National Oceanic and Atmospheric Administration noaa.gov 1

Oyster Restoration — Evaluating 

Habitat Requirements for the Eastern 

Oyster

In 2014, a new Chesapeake Bay Watershed Agreement,

http://www.chesapeakebay.net/documents/ChesapeakeBayWaters

hedAgreemenetFINAL.pdf, was signed by New York, Pennsylvania, 

Maryland, Delaware, Virginia, West Virginia and the District of 

Columbia. The Agreement has at its heart a road map for 

protecting and restoring the Chesapeake Bay. Restoring oysters in 

the Chesapeake Bay for water quality, habitat, fisheries, and other 

ecosystem benefits is one of the goals of the new Agreement. 

For specific information related to oysters, see page 4 of the 

Agreement, or view the Chesapeake Bay Program Restoring Oyster 

Reefs web pages at,

http://www.chesapeakebay.net/indicators/indicator/restoring_oyst

er_reefs. 

State governments, the federal government, universities, nonprofits, citizens, and students have assisted with oyster restoration 

throughout the years by participating in programs like the Maryland 

Department of Natural Resources’ Marylanders Grow Oysters,

http://oysters.maryland.gov/, or the Chesapeake Bay Foundation’s 

Oyster Gardeners Program,

K-12 Oysters in the Chesapeake Bay

Module 3

Grade Level: High School

Teaching Time: 3 Class 

periods with some 

homework

Materials: 

 Computers with 

internet access

 Student Pages

 Student Data Sheets

 Student Maps and 

articles

Teacher Note (optional):

 This activity works best if 

students have internet 

access. However, if 

internet access is not 

available students can 

use printed copies of 

maps, articles and other 

resources.

 There is a fair amount of 

group work in this 

module. Ideally, groups 

will be composed of 3-5 

students.

 See Resources section 

for more detailed list of

readings, web links, and 

other activity resources.
 National Oceanic and Atmospheric Administration noaa.gov 2

http://www.cbf.org/how-we-save-the-bay/programs-initiatives/maryland/oysterrestoration/oyster-gardening-program. 

Module 3 builds on the history of citizen and student involvement in oyster restoration efforts 

and asks students to think critically about where to place oysters after they have been raised by 

students, concerned citizens, or oyster restoration partners throughout the watershed.

If your school is close to a tributary of the Chesapeake Bay where there is a Chesapeake Bay 

Foundation or Marylanders Grow Oysters Program, or you work with non-profit partners 

involved in oyster restoration, consider getting your students involved in a hands-on oyster 

restoration experience. 

SUMMARY

After completing the first two modules in this High School Unit, An Historical Perspective of 

Oyster Related Environmental Issues, and Investigating Sustainable Resources Management 

Using the Fish Banks Simulation, students have now learned a great deal about the value of 

oysters from both an historical perspective, and from that of the current men and women who 

harvest the resource, and those tasked with managing the resource. Ecological principles, 

technology, economics, policy, and culture all impact the oyster population. Students have read 

stories, news articles, journal articles, and other resources, which have emphasized how society 

influences natural resources, and how these resources are valued by people in the region. 

Students have also simulated a hypothetical fishing scenario where they made decisions and

developed strategies for harvesting a sustainable resource, while maintaining their own quality 

of life in the Fish Banks Simulation.

In this module, students will focus on the habitat requirements of oysters, including what they 

need for both survival, and reproduction in Chesapeake Bay. The activities in this lesson focus 

on the biological and physical parameters necessary for oysters to live and thrive in the Bay 

ecosystem. Additionally, this module will help students understand how humans can have both 

positive and negative impacts on native oyster populations.

LEARNING OBJECTIVES

 Students will be able to describe the connections between biotic and abiotic conditions 

in Chesapeake Bay. 

 Students will be able to apply data, evidence, and knowledge of biotic and abiotic 

conditions throughout the oysters’ life cycle to make decisions about oyster restoration 

in the Chesapeake Bay.

 Students will be able to apply GIS data to support decision making.
 National Oceanic and Atmospheric Administration noaa.gov 3

GUIDING QUESTIONS

 What biotic and abiotic factors should be considered when restoring oysters and 

maintaining oyster survival throughout its various life stages?

 What natural resource management policies/factors should be considered when making 

decisions about oyster restoration?

BACKGROUND

Restoration of the Eastern oyster is an important component in the Chesapeake Bay 

Restoration effort. Based on information from the time of John Smith, we know oysters were 

plentiful throughout the Bay and a very important part of the ecosystem. This is why restoring 

oysters is an essential strategy in the Chesapeake Bay Agreement. 

The Chesapeake Bay Agreement is the roadmap for improving environmental conditions in the 

Bay, and doing what we can to ensure the Bay looks and functions more like it did during John 

Smith’s time. The first Chesapeake Bay Agreement was signed in 1983, and it recognized that 

scientific research addressing historical declines in the living resources of the Chesapeake Bay, 

such as oysters, required a cooperative approach to “fully address the extent, complexity, and 

sources of pollutants entering the Bay.” The Environmental Protection Agency (EPA), the State 

of Maryland, the Commonwealths of Pennsylvania and Virginia, and the District of Columbia 

were the key players in the original Agreement. Their goal was to implement and coordinate 

management plans that would improve and protect the water quality and living resources of 

the Chesapeake Bay.

Since then, the Chesapeake Bay Agreement, http:/www.chesapeakebay.net/about/how/history, 

has been revised to address changing needs and issues. In 2014, a new Chesapeake Bay 

Watershed Agreement was signed by watershed states with new goals and strategies for 

protecting and restoring the Chesapeake Bay. This new plan for collaboration across the Bay’s 

political boundaries establishes a vision for the restoration of the Bay, its tributaries and the lands 

that surround them. In addition to the original member states of Maryland, Virginia, and 

Pennsylvania, now Delaware, New York, and West Virginia are essential partners in this 

cooperative program.

Oysters are a keystone species in the Chesapeake, and because their population has declined 

significantly (as you have learned about in Modules 1 and 2, strategies to restore oysters are an 

important goal of the Chesapeake Bay Agreement. 

http://education.nationalgeographic.com/education/encyclopedia/keystone-species/?ar_a=1

The Oyster Outcomes, listed under the Sustainable Fisheries Priority Goal, include:

1) Continually increase finfish and shellfish habitat and water quality benefits from restored 

oyster populations.

