Start Up Guide and 2020 SIC Application

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

michigan.gov/SIC Acknowledgements

Michigan Department of Natural Resources Director: Dan Eichinger Project Manager: Kevin Frailey Text and Activity Writing: Shana Ramsey, Natalie Elkins, Maureen Stine, Tracy Page Layout/Design: Tracy Page, Tina Stojakovich Editing: Polly Gray, Christine Schwerin, Celia Millane, Carly Money Chief of Fisheries Division: Jim Dexter Contributions/Consultation: Martha VanAmberg, 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 Bio-Oregon Various local sportsman groups around the state

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 VanAmberg

Program Coordinator

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

Salmon in the Classroom Start Up Guide Page 2 Table of Contents

Program Background...... 4 SIC History...... 10 SIC Timeline...... 12 Policies and Procedures...... 13 Tank Set Up ...... 15 Equipment List...... 18 Feeding...... 24 Tank Maintenance...... 27 Trouble Shooting...... 32 Releasing Your Salmon ...... 36 End of Year ...... 44 Application...... 46

You can download the full set of over 30 classroom activities on our website michigan.gov/SIC under - Current SIC Participants - Curriculum Connections

Salmon in the Classroom Start Up Guide Page 3 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 their students’ interest in each activity and the The number one reason that the DNR supports useful knowledge that it provides. As scientists, this living resource program is to build a we have created the important messages we connection between students and the natural need to be understood, to reconnect our resources found around them. In Michigan, this children to the great outdoors. Together, we can program began modestly in 1997 with a handful develop and nurture the next generation of of schools. Since that time, interest has exploded stewards and fishers. and the DNR is pleased to see this program has the potential for tremendous impact. Salmon in the Classroom is an important tool to get young children excited about fishing. In our state, we face many challenges Through this program, the DNR hopes you, as managing the Great Lakes fishery. Salmon in the educators, will share with your classes the Classroom can be a great educational tool for availability of statewide fishing events. A large Michigan educators. Many teachers have part of our mission is to bring outdoor participated for several years, but the ecology opportunities to the current and future residents of the Great Lakes is changing at an astounding of Michigan. There are Free Fishing Weekends in rate. Today, a new pollution, biological pollution the summer and winter annually, tackle-lending -- defined as the disturbance of the ecological programs at state parks and easily accessible balance by the accidental or deliberate fishing piers. The DNR makes fishing accessible introduction of a foreign organism, animal or for everyone to enjoy. For more information, visit plant species into an environment -- may prove www.michigan.gov/freefishing. to be our greatest challenge. Field trip opportunities are available to schools These threats are real and we need dedicated throughout the state at 11 DNR Visitor and qualified educators to assist the DNR by pro- Centers, including two hatcheries, with expert viding real science, along with important mes- staff. Self-guided tours are also available at the sages, to students who one day will be DNR state fish hatcheries without interpretive stewards, voters and leaders of our state. staff.

Teachers in the program receive a free, one-day Hard work from teachers, and support from our professional development workshop complete sponsors and partners is what makes the program with SCECHs, and this Teaching Guide. Of course, a success. Many Salmon in the Classroom schools the curriculum is just one piece of our Salmon in have important sponsors who have helped fund the Classroom Teachers’ Resource Kit. Posters the equipment needed for this project to and other resource materials are included to succeed. We salute them and their important enhance students’ learning experience. contributions to the education of the next generation.

Salmon in the Classroom Start Up Guide Page 4 The Salmon in the Classroom Program

One of the many reasons for joining the program is the seemingly limitless subject matter 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

The story of the Great Lakes and its fisheries depends heavily on the purposeful introduction of salm- on 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.

Chinook Salmon

Illustration by Joseph R. Tomelleri ©

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

Salmon in the Classroom Start Up Guide Page 5 Why Chinook Salmon are a preferred species continued

Brook trout

Coho salmon

Brown trout

Illustrations by Joseph R. Tomelleri ©

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

• Brook and Brown trout spawn in late 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.

• Brook and Brown trout eggs are collected at the hatchery from broodstock and so a large part of the visible natural history would not be available.

Salmon in the Classroom Start Up Guide Page 6 Lifecycle of Wild Chinook Salmon in Michigan The life cycle of Chinook salmon in the Great mouth of their natal river (where they were either Lakes can be described as potamodramous, stocked or hatched.) The decreasing day length which technically means migrations within fresh (photoperiod) and falling water temperatures water and which describes a fish that spends the prompt the mature salmon to enter the river to bulk of its adult life in large, freshwater lakes (like seek out appropriate spawning habitat. The the Great Lakes), but migrates back to its salmon use their sense of smell to return to their natal stream to spawn. Chinook salmon, like natal stream, sometimes traveling hundreds of other Pacific salmon, are not native to the Great miles on their journey. Lakes. Both Chinook and coho salmon were brought to Michigan in the 1960s, Atlantic and Once in the river, adult Chinook no longer need pink salmon have also been introduced. food and actually stop feeding, living off their body reserves to complete the spawning phase Chinook salmon are native to the Pacific Ocean, of their life. They still can be caught by fishers, where their migrations are anadromous though, as they will strike hooks and bait out of (migrations from salt to fresh water). In their aggression. The fish seek out small, clean gravel native habitat, these fish generally spend three on which to make their spawning bed called a years living in the ocean. The Great Lakes redd. Once the eggs are fertilized, they are provide an ocean-like habitat for adult Chinooks, covered over, and remain in the gravel, where where they spend most of their three-year they will develop during the winter and early average lifespan, foraging and growing in spring. After spawning, all salmon die and their preparation for spawning. bodies decompose, releasing nutrients into the water which aids plankton production for their From mid-to-late August, adult Chinook, which offspring. can weigh more than 30 pounds (our state record is 46+ pounds), begin staging off the

Lifecycle of Chinook Salmon

Salmon in the Classroom Start Up Guide Page 7 Lifecycle of Wild Chinook Salmon in Michigan

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 What Does That Mean? swim-up fry, they begin feeding on insects and insect larvae (called macro-invertebrates) in the stream. alevins - another name for sac fry

After the small Chinook, now called parr, have anadromous - migrates from salt to fresh spent a month or two growing in the warming water waters of the stream, the increasing day length and water temperature trigger a physiological forage - search for food change in the fish calledsmoltification . During this process, the fish lose their “parr” marks and natal stream - the stream where they take on a much more silvery appearance, which originated is their protective coloration for the “fish-eat-fish” world they are about to enter. parr - a juvenile fish, one preparing to leave the fresh waters of its home They are now called smolts. In early June, the smolts migrate downstream out of their natal river pelagic fish - spend most of their time and into the Great Lakes. This is an especially foraging offshore in open-water environments perilous time for the young Chinook since they must run through a gauntlet of fish-eating photoperiod - the relative exposure of an predators that include pike, walleye, smallmouth organism to daylight bass and brown trout, as well as kingfishers, great blue herons, double-crested cormorants, gulls, plankton - microscopic water borne terns and mergansers. It truly is survival of the organisms fittest! potamodramous - migrates within fresh water Once in the Great Lakes, the Chinook will continue to feed on aquatic insects until they redd - spawning bed are large enough to start feeding on small fish. They now will begin growing quickly. The high sac fry - hatched, young salmon with large protein content of their exclusively fish-based diet yolk sac for nourishment coupled with the Chinook’s voracious appetite results in a very high growth rate. Their preferred smolt/smoltification - process of becoming food is invasive alewives, but, like most other fish, physiologically adapted to a lake they are opportunists and will eat whatever is environment. This term in Pacific Salmon refers available to them. Chinook salmon are pelagic to them becoming physiologically adapted fish, which means they spend most of their time to salt water. foraging offshore in open-water environments, usually in the middle of the water column. spawning - the act of laying eggs

They will spend two to four years (three is most swim-up fry - fry after yolk sac is gone common) foraging in the pelagic zones of the Great Lakes until they reach sexual maturity. yolk sac - serves as the food source for the Then, as fall approaches, these fish will begin to developing embryo 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

Salmon in the Classroom Start Up Guide Page 8 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 steel- head that emerged from the gravel of a con- nected stream just two or three springs earlier.

