Eel Migration in the Hudson Estuary (Middle School)

Engage:

1. Students should break up into 10 groups consisting of 1-3 students each. Students should have the following materials with them: computer, whiteboard and dry erase marker, Eel Project graph for their site.
2. Assign each group one of the following sampling sites: Hannacroix Creek, Saw Kill, Black Creek, Crum Elbow, Fall Kill, Quassaick Creek, Indian Brook, Furnace Brook, Minisceongo Creek, Richmond Creek. Students write the name of their site and the mile marker on the white board. Mile marker number is determined using a map.
3. Students line up in the hall from NYC (south) to Albany (north) according to their mile marker. Teacher facilitates a quick geographic discussion about site order. Students calculate the distance between their site and the closest site on either side.
4. Students line up under their river mile and in order to orient themselves on the river, each group steps out to look at their site position relative to other sites and the entire estuary.
5. Teacher facilitates a group discussion about the journey of the eels through the Hudson River estuary and the geographic obstacles they may face. Students should be familiar with this information from the introduction to the Eel Project.

Explore:

1. Distribute the corresponding DEC Eel Project data to each group. This data is the average Catch Per Unit Effort (CPUE) for each year at each site. A sheet with the data for each sampling location as well as a graph can be found in this folder. You can print the graphs, or have students work on the graphs using Google Sheets. If students are working in Sheets, students will need to make their own copy of the data before they make any changes. Student groups find an area to gather (either back in the classroom or if this activity is outside sitting in the grass).
2. Students explore their eel sample site graph using the student sheet as a guide. Teacher circulates to answer questions and check in on student progress.
3. Distribute the graph of Eel data from 2018 for all sites, and have students use it to complete Question 7 on the student worksheet.
4. Students use sticky notes to ask specific questions about the data or areas that they need clarification on.

Explain:

• Student groups give a short presentation (using their student worksheets as a guide) about the overall trend at their eel sample site. Teacher facilitates questions about their sample site compared to other nearby sample sites. 

Extend:

1. Class discussion/focus questions:

• What similarities and differences did you notice about the sample sites at each site? What factors (biotic or abiotic) could affect the numbers found at each site?

2. Big Picture:

1. Students explore the 2018 Average Glass Eel Catch per Day using the student sheet as a guide. Teacher circulates to answer questions and check in on student progress.

• Students transfer the graphical data to a data table. They formulate a claim based on the data, provide evidence to support it and hypothesize a reason for the stated claim. Students are familiar with the CER paragraph format found on the student sheet.  

Evaluate:

Students complete the following exit sticky note: What other data do you need in order to better understand the story of the American Eel?

 Write your answer on a sticky it note and leave it on the board.