Project 2: Fishing for Information - Atlantic Salmon

  General Information

Lead Teacher(s): John Head

Kevin Head

Carolyn Powell

Philip Thornley

School: Greenwood Academy
P.O. Box 100
Campbellton, NF
A0G 1L0
Tel: (709) 261-2420
Grade Levels: Grade 5 and Science 6 - 9
Number of Students: 104
Project Start and Finish Dates: January 1998 - June 1998 (annually)

  Project Overview

In cooperation with the Atlantic Salmon Federation our school is involved with the Fish Friends Program. Students will be involved in monitoring 100 salmon eggs from egg stage to fry. Grade 5's and 8's would be involved in this project which would include a study of the life cycle of salmon, Atlantic salmon migration patterns and conservation measures. This project should provide students with a variety of rich, learning experiences which will assist in their appreciation and understanding of the fascinating area of science, technology and the environment.

  Curriculum Connections


Students would participate in a number of projects which allow them to collect and interpret data. These activities would provide learning opportunities for observing, communicating, inferring, predicting, hypothesizing, etc.

Social Studies:

Students will develop social/group skills; map and globe skills; table, chart and graph skills; research skills and language skills. In the Grade 5 social studies, The Atlantic Edge, a study of Newfoundland and Labrador, there is a unit on resources of the sea. This would relate very well to that unit.

Language Arts:

Some skills we would wish to develop re: research skills, gathering information and reporting in written and oral communication. Reading/interpreting data and communicating with the Atlantic Salmon Federation, Department of Fisheries and Ocean and others on the "Net".


The activities in this project would provide learning opportunities for analyzing statistics, using numbers in bar graphs, line graphs, estimating and problem solving.

Computer Technology:

  • Students will develop an understanding of the nature of online communications, via the Internet.
  • Students will learn a vocabulary of terminology and language related to selected communications technology; website, E-mail, Newsgroups and Home pages.
  • Students will experience basic communication principles of decoding, transmitting, receiving, storing, retrieving.
  • Students will use a CD-ROM to access information as well as using a word processing program as a writing tool.

  Resource Connections

We have an incubation unit which is provided by the ASF. We will use this during the project to monitor the development of salmon eggs. This unit would be set up in an area accessible to the whole school for viewing.

Our library has some CD-ROM capabilities which would be accessed by students. We also have available a variety of printed material.

We have only one internet connection in our school; it is not really accessible to students, therefore access to the internet would greatly enhance the project and would serve to motivate students. Internet accessibility is crucial to the projects success.

We would use the Campbellton River, which is in our community, to extend our learning experience. DFO has a monitoring program in place where they would have statistics relevant to Atlantic Salmon Migration, spawning, etc. This would serve to make our research much more relevant.

  Learning Outcomes

  • Students will become familiar with the use of the internet as a research tool.
  • Students will learn about life cycle of Atlantic Salmon, their migration patterns and conservation measures necessary to protect the species.
  • Students will develop a basic awareness of the ecosystems in which salmon live and study their habitat.
  • Students will acquire positive attitudes towards fish management, protection and enhancement.
  • Students will share what they have learned by having their research placed on homepages for our school, DFO and ASF.


  • Students would create a database to share locally as well as being placed online for other schools around the province.
  • Students would be involved in group activities with each group responsible for producing written assignments, graphs, charts, etc., pertaining to their specific area of the project.
  • Teacher observation will certainly help to determine the effectiveness of technology use.
  • Students would do bulletin board displays for the area around the incubation unit.

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