Profile Sheet for PBL Plan
Teacher: Michele Barefield
Primary Subject Area: Science
Outside Subject Area: Language Arts
Class: General Science
Class Level: Regular
Grade Level: 5th Grade
Class Time: Eight 60 minute sessions, one 90 minute session
PBL Title: Citizens concerned about oyster shortage in Bay County and
surrounding areas.
Description of Student Roles and Problem Situation:
Students will be set up into groups of four or five, with alternating groups of
fishermen and marine biologists. Both groups will investigate the oyster shortage
taking place in Northwest Florida and will report their findings for reversing the
shortage to a Commissioner of the Florida Fish and Wildlife Conservation
Commission and an owner of a seafood restaurant.
Adaptations for a student from a non-Western Culture:
To make sure that my students from a non-Western culture have the same
knowledge of the topic, I will have a one-on-one conversation with the student. I
will explore any prior knowledge they may have and their understanding of the
topic through direct questioning. I will also link this lesson to a situation that they
may have experience in their own culture, so that they can fully understand the
situation. Since the students will be put into heterogeneous groups, I will be using
cooperative learning, so that other students will help this student master the
different aspects required. If the student is still struggling, I will assign them a peer
tutor to answer questions or motivate the student in answering questions or
offering their input.
Adaptations for ESOL student:
To help any ESOL students, I will provide translated versions of the memos, meet
the problem documents, and other articles that may prove useful in the student’s
spoken language. I will also have a one-on-one conversation with the student to
answer any questions about oysters and adaptations among animals that may arise
when reading non-translated documents or watching a video in English.
Title, Learner Characteristics,
Next Generation Sunshine State Standards
Teacher: Michele Barefield
Class: Science
Class Level: Regular
Grade Level: 5th Grade
Primary Subject Area: Science
Outside Subject Area: Language Arts
PBL Title: Citizens concerned about oyster shortage in Bay County and
surrounding areas.
NGSSS in Science:
SC.5.L.15.1: Describe how, when the environment changes, difference between
individuals allow some plants and animals to survive and reproduce while others
die or move to new locations.
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants
that enable them to survive in different environments such as life cycles variations,
animal behaviors and physical characteristics.
NGSSS in Language Arts:
LA.5.5.2.2: The student will make formal oral presentations for a variety of
purposes and occasions, demonstrating appropriate language choices, body
language, eye contact and the use of gestures, the use of supporting graphics
(charts, illustrations, images, props), and available technologies.
Learner Characteristics #1, Physical: Although small in magnitude, gender
differences in motor skill performance are apparent.
Justification for #1: Boys and girls attain mastery over large and small muscles;
which one benefit of this is that they can sit quietly for extended periods and
concentrate on whatever intellectual task is at hand. So both boys and girls will be
able to sit and work quietly in their groups when working on the PBL lesson.
Learner Characteristic #2, Social: The peer group becomes more powerful and
begins to replace adults as the major source of behavior standards and recognition
of achievement.
Justification for #2: This characteristic shows that children at this age are
becoming more interested in getting along with one another without adult
supervision. So when making groups, it is important to put the students who might
not follow the rules with other students who will influence their behavior.
Learner Characteristic #3, Emotional: During this period, children develop a more
global, integrated, and complex self-image.
Justification for #3: A child’s sense of self is influenced by the information and
attitudes that are communicated by significant people, such as parents, teachers,
and friends and by how competent the child feels in areas in which success is
important. So it is important that the students are placed in groups where they will
be able to display their strengths.
Learner Characteristic #4, Cognitive: The elementary grade child can think
logically, although such thinking is constrained and inconsistent.
Justification for #4: Most students will have attained enough mastery of logical
schemes that they can understand and solve tasks that involve such processes as
class inclusion, seriation, conservation, and symbolic representation, provided that
the content of the task refers to real, tangible ideas that the child has either
experienced or can imagine. Using a real life problem that relates to the area where
the student lives will help them understand the problem and task.
Learner Characeristic #5, Cognitive: On tasks that call for simple memory skills,
elementary grade children often perform about as well as adolescents or adults. But
on tasks that require more complex memory skills, their performance is limited.
Justification for #5: Since elementary grade children need constant practice on a
variety of tasks before they use such memory processes consistently and
efficiently, it will be important to make sure that each child has several times to
practice giving a presentation or using the technology needed for a presentation
before the actual assessment.