2) Restore native oyster habitat and populations to TEN tributaries by 2025 and ensure their 

protection.
 National Oceanic and Atmospheric Administration noaa.gov 4

During this activity, students will explore the environmental factors, stakeholder perspectives, 

and management strategies that are considered when making decisions about oyster 

restoration.

Click on http://www.chesapeakebay.net/fieldguide/critter/eastern_oyster to learn more about 

oysters, and on http://www.chesapeakebay.net/indicators/indicator/restoring_oyster_reefs to 

learn about oyster restoration.

Key Words

Abiotic – a nonliving (physical or chemical) component of the environment.

Algae – small, usually microscopic free-floating plants; the primary producers of food and 

oxygen in the Bay.

Bathymetry – pertaining to the depth and relief of water basins.

Benthic – bottom dwelling; defining a habitat or organism found on the sea bottom; of or

pertaining to the bottom of a water body.

Benthos – organisms that live on or in the bottom of a body of water (e.g., ocean, river, stream, 

etc.)

Biotic – pertaining to the living components of their environment.

Dissolved Oxygen – the amount of oxygen dissolved present in the water, expressed in mg/L, or 

the number of milligrams of oxygen dissolved in a liter of water.

Ecology – the study of interrelationships between living things and their environment.

Gametogenesis – the process leading to the production of gametes; the development and 

maturation of reproductive cells through meiosis.

Habitat – the natural home or environment in which a plant, animal, or other organism lives, 

feeds, and/or breeds.

Keystone Species – a species whose survival affects the organisms in an ecosystem; a species 

that exerts a major influence on the composition and dynamics of the community in which it 

lives. If it were removed from the ecosystem, the ecosystem would change drastically.

Larva – the tiny, newly hatched, immature form of any animal when more or less of a 

metamorphosis takes place, before the assumption of the mature shape. 

pH – a measure of the hydrogen ion (H+) concentration of a solution. It is used to determine 

the acidity or alkalinity of a substance.

Parameter – a variable whose measure is indicative of a quantity or function that cannot itself 

be precisely determined by direct methods (e.g., water quality parameters, such as dissolved 

oxygen or turbidity indicate the “health” of a body of water). 

Plankton – small free-floating plants, animals, and bacteria, with limited to no swimming ability.
 National Oceanic and Atmospheric Administration noaa.gov 5

Salinity – a measure of the salt concentration of the water. It is usually expressed in parts per 

thousand (ppt), or the number of grams of dissolved salts present in 1,000 grams of water.

Spat – juvenile oysters that have just attached to a hard surface.

Spawn – to release eggs and/or sperm into the water.

Turbidity – the clarity of the water; a measure of the amount of sunlight that can penetrate 

through the water.

VOCABULARY SOURCES: 

Biology Online, http://www.biology-online.org/dictionary/Dissolved_oxygen

Chesapeake Bay Program – Bay Glossary, http://www.chesapeakebay.net/glossary 

NOAA National Environmental Satellite, Data, and Information Service, 

https://www.ncdc.noaa.gov/paleo/ctl/glossary.html#j

NOAA Fisheries Glossary, https://www.st.nmfs.noaa.gov/st4/documents/FishGlossary.pdf

ACTIVITY I: Biotic and Abiotic Conditions Affecting the Eastern Oyster – Oyster 

Habitat Requirements Concept Map

ENGAGEMENT

Students will describe the connections between biotic and abiotic conditions in Chesapeake

Bay, and the effects of these factors on the Eastern oyster.

1. As a class, have a discussion about what animals in the Chesapeake Bay need to survive, and list 

these items on the board. They should consider biological, chemical, and physical parameters as 

they brainstorm. What are these parameters? Does each parameter have an optimum range (e.g., 0-

32 ppt salinity) in which animals or plants can survive? 

2. Divide the class into small groups of approximately 3-5 students each. 

a. During this section explain to the students that they are outlining the oyster’s habitat 

requirements. The following links may be used to find basic information about oysters:

Chesapeake Field Guide – Chesapeake Bay Program

http://www.chesapeakebay.net/fieldguide/critter/eastern_oyster

PROCEDURE
 National Oceanic and Atmospheric Administration noaa.gov 6

Oysters in the Environment– Maryland Sea Grant

http://ww2.mdsg.umd.edu/interactive_lessons/oysters/oysback.htm

Provide sufficient time for students to investigate these and other oyster-related 

resources.

b. Using the Oyster Habitat Requirements Concept Map template in APPENDIX B: Student 

Pages, instruct your students to create a concept map illustrating the biotic and abiotic 

criteria required for oyster survival based on class discussion and the information they 

gleaned from the sources above.

c. Ask the students to be as specific as possible (i.e., what kind of food do oysters need? 

Are water quality conditions supportive of the oysters’ needs?)

d. Interactions between Earth’s systems (hydrosphere, atmosphere, biosphere, etc.) can 

also be integrated here. Examples include:

i. How does precipitation affect salinity, water clarity, etc., and how could these changes 

influence other water quality parameters? See the following resources for more 

background information:

Monitoring Estuarine Water Quality at the NOAA Ocean Service below:

http://oceanservice.noaa.gov/education/yos/lesson/Grades%205-

8/water_quality_teacher_guide.pdf
 National Oceanic and Atmospheric Administration noaa.gov 7

National Estuarine Research Reserve System, Estuary Education: Chemistry in an 

Estuary, pp. 2-5

https://coast.noaa.gov/data/estuaries/pdf/chemistry-in-an-estuary-teacher-guide.pdf

Chesapeake Bay Program

 Sediment, http://www.chesapeakebay.net/videos/clip/bay_101_sediment

 Dissolved Oxygen, http://www.chesapeakebay.net/videos/clip/dissolved_oxygen

 Water Clarity, http://www.chesapeakebay.net/videos/clip/bay_101_water_clarity

 Oysters, http://www.chesapeakebay.net/videos/clip/bay_101_oysters

ii. How would a change in these habitat conditions affect oysters?

iii. How does land use influence Earth systems that, in turn, could affect oyster 

populations?