All of these situations occur in Michigan. How- ever, 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 on stocked fish, 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 and Great Lakes fisheries and increase angling opportunities. To manage Michigan’s fish populations, the DNR sets limits on the size and number of fish that can be caught and kept. Some species are managed with size limits so they can grow big 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 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 happens, the DNR sometimes adds Keweenaw State Fish Hatcheries fish in lakes and streams – Houghton and Weirs also called “stocking” fish. To do this, Marquette the DNR rears fish in hatcheries until Ontonagon Baraga Luce they are large enough to survive on Gogebic Marquette Iron Alger Schoolcraft Chippewa their own. Then they are transferred to Mackinac waterbodies where they can grow large Dickinson Delta enough for anglers to keep. Thompson Emmet Swan River Menominee Oden Anyone is welcome to come and visit one of the Cheboygan Medusa Creek Charlevoix Presque Isle Mont- state’s six fish hatcheries to see how they operate. Alpena Otsego morency Boardman River Antrim Leelanau Plan a trip by visiting Michigan.gov/hatcheries. Oscoda Kalkaska Grand Crawford Alcona Lower Platte River Benzie Traverse Manistee Wexford Ros- Ogemaw Iosco Education Contacts Platte River Missaukee common Arenac at State Fish Hatcheries Little Manistee River Mason Lake Osceola Clare Gladwin Huron Harrietta Newaygo Mecosta Isabella Bay Oceana Midland Tuscola Wolf Lake State Fish Hatchery Sanilac Montcalm Gratiot Saginaw Shana Ramsey, 269-668-2876 Muskegon Kent Genesee [email protected] Shia- Lapeer St. Clair State Fish Hatchery Ottawa Ionia Clinton wassee Oakland Oden State Fish Hatchery (Seasonal) Allegan Barry Eaton Ingham Livingston Macomb Christine Steensma, 231-347-4689 State Weir Wolf Lake Calhoun Jackson Washtenaw Van Wayne [email protected] Buren Kalamazoo

Cass St. Monroe State Fish Hatchery Branch Hillsdale Joseph Lenawee and Weir Berrien

Salmon in the Classroom Start Up Guide Page 9 Habitat Before Conservation What Does That Mean?

Fish habitat in Michigan has undergone many changes through- aquatic invasives - a non-native out state history. Prior to the logging era, our streams teemed with plant or animal deliberately or ac- native brook trout and Grayling (now extirpated in Michigan). The cidentally introduced into a new Great Lakes had plentiful native lake trout and whitefish. (Salmon habitat that causes harm were not introduced until the 1960s.) The extensive logging that forever changed the Michigan landscape had far-ranging and buffer strip - vegetated area long-lasting negative effects on fish habitat. streamside, provides erosion con- trol, habitat and nutrients

The most significant impact was seen in the streams and rivers buttoned up - yolk sac absorbed that were used to float huge rafts of logs to mills near the Great Lakes shorelines. The log rafts scoured out the river bottoms, ecosystems - a natural unit con- upsetting gravel beds and destroying countless trout spawning sisting of all plants, animals and redds. Some rivers had micro-organisms (biotic factors) in many natural meanders an area functioning together with to them which created all of the non-living physical (abi- otic) factors of the environment various pools, eddies and riffles that provided eddies - water current moving cover and feeding contrary to main current areas for trout. These same meanders were viewed as erosion - natural processes includ- a hindrance in the effort to ing rain, weathering, dissolution, move logs quickly to the abrasion, corrosion and transpor- tation, by which material is re- mill. In these areas, straight moved from the earth’s surface channels were dug and the rivers were diverted extirpated - a species is no longer away from their natural naturally occurring in a region, paths. The fast-growing but survives in other locations country’s hunger for more lumber led the lumberjacks habitat - environment in which an organism normally lives to harvest almost all Michi- gan’s white pine forests. mercury - a silvery white poison- ous metallic element, liquid at room temperature At this time, there was never any thought given to the idea of leaving a buffer strip of uncut timber along stream banks, which PCBs - polychlorinated biphenyls is a best practice today. The timber-harvesting practices of long (PCBs) are a class of organic ago caused tremendous erosion problems. Given the prevalence compounds. Used as coolants and insulating fluids for transform- of sand in most northern Michigan soils, this erosion translated to ers and other electronics tons and tons of sand being transported into the once-pristine trout streams. Sand is a form of pollution that settles to the bottom phosphate - a salt or ester of of the stream bed and covers up the gravel that is needed as phosphoric acid spawning substrate and as habitat for the macro-invertebrates trout feed on. phosphorus - a highly reactive, poisonous, non-metalic element occurring naturally in phosphates As Michigan grew and became more industrialized, this growth used in fertilizers led to more roads being built which, in turn, caused more erosion at points where roads cross streams. Poorly designed road pools - area of river where the crossings remain one of the most significant problems threatening water is deeper and slower trout and salmon nesting habitat today. The increased industrialization also led to significant pollution problems both rehabilitation - the process of inland and in the Great Lakes. Pollutants such as PCBs and restoring the land and natural environment mercury impaired the ability of fish to successfully reproduce or, in some instances, to even survive. riffles - rocky shoal or sandbar lying just below a waterway

Salmon in the Classroom Start Up Guide Page 10 Change on the Horizon The Invasion of the Great Lakes

However, times are still changing, and, from a The Great Lakes’ food web has changed signifi- fish-habitat perspective, they have changed cantly in the last 200 years - incoming invasive for the better over the past decade or two. species had an enormous impact. Although pollution still occurs, it is much reduced from levels seen in the 1950s through the 1970s. The Great Lakes invasion by two non-native As a society, we now are much more aware species, the sea lamprey and the alewife, of how our actions affect the environment. This completely changed the ecosystem and fish- is also reflected in how we manage our land- ery. By the 1950s, sea lamprey had decimated scape. Buffer strips are demanded in timber the native Lake trout population. Then, to make harvest operations. People are encouraged to matters worse, another non-native species, the use low phosphorus fertilizers. Phosphate-contain- alewife, was no longer kept in check by Lake ing detergents, which harm fish, are no longer trout predation. The alewife population exploded available. Many habitat improvement projects and then crashed, causing massive, stinking have been completed, making miles and miles die-offs along beaches. of streams suitable for trout reproduction again. There’s still a long way to go in improving Great Lakes fisheries managers were on the habitat, however. Only a fraction of the degra- lookout for a new predator to help keep alewife dation caused by human activities over the past populations in check. During the 1960s, they century and a half has been repaired. started stocking the lakes with Chinook and coho salmon. Anglers were lined up in record num- Another significant threat to the current and bers to take advantage of the salmon’s success. future balance and health of our aquatic eco- Salmon preyed on the invasive alewife, and took systems are invasive species. Aquatic invasive some sea lamprey predation pressure off of the species are biological pollutants including fish, native Lake trout. Not only did the salmon help diseases and plants that previously were not re-balance the ecosystem in the Great Lakes, but found in Michigan waters and can take over and it also created a multi-billion dollar sport fishery. harm ecosystems. But, the story does not end there. A new threat As aquatic invasives and new diseases enter our came into the Great Lakes, and during the waterways, the role hatcheries play will change late 1980s, invasive Zebra and Quagga mus- over time. All of these issues, coupled with the sels arrived in the ballast water discharge from incredible amount of fishing activities in ocean-going lake freighters called “salties”. The Michigan, make it a certainty that fish hatcheries mussels consume plankton in large numbers, will continue to play an important role in fisheries filtering food out of the lakes ecosystem, leaving management. 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 levels and risk a collapse of the alewives in Lake Classroom Activities Michigan, or should we reduce salmon numbers? What is best for the economy? What is best for The Michigan Department of Natural the fishery? And what is best for the ecosystem? Resources, the Michigan Department of Environ Since the 1970s, Chinook salmon populations mental Quality, and the Michigan Department have risen and plummeted, while native Lake of Agriculture and Rural Development have trout have rebounded. produced a set of Aquatic Invasive Species Enrichment Activities that would be useful As the density of Quagga mussels has increased classroom tools. Activities span grades 2-12, and in Lake Michigan, the density of the plankton has can be done in your classroom to supplement declined. With less food to eat, the biomass of your SIC program, or as a release day activity. prey species preferred by salmon is at a historic low in Lake Michigan. The goals of fisheries man- Find the activities under the agers are to preserve fishing opportunities without “Curriculum Connections” tab on the allowing the prey species to collapse. The tale of michigan.gov/sic website. invasive species in the Great Lakes is not over.

