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It	Takes	a	Watershed	to	Raise	an	

Oyster

Unit Overview

This	learning	sequence incorporates	three	dimensional	learning	from	the	K-12	

Framework	for	Science	Education with	connections	to	Common	Core,	and	the	

Maryland	Environmental Literacy	Standards.		The	sequence was	originally	

conceptualized	by a	team	of	educators	from the	Chesapeake	Bay	region.	

Anne	Arundel	Public	Schools

Eric	Greenlee

Somerset	County	Public	Schools

Patricia	Benner

Merrilee	Perko

Pamela	South

Wicomico	County	Public	Schools

Katie	Seman

Their	work	to	design the	framework	for	this	middle	school	sequence and	to	

review	the	final	product	was	crucial	in	producing	this	lesson	sequence.

K-12	Oysters	in	the	Chesapeake	Bay

Unit	

Introduction

Grade	Level: Middle School

Timeframe (Options)

Integrated	throughout	year	or	

semester
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The	sequence is	comprised	of	seven	lessons,	each	building	on	the	knowledge	and	skills	of	the	

previous	one incorporating	the	three	dimensions	of	learning.	These	dimensions	are	included in	

each	lesson	and	the	learning	sequence	builds	toward	deeper	understandings	and	issue	

investigation	skills.	(http://www.nextgenscience.org/three-dimensions)

Dimension	1: Science	and	Engineering	Practices (SEPs)	describe	behaviors	that	scientists	engage	in	

as	they	investigate	and	build	models	and	theories	about	the	natural	world	and	the	key	set	of	

engineering	practices	that	engineers	use	as	they	design	and	build	models	and	systems.	

Dimension	2: Crosscutting	Concepts (CCs)	have	application	across	all	domains	of	science.	As	such,	

they	are	a	way	of	linking	the	different	domains	of	science.	 Patterns,	similarity,	and	diversity;	Cause	

and	effect;	Scale,	proportion	and	quantity;	Systems	and	system	models;	Energy	and	matter;	

Structure	and	function;	Stability	and	change.	

Dimension	3: Disciplinary	Core	Ideas (DCIs) have	the	power	to	focus	K–12	science	curriculum,	

instruction	and	assessments	on	the	most	important	aspects	of	science.	They	must	have	broad	

importance	across	multiple	sciences	of	engineering	disciplines,	provide	a	key	tool	for	understanding	

or	investigating,	relate	to	the	interests	or	life	experiences	of	students,	and	be	teachable	over	

multiple	grade	levels	to	increase	depth	of	understanding.	

The	lesson	sequence	will	engage	students	in	a	local	environmental	issue	by	showing	them	the	

historical	context	of	how	the	Eastern	oyster populations	and	the	Chesapeake	Bay	watershed	have	

changed	since	the	time	of	Captain	John	Smith.	Students	learn	about	water	quality	parameters	and	

have	opportunities	to	investigate	the	effect	of	land	use	on	water	quality	and	ultimately	the	oyster	

populations	and	the	reef	ecosystems.		Finally,	students	are	asked	to	learn	about	the	effect	of	

management	practices	on	water	quality	and	asked	to	suggest	ways	that	these	can	be	used	to	

increase	the	health	of	the	Chesapeake	Bay	ecosystem	and	its	water	supply	through healthy	oyster	

reef	systems.	The	sequence of	seven	activities is	divided	into	2	modules	building	toward	skills	and	

knowledge	to	tackle	more	in-depth	issue	analysis	in	the	high	school	sequence.

Module	1	addresses	the	following middle	school	dimensions:	

Science	and	Engineering	Practices

Engaging	in	Argument	from	Evidence

Obtaining,	evaluating	and	communicating	information

Gather,	read	and	evaluate	scientific	or	technical	information

Developing	and	Using	Models

Analyzing	and	Interpreting	Data

Crosscutting	Concepts

		 Patterns

Scale,	Proportion	and	Quantity

Cause	and	Effect

Influence	of	science,	engineering	and	technology	on	society	and	the	natural	world.	

