BOP Lesson Plan
Dawn Shum
Lesson Title: Oyster Reef Ecology / Oyster Reef Habitat (Biotic and Abiotic
Components)
Grade Level: 6-8
Subject Areas: Science and Art
Duration: 1 to 2 class periods
Setting: Classroom and/or oyster garden site
Skills: Research, making connections, activating prior knowledge, and group process
skills
Correlation with NY Core Curriculum Standards/Next Generation Science
Standards:
MS. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
MS-LS22.
Construct an explanation that predicts patterns of interactions among
organisms across multiple ecosystems.[Clarification Statement: Emphasis is on
predicting consistent patterns of interactions in different ecosystems in terms of the
relationships among and between organisms and abiotic components of
ecosystems. Examples of types of interactions could include competitive, predatory,
and mutually beneficial.]
MS-LS23.
Develop a model to describe the cycling of matter and flow of energy among
living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is
on describing the conservation of matter and flow of energy into and out of various
ecosystems, and on defining the boundaries of the system.] [Assessment Boundary:
Assessment does not include the use of chemical reactions to describe the
processes.]
MS-LS24.
Construct an argument supported by empirical evidence that changes
to physical or biological components of an ecosystem affect
populations. [Clarification Statement: Emphasis is on recognizing patterns in data
and making warranted inferences about changes in populations, and on evaluating
empirical evidence supporting arguments about changes to ecosystems.]
MS-LS25.
Evaluate competing design solutions for maintaining biodiversity and
ecosystem services.* [Clarification Statement: Examples of ecosystem services
could include water purification, nutrient recycling, and prevention of soil erosion.
Examples of design solution constraints could include scientific, economic, and
social considerations.]
Learning Standards for the Arts
Standard 2: Knowing and Using Arts Materials and Resources
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Students will be knowledgeable about and make use of the materials and resources
available for participation in the arts in various roles.
Vocabulary:
 Estuaries- bodies of water along our coasts that are formed when freshwater from
rivers flows into and mixes with saltwater from the ocean
 Parasitism - two organisms of different species exist in a relationship in which
one species benefits and the other one is harmed
 Mutualism- two organisms of different species exist in a relationship in which
both species benefit
 Communalism - two organisms of different species exist in a relationship in
which one species benefits and the other not harmed
 Predator/Prey Relationships - A predator is an organism that eats another
organism. The prey is the organism which the predator eats.
 Phytoplankton - microscopic organisms that live in watery environments, both
salty and fresh. Some are bacteria, some are protists like algae, and most are
single-celled plants.
 Producers - organisms, like green plants, that produce organic compounds from
inorganic compounds.
 Consumers - organisms that obtain nutrients from other organisms.
 A decomposer is an organism of decay. They break down the remains of dead
animals and plants, releasing the substances that can be used by other members of
the ecosystem.
 Biotic - of or relating to living organisms
 Abiotic - of or characterized by the absence of life or living organisms
Charting the Course:
Students will identify and research the characteristics of biotic and abiotic components of
an oyster reef or gardening site in order to determine the interrelationships therein.
BOP Connection:
This lesson is a continuation of the “Oyster Reef Assoicates” lesson. In addition to
reviewing the biotic components of an oyster reef by demonstrating how oysters are
ecosystem engineers and keystone species and providing tangible examples of the
organisms and relationships found in an oyster reef, this lesson shows the abiotic
components of an oyster reef and its benefits to the coastal environment.
Learning Target / “I can” statement:
I can identify and describe the species most commonly associated with the oyster reef
habitat. I can identify and describe the relationships between these species and their
habitat. I can identify the abiotic components of an oyster reef and how they affect the
habitat.
Materials Preparation:
2
SmartBoard and/or projector, art supplies such as cardboard, craft paper, glue, markers,
scissors, wires, tape, old newspaper and magazines, shoeboxes, pipe cleaners, and student
handouts including Oyster Reef Organism Identification sheet.
