1. The Question

1. Next 1 2 3 4 5 6 1. The Question You have learned about the dangers caused when invasive species are introduced into an ecosystem. A current problem in the Chesapeake Bay is how to improve the oyster population. One idea being promoted is to introduce a foreign oyster into the Bay. Will Asian Suminoe oysters help or harm the natural processes of the Chesapeake Bay? To answer this question, you will read an article that presents different sides of this issue. picture: Maryland Dept. of Natural Resources Last update: August 2005 Created by Ann B. O’Neill and Jennifer ForgnoniBCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKensie’s Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.

2. Next 1 2 3 4 5 6 2. Information Sources Read the article below in the online magazine Infocus, published by the National Academies. As you read, use this glossary to help you with words that may be new to you. Also, after reading each paragraph, stop and record notes on the chart on the next slide. “From the Far East to the Eastern Shore” picture: Infocus magazine, with permission of photographer Dave Hagan

3. Next 1 2 3 4 5 6 3. The StudentActivity Use this chart to record your notes about the Asian oyster.

4. Next 1 2 3 4 5 6 4. The Assessment Activity After reading the article, decide if you STRONGLY AGREE, SOMEWHAT AGREE, STRONGLY DISAGREE, or SOMEWHAT DISAGREE with the following statement: Introduction of the Asian Suminoe oyster into the Chesapeake Bay will be beneficial to both the seafood industry and to the health of the Bay. Your teacher will designate four areas of the room and you will join the group in the area that shares your position (STRONGLY AGREE, SOMEWHAT AGREE, STRONGLY DISAGREE, SOMEWHAT DISAGREE). As a group, discuss the issue, decide on a position statement, and develop reasons to be presented to the whole class to support that position. Each group will present its viewpoint to the class. Students may ask questions of one another. If you feel strongly influenced by another group’s presentation, you may change corners. Based on the presented material and your own views, write a reflection about the ideas that influenced your position.

5. Next 1 2 3 4 5 6 5. Enrichment Activities If you’d like to learn more about both the Asian oyster and the American oyster, here are some websites for you to explore: • Eastern Oyster(Chesapeake Bay Program) • Non-Native Oysters and the Chesapeake Bay (Chesapeake Bay Program) pictures: Chesapeake Bay Program

6. Objective: Students will be able to utilize text and peer debate in order to generate decisions about the introduction of nonnative oysters into the Chesapeake Bay. Teacher Note: You may want to make copies in advance of the chart on Slide 3 for student note-taking. Differentiation: Provide copy of all text with information needed for lesson highlighted. Review glossary skills Some of the Graphic Organizer may need to be completed. (word box would assist students in completion) Allow students to rate with only agree or disagree. Time Management Strategies: Two 45-minute class periods are recommended—one for reading the article and taking notes and one for the discussion activity. AVID Strategy: Four-Corner Discussion Learning Styles: Maryland Voluntary State Curriculum Goal: 3.0 Life Science: Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. Ecology, Indicator: 1. Give reasons supporting the fact that the number of organisms an environment can support depends on the physical conditions and resources available. b. Identify and describe factors that could limit populations within any environment, such as disease, introduction of nonnative species, depletion of resources, etc. enGauge “As society changes, the skills needed to negotiate the complexities of life also change…To achieve success in the 21st century, students also need to attain proficiency in science, technology, and culture, as well as gain a thorough understanding of information in all its forms.” (enGauge) Digital-Age Literacy includes: enGauge 21st Century Skills 1 2 3 4 5 6 6. Teacher Support Materials • Field Dependent • Visual • Reflective Field Independent • Analytical Understanding

7. abundant more than enough; plentiful aquaculture the cultivation of fresh-water and salt-water plants and animals decimated destroyed or killed in large numbers decline a gradual weakening; to fall or become less desperation a state of hopelessness leading to recklessness displacing removing from the usual or proper place dwindle to make or become less ecosystem the whole group of living and nonliving things that make up an environment and affect each other encounter come upon; meet unexpectedly or casually foe enemy irreversible impossible to reverse parasitic of or relating to a plant or an animal that lives in or on some other living thing and gets food and sometimes shelter from it plight a usually bad condition or state pest a plant or animal that is troublesome, annoying, or destructive radical extreme; departing sharply from the usual or ordinary resistant able to fight against revive to bring back or come back to life rogue an animal or plant that exhibits a a chance and usually inferior biological variation sterile not able to produce offspring; not fertile thrive to grow very well; to flourish Return to Slide 2: Information Sources Glossary for article about Asian oysters