Learning Outcomes, Student Roles and Problem Situation,
Meet the Problem Method
NGSSS in Science
SC.5.L.15.1: Describe how, when the environment changes, difference between
individuals allow some plants and animals to survive and reproduce while others
die or move to new locations.
LO #1: Working in groups, students will be given fact sheets about three different
animals that have adapted to survive in their environment. They will interpret the
data and come up with at least five out of seven reasons that these adaptations
benefited the animal with 80% accuracy. (Evaluation)
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants
that enable them to survive in different environments such as life cycles variations,
animal behaviors and physical characteristics.
LO #2: Working in groups, students will be given sheets of paper, pencil, and a
computer to use in each group. After researching the adaptations of oysters and
underwater animals and plants, the student will analyze the similarities and
differences of oysters and at least 3 underwater animals or plants. They will have
at least five out of seven comparisons and contrasts for each animal/plant to the
oyster with 80% accuracy. (Analysis)
NGSSS in Language Arts:
LA.5.5.2.2: The student will make formal oral presentations for a variety of
purposes and occasions, demonstrating appropriate language choices, body
language, eye contact and the use of gestures, the use of supporting graphics
(charts, illustrations, images, props), and available technologies.
LO #3: After having the teacher model how to make a powerpoint and given a
presentation rubric, students will make a power point that proposes their solution to
the oyster shortage and will present it to the class, scoring at least a 70%.
(Synthesis)
Description of Student Roles and Problem Situation:
Students will be set up into groups of four or five, with alternating groups of
fisherman and marine biologists. Both groups will investigate the oyster shortage
taking place in Northwest Florida and will report their findings for reversing the
shortage to a Commissioner of the Florida Fish and Wildlife Conservation
Commission and an owner of a seafood restaurant.
Meet the Problem Documents:
Students will receive a memo from a Commissioner of the Florida Fish and
Wildlife Conservation Commission (see attached), as well as two articles for
students to read. One article will be from The News Herald and the other from The
Miami Herald
Florida Fish and Wildlife Conservation Commission
To: Florida Fish and Wildlife Conservation Commission, Marine Biology
Department
From: Brian S. Yablonski, Florida Fish and Wildlife Conservation Commissioner
Subject: Oyster Shortage in Northwest Florida
Date: 10/27/12
As most of you are already aware, there has been a dramatic drop in the oyster
population in Northwest Florida. This is alarming since oysters are important for
consuming nitrogen-containing compounds, for eating phytoplankton, and filtering
water which improves water quality and other marine life by reducing competition
for dissolved oxygen. They are also important commercially for the Northwest of
Florida since they provide both fishermen and seafood restaurants with an income.
We need to figure out what is causing this decrease in population and ways to fix
the problem as soon as possible. I am contacting this department in hopes that you
will have some research that could pose a possible solution. I have also sent this
same memo to some of the fishermen in hopes that they might have some solutions
to our problem.
I expect to hear your findings at the next Commission meeting on November 9,
2012 at 1 p.m. You should prepare a presentation that includes your ideas to stop
the oyster shortage and any research that is pertinent.
Outdoor Life: Low Chattahoochee River hurting oyster harvest
By Scott Lindsey
Published: Wednesday, September 26, 2012 at 22:50 PM. The News Herald
I notice they are shutting down the lock on the Jim Woodruff Dam at
Chattahoochee. This lock was put on the western side of the dam so tugs and
barges could lock out of the river and go back and forth into Lake Seminole.
The Chattahoochee River is in great peril, which puts every living thing in this
river or living on its banks in great peril. It’s hard to believe that what happens
hundreds of miles up this river affects the lives and livelihood of people and fish
and shellfish hundreds of miles downriver.
In the 1970s this river’s average stage was around 7 to 9 feet. It has been years
since it leveled off at this stage and stayed that way. Places we used to fish haven’t
been fishable for years due to low water.
Georgia, Alabama and Florida are at war over who should get the most water. It
seems like Georgia has won the first round with Florida coming in a distant third.
It isn’t just Florida that is losing the battle, but a way of life is coming to an end.
Oystermen have harvested oysters from the mouth of this river since most people
can remember. I remember when a bag of oysters were $4 and these were bigger
bags than we buy today. Now most people cannot afford them.
Are they any better today than they were years ago? Of course not, there simply
aren’t as many oysters and the answer is simple. The mix of salt and freshwater in
the bay is too salty. Just because oysters live in saltwater there still has to be a mix
of just enough saltwater and just enough freshwater for them to grow.