4. Now, have a discussion about current Chesapeake Bay water quality to guide student

thinking about whether current conditions support oyster survival. A good source of 

information for current Bay conditions includes the Chesapeake Bay Interpretive Buoy 

System (CBIBS) at http://buoybay.noaa.gov and Eyes on the Bay at 

http://eyesonthebay.dnr.maryland.gov/eyesonthebay/. Search for other online water 

quality sources of data. Additional sites are provided in the References and Resources

section for this Module. Local watershed groups in your region may also collect data that 

are useful (e.g., Midshore Riverkeepers Conservancy, 

http://www.midshoreriverkeeper.org/rivers/maps/). Also see the Chesapeake Bay 

Operational Forecast System, https://tidesandcurrents.noaa.gov/ofs/cbofs/cbofs.html.

Are water quality conditions at a particular site supportive of oyster growth and/or 

reproduction based on what students have learned thus far? 

5. Discuss how the oysters’ habitat requirements may change throughout its life cycle. When 

determining where to permanently place oysters for restoration, it is important to consider 

these changes. (The oyster life cycle will be addressed in the next activity).

ACTIVITY II: The Oyster Life Cycle

EXPLORATION

The habitat requirements for oysters change throughout their life cycle. Environmental factors 

trigger biological responses in the oyster, such as in reproduction.

Provide students with the Oyster Life Cycle hand-out in APPENDIX B: Student Pages, or use the 

following links if computers and Internet access are available:
 National Oceanic and Atmospheric Administration noaa.gov 8

University of Maryland Horn Point Oyster Hatchery

http://hatchery.hpl.umces.edu/oysters/oysters-life-cycle/

NOAA Chesapeake Bay Office

http://chesapeakebay.noaa.gov/fish-facts/oysters

(Have the students view the life history and habitat sections).

In small groups, have students use the Oyster Life Cycle template in APPENDIX B: Student Pages 

and compare to the Oyster Habitat Requirements Concept Map that they worked on in

ACTIVITY I to illustrate how habitat requirements may change depending on the life stage of the 

oyster. This concept map will be used again to illustrate additional interactions between 

oysters, and other environmental and human factors.

Diagram of Oyster Life Cycle

http://www.chesapeakedata.com/wp/

Used with permission from the Chesapeake Bay Ecosystem Atlas;

Chesapeake Environmental Communications 2015
 National Oceanic and Atmospheric Administration noaa.gov 9

Below is a completed version of the Oyster Life Cycle template for students.

Oyster Life Cycle

ACTIVITY III: Oyster Habitat Requirements Data Table

EXPLORATION/EXPLANATION

A great deal of scientific research has been done to better understand Chesapeake Bay oysters, 

and much is still going on today. Some of this research has looked at how water quality affects 

oyster survival and reproduction. In this section you will be using excerpts from Habitat 

Requirements for Chesapeake Bay Living Resources. (See APPENDIX C: Resources) This resource 

documents the water quality and other habitat requirements for numerous Bay species. We 

will be using this section on oysters to learn more about their specific needs throughout their 

many life stages.

1. Distribute the Eastern Oyster Chapter from Habitat Requirements for Chesapeake Bay Living 

Resources (Kennedy, 1991) in APPENDIX C: Resources. 

Fertilized

Egg 

Trocophore –

Shell begins to 

develop 

Veliger –

Shell and 

Cilia 

Pediveliger –

Foot 

Develops 

Spat 

Oyster 

Gamete 

Adult Oyster 

Larval Stage 
 National Oceanic and Atmospheric Administration noaa.gov 10

TEACHER NOTE: Do not include the Tables at the end of the chapter when distributing to 

students. They will be completing a table as part of the Module activities. For your 

convenience, APPENDIX C provides the TABLE separate from the article.

Direct your students to read the Introduction, Background, and Ecological Role sections of 

the Eastern Oyster Chapter.

2. Divide your class into small groups of 3-5 students each. In each group, students should be 

assigned (or volunteer) to become “experts” on the following oyster habitat requirements. 

a. Water Temperature

b. Salinity

c. Dissolved Oxygen

d. pH

e. Structural Habitat (substrate and depth)

TEACHER NOTE: If desired, two students could be assigned to the water temperature and 

salinity groups.

Once assigned to, or having chosen, a section of the habitat requirements, students should read 

this section and use the information they find to fill out the Oyster Habitat Requirements Data 

Table in APPENDIX B: Student Pages. This chapter will provide an explanation of the various life 

stage conditions required.

A completed data table can be found in APPENDIX A: Teacher Pages. The table from the original 

article is in APPENDIX C: Resources.

ACTIVITY IV: Applying Data to Make Decisions about Oyster Restoration –

Modifying Your Oyster Habitat Requirement Concept Map

ELABORATION

Students will apply data and evidence from secondary sources about biotic and abiotic 

conditions that oysters need to survive and reproduce in Chesapeake Bay. Applying new 

knowledge about the oyster life cycle and habitat conditions that support oyster survival 

through each life stage, they will form decisions regarding potential oyster restoration sites in 

the Chesapeake Bay.

1. Using the Oyster Life Cycle Model and the Oyster Habitat Requirements Data Table, students 

should modify and further develop their Oyster Habitat Requirements Concept Map from 

ACTIVITY I.
 National Oceanic and Atmospheric Administration noaa.gov 11

They should be specific about the oyster habitat requirements at each life stage, and 

identify factors that may impact the abiotic conditions described in the habitat 

requirements. These factors could have either positive or negative impacts on the oyster 

(e.g., runoff, climate change, drought, etc.).

2. Have students use the following resources and experiences as they develop their concept 

map.

 Oyster Habitat Requirements Chapter; focus on the Introduction and Special Problems

sections.

