Goldstream Fall- Salmon Run

Now taking bookings for the 2012 Season-Call 250-478-9414 to book your program Today!

Come out to Goldstream Provincial Park during one of the most amazing natural history events on Vancouver Island- the Goldstream Salmon Run!  We offer a variety of programs centered around this amazing event, including opportunities to learn about their fascinating life cycle and learn how the salmon feed almost everything including our trees!

It is very important that this learning opportunity is available to all children that local businesses have come together as part of the Goldstream Chums Program to provide the funding needed to make these programs by donation!  In 2011 our Goldstream Chums helped us raise enough money to send over 225 classes to the Salmon Run!  We will continue our fundraising efforts this year.    For more information on how you or someone you know can become a Goldstream Chum and help send children to the salmon run, please click here.

These 11/4 -hour school programs run Mon-Fri, from mid-October to early December beginning every half hour at the Nature House from 9:30am to 1:30pm. Registration is on a first-call, first served basis. Check out the salmon run program descriptions below, then register online or contact us directly. We are now taking bookings for the 2012 season!!!!

  Salmon Storybook Time (K-3)
This program lets younger children discover the salmon cycle with an over-sized storybook. The inside story-time is followed by a streamside tour with a naturalist, including a salmon dissection (if available). $50 Minimum Donation		  PLO's covered
  The Chum Salmon Cycle (4-8)
This program will introduce your class to the life cycle of Pacific Salmon. It also focuses on some of the specific courtship and spawning behaviours of the Chum salmon that can be observed in the Goldstream River. The program includes a talk and slide show followed by a streamside tour with a naturalist. There will also be a salmon dissection (if available). $50 Minimum Donation		  PLO's covered
  The Salmon Forest (4-12)
Can you imagine a tree eating a salmon? Discover the secrets of our diverse coastal rainforest and how it depends on healthy populations of salmon returning to their home rivers. Learn about the connection between plants, bears, songbirds, and insects, as well as the concepts of nutrient cycling and forest ecology. Can include a salmon dissection (if available).  $50 Minimum Donation		  PLO's covered
 FirstPeoples First Peoples & Salmon (4-12)
The role of the Pacific salmon in our coastal native's culture is described. During this talk, participants will see some of the tools and technologies of pre-contact native peoples, and hear the story of the First Salmon. The program is designed for students who are familiar with the Chum Salmon Cycle program. $50 Minimum Donation		  PLO's covered

 Small Fry (Pre-School)

This NEW program helps to introduce the Salmon story and cycle through the use of puppets, actions and movements. (By Donation $50 minimum per class)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Prescribed Learning Outcomes Met by Salmon Run Programs

 

Salmon Storybook Time

Kindergarten PLO’s: Science - Describe feature of local animals (e.g. size, color, shape, texture)- Compare common animals.- Share with others information obtained by observing.Social Studies - Participate co-operatively in groupsPhysical Education – Identify physical activities they enjoyed doing through assigned games.- Perform movement in personal space while maintaining control.- Demonstrate proper technique for performing specific locomotor movement.- Identify safety; follow rules and directions when participating in activities.Language Arts – Ask questions as an aid to understanding when listening, or viewing.- Demonstrate abilities to follow simple oral instructions.- Interact with others, speak in turn and listen actively, providing verbal and non-verbal responses appropriate to their stages of development and to their cultures.
Grade 1 PLO’s: Science - Classify living and non-living things- Describe the basic needs of these animals (e.g. food, water, shelter)- Describe how these basic needs are met in their environment. Social Studies - Participate co-operatively and productively in groups. Physical Education – Move through defined space while maintaining control (walking).- Change level of body position while maintaining control (e.g. high, medium,low)Language Arts – Ask questions as an aid to understanding when listening, or viewing.- Demonstrate abilities to follow simple oral instructions.- Interact with others, speak in turn and listen actively, providing verbal and non-verbal responses appropriate to their stages of development and to their cultures.
Grade 2 PLO’s: Science - Classify/Compare familiar animals according to similarities and differences in appearance, behavior, and life cycles- Describe some changes that affect animals- Describe the ways in which animals are important to other living things in the environment.- Use their senses to interpret observations.- Infer the probable outcome of an event or behavior based on observations.- Explain why water, air, and soil are important for living things.Physical Education – Move through defined space while maintaining control (walking blind-folded).- Change level of body position while maintaining control (e.g. high, medium, low)Language Arts – Ask and respond to questions before, during, and after viewing or listening.- Identify specific details in communication in response to tasks or questions.- Listen actively, responding verbally and non-verbally.- Seek opinions and consider the responses of others.- Demonstrate a willingness to support others by offering compliments or encouragement.
Grade 3 PLO’s: Science - Classify/Compare familiar animals according to similarities and differences in appearance, behavior, and life cycles- Describe some changes that affect animals- Describe the ways in which animals are important to other living things in the environment.- Use their senses to interpret observations.- Infer the probable outcome of an event or behavior based on observations.- Explain why water, air, and soil are important for living things.Physical Education – Move through defined space while maintaining control (walking blind-folded).- Change level of body position while maintaining control (e.g. high, medium, low)Language Arts – Ask and respond to questions before, during, and after viewing or listening.- Identify specific details in communication in response to tasks or questions.- Listen actively, responding verbally and non-verbally.- Seek opinions and consider the responses of others.- Demonstrate a willingness to support others by offering compliments or encouragement.

