A collection of Chesapeake Bay oysters

Oyster Recovery

Grade 3

This lesson focuses on two main ideas:

Solutions to a new environmental concern (the decline in oyster population in the Bay)
Exploring why oysters are vital to the health of the Chesapeake Bay

Procedure

INTRODUCTION (15 minutes)

Read the introduction to students and review new vocabulary. Students will watch the “Creatures of the Chesapeake” video. After the video, have a discussion around the essential questions and thinking questions aligned to the topic and video. Discuss the career connections related to oysters and the Chesapeake Bay with students.

EXTENSION (15-30 minutes)

Complete extension activities with students, as you see fit.

ASSESSMENT (15 minutes)

Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.

REFLECTION (10 minutes)

Have students complete a reflection.

Standards

NGSS Performance Expectation

3-LS4-4 Biological Evolution: Unity and Diversity
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
- Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.
Disciplinary Core Ideas
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
- When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary)
LS4.D: Biodiversity and Humans
- Populations live in a variety of habitats, and change in those habitats affects the organisms living there.
Crosscutting Concepts
Systems and System Models
- A system can be described in terms of its components and their interactions.
Connections to Engineering, Technology, and Applications of Science
Interdependence of Engineering, Technology, and Science on Society and the Natural World
- Knowledge of relevant scientific concepts and research findings is important in engineering.

Maryland Environmental Literacy Standard

Standard 1
Environmental Issue Investigation and Action: Environmentally literate students investigate environmental issues in order to develop and implement local actions that protect, sustain, or restore the natural environment.

Summative CER

Option 1:

Construct an argument on what would happen if there were no more oysters in the Chesapeake Bay. Use evidence and reasoning from the videos and activities to support your argument.

Option 2:

Student A claims that the Chesapeake Bay and the organisms within it can survive without oysters. Student B claims that the Chesapeake Bay and its organisms need oysters in order to survive. Construct an argument in which you either agree with Student A or Student B’s claim. Use evidence and reasoning from the videos and activities to support your choice.

Reflection Questions

What makes oysters so important for the Chesapeake Bay?
What solutions can humans use to help protect the Bay and to try to increase oyster populations?

Summative CER Rubric

Scoring Rubric Components	No Response Score Point 0	Not There Yet Score Point 0.5	Beginning To Score Point 0.75	Yes Score Point 1.0
CLAIM	The claim is missing.	The claim is incorrect or irrelevant.	The claim partially takes a position on the topic or issue addressed within the prompt.	The claim takes an appropriate position on the topic or issue addressed within the prompt.
EVIDENCE	There is no type of evidence in the response.	The evidence is irrelevant or does not support the claim.	The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources.	The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
REASONING	There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence.	Use of words, phrases and clauses fail to show or explain any relationship between the claim and evidence.	Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence.	Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.