 Chesapeake Bay Program – Oyster Restoration

http://www.chesapeakebay.net/indicators/indicator/restoring_oyster_reefs

 Fish Banks activity experience and lessons learned from Module 2

 Oyster Sanctuaries: http://dnr2.maryland.gov/fisheries/Pages/oysters/sanctuaries.aspx

 Oyster Disease

o Virginia Institute of Marine Science 

http://www.vims.edu/research/departments/eaah/programs/molluscan_health/Res

earch/shellfish_diseases/index.php

o Maryland Department of Natural Resources, Chesapeake Bay Oyster Diseases, 

Background and 2011 Status Presentation (Chris Dungan) 

https://drive.google.com/open?id=0B-1W5S46ODQNM2V3ZDQzWGQ5SkU

o Maryland Department of Natural Resources, Annual Fall Survey Reports

Provide Maryland Oyster Population Status Reports from 1996-2015 (as of April 

2017) at http://dnr2.maryland.gov/fisheries/Pages/shellfishmonitoring/reports.aspx. 

EVALUATION

Concept Map Discussion

When complete, students will share their concept maps with the class, and discuss and 

compare the unique components they included. Ask them how they could use this information 

to identify locations within the Chesapeake Bay that they would target for oyster restoration.

ACTIVITY V: Applying Data to Make Decisions about Oyster Restoration – Oyster 

Decision Support Tool (ODST)

ELABORATION

Students will apply their knowledge about the oyster life cycle, and habitat conditions that 

support oyster survival within each life stage to make decisions regarding potential oyster 

restoration sites in the Chesapeake Bay.
 National Oceanic and Atmospheric Administration noaa.gov 12

In this activity students will use what they have learned about the oyster’s habitat 

requirements, and other important factors that influence their population to identify a specific 

location for targeted oyster restoration. During this activity they will use the NOAA Oyster 

Decision Support Tool (ODST) to analyze available data, and identify potential restoration 

locations, http://science.ncbo.noaa.gov/odst/. GIS data will help support decision making using 

the ODST.

TEACHER NOTE: If there are problems with the ODST site, use the websites listed under Water 

Quality in the References section to help you find data. Please, contact us if you have any 

issues.

TEACHER NOTE: The ODST may have a bit of a hiccup in the system in that, on some computers 

when you first view the mapping tool, all you see is some orange shapes illustrating the named 

oyster bars in the Maryland portion of the Chesapeake Bay. To get the rest of the map to show 

up, click on the Base Layers (on the right side of your map under the layers tab) and click on the 

different base layers until the one you want renders on your screen.

About the Oyster Decision Support Tool 

https://chesapeakebay.noaa.gov/habitats-hot-topics/oyster-decision-support-tool-helpsvisualize-habitat-restoration-data

The Oyster Decision Support Tool is a map-based method to access information on oysters, 

oyster habitat, and oyster restoration projects in Chesapeake Bay. Data for the ODST came 

from state and federal agencies working in the Chesapeake, scientists, academic institutions, 

and nonprofit organizations. The ODST includes information on the following: 

 Maps and graphs of Maryland oyster disease, live oyster count, spatfall, and mortality 

levels at each oyster bar sampled, by year

 Dates of oyster-related activities on each bar in Maryland, and map layers showing 

where oyster restoration has occurred

 Maps and graphs of modeled water quality data (bottom salinity and temperature)

 Seafloor mapping in Maryland and Virginia (describing various bottom types such as 

shell, sand, and mud)

 Historic oyster reef boundaries (“Named” Oyster Bars in Maryland and Baylor Grounds 

in Virginia)

 Maryland oyster sanctuary and reserve boundaries
 National Oceanic and Atmospheric Administration noaa.gov 13

Basic ODST Layout:

 

Using the Oyster Decision Support Tool

Like Google Earth, FieldScope and other GIS/Map resources, the ODST is a collection of data that 

you can visualize and ask questions about. Here are some tips for using the tool:

 Users have the ability to turn on and off many data layers. In some layers you can even 

limit the data displayed further by choosing to view only specific components of the 

layer. 

 In the case of the temperature and salinity layers, you can use the ODST to show only 

areas with a small range of temperature or salinity for any month with data.

 Additionally, when you click on the map the ODST will run a report for that location, which 

provides all the available data for that location in the ODST. The ODST is a powerful GIS 

tool, and one of the best ways to learn about this tool is to simply use it. Below are some 

images from the tool with key features highlighted.
 National Oceanic and Atmospheric Administration noaa.gov 14

Using the Temperature and Salinity Layers:

Viewing Reports:

 
 National Oceanic and Atmospheric Administration noaa.gov 15

Sample Report from View Report Link:

TEACHER NOTE: See copies of the maps above in a larger format in APPENDIX C: Resources.

Oyster restoration examples from both Maryland and Virginia using oyster data and maps 

are available here.

Oyster Decision Support Tool Procedure

1. Divide class into small groups of approximately 3-5 students each. Explain that they will be 

taking on the role of an oyster management team charged with identifying a site for oyster 

restoration activities. This can be done throughout the Chesapeake or narrowed down to a 

local tributary. Students will reference their oyster concept map and habitat requirements 

data table to evaluate potential restoration locations using the Oyster Decision Support 

Tool, or printed maps. (See Maryland and Virginia maps in APPENDIX C: Resources. 

Additional links to maps and data can be found in the References and Resources section of 

this Module).
 National Oceanic and Atmospheric Administration noaa.gov 16

2. Additionally, students can use the bottom of the habitat requirements data sheet to record 

other factors they considered when identifying potential restoration sites (management, 

disease, current oyster density, etc.). 

3. Instruct students to use the ODST to identify 2-4 potential restoration locations that meet 

the habitat requirements criteria for the entire oyster life cycle. To do this they will need to 

reference the following layers (at least):

a. Bathymetry (depth - generally <10m and > 2m)

b. Benthic Habitat (oysters prefer hard bottom - artificial reef, shell)

TEACHER NOTE: Students can make a selection to view only benthic habitats suitable for 

oysters by turning off some of the sub-layers.

c. Bottom Salinity and Temperature Range (Students can set “sliders” in this layer to 

view salinity levels suitable for various oyster life stages.)

d. Management Boundaries (Everything with the exception of sanctuaries is open to 

harvest).

e. Biological Data Maps (Look for disease or areas where oysters are succeeding).

f. To evaluate Dissolved Oxygen or other water quality parameters in the targeted 

restoration areas, students will need to locate nearby monitoring stations, or utilize 

other resources listed below.