Two things have put this mix out of kilter. First, we have been in a drought for
many years. A drought means less water in the river. Second, the cities along the
river are drawing more and more water for drinking and it doesn’t reach the Gulf to
provide that proper formula of salt and freshwater to grow oysters and they are
dying.
The same would be true if there were too much freshwater. So for the first time
since man has lived along this river he has finally managed to destroy the marine
life living on the bottom and threatened the livelihood of people who depend on
this marine life.
What can be done? Well, it could rain a whole bunch more or the people of Atlanta
and all the other cities that drain water from this river could figure out a way to use
less water, but I doubt either of these is going to happen.
So what is going to happen? I doubt all the oysters living at the mouth of this river
are going to die, but the price of a bag of oysters will never be the same. We still
will eat them, but more Texas and Louisiana oysters will start showing up on the
market and they too will be pricy.
There is not an oyster in the world better tasting than one out of the Apalachicola
Bay. The people who harvest them eventually will wind up like the guy who built
buggies and tack for horses and start to disappear through no fault of their own.
We are watching a way of life disappear.
It isn’t the end of the world, but if you are an oysterman it is the end of your world.
Another job will surely take the place of oystering, but it will be a long hard grind.
Oysters dying in Gulf of Mexico off Florida
The Miami Herald
CEDAR KEY, Fla. (AP) – Officials say an oyster collapse in the Gulf of Mexico
along Florida's Big Bend and Panhandle will just have to run its course.
Shellfish aquaculture expert Leslie Sturmer says too much salt in the water and
high temperatures have stressed the oysters. They've also been fighting a parasite.
The oysters have been dying from Cedar Key west to Apalachicola. Sturmer says
clams farmed in the same areas are not affected.
Restaurants in north Florida tell The Gainesville Sun that the shortage is forcing
them to sell smaller oysters at higher prices.
Mark Berrigan of Florida's Department of Agriculture and Consumer Services says
the die-off might be worst in Cedar Key. State data shows that the Levy County
island community produced 131,821 pounds of oysters last year.
Problem Statement, Know/Need to Know Boards, and
Possible Resources
PBL Title: Citizens concerned about oyster shortage in Bay County and
surrounding areas.
NGSSS in Science:
SC.5.L.15.1: Describe how, when the environment changes, difference between
individuals allow some plants and animals to survive and reproduce while others
die or move to new locations.
LO #1: Working in groups, students will be given fact sheets about three different
animals that have adapted to survive in their environment. They will interpret the
data and come up with at least five out of seven reasons that these adaptations
benefited the animal with 80% accuracy. (Evaluation)
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants
that enable them to survive in different environments such as life cycles variations,
animal behaviors and physical characteristics.
LO #2: Working in groups, students will be given sheets of paper, pencil, and a
computer to use in each group. After researching the adaptations of oysters and
underwater animals and plants, the student will analyze the similarities and
differences of oysters and at least 3 underwater animals or plants. They will have
at least five out of seven comparisons and contrasts for each animal/plant to the
oyster with 80% accuracy. (Analysis)
NGSSS in Language Arts:
LA.5.5.2.2: The student will make formal oral presentations for a variety of
purposes and occasions, demonstrating appropriate language choices, body
language, eye contact and the use of gestures, the use of supporting graphics
(charts, illustrations, images, props), and available technologies.
LO #3: After having the teacher model how to make a powerpoint and given a
presentation rubric, students will make a power point that proposes their solution to
the oyster shortage and will present it to the class, scoring at least a 70%.
(Synthesis)
Sample Problem Statement:
How can we, as marine biologists, determine the best way to increase the oyster population in
Northwest Florida in such a way that
We meet the deadline for the presentation
We figure out what adaptations could be used for oysters, after studying other species
We identify possible reasons for the shortage of oysters
We provide the Florida Fish and Wildlife Conservation Commission with accurate data.
We provide solutions to prevent further decreases in population
We explain why those solutions are going to be the most effective
Know Board
1. We have a week and half to determine what is causing the oyster shortage (memo).
2. We must make a presentation to the Fish and Wildlife Conservation Commission that has a
cause for the shortage and a solution.
3. Oysters are an important part of the ecosystem (memo).
4. The mix of salt and freshwater in the bay is too salty, which may be a cause of shortage
(Outdoor Life).
