Go Tell the Public
This activity helps students to connect all of the pieces of information involved in these lessons.
The student will write a scientific document that will inform the general public of their learning.
1.  The teacher will remind the students of the papers they read shortly after the video.
2.  The teacher will ask the students what they thought about the papers and discuss this. The teacher should help the students point out that they were somewhat difficult to read.
3.  The teacher will then inform the students they will be writing a paper for the public that summarizes their studies for this unit.
4.  The student will organize and display their collected information from all lessons, produce graphics or use the ones they have already developed, analyze data to support or refute their class hypothesis, and draw inferences for the presence of oysters in the Chesapeake Bay.
5.  The teacher should have the students do a five-minute exit card about all their experiences during this unit. This allows students the opportunity to share their feelings and thoughts about the lessons presented. It may also assist the teacher in deciding if there is any mass confusion on an objective that was presented.
State Standards
1.4.1- The student will organize data appropriately using techniques such as tables, graphs, and webs (for graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variables on correct axes, appropriate title).
1.4.2- The student will analyze data to make predictions, decisions, or draw conclusions.
1.4.3- The student will use experimental data from various investigators to validate results.
1.4.4- The student will determine the relationships between quantities and develop the mathematical model that describes these relationships.
1.4.5- The student will check graphs to determine that they do not misrepresent results.
1.4.6- The student will describe trends revealed by data.
1.4.7- The student will determine the sources of error that limit the accuracy or precision of experimental results.
1.4.9- The student will use analyzed data to confirm, modify, or reject an hypothesis.
1.5.1- The student will demonstrate the ability to summarize data (measurements/observations).
1.5.2- The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
1.5.3- The student will use computers and/or graphing calculators to produce the visual materials (tables, graphs, and spreadsheets) that will be used for communicating results.(NTB)
1.5.4- The student will use tables, graphs, and displays to support arguments and claims in both written and oral communication.
1.5.5- The student will create and/or interpret graphics. (scale drawings, photographs, digital images, field of view, etc.)
1.5.6- The student will read a technical selection and interpret it appropriately.
1.5.9- The student will communicate conclusions derived through a synthesis of ideas.
3.5.1- The student will analyze the relationships between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems.
3.5.2- The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stabilty of the ecosystem.
3.5.3- The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations.
Lesson Resources