Next 1 2 3 4 5 6 • The Questions • You may have noticed that there is a lot of discussion about restoring and protecting the Chesapeake Bay. One of the key strategies in “bringing back the Bay” is to restore oyster populations using a variety of strategies. Click here for a recent article that outlines recent threats to oysters in the Chesapeake Bay. • What is the connection between oysters and a healthy Chesapeake Bay? • What are the best strategies for restoring the oyster population?
Next 1 2 3 4 5 6 Information Sources Use the following resources in order to explore information about oyster restoration and the importance of oysters to the overall health of the Chesapeake Bay. Read Task1 and Task 2 before you begin your research. Oyster Information from CBF Oyster Information from The Chesapeake Bay Program Heart of the Chesapeake from the SIRS Database On the Brink: Chesapeake's Native Oysters Access oyster restoration and background videos at the BCPS Canoe-Based Ecology wiki page. Select “No” while the page is loading. Access the page by clicking Here!
Next 1 2 3 4 5 6 The Student Activity Refer to the web-based resources as you complete Tasks 1 and 2 Task 1: Create a multimedia product (PowerPoint, Glogster, Prezi … etc) that summarizes the two most important ways that oysters improve the health of the Chesapeake Bay. Go to the Web 2.0 wiki for tools and tutorials. Task 2: Compare any two possible strategies that can be used to restore oysters in the Chesapeake Bay such as oyster gardening, introduction of nonnative oysters, or the use of oyster reef balls. Use Microsoft Word or any available software to create a diagram that explains the strategy, describes benefits, and any problems that are associated with the restoration strategy. Click HERE for an example of an organizer.
Next 1 2 3 4 5 6 The Assessment Activity • Based on information you learned in Activities 1 and 2, which restoration strategy do you think is the most effective method for restoring oysters in the Chesapeake Bay and improving its overall health? Create a presentation that will communicate your decision to the class. You may use one or more presentation tools such as a poster, display board, podcast, movie or other multimedia product. Be sure to include the following information in your presentation: • An explanation of why oysters are important to the health of the Bay. • A description of the oyster restoration strategy that you chose. • A summary of at least three reasons why you selected the strategy. • A summary of at least two limitations or drawbacks of one other restoration strategy that was not selected.
Next 1 2 3 4 5 6 Enrichment Activities Complete “Oysters and a Clear Bay” from the Chesapeake Bay Foundation’s Chesapeake Choices and Challenges curriculum guide. This activity can be downloadedby clicking HERE. Complete “Pros and Cons of Artificial Reefs” from the National Geographic Xpeditions online curriculum. The lesson can be found by clicking HERE. Complete the activity “Oyster Gardens: No Soil Required” from the Virginia Sea Grant Marine Advisory Program’s Bridge website. The activity can be found by clicking HERE!
Next 1 2 3 4 5 6 Teacher Support Materials Objective: Analyze the role of oysters and current restoration efforts in the Chesapeake Bay in order to explain how human activities can produces changes in natural processes. Differentiation: All students complete the same activity and assessment. Students may select from the list of resources provided to gather information. Students may choose any Web 2.0 tool to complete the activities and assessment. Time Management Strategies: It is suggested that this activity be completed over the course of three class periods. This activity could also be conducted in teams of two or more students. Technology Infusion: Students should also be familiar with opening hyperlinks in both the documents and in the Power point presentation. The students should also be familiar with Web 2.0 tools listed on the BCPS Library and Information Services page. AVID Strategy: The following AVID strategy is supported in this lesson: inquiry based learning and writing in Science Learning Styles: Field Dependent, Field independent, Visual and Reflective Learners, Global Understanding Standard 6.0 Environmental Science Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local tp a global perspective. TOPIC B. Environmental Issues INDICATOR Recognize and explain how human activities can accelerate or magnify many naturally occurring changes. OBJECTIVES Identify and describe how human activities produce changes in natural processes: • Climate change • Loss of habitat due to construction • Hunting and fishing • Introduction of nonnative species • Cycling of matter Common Core Integration of Knowledge and Ideas RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.