Curriculum Summary

This curriculum teaches how the sciences of genetics and ecology are being used to save salmon in the Pacific Northwest. The curriculum is centered on two important Oregon research projects: Project CROOS at the Hatfield Marine Science Center (Unit 3) and Jerri Bartholomew’s work, at Oregon State University, to solve the problem of a lethal salmon parasite (Unit 5). Documentaries of these two research projects present science in action, showing how scientists are approaching complex ecological problems. Not all the answers have been found, and the students are presented with progress to date and invited to join the science inquiry.

Supporting units provide the social context for these two research projects: the conflict over water in the Klamath River Basin (Unit 1), background material on genetics (Unit 2) and background material on variables, the scientific method, research questons and hypotheses (Unit 4).  

See Section 4 below for suggestions Class to Class Interaction via the Internet. 

1. Overview of 5 Units

• Unit 1: Social Context for CROOS and C. shasta Research Projects to Save Salmon
• Unit 2. Review of DNA Principles to Prepare Students to Understand Genetic Methods Used in CROOS and C. Shasta Projects
• Unit 3. Project CROOS at Oregon’s Hatfield Marine Science Center
• Unit 4. Review of Scientific Method, Variables, Research Questions and Hypotheses to help students understand scientific inquiry as practiced by C. Shasta scientists
• Unit 5. C. shasta Project at Oregon State University’s Salmon Disease Laboratory

2. Central Components for three ES Documentaries:

Units 1. Vision; 3. CROOS; and 5. Shasta Only

Frequent class discussion is critical. This curriculum will only work with an interested teacher continually engaging class discussion and inquiry at the level of the students.

To assist instructors, we have provided:

            Documentary chapter transcripts for review

            Vocabulary

            Discussion questions for before and after chapter is viewed

            Quizzes/Study Guides with and without answers

Instructors are, of course, invited to customize this curriculum according to instructional agenda and level of students. This material is designed to be used in high school for the third year of science and for use in universities in genetics or ecology classes.

3. Additional Material to provide background to instructors and interested students

           Research Articles

           Kahn Academy and TED lectures

           CK-12 free online Biology and Natural Sciences text on genetics and ecology

           Websites and videos, some YouTube, of interest

4.  Suggestions for Class to Class Interaction via Internet

Choosing a Partner Class

Students enjoy meeting and interacting with students from other schools.  The easiest path to a partner class is to choose a known colleague from another school. Second is to get a referral or even do a cold call to a target school.  If possible, it increases interest and learning if the two schools can represent different stakeholder groups (farming, ranching, Native American, commercial fishing, ecologists, urban, rural, liberal, conservative, etc.).   Planning ahead can make it possible for you to find class that meets at the same time as yours.  It is much easier to set up communication for synchronous classes.  

Initial Face to Face Meetings

Everyone recommends starting a group to group online educational interaction with a face to face meeting.  However, this can not always be arranged, especially with low travel budgets and long distance.  A possible substitute is for each class to email the other a set of pictures of themselves and their community, with comments, for students to introduce themselves to the other class.  They can also send via snail mail a box of community “artifacts” such as brochures and interesting objects. 

Synchronous Meetings

We have found the most successful class to class meetings, especially without initial face to face meetings, have been via Skype or other telecommunication means.  However, this means you need to have a partner class that meets the same time as yours and your school district has to allow Skype or other means in the classroom.  Always start with an introductory section where students take turns introducing themselves.  With cooperation between teachers, it is fairly simple to set up competitive quiz sessions based on Unit 1, 3, and 5 video chapters, having students from classes alternate asking and answering the short answer/fill in blanks questions,  More complex but rewarding is to use the closing questions or focus camera on board and work out joint variable lists and concept maps.

Asynchronous Meetings

Asynchronous interaction is best achieved if your students have individual email addresses and you can find a chat room setup acceptable to your school system.  We have tried a number of other approaches which have all proved both faulty and time consuming for administrators (individual email, group emails, chat rooms with sign in that does not require student email addresses).  You may be able to use computer labs where students are clearly directed to participate.  Requiring students to do this kind of work at home is problematic.  In any case, success will depend upon your participation.  You need to raise interesting questions, require answers, and respond to and encourage “good” contributions.  In contrast with Skype synchronous meetings, successful asynchronous meetings require considerable commitment and follow through from both instructors. 

On_Line_Etiquette_and_Conflict_Resolution_Conditions.pdf