Salmon Stories

Salmon, and those who are connected to them, have many stories to tell.

Part 1: Elwha King Salmon Return

Watch "Return of the Kings 2018."

Read the 2014 Olympic National Park Press Release on Return of the King Salmon.

In your journal, please answer the following questions.

1. What method do the researchers use to count the spawning salmon?

2. How many salmon were seen above the Glines Canyon Dam site in 2014, and how many can you count in the 2018 movie?

Part 2: Story Map

Read the Salmon Story Map from the Snohomish River up through the Estuary section.

Then, scroll to the bottom of the story map and watch the video (direct video link).

In your journal, answer the following questions.

1. Of 10,000 eggs laid, about how many can be expected to make it back as adults to spawn?

2. What are at least two things that kill salmon at each of the following stages?

   1. Eggs: _________  ___________

   2. Fry: _________  ___________

   3. Adult: __________  ____________

3. What do fish biologists predict will be the best thing to help endangered Chinook salmon?

4. How do salmon growth rates in estuaries compare to salmon growth rates in freshwater (and hatcheries)?

5. Video Question: What does "nature is the cradle of our species" mean?

Part 3: Elwha: A River Reborn

Bear - Full Class: As a whole class, come up with two examples of factors that affect the size of a population of bears in the Elwha watershed, and for each factor, explain how it could affect the population size. 

Elk - Table Group: In your group, come up with two examples of factors that affect the size of a population of elk in the Elwha watershed, and for each factor, explain how it could affect the population size. 

River Otter - Individual: Individually, come up with two examples of factors that affect the size of a population of river otters in the Elwha watershed, and for each factor, explain how it could affect the population size. 

Observe the picture on p. 146 of "Elwha: A River Reborn."  On your copy of the page, please write the following.

1. What do you think is happening in this picture?

2. What do you think this trap is designed to catch?

3. Write a caption describing what you think is happening in this picture.

Discuss as a class what you think is happening in the picture. 

Read the actual caption here:

"Kim Sager-Fradkin, wildlife biologist for the Lower Elwha Klallam Tribe, checks a trap for river otters to make it close more quickly.  It's baited with a hunk of steelhead."

Read p. 143 of "Elwha: A River Reborn."  While you are reading, write the following on your copy of the page.  

1. Underline 1 vocabulary word you already know.

2. Circle 1 vocabulary word you do not fully understand.

3. In the margin, write 1 question you have about what you are reading.

4. In the margin, write 1 prediction about what you think will happen next.

The biologist featured in this book, Kim Sager-Fradkin, is coming to present to our class. 

In your journal, write three questions you could ask her.

Possible Question Examples:

• How has the otter population size in the Elwha watershed been affected by dam removal?

• What education is required to be a wildlife biologist?

• What are you planning to study next?

Part 4: Wildlife Biologist Presentation

Lower Elwha Klallam Tribe's Wildlife Biologist Kim Sager-Fradkin will present on her work as it relates to these two topics. 

Wildlife Biology Food Webs Presentation PowerPoint

"Identify producers, consumers, and decomposers in a food chain, and describe the flow and loss of energy in each level."

-OR-

Wildlife Biology Population Presentation PowerPoint

"Give examples of resources or factors that affect population size, and explain how each could affect the population."

After the presentation, students ask questions they wrote in their journals in Part 3 of this assignment or in their journal prompts.

Optional: Read these 2023 articles about Kim's work with cougars.

Crowding Out Cougars - Inside Climate News 

How Indigenous collaboration is saving the cougar - CSMonitor.com

Part 5: Salmon Boy

Read the Salmon Boy story by Roger Fernandes. 

Work with your table group to write the next episode of the story.  Please include at least 6 pictures and text in the same comic book style as the original story. 

See past student Salmon Boy conclusion story samples.

Before you begin, your group writes out (and gets checked by the teacher) the plot graph with exposition, rising action, climax, falling action, and resolution labeled.

Division of Roles (to help your group organize, if necessary):

• One person draws the comic book frames.

• One person writes a draft of the text on binder paper.

• One person lays out the frames on a paper and adds the text as each frame/section is completed.

• (If 4 people) One person adds on to the story the elements from the plot graph (exposition, rising action, climax, falling action, and resolution).

Part 6: Salmon Story Gratitude

Write a thank you letter to someone who has helped our class this unit.

• Kim Sager-Fradkin, Wildlife Biologist: Presented in class

• Ranger Dean Butterworth, Olympic Nat. Park: Elwha Dam model

• Robert Blankenship, Elwha Hatchery Manager: Donated fish for our class to dissect

• Jonathan Arakawa, Educator: Taught cultural history of Elwha

• Carmen Watson-Charles, Educator: Taught cultural history of Elwha and salmon

• Rangers Alexx, Christine, Kaitlyn and Coady: Co-led field trips to Elwha River

• Mark, Tom, Karen &, Edna Bus Drivers: Drove our classes to the Elwha River

• Sunrise Meats: Donated smoked salmon

Guidelines for thank you letters:

• Proper letter heading (date upper-right, "Dear _____," upper left)

• Say why you are writing.

• Include multiple details about what that person did to help the class.

• Say what you learned & explain how that person helped your learning.

• Thank the person again.

• Conclude "Sincerely, __(your name)__"

Please see past samples. 

Here are additional people to write letters to.

• Administrators: Mrs. McBride, Principal, Mrs. Anderson, Assistant Principal

• Secretaries LeAnn Mandeval, and Jami Wood

• Sarah Pierce, Nurse

• Transportation Department Staff: Debra Groff, Laurie Rentas

• Washington National Parks Fund, gave a grant (money) to help with transportation

• 
  

Here are people who helped in past years.

• NatureBridge Educators: Coordinated and helped lead our Elwha field trips

• Jamie Valadez, Teacher: Lent Elwha book

• National Environmental Education Foundation (money for NatureBridge)

• Jessica Elofson, Educator: Taught cultural history of Elwha and salmon

• Shelly Vail, High Tide Seafood: Donated salmon to filet and smoke

• Ranger Coady, Olympic National Park: Helped with field work

Salmon Stories Extension: Food Chain Totem Pole

Create a totem pole including local organisms organized into an actual food chain.

1. Read about the symbolism of different significant animals (and the sun) on the Spirits of the West Coast website and then choose the organisms to use in your food chain.

2. For the producer on your pole, read about Native American uses of that plant in "Plants of the Pacific Northwest Coast" (copy in classroom).

3. Learn about totem poles using the Burke Museum animation (optional: Advanced reading from UW - Totem pole lessons for middle school)

4. Read about and see examples of formline art on pp. 19-28 of the Sealaska Heritage Formline Art Book.

5. Your food chain totem pole will need to include:

   1. At least 4 different figures

   2. Written descriptions of the symbolism and/or traditional uses for each figure

   3. Formline art on each figure

6. Draw a rough draft of your totem pole on paper and have it checked by the teacher.

7. Create your actual totem pole out of paper or another material.

8. Install the pole in the classroom or another public space.