1. An Example of a Teacher-Driven Slam Dunk 8 th Grade Science

2. 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? 6 Next 12345 picture: Maryland Dept. of Natural ResourcesMaryland Dept. of Natural Resources Created by Ann B. O’Neil and Jennifer Forgnoni Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. Lesson based on Jamie McKenzie’s Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.http://questioning.org/module2/quick.html

3. 2. Information Sources The National Academies provide a public service by working outside the framework of government to ensure independent advice on matters of science, technology, and medicine. They enlist committees of the nation's top scientists, engineers, and other experts -- all of whom volunteer their time to study specific concerns. They also publish the magazine In Focus detailing many of their studies.In Focus 6 Next 12345 picture: Infocus magazine, with permission of photographer Dave HaganInfocus

4. 3. The Student Activity 6 Next 12345 Ways the Asian oyster would be helpful: Ways the Asian oyster would be harmful: 1.Read the article below from the online magazine Infocus, published by the National Academies: “From the Far East to the Eastern Shore” “From the Far East to the Eastern Shore” 2.As you read, use this glossary to help you with words that may be new to you.this glossary 3.After reading each paragraph, stop and record notes on the on the worksheet. worksheet

6. 4. The Assessment Activity 6 Next 12345 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.

7. 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: American Oyster (Chesapeake Bay Program) Non-Native Oysters and the Chesapeake Bay Non-Native Oysters and the Chesapeake Bay (Chesapeake Bay Program) 6 Next 12345 pictures: Chesapeake Bay Program Chesapeake Bay Program

8. 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)enGauge Digital-Age Literacy includes: Information Literacy Technological Literacy Scientific Literacy 612345 Field Dependent Visual Reflective Field Independent Analytical Understanding

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