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High School    |    Daily Do

How can we evaluate a restoration solution for salmon populations in the Klamath River?

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How can we evaluate a restoration solution for salmon populations in the Klamath River?

Is Lesson Plan High School

Sensemaking Checklist

What is Sensemaking?

Sensemaking is actively trying to figure out how the world works (science) or how to design solutions to problems (engineering). Students do science and engineering through the science and engineering practices. Engaging in these practices necessitates that students be part of a learning community to be able to share ideas, evaluate competing ideas, give and receive critique, and reach consensus. Whether this community of learners is made up of classmates or family members, students and adults build and refine science and engineering knowledge together.

Lesson Snapshot

High school students, as scientists, investigate life science and engineering ideas to answer the driving question: How can we evaluate a restoration solution for salmon populations in the Klamath River? Students begin by watching a video, analyzing data, and identifying a problem: salmon populations in the Klamath River have significantly decreased between 2009 and 2020, and in 2002, over 34,000 fish died in the river. These changes seem to be connected to a series of large dams on the river. Students create an initial model to determine their current understanding and brainstorm questions about how the dams have impacted salmon populations and how restoration projects could support their recovery. Next, students consider the criteria and constraints they would use to evaluate a restoration plan. To investigate their questions and refine their criteria and constraints, students analyze water data from the Klamath River and identify patterns. Based on these patterns, students make predictions about the cause-and-effect relationships between variables such as DO and salmon population health. To investigate their predictions, students read articles about dams and salmon and a restoration project in a different river ecosystem. Using this information, students develop group models and a class consensus model that explain how the presence and removal of the dams, as well as the restoration project, affected and could affect salmon populations. Finally, students write an individual evaluation of the restoration plan.

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Materials

Student Materials


Per Student


Per Small Group (2 to 4 students)

  • Computer or internet-connected device to
    access the Klamath River data portal

Teacher Materials

Optional Teacher Resources

Asset 2