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The American Oyster. INSTITUTION, Maryland Univ., College Park DOCUMEk RESUME ED 225 840 SE 040 199 AUTHOR Thompson, Nancy E. TITLE The American Oyster. INSTITUTION, Maryland Univ., College Park. Sea GrantProgram. SPONS AGENCY National Oceanic and AtmosphericAdministration .(DOC), Rockville, Md. National Sea Grant Program. REPORT NO UM-SG-ES-79-03 PUB DATE 79 GRANT NA81AA-D-00040 NOTE AVAILABLE FROMUniversity of Maryland Sea Grant Program, H.J. Patterson Hall, College Park, MD20742 ($2.00). PUB TYPE Guides Classroom Use - Guides (For Teachers)(052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Animals; *Biological Sciences; Classification; Ecology; Elementary School Science;Elementary Secondary Education; Environmental Education;*Marine Biology; *Science Activities; ScienceEducation; *Secondary School Science; Wildlife IDENTIFIERS Estuaries; *Marine Education; *Oysters ABSTRACT The Maryland Marine ScienceEducatiOn Project has produced a series of mini-units inmarine science education for the junior high/middle school classroom.This unit focuses on the American oyster. Although the unitspecifically treats the Chesapeake .Bay, it may be adapted for usewith similar estuarine systems. In addition, the unit may be incorporatedinto existing life science courles using the Chesapeake Bay as a concrete example ofworking biological principles. The unitconsists of sections devoted to content/background reading for the teacher,student activities, and resource materials. Topicsin the teacher's narrative include background information on the ChesapeakeBay, nature/anatomy of oysters, oyster life cycle, oysterpredators/parasites, oyster distribution and possib,le reasons for theirdecline, methods of oyster harvest in the Chesapeake, stateoyster repletion program, and comments on oyster processing.Eight activities/games are included in the student activities section.These activities include graph interpretation, map reading, oyster classification,making pyster stew, and three vocabulary games(bingo, rummy, and a word search). An annotated list of resourcesfor additional activities(including field trips), student/teacher references,and list of junior high/middle school science texts where themini-unit may be incorporated are provided in the resourcematerials section. (Author/JN) *********************************************************************** * * Reproductions supplied by EDRS are the bestthat can be made * * from the original document. *********************************************************************** The merican Oyster - Lt t'AliT Mt NI ttlt 1,04 A y ION '41,0 Al- 1111111. 1. , - ...A tlirit 41,* 44.4"' Ie.. '0".AV o 4.,,,r,,,,._ .,t . + Z ltrs". ,4.4 ..,..Ittlit.,,.. -- ,t...atr,W00V4HO 4V^, 40*. -7 4....314e ' 11. II, Vile,..'' * ..,'' .11 University of Maryland Sea Grant Program Marine Science Education Project At.1()n I The American Oyster 4 , 1 o % The garine Science Education Prolect.is grateful to all individuals who assisted in the development a the materials included in tliispublica tion. 'special appl:eciatio&is accorded the followin Selection and development of materials for The American Oyster Nanpy-E. Thompson Science TeacHer Thomas Johnson JuniorHigh School Lanham,'Maryland Technical Assistance h Barbara B. Dunne *Chris Fouler Science Teacher Science Teacher - G. Gardner Shugart Eleanor Roosevelt High Junior High School School Hillcrest Heights, Maryland. dreenbelt, Maryland Technical.Editing Tit 4ff J. Dewey Brown Science TeachéT Wheaton High School Wheaton, Maryland PeOject Coordinators s4 Jack Wheatley ,Emmett Wright Associate Professor Assistant Professor Sciente Teaching Center Science Teaching Center University of Maryland University of Maryland College Park, Maryland C011ege Park, Maryland Sea Grant.Program ,University of Maryland Rita Colwell Jack Greer Director * Project Editor Michael W. Fincham Halcyon Ahearn Communications Coordinator Project Assistant 44. Alb The reprint of this publicationis made-possible by grant#NAS1AA-D-00040, projects 0-3 and #1-4, awarded by theNational Oceanic and 4tmos'pheric Ad- . ministration to the Universityrof MarylandSeaGrant Program. with respect The University of Maryland is,anegUal opportunity institution prog2ams and to both,education and'employment. The University%s policies, activities are in conformance withpertinent federal and state laws and reg- ulations on nondiscrimination regarding race,color, religion,' age, national Title VI of the origin, sex and handicap. The Univrsity complies with Filal Rights Act of 1964, as amended Title IX of the 1972Educltion Amend- ments and Section 504 of theRehabilitation Act of 1973. I. a Thanks to the Johns Napkins UniversityPress for granting'permission to edited and use maps and drawingsfrom The Chesapeake Ba_x in Maryland, illustrated by