i. Real-time Data - Chesapeake Bay Interpretive Buoy System, 

http://buoybay.noaa.gov/locations

iii. Real-time and Long Term Monitoring Data – Maryland Eyes on the Bay, 

http://mddnr.chesapeakebay.net/eyesonthebay/index.cfm

iv. Modeled Data - Chesapeake Bay Interpolator, 

http://archive.chesapeakebay.net/status/wquality/interpolator/do/gallery.htm

v. Sampling Data - EcoCheck Chesapeake Bay Report Card, 

http://ian.umces.edu/ecocheck/report-cards/chesapeakebay/2013/indicators/dissolved_oxygen/

vi. Continuous, Real-Time and Long-Term Data, Virginia Estuarine and Coastal 

Observing System, http://web2.vims.edu/vecos/

4. Students should choose one of the sites they evaluated and be prepared, through reports or 

presentations, to explain why the site was chosen for oyster restoration.
 National Oceanic and Atmospheric Administration noaa.gov 17

ACTIVITY VI: Communicating Your Proposed Oyster Sanctuary Management Plan

EVALUATION

Have each group of students prepare a report for the Secretary of Natural Resources describing 

the selected restoration location and the reasoning that supports their selection.

The report should include:

1. Location information: 

a. Name of location (if already a named oyster bar, or made up based on site 

characteristics)

b. Tributary or section of the Bay in which site is located

2. Factors considered:

a. Habitat Requirements

b. Management

c. Watershed Health

d. Economic Considerations

3. A discussion of why the location was chosen above other candidate locations.

4. A discussion of both positive and negative possibilities of the chosen location.

EXTENSION

1. Consider raising oysters, monitoring growth and habitat function (critters attached to oysters 

over time). 

Marylanders Grow Oysters, http://oysters.maryland.gov/, and the Chesapeake Bay 

Foundation, http://www.cbf.org/how-we-save-the-bay/programsinitiatives/maryland/oyster-restoration/oyster-gardening-program, are both potential 

partners working on oyster restoration. If possible, plan a field experience to selected 

restoration sites.

2. Read the transcripts from the public hearing on oyster restoration (2005) in Harris Creek in 

APPENDIX C: Resources. Divide students into smaller groups, and assign each group pages 

to analyze for Environmental Issues.

Have students identify the Stakeholders, Beliefs, and Values in the transcripts. Where do the 

stakeholders stand on the issue? Use the Players, Beliefs, and Values Chart from Module 1

APPENDIX C: IEEIA Resources to analyze the sanctuary issue, and record the perspectives 

presented. 
 National Oceanic and Atmospheric Administration noaa.gov 18

The issue they are analyzing in this exercise is as follows:

Should oyster sanctuaries be placed in Harris Creek, Talbot County, Maryland?

TEACHER NOTE: Have students identify and highlight the stakeholders’ name, organization, 

or occupation, if known, as they read through the assigned pages. It will make it easier for 

them to go back and record the information they need for the analysis.

After student groups have completed this exercise, discuss as a class the perspectives of the 

stakeholders on restoration and oyster sanctuaries, including, but not limited to:

a. Watermen/Boat Captains

b. Non-Profit Organizations

c. Scientists 

d. Resource managers 

e. Private citizens

f. Other

3. Set up a mock town hall meeting in which students represent the variety of perspectives 

represented in the transcript and discuss the merits of a sanctuary based oyster restoration 

strategy. http://www.readwritethink.org/resources/resource-print.html?id=31105
 National Oceanic and Atmospheric Administration noaa.gov 19

EDUCATION STANDARDS

Standard 

Category

Standards How Standard is Addressed

NGSS –

Disciplinary 

Core Idea(s)

HS-LS2.A - Interdependent 

Relationships in Ecosystems

Ecosystems have carrying capacities, 

which are limits to the numbers of 

organisms and populations they can 

support. These limits result from such 

factors and the availability of living 

and non-living resources and from 

such challenges as predation, 

competition, and disease. Organisms 

would have the capacity to produce 

populations of great size were it not 

for the fact that environments and 

resources are finite. This 

fundamental tension affects the 

abundance of species in any given 

ecosystem.

LS2.C - Ecosystem Dynamics, 

Functioning, and Resilience 

A complex set of interactions within 

an ecosystem can keep its numbers 

and types of organisms relatively 

constant over long periods of time 

under stable conditions. If a modest 

biological or physical disturbance to 

an ecosystem occurs, it may return to 

its more or less original status (i.e., 

the ecosystem is resilient), as 

opposed to becoming a very different 

ecosystem. Extreme fluctuations in 

conditions or the size of any 

population, however, can challenge 

the functioning of ecosystem in terms 

of resources and habitat availability.

LS2.A - Interdependent 

Relationships in Ecosystems

Throughout this activity students 

will learn about the habitat 

requirements for oysters such as 

water quality conditions, bottom 

type etc. and that not all locations 

in the Chesapeake can support a 

sustainable oyster population. 

Oyster disease is also touched on 

briefly (which has implications 

related to non-native species).

LS2.C - Ecosystem Dynamics, 

Functioning, and Resilience

In Modules 1 and 2 of this Unit,

students learned about large scale 

disturbances to oyster 

populations. In this activity 

students focus on oyster 

restoration as a way to restore 

ecosystem functions. This aspect 

could be further developed by 

adding complexity to the concept 

model activities.
 National Oceanic and Atmospheric Administration noaa.gov 20

NGSS –

Disciplinary 

Core Idea(s)

NGSS - Science 

and Engineering 

Practices

LS4.D Biodiversity and Humans

Biodiversity is increased by the 

formation of new species and 

decreased by the loss of species.

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, over exploitation, 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 or recreational or 

inspirational value.

Developing and Using Models

Develop a model based on evidence 

to illustrate the relationships between 

systems or components of a system

Analyzing and Interpreting Data

Analyze data using tools, 

technologies, and/or models in order 

to make valid and reliable scientific 

claims or determine optimal design 

solution

Analyze data to identify design 

features or characteristics of the 

components of a system to optimize it 

relative to criteria for success

Using Mathematics and 

Computational Thinking

Use mathematical, computational, 

and/or algorithmic representations of 

LS4.D Biodiversity and Humans

In this activity students will 

consider how human activity can 

address problems created by 

disease and over exploitation in 

the past to restore ecosystem 

function and prop up populations 

for ecological, as well as 

economic, recreational, and other 

reasons.

