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.

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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. 6 Next picture: Maryland Dept. of Natural ResourcesMaryland Dept. of Natural Resources Last update: August 2005 Created by Ann B. O’Neill and Jennifer Forgnoni BCPS 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

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.this glossary “From the Far East to the Eastern Shore” “From the Far East to the Eastern Shore” 6 Next picture: Infocus magazine, with permission of photographer Dave HaganInfocus

3. The Student Activity 6 Next Use this chart to record your notes about the Asian oyster. Ways the Asian oyster would be helpful: Ways the Asian oyster would be harmful:

4. The Assessment Activity 6 Next 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. 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) Eastern Oyster  Non-Native Oysters and the Chesapeake Bay (Chesapeake Bay Program) Non-Native Oysters and the Chesapeake Bay 6 Next pictures: Chesapeake Bay Program Chesapeake Bay Program

6. Teacher Support Materials 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 21 st 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 Field Dependent Visual Reflective Field Independent Analytical Understanding

Glossary for article about Asian oysters abundant abundant more than enough; plentiful aquaculture aquaculturethe cultivation of fresh-water and salt-water plants and animals decimated decimateddestroyed or killed in large numbers decline declinea gradual weakening; to fall or become less desperation desperationa state of hopelessness leading to recklessness displacing displacingremoving from the usual or proper place dwindle dwindleto make or become less ecosystem ecosystemthe whole group of living and nonliving things that make up an environment and affect each other encounter encountercome upon; meet unexpectedly or casually foe foeenemy irreversible irreversibleimpossible to reverse parasitic parasiticof 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 plighta usually bad condition or state pest pesta plant or animal that is troublesome, annoying, or destructive radical radicalextreme; departing sharply from the usual or ordinary resistant resistantable to fight against revive reviveto bring back or come back to life rogue roguean animal or plant that exhibits a a chance and usually inferior biological variation sterile sterilenot able to produce offspring; not fertile thrive thriveto grow very well; to flourish Return to Slide 2: Information Sources