1. 1. The Question The Chesapeake Bay ecosystem is a complex and ever-changing system. Humans impact this ecosystem in varying ways. How does human activity affect populations within the Chesapeake Bay ecosystem? 1111 2222 3333 6666 5555 4444 Next Last update: August 2005 Created by 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 McKenzie’s Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.http://questioning.org/module2/quick.html

2. 2. Information Sources What do you think is happening to the number of bald eagle nests in the Chesapeake Bay watershed? What do you think is happening to the number of bald eagle nests in the Chesapeake Bay watershed? What additional information would you need to change your inference into a hypothesis? 1111 2222 3333 6666 5555 4444 Next These materials are © 2005 Jennifer Forgnoni, Deep Creek Middle, all rights reserved. The following lessons are based on Jamie McKenzie’s Slam Dunk module available at http://questioning.org/module2/quick.html. http://questioning.org/module2/quick.html Number of Bald Eagle Nests Year Approximate # of Nests 197780 1981100 1985120 1989190 1993305 1998495 2003760

3. 3. The Student Activity Now that you have made an inference about changes in the number of bald eagle nests in the Chesapeake watershed, read the following article. Record your responses in each of the three areas of the concept map. Bald Eagles and the Chesapeake Bay Bald Eagles and the Chesapeake Bay Bald Eagles and the Chesapeake Bay Future Challenges Restoration Efforts Causes for Decline 1111 2222 3333 6666 5555 4444 Next These materials are © 2005 Jennifer Forgnoni, Deep Creek Middle, all rights reserved. The following lessons are based on Jamie McKenzie’s Slam Dunk module available at http://questioning.org/module2/quick.html. http://questioning.org/module2/quick.html

4. 4. The Assessment Activity Using your concept map, write an extended constructed response to defend or amend the hypothesis you made earlier in this activity. 1111 2222 3333 6666 5555 4444 Next These materials are © 2005 Jennifer Forgnoni, Deep Creek Middle, all rights reserved. The following lessons are based on Jamie McKenzie’s Slam Dunk module available at http://questioning.org/module2/quick.html. http://questioning.org/module2/quick.html

5. 5. Enrichment Activities Visit the Chesapeake Bay program website below. Identify and research another organism in the Bay watershed whose population has changed due to outside factors (i.e. development, pollution, loss of habitat or food). Then create an informative poster or pamphlet to educate your classmates about your organism and its importance to the Chesapeake Bay watershed. Chesapeake Bay Plants & Animals Chesapeake Bay Plants & Animals 1111 2222 3333 6666 5555 4444 Next These materials are © 2005 Jennifer Forgnoni, Deep Creek Middle, all rights reserved. The following lessons are based on Jamie McKenzie’s Slam Dunk module available at http://questioning.org/module2/quick.html. http://questioning.org/module2/quick.html

6. 6. Teacher Support Materials Objective: Students will be able analyze how the bald eagle population has fluctuated in order to explain how human activity can affect populations within the Chesapeake Bay ecosystem. Teacher Note: You may want to make copies in advance of the concept map on Slide 3 for student note-taking. Differentiation: Special needs students could be required to complete only a portion of the chart, such as providing information about only two of the human actions. Time Management Strategies: The Student Activity should take one 45-min. period. The extension activity requires an additional period or could be assigned for students to do at home. Technology Infusion: Have students use Microsoft Word or Publisher to create their informative poster or pamphlet. AVID Strategy: Concept mapping. Learning Styles: Maryland Voluntary State Curriculum Goal: 6.0 Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and nonliving) and analyze their impact from a local to a global perspective. Environmental Issues, Indicator: 1. Recognize and explain how human activities can accelerate or magnify many naturally occurring changes b. Identify and describe how human activities produce changes in natural processes, such as climate change (acquisition, use, and distribution of energy resources), development (erosion, habitat destruction and fragmentation, and deforestation), extinction (habitat destruction and introduction of nonnative species), and cycling of matter (waster disposal practices). 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 1111 2222 3333 6666 5555 4444 These materials are © 2005 Jennifer Forgnoni, Deep Creek Middle, all rights reserved. The following lessons are based on Jamie McKenzie’s Slam Dunk module available at http://questioning.org/module2/quick.html. http://questioning.org/module2/quick.html Field Dependent Visual Reflective Field Independent Analytical Understanding