 

Developing and Using Models: 

Using readings and developing 

conceptual models, students 

illustrate relationships within an

ecosystem.

Analyzing and Interpreting Data

When utilizing the Oyster Decision 

Support Tool, students analyze 

geographic, sampled, and 

modeled data to inform the siting 

of oyster restoration efforts most 

likely to result in the desired 

outcomes (e.g., increased oyster 

populations or oysters of market 

size).

Using Mathematics and 

Computational Thinking

Students use representations of 

modeled data to look at water 
 National Oceanic and Atmospheric Administration noaa.gov 21

NGSS –

Science and 

Engineering 

Practices

phenomena to describe and/or 

support claims and/or explanations.

Constructing Explanations and 

Designing Solutions

Apply scientific ideas, principles, 

and/or evidence to provide an 

explanation of phenomena and solve 

design problems, taking into account 

possible unanticipated effects.

Apply scientific reasoning, theory, 

and/or models to link evidence to the 

claims to assess the extent to which 

the reasoning and data support the 

explanation or conclusion.

Engaging in Argument From Evidence

Evaluate claims, evidence, and/or 

reasoning behind currently accepted 

explanations or solutions to 

determine the merits of arguments. 

Respectfully provide and/or receive 

critiques on scientific arguments by 

probing reasoning and evidence, 

challenging ideas and conclusions, 

responding thoughtfully to diverse 

perspectives, and determining 

additional information required to 

resolve contradictions. 

Construct, use, and/or present an oral 

and written argument or counterarguments based on data and 

evidence. 

Make and defend a claim based on 

evidence about the natural world or 

the effectiveness of a design solution 

that reflects scientific knowledge and 

student-generated evidence.

Evaluate competing design solutions 

to a real-world problem based on 

scientific ideas and principles, empirical evidence, and/or logical 

arguments regarding relevant factors 

quality parameters related to 

oyster productivity.

Constructing Explanations and 

Designing Solutions

Students use available data and 

resources to identify appropriate 

restoration sites.

 

Engaging in Argument From 

Evidence

Using scientific data and the 

Oyster Decision Support Tool, 

students make decisions about 

siting oyster restoration efforts, 

and evaluate restoration siting 

plans of their peers.

Students evaluate the economic, 

ecological, and societal arguments 

for oyster restoration using the 

transcripts from a Public Hearing 

on the creation of oyster 

sanctuaries in a specific 

Chesapeake Bay tributary. 
 National Oceanic and Atmospheric Administration noaa.gov 22

 

NGSS - 

Crosscutting 

Concepts

 

 

(e.g. economic, societal, ecological, 

environmental, ethical 

considerations).

Cause and Effect: 

In grades 9-12, students understand 

that empirical evidence is required to 

differentiate between cause and 

correlation and to make claims about 

specific causes and effects. They 

suggest cause and effect relationships 

to explain and predict behaviors in 

complex natural and designed 

systems. They also propose causal 

relationships by examining what is 

known about smaller scale 

mechanisms within the system. They 

recognize changes in systems may 

have various causes that may not 

have equal effects.

Systems and System Models

In grades 9-12, students can 

investigate or analyze a system by 

defining its boundaries and initial 

conditions, as well as its inputs and 

outputs. They can use models (e.g., 

physical, mathematical, computer 

models) to simulate the flow of 

energy, matter, and interactions 

within and between systems at 

different scales. They can also use 

models and simulations to predict the 

behavior of a system, and recognize 

that these predictions have limited 

precision and reliability due to the 

assumptions and approximations 

inherent in the models. They can also 

design systems to do specific tasks. 

Stability and Change:

Cause and Effect: 

Students work with the existing 

research on oysters and their life 

cycles to identify the effect of 

changes in water chemistry on the 

oysters and their habitat.

System and System Models

Students look at oyster habitat to 

determine inputs and outputs that 

impact the oyster reef. Students 

may also use model data on 

salinity and temperature to 

determine sites for restoring 

oysters.

Stability and Change:

Students consider the “permanent” 
 National Oceanic and Atmospheric Administration noaa.gov 23

NGSS - 

Crosscutting 

Concepts

 

In grades 9-12, students understand 

much of science deals with 

constructing explanations of how 

things change and how they remain 

stable. They quantify and model 

changes in systems over very short or 

very long periods of time. They see 

some changes are irreversible, and 

negative feedback can stabilize a 

system, while positive feedback can 

destabilize it. They recognize systems 

can be designed for greater or lesser 

stability.

placement of oysters. This will occur 

in the context of both changing 

environmental conditions

(temperature, salinity, dissolved 

oxygen) and changing management 

approaches. The use of sanctuaries 

for oyster restoration is an example 

of how systems are designed to 

support stability.

Connections to 

Common Core

Reading Standards for Literacy in 

Science and Technical Subjects 

R1 CCR Anchor Standard Read closely 

to determine what the text says 

explicitly and to make logical 

inferences from it; cite specific textual 

evidence when writing or speaking to 

support conclusions drawn from the 

text.

Cite strong and thorough textual 

evidence to support analysis of what 

the text says explicitly as well as 

inferences drawn from the text, 

including determining where the text 

leaves matters uncertain.

 Demonstrate the behaviors of a 

strategic reader.

 Evaluate available evidence for 

thoroughness, completeness, and 

relevance. 

 Participate actively and 

appropriately in discussions about 

informational text. 

 Interpret, explain, and apply 

appropriate academic and/or 

domain-specific vocabulary when 

responding and discussing 

informational text. (See CCSS L.11-

12.4 & L.11-12.6) 

Reading Standards for Literacy in 

Science and Technical Subjects 

R1 CCR Anchor Standard

Students review scientific articles 

and research data to determine 

healthy oyster habitat for the 

entire life cycle of the Eastern 

oyster, including larval stages.

Students read and analyze the 

transcripts of a public hearing 

about the creation and location of 

an oyster sanctuary in Chesapeake 

Bay to determine the stakeholders, beliefs, and values 

surrounding the issue. 