Salmon in the Classroom Start Up Guide Page 11 Salmon in the Classroom Timeline

September

• Join the Facebook group: Michigan Salmon in If you are experiencing mortality, email the Classroom [email protected] to help discuss options, • Check your email box for your first “Salmon and adjustments Sense Newsletter” • Once you are a returning teacher, you will follow the link in the newsletter to select your January egg pickup location. This first year, you will receive your permit and eggs at the end of • Check on fry during break, feed and siphon your mandatory workshop. as needed. (Auto-feeders are ok) • Work with your sponsor to purchase all equip- • All fry should have “buttoned up” (Absorbed ment using this guide. their yolk sack) and should be “swimming up” • Test your source water using the API test kit, • Follow the feeding schedule in this manual plus GH/KH test kit. If you tap water is outside • Maintain water temperature at 52° F our parameters, email [email protected] • Test water quality twice weekly (using this guide). Rinse sponge filter in tank water October • Follow trouble shooting guide if levels are off. If ammonia spikes, hold off feeding. • Dicuss any equipment or water issues with the • Siphon debris and change 25% water weekly. SIC coordinator. • Look for abnormal behavior, email if seen • Check email for “Salmon Sense Newsletter.” If not received, email [email protected] • Be sure you are registered for your February and March mandatory workshop. • Set up tank and equipment by October 20 • Record water quality data and siphon tank • Maintain tank at room temperature to es- twice weekly (25% water change) tablish beneficial bacteria. • Observe salmon & watch behavior. Email [email protected] with concerns November • Continue feeding as indicated in Feeding Schedule • Two weeks prior to egg pickup, slowly drop • To help maintain stable water quality, add an chiller 2 degrees a day until you hit 52° F additional sponge filter to handle increasing • Attend your workshop. bioload • When picking up eggs you must have: • Check email for “Salmon Sense Newsletter” to • Scientific Collector’s Permit help with your release day event • Lunch box sized cooler with ice • Rinse sponge Filter in old tank water • Small tupperware container • Eggs must be taken back to your classroom, acclimated and placed in tank immediately April and May • Dead white eggs should be removed • Eggs may begin hatching • Test water quality and siphon debris and • Monitor water quality and record data change 25% of water twice a week • Observe salmon for stress or sickness - contact December [email protected] with concerns • Continue feeding per the schedule • Check email for “Salmon Sense Newsletter” • Retrieve Stocking Permit and Stocking Report • Eggs should all hatch by winter break. If you from mi.gov/sic have substantial die-off or unhatched eggs Fish release: April 15-May 15 Lower Peninsula contact [email protected] April 15-May 30 for Upper Peninsula • Dead white eggs/debris should be removed • Submit completed Stocking Report within 14 • Begin training/feeding when 80% have days after release to [email protected] absorbed yolk sac, and are swimming up • Indicate continuation (or not) for next year • Over winter break - feed and check water Any reports not submitted by June 1 every other day. Siphon when needed. are dropped from the program Salmon in the Classroom Start Up Guide Page 12 Policies and Procedures

Designated “Permittee” on Scientific Collector’s The SIC Coordinator is available for questions and Permit is legally obligated to follow all guidelines advice at [email protected] or 517.284.6033 and submit all reports by their deadlines and in their name. Permit is tied to their drivers license #. Automatic feeders are ok. Look for a high quality Co-teachers are not legal permit holders, but feeder, and test it off the tank to ensure it is not can attend a workshop and teach curriculum. overfeeding the fish. Utilize for school breaks only. Daily feeding should be done by the teacher or Current Scientific Collector’s Permit must be in student. your possession (paper, or on phone as PDF) when transporting eggs or fish, and displayed in Replacement fish may be possible. Requirements the classroom during the year. are: • Loss of 75% of eggs or fish Egg Pick Up and Workshop reservations must be • Submission of: done through the interactive form. Link will be in - Fish Loss Report the Salmon Sense Newsletter. - Water quality data sheets - Picture of tank and filter setup Egg Pick-up must be done on your reserved day • Make changes to maintenance or care & time. You must have: based on the coordinators suggestions • Scientific Collector’s Permit in hand • Replacements are at the discretion of the • lunch box sized cooler coordinator and hatchery biologist • small tupperware container • Replacements reduce in number as the • ice school year goes on. • If granted, replacement eggs/fish must be Eggs must be taken back and acclimated picked up within 2 weeks or by March 31 immediately following their pick-up. • When submitting your Stocking Report you must add both the original and replacement New Permittees must attend a workshop, where fish/eggs. they will receive their stocking permit and eggs. Fish Release: Tank setup must be done at least two weeks in • April 15 - May 15 for the Lower Peninsula advance of egg pickup, preferably one month. • April 15 - May 30 for the Upper Peninsula

Water Quality Data Sheets must be completed at A Stocking Report must be filed within 14 days least once a week. This data collection is after stocking, or before June 1 (even if stocking mandatory. zero fish). You must indicate your intention to remain or drop from the program. Fish mortality or odd behavior should be reported to the coordinator, so suggestions can be given Refresher teachers are encouraged to attend a to increase fish health. workshop at any time to hone their skills and get new information. SIC and related curriculum must be used with your 3rd - 12th grade students for at least 1 unit of Replacement Permittees must file an SIC study. application and attend a workshop in the event that the original teacher is no longer Students should actively be involved in the care participating. of your salmon. Returning Permittees must re-attend a workshop The Facebook “Michigan Salmon in the if they have been out of the program for more Classroom” group is an excellent source of peer than one year. advice and resources.

Fish feeding should be done following the schedule included in this guide, using only the food provided. Salmon in the Classroom Start Up Guide Page 13 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].

Salmon in the Classroom Start Up Guide Page 14 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 Using a cabinet style stand, you can utilize variety of tank setups. The picture above is the magnetic baby locks on the doors to keep ideal setup to make maintenance easier and equipment secure. Locking lids are also your water quality more stable. But, simpler recommended. Metal stands hold up better setups can work as well. against condensation and allow better ventelation for chiller units.

Using oversized filters, multiple sponge filters, an Outlet/plug protection boxes, as well as power oversized air pump, and a 75 gallon tank will help strip protector boxes are recommended to aid your water parameters will be more stable, and in reducing accidental unplugging of your fishes’ your equipment easier to maintain. life support systems.

Salmon in the Classroom Start Up Guide Page 15 The Equipment

Having quality equipment that is properly Coil Chiller in tank maintained is one of the most important 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 (preferably 1 month) 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, so we reccomend a 75 gallon tank. 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 • Lower water level to just above filter intake. Insulate tank • 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 Salmon in the Classroom Start Up Guide Page 16 Filter Systems

In selecting a filter, it is always better to purchase a larger filter for your tank. For example, if you have a 75-gallon tank, it is recommended that you purchase a filter that is the minimum for a 90-gallon tank versus one that filters only 75 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 every 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 in- cubating 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 cov- er the bottom of the tank.

Purchasing Supplies

Teachers and/or their sponsors are responsible for obtaining all equipment and supplies. Preuss Pets in Lansing, 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.

Salmon in the Classroom Start Up Guide Page 17 Choosing Your Equipment

Step 1: Choose a tank and stand

Tank = Glass 75 gallons or larger. Length > height Stand = Metal or wooden aquarium stand that adequately supports edges. Must hold 700lbs. Larger aquariums help keep water Metal stands hold up well to condensation that may parameters more AND stable, and reduce occur. However, cabinet maintenance. style stands work well for locking up equipment.

Step 2: Choose a chiller type

Inline Chiller Coil Chiller (in tank) Inline chillers hook to a Coil chillers drop into the canister filter or pump. tank and do not require Maintenance includes OR an extra pump. Coil flushing at end of school chillers are slightly year. Cabinet stands louder than inline. must have good ventilation.

Step 3: Choose main filter type

Canister Filter Hang On the Back Filter (HOB) Canister filters go in the HOB filters hang on the stand, and hook to the tank and pour water over tank with hoses. A turn- biowheels. Filter pads must over rate of 300 gallons OR be replaced alternating per hour is the minimum. weeks, adding to mainte- Canister filters will also nance costs. A turnover hook directly to inline rate of 300 gallons per hour chillers. Very little cost is the minimum. associated with changing media. Step 4: Add an air pump and 2 sponger filters

Air pump Sponge Filters An air pump rated for Sponge filters provide 90 gallon tanks or higher ample surface area for is recommended. Also beneficial bacteria and needed is 20ft of airline AND increase water parame- tubing, two backflow ter stability. Airline tubing valves and an airline attaches to the sponge splitter. through the hard tube. This also provides air bubbles. You can put airstones inside them to increase flow.

Salmon in the Classroom Start Up Guide Page 18 Step 5: Other Necessary Equipment

Python Pythons hook to the Plug Protect your cords from Siphon brand sink, cleans tank, and Protectors accidental unplugs! hooks to then flips to fill tank Baby-proofing outlet sink from the tap. Regular boxes and power strip siphons drain into a covers are a great bucket and you can solution. Also post signs Regular style siphons into haul dirty water away, saying “Do not unplug - bucket and clean water to fish life support!” your tank. API Test Kit You are required to test Battery In case of power your water parameters Air Pump outage, you should at least weekly and have a battery back- record results in the up airpump hooked to tank maintenance your tank at all times. chart. The API test kit These can also be used makes this easy. to transport fish for release day. Prime Prime is an additive Tank Lid Chinook are jumpers! that stabilizes new Your tank must have water for your tank and a lid, and glass lids are treats chlorine. Add recommended since the recommended they are heavier. dose with each water change.

Net You should have a Algae Occasionally algae dedicated net for this Scraper will grow on your tank tank. Cross-contamina- walls. This sponge tion can occur in you scraper tool will use equipment from help you remove it other tanks. effectively.

Turkey Turkey basters are great Tool This tool helps you Baster for suctioning up debris Grabber remove debris from or egg shells. the bottom of the tank without getting your OR arms wet.

Themometer A reliable thermome- Aquarium Aquarium salt should ter is a must. Use the Salt always be on hand just values here to ensure in case you need to your chiller is running treat tank/fish ailments. properly.

Salmon in the Classroom Start Up Guide Page 19 Step 6: Optional Supplies (to make your life easier)

Ammonia This visual indicator GH/KH This test kit provides Alert sticks to the glass in Test Kit two more tests than the your tank. It provides API test kit. It measures a warning if total general hardness and ammonia levels are alkalinity which can too high. hamper fish growth and water parameters.