Background:
Estuaries
 are partially enclosed bodies of water where fresh water from rivers or streams
meet the salty water from the sea or the ocean
 are rich, productive, and diverse ecosystems where many plants and animals live
 exhibit different physical landforms and features such as delta, harbor, sound,
lagoon, salt marsh, and etc.
 are comprised of different habitats like wetland, oyster reef, waterbird island,
coastal and marine forest, and etc.
 are partially enclosed bodies of water where fresh water from rivers or streams
meet the salty water from the sea or the ocean
 are rich, productive, and diverse ecosystems where many plants and animals live
 exhibit different physical landforms and features such as delta, harbor, sound,
lagoon, salt marsh, and etc.
 are comprised of different habitats like wetland, oyster reef, waterbird island,
coastal and marine forest, and etc.
The NY-NJ Harbor Estuary
 positioned at the confluence of the Hudson River and many smaller rivers such as
the East, Hackensack, and Raritan
 opens into the New York Bight and Long Island Sound.
 includes a diversity of landforms, bedrock types, and plant and animal
communities
 is home to humans since the Native Americans
 has faced many adverse human impacts such as overfishing, dredging, disease,
and water pollution
Oyster Reefs
 were eliminated by the early 20th Century due to mentioned human actions
 perform an essential filtering function of our waterways and providing important
habitat
 Five small pilot reefs were launched in 2010 to identify best practices for reef
restoration and begin the long term process of oyster restoration and rebuilding
the most important keystone species of the estuary
Note: When the BOP site is up running, the teacher would also show it in reference to the
pilot reef effort.
Warm-up/do-now:
Each student is given a card of an object name to determine whether it’s a living or nonliving thing. Pair-thinks-shares and justifies their answers. The object names may, but not
limited to, any of the animal and/or plant species, “dead fish”, “dog bone”, “skeleton”,
“air”, “soil”, “water”, “oyster reef”, and etc.
3
Procedure/Learning Activity:
1. Teacher shows NY-NJ Harbor Estuary Oyster Reef Habitat Complete PowerPoint
slides and quickly reviews the first six slides (assuming the “Oyster Reef
Associates” lesson was taught before this lesson), which show all the biotic
components and their relationships in an oyster reef habitat.
2. Teacher discusses and explains in details each abiotic element and its effects on
an oyster reef habitat. Teacher also illustrates how an oyster reef is beneficial to
its immediate environment.
3. Students will then be divided into groups of at least three not more four. The
grouping should be heterogeneous with different performance and skill level. The
students will build an oyster reef diorama using the art materials provided/sought.
(See attached student handouts for detailed instructions and rubrics for grading.)
Students are expected to include both the biotic and abiotic components and
possibly their interrelationships in an oyster reef habitat.
Assessment/work product/exit ticket:
Exit ticket will ask students to describe in writing a healthy living environment for an
oyster reef (excluding the predators just for now).
The oyster reef diorama assignment will require not only a basic understanding of the
biotic and abiotic relationships found in an oyster reef habitat, but also the application of
the concepts by building the habitat in an artistic or creative way. Higher order thinking
skills are demonstrated when the students are able to show the abstract relationship types,
for example, reef associates, turbidity, tides, dissolved oxygen, and etc. in a concrete and
understandable manner.
Wrap up:
[Briefly summarize or provide closure to the activity through a check for understanding
and/or completion of the assessment or product]
Besides having the regular prey and predator relationship, an oyster reef habitat has a
unique relationship called commensalism in which the reef associates benefit from the
presence of oyster but pose no benefit back to the oyster. Its living environment, the
abiotic components, affects the growth of a health oyster reef habitat which in turn brings
substantial benefits to its coastal home.
Modifications:
If students choose not to create a real oyster reef diorama, they can develop a virtual
version using PowerPoint slides, wiki, video or any digital media that deems appropriate,
only if they have an access to a computer as a group.
Extension:
Teacher can arrange a BOP oyster garden site visit in order for students to make
connection and identify the biotic and abiotic components associated with the garden.