5. A drought or cities using more water could be a cause (Outdoor Life).
6. High temperatures and too much salt in water have stressed oysters (Miami Herald).
7. Oysters from Cedar Key west to Apalachicola are dying, but farmed oysters in the same area
are not affected (Miami Herald).
Need to Know
1. What can we as citizens do to increase the population of oysters?
2. How does the changes in the environment affect oysters?
3. Can any changes be made to the environment to stop the death of oysters?
4.What diseases or illnesses do oysters have?
5. Are there cures for these diseases and illnesses?
6. Can oysters adapt to changing environments?
7. Can we make new oyster reefs?
8. Are other areas experiencing a shortage in oysters?
9. If so, what are other areas doing to restore oyster populations?
10. What are possible ways to increase the population of oysters?
Resources
Books:
Keiner, Christine. ( 2010). The Oyster Question. University of Georgia Press.
Kurlansky, Mark. (2006). The Big Oyster: History on the Half Shell. Ballantine Books.
Articles:
Florida Fish and Wildlife Conservation Commission, FWRI (2010). Eastern Oyster.
Videos:
Oyster Video - Sink Your Shucks: http://www.youtube.com/watch?v=BpiOcvMoZQY
Oyster Recovery Partnership, Educational Video:
http://www.youtube.com/watch?v=l3oC2L6RQCw
Web Sources:
Adaptations of Marine Organisms: http://www.sciencelearn.org.nz/Contexts/Life-in-theSea/Science-Ideas-and-Concepts/Adaptations-of-marine-organisms
Maryland Department of Natural Resources:
http://www.dnr.state.md.us/dnrnews/pressrelease2005/081505.html
Oyster and Clam Diseases: http://www.ct.gov/doag/cwp/view.asp?a=1369&q=259180
Oyster Recovery Partnership:
https://www.oysterrecovery.org/Content/ContentDisplay.aspx?ContentID=71
Structures & Adaptations to Marine Living: http://marinebio.org/oceans/structuresadaptations.asp
Human Resources:
Simon J. B. Gulak, National Marine Fisheries Service, Panama City Lab. Phone: (850) 2346541; 3500 Delwood Beach Road, Panama City, FL 32408.
Vincent Encomio, PhD, Research Scientist at Florida Oceanographic Society. Phone: 772-2250505.
Capstone Performance
PBL Title: Citizens concerned about oyster shortage in Bay County and
surrounding areas.
NGSSS in Science:
SC.5.L.15.1: Describe how, when the environment changes, difference between
individuals allow some plants and animals to survive and reproduce while others
die or move to new locations.
LO #1: Working in groups, students will be given fact sheets about three different
animals that have adapted to survive in their environment. They will interpret the
data and come up with at least five out of seven reasons that these adaptations
benefited the animal with 80% accuracy. (Evaluation)
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants
that enable them to survive in different environments such as life cycles variations,
animal behaviors and physical characteristics.
LO #2: Working in groups, students will be given sheets of paper, pencil, and a
computer to use in each group. After researching the adaptations of oysters and
underwater animals and plants, the student will analyze the similarities and
differences of oysters and at least 3 underwater animals or plants. They will have
at least five out of seven comparisons and contrasts for each animal/plant to the
oyster with 80% accuracy. (Analysis)
NGSSS in Language Arts:
LA.5.5.2.2: The student will make formal oral presentations for a variety of
purposes and occasions, demonstrating appropriate language choices, body
language, eye contact and the use of gestures, the use of supporting graphics
(charts, illustrations, images, props), and available technologies.
LO #3: After having the teacher model how to make a powerpoint and given a
presentation rubric, students will make a power point that proposes their solution to
the oyster shortage and will present it to the class, scoring at least a 70%.
(Synthesis)
Capstone Performance Description
The capstone performance has two parts, an individual report and a group
presentation. Students will be assessed individually on both of these parts using
rubrics for both parts.
The first part of the performance is the report, which each student will have his
own copy of. The student will write the report in whichever role they have been
assigned, either as fisherman or marine biologists. Each student in their report must
provide two solutions and at least four justifications for why he/she is
recommending one solution over the other, which they have come up with on their
own. The solutions will incorporate mastery of the science LO’s, giving examples
of how animals have adapted to survive in their environment and
comparing/contrasting these animals with the oyster.