Stability This additive provides Gloves Long-sleeved gloves a kick start to your help to protect your beneficial bacteria arms from the cold colony. It can be add- water in your tank. ed just before you get your eggs, or any time your cycle needs help.

Light & A light is optional, but Auto Auto feeders are Timer can be used to help Feeder helpful during breaks. students see the fish. If Be sure to test it over you use a light, use a a dish for a day prior timer as well. Keep the to putting it on the light on the minimum tank. Underfeeding amount possible to with the auto feeder is reduce algae growth. recommended. Vitamin A multi-day vitamin Measuring Measuring spoons Tray tray can be helpful in Spoons dedicated to your fish setting aside food food make rationing rations. Makes student allotments easier. or helper feeding easier.

Background Tank backgrounds are Goggles Safety goggles are not necessary, but can recommended when make the tank look using the water test kit more natural and hide chemicals. cords and tubes.

Step 7: Consumables to budget for

• Filter media (pads for HOB, carbon, etc) • Prime (about 2 big bottles per year) • Stability (about 2 bottles per year) • API Test Kit (expires 3 years after purchase) • Aquarium salt (1 box per year)

Salmon in the Classroom Start Up Guide Page 20 SIC Shopping List

Item Description Average Cost Glass aquarium 75 gallon or larger. Longer than it is tall. $200 Stand Metal frame, or wooden cabinet stand $100-$300 Chiller (choose 1 below) -- a. Inline Chiller 1/4 hp. Typical brands include Arctica or Glacier $600 b. Coil Chiller 1/6 hp. Glacier brand. (teacher discount) $750 Main Filter (choose 1 below) -- a. Canister filter Fluval FX4 or Eheim Pro are recommended $280 / $200 b. Hang on the back Aquaclear 110 is recommended $80 Air pump Rated for 90 gallons. 2 outputs $25 Air line 20 ft. Silicone holds up better. $8 Backflow valves (qty 2) Prevent water from siphoning down airline $2.50 ea Airline splitter Split airline between two sponge filters $10 Sponge filters (qty 2) Boost good bacteria colonies $10 ea Air stones (qty 2) Insert into sponge filters to boost flow $2 Siphon (Choose 1 below) -- a. Python style Hooks to sink, to drain and refill tank. $40 b. Regular style Drains to bucket. $15 API Test Kit Tests your water parameters $35 Seachem Prime (qty 2) Additive to treat chlorine and temporary spikes in levels $15 ea Fish net To remove fish if needed $5 Removal tool Turkey baster or tool grabber to remove dead eggs, etc $5 Thermometer LCD style recommended $8 Battery Air Pump Emergency back up for outages, and fish transport $12 Glass Tank Lids Contain jumping fish and reduce water loss to evap. $50 Algae scrubber Long handled scrubber to clean tank walls $10 Aquarium Salt On hand in case of emergency to treat tank ailments $3 Outlet box protector Covers your cords plugged into outlets $12 Power strip plug cover Covers cords plugged into your power strip $10 Optional Additions: -- Ammonia Alert Visual indicator of toxic ammonia levels $13 gH/kH test kit Measures hardness and alkalinity $10 Seachem Stability (qty 2) A bacteria kick-start additive $10 Long sleeved gloves Waterproof gloves for reaching in your tank $20 LED tank light & timer LED lights used sparingly to highlight fish. Timer is a must. $50-100 Auto Feeder Eheim autofeeder is recommended $20 Vitamin tray To set aside food allotments $5 Measuring spoons To measure food allotments $5 Tank background To give your tank a more natural look $10 Safety goggles For testing water parameters $5 ADDITIONAL: Be sure to budget for filter media that needs replacing Prices are variable Approximate Average Total $2200-$2800

Salmon in the Classroom Start Up Guide Page 21 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 (month ahead is preferable) 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) • 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. Add chiller to tank. Set to 52 degrees F. Follow manufacturer instructions. 4. Add filters. Follow manufacturer instructions. 5. Add aerator/air stone to your air pump and airline using the check-air valve and splitter if needed. 6. Fill tank with water. If using municipal water, dechlorinate according to manufacturer instructions for dechlorination additive. Turn on all equipment. 7. Add your battery back up air pumps, and power outage warning. 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 re- quire more oxygen than cool or warm water fish species and therefore require cooler water and its oxygen carrying ability.

Emergency Preparedness

On of the biggest dangers to a SIC tank is losing power. Wheth- er the power goes out, or someone accidentally unplugs your powerstrip, you want to be prepared. Having 2 battery pow- ered backup bubblers is the first step. Register with your power company to get alerts when your power goes out. And create a poster to hang next to your tank that shows what should be running, and what a “normal” tank looks like.

Salmon in the Classroom Start Up Guide Page 22 From a Sponsor

Preuss Pets offers many services and supplies for SIC teachers:

- Expert advice on design and installation of aquariums - Home of 75 gallon aquariums for $99.99 - Pre-seeded sponge filters - Specialty equipment (chillers, filtration, battery back up, aquarium controllers) generally in stock year round. - Consultation throughout the year via e-mail, phone, or store visit to troubleshoot issues - water testing, filtration maintenance etc. - 10+ years of experience with SIC systems.

Ask us about the peace of mind and technical data that come from Neptune Systems APEX controllers and Seneye monitors.

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Salmon in the Classroom Start Up Guide Page 23 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 the data sheet.

Feeding Schedule

The feeding schedule on page 26 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.

Salmon in the Classroom Start Up Guide Page 24 Food Types Always keep in mind that salmon naturally inhabit clean flowing BioVita Starter 1 for approximately two weeks. water. They do not tolerate poor Feed the fish often, as much as every half-hour, during water quality and will become sick this critical learning period for getting fish to eat an and die if the water quality is not artificial food. Be careful not to overfeed. At this early feeding stage most food will not be eaten. Total daily maintained. food amount: ¼ tsp. per day. See feeding schedule.

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: Winter and Spring Breaks. 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.

Salmon in the Classroom Start Up Guide Page 25 Mandatory Copy Me Page

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Week Notes Week Notes Food Size 2.0mm 2.0mm 2.0mm 2.0mm 2.0mm 2.0mm 2.0mm 2.0mm 2.0mm 2.0mm Food Size #1 #1 #2 #2 1.2mm 1.2mm 1.2mm 1.2mm 1.5mm 1.5mm Fish Length 3-3.5” 3-3.5” 3-3.5” 3.5” + 3.5” + 3.5” + 3.5” + 3.5” + 3.5” + 3.5” + Fish Length 1-1.5” 1-1.5” 1.5-2” 2-2.5” 2-2.5” 2-2.5” 2-2.5” 2.5-3” 2.5-3” 2.5-3” Calendar Date Calendar Date Amount per day 1 1/2 TSP 1 1/2 TSP 1 3/4 TSP 1 3/4 TSP 2 TSP 2 TSP 2 1/4 TSP 2 1/4 TSP 2 1/2 TSP 2 1/2 TSP Amount per day 1/8 TSP 1/4 TSP 1/2 TSP 3/4 TSP 3/4 TSP 1 TSP 1 1/8 TSP 1 1/4 TSP 1 1/4 TSP 1 1/4 TSP Feeding Schedule and Data Sheet