4
Graphics + resources:
Mini lesson PowerPoint slides, Oyster Reef Organism Identification sheet, students’
handouts with referenced websites, oyster garden pictures, and oyster reef video.
5
Oyster Reef Diorama Group Project
Instructions:
1. Using the following websites and/or additional research, build an oyster reef
diorama (you can think of it as a traveling museum exhibit) as a group of 3-4
people with the art materials supplied or any necessary materials you may find.
2. http://www.harborestuary.org/aboutestuary.htm
http://www.harborestuary.org/pdf/teachersguide.pdf
http://score.dnr.sc.gov/deep.php?subject=2&topic=15
http://nynjbaykeeper.org/resources-programs/oyster-restoration-program/
http://www.oyster-restoration.org/wpcontent/uploads/2012/07/CoenLuckRestMonitoring.pdf
3. Some of the recommended diorama styles are shown as follows. Select the style
your group is comfortable with or develop your own style.
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4. Compile a list of materials needed, look for old toys or recycled materials in
school, art room, and homes for supplies.
5. Start from identifying a few representative biotic components for plants and
microscopic organisms, predators, and reef associates to be included in the
diorama.
6. Then think of how to show some of the abstract abiotic components. For example,
you may show pollution caused by humans as garbage is constantly being dumped
into the river or you may show the location of the reef with reference to the NYNJ Harbor Estuary.
7. Follow the rubric on each stage of your project and consult the teacher as needed
to make sure that your group is on the right track.
8. Each group would prepare to present in front of the whole class or during any
school event.
Rubric for an Oyster Reef Diorama
Names: ________________________________________ Grade: ______Score: ________
Score (points)
Exemplary – 4
Proficient - 3
7
Emerging - 2
Inefficient - 1
Demonstrates
knowledge of
the habitat’s
abiotic and
biotic
components
• The habitat’s
identity is readily
apparent
• All significant
abiotic and biotic
components are
identified
• Knowledge of
the
habitat detailed
• The habitat’s
identity is apparent
• Most significant
abiotic and biotic
components are
identified
• Knowledge of the
habitat evident
• The habitat’s
identity is apparent
• Significant
abiotic or biotic
components are
not identified
• Knowledge of
the
habitat
questionable
Demonstrates
an
understanding
of
interactions
between
organisms in
the
habitat
• Connections
between
organisms are
evident and
detailed (including
predator/prey and
commensalistic
relationship)
• Connections
between organisms
are evident
(including
predator/prey and
commensalistic
relationship)
• Shows few
connections
between
organisms
(including
predator/prey or
commensalistic
relationship)
Demonstrates
knowledge of
human
interactions
within the
habitat
• Addresses how
humans interact
with the habitat
(positively and
negatively)
• Addresses, in
detail, how human
activity impacts
the habitat
• Does not address
how humans
interact with the
community’s habitat
• Addresses how
human activity
impacts the habitat
• Does not address
how humans
interact with the
habitat
• Only briefly
addresses how
human activity
impacts the habitat
• Fails to address
how
human activity
impacts the habitat
Project is
creative,
clear, and well
presented
• Project is very
organized and
creative
• The habitat’s
identity is evident
• All
representations
and labels
are appropriate
• Includes
eferences
• Project is very
organized and
creative
• The community’s
identity is apparent
• Most
representations
and labels are
appropriate
• Includes
references
• Project is
organized,
but lacks creativity
• The habitat’s
identity is difficult
to determine
• Some
representations
and labels are
questionable or
confusing
• Includes
references
• Project is
disorganized and
lacks creativity
• The habitat’s
identity is difficult
to
determine
• Many
representations and
labels are
questionable or
confusing
• Omits references
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• The habitat’s
identity is not
apparent
• Knowledge of the
habitat’s abiotic
and
biotic components
are
not identified, or
are
identified
inaccurately
• Connections
between organisms
are not addressed
(not including
predator/prey or
commensalistic
relationship)
9
10
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