Disciplinary	Core	Ideas

LS2.A Interdependent	Relationships	in	Ecosystems
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ESS3.B	Natural	Hazards

ESS3.C	Human	Impacts	on	Earth	Systems

Module	2	addresses	the	following	middle	school	dimensions:	

Science	and	Engineering	Practices	

Developing	and	Using	Models

Analyzing	and	Interpreting	Data

Engaging	in	Argument	from	Evidence

Crosscutting	Concepts

		 Cause	and	Effect

Structure	and	Function

Patterns

Stability	and	Change

Disciplinary	Core	Ideas	

LS1.A	Structure	and	Function

LS2.A	Interdependent	Relationships	in	Ecosystems

LS2.C	Ecosystem	Dynamics

ESS3.C	Human	Impacts	on	Earth	Systems	

ETS1.B	Developing	possible	solutions

Module	I:	Essential Questions and	Learning	Objectives

Lesson	I.	Then	and	Now

This	activity	explores	 the	 historical	 changes	 in	 the	ecological	 conditions	and	 water	 quality	 of	 the	

Chesapeake	Bay.	Students	will	confirm	or	refute	their	predictions	after	reading	excerpts	from	John	

Smith’s	 journal	 and	 viewing	 reports	 from	 the	 Chesapeake	 Bay	 Foundation	 or	 other	 sites.	 This	

activity	will	set	the	stage	for	students	to	investigate	waterways	near	them	and	to	look	at	the	role	of	

oysters	in	the	Chesapeake	Bay	ecosystem.	

Learning Objectives

						Students	will	be	able	to:

• Explain	3	differences	in	the	physical	conditions	of	the	Chesapeake	Bay	from	the	1600’s	

and	today.

• Characterize	relative	abundance	and	diversity	of	living	species	near	the	Chesapeake Bay	

in	1600.	

• Identify	3	characteristics	of	a	healthy	Chesapeake	Bay	ecosystem.	

Essential	Questions

How	have	the	physical	characteristics	of the	Chesapeake	Bay	changed	since	John	Smith	first	sailed	it	

in	1608?

How	have	habitats	and	abundance	of	animal	species	changed	since	1608?
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Lesson	II.	Where	Am	I?

This	activity	explores	geospatial	systems	so	that	students	can	create	waypoints	and	record

latitude	and	longitude	of	places	in	a	watershed	as	a	first	step	in	monitoring	a	local	water	way.		

Learning Objectives

						Students	will	be	able	to:

• Explain	the	concept	of	locating	a	site	on	Earth	with	3	satellites.

• Use	latitude	and	longitude	coordinates	to	identify	features	on	a	map.	

• Use	a	GPS	 receiver	 or	a	 smart	 phone	 to	locate	 the	waypoint	 of	a	local	 feature	 on the	

school	grounds.

Essential	Questions

Where	are	we	in	the	world?	

What	tools	can	be	used	to	determine	location?	

Why	is	it	important	to	know	location	in science	investigations?

Lesson	III.	Water,	Water

Students	will	measure	water	quality	and	its	relevance	to	stream	health	by	understanding	water	

quality	parameters.	They	will	use	standard	water	testing	equipment	to	test	and	record	specific	

characteristics	of	water	quality	and	learn	about	the	indicators	of	a	healthy	waterway.	Students	

will	also	investigate	how	oysters	can	provide	ecosystem	services	to	the	Bay	for	better	water	

quality.		

Learning Objectives

Students	will	be	able to:

• List	3	indicators	of	water	quality	and	explain	how	information	about	these	are	obtained.		

• Give	an	example	of	how	water	quality	indicator	affect	living	organisms.

• Give	an	example	of	how	weather	events	might	affect	a	water	quality	indicator.	

Essential	Questions

What	are	the	biotic	and	abiotic	conditions	in	waterways	where	we	are?	

How	can	we	tell	if	our	stream	is	healthy?

What is	the	water	quality	where	I	live?