Salmon in the Classroom Teacher Guide Page 26 Salmon in the Classroom Start Up Guide Page 26 Steps to correct issues Notes / Observations Additives ppm) (120-180 Alkalinity (75+ ppm) Hardness (o ppm) Chlorine (< 40 ppm) Nitrate This is a mandatory copy me page < .5 ( ppm) Nitrite (0 ppm) Ammonia pH (7-7.5) Temp. Fish # of Date Tank Maintenance Chart For a fillable PDf version of this form, visit the webiste michiga.gov/SIC. To use Sheets Tank Maintenance Chart https://docs.google.com/spreadsheets/d/1-VyPWmCpvdiXcohhFDfJj-Ri0Rp2TTwwKH6FBuer8Xc Salmon in the Classroom Start Up Guide Page 27 Maintaining Water Quality Water Quality Timeline Warning: failure to adhere to the standards below will put Mandatory: your salmon at risk for mortality. Daily, or at least weekly, Completing water quality testing/data sheets is mandatory. test and record fish and tank information on the Weekly (minimum) or daily, as needed: Tank Maintenance Chart. • Test water quality including ammonia, pH, nitrite, nitrate, hardness, chlorine and alkalinity. Record results on Tank Weekly: Maintenance Chart. If levels are unsatisfactory, follow instructions in Troubleshooting Guidelines to remedy. Con- Clean tank at least once tinue testing on a daily basis until safe levels are reached. each week per directions • Perform water exchange by removing approximately 25% under Maintaining Water of water in tank and replace with fresh, clean water. If Quality. using municipal water supply, dechlorinate water and test for chlorine prior to putting water in tank. **For hard scale and lime buildup you • Siphon waste from tank. Remove all visible uneaten food can soak plastic/glass parts in 1 part and waste from tank. Allowing these to remain in the tank vinegar & 1 part water for a day and will decrease overall water quality, stress the fish and can scrub. Rinse 3 times with fresh water cause harm or mortality. and dry before using with fish. • Remove dead eggs/fry/fish immediately. They can grow bacteria and fungus, which can infect nearby healthy fish. Fish Mortality Occasionally fish may die Filter Maintenance due to disease, water quality issues, equipment Canister Filters with carbon filters failure or other issues. • Once a month change carbon and filter material • If you start losing fish Canister Filters with permanent filter media regularly, please reach • Once every two months, rinse media in old tank water out right away to our Coordinator Tracy Page Hanging Filters (HOB) at [email protected] • Every week, replace one filter pad (alternating) for help diagnosing and • Biowheels only need rinsing in old tank water if visibly solving the issue. You can clogged, or not spinning also receive peer advice on the Michigan Salmon in Sponge Filters the Classroom Facebook • Once a month - remove from tank, and squeeze in a group. bucket of tank water until it mostly runs clear. • With multiple sponge filters, space out maintenance to • If you suffer a catastroph- not be the same week. ic loss of your eggs or fish (75% or more), you can General Guidelines complete a Fish Loss Form • Never change/rinse all filter media in the same week. This and submit it with your will disrupt or wipe out your beneficial bacteria. Always tank maintenance charts rotate media changes. and a tank picture. We • Always use old tank water to rinse filter media. Chlorinated can then help solve your tap water can kill your beneficial bacteria. issues, and may grant • Always immediately clean any filter that looks clogged or new fish that the teach- covered in debris. er would be responsible • To prevent eggs or fry getting sucked up into filters, you for driving to the hatch- can cover the end of intake tubes with window screen or ery to obtain. Fish must cheese cloth and a rubber band. be picked up within two weeks or by March 31.

Salmon in the Classroom Start Up Guide Page 28 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 Thecycle Nitrogen called the Cycle NITROGEN CYCLE. Nitrosomonas and Nitrobacter bacteria are key components of the In naturalcycle, andecosystems, are considered there exists a type a ofdiverse beneficial community of organisms that break down waste. This bioticbac communityteria. The bacteria contributes act as to aa nat commonural filter. life Aftercycle a called the NITROGEN CYCLE. Nitrosomonas and Nitrobacter bacteria are key components of the cycle and are considered a type of beneficial series of conversions, toxic waste products are rendered benign. The ideal fish tank environment bacteria. The bacteria act as a natural filter. After a series of conversions, toxic waste products are renderedwill mimic benign. this, butThe onideal a much fish tank smaller environment scale. will mimic this, but on a much smaller scale.

The Nitrogen Cycle in the Salmon Tank

The Salmon Tank A newly set up tank is not instantly ready to support life. The process of tank maturation, Thebet Salmonter known Tankas “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, A newly set up tank is not instantly ready to support life. The process of tank maturation, better known as cycling,it can be describes challenging how to organicachieve wastesbiological are harmony. dealt with The as bacteriatank must establish completely within cycle the for confines salmon toof thebegin aquarium. to thrive An -aquarium which can is take essentially up to a a month. ecosystem in a box. The tank must completely “cycle” for the 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 Prior-up to fryhatching, and they the begin fish feedingare not thatproducing the nitrogen waste. cycle Therefore, begins. it Aswon’t the fishbe until begin you to haveproduce swim-up waste, fry and then begin feeding that your nitrogen cycle begins. As the fish begin to produce waste, harmful harmful ammonia levels in the tank will rise until beneficial nitrifying bacteria begin to colonize and ammonia levels in the tank will rise until beneficial nitrifying bacteria begin to colonize and convert it to lessconvert toxic it forms. to less Unassisted, toxic forms. this Una processssisted, can this take process many can weeks take to many establish. weeks Use to of establish. a bacterial Use addi of a- tivebacterial such as additiveSeachem’s such Stability Seachem’s or a cultured Stability spongeor a cultured filter, sponge will reduce filter thewill timereduce it takes the time to cycleit takes the to tank.cycle the tank. Beneficial bacteria establish themselves on your sterile filter material slowly over time. Porous filter- ma terial provides a home for these species of bacteria. Tank filtration consists of 3 phases: mechanical, chemical, and biological. Mechanical filtration traps waste, chemical fitlration is carbon media that absorbs impurities, and biological is the benefical bacteria that convert toxic ammonia and nitrite into less harmful nitrate.

Salmon in the Classroom Start Up Guide Page 29 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 Thethrough Importance bacteria on ofthe Cyclingbio-media keep wastes processed between water changes. Remember, a Normal Water Quality Progression in a Cycling Tank brand new filter will be biologically useless in the first weeks of tank establishment. Your tank will require a large colony of beneficial bacteria to function properly. If your fish are introducedThe Importance into a tank that of has Cycling not cycled, the salmon can suffer what is called “new tank Readings What’s Happening Prognosis syndrome”. This equals the loss of fish. Again, using an additive like Stability or a cultured sponge filter, youRegardless can buffer ofthese whether effects you aslet the the tank tank cycles.cycle naturally In our orcold speed water up tanks, the process, the cycling the tankprocess will Ammonia = 0 - 0.25 ppm Phase 1: Add Seachem Stability or a Water may have trace levels of cultured sponge filter to kick- canrequire take longera large thancolony in aof tropicalbeneficial fish bacteria tank you to functionmight have properly. had Whenat home. the nitrogen cycle is not fos- Nitrite = 0 ammonia, but no other start the cycling process. These A cycletered andconsists a tank of: is hastily put together, the salmon you receive can suffer what is called New Tank readings, indication it is fresh are the readings you will get S1.yndrome Spike in. ammoniaThis is a term levels coined from the loss of fish that commonly occurs when a tank is not cy- Nitrate = 0 and has little to no beneficial before your fish begin to feed. cled.2. Drop Using in ammonia bacterial additivesas nitrite (productslevels spike such as Stability or an established sponge filter) will keep bacteria activity. the3. Droptank atin optimalnitrite as func nitratetioning levels during spike this critical period. Ammonia = 0.50 - 4.0 ppm Phase 2: At this point it is important to Ammonia is spiking as the tank monitor ammonia levels. The A cycledBoth ammoniatank = no andammonia, nitrite have no nitrite to spike and and low se nitratettle independently that you remove before with the water tank ischanges. fully cy- Nitrite = 0 - 0.50 ppm begins to cycle. The nitrites are Ammonia Alert can indicate cled. A buildup of nitrates shows that the bacteria are hard at work. begining to build and you are quickly if there is a problem. Until you get test results that indicate cycling is complete, do not changeUntil filter you getmedia test or results perform that indicate cycling is complete, do not change filter media or perform water changes except in Nitrate: 5 ppm starting to get nitrate readings. But - it is not a replacement for water changes except in the case of dramatic spikes. Once cycle is complete - never change the testing ammonia with your kit, mediathe case all at of one overfeeding. time. Never change all media at the same time, always rotate weekly. as the two tests measure different forms of ammonia. Ammonia = 0 - 2.0 ppm Phase 3: Ammonia spiking has passed. Ammonia levels drop off, The tank will soon reach a Nitrite = 0.25 - 2.0 ppm nitrites spike, and you start to balance. Continue to pay close get consistent nitrate readings. attention to ammonia and NItrate = 5.0 - 20 ppm This is the half-way point. nitrates. Ammonia = 0 - 0.25 ppm Phase 4: This is the ideal range of The tank is now cycled. parameters. Once the tank Nitrite = 0 - 0.25 ppm Ammonia and nitrite levels have is cycled, your job is to keep spiked and dropped back to nitrates below 40 ppm by doing Nitrate = 10 - 40 ppm zero. Nitrate readings indicate weekly 25% water that your benefical bacteria are changes. doing their job.