Students must consider the 

societal, as well as ecological 

considerations when making a 

decision about oyster restoration 

sites.
 National Oceanic and Atmospheric Administration noaa.gov 24

Connections to 

Common Core

 Use knowledge of language and its 

conventions when speaking and 

writing. 

RI7 CCR Anchor Standard

Integrate and evaluate content 

presented in diverse formats and 

media, including visually and 

quantitatively, as well as in words. 

Integrate and evaluate multiple 

sources of information presented in 

different media or formats (e.g., 

visually, quantitatively) as well as in 

words in order to address a question 

or solve a problem.

Writing Standards

CCR Anchor Standard #2 

Write informative/explanatory texts 

to examine and convey complex ideas 

and information clearly and 

accurately through the effective 

selection, organization, and analysis 

of content.

- WHST.11-12.2 Write informative/

explanatory texts, including the 

narration of historical events, 

scientific procedures/experiments, or 

technical processes.

Mathematics 

MP.2: Reason abstractly and

quantitatively.

RI7 CCR Anchor Standard:

Students develop and write an 

oyster sanctuary plan to the 

Secretary of Natural Resources 

using evidence from a report that 

uses scientific data to support the 

reason for the oyster restoration 

location that they chose. They also 

analyze the issue of creating 

sanctuaries, and how it affects 

stakeholders using the transcripts 

from a public hearing.

Writing Standards

CCR Anchor Standard #2

Students develop, and write an 

oyster sanctuary plan to the 

Secretary of Natural Resources 

using evidence from a scientific 

text to support the reason for the 

oyster restoration location that 

they chose. In the EXTENSION 

section, they analyze the issue of 

creating sanctuaries, and how it 

affects stakeholders using the 

transcripts from a public hearing.

MP.2: Students analyze data to

make a claim supported by

evidence.
 National Oceanic and Atmospheric Administration noaa.gov 25

MD 

Environmental 

Literacy 

Standards

Standard 1.0: Environmental Issues

Topic A: Environmental Issue

Investigation

Indicator 1: Identify an environmental

issue.

• The student will recognize that real

problems have more than one

solution, and decisions to accept one

solution over another are made on

the basis of many issues.

• The student will investigate a

biological (or environmental) issue

and be able to defend their position.

Indicator 3. Given a specific issue,

communicate the issue, the

stakeholders involved, and the

stakeholders’ beliefs and values.

Standard 4: Populations, 

Communities and Ecosystems

The student will use physical, 

chemical, biological, and ecological 

concepts to analyze and explain the 

interdependence of humans and 

organisms in populations, 

communities, and ecosystems.

Standard 5: Humans and Natural

Resources 

The student will use concepts from 

chemistry, physics, biology, and 

ecology to analyze and interpret both 

positive and negative impacts of 

human activities on earth’s natural 

systems and resources.

Standard 1.0: Environmental

Issues

Topic A: Environmental Issue

Investigation

Students are provided scientific 

data and human perspectives to 

make a decision about a locally 

relevant environmental issue. 

They must defend their position of 

where to target oyster restoration 

in written form.

Indicator 3. In the EXTENSION, 

students are provided transcripts 

from a public hearing about the 

creation of an oyster sanctuary in 

Harris Creek, Talbot County 

Maryland. They analyze and 

evaluate the stakeholders, beliefs, 

and values involved with this 

specific issue.

Standard 4: Populations, 

Communities and Ecosystems

Students evaluate biotic and 

abiotic conditions of a healthy 

oyster population, and explain 

how abiotic factors influence one 

another, as well as the organisms 

in the ecosystem. Oysters provide 

food, habitat, and filter the water, 

and they also represent economic 

values in human communities.

Standard 5: Humans and Natural 

Resources

The actions that humans take on 

land can have negative and 

positive effects on the biotic and 

abiotic factors within that system 

(e.g., water quality and its effect 

on oysters)
 National Oceanic and Atmospheric Administration noaa.gov 26

Module References

Below is a list of web links from this module in the order they appear in the lessons. This list is 

intended to be used with printed copies of this resource.

Chesapeake Bay Watershed Agreement 2014 

http://www.chesapeakebay.net/chesapeakebaywatershedagreement/page

Chesapeake Bay Program Restoring Oyster Reefs web pages 

http://www.chesapeakebay.net/indicators/indicator/restoring_oyster_reefs

MD DNR Marylanders Grow Oysters - http://oysters.maryland.gov

Oysters in the Environment– Maryland Sea Grant

http://ww2.mdsg.umd.edu/interactive_lessons/oysters/oysback.htm

Oyster Gardeners Program

http://www.cbf.org/how-we-save-the-bay/programs-initiatives/maryland/oyster-restoration/oystergardening-program

Keystone Species - http://nationalgeographic.org/encyclopedia/keystone-species/

Eastern Oyster - http://www.chesapeakebay.net/fieldguide/critter/eastern_oyster

Oyster Restoration – Chesapeake Bay Program – Restoring Oyster Reefs

http://www.chesapeakebay.net/indicators/indicator/restoring_oyster_reefs

Chesapeake Environmental Communications 2015, Diagram of Oyster Life Cycle, in Chesapeake Bay 

Ecosystem Atlas; http://www.chesapeakedata.com/wp/

Other Resources

Maryland Sea Grant

http://www.mdsg.umd.edu/

Maryland Sea Grant Education Programs

http://www.mdsg.umd.edu/our-education-programs

Leffler, Merrill. (1999, July-August). Oyster Sanctuaries: An Ecological Approach to Restoration. 