Lesson	IV.	Land	Use	and	Water	Quality

This	activity	investigates	local	watersheds	and	what	land	use	factors	influence	water	quality	of	

the	rivers	and	the	Bay.	Students	then	look	at	data	from	a	local	monitoring	station	to	find	the	

health	of	their	stream.	Using	maps	of	land	use	areas	in	parts	of	the	Bay,	students	will	look	at	

land	use	and	compare	that	with	local	stream	health.	They	will	learn	at	point	and	non-point	

pollutants	and	determine	possible	local	sources,	then	consider	ways	that	these	can	be	managed	

or	reduced	to	enhance	water	quality,	one	step	in	restoring	oyster	populations.	

Learning	Objectives

Students	will	be	able	to:
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• Explain	the	concept	of	a	watershed	in	visual	or	verbal	forms.	

• Compare	point	and	non-point	sources	of	water	pollution	and	give	an	example	of	each.	

• Give	3	examples	how	land	use	can	affect	water	quality.

• List	3	ways	that	soil	erosion	can	be	minimized	in	a	watershed.

• Identify	4	best	management	practices	to	reduce	water	pollution.

Essential	Questions

What	land	use	factors	influence	water	quality?	

How	does	the	water	quality	where	we	live	compare	with	other	areas	of	the state?

What	management	strategies	can	be	used	to	improve	the	health	of	the	Chesapeake	Bay.	

Module	II.	Essential Questions and	Learning	Objectives

Lesson	I.	Oysters	Inside	and	Out

This	activity	explores	the	physical	characteristics	that	make	oysters	efficient	filter	feeders	

through	an	investigation	into	oyster	external	and	internal	anatomy.	They	will	design	a	water	

filter	and	test	its	function	with	dirty	water,	then	investigate	the	ecosystem	services	that	oyster	

reefs	provide	to	organisms	that	depend	on	oyster	reefs.

Learning	Objectives

Students	will	be	able	to:

• Identify	the	form	and	function	of	oyster	anatomy	that	make	oysters	efficient	filter	

feeders.

• Compare	oyster	filter	feeding	anatomy	with	student-created	filters.		

• Explain	the	importance	of	oysters	and	oyster	reef	habitats	to	the	Chesapeake	Bay

• Examine	and	identify	organisms	living	in	the	oyster	reef	community

Essential	Questions

What	role	do	oysters	play	in	water	quality?	

How	does	oyster	anatomy	function	to	provide	filtering	of	Bay	water?	

What	organisms	depend	on	the	oyster	reef	ecosystem?

Lesson	II.	Oyster	Harvest	Simulation

This	activity	explores	the	historical	and	technological	changes	in	the	harvest	of	oysters	through	

the	years.		It	encourages	students	to	think	about	how	humans	have	affected the	Bay	and	the	

Eastern	oyster.	During	the	game,	dried	beans	represent	oysters,	and	students	test	out	four	

different	types	of	oyster	harvesting	tools;	nippers,	hand	tongs,	skipjack	dredges,	and	power	

dredges.	After	each	round	of	“harvest”,	students	observe	and	discuss	how	the	structure	of	the	

reef	has	changed,	and how	the	physical	changes	affect oysters	and	future	populations.	

Learning	Objectives

Students	will	be	able	to:

• Explain	3	methods	of	oyster	harvest	and	how	method	can	each	impacts	oyster	

populations	and	oyster	reef	structure.	
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• Explain	how	a	change	in	reef	structure	impacts	oyster	populations.

Essential	Questions

How	have	harvesting	techniques	and	oyster	diseases affected	oyster	populations	in	the	past?

How	has	more	efficient	harvesting	techniques	affected	oyster	reefs?

Lesson	III.	Save	the	Reef!

Oysters	are	a	valuable	part	of	estuary	ecosystems.	They	help	purify	the	water,	control	erosion	

and	provide	habitat	for	numerous	other	species.	Students	will	investigate	a	hypothetical	

scenario	in	a	town	on	the	Chesapeake	Bay	and	devise	a	management	plan	to	“Save	the	Reef”.

Learning	Objectives

Students	will	be	able	to:

Explain	the	water	quality	requirements	for	healthy	oyster	populations.