Using Your Understanding of the Nitrogen Cycle

Ammonia and nitrites are kept in check by established bacterial colonies, but that doesn’t mean you don’t have to clean the tank. Regular siphoning of debris/waste and exchanging 25% of the water The chart above illustrates the typical progression of tank cycling. weekly is required. Every week rotate changing or rinsing 1 filter media type. Long gaps between water changes can cause a nitrate build up which is a chronic exposure risk and can lead to fish loss. Cycled = no ammonia, no nitrite, and low nitrate that you remove with water changes. If the bio-load exceeds what the tank can handle, the ammonia, nitrite and nitrate will spike once again. Adding additional sponge filters can provide more surface area for the benficial bacteria to Testing Your Water - colonize. How to tell when the tank has cycled Important things to remember Water parameters should be tested at least weekly. When setting up your tank, be sure to test your tap water to have • Stress is often the underlying cause of fish death/disease a baseline value. Testing ammonia (NH4), nitrite (NO2), and • Poor water quality is a major cause of stress Nitrate (NO3) will be critical in determining the health of your • Water quality is improved by beneficial bacteria. When in doubt - add another sponge filter. tank. Be sure to read the instructions on your API test kit • Bacteria and filtration work together to keep the tank clean for a fintie amount of time. carefully, and shake bottles vigorously as intructed. Hold • The long-term balance and health of this tank “ecosystem” requires regular maintenance (water bottles vertically above the tube to get uniform drop sizes. changes, water testing, and maintaining filter media) Hold the tube against a white background to compare colors to the test chart. Students should wear safety goggles when Can’t get a handle on your water parameters? performing water tests. Feel free to contact the Salmon in the Classroom coordinator, Tracy Page at [email protected]. Send your water parameter data, a picture of your tank/filters, and your concerns. SalmonSalmon inin thethe ClassroomClassroom StartTeacher Up GuideGuide PagePage 3030 Salmon in the Classroom Teacher Guide Page 31 Normal Water Quality Progression in a Cycling Tank

Readings What’s Happening Prognosis

Ammonia = 0 - 0.25 ppm Phase 1: Add Seachem Stability or a Water may have trace levels of cultured sponge filter to kick- Nitrite = 0 ammonia, but no other start the cycling process. These readings, indication it is fresh are the readings you will get Nitrate = 0 and has little to no beneficial before your fish begin to feed. bacteria activity. Ammonia = 0.50 - 4.0 ppm Phase 2: At this point it is important to Ammonia is spiking as the tank monitor ammonia levels. The Nitrite = 0 - 0.50 ppm begins to cycle. The nitrites are Ammonia Alert can indicate begining to build and you are quickly if there is a problem. Nitrate: 5 ppm starting to get nitrate readings. But - it is not a replacement for testing ammonia with your kit, as the two tests measure different forms of ammonia. Ammonia = 0 - 2.0 ppm Phase 3: Ammonia spiking has passed. Ammonia levels drop off, The tank will soon reach a Nitrite = 0.25 - 2.0 ppm nitrites spike, and you start to balance. Continue to pay close get consistent nitrate readings. attention to ammonia and NItrate = 5.0 - 20 ppm This is the half-way point. nitrates. Ammonia = 0 - 0.25 ppm Phase 4: This is the ideal range of The tank is now cycled. parameters. Once the tank Nitrite = 0 - 0.25 ppm Ammonia and nitrite levels have is cycled, your job is to keep spiked and dropped back to nitrates below 40 ppm by doing Nitrate = 10 - 40 ppm zero. Nitrate readings indicate weekly 25% water that your benefical bacteria are changes. doing their job.

Using Your Understanding of the Nitrogen Cycle

Ammonia and nitrites are kept in check by established bacterial colonies, but that doesn’t mean you don’t have to clean the tank. Regular siphoning of debris/waste and exchanging 25% of the water weekly is required. Every week rotate changing or rinsing 1 filter media type. Long gaps between water changes can cause a nitrate build up which is a chronic exposure risk and can lead to fish loss. If the bio-load exceeds what the tank can handle, the ammonia, nitrite and nitrate will spike once again. Adding additional sponge filters can provide more surface area for the benficial bacteria to colonize. Important things to remember

• Stress is often the underlying cause of fish death/disease • Poor water quality is a major cause of stress • Water quality is improved by beneficial bacteria. When in doubt - add another sponge filter. • Bacteria and filtration work together to keep the tank clean for a fintie amount of time. • The long-term balance and health of this tank “ecosystem” requires regular maintenance (water changes, water testing, and maintaining filter media) Can’t get a handle on your water parameters?

Feel free to contact the Salmon in the Classroom coordinator, Tracy Page at [email protected]. Send your water parameter data, a picture of your tank/filters, and your concerns. Salmon in the Classroom Teacher Guide Page 30 SalmonSalmon inin thethe ClassroomClassroom StartTeacher Up GuideGuide PagePage 3131 Troubleshooting - Why is my ammonia so high? Troubleshooting Guidelines

So you’ve tested your water and your ammonia levels are REALLY high. There are three primary rea- Problem Cause Recommended Treatment Notes sons - 1. overfeeding 2. Too few or too small water changes 3. The tank has not cycled. If uneaten food is not removed, it will decompose and release toxins into the water. Stress from an ammonia spike can be lethal to your fish. The Ammonia Alert device is a quick way to motice, but then should Ammonia level Tank is not Step 1. Stop feeding your fish and Beware that your API water test is HIGH being cleaned do not resume feeding fish until kit drops, and the Ammonia Alert be followed with a full water parameter test. Send your water parameter data sheets to Tracy Page regularly ammonia has leveled off. wheel measure two different forms of at [email protected] for advice. enough; Step 2. Siphon tank debris and do a Ammonia. Always use both, but record uneaten food or 1/4 water exchange. test kit results on your data sheet. Remember - we do not recommend using gravel in your tank. Gravel can trap waste and uneaten waste is raising Step 3. Retest. food. These break down and spike ammonia. Out of sight, out of mind = less likely to succeed. levels. Step 4. Repeat steps 2 and 3 daily until ammonia has leveled off. In their natural environment, salmon thrive in very clean and highly oxygenated streams. They are sensitive to toxins, especially ammonia. In the aquaiurm, ammonia is generated by dead fish, Chlorine Municipal water Add dechlorination tablets/Prime Large rolling trash cans are great for uneaten food and waste. Too much ammonia manifests as labored breathing and odd behavior in detected in supply is being to water when performing water letting water age. You can then use your fish. Always check filters for dead/decaying fish. Place screens over your filter intakes to prevent water used. Or your exchanges OR, allow water to a small pump to put the water in your egg shells, and fry from getting sucked up. school has sit out in the sunlight before a tank after it has aged. chlorinated the water exchange and the chlorine In an emergency - the Seachem Prime additive can be used to temporarily binds ammonia and water. will dissipate over a period of nitrite to drop them below toxic levels for 24 hours. Prime dosage is is based on threads in the cap. approximately one day. So a tiny bit goes a long way. A 5x dose of Prime can be used to detoxify your tank for 24 hours Dead eggs Natural mortality Remove dead eggs to prevent Not all eggs will survive in your between water changes. (white) (if tank additional problems affecting tank and even less would survive nutrient and nearby healthy eggs. Take no in the wild. Use this as a teachable temperature additional action. moment. Teachers receiving green levels are eggs from the weir may experience Other Water Parameters within accept- Contact the coordinator to prevent higher egg mortality than eyed eggs able range) further loss. picked up from the hatchery. To reduce mortality, eggs are treated Alkalinity, hardness and pH at the hatchery and non-viable eggs are removed on a daily basis.

The pH of a tank is heavily influenced by hardness and alkalinity. Hardness can be broken down into Fish are If water param- Take no action Birth defects and deformity are gH (general hardness) and kH (alkalinity or carbonate hardness). Alkalinity (kH) measures the deformed eters are within naturally occurring genetic buffering capacity of the water. It is important that kH be above 70 ppm so it can buffer pH changes. normal limits, it variations, they occur in wild salmon The pH can crash in levels of ammonia and organic wastes contribute to acidity. This occurs when may be genetic streams as well. Use this occurrence maintenance is being neglected. Tanks with low kH readins will require more frequent water changes birth defects as a teachable moment, for that those with higher kH. example introducing survival of the fittest or favorable adaptations If you have extremely high gH, it is recommended that your water changes consist of 50% reverse brought on through genetic osmosis or distilled water. Sponsors or local donors will sometimes donate RO systems that can be mutations. installed right on a sink in your room. Nitrate at Build up of Step 1: Stop feeding your fish and Use it in the classroom. Explain how unsafe level metabolic do not resume until nitrate levels off chemical equilibrium is maintained Avoid tampering with your source water as much as possible waste Step 2: Siphon tank 7 do a 1/4 in nature, and how a closed water exchange. system is different. Another As long as your source water is above 70 ppm kH, don’t fuss over pH and alkalinity. If you have Step 3: retest, is still dangerously teachable moment. extremely low kH you can add 1 tsp alkaline buffer and 1/2 tsp Acid buffer for every 10 gallons. high proceed to next step Use tap water if you can. If you use reverse osmosis water, or distilled water, they have no buffering Step 4: Add Amquell or similar treatment (follow label instructions) capacity - so mix them 50/50 with tap water. Step 5: Repeat steps 2, 3 & 4 daily until nitrate has reached safe ppm. Chlorine and Chloramines in the source water

Tap water treated in a municipal facility will have one or the other of these additives. Call your local water treatment plant and find out which they use. Test your tap water to monitor levels. When you do water changes you must treat for chlorine. One way is to put the water in a bucket over night to off gas before adding it to the tank. Another is to treat the water with the additive Seachem Prime. This can be done as you are adding the water to the tank.