The student groups, 4-5 students with the same role, will present their reports to
their group. Each student will give two solutions and four justifications for which
solution they believe is best to their group. After discussing each other’s solutions,
students will pick the one solution that is the best. They may use several portions
of different reports to make the best solution and the justifications for this solution.
The second part of the performance is a group presentation, with each student
presenting their own best solution from their report. One student on the team will
present the group’s overall best solution. Each member of the team will then
provide a justification for the team picking this solution and any other pertinent
data.
Students will present their solutions to a group of parents and school administrators
that are playing the part of seafood restaurant owners, since oyster shortages affect
them, and Commissioners from the Florida Fish and Wildlife Conservation
Commission. The Commissioners and restaurant owners will be prepared to ask
the students questions about animal adaptations that help them survive in a
changing environment and how it relates to the oyster.
The room will be arranged with the smart board/white board in the front of the
classroom, which is where the students will give their presentation. The
Commissioners and restaurant owners will be seated at a table facing the front of
the classroom and presenters. Other students and audience members will be seated
in desks behind the Commissioners and restaurant owners.
Students will be given two weeks to work on their problem both in and out of
class. In the classroom students will be given an hour each day to work on the
problem. To present their solutions and report to their group they will be given an
hour and a half two days before the presentation, to discuss and pick which
solution is best. The day before the presentation students will be given two hours to
make their presentation and practice it. The day of the presentation each group will
be allowed up to ten minutes to present their solutions and justifications.
Student autonomy is encouraged since the student gets to choose which solution
they present to their group. They also have control over their own part in the group
presentation. Students will be scored individually on both the report and their part
in the group presentation, using different rubrics. Metacognition is encouraged
since each student will keep a log through the two weeks with their reflections on
how well they are doing individually and as a group on the project, they will then
complete a reflection questionnaire after the group presentation and turn both of
these in.
Room Arrangement
Blue dots are students presenting
Smart Board
Student’s Desks
Commissioners and Restaurant
Owners
Rubric to Assess the Capstone Description
Report Rubric
Criteria
Superior
Alignment to
Problem
Statement
12 points
Each solution meets all six
conditions in the problem
statement
Required
Components
Adequate
Poor
8 points
4 points
Each solution meets Each solution
four of the six
meets three or
conditions in the
less of the six
problem statement conditions in the
problem
statement.
25 points
15 points
5 points
Report must contain:
Report contains:
Report contains:
a. The group’s problem
a. No problem
a. One written
statement
solution
solution to the
b. Two written solutions to b. One written
problem.
the problem
solution to the
b. One
c. Four justifications for problem
justification for
why the student is
c. Two or three
the solution.
suggesting one solution
justifications for
c. Less than five
over the other
solution
sentences that
d. Two paragraphs that
d. One paragraph aligns with
align with previously
that aligns with
previously
learned adaptation
previously learned learned
information
adaptation
adaptation
e. At least two sources
information
information.
used for research
e. One source used
for research
Criteria
Superior
Adequate
Poor
Content Area: 25 points
15 points
5 points
Adaptation
a. Student will provide five a. Student provides a. Student
animals that have adapted three animals that provides two or
to survive changing
have adapted to
less animals that
environments, listing three survive changing have adapted to
reasons these adaptations environments,
changing
were useful.
listing two reasons environments,
b. Student will have
these adaptations listing one or zero
compared and contrasted were useful.
reasons these
three animals with
b. Student
adaptations were
adaptations to the oyster, compared and
useful.
giving at least five
contrasted two
b. Student
comparisons and contrasts. animals with
compared and
c. All information is 100% adaptations to the contrasted one or
accurate.
oysters, giving three zero animals with
comparisons and
adaptations to the
contrasts.
oyster, giving two
c. All information is or less
90% accurate.
comparisons and
contrasts.
c. Information is
less than 90%
accurate.
Mechanics
8 points
Report contains no more
than 3 grammatical errors
(Spelling, capitalization,
punctuation, subject/verb
agreement)
Scoring Guide:
A: 58-70
B: 45-57
C: 32-44
D: 19-31
F: Less than 19 points
5 points
Report contains 4 6 grammatical
errors
2 points
Report contains 7
or more
grammatical
errors
Oral Presentation Rubric
Criteria
Superior
Adequate
Poor
Presentation
Delivery
30 points
Student maintains eye contact
with audience 90% or more of
the time; the volume, speed of
speech, and inflection add to
clarity of presentation; no nonpurposeful movement; speaker
is loud enough to be heard in
back of room 90% or more of
the time; student will refer to
their powerpoint at least once.
