Last week, a truck carrying 102,000 live salmon crashed in Oregon. This accident caused thousands of young fish to end up in the wrong river. The salmon were supposed to go to the Imnaha River, where they are considered threatened. However, around 77,000 of them ended up in the Lookingglass Creek instead. Thankfully, the driver of the truck only suffered minor injuries.
The crash happened because the driver lost control on a sharp turn, causing the truck to roll down a rocky slope. Sadly, more than 25,000 of the salmon, which were about two years old, died either inside the truck or on the creek bank. The local sheriff's office and two Native American tribes helped collect and scan transponders on the dead fish.
Salmon are special because they spend most of their lives in the ocean but return to rivers to lay their eggs. Many are raised in hatcheries before being released into their home waters. The Oregon Department of Fish and Wildlife (ODFW) estimates that the loss of these fish is about 20% of what was supposed to be released into the Imnaha River this year. They predict that there will be 500-900 fewer adult fish returning to spawn in 2026-2027 because of this accident. However, the 77,000 young salmon in the Lookingglass Creek will likely result in an extra 350-700 adults returning there.
ODFW officials are grateful that the truck driver wasn't seriously hurt. They also believe that this incident won't affect their ability to collect future fish or meet their goals in the future.
Original news source: Truck crash spills live salmon into Oregon river (BBC)
π§ Listen:
π Vocabulary:
Group or Classroom Activities
Warm-up Activities:
– News Summary
Instructions:
1. Divide the class into pairs or small groups.
2. Give each group a copy of the article.
3. Have the groups read the article together.
4. Instruct the groups to write a summary of the article, focusing on the main points and key details.
5. After a designated amount of time, have each group share their summary with the class.
6. Facilitate a discussion about the article, allowing students to ask questions and share their thoughts.
– Vocabulary Pictionary
Instructions:
1. Write a list of key vocabulary words from the article on the board.
2. Divide the class into pairs or small groups.
3. Instruct each group to choose one word from the list.
4. Give the groups a few minutes to discuss and plan how they will represent the word through a drawing.
5. Have each group take turns drawing their word on the board while the rest of the class tries to guess what it is.
6. After each word is guessed, discuss the meaning and context of the word as a class.
– Pros and Cons
Instructions:
1. Divide the class into pairs or small groups.
2. Assign each group the task of discussing the pros and cons of the situation described in the article (the salmon truck accident).
3. Instruct the groups to make a list of at least three pros and three cons.
4. After a designated amount of time, have each group share their lists with the class.
5. Facilitate a class discussion, allowing students to share their opinions and thoughts on the topic.
– Think-Pair-Share
Instructions:
1. Read aloud the following prompt: "What are some potential consequences of the salmon truck accident? Discuss with a partner and be prepared to share your ideas with the class."
2. Give students a few minutes to think about and jot down their ideas individually.
3. Pair students up and have them discuss their ideas with their partner.
4. After a designated amount of time, have pairs share their ideas with the class.
5. Facilitate a class discussion, encouraging students to build on each other's ideas and share different perspectives.
– Opinion Spectrum
Instructions:
1. Draw a horizontal line on the board.
2. Label one end of the line "Strongly Agree" and the other end "Strongly Disagree."
3. Read aloud a statement related to the article (e.g. "The truck driver should be held responsible for the accident").
4. Instruct students to stand along the line according to their level of agreement with the statement, with "Strongly Agree" on one end and "Strongly Disagree" on the other.
5. After everyone has chosen their position, allow students to explain their reasoning and engage in respectful debate with their classmates.
6. Facilitate a class discussion, encouraging students to consider different perspectives and find common ground.
π€ Comprehension Questions:
The truck carrying the live salmon crashed in Oregon.
The salmon were supposed to go to the Imnaha River, but they ended up in the Lookingglass Creek instead.
More than 25,000 of the salmon died in the accident.
The local sheriff's office and Native American tribes helped collect and scan transponders on the dead fish.
Salmon are considered special because they spend most of their lives in the ocean but return to rivers to lay their eggs.
Many salmon are raised in hatcheries before being released into rivers.
The loss of fish in the accident is about 20% of what was supposed to be released into the Imnaha River.
ODFW officials believe that this incident won't affect their ability to collect future fish or meet their goals in the future.
π§βοΈ Listen and Fill in the Gaps:
Last week, a truck carrying 102,000 live crashed in Oregon. This caused thousands of young fish to end up in the wrong . The salmon were supposed to go to the Imnaha River, where they are considered threatened. However, around 77,000 of them ended up in the Lookingglass Creek instead. Thankfully, the of the truck only suffered minor injuries. The crash happened because the driver lost control on a sharp turn, causing the to roll down a rocky . Sadly, more than 25,000 of the salmon, which were about two years old, died either inside the truck or on the creek bank. The local sheriff's office and two American tribes helped collect and scan transponders on the dead fish. Salmon are because they spend most of their lives in the ocean but return to rivers to lay their eggs. Many are raised in hatcheries before being released into their home waters. The Oregon Department of Fish and (ODFW) estimates that the loss of these fish is about 20% of what was to be released into the Imnaha River this year. They that there will be 500-900 adult fish returning to spawn in 2026-2027 because of this accident. However, the 77,000 young salmon in the Lookingglass Creek will likely result in an 350-700 returning there. ODFW officials are that the truck driver wasn't seriously hurt. They also believe that this incident won't affect their to collect future fish or meet their goals in the future.
π¬ Discussion Questions:
1. What is a hatchery and why are salmon raised in hatcheries?
2. How would you feel if you were the truck driver in this accident?
3. Do you think the accident will have a big impact on the salmon population in the Imnaha River? Why or why not?
4. What do you think the Native American tribes did to help collect and scan the dead fish?
5. How do you think the salmon ended up in the wrong river?
6. Do you like eating salmon? Why or why not?
7. What do you think the Oregon Department of Fish and Wildlife can do to prevent accidents like this in the future?
8. How would you feel if you were one of the salmon that ended up in the wrong river?
9. What do you think the transponders on the dead fish were used for?
10. Do you think the accident will affect the ecosystem of the Lookingglass Creek? Why or why not?
11. How do you think the accident could have been prevented?
12. What do you think the truck driver could have done differently to avoid the accident?
13. How would you feel if you were a fisherman who relies on the salmon population for your livelihood?
14. Do you think the truck driver should be held responsible for the accident? Why or why not?
15. What do you think the Oregon Department of Fish and Wildlife's goals are for the future?
Individual Activities
ππ Vocabulary Meanings:
Click a dot next to a word, then click the dot next to its meaning to draw a line connecting them.
Words
Meanings
π‘ Multiple Choice Questions:
π΅οΈ True or False Questions:
π Write a Summary:
Write a summary of this news article in two sentences.
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