The Chum Salmon Cycle

Grade 4 PLO’s:Science - Compare the structures and behaviors of local animals and plants in different habitat and communities.Physical Education – Identify opportunities for activity in a variety of settings.- Demonstrate an ability to participate safely in specific activities.- Demonstrate leadership in selected activity.Language Arts – Listen, and view for specific purposes.- Use strategies, including asking and developing questions to further develop understanding.- Make predictions, supported by reasons and relevant to the content.
Grade 5 PLO’s: Science - Analyze how different organisms adapt to their environments.- Describe different features that encompass an ecosystem- Analyze how BC’s living and non-living resources are used.- Describe potential environmental impacts of using BC’s living and non-living resources.Physical Education – Identify opportunities for activity in a variety of settings.- Demonstrate an ability to participate safely in specific activities.- Demonstrate leadership in selected activity.Language Arts – Listen, and view for specific purposes.- Use strategies, including asking and developing questions to further develop understanding.
Grade 6 PLO’s:Science - Analyze how different organisms adapt to their environments.- Describe different features that encompass an ecosystem- Analyze how BC’s living and non-living resources are used.- Describe potential environmental impacts of using BC’s living and non-living resources.Physical Education – Demonstrate/apply safe procedures for specific activities.Language Arts – Use questioning, predicting, summarizing, and inferring to accomplish specific purposes for viewing and listening.- Use information they have heard or viewed to develop questions and activities that will extend their understanding.- Locate and interpret details to answer specific questions or complete tasks.- Demonstrate a willingness to assume a variety of roles in group interactions.
Grade 7 PLO’s:Science – Identify and analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Evaluate human impacts of local ecosystems.Physical Education – Demonstrate/apply safe procedures for specific physical activities.Language Arts – Interpret details in simple and direct illustrations and other required representations.- Share the responsibility for the effective functioning of groups.- Encourage others to participate.
Grade 8 PLO’s:Science - Analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Evaluate human impacts of local ecosystems.- Evaluate the cultural, historical and natural history in a specific ecosystem.Physical Education – Demonstrate/apply safe procedures for specific physical activities.Language Arts – Interpret details in simple and direct illustrations and other required representations.- Share the responsibility for the effective functioning of groups.- Encourage others to participate.

The Salmon Forest

Grade 4 PLO’s: Science - Compare the structures and behaviors of local animals and plants in different habitat and communities.Physical Education – Identify opportunities for activity in a variety of settings.- Demonstrate an ability to participate safely in specific activities.- Demonstrate leadership in selected activity.Language Arts – Listen, and view for specific purposes.- Use strategies, including asking and developing questions to further develop understanding.- Make predictions, supported by reasons and relevant to the content.
Grade 5 PLO’s: Science - Analyze how different organisms adapt to their environments.- Describe different features that encompass an ecosystem- Analyze how BC’s living and non-living resources are used.- Describe potential environmental impacts of using BC’s living and non-living resources.Physical Education – Identify opportunities for activity in a variety of settings.- Demonstrate an ability to participate safely in specific activities.- Demonstrate leadership in selected activity.Language Arts – Listen, and view for specific purposes.- Use strategies, including asking and developing questions to further develop understanding.
Grade 6 PLO’s: Science - Analyze how different organisms adapt to their environments.- Describe different features that encompass an ecosystem- Analyze how BC’s living and non-living resources are used.- Describe potential environmental impacts of using BC’s living and non-living resources.Physical Education – Demonstrate/apply safe procedures for specific activities.Language Arts – Use questioning, predicting, summarizing, and inferring to accomplish specific purposes for viewing and listening.- Use information they have heard or viewed to develop questions and activities that will extend their understanding.- Locate and interpret details to answer specific questions or complete tasks.- Demonstrate a willingness to assume a variety of roles in group interactions.
Grade 7 PLO’s:Science – Identify and analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Evaluate human impacts of local ecosystems.Physical Education – Demonstrate/apply safe procedures for specific physical activities.Language Arts – Interpret details in simple and direct illustrations and other required representations.- Share the responsibility for the effective functioning of groups.- Encourage others to participate.
Grade 8 PLO’s:Science - Analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Evaluate human impacts of local ecosystems.- Evaluate the cultural, historical and natural history in a specific ecosystem.Physical Education – Demonstrate/apply safe procedures for specific physical activities.Language Arts – Interpret details in simple and direct illustrations and other required representations.- Share the responsibility for the effective functioning of groups.- Encourage others to participate.
Grade 9 PLO’s:Science - Analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Evaluate human impacts of local ecosystems.Physical Education – Demonstrate/apply safe procedures for specific physical activities.Language Arts – Interpret details in simple and direct illustrations and other required representations.- Share the responsibility for the effective functioning of groups.- Encourage others to participate.
Grade 10 PLO’s: Science - Analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Evaluate human impacts of local ecosystems.Physical Education – Demonstrate/apply safe procedures for specific physical activities.Language Arts – Interpret details in simple and direct illustrations and other required representations.- Share the responsibility for the effective functioning of groups.- Encourage others to participate.
Grade 11 PLO’s: Science - Analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Identify relationships between organisms and their benefit to the entire ecosystem- Evaluate human impacts of local ecosystems.- Evaluate the cultural, historical and natural history in a specific ecosystem. - Make predictions for future sustainability of specific species with provided material.Language Arts – Demonstrate critical thinking and projected outcomes for different cycles and species.
Grade 12 PLO’s: Science - Analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Identify relationships between organisms and their benefit to the entire ecosystem- Evaluate human impacts of local ecosystems.- Evaluate the cultural, historical and natural history in a specific ecosystem. - Make predictions for future sustainability of specific species with provided material.Language Arts – Demonstrate critical thinking and projected outcomes for different cycles and species.