Maryland Marine Notes. MD Sea Grant, Volume 17, Number 4. Retrieved from

http://www.mdsg.umd.edu/sites/default/files/files/MN17_4.PDF

Oysters in the Classroom

http://www.mdsg.umd.edu/topics/k-12-lesson-plans/oysters-classroom
 National Oceanic and Atmospheric Administration noaa.gov 27

NOAA Chesapeake Bay Office

Acoustic Seafloor Mapping (See Chesapeake Bay Mapping Projects)

https://chesapeakebay.noaa.gov/acoustic-seafloor-mapping/acoustic-seafloor-mapping

Chesapeake Bay Interpretive Buoy System

https://buoybay.noaa.gov/observations/

Oyster Decision Support Tool

https://chesapeakebay.noaa.gov/habitats-hot-topics/oyster-decision-support-tool-helps-visualizehabitat-restoration-data

https://chesapeakebay.noaa.gov/products/oyster-decision-support-tool

Oyster Facts

http://www.chesapeakebay.noaa.gov/fish-facts/oysters

Oyster Restoration (Maryland and Virginia Projects and Updates)

https://chesapeakebay.noaa.gov/oysters/oyster-restoration

Seabed Mapping Tool for Oyster Restoration

https://chesapeakebay.noaa.gov/oysters/oyster-restoration-mapping-support

Chesapeake Bay Program

http://www.chesapeakebay.net/

Chesapeake Bay Oyster Sanctuary Plan, 2004

http://www.chesapeakebay.net/content/publications/cbp_12889.pdf

Maryland Department of Natural Resources (DNR)

Maryland Eyes on the Bay 

http://eyesonthebay.dnr.maryland.gov/ (Click on Current Conditions or Data tabs)

Data Types Overview

http://eyesonthebay.dnr.maryland.gov/eyesonthebay/DataTypes.cfm

Continuous Monitoring Data Charts

http://eyesonthebay.dnr.maryland.gov/contmon/ConMonDataCharts.cfm

Current Conditions 

http://eyesonthebay.dnr.maryland.gov/eyesonthebay/currentconditions.cfm

Fixed Station Monthly Monitoring 

http://eyesonthebay.dnr.maryland.gov/bay_cond/station_select.cfm

Maryland’s Historic Oyster Bars

http://dnr2.maryland.gov/fisheries/Pages/oysters/bars.aspx

http://dnr2.maryland.gov/fisheries/Documents/HistoricOysterBarNamesappended.pdf
 National Oceanic and Atmospheric Administration noaa.gov 28

Oyster Advisory Commission

http://dnr2.maryland.gov/fisheries/Pages/mgmt-committees/oac-index.aspx

Maryland Sanctuaries 

http://dnr2.maryland.gov/fisheries/Pages/oysters/sanctuaries.aspx

http://dnr2.maryland.gov/fisheries/Pages/mgmt-committees/oac-index.aspx

Maryland Shellfish Related Programs

http://dnr.maryland.gov/fisheries/Pages/oysters/index.aspx

Maryland Aquaculture Siting Tool (This tool is used for regulatory purposes and doesn’t 

provide biological data).

http://gisapps.dnr.state.md.us/Aquaculture/

Oyster Recovery Partnership

http://oysterrecovery.org/

Oyster Restoration in Virginia

Chesapeake Bay Foundation, 2010

On the Brink: Chesapeake’s Native Oysters

http://www.cbf.org/document.doc?id=523

Chesapeake Bay Foundation – Oyster Restoration in MD and VA

http://www.cbf.org/about-cbf/offices-operations/oyster-restoration-centers

Oyster Gardening

http://www.deq.virginia.gov/Programs/CoastalZoneManagement/CZMIssuesInitiatives/Oyste

rs/Gardening.aspx

Virginia Coastal Zone Management Program Oyster Restoration Efforts

http://www.deq.virginia.gov/Programs/CoastalZoneManagement/CZMIssuesInitiatives/Oyste

rs.aspx

Virginia Oyster Restoration Center (VAORC) and Oyster Farm

http://www.cbf.org/about-cbf/offices-operations/oyster-restoration-centers/virginia-oysterrestoration-center-and-farm

Water Quality Resources

Chesapeake Bay Interpretive Buoy System, https://buoybay.noaa.gov/

Chesapeake Bay Program Water Quality Database (1984-present) 

http://www.chesapeakebay.net/data/downloads/cbp_water_quality_database_1984_present

Chesapeake Fieldscope http://chesapeake.fieldscope.org/v3

Salinity Data Map http://chesapeake.fieldscope.org/v3/maps/1380

Appalachian Laboratory http://alese.al.umces.edu/chesapeakeFieldscope.html

MD Eyes on the Bay – Links to other Bay internet resources 

http://eyesonthebay.dnr.maryland.gov/eyesonthebay/links.cfm
 National Oceanic and Atmospheric Administration noaa.gov 29

Maryland Water Quality Monitoring Organizations

http://mde.maryland.gov/programs/water/TMDL/Integrated303dReports/Pages/wqlinks.aspx

National Estuarine Research Reserve System – Centralized Data Management System

http://cdmo.baruch.sc.edu/ and http://cdmo.baruch.sc.edu/get/landing.cfm

 Real Time Monitoring – Choose Reserve (Chesapeake Bay, MD or VA)

 Data Export System

http://cdmo.baruch.sc.edu/get/export.cfm

o Choose Reserve (Chesapeake Bay, MD or VA)

o Choose a station within the Reserve – A table with various stations comes up; note the 

column Data Type

Virginia Department of Environmental Quality 

http://deq.state.va.us/Programs/Water/WaterQualityInformationTMDLs/WaterQualityMonitorin

g.aspx

Virginia Estuarine and Coastal Observing System (VECOS), http://web2.vims.edu/vecos/

Waterkeepers Chesapeake (Look for Waterkeeper or Riverkeeper Organizations on a river near 

you). www.waterkeeperschesapeake.com/

Field Trip Suggestions

Visit Bay Backpack at http://baybackpack.com/field_studies/

Chesapeake Bay Foundation http://www.cbf.org

Horn Point Laboratory http://www.umces.edu/k-12

Midshore Riverkeepers http://www.midshoreriverkeeper.org/programoverview/education-outreach/

Curriculum References

Maryland Environmental Literacy Curricular Infusion by Grade-band

http://marylandpublicschools.org/programs/Pages/Environmental-Education/elci_gb.aspx

Maryland Environmental Literacy Standards

http://marylandpublicschools.org/programs/Documents/Environmental/MDEnvironmentalLitSta

ndards.pdf

National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework 

for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, 

Geography, and History (Silver Spring, MD: NCSS, 2013).

Next Generation Science Standards: For States, By States 

http://www.nextgenscience.org/
 National Oceanic and Atmospheric Administration noaa.gov 30

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, 

DC: The National Academies Press.

The College, Career, and Civic Life (C3) Framework for Social Studies State Standards, 

http://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf