Pile of scallops

Bay Scallop Restoration

Grade 9-12

This lesson focuses on two main ideas:

  • Why scallops help preserve the overall health of the Chesapeake Bay.
  • Current restoration efforts underway that are working to restore scallop populations.

 

Procedure

INTRODUCTION (15 minutes)

Read the introduction to students and review new vocabulary. Students will watch the "Maryland Farm and Harvest - Episode 1105 - Bay Scallop Restoration” video. After the video, discuss the essential questions and thinking questions aligned to the topic and video. Discuss with students the career connections related to bay scallops.

EXTENSION (15-30 minutes)

Complete extension activities with students, as you deem appropriate.

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 and Maryland Environmental Literacy Standards

HS-LS2-7 Ecosystems: Interactions, Energy, and Dynamics
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

  • Science and Engineering Practices
    Constructing Explanations and Designing Solutions
    Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.
    • Design, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

  • Disciplinary Core Ideas
    LS2.C: Ecosystem Dynamics, Functioning, and Resilience
    • Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.

    LS4.D: Biodiversity and Humans
    • Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).
    • Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.

    ETS1.B: Developing Possible Solutions
    • When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural and environmental impacts.

  • Crosscutting Concepts
    Stability and Change
    • Much of science deals with constructing explanations of how things change and how they remain stable.

Standard 2
Human Dependence on Earth Systems and Natural Resources:
Environmentally literate students construct and apply understanding of how Earth’s systems and natural resources support human existence.


Summative CER

Option 1:

Construct an argument regarding how bay scallops help maintain the health of the Chesapeake Bay. Use evidence and reasoning from the videos and activities to support your response.

Option 2:

Develop a scientific explanation regarding why algal blooms are such a problem for the Chesapeake Bay and what can be done to remove them. Use evidence and reasoning from the videos and activities to support your explanation.


Reflection Questions

  • What efforts are underway to help restore bay scallop populations in the Chesapeake Bay?
  • Why is it helpful for humans to work to restore bay scallop populations and keep their numbers stable in the Chesapeake Bay?

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.


This learning resource is a production of Maryland Public Television/Thinkport, in partnership with the Maryland Agricultural Education Foundation.

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