Alice jane Lippsonjorthe Natural-Resources Institute purpoges determined of the University ofMaryiand. Except for theexpress be for this educational,unit,jno partof these maps or draWings may reproduced or transmitted Sn any form orby any means, electronic or 'II .mechanical, including photocopying,recording, xerography, or any/information \storage and reprieval system, without permissionin waiting from the publisher. r .,111 INTROWCTION Estuaries fora h fragile boundary betweenma rine and freshwater habitats. Their.value as shipping lanes, commeicial fistries, recreational areas, .and breeding grounds forthousands of species.of aquatic animals and plants remains incalculable.. As with.most estuaries, theChasapeake FOy is,suffering from overuse, its natiiral processes potentiallychanged by humapa manipulation. To help.ensure wise handling of this valuable resource iin the TUCure, the.Maryland public schoolsystem is educating the state's school population gout the complexinterielationsh9sbetween'the Bay v,as anecosyst4 and the Bay ps a.commercial, recreational and industrial commodity. IrrodUcing these curriculum materials, the goals of the Maryland Marine Science Project are,to assist in this education,provide insights into those interrelationships, and encourage for thefuture a mo.re informe4 and conscientious management of the world's moStpr6ductive estuary, the Chesapeake. t-. sponsored by the . The maryland.marine Science-Education,Project^is Scieqce Teaching Center, the College of Education, and theSea Grant Program of the University of Maryland. This cooperative effort-of scien- tists, +cators, and classrdom teachers has produced6,series of mini- unibs'in rrine science educatdon.for the junior high/middleschool'elass- room. A thotgh the curricular materials specificallytreat.the Chesapeake Bay; th'4>may be adapted for use .with simiar estuarinesystems. Teachers ban also incorporate these units inte).their exiStinglife sciendecorses by using the'COsapeake Bay:..as aspePlic example orworking biological principles. Each marine scielice mini-unit cdnst of-thefolltwing coM'ponents: e Teacher's Narrati'Ve, a brcef eontent reading for the teacher on the svbj.eat^of.the mini-unit; Student Activities, a section containing studentactivities and games related to the content of the mini-unit; . Resource Mate4al, a bibliography for teachers andstudents, a list of resource people, additional-suggestions for - audio-visual aids and field-.tiip sites, and a list of various junior high/middle school science textswhere the mini-unit may be incorpor"ated. 7 The Teacher's Narrative proyides cdntent material forprcparing the mini-unit, and the sections on Student Activities and Resource,Materials include supplementary information _for developing an interestingeducational - unit about the Chesapeake Bay. a 1 r a Teacher's Narrative ( The American Oyster in the Chesapeake'Bay Preface , This-packet,of informatir and activiEies pertaining to theAmerican oyster--the most monetarily valuable crop of the ChesapeakeBay--has been,prepared for the junior high program. A mini-course, it could last from three to five days, perhaps longer, involving either asingle dis-' The motivation behthd the preparation-of this . cipline or more-than one. unit is to place sbme emphasis onth8 great value and,tmportance of our marine resources. .All too Often (.7e teach broad generalitieswithout using a Maryland environment which demonstrates practicelapplications or, example's the student can most fully Appreciate. Briefly, The American Oyster in the Chesapeake Baycontains the following information for the teacher: , A 7 Inttoduction The Chesapeake Bay Histprical Background What is.an Oyster? Anato* of an Oyster -Life Cycle Oyster Predators and Parasites Oyster Distribution and Possiblekeasons for Decline Methods of Oyster.Harvest in the Chesapeake State OysterRepletion PrograM. Oyster Processing ,Glossary Student Activities Relating to the Unit Additional Resources ancl,Bibliography. Introduction The Chesapeake Bay is one of Maryland's mostvaluable resources. In fact, ieis the most prodactive estuaryin the United States.. , A highly complex ecosystem, the Bay is als6 very fragile. Recent urban develop- ment has pfaced increasing strain on' tlheBay'svwater quality. A new .shopping center means more runoff'of rainwateiinto a tributary of the Bay;--runoff that picks up soil particles, oil,pesticides, fertilizers, and many other pollutants. More time for leisure activities hasresulted ingreater demand for Bay-side properties andmarinas, resulting in th draining of valuable marshland and the:Ultroduetion of additional pollu- tants. Oysters, crabs, and 'rockgish fromthe Chesapeake Bay have ensured 1 the livelihood of many citizens and haveprovided food famous the world threat- over for its
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