20 points
10 points
Student maintains eye contact Student maintains eye
with audience 80% of the time; contact less than 80% of
the volume, speed of speech, the time; more than 2 nonand inflection add to clarity of purposeful movements;
presentation; 1-2 nonspeaker cannot be heard in
purposeful movements;
back of room more than
speaker is loud enough to be 20% time; does not refer to
heard in back of room 80% to their powerpoint.
89% of the time; student will
refer to their powerpoint at
least once.
Content Area
Accuracy &
Comprehension
15 points
Student correctly answers
Commissioner’s question,
providing two pieces of
evidence from their part of the
presentation.
11 points
Student correctly answers
Commissioner’s question,
providing one piece of
evidence from their part of the
presentation.
7 points
Student did not answer the
Commissioner’s questions
correctly and did not
provide any evidence.
Quality of
18 points
12 points
6 points
Individual Solution Individual solution meets all six Individual solution meets four Individual solution meets
Explanation
conditions from the problem
of the conditions from the three or less of the
statement.
problem statement.
conditions from the
problem statement.
Individual
Justification
Reflection
Presentation
Delivery
18 points
Student gives one justification
for the group’s overall best
solution that is accurate and
feasible.
12 points
6 points
Student gives one justification Student does not provide a
for the group’s overall best
justification that is both
solution, which is accurate, but
accurate and feasible
not feasible
8 points
Student answers all five
reflection questions
5 points
Student answers four of the
reflection questions
2 points
Students answers less than
4 reflection questions
30 points
20 points
10 points
Student maintains eye contact Student maintains eye contact Student maintains eye
with audience 90% or more of with audience 80% of the time; contact less than 80% of
the time; the volume, speed of the volume, speed of speech, the time; more than 2 non-
Scoring Guide
A: 75-89
B: 60-74
C: 45-59
D: 30-44
F: Less than 29 points
Two Alternative and “Best” Solution Analysis
PBL Title: Citizens concerned about oyster shortage in Bay County and
surrounding areas.
NGSSS in Science:
SC.5.L.15.1: Describe how, when the environment changes, difference between
individuals allow some plants and animals to survive and reproduce while others
die or move to new locations.
LO #1: Working in groups, students will be given fact sheets about three different
animals that have adapted to survive in their environment. They will interpret the
data and come up with at least five out of seven reasons that these adaptations
benefited the animal with 80% accuracy. (Evaluation)
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants
that enable them to survive in different environments such as life cycles variations,
animal behaviors and physical characteristics.
LO #2: Working in groups, students will be given sheets of paper, pencil,
•
and a computer to use in each group. After researching the adaptations of oysters
and underwater animals and plants, the student will analyze the similarities and
differences of oysters and at least 3 underwater animals or plants. They will have
at least five out of seven comparisons and contrasts for each animal/plant to the
oyster with 80% accuracy. (Analysis)
NGSSS in Language Arts:
LA.5.5.2.2: The student will make formal oral presentations for a variety of
purposes and occasions, demonstrating appropriate language choices, body
language, eye contact and the use of gestures, the use of supporting graphics
(charts, illustrations, images, props), and available technologies.
LO #3: After having the teacher model how to make a powerpoint and given a
presentation rubric, students will make a power point that proposes their solution to
the oyster shortage and will present it to the class, scoring at least a 70%.
(Synthesis)
Sample Problem Statement:
How can we, as marine biologists, determine the best way to increase the oyster
population in Northwest Florida in such a way that
•
We meet the deadline for the presentation
We figure out what adaptations could be used for oysters, after studying
•
other species
•
We identify possible reasons for the shortage of oysters
We provide the Florida Fish and Wildlife Conservation Commission with
•
accurate data.
•
We provide solutions to prevent further decreases in population
•
We explain why those solutions are going to be the most effective
Solution One:
The fishermen recommend making oyster farms to increase oyster population.
After concluding that the oyster population has been affected by the salinity of the
water and the droughts that the area has experienced over the years, the fishermen
conclude that having oyster farms would allow for them to control the environment
the oyster lives in. After researching adaptations of the oyster, the fishermen have
found that oysters close their shells during low tides, when there is not much salt in
the water, and open their shells during high tide when salinity and oxygen levels
are higher. During high tides oysters return to feeding and breathing oxygen. They
recommend having an oyster farm will prove beneficial in the long run, since the it
will provide oysters year round which gives them more time to reproduce.
