 11, 12 crossword puzzle and answer sheet
http://www.dec.ny.gov/docs/administration_pdf/ifnyfdlp.pdf
trout habitat, etc guide http://www.nj.gov/dep/fgw/pdf/tic_guide.pdf

ALASKA CONTENT STANDARD

SCIENCE
A1- Science as Inquiry and Process
The student demonstrates an understanding of the processes of science by
SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making
generalizations, inferring, and communicating*

C - Concepts of Life Science A student should understand and be able to apply the concepts,
models, theories, facts, evidence, systems, and processes of life science. C.2. develop an
understanding of the structure, function, behavior, development, life cycles, and diversity of
living organisms; C.3. develop an understanding that all organisms are linked to each other and
their physical environments through the transfer and transformation of matter and energy.

CULTURAL
A. Culturally- knowledgeable students are well grounded in the cultural heritage and traditions of
their community. A.3 acquire and pass on the traditions of their community through oral and
written history;
A.5 reflect through their own actions the critical role that the local heritage language plays in
fostering a sense of who they are and how they understand the world around them;

E. Culturally- knowledgeable students demonstrate an awareness and appreciation of the

relationships and processes of interaction of all elements in the world around them. E.7
determine how cultural values and beliefs influence the interaction of people from different
cultural backgrounds

TRANSFER GOAL(S) (transferability)

Students will examine the anatomy of a fish and reflect on the structure and use of the
organs
Students will discuss similarities between fish and human anatomy
Students will discuss cultural traditions and importance of salmon in Alaskan stories

STAGE ONE Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): What Essential Questions will be
Students will understand that. Considered?
 Alaskan traditions rely on subsistence
way of life and respect for animals
and nature
The body of a trout is has a specific
use for every part
Humans and trout have similar
organs
How do human actions impact the
earths environment?
How important are the various body
parts of the trout to its function? Could
the fish do just as well without any of
those parts?

STAGE ONE: Objectives STAGE TWO: Assessments

Evidence of Learning/Accountability -
Students will discuss the importance Formative/Summative/Performance
of salmon and fish in Alaskan Native In-class discussion
culture Activity worksheet
Students will compare and contrast Oral quiz
the human organs with those of the
fish
Students will identify 3-5 internal
organs

Knowledge What students should know. Assessment(s)/Other Evidence:

Students should relate the functions o Worksheet

the fish organs to their environment In-class discussion

Skills What students should be able to Assessment(s)/Other Evidence:

do. Worksheet
In-class discussion
Students should be able to identify 3-5
parts of the external anatomy of the fish
Students should be able to explain the
functions of 3-5 of the basic internal
organs

STAGE THREE: Opportunities to Learn (Acquisition)

Introduction/Hook
The Fog Woman tell Alaskan native myth, ask students to explain meaning and
importance of salmon in the story
http://www.ankn.uaf.edu/IKS/subsistence/Tlingit/fogwoman.html

Processes and products for Learning Opportunities Strategies for Differentiation/

Multimodal
Instruction/Universal Design for
Learning

Use Promethean board to introduce fish external

anatomy and parts using
http://www.dec.ny.gov/docs/administration_pdf/if
nyfdlp.pdf pages 1-5
Compare human organs to fish p. 5, above link
Ask students to draw a fish together, naming the
 parts and explaining their use
Take a quick quiz to check understanding
Ask students to put on gloves and cover a table
with newspaper
Present internal organs and dissection guide on
Promethean, lead students through discussion of
organs and their importance

Closure:
Clean up!