SalmonSalmonSalmon in inin the thethe Classroom ClassroomClassroom Start TeacherTeacher Up Guide GuideGuide Page PagePage 32 3232 Salmon in the Classroom Teacher Guide Page 33 Troubleshooting Guidelines

Problem Cause Recommended Treatment Notes

Ammonia level Tank is not Step 1. Stop feeding your fish and Beware that your API water test is HIGH being cleaned do not resume feeding fish until kit drops, and the Ammonia Alert regularly ammonia has leveled off. wheel measure two different forms of enough; Step 2. Siphon tank debris and do a Ammonia. Always use both, but record uneaten food or 1/4 water exchange. test kit results on your data sheet. waste is raising Step 3. Retest. levels. Step 4. Repeat steps 2 and 3 daily until ammonia has leveled off. Chlorine Municipal water Add dechlorination tablets/Prime Large rolling trash cans are great for detected in supply is being to water when performing water letting water age. You can then use water used. Or your exchanges OR, allow water to a small pump to put the water in your school has sit out in the sunlight before a tank after it has aged. chlorinated the water exchange and the chlorine water. will dissipate over a period of approximately one day. Dead eggs Natural mortality Remove dead eggs to prevent Not all eggs will survive in your (white) (if tank additional problems affecting tank and even less would survive nutrient and nearby healthy eggs. Take no in the wild. Use this as a teachable temperature additional action. moment. Teachers receiving green levels are eggs from the weir may experience within accept- Contact the coordinator to prevent higher egg mortality than eyed eggs able range) further loss. picked up from the hatchery. To reduce mortality, eggs are treated at the hatchery and non-viable eggs are removed on a daily basis.

Fish are If water param- Take no action Birth defects and deformity are deformed eters are within naturally occurring genetic normal limits, it variations, they occur in wild salmon may be genetic streams as well. Use this occurrence birth defects as a teachable moment, for example introducing survival of the fittest or favorable adaptations brought on through genetic mutations.

Nitrate at Build up of Step 1: Stop feeding your fish and Use it in the classroom. Explain how unsafe level metabolic do not resume until nitrate levels off chemical equilibrium is maintained waste Step 2: Siphon tank 7 do a 1/4 in nature, and how a closed water exchange. system is different. Another Step 3: retest, is still dangerously teachable moment. high proceed to next step Step 4: Add Amquell or similar treatment (follow label instructions) Step 5: Repeat steps 2, 3 & 4 daily until nitrate has reached safe ppm.

Salmon in the Classroom Teacher Guide Page 32 SalmonSalmon inin thethe ClassroomClassroom StartTeacher Up GuideGuide PagePage 3333 Troubleshooting Guidelines, continued Troubleshooting Guidelines, continued

Problem Cause Recommended Treatment Notes Problem Cause Recommended Treatment Notes Fish lying on Water If activity occurs after the first few Interpret EMS in an ecosystem pH is suddenly Ammonia Siphon out waste and uneaten If your pH is slightly higher or slightly bottom of tank parameters weeks of feeding, the cause is not perspective. EMS happens both HIGH (above concentration food; do water exchange. If levels lower than the ideal range of or swimming on are outside of EMS. Measure your water parameters, in the wild and in a hatchery 7.5) rising due to still do not decrease, add chemical 7.0 - 7.5, don’t panic. Stable pH side normal range. increase your siphoning and water setting. Biologists can learn a lot build up of treatment (such as “pH Down”) is much more important than the Or Early Mortality change routine, and contact the about what is happening to fish in metabolic available at most aquarium supply actual value. If pH is rising, please Syndrome (EMS) coordinator for help. Assess other the wild by what they observe in by-products. stores. Be sure to follow directions address ammonia levels. OR, see below. possibilities, see below. hatchery fish. For example, finding carefully and allow enough time for a high prevalence of EMS in fish additive to cycle through before at a hatchery can indicate there retesting. is a high instance of EMS in the wild. However, eggs received by pH is LOW Soft water pH will probably never be <7 unless Stable pH is more important than the teachers have come and will come (below 7.0) the water supply is surface water. value. As long as your pH does not from several different females. The Purchase chemical treatment from change drastically, your fish will adjust. chances of having high levels of local aquarium supply store such as EMS in the group of eggs received “pH UP” to increase the pH to normal by an individual teacher is therefore levels. reduced. Some fish are Genetic variabil- Wait until at least 80% are swim up Using the daily ration split into small Pathogen OR see Contact coordinator. There are many different pathogens ready to begin ity before initiating feeding. amounts, train the fish to swim up below. that get passed on from the feeding; others and eat the food. adult to offspring. If many fish are still absorbing exhibiting the behavior, it could be yolk sac a pathogen. If one fish is exhibiting this behavior it could be the result of Uneaten food Tank not being Siphon out waste and uneaten food, Do not feed more than the injury from tank maintenance, see fouling water cleaned on a do water exchange. Double check recommended amount. Doing below. regular basis; feeding rates. so will reduce water quality. It is feeding too always better to underfeed than Injury from tank Be very careful when cleaning dead If many fish exhibit the behavior, much to overfeed. maintenance OR eggs, siphoning waste or exchanging it could be a pathogen. If one or see below water in the tank. The harmful effects only a few fish exhibit the behavior, Chiller Error Power outage, Check that chiller has adequate ventilation Chillers and their components are of injury during tank maintenance it could be the result of injury from overheating, and air flow. Install a small fan or vent holes if available at fish shops, hardwares and may not be visible until later stages of tank maintenance. or component needed. Adjust chiller setting to only change local aquaponics stores. If you have development. failure 1 degree per day to not shock fish. If you find an issue call around to find an expert. Genetic Take no action Genetic mutations and variance it is a part failure, contact the manufacturer, For maintenance and repair you will abnormality are natural. or a local air conditioning specialist. Aqua- want an airconditioning specialist. ponics stores also will have experts and carry Most manufacturers are quick to send Fish are not Fish vary in size Try rotating in a small amount of the Egg size varies due to genetic components. replacement parts if needed. uniform in size naturally next size smaller foo. Feed larger food variables, and fish grow at first, then feed smaller food. different rates due to environmen- tal conditions. Bigger fish may out Chiller Failure Equipment Place ziplock bags of ice in the tank to Call an airconditioning specialist for compete the smaller fish. failure or power maintain temperature. Run an extra airline repair, or visit a local fish store, hardware Fish loss Water Contact the coordinator at paget3@ If you suffer 75% of more Fish Loss outage to increase oxygen. Troubleshoot your chiller or aquaponics store for a replacement parameters michigan.gov and post in the Face- early in the year, replacement with their manual or customer service. Most chiller. are off, chiller book group for peer advice. Data fish may be available. You are have a fuse that may need replacing. Blow malfunction, needed: water parameter sheets, required to submit a Fish loss report out the chiller coils with an air compressor. over feeding, or picure of tank/filter setup and a Fish and accompanying materials and underfeeding Loss report. take recommended corrective actions before fish are granted. No fish granted or picked up after March 31. For any water quality or fish health issues, you can always post in the Michigan Salmon in the Classroom Facebook group for peer Some fish Genetic Wait until 80% are swimming up in the Using the daily ration split into ready for variability water column before initiating feed- several small amounts, train the advice, and email the Coordinator Tracy Page feeding, some ing. fish to swim up and eat the food. at [email protected] still abosrbing None should fall below the 25% yolk sack. mark, or you are feeding too fast.

SalmonSalmonSalmon inin in thethe the ClassroomClassroom Classroom TeacherStart Teacher Up GuideGuide Guide PagePage Page 3434 34 Salmon in the Classroom Teacher Guide Page 35 Troubleshooting Guidelines, continued

Problem Cause Recommended Treatment Notes pH is suddenly Ammonia Siphon out waste and uneaten If your pH is slightly higher or slightly HIGH (above concentration food; do water exchange. If levels lower than the ideal range of 7.5) rising due to still do not decrease, add chemical 7.0 - 7.5, don’t panic. Stable pH build up of treatment (such as “pH Down”) is much more important than the metabolic available at most aquarium supply actual value. If pH is rising, please by-products. stores. Be sure to follow directions address ammonia levels. carefully and allow enough time for additive to cycle through before retesting.

pH is LOW Soft water pH will probably never be <7 unless Stable pH is more important than the (below 7.0) the water supply is surface water. value. As long as your pH does not Purchase chemical treatment from change drastically, your fish will adjust. local aquarium supply store such as “pH UP” to increase the pH to normal levels.

Some fish are Genetic variabil- Wait until at least 80% are swim up Using the daily ration split into small ready to begin ity before initiating feeding. amounts, train the fish to swim up feeding; others and eat the food. still absorbing yolk sac

Uneaten food Tank not being Siphon out waste and uneaten food, Do not feed more than the fouling water cleaned on a do water exchange. Double check recommended amount. Doing regular basis; feeding rates. so will reduce water quality. It is feeding too always better to underfeed than much to overfeed.

Chiller Error Power outage, Check that chiller has adequate ventilation Chillers and their components are overheating, and air flow. Install a small fan or vent holes if available at fish shops, hardwares and or component needed. Adjust chiller setting to only change local aquaponics stores. If you have failure 1 degree per day to not shock fish. If you find an issue call around to find an expert. it is a part failure, contact the manufacturer, For maintenance and repair you will or a local air conditioning specialist. Aqua- want an airconditioning specialist. ponics stores also will have experts and carry Most manufacturers are quick to send components. replacement parts if needed.

Chiller Failure Equipment Place ziplock bags of ice in the tank to Call an airconditioning specialist for failure or power maintain temperature. Run an extra airline repair, or visit a local fish store, hardware outage to increase oxygen. Troubleshoot your chiller or aquaponics store for a replacement with their manual or customer service. Most chiller. have a fuse that may need replacing. Blow out the chiller coils with an air compressor.

For any water quality or fish health issues, you can always post in the Michigan Salmon in the Classroom Facebook group for peer advice, and email the Coordinator Tracy Page at [email protected]

Salmon in the Classroom Teacher Guide Page 34 SalmonSalmon inin thethe ClassroomClassroom TeacherStart Up GuideGuide PagePage 3535 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. Salmon in the Classroom Start Up Guide Page 36 Fisheries Management Units

Salmon in the Classroom Start Up Guide Page 37 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

Salmon in the Classroom Start Up Guide Page 38 SAMPLE

Salmon in the Classroom Start Up Guide Page 39 SAMPLE

Salmon in the Classroom Start Up Guide Page 40 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

Salmon in the Classroom Teacher Guide Page 40 Salmon in the Classroom TeacherStart Up Guide Page 41 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

SalmonSalmon inin thethe ClassroomClassroom StartTeacher Up Guide Page 42 Decontamination

Be Invasive Species Aware! How to decontaminate your gear:

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

There are easy ways you can help to reduce Bleach is a widely used biocide and disinfectant the spread of these harmful organisms: agent, but it is corrosive to metal and rubber.

• Select release or activity sites that are low • Recommended bleach solution is ½ cup (4 traffic and low risk fluid ounces) bleach to 5 gallons of water. • Always visit low risk sites first, and higher risk sites later • Apply by spraying or use a sponge so surface is • Learn to identify invasive species common thoroughly exposed to the bleach to your area and avoid them solution. Contact time should be at least 10 • Utilize waders with lug soles rather than felt minutes. Some gear types may require soles rinsing with tap water after decontamination • Decontaminate your gear between sites with bleach. • Decontaminate your gear at the end of your activities and store correctly • Chlorine bleach degrades over time and effectiveness as a disinfecting agent is diminished. After opening the original bottle of For advice on decontamination and when it is bleach, it may only be used for a necessary, view this video maximum of two months. https://www.youtube.com/watch?v=ESnJ2SI25Mo • Use diluted bleach within a 24-hour period post-dilution because chlorine dissipates For a handy step by step reference, utilize this rapidly. The words “Bleach Solution” and the presentation date and time of dilution must be written on https://www.michigan.gov/documents/ the container holding the diluted bleach. invasives/AISDecontaminationModule_NoQuiz_ ADA_622958_7.pdf • Dispose of unused bleach and diluted bleach solution in the sanitary sewer.

Salmon in the Classroom Teacher Guide Page 42 Salmon in the Classroom TeacherStart Up Guide Page 43 EndEnd ofof thethe Year: Year: Sanitizing and SanitizingStoring Your and Tank Storing Equipment Your 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 before • Take apart and rinse all equipment, filters, 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 it will • Squeeze and flush sponge filters until the not be bumped or broken. Trash bags, or water runs clear. rubber maid tubs are excellent choices to • Rinse permanent filter material. store loose equipment and can be gently • Use 1 part vinegar and 1 part water to soak placed inside the tank until fall. Be sure to or scrub all equipment. This removes hard always store your tank on a level surface. If water build-up as well as algae slime. Items unlevel, it can cause stress cracks and pop can be soaked for 24 hours. You can even seals. fill your tank and run this mixture through • Always do a thorough check of all your filters, chiller and pumps. equipment before storage and plan for • Rinse thoroughly with fresh water multiple replacement pieces if necessary. times. • Check the seals on your tank. The silicone • Completely drain and dry. along the seams should not be pitted, or • For in-line chillers, most recommend running missing any sections. If the silicone is pitted water (with vinegar) through in the opposite it is in need of replacement. This is a fairly direction, Rinse well with fresh water, and simple DIY with YouTube videos to follow. Or drain. Follow your manual’s instructions. your can ask a local fish store if they offer this service. 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

SalmonSalmon inin thethe ClassroomClassroom StartTeacher Up Guide Page 44 From Our Sponsors

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 targeted for 4-12th grades.

Salmon in the Classroom Start Up Guide Page 45 Salmon in the Classroom Teacher Guide Page 44 Salmon in the Classroom Teacher Guide Page 45 Michigan Department of Natural Resources www.michigan.gov/DNR Salmon in the Classroom (SIC) Program 2020 ADMITTANCE APPLICATION

The goal of this program is to immerse 3rd through 12th grade students in a classroom based, hands-on learning opportunity, with repetitive exposure to salmon, their life cycle and their effects on the ecosystem, that will encourage a lifelong respect for the natural resources—and to expose students to fishing as a fun skill! One of the many reasons for enrolling in the program is the diversity of subject matter that teachers can integrate into their lesson plans through raising salmon. The program can easily help teachers cover STEM as well as social studies, ELA, Michigan’s history and even art! This unique learning experience allows students the opportunity to raise, care for and maintain the salmon in their classroom from fall until spring. The program culminates at the end of the school year with the release of the young fish in a local watershed that feeds one of the Great Lakes. The Salmon in the Classroom program is not for everyone. It requires a time commitment from classrooms to raise the fish for almost the entire school year. It requires schools to obtain the necessary equipment. It requires an educator that will teach students about our Great Lakes ecosystem, the importance of water quality to healthy fish, and fisheries management. To learn more, see our Start Up Guide. It is however a very rewarding program. For many students, participation in the program provides a truly motivational experience. To watch life unfold before their eyes, to guide the growth and health of developing fish, and later release those fish into a natural , quality habitat can be a life changing experience for some. Before completing your Admittance Request, please read the Salmon in the Classroom web pages at www.michigan.gov/sic, particularly the Commitment section. This is a highly competitive application process.

Please fill out all requested information. Incomplete forms will not be accepted. Thank you for your interest in the Salmon in the Classroom program. Applications will be reviewed, and your acceptance, or denial, will be emailed by June 15. Denial letters will be accompanied by an explanation, and/or ways to improve your Admittance Request for the next year.

Please send a completed application via email, or mail no later than April 15, 2020 to: Tracy Page, Aquatic Education Coordinator Email: [email protected]

Michigan Department of Natural Resources Marketing and Outreach 5th Floor NW 525 W. Allegan Lansing, MI 48933

Telephone: (517) 284-6033

PR5090 (Rev. 12/17/2018) Salmon in the Classroom Start Up Guide Page 46 Michigan Department of Natural Resources – Marketing and Outreach Division Salmon in the Classroom (SIC) Program 2020 ADMITTANCE APPLICATION Requested by authority of the Michigan Department of Natural Resources Teacher Name (Legal Permittee/tank in their classroom) Teacher Email

Name of School Classroom/Teacher Telephone

Address Driver’s License # (Required for Scientific Collector’s Permit)

City, State, ZIP Name of Principal

County Principal Email

Program Support Factors (Check if the answer is yes, or fill out appropriately) ___ New Teacher ___ Returning Teacher ___ Replacement Teacher (taking over tank) Former SIC teacher name: My principal has approved my Salmon in the Classroom Application I will attend a 1 day mandatory workshop in mid-November (dates given in acceptance letters) I have permission to take my class(es) on a field trip in April/May to release our salmon in an approved waterway I will answer correspondence from the SIC Coordinators within a week’s time I understand I must submit a mandatory Stocking Report within 14 days after release, even if I have a total fish loss I will submit any news/media coverage, new activities, videos or lessons to the SIC Coordinator I already have a sponsor/grant/funding to cover the cost of my classroom aquarium, chiller and supplies Explanation/Sponsor Name: I already have equipment (check all that apply): tank stand chiller other supplies My school already has a SIC program, I will be an additional tank If so, which teacher runs it? Student Participation Grade level(s) of participating students Approximate number of students participating in salmon centric classroom lessons (not just tank viewers) Students will actively be involved in the maintenance of the tank and feeding of salmon I will teach about Salmon and/or the Great Lakes I will incorporate Salmon/Great Lakes Ecosystems OR Ecosystem for ____ hours each week for ____ weeks throughout the school year for ____ hours/week Natural Resource Education Commitment What part of raising Salmon in the classroom directly translates to Michigan Science Standards in your class, including cross curriculum integration plans and subjects covered? Attach additional pages if necessary

Please elaborate on other plans you have to include the Salmon in the Classroom program in your school or classroom’s plans. (i.e. additional field trips, guest speakers, community involvement, teach back to other classes or parents, release day rotations, partnerships, etc.) Attach additional pages if necessary.

I certify that the statements made by me in this application are complete to the best of my knowledge.

______Signature of Teacher Date

______Signature of Principal Date

PR5090 (Rev. 12/16/2019) Salmon in the Classroom Start Up Guide Page 47