First Peoples and Salmon

Grade 4 PLO’s: - Compare the structures and behaviors of local animals and plants in different habitat and communities.- Make predictions, supported by reasons and relevant to the content.- Analyze the traditional methods used in First Nations salmon history
Grade 5 PLO’s: Science - Analyze how different organisms adapt to their environments.- Describe different features that encompass an ecosystem- Analyze how BC’s living and non-living resources are used.- Describe potential environmental impacts of using BC’s living and non-living resources.Physical Education – Identify opportunities for activity in a variety of settings.- Demonstrate an ability to participate safely in specific activities.- Demonstrate leadership in selected activity.Language Arts – Listen, and view for specific purposes.- Use strategies, including asking and developing questions to further develop understanding.
Grade 6 PLO’s: Science - Analyze how different organisms adapt to their environments.- Describe different features that encompass an ecosystem- Analyze how BC’s living and non-living resources are used.- Describe potential environmental impacts of using BC’s living and non-living resources.Physical Education – Demonstrate/apply safe procedures for specific activities.Language Arts – Use questioning, predicting, summarizing, and inferring to accomplish specific purposes for viewing and listening.- Use information they have heard or viewed to develop questions and activities that will extend their understanding.- Locate and interpret details to answer specific questions or complete tasks.- Demonstrate a willingness to assume a variety of roles in group interactions.
Grade 7 PLO’s:Science – Identify and analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Evaluate human impacts of local ecosystems.Physical Education – Demonstrate/apply safe procedures for specific physical activities.Language Arts – Interpret details in simple and direct illustrations and other required representations.- Share the responsibility for the effective functioning of groups.- Encourage others to participate.
Grade 8 PLO’s: Science - Analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Evaluate human impacts of local ecosystems.- Evaluate the cultural, historical and natural history in a specific ecosystem.Physical Education – Demonstrate/apply safe procedures for specific physical activities.Language Arts – Interpret details in simple and direct illustrations and other required representations.- Share the responsibility for the effective functioning of groups.- Encourage others to participate.
Grade 9 PLO’s:Science - Analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Evaluate human impacts of local ecosystems.Physical Education – Demonstrate/apply safe procedures for specific physical activities.Language Arts – Interpret details in simple and direct illustrations and other required representations.- Share the responsibility for the effective functioning of groups.- Encourage others to participate.
Grade 10 PLO’s: Science - Analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Evaluate human impacts of local ecosystems.Physical Education – Demonstrate/apply safe procedures for specific physical activities.Language Arts – Interpret details in simple and direct illustrations and other required representations.- Share the responsibility for the effective functioning of groups.- Encourage others to participate.
Grade 11 PLO’s: Science - Analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Identify relationships between organisms and their benefit to the entire ecosystem- Evaluate human impacts of local ecosystems.- Evaluate the cultural, historical and natural history in a specific ecosystem. - Make predictions for future sustainability of specific species with provided material.Language Arts – Demonstrate critical thinking and projected outcomes for different cycles and species.
Grade 12 PLO’s: Science - Analyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.- Assess survival needs and interactions between organisms and the environment.- Identify relationships between organisms and their benefit to the entire ecosystem- Evaluate human impacts of local ecosystems.- Evaluate the cultural, historical and natural history in a specific ecosystem. - Make predictions for future sustainability of specific species with provided material.Language Arts – Demonstrate critical thinking and projected outcomes for different cycles and species.