1. The Question1. The Question

The Chesapeake Bay ecosystem is a complex and ever-changing system. Humans impact this ecosystem in varying ways.

How does human activity affect populations within the Chesapeake Bay ecosystem?

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Last update: August 2005 Created by Jennifer Forgnoni

BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk

Lesson module available at http://questioning.org/module2/quick.html.

2. Information Sources2. Information Sources

What do you think is What do you think is happening to the happening to the number of bald eagle number of bald eagle nests in the nests in the Chesapeake Bay Chesapeake Bay watershed?watershed?

What additional What additional information would information would you need to change you need to change your inference into a your inference into a hypothesis?hypothesis?

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These materials are © 2005 Jennifer Forgnoni, Deep Creek Middle, all rights reserved. The following lessons are based on Jamie McKenzie’s Slam Dunk module available at

http://questioning.org/module2/quick.html.

Number of Bald Eagle Nests Number of Bald Eagle Nests

YearYear Approximate Approximate # of Nests# of Nests

19771977 8080

19811981 100100

19851985 120120

19891989 190190

19931993 305305

19981998 495495

20032003 760760

3. The Student3. The Student ActivityActivityNow that you have made an inference about changes in the number of bald eagle nests in the Chesapeake watershed, read the following article. Record your responses in each of the three areas of the concept map.

Bald Eagles and the Chesapeake BayBald Eagles and the Chesapeake Bay

Future Challenges

Restoration EffortsCauses for Decline

Bald Eagles and the Chesapeake Bay

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These materials are © 2005 Jennifer Forgnoni, Deep Creek Middle, all rights reserved. The following lessons are based on Jamie McKenzie’s Slam Dunk module available at

http://questioning.org/module2/quick.html.

4. The Assessment Activity

Using your concept map, write an extended constructed response to defend or amend the hypothesis you made earlier in this activity.

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These materials are © 2005 Jennifer Forgnoni, Deep Creek Middle, all rights reserved. The following lessons are based on Jamie McKenzie’s Slam Dunk module available at

http://questioning.org/module2/quick.html.

5. Enrichment Activities

Visit the Chesapeake Bay program website below. Identify and research another organism in the Bay watershed whose population has changed due to outside factors (i.e. development, pollution, loss of habitat or food). Then create an informative poster or pamphlet to educate your classmates about your organism and its importance to the Chesapeake Bay watershed.

Chesapeake Bay Plants & AnimalsChesapeake Bay Plants & Animals

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These materials are © 2005 Jennifer Forgnoni, Deep Creek Middle, all rights reserved. The following lessons are based on Jamie McKenzie’s Slam Dunk module available at

http://questioning.org/module2/quick.html.

6. Teacher Support Materials6. Teacher Support MaterialsObjective: Students will be able analyze how the bald eagle population has fluctuated in order to explain how human activity can affect populations within the Chesapeake Bay ecosystem.

Teacher Note: You may want to make copies in advance of the concept map on Slide 3 for student note-taking.

Differentiation: Special needs students could be required to complete only a portion of the chart, such as providing information about only two of the human actions.

Time Management Strategies: The Student Activity should take one 45-min. period. The extension activity requires an additional period or could be assigned for students to do at home.

Technology Infusion: Have students use Microsoft Word or Publisher to create their informative poster or pamphlet.

AVID Strategy: Concept mapping.

Learning Styles:

Maryland Voluntary State CurriculumGoal: 6.0 Environmental Science: Students will use scientific skills and processes to explain the interactions of environmental factors (living and nonliving) and analyze their impact from a local to a global perspective.

Environmental Issues, Indicator: 1. Recognize and explain how human activities can accelerate or magnify many naturally occurring changes

b. Identify and describe how human activities produce changes in natural processes, such as climate change (acquisition, use, and distribution of energy resources), development (erosion, habitat destruction and fragmentation, and deforestation), extinction (habitat destruction and introduction of nonnative species), and cycling of matter (waster disposal practices).

enGauge

“As society changes, the skills needed to negotiate the complexities of life also change…To achieve success in the 21st century, students also need to attain proficiency in science, technology, and culture, as well as gain a thorough understanding of information in all its forms.” (enGauge)

Digital-Age Literacy includes: enGauge 21st Century Skills

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These materials are © 2005 Jennifer Forgnoni, Deep Creek Middle, all rights reserved. The following lessons are based on Jamie McKenzie’s Slam Dunk module available at

http://questioning.org/module2/quick.html.

Field DependentVisualReflective

Field IndependentAnalytical Understanding