Given	stream	water	quality	data,	determine	whether	the	water	quality	will	allow	oyster	growth	

and	spawning.

Suggest	3	management	practices	that	can	be	used	to	improve	water	quality	for	oyster	growth	

and	reproduction.	

Essential	Questions

How	are	oysters	important	to	Chesapeake	Bay’s	water	quality?

What	aspects	of	water	quality	are	important	for	oyster	growth	and	reproduction?

What	management	strategies	can improve	both	the	water	quality	and	the	health	of	the	Bay’s	

oyster	ecosystem?	

****************************************************************************

Resources	from	many	federal	government,	informal	and higher	education	institutions	were	

used	or	adapted in	the	creation	of	these	lessons.	

Module	1

• Annapolis	Maritime	Museum,	https://www.amaritime.org/

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

• Chesapeake	Bay	Program,	http://www.chesapeakebay.net/trackprogress/river

http://www.chesapeakebay.net/discover/baywatershed

• EPA,	https://cfpub.epa.gov/surf/locate/index.cfm

• GPS.org,	http://www.gps.gov/multimedia/tutorials/trilateration/

• Michigan	Technological	University	GK12	Global	Watershed	Program,	

http://www.globalwatershed.mtu.edu/resources-lesson-plans.php

• NASA,	(http://spaceplace.nasa.gov/gps/en/)

• National	Geographic,	http://www.nationalgeographic.org/lesson/

http://kids.nationalgeographic.com/kids/games/interactiveadventures/john-smith/

http://education.nationalgeographic.org/activity/introduction-gis/
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• NOAA,	http://oceanservice.noaa.gov/education/yos/lesson/Grades%205-

8/water_quality_teacher_guide.pdf			

• Penn	State	Public	Broadcasting,	http://geospatialrevolution.psu.edu

• USGS,	http://ngmdb.usgs.gov/maps/TopoView/viewer/#13/43.6501/-114.2636

http://ngmdb.usgs.gov/maps/TopoView/viewer/#11/38.6346/-76.0697

• The	Ward	Museum,	https://www.wardmuseum.org/

Module	2

• Annapolis	Maritime	Museum,	,	https://www.amaritime.org/

• Chesapeake	Bay	Foundation,	http://www.cbf.org/oysters

http://www.cbf.org/about-the-bay/more-than-just-the-bay/creatures-of-thechesapeake/eastern-oyster

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

• Chesapeake	Bay	Program

http://www.chesapeakebay.net/fieldguide/categories/category/aquatic_reefs_pilings

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

http://buoybay.noaa.gov/observations/data-graphing-tool

• Chesapeake	Bay	National	Estuarine	Research	Reserve

• NASA,	https://www.nasa.gov/pdf/146846main_Cleaning_Water_Educator.pdf

• National	Estuarine	Research	Reserve	(Middle	School	Estuaries	101)

• Maryland	Sea	Grant,	

http://ww2.mdsg.umd.edu/interactive_lessons/oysters/anatlab/index.htm

http://ww2.mdsg.umd.edu/CQ/v08n2/main2/

• Oyster	Recovery	Partnership, http://oysterrecovery.org/

• Oyster	Restoration.	http://www.oyster-restoration.org/related-links/

• TeachEngineering.org,	

https://www.teachengineering.org/k12engineering/designprocess#Improve

• Virginia	Institute	of	Marine	Science,	

http://www.vims.edu/cbnerr/_docs/education_docs/habitatcageactivity.pdf

References	and	Resources

• Maryland	Environmental	Literacy	Standards

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

andards.pdf

• C3	Framework	for	Social	Studies	State	Standards,	

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

• Maryland	Environmental	Literacy	Requirement:	Origin	&	Development

http://maeoe.org/maryland-environmental-literacy-requirement-origin-development/

• Three	Dimensional	Learning http://www.nextgenscience.org/three-dimensions

• Framework	for	K-12	Science	Education	https://www.nap.edu/catalog/13165/a-framework-fork-12-science-education-practices-crosscutting-concepts

• Common	Core	State	Standards http://www.corestandards.org/ELA-Literacy/RST/introduction/