The Salmon in the Classroom program is run by the Michigan Department of Natural Resources Introduction

Welcome to the Michigan Department of Natural Resources (DNR), Salmon in the Classroom program. A look around the nation shows there are quite a few state resource agencies that now sponsor salmon (or other species) in classroom programs. Why? One reason is the tremendous interest youth have in working with “live” resources. Salmon in the Classroom is not just another science activity, but a very interactive, participatory program in which students raise the resource and ultimately are responsible for its survival and release. Educators have the ability to readily measure The number one reason that the DNR their students’ interest in each activity and the useful supports this living resource program is to build a knowledge that it provides. As scientists, we have connection between students and the natural created the important messages we need to be resources found around them. In Michigan, this understood, to reconnect our children to the great program began modestly in 1997 with a handful outdoors. Together, we can develop and nurture of schools. Since that time, interest has exploded the next generation of stewards and fishers. and the DNR is pleased to see this program has Salmon in the Classroom is an important tool to the potential for tremendous impact. get young children excited about fishing. Through In our state, we face many challenges this program, the DNR hopes you, as educators, managing the Great Lakes fishery. Salmon in will share with your classes the availability of the Classroom can be a great educational tool statewide fishing events. A large part of our mission for Michigan educators. Many teachers have is to bring outdoor opportunities to the current participated for several years, but the ecology and future residents of Michigan. There are Free of the Great Lakes is changing at an astounding Fishing Weekends in the summer and winter rate. Today, a new pollution, biological pollution annually, tackle-lending programs at state parks -- defined as the disturbance of the ecological and easily accessible fishing piers. The DNR makes balance by the accidental or deliberate fishing accessible for everyone to enjoy. For more introduction of a foreign organism, animal or information, visit www.michigan.gov/freefishing. plant species into an environment -- may prove Field trip opportunities are available to schools to be our greatest challenge. throughout the state at 11 DNR Visitor Centers, These threats are real and we need including two hatcheries, with expert staff. Self- dedicated and qualified educators to assist the guided tours are also available at the DNR state fish DNR by providing “real” science, along with hatcheries without interpretive staff. important messages, to students who one day Hard work from teachers, and support from our will be stewards, voters and leaders of our state. sponsors and partners is what makes the program Teachers in the program receive a free, a success. Many Salmon in the Classroom schools one-day professional development workshop have important sponsors who have helped fund the complete with SCECHs, and this Teaching Guide. equipment needed for this project to succeed. We Of course, the curriculum is just one piece of our salute them and their important contributions to the Salmon in the Classroom Teachers’ Resource education of the next generation. Kit. Posters and other resource materials are included to enhance students’ learning experience.

SIC 1 Acknowledgments

Michigan Department of Natural Resources Director: Keith Creagh Project Manager: Kevin Frailey Text and Activity Writing: Shana Ramsey, Natalie Elkins, Maureen Stine, Tracy Page Layout/Design: Tina Stojakovich, Tracy Page Editing: Christine Schwerin, Polly Gray, Celia Millane Chief of Fisheries Division: Jim Dexter Contributions/Consultation/Review: Martha Wolgamood, Todd Grischke, Tom Rozich, Jon Spieles

School Sponsors

Organizations that fund equipment purchases for teachers change annually. For a complete list visit www.michigan.gov/sic.

Program Partners

Michigan Sea Grant Michigan Council of Trout Unlimited Project F.I.S.H. Preuss Pets Various local sportsman groups around the state

Program Coordinator

Tracy Page, DNR Aquatic Education Coordinator - [email protected] 517.284.6033

Salmon in the Classroom Committee Members

Ed Eisch, Natalie Elkins, Kevin Frailey, Polly Gray, Brian Gunderman, Matt Hughes, Tracy Page, Shana Ramsey, Ed Shaw, Jon Spieles, Christine Steensma, Suzanne Stone, Aaron Switzer, Martha Wolgamood

SIC 2 Table of Contents

Background...... 4

Salmon in the Classroom SIC Timeline ...... 11 Policies and Procedures ...... 12 Tank Set Up ...... 14 Equipment List ...... 17 Feeding ...... 23 Tank Maintenance ...... 26 Nitrogen Cycle ...... 28 Trouble Shooting ...... 34 Release ...... 37 End of Year Maintenance ...... 45

Release Day Class Activities ...... 47 The Great Swim ...... 48 Great Lakes, Great Fish ...... 60 Fish Finder ...... 63 Migration Fixation ...... 67 Water Bug Hunt ...... 71 What’s In the Water ...... 76

You can find many more classroom activities on our website under

Current Teachers “Curriculum Connections”

www.michigan.gov/SIC

SIC 3 The Salmon in the Classroom Program One of the many reasons for joining the program is the seemingly limitless subject mat- ter that teachers can integrate into their lesson plans through raising salmon. The program can easily cover standards in mathematics, social studies, language and arts, history and, of course, science. Salmon are a great resource for teaching across the curriculum.

Why Chinook Salmon are a Preferred Species Chinook Salmon Illustration by Joseph R. Tomelleri ©

The story of the Great Lakes and its fisheries relies heavily on the purposeful introduction of salmon in the 1960s. A myriad of stewardship and natural resource conservation lessons can easily be spawned from the introduction of Chinook salmon into the Great Lakes.

• Spawning in early fall and released in • Students are able to visit the Little May, the life cycle of salmon matches Manistee, The Boardman and/or the perfectly with the length of the school Platte River Weir to watch the egg year. take process. As well as the Wolf Lake State Fish Hatchery and Platte River Fish • Students will mirror how the DNR raises Hatchery to see first hand how Chinook Chinook salmon in hatcheries, allowing are reared by the DNR. them to learn first-hand how fisheries managers are able to successfully rear • Although survival is limited, those millions of salmon each year to stock released by students have just as good rivers across Michigan. of a chance of surviving as those stocked by the DNR. Chinook salmon • Chinook salmon take food readily in an are released in the spring into the river aquarium setting. Students will enjoy during the smolting stage. This is the watching them eat. On average, stage where they lose their juvenile Chinook salmon will be 3 – 5” when markings which help camouflage them released in the spring, so students from predators. At this time, they will will have the opportunity to observe turn to a silver color which is a better substantial growth of their fish camouflage while living in the Great during the school year. Lakes. SIC 4 Why Chinook Salmon are a preferred species continued Brook trout

Coho salmon

Illustrations by Joseph R. Tomelleri © Brown trout

• Brook and Brown trout eggs are • Brook and Brown trout can be very collected at the hatchery from fearful of people and will often times broodstock and so a large part of the ignore food offered by hand. In a visible natural history would not be hatchery setting, fish must be either available. hand fed from a distance or automatic feeders must be used. If raised in an • The main objective of Salmon in the aquarium and hand fed by students, Classroom is to provide students with the majority of food fed will not be an opportunity to participate in a eaten and will sink to bottom of tank. hands-on, interactive program to This accumulation of food will lead to learn about the natural history of the degraded water quality. Fish will also Great Lakes and their ecosystem, so be stressed which will make them more they are more likely to become future susceptible to disease. Spring released stewards of natural resources and more Brook/Brown Trout or Coho salmon informed citizens of conservation. It is would be much smaller (less impact on the conclusion of the DNR that Chinook students). salmon provide the most excitement and best year-long experience for • Brook and Brown trout spawn in late students to achieve this objective. November, so students would have a much shorter period to observe fish development.

• When released, brook trout, brown trout and coho salmon have a much smaller chance of survival. They would be kept in hatchery raceways for an extra year and released the following spring to ensure more growth and higher survival. This is a format impossible for schools to follow.

SIC 5 Life Cycle of a WILD Chinook Salmon in Michigan

The life cycle of Chinook salmon in the Great Lakes can be described as potamodramous, What Does That Mean? which technically means migrations within fresh alevins - another name for sac fry water and which describes a fish that spends the bulk of its adult life in large, freshwater anadromous - migrates from salt to fresh water lakes (like the Great Lakes), but migrates back forage - search for food to its natal stream to spawn. Chinook salmon, natal stream - the stream where they like other Pacific salmon, are not native to the originated Great Lakes. Both Chinook and coho salmon were brought to Michigan in the 1960s, Atlantic parr - a juvenile fish, one preparing to leave and pink salmon have also been introduced. the fresh waters of its home pelagic fish - spend most of their time foraging Chinook salmon are native to the Pacific offshore in open-water environments Ocean, where their migrations are anadromous photoperiod - the relative exposure of an (migrations from salt to fresh water). In their organism to daylight native habitat, these fish generally spend three years living in the ocean. The Great plankton - microscopic water borne organisms Lakes provide an ocean-like habitat for adult Chinooks, where they spend most of their three- potamodramous - migrates within fresh water year average lifespan, foraging and growing in redd - spawning bed preparation for spawning. sac fry - hatched, young salmon with large yolk sac for nourishment From mid-to-late August, adult Chinook, which can weigh more than 30 pounds (our smolt/smoltification - process of becoming state record is 46+ pounds), begin staging off physiologically adapted to a lake the mouth of their natal river (where they were environment. This term in Pacific Salmon refers either stocked or hatched.) The decreasing to them becoming physiologically adapted to day length (photoperiod) and falling water salt water. temperatures prompt the mature salmon to spawning - the act of laying eggs enter the river to seek out appropriate spawning habitat. The salmon use their sense of smell to swim-up fry - fry after yolk sac is gone return to their natal stream, sometimes traveling yolk sac - serves as the food source for the hundreds of miles on their journey. developing embryo Once in the river, adult Chinook no longer need food and actually stop feeding, living off their body reserves to complete the spawning phase of their life. They still can be caught by fishers, though, as they will strike hooks and bait out of aggression. The fish seek out small, clean gravel on which to make their spawning bed called a redd. Once the eggs are fertilized, they are covered over, and remain in the gravel, where they will develop during the winter and early spring. After spawning, all salmon die and their bodies decompose, releasing nutrients into the water to aid plankton production for their offspring.

September October November December January February

Adult chinook return to their natal streams to spawn and die eggs develop in gravel beds

SIC 6 As winter passes and the water begins to warm, sac fry hatch from the eggs. The sac fry, also called alevins, remain in the gravel while they take nourishment from their yolk sac. Once the yolk sac has been absorbed, the young salmon begin to emerge from the gravel. Now called swim- up fry, they begin feeding on insects and insect larvae (called macro-invertebrates) in the stream. After the small Chinook, now called parr, have spent a month or two growing in the warming waters of the stream, the increasing day length and water temperature trigger a physiological change in the fish calledsmoltification . During this process, the fish lose their “parr” Sac fry marks and take on a much more silvery appearance, which is their protective coloration for the “fish-eat-fish” world they are about to enter. They are now called smolts. In early June, the smolts migrate downstream out of their natal river and into the Great Lakes. This is an especially perilous time for the young Chinook since they must run through a gauntlet of fish-eating predators that include pike, walleye, smallmouth bass and brown trout, as well as kingfishers, great blue herons, double-crested cormorants, gulls, terns and mergansers. It truly is survival of the fittest!

Once in the Great Lakes, the Chinook will continue to feed on aquatic insects until they are large enough to start feeding on small fish. They now will begin growing quickly. The high protein content of their exclusively fish-based diet coupled with the Chinook’s voracious appetite results in a very high growth rate. Their preferred food is invasive alewives, but, like most other fish, they are opportunists and will eat whatever is available to them. Chinook salmon are pelagic fish, which means they spend most of their time foraging offshore in open-water environments, usually in the middle of the water column.

They will spend two to four years (three is most common) foraging in the pelagic zones of the Great Lakes until they reach sexual maturity. Then, as fall approaches, these fish will begin to stage off the mouth of their natal streams and the cycle begins again. To learn more about The Story of Salmon visit http://www.secondwavemedia.com/custom/salmon-report/index.html

March April May

Sacfry develop into Swim-up fry which develop into Smolts migrate Parr which undergo smolitfication and become Smolts to Great Lakes

SIC 7 Why We Need Hatcheries In an ideal world -- and an angler’s dream -- a person could catch naturally reproduced brook, brown and rainbow trout on crystal- clear, cold water streams without another fisher in sight. They could fish from a boat on one of Michigan’s 11,000 inland lakes, catching their limit of walleyes hatched within that very lake. Anglers could venture out onto a Great Lake, hooking a good-sized Chinook, Coho or steelhead that emerged from the gravel of a connected stream just two or three springs earlier.

All of these situations occur in Michigan. However, our state has nearly one million licensed anglers. The Great Lakes and our inland lakes and streams cannot provide enough naturally reproduced fish. In fact, 40% of all recreational fishing in Michigan depends onstocked fish. That’s why we need fish hatcheries, and the money to operate these important facilities comes from all those fisher men and women who purchase a fishing license each year.

The DNR hatches, rears and transports fish as part of its Fish Production Program. These activities benefit the state’s inland What Does That Mean? and Great Lakes fisheries and increase angling opportunities. To fish hatcheries - a place manage Michigan’s fish populations, the DNR sets limits on the where select fish are spawned, size and number of fish that can be caught and kept. Some hatched and raised for release species are managed with size limits so they can grow big elsewhere enough to reproduce before they are caught by anglers. Other fish species don’t have size limits, but there is still a limit on the stocked fish - released by fish hatcheries into the wild number anglers can keep.

In some cases, even with the best management, fish are not able to reproduce fast enough to keep up with angler demand. When that State Fish Hatcheries Keweenaw happens. The DNR sometimes add to the and Weirs number of fish in lakes and streams – also Houghton Marquette called “stocking” fish. To do this, the DNR Ontonagon Baraga Luce rears fish in hatcheries until they are large Gogebic Marquette Iron Alger Schoolcraft Chippewa Mackinac enough to survive on their own. Then they are Dickinson Delta transferred to waterbodies where they can grow Thompson

Emmet Swan River large enough for anglers to keep. Menominee Oden Cheboygan Medusa Creek Charlevoix Presque Isle Mont- Alpena Everyone is welcome to come and visit one of the Otsego morency Boardman River Antrim Leelanau Oscoda state’s six fish hatcheries to see how they operate. Kalkaska Grand Crawford Alcona Lower Platte River Benzie Traverse Plan a trip by visiting Michigan.gov/hatcheries. Manistee Wexford Ros- Ogemaw Iosco Platte River Missaukee common

Arenac Education at State Fish Hatcheries Little Manistee River Mason Lake Osceola Clare Gladwin Huron Harrietta Newaygo Mecosta Isabella Bay Oceana Midland Wolf Lake State Fish Hatchery Tuscola Sanilac Montcalm Gratiot Saginaw Shana Ramsey, 269-668-2876 Muskegon Kent Genesee Shia- Lapeer St. Clair [email protected] State Fish Hatchery Ottawa Ionia Clinton wassee Oakland Allegan Barry Eaton Ingham Livingston Macomb

State Weir Wolf Lake Calhoun Jackson Washtenaw Oden State Fish Hatchery Van Wayne Christine Steensma, 231-347-4689 Buren Kalamazoo Cass St. Monroe State Fish Hatchery Branch Hillsdale Joseph Lenawee [email protected] and Weir Berrien SIC 8 Habitat Before Conservation Fish habitat in Michigan What Does That Mean? has undergone many changes throughout aquatic invasives - a non-native plant or animal deliberately or state history. Prior to the accidentally introduced into a logging era, our streams new habitat that causes harm teemed with native brook buffer strip - vegetated area trout and Grayling (now streamside, provides erosion extirpated in Michigan). control, habitat and nutrients The Great Lakes had buttoned up - yolk sac absorbed plentiful native lake trout and whitefish. (Salmon ecosystems - a natural unit con- were not introduced sisting of all plants, animals and micro-organisms (biotic factors) until the 1960s.) The in an area functioning together extensive logging that with all of the non-living physical forever changed the (abiotic) factors of the environ- Michigan landscape had ment far-ranging and long- eddies - water current moving lasting negative effects contrary to main current on fish habitat. The most erosion - natural processes significant impact was Log raft on a river in the logging heyday including rain, weathering, dis- seen in the streams and solution, abrasion, corrosion and rivers that were used to float huge rafts of logs to mills near transportation, by which mate- rial is removed from the earth’s the Great Lakes shorelines. The log rafts scoured out the river surface bottoms, upsetting gravel beds and destroying countless trout spawning redds. Some rivers had many natural meanders extirpated- a species is no longer naturally occurring in to them which created various pools, eddies and riffles that a region, but survives in other provided cover and feeding areas for trout. These same locations meanders were viewed as a hindrance in the effort to move habitat - environment in which logs quickly to the mill. In these areas, straight channels were an organism normally lives dug and the rivers were diverted away from their natural paths. The fast-growing country’s hunger for more lumber led the mercury - a silvery white poison- ous metallic element, liquid at State Fish Hatcheries lumberjacks to harvest almost all Michigan’s white pine forests. room temperature and Weirs At this time, there was never any thought given to the idea PCBs - polychlorinated biphenyls (PCBs) are a class of organic of leaving a buffer strip of uncut timber along stream banks, compounds. Used as coolants which is a best practice today. The timber-harvesting practices and insulating fluids for trans- of long ago caused tremendous erosion problems. Given the formers and other electronics prevalence of sand in most northern Michigan soils, this erosion phosphate - a salt or ester of translated to tons and tons of sand being transported into the phosphoric acid once-pristine trout streams. Sand is a form of pollution that phosphorus - a highly reactive, settles to the bottom of the stream bed and covers up the poisonous, non-metalic element gravel that is needed as spawning substrate and as habitat for occurring naturally in phos- the macro-invertebrates trout feed on. phates used in fertilizers pools - area of river where the As Michigan grew and became more industrialized, this water is deeper and slower growth led to more roads being built which, in turn, caused more erosion at points where roads cross streams. Poorly rehabilitation - the process of restoring the land and natural designed road crossings remain one of the most significant environment problems threatening trout and salmon nesting habitat today. The increased industrialization also led to significant pollution riffles - rocky shoal or sandbar lying just below a waterway problems both inland and in the Great Lakes. Pollutants such as PCBs and mercury impaired the ability of fish to successfully substrate - pebbles, sand an reproduce or, in some instances, to even survive. sediment on the stream bottom SIC 9 Change on the Horizon The Invasion of the Great Lakes However, times are still changing, and, The Great Lakes’ food web has changed from a fish-habitat perspective, they have significantly in the last 200 years - incoming changed for the better over the past decade invasive species had an enormous impact. or two. Although pollution still occurs, it is The Great Lakes invasion by two non- much reduced from levels seen in the 1950s native species, the sea lamprey and the through the 1970s. As a society, we now are alewife, completely changed the ecosystem much more aware of how our actions affect and fishery. By the 1950s, sea lamprey had the environment. This is also reflected in how decimated the native Lake trout population. we manage our landscape. Buffer strips are Then, to make matters worse, another non- demanded in timber harvest operations. native species, the alewife, was no longer kept People are encouraged to use low phosphorus in check by Lake trout predation. The alewife fertilizers. Phosphate-containing detergents, population exploded and then crashed, which harm fish, are no longer available. Many causing massive, stinking die-offs along habitat improvement projects have been beaches. completed, making miles and miles of streams Great Lakes fisheries managers were on suitable for trout reproduction again. the lookout for a new predator to help keep There’s still a long way to go in improving alewife populations in check. During the habitat, however. Only a fraction of the 1960s, they started stocking the lakes with degradation caused by human activities over Chinook and coho salmon. Anglers were lined the past century and a half has been repaired. up in record numbers to take advantage of A significant threat to the current and future the salmon’s success. Salmon preyed on the balance and health of our aquatic ecosystems invasive alewife, and took some sea lamprey are invasive species. Aquatic invasive species predation pressure off of the native Lake trout. are biological pollutants including fish, diseases Not only did the salmon help re-balance and plants that previously were not found in the ecosystem in the Great Lakes, but it also Michigan waters. and can take over and harm created a multi-billion dollar sport fishery. ecosystems. But, the story does not end there. A new As aquatic invasives and new diseases enter threat came into the Great Lakes, and during our waterways, the role hatcheries play will the late 1980s, invasive Zebra and Quagga change over time. All of these issues, coupled mussels arrived in the ballast water discharge with the incredible amount of fishing activities from ocean-going lake freighters called in Michigan, make it a certainty that fish “salties”. The mussels consume plankton in hatcheries will continue to play an important large numbers, filtering food out of the lakes role in fisheries management. ecosystem, leaving less for native consumers in the food web. Now, prey species are declining and so, too, are the salmon that eat them. Aquatic Invasive Species Should we keep stocking salmon at high Classroom Activities levels and risk a collapse of the alewives in The Quality of Life Partnership between the Lake Michigan, or should we reduce salmon Michigan Department of Natural Resources, numbers? What is best for the economy? What the Michigan Department of Environmental is best for the fishery? And what is best for the Quality, and the Michigan Department of ecosystem? Since the 1970s, Chinook salmon Agriculture and Rural Development have populations have risen and plummeted, while produced a set of Aquatic Invasive Species native Lake trout have rebounded. Enrichment Activities that would be useful As the density of Quagga mussels has classroom tools. Activities span grades 2-12, increased in Lake Michigan, the density of and can be done in your classroom to the plankton has declined. With less food to supplement your SIC program, or as a release eat, the biomass of prey species preferred by day activity. salmon is at a historic low in Lake Michigan. The goals of fisheries managers are to preserve Find the activities under the “Curriculum fishing opportunities without allowing the prey Connections” tab on the michigan.gov/sic species to collapse. The tale of invasive species website. in the Great Lakes is not over. SIC 10 Salmon in the Classroom Timeline If you are experiencing mortality, email September [email protected] to help discuss • Check email for Scientific Collector’s Permit, options, and adjustments must be in your possession to pick up eggs. • Join the Facebook group: Michigan Salmon January in the Classroom • Check on fry during break, feed and • Teachers seeking “Green Eggs” siphon as needed. (Auto-feeders are ok) • Register for pickup via michigan.gov/sic • All fry should have “buttoned up” • Set up tank and equipment by Sept. 20 (Absorbed their yolk sack) and should be • Maintain tank temperature of 52° F “swimming up” **Green egg pickup can change daily. • Follow the feeding schedule in this Teacher is responsible for registering manual ahead, and checking status of egg take • Maintain water temperature at 52° F **Green eggs are potentially more difficult • Test water quality twice weekly (using this to rear. Mortality of green eggs requires guide). Rinse sponge filter in tank water completion of Fish Loss Report, and travel • Follow trouble shooting guide if levels are to the hatchery for replacement eggs. off. If ammonia spikes, hold feeding • Siphon debris and change 25% water October weekly. For those teachers seeking “Eyed Eggs” • Look for abnormal behavior, email if seen • Dates for pick-up can be found on mi.gov/sic February and March • Set up tank and equipment by October 20 • Record water quality data and siphon • Check email for “Salmon Sense tank twice weekly (25% water change) Newsletter.” If you don’t receive it, email • Observe salmon and watch [email protected] for behavioral changes. Email • Maintain temperature at 52° degrees F [email protected] with concerns • Continue feeding as indicated in Feeding November Schedule • Check mi.gov/sic for egg pick-up dates • To help maintain stable water quality, • Register for your preferred egg pick-up date add an additional sponge filter to handle When picking up eggs you must have: increasing bioload • Scientific Collector’s Permit • Check email for “Salmon Sense • Lunch box sized cooler with ice Newsletter” to help with your release day • Small tupperware container event • Eggs must be taken back to your classroom, • Rinse sponge Filter in old tank water acclimated and placed in tank immediately after pick-up April and May • Dead white eggs should be removed • Test water quality and siphon debris and • Eggs may begin hatching change 25% of water twice a week • Monitor water quality and record data • Observe salmon for stress or sickness - contact [email protected] with December concerns • Check email for “Salmon Sense Newsletter” • Continue feeding per the schedule • Eggs should all hatch by winter break. If you • Retrieve Stocking Permit and Stocking have substantial die-off or unhatched eggs Report from mi.gov/sic contact [email protected] Fish release: April 15-May 15 Lower Peninsula • Dead white eggs, and hatch debris should April 15-May 30 for Upper Peninsula be removed • Submit completed Stocking Report • Begin training/feeding when 80% have within 14 days following release to absorbed yolk sac, and are swimming up [email protected] • Over winter break - feed and check water • Indicate continuation (or not) for next year every other day. Siphon when needed. • Any reports not submitted by June 1 are dropped from the program SIC 11 Policies and Procedures

Designated “Permittee” on Scientific Collector’s The SIC Coordinator is available for questions Permit is legally obligated to follow all guidelines and advice at [email protected] or and submit all reports by their deadlines 517.284.6033

Co-teachers are not legal permit holders, but Fish feeding should be done following the can attend a workshop and co-teach the schedule included in this guide, using only the curriculum food provided.

Current Scientific Collector’s Permit must be in Automatic feeders are ok. Look for a high your possession (paper, or on phone as PDF) quality feeder, and test it off the tank to ensure when transporting eggs or fish, and displayed in it is not overfeeding the fish. Utilize for school the classroom during the year breaks only. Daily feeding should be done by the teacher or student. Egg Pick Up and Workshop reservations must be done through the interactive form. Link will Replacement fish may be possible be on the website and in the Salmon Sense Requirements are: Newsletter • Loss of 75% of eggs or fish • Submission of - Egg Pick-up must be done on your reserved - Fish Loss Report day/time. You must have: - Water quality data sheets Scientific Collector’s Permit in hand - Picture of tank and filter setup lunch box sized cooler - Make changes to maintenance small tupperware container or care based on the coordinators ice recommendation • Replacements are at the discretion of the Eggs must be taken back and acclimated coordinator and hatchery biologist immediately following their pick-up • If granted, replacement eggs/fish must be picked up within 2 weeks or by March 31 New Permittees must attend a workshop, where • When submitting your Stocking Report they will receive their stocking permit and eggs you must add both the original and replacement fish Tank setup must be done at least two weeks in advance of egg pickup Fish Release: • April 15 - May 15 for the Lower Peninsula Water Quality Data Sheets must be completed • April 15 - May 30 for the Upper Peninsula at least once a week. This data is mandatory. A Stocking Report must be filed within 14 Fish mortality or odd behavior should be days after stocking, or before June 1 (even reported to the coordinator, so suggestions if stocking zero fish). You must indicate your could be made to increase fish health intention to remain or drop from the program.

SIC and related curriculum must be used with Replacement Permittees must file an SIC your 3rd - 12th grade students for at least 1 unit application and attend a workshop in the of study event that the original teacher is no longer participating Students should actively be involved in the care of your salmon Returning Permittees must re-attend a workshop if they have been out of the program for more The Facebook “Michigan Salmon in the than one year Classroom” group is an excellent source of peer advice and resources

SIC 12 Protect Michigan’s Natural Resources: Helping students understand releasing fish

Release of your salmon is a highly regulated event, and is special to this program. It is vital that within your lessons you reiterate this to your students. The Salmon in the Classroom program requires you: - to have a Scientific Collectors Permit - attend a training workshop - follow guidelines developed by Fisheries Division Staff - posess a Stocking Permit - submit a completed Stocking Report. Students should understand that they should never release any pets, bait or plant material into any natural habitat. These species could become invasive and ruin the ecosystem, they could introduce disease, or they could out-compete our native species. To learn more about how you, your students, and their families can prevent pet and plant escapes, you can visit RIPPLE (Reduce Invasive Pet and PLant Escapes). RIPPLE education materials focus on proper disposal, advising to never release species and include tips on what to do instead. Available (and free) materials include: vinyl fish tank clings with the RIPPLE logo and website, rack cards with messaging regarding disposal, stickers, youth word searches, posters (paper or waterproof available), hand towels, and brochures. For more information and to order materials visit bit.ly/getmiripple.

You can also connect with RIPPLE on Facebook at www.facebook.com/miripple.

If you have questions about RIPPLE, would like to share information about RIPPLE on a website or newsletter, or have suggestions of other organizations that may be interested in this campaign please contact Paige Filice at [email protected].

SIC 13 The Optimal Tank Setup

canopy

LED light glass lids with timer

sponge 75 gallon filters tank air pump

stand power with strip doors with drip in-line canister loop chiller filter ventilation fan

Teachers in the SIC program have a wide variety of tank setups. The picture above is the ideal setup to make maintenance easier and your water quality more stable. But, simpler setups can work as well.

Using oversized filters, multiple sponge filters, an oversized air pump, and a 75 gallon tank - your water parameters will be more stable, and your equipment easier to maintain.

Using a cabinet style stand, you can utilize magnetic “baby” locks on the doors to keep equipment secure. Locking lids are also recommended. Metal stands hold up better against condensation.

SIC 14 The Equipment Having quality equipment that is properly maintained is one of the most important Coil chiller components of a successful program. The DNR does not provide this equipment. You are required to purchase it on your own. The following information will help you research and plan equipment purchases. Remember, you can contact a teacher near you who has participated before to get advice about the equipment.

It is important to set up the equipment at least two weeks before picking up your salmon eggs to ensure everything is working properly. The health of your fish will be compromised if you wait until the last minute to set up your tank. See the “Nitrogen Cycle” for more information.

Tank The salmon need a 55 gallon or larger tank for best results. Bigger is better as it buffers water quality changes. If a used tank is available, wash it thoroughly with a 10% bleach and water solution. Then rinse with water 5 times to remove all bleach residue. Tanks and filters should be up and running at 52° F for at least 2 weeks prior to egg pick-up.

Chiller Units Salmon are a coldwater fish and therefore must have the water chilled in order to survive. Tank chillers are necessary for this function. There are two main types of chillers: • Power coolers (also known as “inline” chillers); these are external chillers. These are the quieter choice, at 68 decibels. If using an inline chiller, you will also need to purchase a canister filter. In this system, the water is pumped out of the tank, run through the chiller and filter, and pumped back into the tank. If installed in a cabinet, drill vent holes to prevent overheating. This will also extend the life of the chiller. • Coil coolers (also known as “drop-in” chillers); these are internal chillers. These run a bit more loudly than power coolers at 80 decibels. The water is chilled as it encounters copper tubing that rests on the back of the tank.

Be sure to discuss your tank setup with tank store personnel to find a filter and chiller that suits the needs of your specific tank. Chiller discounts may be available through distributors. Email [email protected] for more information.

Chiller Troubleshooting If your chiller is not holding the temperature, or stops working there are a few steps you need to take: • Float ice in ziplock bags in your tank to help maintain the temperature • Call the manufacturer of your chiller unit and troubleshoot the problem • If maintenance is needed - contact a local air conditioning specialist • Add an additional air stone to increase oxygen exchange (warmer water holds less oxygen) • Contact Tracy Page at [email protected] for advice and help

SIC 15 Filter Systems In selecting a filter, it is always better to purchase a larger filter for your tank. For example, if you have a 55-gallon tank, it is recommended that you purchase a filter that is the minimum for a 70-gallon tank versus one that filters only 55 gallons. Either the hanging type or canister type filter is recommended in tandem with at least one sponge filter. • Canister Filter- all necessary setup equipment typically accompanies the purchase of a canister filter.These filters save money in the long run as you can use “permanent media” that will only need rinsing, not replacement. • Hanging (HOB) Filter - all necessary setup equipment typically accompanies the purchase of a hanging filter. Replacement filter cartridges will be necessary over the life of the filter. You will need to purchase filter replacements ever couple of weeks. • Sponge Filters - Additionally, it is recommended that you run at least one sponge filter on your airline. Multiple sponge filters are a great way to help buffer your water quality at the end of the school year when the fish are large. These are a cost effective addition. • **Undergravel system - this system is not recommended because it tends to trap debris, uneaten food and waste contributing to problems with ammonia, bacteria and fungus.

Gravel (not recommended) In a natural coldwater stream, salmon eggs are protected by large pieces of gravel that hide them from predators and allow cool water to pass through the pore spaces providing oxygen to the incubating eggs. In a tank, gravel is purely aesthetic. The gravel is not necessary for the survival of the salmon. In fact, the buildup of waste in the gravel can contribute to water quality issues and requires a substantial amount of effort and time to maintain. If using gravel or rock, place just enough to cover the bottom of the tank.

Purchasing Supplies Teachers and/or their sponsors are responsible for obtaining all equipment and supplies. Preuss Pets, a SIC Partner, specializes setups for SIC teachers. If you are not near Lansing, check with your locally owned fish store to create a partnership. These stores also will often offer free water testing and have experts on staff to answer questions. Supplies for Salmon in the Classroom can also be found at most tank supply stores, such as PetSmart, Petco, Pet Supplies Plus or online. It is recommended that you contact the store well in advance to ensure items (especially chillers) are in stock. Websites such as www.marinedepot.com and www.glaciercorp.com are also helpful.

Swim-up fry SIC 16 Equipment List– Required Supplies Equipment Description Why it is used 55 gallon or bigger aquarium A glass tank. Avoid hex tanks or A large tank has the footprint tanks that are taller than they are necessary to accommodate lots of long. Bigger tanks are better for fish. Large tanks are also easier to salmon health and reduce maintain because the larger volume maintenance. dilutes wastes.

Stand or support for aquarium A stand of metal or wooden design that The salmon tank will weigh several adequately supports all edges of the hundred pounds. If it is not support- aquarium. It is best to buy the stand ed correctly, there is a risk of a that matches the size of your tank. If seam bursting on the tank or leak- utilizing wet-lab counters it must age that will damage the classroom support 600lbs and be level. and compromise the fish. Glass top or hood for aquarium A hinged top for the aquarium that fits A good top for the tank will keep the the dimensions of the tank. Can be fish in and contaminants out. Salm- either a hood ensemble with light or on are avid jumpers, so this is a just a glass top. It will have a plastic must. The glass top will also pro- back strip or holes to accommodate tect bulbs for lighting fixtures that filter, wires, and airlines. Locking lids may otherwise become water dam- are smart in hallways or libraries. aged. Large filter (hang on the back An external power filter that offers a The external filter is an essential or canister) turnover rate of at least 300 gallons per tool for both oxygenating the tank hour. This filter will also feature multi- and keeping the water clear and stage filtration (chemical, mechanical, clean. Carbon components within biological). Marineland Emperor BIO- the filter keep impurities out while Wheel 400 or Fluval canister 306 / 406 biological media with lots of surface are good choices. It is always better to area grows beneficial bacteria. over-filter than to under-filter. The mechanical aspect of the water being pushed through the media keeps the tank filtered. Sponge filter (secondary inter- A large, air-driven sponge that has am- Once established, this internal filter nal filter) ple surface area in the porous material offers a powerhouse supply of bac- for bacteria to grow. It will feature a teria. The bacteria on this filter chimney that focuses air bubbles up increases efficiency of the tank in and through the inside of the filter to handling waste products. It is easy keep water circulating. A cultured to maintain and only needs to be sponge is highly recommended. squeezed out once a month. Multiple sponges are smart at the end Preuss Pets or other local fish of the year to handle the bioload. stores offer "seeded sponges." Chiller unit A refrigeration unit for aquarium Salmon require very cold water. application. It must be able to maintain The chiller keeps the temperature temps 47-52 degrees F. This can be a of the tank in ideal ranges. Inline drop-in or inline design. Keep in mind chillers need to be in a properly that the inline chiller will require a vented cabinet to extend their separate pump purchase. lifespan.

SIC 17 More Required Supplies Equipment Description Why it is used Air pump rated 70 gallons or A quiet plug-in air pump that drives air The air pump supplies your sponge better into the tank. Attaches to devices filter or air stone to increase such as air stones or sponge filters oxygenation in the salmon tank. via tubing. Keep it above water level High dissolved oxygen is very or as close to tank level as possible. important to these fish. A strong air Dual output is ideal for supplying both pump will be both quiet and deliver sponge filter and air stone in one tank. good flow of air bubbles. 25 ft or more of airline tubing The tubing itself can be clear or col- The airline tubing connects the ored. The clear tubing tends to be- pump to the filter and air stone or come rigid faster and harder to work sponge filter. It can be trimmed to with. Colored tubing is a softer, more any length needed and cut to flexible material. You will need a min- accommodate check valves and imum of 25 ft. control valves and splitters. Battery powered air pump A portable battery operated air pump This is a vital tool in case of emer- that also plugs in. Requires D batter- gency power outage situations. ies which must be purchased sepa- Keep it plugged in and attached to rately for battery mode. Hooks up to an airstone in the tank. When power any airline tubing. The Penn-Plax Si- is out, it automatically turns on to lent-Air model is the best battery keep the tank oxygenated. It also pump on the market currently. comes in handy when moving the fish to the location for releasing as it can simply hang on the bucket. Check-air valve & plitter A small plastic-encased valve that fits The check valve ensures you do not in the tubing between the aquarium get back-siphoning of tank water if and the air pump. the power goes out. If the air pump is below the water level, when it A "T" for your airline to supply two shuts off it will no longer push air devices. and so water will enter the tubing instead and may damage the pump. Large Siphon A large tube that has an extension at This is the single most important the end that siphons and cleans the item for water changes. It is used bottom of the tank of detritus and to allow partial water changes. It waste. Comes in many varieties. We allows you to suck up waste at the recommend the Python system that bottom of the tank with ease, connects to a sink. Extension hoses change 25% of the water with fresh are available if you are not near a and maintains the tank environment sink. through routine use.

Master Test Kit A liquid drop test kit that covers the Liquid tests are more accurate than basic water parameters. This kit tests strips. By measuring drops and for ammonia, nitrite, nitrate, pH, and watching for color changes to high range pH. General hardness indicate values, you can be quite and carbonate hardness (alkalinity) precise in your readings. Accurate tests should be purchased in addition. testing makes a difference in under- Shake vigorously before each use. standing your tank.

SIC 18 Equipment Description Why it is used Algae scraper A tough sponge pad or stainless steel The algae scraping device is useful blade on a handle. For the salmon for removing green algae growth on tank, a longer handle works better to the glass. If you have algae growth, avoid contact with cold water. You scrub, and then reduce amount of can also buy magnetized scrubbers. light coming into tank (timer on light, or curtain on window). Aquarium net 6” or larger aquarium net recom- The net is a basic aquarium tool. For and mended. Must be able to catch salm- the salmon tank, it will be most useful Thermometer on at the end of the year that are ap- at the end of the school year when prox. 4-5” in length. the fish are ready to be released. Thermometers help to ensure your The net allows you to quickly catch chiller is running effectively. and move fish from tank to bucket.

Bacterial additive A bottled form of live nitrifying bacte- The bacterial additive ensures fish ria. Seachem makes an effective stock are least compromised in the product called stability that enables early stages of tank establishment. fishless cycling. An established This speeds up the cycling process sponge filter can also be considered and reduces fish loss when used cor- a form of bacterial additive. rectly.

Water conditioner The water conditioner is an additive If you have a municipal water source that neutralizes toxic compounds in that is chlorinated, you need this the water such as chlorine, chlora- treatment to neutralize chlorine and mine, and ammonia. Prime by chloramines. Fish do not tolerate Seachem covers all of the bases, but chlorine. This will be used whenever there are other conditioners on the water is added from the tap. If you market that will make tap water safe have well water, you do not need this for fish. product unless there is trace ammo- nia present.

Replacement filter media Pads with carbon or other filter media Carbon is the targeted media for that need monthly changing to keep monthly exchanges. This is because the filter functioning efficiently. carbon is limited in its ability to ab- sorb impurities. Sponges and BIO- Or if you have a canister you can wheels, and permanent media need purchase one time permanent media virtually no replacement Air stone A porous object that connects to air- An air-driven bubbling stone. It cre- line tubing and diffuses streams of ates lots of circulation which is good bubbles into tank. for salmon. If you are running two sponge filters you don't necessarily need an airstone as well. Turkey baster or part grabber A kitchen utensil, typically. The tur- This is used to pick out the dead eggs key baster is a dropper with a suction for disposing. It can also be handy in bulb on one end to suction and inject. removing debris from eggs. From auto part stores - the part grabber has a claw end you can Be careful around viable eggs/fry with control out of the water. the part grabber.

SIC 19 Optional Equipment– Things you might find helpful Equipment Description Why it is used Ammonia Alert A sensitive indicator on a suction Only requires a quick glance to alert cup that will adhere to the front of you when something is wrong and the tank and shift colors accord- fish are in danger. Not a ing to ammonia levels. Replace replacement for dropper test as it annually. measures a different type of ammonia. Neoprene gloves & safety goggles Large gloves that cover the When removing dead eggs in the length of the arm. large aquarium, you will be sub- merging your arm. The water in the Safety goggles are good practice salmon tank is very cold to the if having students use additives or touch, so this product helps reduce water test chemicals. discomfort. Light and timer A fixture featuring fluorescent A light on a salmon tank can high- bulbs or LED lighting that goes light the fish and make the tank a over the lid. Timer is required better display. Using the timer, light to maintain light no longer than the tank as little as possible each 8 hrs per day. day to reduce algae and stress. Background fit to size A cut out scenery or paper that It keeps light from entering through clings to the back of the tank or the back wall of the aquarium and can be affixed with tape. This dramatically decreases likelihood of background must match dimen- algae blooms through indirect light. sions.

Automatic feeder & vitamin tray An electrical device that works on a The automatic fish feeder makes timer to automatically disperse fish portion control easier. It is also use- food in portions and at times ful when away for breaks to ensure provided. fish are fed. TEST outside tank Tray helps divide daily food rations. before use to reduce overfeeding. Ammonia detoxifier A water additive that binds harm- In emergency situations, it is good to ful ammonia up to 72 hours and have a supplement on hand to re- makes it less potent to fish. It duce toxicity of ammonia to the does not remove the ammonia. It salmon. A series of water changes can help alleviate stress in fish will still be necessary to get rid of the due to high ammonia levels. ammonia along with addressing overfeeding. Aquarium salt & measuring spoons A mixture of electrolytes that It is a natural tonic for fish that eases come in a carton designated as stress. It makes the water around aquarium salt. It is not the them of higher salinity so that same kind of salt used in respiration is easier. Useful in making salt-water or for cooking. emergency situations, and Measuring spoons helpful for especially helpful for reducing nitrite salt and for food rations toxicity.

SIC 20 Setting Up Your Tank Setting up your tank will help familiarize you with the equipment required to properly maintain it. To ensure all equipment is working properly, it is important to set up all equipment at least two weeks in advance of receiving your salmon eggs.

1. Choose a suitable location for your tank. Your tank should be in a location that is: easily accessible from all sides, not near an uncovered window, within close proximity to an electrical outlet, near a water source (if possible) and in an area where the tank is readily visible to students and visitors. 2. Set up tank in chosen location. Be sure that the area or cabinet is properly ventilated so the chiller does not overheat. Tank must be level or you risk leaks. 3. Place rinsed gravel in bottom of tank, if you choose to use it. Remember that it is not recommended in an effort to maintain tank cleanliness. 4. Add chiller to tank. Set to 52 degrees F. Follow manufacturer instructions. 5. Add filters. Follow manufacturer instructions. 6. Add aerator/air stone to your air pump and airline using the check-air valve and splitter if needed. 7. Fill tank with water. If using municipal water, dechlorinate according to manufacturer instructions for dechlorination additive. 8. Monitor the tank for proper temperature and water quality for a period of at least two weeks prior to receiving salmon eggs. 9. Initial Water Quality: use an API test kit upon completion of tank set up. It is important to obtain baseline levels for nitrate, nitrite, ammonia, etc. when you set up your tank to help you recognize when levels change throughout the year. 10. A Tank Maintenance Sheet follows to help you keep track. Keeping water parameter data at least once a week is mandatory. In the case of troubleshooting or replacement fish you will be asked to provide those sheets. **For hard scale and lime build up you can soak plastic/glass parts in 1 part vinegar & 1 part water for a day and scrub. Rinse 3 times with fresh water and let dry before using with fish.

Temperature Tank temperature should be maintained between 50 and 57 degrees with 52 degrees as the optimal temperature. Colder water dissolves more oxygen than warmer water. Salmon require more oxygen than cool or warm water fish species and therefore require cooler water and its oxygen carrying ability.

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SIC 22 Feeding Your Salmon

Proper salmon care is essential to a successful program. The salmon will not survive without careful consideration, understanding and implementation of the following guidelines. It is your responsibility to adhere to the following guidelines when participating in the program.

Food and Feeding Fish food will be provided when you pick up the eggs. Storing the fish food in a refrigerator is not necessary. Do not freeze fish food, or use past year’s. Your eggs should hatch in late November to early December. The sac-fry will remain on the bottom of the tank. Do not start feeding them at this point. They will feed off their yolk sac for up to one month. Once they have absorbed most of their sac they will swim up in the water column and begin searching for food. Don’t be alarmed if they don’t all swim up at the same time some will take longer than others.

Once approximately 80% are off the bottom and swimming, you should begin feeding. Follow feeding schedule on next page.

Feeding Schedule The feeding schedule on the following page is to be used as a general guideline. Food amounts shown are the total amount to be fed daily. Spread amount over several feedings. All food amounts are based on 150 fish. Food size and amount fed will depend on when your eggs hatch, number of mortalities and rearing water temperature. The duration on each food size may vary. If your fish are growing slower or faster than this guide adjust accordingly. Do not over feed as this will lead to water quality issues! Past teachers have found that splitting the daily food amount into several slots of a vitamin tray makes feeding easy by students. Automatic feeders can be helpful during winter and spring breaks. Be sure to purchase a high quality auto-feeder and test it off the tank prior to use. Be sure that the auto-feeder is not overfeeding your fish while you are away. Be sure, even with an auto- feeder, that you still plan to collect water quality data and siphon the tank at least once a week.

Ration Instructions: To ensure that fish receive their daily food over multiple feedings throughout the day, divide the amount to feed into the number of feedings you are able to do. This portion is called a “ration.” Fish should receive either their entire ration or be fed until they are no longer actively feeding, whichever occurs first. It is not uncommon that early in rearing, fish may not eat their entire ration but should once they are feeding well. If fish are not eating their entire ration you may need to increase the number of feedings and decrease the ration amount to accommodate what the fish need. As the fish grow, this will change, so you will be able to increase the ration per feeding and decrease the number of feedings. Observe your fish while feeding. Their behavior will let you know what they need and if you need to make adjustments.

SIC 23 Food Always keep in mind that

BioVita Starter 1 for approximately two weeks. salmon naturally inhabit Feed the fish often, as much as every half-hour, clean flowing water. They during this critical learning period for getting fish to do not tolerate poor water eat an artificial food. Be careful not to overfeed. At this early feeding stage most food will not be eaten. quality and will become sick Total daily food amount: ¼ tsp. per day. See feeding and die if the water quality is schedule. not maintained.

BioVita Starter 2 for approximately two weeks (weeks three and four). Fish should be feeding well by now. Distribute total daily food amount over several feedings, five to six times per day. Total daily food amount: ½ tsp. per day. See feeding schedule.

Biodry 1000 1.2 mm, 1.5 mm, 2.0 mm Follow feeding schedule to determine when to switch fish to the next food size. You can experiment by feeding a few of the next-sized pellets when the fish appear close to the size shown in the food schedule. They are ready for a larger pellet when they are able to eat the food without spitting it out. Distribute daily amount over several feedings, five to six times per day. Feed amount: Consult the Feeding Schedule for the appropriate amount.

Feeding Measurements A printable feeding chart is on the following page. Amounts are for each day. Daily rations can be split into multiple servings. A vitamin tray works well for splitting feedings.

Feeding on the weekends We understand that it is not possible for someone to care for the fish 24 hours a day, seven days a week. In the event that someone is at the school to feed the fish on weekends, please do so. If not, please feed the fish late on Friday and early on Monday.

Feeding during holiday breaks It is required that feeding the fish is continued over all holiday breaks including, but not limited to: Thanksgiving, Christmas and Easter. Please make arrangements for the fish to be fed at least every other day during school breaks. However, the fish should be checked over the break as necessary to ensure they are doing well and all equipment is functioning properly, as well as collecting water quality data and siphoning the tank at least once per week.

SIC 24 20 10 3.5” + 2.5-3” 2.0mm 1.5mm 2 1/2 TSP 1 1/4 TSP 9 19 3.5” + 2.5-3” 2.0mm 1.5mm 2 1/2 TSP 1 1/4 TSP 8 18 3.5” + 2.5-3” 2.0mm 1.2mm 2 1/4 TSP 1 1/4 TSP 7 17 3.5” + 2-2.5” 2.0mm 1.2mm 2 1/4 TSP 1 1/8 TSP 6 16 2 TSP 1 TSP 3.5” + 2-2.5” 2.0mm 1.2mm 5 15 2 TSP 3.5” + 2-2.5” 2.0mm 1.2mm 3/4 TSP 4 14 #2 3.5” + 2-2.5” 2.0mm 3/4 TSP Mandatory Copy Me Page 1 3/4 TSP

3 13 #2 3-3.5” 1.5-2” 2.0mm 1/2 TSP 1 3/4 TSP 2 12 #1 3-3.5” 1-1.5” 2.0mm 1/4 TSP 1 1/2 TSP 1 11 #1 3-3.5” 1-1.5” 2.0mm 1/8 TSP 1 1/2 TSP Week Notes Week Notes Food Size Food Size Fish Length Fish Length Calendar Date Calendar Date Amount per day Amount per day Feeding Schedule and Data Sheet

SIC 25 Notes/Observations/ steps to correct problem Additives 0 ppm Ammonia 75+ ppm Hardness 0 ppm Chlorine ppm 120-180 Alkalinity Nitrite <.5 ppm This is a mandatory copy me page Nitrate <40 ppm Ph 7-7.5 Temp. # of Fish Date Tank Maintenance Chart SIC 26 Maintaining Water Quality Water Quality Warning: failure to adhere to the standards below will put Timeline your salmon at risk for mortality. Mandatory: Completing water quality testing/data sheets is mandatory. Daily, or at least weekly, test and record fish and tank Weekly (minimum) or daily, as needed: information on the Tank • Test water quality including ammonia, pH, nitrite, nitrate, Maintenance Chart. hardness, chlorine and alkalinity. Record results on Tank Maintenance Chart. If levels are unsatisfactory, follow Weekly: instructions in Troubleshooting Guidelines to remedy. Clean tank at least once each Continue testing on a daily basis until safe levels are week per directions under reached. Maintaining Water Quality. • Perform water exchange by removing approximately 25% of water in tank and replace with fresh, clean **For hard scale and lime build up water. If using municipal water supply, dechlorinate you can soak plastic/glass parts water and test for chlorine prior to putting water in tank. in 1 part vinegar & 1 part water • Siphon waste from tank. Remove all visible uneaten for a day and scrub. Rinse 3 times with fresh water and let dry before food and waste from tank. Allowing these to remain in using with fish. the tank will decrease overall water quality, stress the fish and can cause harm or mortality. • Remove dead eggs/fry/fish immediately. They can grow Fish Mortality bacteria and fungus, which can infect nearby healthy fish. Occasionally fish may die due to disease, water quality issues, equipment failure or Filter Maintenance other issues. Canister Filters with carbon filters • Once a month change carbon and filter material • If you start losing fish Canister Filters with permanent filter media regularly, please reach out • Once every two months, rinse media in old tank water right away to our Coordinator Hanging Filters (HOB) Tracy Page at paget3@ • Every week, replace one filter pad (alternating) michigan.gov for help • Biowheels only need rinsing in old tank water if visibly diagnosing and solving the clogged, or not spinning issue. You can also receive Sponge Filters peer advice on the Michigan • Once a month - remove from tank, and squeeze in a Salmon in the Classroom bucket of tank water until it mostly runs clear. Facebook group. • With multiple sponge filters, space out maintenance to not be the same week. • If you suffer a catastrophic loss of your eggs or fish (75% • Never change/rinse all filter media in the same week. This or more), you can complete a will disrupt or wipe out your beneficial bacteria. Always Fish Loss Form and submit it rotate media changes. with your tank maintenance • Always use old tank water to rinse filter media. Chlorinated charts and a tank picture. We tap water can kill your beneficial bacteria. can then help solve your • Always immediately clean any filter that looks clogged or issues, and may grant new covered in debris. fish that the teacher would • To prevent eggs or fry getting sucked up into filters, you can be responsible for driving to cover the end of intake tubes with window screen and a the hatchery to obtain. Fish rubber band. must be picked up within two weeks or by March 31.

SIC 27 The Nitrogen Cycle In natural ecosystems, there exists a diverse community of organisms that break down waste. This biotic community contributes to a common life cycle called the NITROGEN CYCLE. Nitrosomonas and Nitrobacter bacteria are key components of the cycle, and are considered a type of beneficial bacteria. The bacteria act as a natural filter. After a series of conversions, toxic waste products are rendered benign. The ideal fish tank environment will mimic this, but on a much smaller scale.

The Salmon Tank A newly set up tank is not instantly ready to support life. The process of tank maturation, better known as “cycling”, describes how organic wastes are dealt with as bacteria establish within the confines of the aquarium. An aquarium is essentially a boxed-in ecosystem. In this environment, it can be challenging to achieve biological harmony. The tank must completely cycle for salmon to begin to thrive - which can take up to a month. Prior to hatching, the fish are not producing waste. Therefore, it won’t be until you have swim -up fry and they begin feeding that the nitrogen cycle begins. As the fish begin to produce waste, harmful ammonia levels in the tank will rise until beneficial nitrifying bacteria begin to colonize and convert it to less toxic forms. Unassisted, this process can take many weeks to establish. Use of a bacterial additive such Seachem’s Stability or a cultured sponge filter will reduce the time it takes to cycle the tank.

SIC 28 Beneficial Bacteria in the Aquarium It is important to have certain bacteria in an aquarium to keep the water quality balanced by processing these wastes. When starting from scratch, everything you buy will be sterile. Beneficial bacteria will establish over time, but until colonization is complete you must take extra care in how the tank is maintained. A healthy tank will have a house for beneficial bacteria in the form of porous filter media. This can be of sponge or ceramic design. Tank filtration consists of three stages: Mechanical, chemical, and biological. Mechanical filtration involves the trapping of wastes, chemical refers to the carbon component that absorbs impurities, and biological refers to bacterial activity on bio-media. The increased surface area and constant, driven flow of water through bacteria on the bio-media keep wastes processed between water changes. Remember, a brand new filter will be biologically useless in the first weeks of tank establishment. The Importance of Cycling Regardless of whether you let the tank cycle naturally or speed up the process, the tank will require a large colony of beneficial bacteria to function properly. When the nitrogen cycle is not fos- tered and a tank is hastily put together, the salmon you receive can suffer what is called New Tank Syndrome. This is a term coined from the loss of fish that commonly occurs when a tank is not cy- cled. Using bacterial additives (products such as Stability or an established sponge filter) will keep the tank at optimal functioning during this critical period. Both ammonia and nitrite have to spike and settle independently before the tank is fully cy- cled. A buildup of nitrates shows that the bacteria are hard at work. Until you get test results that indicate cycling is complete, do not change filter media or perform water changes except in the case of overfeeding. Never change all media at the same time, always rotate weekly.

The chart above illustrates the typical progression of tank cycling. Cycled = no ammonia, no nitrite, and low nitrate that you remove with water changes.

SIC 29 Testing your water– How to tell when the tank is cycled The first thing you should do is test your source water. Once you know your normal parameters, you can detect the changes in your tank over the cy- cling period. Since the nitrogen cycle deals with nitrogenous wastes, testing for ammonia (NH4), nitrite (NO2), and nitrate (NO3) will be critical in determining the health of your tank. A new tank will go through an inevitable “ammonia spike” which will level off as the beneficial bacteria begin to establish. This is perfectly normal. Tanks with elevated ammonia levels post-cycling, however, are experiencing an increase in waste load and a decrease in efficiency of already colonized bacteria. This kind of spike must be addressed quickly. Normal Water Quality Progression in a Cycling Tank

Readings What’s happening Prognosis

Ammonia: 0-0.25 ppm Phase 1: This water may have This is where you would add a bacterial additive or cultured sponge Nitrite: 0 trace levels of ammonia, but no other readings, indicating it is filter to kick-start the cycling process. Nitrate: 0 fresh and has little to no biological activity. Ammonia: 0.50-4.0 Phase 2: This is where the am- At this point, it is important to monitor ppm monia is spiking as the tank be- the ammonia levels. The use of Ammonia Alert can indicate quickly Nitrite: 0-0.50 ppm gins to cycle. The nitrites are be- ginning to build and you are just when levels gelt dangerously high. Nitrate: 5.0 ppm starting to get nitrate readings. Every salmon tank should have this. This does not replace testing ammonia with your drops as they measure two different forms of ammonia. Ammonia: 0-2.0 ppm Phase 3: When the ammonia lev- The worst of the ammonia spiking has Nitrite: 0.25-2.0 ppm els off and begins to drop, you are passed, so it won’t be much longer until headed in the right direction. The the tank reaches a balance. Continue Nitrate: 5.0-20 ppm nitrites may continue to climb to pay close attention to ammonia and slightly and the nitrates build. This nitrites. is a half-way point.

Ammonia: 0-0.25 ppm Phase 4: The tank has now been This is the ideal range of parameters. Once the tank is cycled, only a dramatic Nitrite: 0-0.25 ppm cycled. The ammonia and nitrite readings should be trace to zero. increase in waste or decrease in bacte- Nitrate: 10-40 ppm Nitrates in the mid-range indicate ria will throw it off balance. Keep up the bacteria are working. with partial water changes and filter maintenance to keep nitrates low.

SIC 30 Why is my ammonia so high? So you’ve tested your salmon tank, and you notice the chart reading for ammonia is REALLY high. This is a very common problem, usually caused by not enough water changes in combination with overfeeding. If uneaten food is not removed, it will decompose and release toxins into the wa- ter. The more that is left uneaten, the worse shape the tank will be in. However, if you address overfeeding quickly and do regular water changes that target siphoning the bottom of the tank, you won’t likely reach an emergency situation. The stress from a sudden spike in ammonia levels can be lethal. The Ammonia Alert devise is a quick way to notice, but then should be followed up with full water parameter testing with you API Test Kit.

What is ammonia and what makes it so toxic to salmon? In their natural environment, salmon thrive in very clean and highly oxygenated streams. They are sensitive to toxins, especially ammonia. Ammonia is a compound released from dead or decaying organic matter. In the aquarium, this is encountered with dead fish, uneaten food, and the normal respiration and excretory functions of fish. Salmon produce a lot of waste and if the tank cannot handle the load, it becomes hazardous to the animals. If they are exposed for long enough or to high enough concentrations of ammonia, both respiration and swimming will become impaired. This will manifest in labored breathing and atypical behavior. If not remedied, the cells become irreparably damaged and the fish will die. Always check filters for dead/decaying fish and remove. Placing some window screen over the intake can prevent eggs/fry from getting sucked in.

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SIC 31 Alkalinity, hardness, and pH The pH of the tank is heavily influenced by hardness and alkalinity. Hardness can be broken down into gH (general hardness) and kH (carbonate hardness). Alkalinity is a measure of the buffering capacity of a tank (and another term for the water hardness). Carbonate hardness or alkalinity is important to maintain above 2 degrees carbonate hardness (dKH). The kH levels in your salmon tank will determine how resilient the environment is to pH drop. The pH can do what is known as a pH “crash” if levels of ammonia and organic wastes contribute to an acidity that the dKH cannot buffer. This usually occurs after the tank has gone too long without proper maintenance. A test will reveal a precipitous drop in pH from the norm. In order to avoid crashing the pH, a tank with naturally low kH readings will require more frequent water changes than a tank with higher kH readings will re-quire. Avoid tampering with your source water as much as possible As long as your source water is above 2-3 dKH (or 70 ppm), there isn’t much need to fuss over pH or alkalinity. The best thing you can do is use the most convenient source of water for your salmon tank. Fish are most healthy in a stable environment. Adding too many chemical adjusters (such as pH increasers) may stress out the fish and result in more trouble later. In the case of ex- tremely low kH, you can safely add the following to your water with every water change:

1 tsp Alkaline buffer and 1/2 tsp Acid Buffer for every 10 gallons

Lansing city water, for example, typically has very low kH and will need this additive to keep balanced. Refrain from solely using sources of water that have no buffering capacity at all, such as reverse osmosis (RO), rainwater, or distilled water - but they can be mixed with tap water. Chlorine and Chloramines in source water Chlorine and chloramines are toxic to fish. Conduct some preliminary tests or check ahead of time whether your source water contains these additives so that you can buy the product to treat the water in advance. Generally, if you are drawing from a source that does not have chlorine or chloramines, you do not need to use a dechlorniator or water conditioner. Almost all municipal supplies of water will contain chlorine or chloramines, so if you have city water sources you will need a treatment product such as Seachem’s Prime. Schools also sometimes treat water. What if water from my tap tests positive for ammonia? If your initial tap water test yields ammonia, it is advised you treat your water with a water conditioner product called Prime. This product will neutralize trace amounts of ammonia as well as neutralizing chlorine and chloramine at five times regular dosage for up to 24 hours. Amguard is another product that can work for this, and exclusively treats for ammonia. SIC 32 Using your understanding of the nitrogen cycle Ammonia and nitrites are kept in check by established bacterial colonies, but that does not mean you don’t have to clean the tank. Regular siphon of debris, exchanging 25% of the water, and cleaning/replacing filter media. Long gaps between water changes allow nitrate to build up, slowly but surely, to the point of becoming increasingly toxic. Nitrate is a chronic exposure risk. So make sure you also keep up on water changes once a week after the tank is cycled to avoid un-necessary fish loss. If the bio-load exceeds what the tank can handle, the ammonia, nitrite, and nitrates will rise again. Adding additional sponge filters can provide more bacteria surface area.

Avoid New Tank Syndrome: - Feed only as much as directed. Opt to slightly underfeed rather than overfeed. - Add bacterial supplement such as a cultured sponge filter or Stability to help cycle tank and keep bio-load in check. Once established, rotate your filter maintenance to only replace/clean one per week. - Test water daily and focus on ammonia, nitrite, and nitrate readings for diagnosis. If the kH is below 3 dKH, contact the coordinator for recomendations and add acid and alkaline buffer as directed .

Important things to remember 1. Stress is often the underlying cause of problems with fish. 2. Poor water quality is a major cause of stress. 3. Water quality is improved by beneficial bacteria. When in doubt - add another sponge filter. 4. Bacteria and filtration work together to keep the tank clean for a finite amount of time. 5. The long-term balance and health of this tank “Ecosystem” requires regular maintenance (water changes, testing, changing filter media).

Can't get a handle on your water parameters? Contact the Coordinator

Feel free to please contact the Salmon in the Classroom Coordinator, Tracy Page at [email protected] if: -Your water parameters are rising even with regular water changes and filter maintenance. - If you are experiencing fish loss. - If you experience an algae or bacteria bloom. - If you have any general concerns about your tank or fish health You can always reach out for peer advice on the Michigan Salmon in the Classroom Facebook group as well.

SIC 33 Notes Beware that your API water test kit drops, and the Ammonia Alert wheel measure two different forms of Ammonia. Always use both, but record test kit results on your data sheet. Large rolling trash cans are great for letting water age. You can then use a small pump to put the water in your tank after it has aged. Not all eggs will survive in your tank and even less would survive in the wild. Use this as a teachable moment. Teachers receiving green eggs from the weir may experience higher egg mortality than eyed eggs picked up from the hatchery. To reduce mortality, eggs are treated at the hatchery and non-viable eggs are removed on a daily basis. At the weir, this process has not yet taken place and therefore the potential for higher mortality exists. Birth defects and deformity are naturally occurring genetic variations, they occur in wild salmon streams as well. Use this occurrence as a teachable moment, for example introducing survival of the fittest or favorable adaptations brought on through genetic mutations. Egg size varies due to genetic variables (think tall parents tend to have taller offspring). Also, fish grow at varying rates due to environmental variables, i.e. bigger fish may out-compete smaller fish when feeding. Use this as a teachable moment. For example, what traits may be passed on by genetics; eye color, body type etc. vs. how our environment shapes genetic make up, i.e. people who have access to superior food, shelter etc. will typically be healthier, larger. Genetics is not the only determining factor in development of living things. ment Recommended Course of Treat - Contact the coordinator to prevent further loss. Step 1. Stop feeding your fish and do not resume feeding fish until ammonia has leveled off. Step 2. Siphon tank debris and do a 1/4 water exchange. Step 3. Retest. Step 4. Repeat steps 2 and 3 daily until ammonia has leveled off. Add dechlorination tablets to water when performing exchanges OR, allow water to sit out in the sunlight before a water exchange and the chlorine will dissipate over a period of approximately one day. Remove dead eggs to prevent additional problems affecting nearby healthy eggs. Take no additional action. Take no action Try rationing in a small amount of the next size smaller food. Feed larger food first, then feed smaller food. - Cause Tank is not being cleaned regularly enough; uneaten food or waste is raising levels. Municipal water supply is being used and chlorine is not being removed. Or your school has chlorinated the water. Natural mortality (if tank nutrient and tempera ture levels are within acceptable range) If water parameters are within normal limits, it may be genetic birth defects Fish vary in size naturally Problem Troubleshooting Guidelines Ammonia level is HIGH Chlorine detected in water Dead eggs (white) Fish are deformed Fish are not uniform in size SIC 34 Notes Interpret EMS in an ecosystem perspective. happens both in the wild and a hatchery setting. Biologists can learn a lot about what is happening to fish in the wild by they observe in hatchery fish. For example, finding a high prevalence of EMS in fish at a hatchery can indicate there is a high instance of EMS in the wild. However, eggs received by teachers have come and will from several different females. The chances of having high levels EMS in the group reduced. therefore is teacher individual an by received eggs of There are many different pathogens that get passed on from the adult to offspring. If many fish are exhibiting behavior , it could be a pathogen. If one fish is exhibiting this behavior could be the result of injury from tank maintenance, see below. If many fish exhibit the behavior, it could be a pathogen. o ne or only a few fish exhibit the behavior, it could be result of injury from tank maintenance. Genetic mutations and variance are natural. Use it in the classroom: Explain how chemical equilibrium is maintained in nature and how a closed system is different. Another teachable moment. Recommended Course of Treatment Step 1. Stop feeding your fish and do not Step 1. Stop feeding your fish and do not resume feeding fish until Nitrite levels off. Step 2. Siphon tank & do a 1/4 water exchange. Step 3. If Above 2 ppm treat with aquarium salt. Step 4: Retest. If high continue daily water changes, do not change filter unless clogged. Step 5: If tank was cycled, add additional sponge filter for beneficial bacteria. If activity occurs after the first few weeks of feeding, the cause is not EMS. Measure your water parameters, increase your siphoning and water change routine, contact the coordinator for help. Assess other possibilities, see below. Contact coordinator. Be very careful when cleaning dead eggs, siphoning waste or exchanging water in the tank. The harmful effects of injury during tank maintenance may not be visible until later stages of development. Take no action Step 1. Stop feeding your fish and do not resume feeding fish until Nitrate levels off. Step 2. Siphon tank & do a 1/4 water exchange. Step 3. Retest. if still dangerously high, proceed to next step. Step 4: Add Amquell or similar treatment product per label instructions (not more then once in 24 hrs) Step 5: Repeat Steps 2 & 3 & 4 daily until Nitrate level has reached safe PPM. Cause Tank is not fully cycled or bioload has passed good bacterial capacity. Build up of meta - bolic waste. Water parameters are outside of normal range. Or Early Mortality Syndrome (EMS) OR, see below. Pathogen OR see below. Injury from tank maintenance OR see below Genetic abnormality Build up of metabolic waste Problem Fish lying on bottom of tank or swimming on side Nitrate at unsafe level Nitrite at unsafe level Troubleshooting Guidelines SIC 35 Notes Stable pH is more important than the value. As long as your does not change drastically, your fish will adjust. Using the daily ration split into small amounts, train fish to swim up and eat the food. Chillers and their components are available at fish shops, hardw ares local aquaponics stores. If you have an issue call around to fin d expert. For maintenance and repair you will want an airconditioning specialist. Most manufacturers are quick to send replacement parts if needed. If your pH is slightly higher or lower than the ideal range of 7.0 - 7.5, don’t panic. Stable pH is much more important than the actual value. If pH is rising, please address ammonia levels. Do not feed more than the recommended amount. Doing so will reduce water quality. It is always better to underfeed than to overfeed. Call an airconditioning specialist for repair, or visit a local fish store, hardware or aquaponics store for a replacement chiller. If you suffer 75% or more Fish Loss early in the year, replacem ent fish may be available. You will required to submit a Fish Loss report, all water quality data, and a picture of your tank/filter. Take appropriat e corrective actions before replacement fish may be granted prior to March 31 - Recommended Course of Treatment stall a small fan or vent holes if needed. Adjust chiller setting to only change 1 degree per day not shock fish. If you find it is a part failure, contact the manufacturer, or local air conditioning specialist. Aquaponics stores also will have experts and carry components. Check that chiller has adequate ventilation and air flow. In Place ziplock bags of ice in the tank to maintain temperature. Run an extra airline to increase oxygen. Troubleshoot your chiller with their manual or customer service. Contact the coordinator at [email protected] and post in the Facebook group for peer advice. Data needed: water parameter sheets, picture of tank/ filter setup, and a Fish Loss Report Siphon out waste and uneaten food; do water exchange. If levels still do not decrease, add chemical treatment (such as “pH Down”) available at most aquarium supply stores. Be sure to follow directions carefully and allow enough time for additive to cycle through before retesting. Wait until at least 80% are swim up before initiating feeding. Siphon out waste and uneaten food, do water exchange. Double check feeding rates. pH will probably never be <7 unless the water supply is surface water. Purchase chemical treatment from local aquarium supply store such as “pH UP” to increase the pH normal levels. - - - email the Coordinator, Tracy Page at [email protected] for help. - Cause nent failure Power outage, over heating, or compo Equipment failure or power outage Ammonia concen tration rising due to build up of meta - bolic by-products. Genetic variability Tank not being cleaned on a regular basis; feeding too much Soft water Water parameters are off, overfeed ing, under-filtering, etc.

Problem For any water quality or fish health issues, you can always post in the Michigan Salmon Classroom Facebook page for peer advice, and pH is suddenly HIGH (above 7.5) Some fish are ready to begin feeding; others still absorbing yolk sac Uneaten food fouling water Chiller Error Chiller Failure Fish loss pH is LOW (below 7.0) Troubleshooting Guidelines SIC 36 Releasing Your Salmon It is important to understand the goal of the program is to provide students with an educational opportunity to learn about the salmon life cycle and natural resource conservation. It is not intended to be part of a fish stocking or fish recovery program. Because of the small number of fish you will be releasing, survival may be low. However, taking proper care of your fish and releasing them into favorable habitat will increase their chance of survival. Having even one fish survive until release time is a success!

Releasing the salmon that you and your students have cared for over the course of an entire school year is one of the most exciting aspects of the program. It is important that you release your salmon into a suitable habitat to provide them with the best possible opportunity of surviving. It also is essential that you adhere to the regulations that have been put in place by the DNR as outlined below. Please read the information carefully.

Stocking Permit A stocking permit is available on michigan.gov/SIC after March 15 each year. The Permit must be in your possession when stocking your fish.

Stocking Report The second page of your permit is your Stocking Report. You must complete both pages of your permit/report, complete with your stocking information, and submit to the DNR within 14 days after your release in the spring. This is important because without this information, you will not be sent your Scientific Collectors Permit next year to continue in the program.Failure to submit by June 1 will result in automatic removal from the program.

Where You Can Stock Your Fish Step 1: Determine which Fisheries Management Unit (FMU) your school is located in. Step 2: Choose a stocking location in your FMU from the list of approved stocking locations.

Pre-approved Release Locations You may stock your salmon in any of the rivers, lakes or streams on the approved list. If you are still unsure of your stocking location, contact your Salmon in the Classroom coordinator, Tracy Page.

How to Transport the Fish to Your Stocking Location

• Transfer your fish and the water from your tank into a 5-gallon bucket. Do not overcrowd the fish; use more than one 5-gallon bucket if necessary. • Fill a 5 gallon bucket ¾ of the way full with clean, fresh, cold water - from the tank. If fish are 3-4” in size and will be in the bucket for 30 minutes or less, place 40 – 50 fish per bucket. • If fish are greater than 4” in size and/or will be in the bucket for longer than 30 minutes, place only 25 – 30 fish per bucket. • It is important to understand that no matter what size the fish are, the longer they are in the bucket, the more stressful it is on them. • If the fish will be in the bucket for more than an hour, aerate the water in the bucket with a battery operated bubbler, and pack ice in a plastic bag around or in the bucket. • Upon arrival at the river, take the temperature of the river water and the temperature of the water in your bucket. If there is a difference of five degrees or more between the two, you will need to acclimate the fish before releasing them into the water. • To acclimate the fish, gradually replace the water in the bucket with river water. You should replace only one-quarter of the bucket water volume every 15 minutes with river water to avoid temperature shock. • You can also measure the river temperature a week ahead and adjust your chiller 1 degree per day to get the temp. closer for release day. SIC 37 Fisheries Management Units

SIC 38 List of Approved Stocking Locations Pre-approved stocking locations for the Salmon in the Classroom program listed by Fisheries Division Management Unit. Last updated 04/18

Eastern Lake Superior Management Unit Western Lake Superior Management Unit Anna River Big Iron River Big Two Hearted River Black River Dead River (From Tourist Park to the river mouth) Black River Harbor (Lake Superior) Lower Tahquamenon River (including river mouth) Carp River St. Mary’s River Trap Rock River Sucker River Southern Lake Huron Management Unit Any stream within the Management Unit Northern Lake Huron Management Unit Lake Huron Black River Carp River TRIBUTARIES of the bodies of water listed through this Cheboygan River sheet are acceptable stocking locations. Mill Creek Ocqueoc River St. Mary’s River Thunder Bay River Southern Lake Michigan Management Unit Trout River Black Creek Van Etten Creek Black River Blue Creek Central Lake Michigan Management Unit Galien River Bear Creek Grand River, prefer below Moores Park Dam Lansing The Bear River, Charlevoix County Kalamazoo River, prefer below Lake Allegan (Calkins) Dam Betsie River Macatawa River/Lake Boardman River Mill Creek, Berrien County Bowen Creek Paw Paw River Boyne River Pigeon River, Ottawa County Carp Lake Outlet Pine Creek, Van Buren County Crystal River Red Cedar River Little Manistee River Rogue River, prefer below Rockford Dam Manistee River below Tippy Dam St. Joseph River, Berrien County Medusa Creek Muskegon River below Croton Dam Pentwater River Pere Marquette River Lake Erie Management Unit Platte River Belle River mainstream below town of Memphis Sable River, below the dam at Ludington State Park Black River below dam in Port Huron State Game Area White River Clinton River below the City of Pontiac Huron River, downstream of the Flatrock Dam in Flatrock. There is a city park (Huroc Park) just upstream (west) of Telegraph Road and just down Northern Lake Michigan Management Unit stream of the dam. Menominee River below Hattie Street Dam Lower Rouge River Cedar River below Veterans Park Dam @ Powers N. Branch Clinton River Ford River Escanaba River below Dam 1 @ US-2 Thompson Creek below US-2 Manistique River below Papermill Dam Black River Millecoquins River below Millecoquins Lake outlet Brevoort Lake before Brevoort Lake outlet

**Below refers to downstream SIC 39 Michigan Department of Natural Resources – Marketing and Outreach Division

SALMON IN THE CLASSROOM PERMIT TO STOCK FISH INTO PUBLIC WATERS OF MICHIGAN This permit is issued under the authority of Section 48735 of Part 487, Sport Fishing, of Act 451, P.A. 1994, as amended. Failure to comply with the conditions of this Act and permit shall be cause for revocation of this permit. The penalty for stocking fish into public waters of the state without a permit is a misdemeanor, punishable by imprisonment for not more than 90 days, or a fine of not more than $500.00, or both.

FOR TEACHERS HOLDING A VALID SCIENTIFIC COLLECTOR’S PERMIT FOR THE SALMON IN THE CLASSROOM PROGRAM, AUTHORITY IS HEREBY GRANTED TO STOCK FISH INTO PUBLIC WATERS OF THE STATE. FISH SAMPLEMAY BE STOCKED ONLY IN PRE-APPROVED LOCATIONS (for a list of locations, go to www.michigan.gov/sic). Teacher’s Name Email Address SAMPLE School Name School Telephone

LAWS, CODES AND PERMITS. Permittee recognizes that this permit does not obviate other requirements of federal, state, or local law. Permittee agrees to comply with all applicable laws, regulations, and codes, and shall obtain any other necessary permits in connection with the activities that are the subject of this permit.

LIABILITY. Permittee hereby releases, waives, discharges and covenants not to sue the State of Michigan, its departments, officers, employees and agents, from any and all liability to Permittee, its officers, employees and agents, for all losses, injury, death or damage, and any claims or demands thereto, on account of injury to person or property, or resulting in death of Permittee, its officers, employees or agents, in reference to the activities authorized by this permit.

INDEMNIFICATION. Permittee hereby covenants and agrees to indemnify and save harmless, the State of Michigan, its departments, officers, employees and agents, from any and all claims and demands, for all loss injury, death or damage, that any person or entity may have or make, in any manner, arising out of any occurrence related to (1) issuance of this permit; (2) the activities authorized by this permit; and (3) the use or occupancy of the premises which are the subject of this permit by the Permittee, its employees, contractors, or its authorized representatives.

3/14/2018 Kevin W. Frailey, Education Services Manager Date Michigan Department of Natural Resources

Stocking Permit & Report is updated annually and can be found online after March 15 at www.michigan.gov/sic

Also found online is a draftPage press1 of 2 release that can bePR5172 (Rev. 03/05/2018) used for media contacts.

SIC 40 SALMON IN THE CLASSROOM PUBLIC WATERS STOCKING REPORT SUBMIT WITHIN 14 DAYS OF STOCKING This report is required under the authority of Section 48735, Part 487, 1994 PA 451, as amended

You are required, by law, to return a completed Stocking Report to us within 14 days of your salmon release or your participation in the program will be terminated.

Waterbody County Date Stocked

Species Stocked Average Size of Fish (inches) Number Stocked

1. a) If you are not stocking any fish back into a Michigan waterway due to fish die off, please explain the probable cause (i.e., bacteria, chemical levels in the water, equipment failure, or no obvious cause, SAMPLE etc.): SAMPLEb) At which stage did you experience loss? (eyed eggs, sac fry, swim up fry)

2. Are you planning to participate in the Salmon in the Classroom program again next year? Answering “Yes” here qualifies as your renewal request and you need not reapply for a SIC Permit for 2018/2019 Yes No

a) If your answer is “Yes”, are there any changes to the previous permit? I.E., name of school, school address and/or phone number, e-mail contact information, teacher change, etc.

b) Is there a teacher change for primary? Name (if yes) New teacher must submit a completed SIC Admittance Request and attend a workshop

3. How many students participated/followed all or most of the curriculum over a length of time?

4. How many hours each week were spent using the SIC curriculum?

5. Student grade level?

6. Did you or your students create videos about the SIC experience? ☐ Yes ☐ No We are creating a YouTube channel – please email any videos that you can share to [email protected]

If you are willing to share SIC related photos, they can be emailed to [email protected]

Please mail or email your completed report to: Polly Gray – [email protected] Michigan Department of Natural Resources P.O. Box 30028 Lansing, MI 48909 Any Stocking Report not received by June 1, 2018, will cause an automatic drop from the SIC program A confirmation email will be sent to you within 10 days upon receipt of your report

Page 2 of 2 PR5172 (Rev. 03/05/2018) Stocking Permit must be in your possession while releasing fish. Your Stocking Report is due within 14 days of release.

SIC 41 Release Day Activities Releasing your salmon is a fun culmination to your year. Some teachers release salmon near there school with little fanfare. Others plan elaborate field days, invite other grade levels, community partners, and make a day of it. Anything in between is fine!

To help you plan your release day, here are some ideas from past SIC teachers:

Release Day Rotations:

• SIC Activities • The Great Swim • Fish Finder • Migration Fixation • Water Bug Hunt • What’s in the Water • Invasive species pull • Trash cleanup • Tree planting • Native flower planting • Nature hike • Fishing • Knot tying • Gyotaku • Macro-invertebrate sampling • Water quality testing • Turbidity (secchi disk) • Stream flow (tennis ball and a timer) • Water temperature • Stream side sketch • Journaling • Sit Spots • Bird identification • Plant identification

Guest speakers that may be in your area:

• “Friends of the River” group • County Conservation District • Sportsman groups (Trout Unlimited, Steelheaders, Fly Fishing, etc) • Nature Centers • Sea Grant • Department of Environmental Quality • Department of Natural Resources • University professors • Project FISH SIC 42 From a Supporter

Project F.I.S.H. (Friends Involved in Sportfishing Heritage)

What is Project F.I.S.H.

Involvement of youth in a long term and continuous, community supported, sportfishing and aquatic resource education program.

Vision:

To initiate and provide fishing education and fishing skills to interested adults and youth from Michigan's many diverse populations. This will preserve a natural heritage that ensures the future of fishing, which includes natural resources and environmental awareness, ethical fishing practices, fisheries stewardship, and positive developmental activities for children, families, and the community.

The Michigan Project F.I.S.H. program works through national, statewide and local partnerships including: Michigan 4-H Youth Programs, Michigan State University's Dept. of Fisheries and Wildlife, Michigan Dept. of Natural Resources Fisheries Division, recreation departments, service organizations, sportfishing industries/retailers, volunteers, and many others. Through this network of partners we further sportfishing education by supporting and training communities to create sustainable programming.

Project Goals:

• Provide multiple experience sportfishing giving youth gradual, sportfishing mentoring and a lifelong learning process. • Develop in kids an appreciation of the outdoors and outdoor ethics and behaviors. Encourage kids to spend time outdoors. • Introduce youth to sportfishing as a hobby and lifetime pursuit. • Reach youth through clubs, schools, and sportsmen's organizations. • Help adults as mentors spend time with youth. • Involve teachers, adult volunteer youth leaders, teen leaders, and retirees as mentors. • Provide training for volunteers, with volunteers attending as members of a local team. • Help instructors develop willingness and ability to start and sustain a long term program in their local communities (including management/coordinator strategies) • Help instructors and youth gain new knowledge and confidence, enjoyment of the outdoors, aquatic biology/ecology, ethics and angling skills. • Show local teams of instructors how to use available resources that highlight accessible fishing opportunities.

Contact : Mark Stephens 480 Wilson Rd, Room 13 Natural Resources Bldg. East Lansing MI 48824

517-432-2700 email [email protected] website www.projectfish.org

Check us out on Facebook at https://www.facebook.com/MSUProjectFISH/

and on Twitter @projectfish SIC 43 Decontamination

Be Invasive Species Aware! How to decontaminate your gear:

During your release event, and any aquatic Bleach: Chlorine bleach (e.g., Clorox® sampling activities you may do, you run Regular Bleach [sodium hypochlorite] or the risk of coming in contact with invasive equivalent products) 5.25% is commercially species. labeled for use as a disinfectant.

There are easy ways you can help to reduce Bleach is a widely used biocide and the spread of these harmful organisms: disinfectant agent, but it is corrosive to metal and rubber. • Select release or activity sites that are low traffic and low risk • Recommended bleach solution is ½ cup (4 • Always visit low risk sites first, and higher risk fluid ounces) bleach to 5 gallons of water. sites later • Learn to identify invasive species common • Apply by spraying or use a sponge so to your area and avoid them surface is thoroughly exposed to the bleach • Utilize waders with lug soles rather than felt solution. Contact time should be at least 10 soles minutes. Some gear types may require • Decontaminate your gear between sites rinsing with tap water after decontamination • Decontaminate your gear at the end of with bleach. your activities and store correctly • Chlorine bleach degrades over time and effectiveness as a disinfecting agent is For advice on decontamination and when it is diminished. After opening the original bottle necessary, view this video of bleach, it may only be used for a https://www.youtube.com/watch?v=ESnJ2SI25Mo maximum of two months.

• Use diluted bleach within a 24-hour period For a handy step by step reference, utilize this post-dilution because chlorine dissipates presentation rapidly. The words “Bleach Solution” and the https://www.michigan.gov/documents/ date and time of dilution must be written on invasives/AISDecontaminationModule_NoQuiz_ the container holding the diluted bleach. ADA_622958_7.pdf • Dispose of unused bleach and diluted bleach solution in the sanitary sewer.

SIC 44 End of the Year: Sanitizing and Storing Your Tank Equipment

Shutting Down your Aquarium To Sanitize: Following the release of your fish you will • Rinse, scrub and flush all equipment with need to properly clean, sanitize and store your fresh water to remove debris. equipment until the fall. Aside from disposable • Prepare a bleach solution of 2 teaspoons filter material, most of your equipment can be per gallon of hot water. (Use new bleach reused for many years if properly cared for. each year as it expires. Use the 8.25% sodium hypochlorite, unscented regular Cleaning Equipment bleach) In the least, you should heavily clean all • Remove disposable filter material. components before storage. This includes • Soak, flush, and scrub equipment, nets, reusable filter material, hoses, filters, nets, syphon, etc (wear gloves and goggles). syphons, etc. • Items can be soaked in bleach up to 2 hours. To clean equipment: • Rinse 3 times and let completely dry • Take apart and rinse all equipment, filters, before adding water for fish. and hoses. • Remove and toss disposable filter material Storing Equipment • Scrub debris from all surfaces. • Be sure to store your equipment where • Squeeze and flush sponge filters until the it will not be bumped or broken. Trash water runs clear. bags, or rubber maid tubs are excellent • Rinse permanent filter material. choices to store loose equipment and • Use 1 part vinegar and 1 part water to can be gently placed inside the tank until soak or scrub all equipment. This removes fall. Be sure to always store your tank on a hard water build-up as well as algae level surface. If unlevel, it can cause stress slime. Items can be soaked for 24 hours. cracks and pop seals. You can even fill your tank and run this • Always do a thorough check of all mixture through your filters, chiller and equipment before storage and plan for pumps. replacement pieces if necessary. • Rinse thoroughly with fresh water multiple • Check the seals on your tank. The silicone times. along the seams should not be pitted, • Completely drain and dry. or missing any sections. If the silicone is • For in-line chillers, most recommend pitted it is in need of replacement. This is running water (with vinegar) through a fairly simple DIY with YouTube videos to in the opposite direction, Rinse well follow. Or your can ask a local fish store if with fresh water, and drain. Follow your they offer this service. manual’s instructions.

Sanitizing with Bleach To reduce the transmission of disease and parasites it is always good to sanitize all equipment, not only in the aquarium, but your nets, syphon, etc as well. When sanitizing - DO NOT USE VINEGAR WITH BLEACH

SIC 45 From a Sponsor

Your Cold Water Conservation Partner

For information on programs and partnering opportunities, contact your local TU chapter or visit www.michigantu.org

Michigan Sea Grant provides support for SIC teachers

Visit the website for resources

www.miseagrant.umich.edu/lessons

This website features a suite of lessons, activities and data sets focused on the Great Lakes. Any of these resources may be easily incorporated into formal and informal educational settings.

All the lessons, activities, teacher tools and data sets are free and tar- geted for 4-12th grades.

SIC 46 Classroom Activities

Find more great activities in our Supplemental Activity PDF available on the website. www.michigan.gov/SIC “Curriculum Connections” tab

SIC 47 The Great Swim, adapted from Flying WILD Great Migration Challenge

Grade Levels Procedure 3-12 1. Print out station cards and cut in half Objectives 2. Using the masking tape, mount them Students will reenact the life of a non-native around the room or schoolyard. (At salmon in Michigan, and live through the least 5 feet apart.) happy days and perils of a little salmon’s 3. Stations 3, place two dice in a jar with a journey. lid. (Symbol on station cards corresponds to dice placement) 4. Stations 11, 13, 15 - place 1 die each in a Best Taught jar with lid Any time. Release day activity. 5. Stations 6 and 9, place circle stickers at the stations Materials 6. Station 15, place strings Great Swim half sheet game cards 7. Create a chart on your white board that Masking tape looks like the example below 5 dice 5 plastic jars Caught Died Tagged Spawned Circle stickers 6 inch pieces of string White board or large paper

Background Review the lifecycle of Chinook salmon Activity with your students. How did non-native Chinook get to Michigan? What are they 1. Students can start on either stations 1, 2, not considered an invasive species? How 3 or 4. does the Michigan Department of Natural 2. Students should read and follow the Resources support the Chinook Salmon directions on each station card until population? What ecological niche do they complete the simulation they take on? 3. Students should then record their results on the chart. They can, and usually will, Review Vocabulary with students mark and X in more than one column 4. Upon completion, talk with the class - alewife - phragmites about the results. Who was killed or - buttoned up - plankton harmed by an invasive? - Eurasian watermilfoil - predacious 5. Repeat the game as many times as - Fisheries Biologist - quagga mussels possible to start seeing new data trends - fry - rusty crayfish in successive “year classes” - hatchery - spawn - Sea Lamprey - tagged - natal stream - zebra mussels

SIC 48 High School Extensions

To simulate research by Fisheries Biologists, See copy me pages for Station Cards have your students run “replicates” of the game. Each student completes the simulation 3 times and records their data. Using the full classroom data for all 3 replicates, have students chart trends they are seeing in the data.

Leading Questions:

How many salmon were negatively impacted by an invasive species? Are the data points connected with a trend line? Or stand alone? What percentage of fish spawn successfully? Multiply each successful pair of spawning fish by 5,000 eggs. How many fertilized eggs were introduced by the Great Lakes system for your seasons? Multiply each successful spawning fish by 147.7 lbs of food (amount needed to grow to adulthood.) How much food did they utilize from the ecosystem? Multiply the number of successfully caught fish by the average catch weight of 15 lbs. Compare the mass of fish caught, to the mass of fish food needed to raise those fish.

This activity is part of the Aquatic Invasive Species Enrichment Activity Kit made possible by a Great Lakes Restoration Initiative Grant to the Michigan Department of Natural Resources, Michigan Department of Environmental Quality, and the Michigan Department of Agriculture and Rural Development SIC 49 Aquatic Invasive Species Education Project Station 1

Watch out fry! You narrowly escape a predacious diving beetle. Crawl ahead 5 feet. Then move to Station 7.

Aquatic Invasive Species Education Project Station 2

Good news! Plankton is plentiful and your little fry self is growing well. Make a fishy face 10 times and move ahead 6 stations.

SIC 50

4 Aquatic Invasive Species Education Project Station 3

Good news! You are a salmon raised in a classroom by students. Roll the dice and enjoy an easy swim ahead that many stations.

Aquatic Invasive Species Education Project Station 4

Lucky you! You were raised in a hatchery and have a much better shot at life. Skip over to Station 6

SIC 51

5 Aquatic Invasive Species Education Project Station 5

Watch out for that invasive phragmites! You get tangled in the roots and lose your way. Act confused and wander back 3 stations

Aquatic Invasive Species Education Project Station 6

Before you leave the hatchery you need to be tagged! Place a sticker on your snout then move ahead 5 stations.

SIC 52

6 Aquatic Invasive Species Education Project Station 7

Way to go! Your little fry self has buttoned up and you are learning to eat plankton. Swim over 6 Stations.

Aquatic Invasive Species Education Project Station 8

You made it to the big lake! But, you can’t find plankton to eat because the invasive quagga and zebra mussels ate it all! Rest and count to 40, then sneak ahead 3 stations.

SIC 53

7

Aquatic Invasive Species Education Project tation

iheie Biologit catch you fo eeach hey tag you ith a coded ie tag and let you go ut a ticke on you face and im ahead tation

Aquatic Invasive Species Education Project tation

n inaie ea lampey latche on to you ide and make you eak al ahead pace

SIC 54

8 Aquatic Invasive Species Education Project tation

Bad ne! n inaie uty cayfih nipped you tail a you eted nea the gael oll the die and moe ahead that many tation

Aquatic Invasive Species Education Project tation

gull natche you up fo hi dinne ie damatically and tand ith you teache

SIC 55

9 Aquatic Invasive Species Education Project tation

You find the pefect habitat out in the big lake im aound in cicle hile you eat inaie aleie happily oll the die and im ahead that many tation

Aquatic Invasive Species Education Project tation

you im though ome uiet ate at the mouth of the ie hee you ee bon, you get tangled up in a mat of inaie euaian atemilfoil and get ay too am ie damatically and go tand ith you teache SIC 56

10 Aquatic Invasive Species Education Project tation fihe catche you and take a elfie e tho you back to catch anothe day ie a ting on you it and oll the die oe ahead that many tation

Aquatic Invasive Species Education Project tation

You hae matued and tat making you ay back to you natal team to pan im ahead tation

SIC 57

11 Aquatic Invasive Species Education Project tation n eagle nag you out of the ie fo it dinne ie damatically and go tand ith you teache

Aquatic Invasive Species Education Project tation

ihe ae lined up in the ie to catch you! lop on the line damatically until he put you in he coole o tand ith you teache

SIC 58

12 Aquatic Invasive Species Education Project tation You each the end point of you natal team, pan uccefully and then die natually Be happy that you babie ill be the net geneation of fih in the big lake! o tand ith you teache

Aquatic Invasive Species Education Project tation

You pan in you natal team and then hang out fo ahile ince you ae tied fihe catche you and make you he dinne You hae completed you lifecycle ith a pupoe o tand ith you teache

SIC 59

13 Great Lakes, These include fishing, boating, swimming, wildlife viewing, hiking and camping. Michigan’s natural resources support many Great Fish jobs and provide billions in economic revenue for businesses and seasonal Grade Levels destinations. 3 - 6 The Great Lakes are an enormous natural Objectives resource that provide a wide variety of Students will learn about different physical recreational opportunities as well as serve characteristics of each Great Lake, and the domestic needs of people. their location in comparison to the other Great Lakes. Procedure Ask the students to name the five Great Best Taught Lakes. Using the word HOMES may help. September/October; great foundation for H = Huron other lessons O = Ontario M = Michigan E = Erie Materials S = Superior (P=Provided in Teacher Resource Kit) (G=Provided in this guide) Activity 1: H2O Surface Area Great Lakes Basin Silhouette Students will figure out which Great Lake Five index cards each labeled from 1-5 is the largest. (Surface area measured in Tape square miles.) Have 5 different areas of Timer or clock the classroom assigned to each of the five Great Lakes. Post the Basin Map where all Background students can see it. (PDF available) • The Great Lakes comprise 20% of the 1. Hand out the cards numbered 1-5 to five Earth’s fresh water students. • They hold an estimated six quadrillion 2. Instruct the students to stand next to a gallons of water different Great Lake corresponding to • 40 million people rely on the Great how big the lake is with 1 representing Lakes for their drinking water the largest lake and 5 representing the • Standing anywhere in Michigan, a smallest lake. person is no more than 85 miles from one of 3. Set the timer for 30 seconds. the Great Lakes 4. When timer sounds, check the students • Spread evenly across the lower 48 to see if they are in the correct order. contiguous states, the water of the Great a. If they are in the correct order, Lakes would be nine-and-a-half feet deep briefly discuss results with students to reinforce order. People travel to Michigan from all over the b. If they are not in the correct United States and the World to take part order (more likely), indicate to in a variety of recreational opportunities students how many are correct (but related to the Great Lakes and its not WHICH are correct) and instruct surrounding land. them how many need to be changed. Set timer for 15 seconds.

SIC 60 5. Repeat until order is correct as shown What is different about the lakes? below: Lake size/area of lake #1: Lake Superior (31,700 square miles) Lake Huron is larger than Lake Michigan #2: Lake Huron Including Georgian Bay by area but holds less water by volume. (23,000 square miles) Because the two lakes have different #3: Lake Michigan (22,309 square miles) amounts of water, different fish species are #4: Lake Erie (9,841 square miles) able to flourish in each lake. There is more #5: Lake Ontario (7,326 square miles) light penetration in the shallower waters of Lake Huron, which promotes plant growth and supports a larger variety of fish species Activity 2: H2O Volume than Lake Michigan. Although salmon Which Great Lake holds the most water by and trout are found in Lake Huron, other volume? coolwater species such as walleye, yellow perch, smallmouth bass, northern pike and Repeat Activity 1 with the following order muskie also can be found in Lake Huron. being correct for volume: Lake Michigan, on the other hand, will have #1: Lake Superior (2,935 cubic miles) smaller populations of some fish species #2: Lake Michigan (1,135 cubic miles) because of its colder temperature and #3: Lake Huron (849 cubic miles) more open water conditions. Salmon and #4: Lake Ontario (393 cubic miles) trout do very well in Lake Michigan. #5: Lake Erie (103 cubic miles) Lake depth/volume of water Alternative activity Lake Erie covers more area than Lake Each student writes the names of all 5 Ontario, but Lake Erie is shallower and Great Lakes on a piece of paper. They then holds less water. Because Lake Erie is the must rank them in order from smallest to shallowest of the five Great Lakes, it also is largest by size and/or by volume. Students the warmest. Lake Erie is able to provide are called upon to read their answers habitat for fish that can survive in warmer aloud. The teacher then gives the correct temperatures such as walleye and bass. order. Great Lakes that are colder, such as Lake Superior, provide habitat for lake trout and other fish that can survive in much colder temperatures. Great Lakes Profile (The deepest spots) Niagara Falls Lake roughly 176’ drop Lake St. Clair Erie 27’ 210’ depth Lake depth Lake Lake Lake Huron Michigan Ontario Superior 750’ 925’ 802’ 1,335’ depth depth depth depth

SIC 61 This is a copy me page Great Lakes Basin Silhouette SIC 62 Fish Finder

Grade Levels Activity 3 - 12 1. Prior to program, set up 8 numbered fish identification stations using the color drawings of fish, one per table (laminating Objectives suggested). Each station should have a Students will learn how to identify different copy of the External Anatomy of a Fish. fish of the Great Lakes and how to use a dichotomous key. Students also will learn 2. Break students into groups of 3-4. about the physical characteristics of fish and 3. Each group should receive the following: how they help fish adapt to their environment. clipboard, data sheet and dichotomous key Students will learn about different physical 4. Give instructions on how to use a characteristics of the Great Lakes. dichotomous key. Explain that each question on the key has only 1 correct Best Taught answer. Following the directions after each September/October; great foundation for answer will lead down a path to the next other lessons question until a fish is identified, much like a Choose Your Own Adventure Story. Materials 5. Each group will start at a different station. (P=Provided in Teacher Resource Kit) 6. Each station should last approximately five (G=Provided in this guide) minutes and then students will rotate to Fish of Michigan field guide (P) another station. Michigan fish species illustrations (P) 7. After students have gone through all 8 of External Anatomy of a Fish (G) the stations, tally results on a chalkboard Fish Finder data sheet (G) or dry erase board, (i.e., at station number Dichotomous Key data sheet (G) one, group 1 identified the fish as a Chinook Dichotomous Key (G) salmon), in chart form. Clipboards Discuss the physical characteristics they used Background to determine what kind of fish they identified. • Approximately 150 species of fish live in How could they tell the difference between a the Great Lakes northern pike and a muskellunge? Or between • More than 3,500 species of plants and a steelhead trout and a Chinook salmon? How animals live in the Great Lakes can you tell if fish are in the same family? Wrap up.

Sources www.wiscfish.org/fishid/frames.aspx www.great-lakes.net

SIC 63 Dichotomous Key to Common Fish of Michigan This is a copy me page

1. Does the fish have an adipose fin? A. Adipose fin present > Go to 2. B. Adipose fin not present > Go to 3.

2. Salmonidae family: A. Fish has spotted tail and white mouth; commonly has a pinkish colored streak on its sides > Steelhead Trout B. Large black spots over tail and upper portion of its body; black mouth and gums; is commonly silver in color > Chinook “King” Salmon

3. What does the dorsal fin look like? A. Dorsal fin’s spiny and soft-rayed portions are connected as one fin > Go to 4. B. Dorsal fin sits far back on the fish’s body (very close to its tail) > Go to 5. C. Dorsal fin is divided into separate spiny and soft-rayed portions > Walleye

4. What body shape does the fish have? A. Fish’s body is longer than it is deep > Go to 6. B. Fish’s body is deeper than it is long > Bluegill

5. What special features does the fish have? A. Dark bars or spots on a light background > Muskellunge B. Bean shaped yellowish spots on green background > Northern Pike

6. How big is the upper jaw? A. The upper jaw extends past the eye > Largemouth Bass B. The upper jaw does not extend past the eye > Smallmouth Bass

SIC 64 Dichotomous Key Data Sheet

STEP 1: What kind of fish is it? Using the key provided, determine which fish species each drawing represents. Example: Chinook salmon and steelhead trout are both members of the Salmonidae family and look very similar. How can you tell the difference? Chinook salmon have a black mouth and gums; steelhead trout have a white mouth. Record the fish species and family. STEP 2: List the characteristics that led to your identification of the fish.

Fish Species Fish Family How did you (Chinook salmon, (Salmonidae, Largemouth bass, etc.) Centrachidae, etc.) know what kind of fish it was?

SIC 65 8 Station 7 Station 6 Station 5 Station 4 Station 3 Station 2 Station 1 Station 3 1 2 6 7 9 5 8 4 13 12 10 11 Grps Fish Finder Data Sheet This is a copy me page SIC 66 Migration Fixation Activity The object of the simulation is to have the team’s student token reach the end of the Grade Levels board – the Great Lakes! 3 - 6 1. Tape 8.5 x 11 pieces of paper down in a curvy line, mimicking a stream. Place Objectives Great Lakes basin map or Michigan To enhance understanding of salmon highway map at the finish after the behavior, life cycles, diseases associated last sheet. This is your game board. The with salmonids and fish culture vocabulary. Michigan map may work better at the The objective of the game is to be the first end to prevent tearing the basin map team (Chinooks or cohos) to reach the or place the last stop (basin map) on Great Lakes. a wall. 2. Place 20 ‘salmon cards’ upside down, Best Taught one per sheet. In spring, closer to date of fish release; 3. Divide the class into two teams; one also can be used to reinforce principles of will be the Chinooks, the other will be salmon migration. the cohos. 4. Each team chooses a ‘token’ piece -- a student who will wear a colored Materials T-shirt, red for the Chinooks team, blue (P=Provided in Teacher Resource Kit) for the Cohos. 20 salmon cards (G) 5. Roll the die (cardboard box) to decide Great Lakes basin map (G) which team goes first. Each team 20, 8.5 x 11 sheets of paper member (except the token) then takes Two large, colored cotton T-shirts (one red, a turn rolling the die; whoever rolls, one blue) physically moves the ‘token’ (student) One large cardboard box, with one the number of spaces on the roll (roll a to six black dots drawn on each side, 4, move 4 spaces, etc.) representing a die 6. Each space has a ‘salmon card’ Space to move around: gymnasium, etc. turned face down so it cannot be read before the ‘token’ reaches it. Overview When the ‘token’ lands on a space, This game reinforces students’ learning select another team member to read and the physiology and behaviors of the card and follow the instruction the salmon the students are raising in on the card. The team whose ‘token’ the classroom. Common fish culture reaches the Great Lakes first wins terminology is introduced.

The following pages are Copy me pages. Copy and cut on the dotted line.

SIC 67 You contracted Furunculosis, LUCKY SALMON CARD. move to a hatchery for a furogen dip. Save this card if you get TAKE 2 STEPS FORWARD. Bacterial Kidney Disease (BKD).

Ate a pound of black fly larvae, and got a stomach ache. You won the Master Angler STAY PUT AND MISS Award! ONE TURN. MOVE AHEAD 1 SPOT. Other team gets to roll die twice.

Imprinted on a smelly Avoid predation by a polluted river. muskellunge (muskie). TAKE A TRIP BACK TO THE MOVE AHEAD 2 TURNS. SPACE WHERE YOU CAME FROM ON YOUR LAST TURN.

Caught and released by an angler. Inflated your air bladder. STAY PUT UNTIL MOVE A HEAD 5 SPOTS. NEXT TURN.

SIC 68 Bacterial Kidney Disease (BKD) discovered Snagged in the fin by a in your river. poacher. Have a LUCKY SALMON MOVE AHEAD 3 SPOTS. CARD? Return card to deck and MOVE AHEAD 3 SPOTS.

Field Technicians clipped your adipose fin! Electroshocked out MOVE BACK TO START. of a stream. MOVE BACK 4 SPOTS.

Electroshocked out of a Successfully made a redd! stream. MOVE BACK 4 MOVE AHEAD 2 SPOTS. SPOTS.

Name all the life cycles of You eyed-up! a salmon successfully and MOVE AHEAD 2 SPOTS. MOVE AHEAD 5 SPOTS.

SIC 69 You got bit in the tail Fish Stocking Unit needs by a kype! more oxygen! MOVE BACK 3 SPOTS. MOVE AHEAD ONE SPOT.

Research Biologists conduct Your yolk sak has a Status and Trends Survey. buttoned up. MOVE BACK TO START. MOVE AHEAD ONE SPOT.

SIC 70 ecosystem is an indicator of the overall Water Bug Hunt health of the ecosystem. Different organisms can tolerate different levels of pollution. Some are very sensitive to pollution and their presence indicates the Grade Levels water quality is good. Other organisms are 3 - 12 pollution-tolerant and their abundance and lack of sensitive species signifies poor Objectives water quality. Students learn to identify a variety of Macroinvertebrates are an important part macroinvertebrates and understand their of the food web in an aquatic ecosystem. role in the aquatic ecosystem. Students will Many species depend on them as a source gain knowledge of how these organisms of food. For example, the lake sturgeon, serve as biological indicators for the overall a threatened fish species in Michigan, is health of these systems. a bottom-dwelling species that relies on macroinvertebrates as a food source. Best Taught Most species of the sunfish family, such as Any time of the school year largemouth bass, smallmouth bass and bluegill, feed on crayfish, larval and adult Materials insects, and snails. Members of the pike (P=Provided in Teacher Resource Kit) family, and even your young salmon, feed Pond nets as juveniles on insect larvae and crayfish. Hand held magnifying lenses Magnifying bug viewers/small plastic jars Macroinvertebrates also serve an Plastic tanks/buckets/ice cube trays important ecological function by digesting Hula hoop/shower curtain organic material such as leaves and dead Macroinvertebrate Sorting Sheet-large and decaying plant materials by recycling plastic poster for petri dishes(P) their nutrients back into the environment Petri Dishes (P) and making them available to plants and Pond Study Field Guide (P) animals to use. Macroinvertebrate Data Sheet (G) Pencils Activity 1: Clipboards Indoor Stream Study Plastic spoons If a lake, river, stream or pond is NOT Small trays easily accessible: 1. Go out ahead of time with a pond net Background and bucket to collect samples from Macroinvertebrates are large enough the bottom of a lake, river, stream or to see with the naked eye (macro) and pond. Put the samples into a bucket have no backbone (invertebrate). Benthic filled with water macroinvertebrates live in the benthos or 2. Using the Macroinvertebrate Sorting bottom of a body of water and include Sheet, identify as many of the insect larvae, crustaceans, mollusks and organisms as possible prior to the worms. program. 3. Place the organisms into the small The presence or absence of certain tank with water for students to view. macroinvertebrates in an aquatic Remove as much sediment as possible

SIC 71 to keep the water clear. Alternatively 8. Gather identification sheets at end of - lay a hula hoop on a table or floor, the allotted time period. cover with a white shower curtain and 9. Write results on large sheet of paper pour organisms within the hoop. or dry erase board. 4. Assist students in identifying each 10. Tally results for all of the groups. organism. Discuss how they were able to identify the organism. What Discussion characteristics helped them? Is it Were there a lot of pollution-sensitive a pollution-sensitive organism, a organisms? This indicates the aquatic less sensitive organism or tolerant ecosystem is of good water quality. Such organism? organisms may include Dobsonfly Larva, 5. Students should record the organisms Caddisfly Larva, Mayfly Nymph and Stonefly they identify on the Macroinvertebrate Nymph. Data Sheet. Were there a lot of less sensitive Activity 2: organisms? This indicates the water quality Outdoor Stream Study is neither really good nor really bad but is If a river, lake, stream or pond IS accessible somewhere in the middle. This tells us the for students: water quality is not too degraded but that 1. Take students to the lake, river, some problems exist. Indicator organisms stream, or pond where the study will include Alderfly Larva, Flatworms, Cranefly be conducted. Larva, Damselfly Nymph, Dragonfly Nymph, 2. Divide the students into groups and Aquatic Sowbug, Freshwater Scud, Aquatic discuss rules and safety. Snails and Water Mite. 3. Give each group a pond net, identification materials, data sheet, Were there a lot of pollution-tolerant spoons, tank/bucket, hand lens and organisms? If you find only them, this small plastic jars/bug viewer. indicates the water quality is poor and 4. Explain that samples should be taken degraded. What could be the cause of from the bottom, logs, rocks and loose, the water being degraded? Indicator submerged vegetation. organisms include Blackfly Larva, Midge 5. Remind students to take very special Larva, Giant Water Bug, Whirligig Beetle, care not to harm the organisms. They will Whirligig Beetle Larva, Riffle Beetle, Aquatic be returning them to the water. Worms, Leech, and snails. 6. Students should place sediment and vegetation into a small tray to work How could a lake, river, stream or pond through it looking for organisms using become degraded? There are many ways the plastic spoons. After removing the in which water quality can be degraded, material from the body of water, have such as excess fertilizer and nutrients students take a moment to let the entering a water body, erosion, chemical material “come alive” -- the organisms and oil spills, and pesticides. Discuss these will start to move around. This will help possibilities with your students. Ask them students find the organisms. how these things could have entered the 7. Students can remove the organisms water body and what steps can be taken individually with the spoons and place to keep them from entering the water. them in the ice cube trays with water or the small plastic jars.

SIC 72 Potential problems in an aquatic ecosystem that could affect the presence or absence of certain macroinvertebrates:

• Nonpoint source pollution • Sunlight is necessary for photosynthesis Nonpoint source pollution is pollution to occur. Photosynthesis is the process whose source cannot be directly identified. by which plants convert light energy Examples include oil leaks from cars and into chemical energy that is usable equipment, pesticide runoff, animal waste, by biological systems. If the water is excess fertilizer and nutrients running cloudy with sediments, it is very difficult off from lawns and farms. Nonpoint for the light to reach the plants and for source pollution contributes more to the photosynthesis to take place. degradation of our aquatic ecosystems • How can we reduce erosion? If you than any other source. live on a lake or river, one way is to have plants on the shoreline that will help reduce erosion from occurring. • Point source pollution The roots of the plants help stabilize Pollution whose source can be identified the soil such as a pipe coming from a factory that is directly emptying into a water body. • Low oxygen content Plants and animals need oxygen to live. If • Erosion there is not enough oxygen in the water, When sediments and soil leave the earth’s organisms will not survive. How does the surface (erosion) and enter a water body, oxygen level in a water body decrease? they decrease the water clarity and As plants decompose, they use up oxygen. increase its cloudiness or turbidity. If a water body has a lot of algae (caused • Many fish species, such as northern by too many nutrients, often the result of pike, depend on eyesight to find excess fertilizer being applied to lawns their food. If the water is cloudy with and farms) that algae dies and consumes sediments that have washed into the oxygen, thus depleting the supply available water body, it will be more difficult for to other aquatic organisms. Warm water them to find food. holds less oxygen than cold water. • Many species of fish lay their eggs on the bottom of a lake or river. If the water is turbid, eventually that For a good source of Michigan based data sediment will settle on the lake or and study protocols, visit www.micorps.net river bottom. This could smother the eggs and keep them from getting oxygen, but could also smother macroinvertebrates.

SIC 73 Macroinvertebrate Data Sheet This is a copy me page

Date: Body of Water: Aquatic organism Number Found Sensitivity to Pollution Aquatic Sow Bug Aquatic Worm Backswimmer Black Fly Brook Stickleback Fish Caddisfly Clam and Mussel Common Net Spinning Caddisfly Crane Fly Crayfish Damselfly and Dragonfly Dobson Fly/Hellgrammites Fairy Shrimp Giant Water bug Gilled Snail Leech Lunged Snail Mayfly Midge Fly Nematode Riffle Beetle Scud Stonefly Water Boatmen Water Penny Water Scavenger Beetle Water Scorpion Water Snipe Fly Water Strider Whirligig Beetle Other Organisms:

SIC 74 SIC 75 What’s in the Water Grade Levels Background 3 - 12 Fish need oxygen, clean water and nutrients to survive. To measure these Objectives requirements in a lake, river or stream, Students will learn how to test water biologists look at water quality parameters quality parameters in a lake, river or stream. such as temperature, dissolved oxygen, Students also will learn what types of fish pH and nitrates. Each of these parameters can survive in a variety of conditions and is a limiting factor. If the level of each is will discover how human activities can too high or too low, fish can be negatively affect water quality. affected. These factors determine what kind of habitat a body of water can support. Habitat is directly related to the Best Taught different species of fish that are found in a Any time during the school year. body of water. Hatchery biologists can use these parameters to decide what types Materials of fish are stocked into different bodies of (P=Provided in Teacher Resource Kit) water. Water Quality Testing Kit (P) Clip boards Temperature Water Quality Test Sheet(G) Different fish have different temperature Water Temperature and Fish Chart (G) requirements. Salmon are a coldwater pH Chart (G) fish. They have an ideal temperature Floating pool thermometer range of 50°F to 60°F. Largemouth bass are warmwater fish that have an ideal A single, basic test kit containing pH, temperature range of 70°F to 85°F. Cold temperature, turbidity and dissolved water holds more oxygen than warm water, oxygen tests is included in the Teacher thus salmon require colder water and Resource Kit. Additional water testing more oxygen than largemouth bass which medium is recommended so all students require warmer water and less oxygen. may participate in the testing. Instructions are based on students having the opportunity to conduct water quality tests Dissolved Oxygen in small groups. Oxygen that is dissolved in water and is available to aquatic plants and animals is called dissolved oxygen (DO). Oxygen enters the water by absorption from the atmosphere and by photosynthesis. When water travels over riffles in a stream, the water droplets are broken up into smaller droplets and are able to absorb oxygen from the atmosphere. Slowly moving water has less dissolved oxygen than more rapidly moving water. DO levels vary based on temperature and the rate of decomposition occurring in a body of water. If DO levels are too low, fish and other organisms will not be able to survive. SIC 76 pH Fish need nitrogen to build protein. pH stands for “the power of hydrogen” They are able to get nitrogen by eating and measures how much hydrogen is plants or by eating other protein (such as in a solution, such as water. A scale of other fish or insects). Some forms of nitrogen 0-14 is used to measure pH. Lower levels can be harmful to fish when there is too are considered acidic and have a pH of much in the water. However, in general, less than 7. Readings greater than 7 are levels of DO and pH have a more direct considered basic. A pH of 7 is considered effect on aquatic organisms than levels of neutral -- it is neither acidic nor basic. nitrates and nitrites in the wild. Different organisms have different pH requirements. Some organisms are able to survive in environments with a very high Activity: Water Testing or very low pH. Most fish, however, prefer 1. Break students into groups of 3-4 water with a pH that is close to neutral. students Immature stages of aquatic insects, such 2. Hand out data sheets on clipboards to as mayfly nymphs and stonefly nymphs as each group. well as snails, tadpoles and crayfish are 3. Water tests should be done individually; very sensitive to changes in pH and prefer a not all at once. range of 6-8. Many things can affect the pH 4. Choose a lake, river or stream on which of a body of water. For example, industrial to perform the tests. If a body of water is emissions from factories can cause acid not readily available for students, obtain rain. Acid rain lowers the pH of a body of fresh samples from a body of water prior water. Different household items also have to class. different levels of pH. For example, lemon juice is acidic and has a low pH whereas Test 1: Temperature ammonia is basic and has a high pH. • Discuss basics of why temperature is important and how different species of Turbidity fish require different temperatures. Turbidity refers to the clarity of water. • Give each group a thermometer. The more solids that are suspended in • Instruct students to wrap thermometer water, the cloudier the water is and the rope/string around their hand several higher the turbidity. Some factors that times (this will prevent them from contribute to turbidity are rainstorms, dropping it into the water). erosion, pollution and bottom feeders (i.e. • Submerge the thermometer in the water carp) that stir up sediment. If waters are for at least two minutes to ensure an too turbid, photosynthesis can be slowed accurate reading. and there is an overall negative effect on • Remove the thermometer from the fish health. Turbid water also causes water water, record the temperature. temperature to rise.

Nitrogen (nitrates/nitrites) Test 2: Dissolved Oxygen Nitrogen is essential for many biological • Discuss how levels of oxygen determine processes. In plants, it is essential for what kind of organisms can survive in a photosynthesis and growth. Algae and given body of water. other plants use nitrogen as a source of • Perform test according to instructions. food. If algae have an unlimited supply • Instruct students to record DO level on of nitrogen, their growth will continue data sheet. unchecked and water quality can decline.

SIC 77 Test 3: pH Discussion • Briefly review the basics of what pH is Use a table, chalkboard or dry erase and why it is important to fish. board to record data collected from all • Give each group a pH testing strip. groups. • Follow testing instructions. • After students have performed the Discuss results. What kind or fish or test, go around to each group and other organisms could have survived in determine what the pH is by comparing the environment of this particular body their test strip color to that on the scale of water? What human factors could provided with the test strips. have contributed to the varying levels of • Instruct students to record their finding temperature, pH, nitrates and DO? How on data sheet. could these results help biologists with making decisions on where to plant fish in Test 4: Turbidity lakes, rivers and streams? • Discuss the impacts of turbid water on fish populations. What causes turbidity? What can be done to prevent it? • Follow instructions included with kit or secchi disk. Extensions Have students participate in a stream Test 5: Nitrates/nitrites (Optional monitoring/macroinvertebrate study on a local lake, river or stream. Also see “Water • Discuss basics of importance of nitrates Bug Hunt” and “Saving Salmon Streams” and nitrites for fish. activities in the curriculum guide. Check • Give each group a nitrate/nitrite testing out the US Geological Survey’s stream strip. monitoring map at • Follow testing instructions. http://waterdata.usgs.gov/mi/nwis/rt . • After students have performed test, determine level by comparing their test strip to the scale provided. Sources: • Instruct students to record their finding http://peer.tamu.edu/ on data sheet. http://www.elmhurst.edu/~chm/ vchembook/184ph.html

SIC 78 Water Quality Test Sheet This is a copy me page

Date Testing Location

Group Members

Body of Water Type (check one)

Wetland Pond Lake River Stream

Weather Conditions

Water Temperature Other Tests Conducted

pH

Nitrate

Dissolved Oxygen

Visible signs of pollution?

Animals and plants identified?

Sketch the sample area:

SIC 79 Water Temperature and Fish

Coldwater Coldwater Coolwater Cooolwater Warmwater Fishes Transition Fishes Transition Fishes Fishes Fishes

Brook Trout Brown Trout Muskellunge Redear Sunfish Bluegill

Chinook Salmon Sturgeon Northern Pike Rock Bass Carp

Coho Salmon Rainbow Trout Yellow Perch Smallmouth Bass Channel Catfish

Coldwater Fishes Groups of fishes that thrive and reproduce in water temperatures less than 70 degrees. The Largemouth Bass Grayling preferred temperature range for these fishes is Walleye between 50 and 65 degrees.

Coolwater Fishes Groups of fishes that thrive and reproduce in water temperature less than 80 degrees but Brown Bullhead Lake Trout warmer than 60- degrees. The preferred temperature range for these fishes is between 65-70 degrees. Habitat influences which it can live. If the water is outside the species and Warmwater Fishes that range, the fish can’t survive. Groups of fishes that thrive and reproduce in numbers of fish found Within that range is a narrower range water temperature warmer than 80 degrees. of temperatures. This is called a fish’s in a waterway. If the The preferred temperature range for these habitat meets a fish’s fishes is between 70 and 85 degrees. “preferred temperature.” Fish can needs, it can survive live, grow and reproduce when they there. If the habitat are within their preferred temperature range. The preferred temperatures are ideal for the doesn’t meet the fish’s needs, it won’t be found fish’s survival. there. One very important habitat factor is water Biologists group fish with similar temperature temperature. The temperature of a waterway is preferences into three groups: cold, cool and determined by many variables. Water temperature warm. Fish in groups often have other similar habitat is influenced by the time of year, the amount of needs. The groups overlap because temperature sunlight reaching the water, the amount and speed preferences among groups overlap. The habitats of the water (flowing and currents), the source of where they overlap are called “transition waters.” the water (springs or runoff), and the amount of Transition waters may be ideal for one group, material suspended in the water. but not for both. Brown trout, for example, are Fish can’t maintain their body temperature considered coldwater fish. However, they can at a constant level as humans and other warm- tolerate warmer water than brook trout. Because blooded animals can. They are what biologists call they can tolerate higher water temperatures, they “exotherms.” The temperature of their surroundings may be found with coldwater fish and in transition influences their body temperature and bodily waters. functions. This is why water temperature is such an important habitat factor for fish. Each fish species has a specific range of water temperatures in Adapted from Smart Anglers Notebook by Carl Richardson www.fish.state.pa.us SIC 80 Find more great activities in our Supplemental Activity PDF available on the website. www.michigan.gov/SIC “Curriculum Connections” tab

SIC 81