Pro
Con
Increase in oyster population
Cost of farming could be too expensive
Will bring revenue for restaurants and
provide jobs for farmers
Oyster population in the wild would
still be decreased
Available year round
Will not help oxygen levels in the bay
Pro
Con
Can control the environment the oysters Could compromise the gene pool.
live in
Consequences:
1. Farming oysters would increase population since they can be harvested year
round.
2. The oyster population in the wild would still be facing a shortage.
Solution Two:
The marine biologists recommend making sanctuary oyster reefs and managed
reserve bars. After determining that the cause of the oyster shortage was a draught,
salinity, the after effects of the BP oil spill, and a decrease in their habitat, they feel
that conservation is the best way to go. The sanctuary oyster reefs would be
planted and act as a habitat for new oysters to be planted on. These would be safe
from harvest. These reefs produce naturally occurring spat-set that can increase the
oyster population in surrounding waters. Once oyster populations have risen, they
recommend making managed reserves which are intended for harvest, but are
controlled. The biologists found no useful adaptations that could be used to help
facilitate an increase in population. Using a system that relies on both preserving
and eventually harvesting the oysters will help solve the oyster shortage problem.
Pro
Con
Increase in oyster population
Produce spat that will create new
oysters outside of sanctuary reef.
Time it would take for the reefs to
form.
Have no control over salinity or
drought
Cleaner water in surrounding bay
The cost of funding reef restoration
Pro
Con
Creating sustainable reefs
Conservation of oyster reefs would
not address the need for oysters in a
commercial sense, until managed
reserves could be formed.
Consequences:
1. Conservation reefs would not meet immediate problem of providing oysters
for commercial use. An increase in population, then a movement to managed
reserves would have to be made first before oysters could be used for
commercially.
2. Water life in the bay would improve do the increase of oysters.
Justifications:
Best solution: Solution Two. By building sanctuary reefs, biologists and
conservationists would be overcoming one of the main problems of the oyster
shortage, their habitat. Oyster beds have been decreasing because they are being
covered in layers of muck, which makes them unsuitable for oyster colonization.
Creating new reefs will provide a greater surface area for the oyster colonization to
grow.
It has been shown through other state initiatives, such as Maryland that oyster
restoration projects have increased oyster populations, especially in the
Chesapeake Bay. Sanctuaries are used to protect the broodstock of the oyster
population. The spat that these oysters produce will re-seed on nearby oyster
grounds and will later be the source of harvest in the future. By incorporating
sanctuary oyster reefs in the Gulf region of Florida, we can extend the oyster
population by the naturally occurring re-seeding of spat. This will help increase
oyster populations in the wild, but will later become a sustainable solution for
keeping the oyster population up. The spat that is used to re-seed nearby oyster
grounds can later be used for harvesting.
Finally, Solution One does not account for the ecological benefits that sanctuary
oyster reefs could provide. Solution Two would allow oysters to filter unclean
water, making the water safe for other marine animals and the oysters. In
Maryland, were restoration projects are ongoing, it has been determined that if they
increased the oyster population by 25-fold it would remove 11 million pounds of
nitrogen from the Chesapeake Bay. Oysters can also influence water quality by
reducing phytoplankton biomass and nutrient loading. This can reduce turbidity
levels in the water, making our water clear and beautiful. Having cleaner water is
important for the survival of oysters, since the more heavily polluted water tends to
have fewer oysters. So by reintroducing more oysters to the area through sanctuary
reefs, more water will be filtered, thus a stronger chance of survival for other
oysters.
Some people may say that the cost of creating sanctuary reefs outweighs the good
they will do. However, residents in the Baltimore-Washington area have shown
their willingness to pay an increase in taxes for moderate improvements in water
quality (decreased nitrogen and phosphorous loading, and increased sports fishing
catches) was over $100 million. Not only could a small tax help pay for sanctuary
reefs, but the Gulf area is receiving funding from companies like BP to help clean
up the oil spill and conserve important ecological systems affected. The money
spent on conserving oysters would be gained back by increased tourism, sports
fishing, commercial fishing, which would be the direct effect of cleaner water.
Debriefing Plan and Coaching Questions
PBL Title: Citizens concerned about oyster shortage in Bay County and
surrounding areas.
