REVIEWS


out by the class. This might involve adopt- ing a stream for cleanup or reintroduction of salmon. Students can then develop a presentation for a local government, tribal, or educational group to gain support that can then lead to implementation of their “Action Project.”


Extending existing educational efforts The Shadow of the Salmon curriculum


is designed to build upon environmental education efforts that already provide out- door education experiences for students in schools. For example, 600 schools currently participate in the Salmon in the Classroom Project, sponsored by the Washington Department of Fish and Wildlife (http:// wdfw.wa.gov/outreach/education/sal- class. htm). This project provides students with the opportunity to receive salmon eggs that they raise in the classroom. Salmon fry are eventually released into local waterways that biologists have determined to provide suitable habitat. The Salmon in the Class room Project has served as one focal point for partnership development. For example, the Yakima Basin Environmental Educa- tion Program brings together the Yakama Nation, state and federal agencies, irriga- tion districts, private groups, municipal and county agencies, and individual land own- ers to offer the Salmon in the Classroom experience to students and teachers in the region. The Shadow of the Salmon curricu- lum parallels and extends the Salmon in the Classroom Project as students learn about the natural environment through activi- ties, such as mapping and monitoring the status of their local watersheds, participat- ing in environmental fairs, communicating with local community members, recording cultural histories associated with the water- ways, and exploring potential responses to the dilemmas encountered. Concerns pertaining to environmental


issues and sustainability of natural eco- systems in the Northwest have resulted in the formation of additional partnerships developed to enhance educational oppor- tunities. The Hood Canal Salmon Enhance- ment Group partners with the Skokomish Nation and the Port Gamble S’Klallam Nation to provide educational opportuni- ties for students enrolled in schools in the Hood Canal watershed. The Stillaguamish Tribe has formed a relationship with nearby schools to provide hands-on educational opportunities at its fish hatchery. Through the Dungeness River Audubon Center, the Jamestown S’Klallam Tribe, the River Cen-


CLEARING 2010


ter Foundation, and the Audubon Society come together to provide river-monitoring field trips and other educational opportuni- ties regarding watershed management. The Shadow of the Salmon curriculum pro- vides an additional and readily accessible resource to enhance the educational efforts of these collaborative groups.


Conclusion Environmental issues pose one of the


great-est challenges for humans across the world today. In the Pacific Northwest, the salmon serves as an indicator species reflecting the health of the overall natural environment. Recognizing the significance of the salmon to all people across the region, Native American tribes partnered with environmental organizations, govern- ment agencies, and educators to develop the Shadow of the Salmon curriculum. This curriculum provides a tool for promoting the development of critical thinking and problem solving skills for eighth-grade students as they learn about and address real-life environmental concerns. The cur- riculum is designed to build on existing environmental education efforts and serves as a tool to promote cross- cultural commu- nication and relationships.


Availability of the curriculum


The Shadow of the Salmon video and curriculum guide are available, upon request, from the Indian Education Office of the Washington State Superintendent of Public Instruction (P.O. Box 47200, Olym- pia, WA 98504, 360-725-6160). The video can also be viewed online at http://www. Salmon Defense.org and the curriculum guide can be accessed at http://www. education.wsu. edu/nativeclearinghouse/ achievementgap/. A document displaying the alignment of the Shadow of the Salmon curriculum with state standards can be ac- cessed at http:// libarts.wsu.edu/speech- hearing/overview/ native-american.asp.


Ella Inglebret is an Associate Professor in the Department of Speech and Hearing Sciences at Washington State University. Her research examines factors associated with Native Ameri- can student success.


CHiXapkaid (D. Michael Pavel) is an enrolled member of the Skokomish Page Nation and Professor of Higher Education at Washington State University. He specializes in promoting American Indian and Alaska Native educa- tional access and achievement.


www.clearingmagazine.org/online


‘Hazards on the Homefront’ Makes Science Relevant to Students’ Everyday Lives


Reviewed by Donna Miscolta W


hat is the effect of various dishwash- ing soaps on the rate of photosynthe-


sis in aquatic plants? How do toxic and non-toxic cleaners


affect the rate of bacterial growth? These are examples of research ques-


tions that high school students in Jodie Spitze’s class at Kent-Meridian High School address in their study of household haz- ardous products. Her colleague, Dianne Thompson, uses a three-part activity that involves students in testing non-toxic clean- ing products purchased at the supermarket, preparing their own natural cleaner, and ex- plaining the benefits of these products in a formal letter to their families. Because these activities have a direct bearing on their personal health and that of their families, students often exhibit a greater engagement in science and scientific investigation.


“The non-toxic cleaner activity really


makes an impact on students’ families,” Thompson says. “I hear from more parents about this than anything else we do. Par- ents comment on how their children now request that they only use environmentally friendly cleaning supplies.”


A Seattle middle school teacher, Jessica


Levine, uses hazardous products and their properties as the context for the study of acids and bases. Students conduct chemis- try tests to determine the pH of household products. Another exercise Levine assigns her students is the creation of informational


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