NGSSS in Science:
SC.5.L.15.1: Describe how, when the environment changes, difference between
individuals allow some plants and animals to survive and reproduce while others
die or move to new locations.
LO #1: Working in groups, students will be given fact sheets about three different
animals that have adapted to survive in their environment. They will interpret the
data and come up with at least five out of seven reasons that these adaptations
benefited the animal with 80% accuracy. (Evaluation)
SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants
that enable them to survive in different environments such as life cycles variations,
animal behaviors and physical characteristics.
LO #2: Working in groups, students will be given sheets of paper, pencil,
•
and a computer to use in each group. After researching the adaptations of oysters
and underwater animals and plants, the student will analyze the similarities and
differences of oysters and at least 3 underwater animals or plants. They will have
at least five out of seven comparisons and contrasts for each animal/plant to the
oyster with 80% accuracy. (Analysis)
NGSSS in Language Arts:
LA.5.5.2.2: The student will make formal oral presentations for a variety of
purposes and occasions, demonstrating appropriate language choices, body
language, eye contact and the use of gestures, the use of supporting graphics
(charts, illustrations, images, props), and available technologies.
LO #3: After having the teacher model how to make a powerpoint and given a
presentation rubric, students will make a power point that proposes their solution to
the oyster shortage and will present it to the class, scoring at least a 70%.
(Synthesis)
Sample Problem Statement:
How can we, as marine biologists, determine the best way to increase the oyster
population in Northwest Florida in such a way that
•
We meet the deadline for the presentation
We figure out what adaptations could be used for oysters, after studying
•
other species
•
We identify possible reasons for the shortage of oysters
We provide the Florida Fish and Wildlife Conservation Commission with
•
accurate data.
•
We provide solutions to prevent further decreases in population
•
We explain why those solutions are going to be the most effective
Debriefing Plan:
All teams (marine biologists and fishermen) will present their findings to a
Commissioner of the Florida Fish and Wildlife Conservation Commission and
restaurant owners, in the presence of all other teams. In that way, all students will
hear all possible solutions. The teacher will record the characteristics of each
proposed “best solution.” These characteristics will be given to the students as a
handout on the day following the presentations. The students working individually
will rate each “best solution” on a list of 1-5 (with 5 being the best and 1 being the
worst,). The student will also give reasons for why they ranked the solutions in the
order that they did. The teacher will then tally up the points. The two solutions that
have the most points will be further discussed with the whole class. The class will
examine these two solutions and pick out characteristics that may be used to
combine the two. Through a class discussion, students will reach a consensus on
which portions of the solutions to use to make the “best solution.” The teacher will
write these portions on the board for all to see.
Points on the ordered list:
Rating
Meaning
1
Poor Solution
2
Fair Solution
3
Average Solution
4
Good Solution
5
Excellent Solution
Reasons
Five Essential Concepts
The “best” solutions must utilize accurate scientific concepts. The following are
the concepts that students must accurately explain to successfully complete the
learning outcomes:
Adaptations of marine animals and plants
Adaptations of oysters
Effects of changing environments on oysters
Oyster diseases
Oyster filtration
The teacher will stay actively involved with the student groups while they gather
data and develop their presentations. The teacher will do this by observing the
conversations among groups, prompting the group with questions about key
concepts, and focusing student’s attention on the learning outcomes.
Coaching Questions
C- Cognitive
M-Meta-cognitive
E- Epistemic
Type of
Question
Questions
Type of
Question
Questions
Meet the Problem
C
What is the student’s role in this problem?
M
What do you already know about oysters?
E
Could this problem happen in the real world?
Know/Need to Know Board
C
How are oysters an important part of the ecosystem?
M
How do we “know” this?
E
Why is this important?
Problem Statement
C
How long do you have to work on this problem?
M
Do you agree with the problem statement that your group has
written?
E
Have you considered the needs or interests of the
Commissioners, restaurant owners, and fishermen in this
problem?
Research
C
How does understanding adaptations of marine animals help us
understand the problem better?
M
How did you divide the work among the group members? How
did you decide to divide the work this way?
E
What different types of resources can be helpful in solving
problems?
Generating Possible Solutions
C
What are the strengths and weaknesses of other possible
solutions?
Why do you feel Solution Two is better than Solution One?
Explain your reasoning.
M
E
Who will be unhappy with this solution?