Dr. Daphne Munroe presented her research at the March 13, 2013 Ocean Lecture & Educators’ Night. Dr. Munroe discussed what the biology of local shellfish species, how we management our shellfish fisheries, and what science goes into the fisheries management. Following the lecture, we shared lesson plans related to shellfish biology and fisheries as well as discussed how to bring these topics into your classrooms/clubs. The evening culminated with an information/activity exchange during which educators shared with each other activities they are currently using in their classrooms to teach about shellfish, fisheries, and/or modelling.
Below we have included a summary of Dr. Munroe, Background Materials, the evening’s broadcast, .pdf of the science presentation, and adapted Lesson Plans to teach on the topics of shellfish biology, fisheries, and modelling.
Enjoy! The East Coast MARE Team
Dr. Daphne Munroe
Dr. Daphne Munroe –
Dr. Daphne Munroe is an Assistant Research Professor at Rutgers University. She received her PhD from the University of British Columbia. Dr. Munroe is primarily interested in the ecology of marine larvae and coastal population dynamics. Her specific research interests include the interactions of anthropogenic coastal activities on larval recruitment processes and understanding linkages between larval recruitment and subsequent population dynamics.
Background Materials-
We will compile the following materials as optional background information if you wish to read about the topics that were covered during the event and included in the adapted lesson plans below.
Fisheries in General: The NOAA summary document, Status of Stocks 2011: Annual Report to Congress on the Status of U.S. Fisheries, provides a good overview of the current status of U.S. fisheries stocks. Fisheries of the United States (Kim Iverson and Anna Martin 2009) There are a lot of fisheries resources on the Dr. Olaf Jensen OLEN Background Materials Section. Oyster Fisheries: A recent paper presents the first quantitative and comprehensive estimate for the declines in wild oyster habitats across the U.S. “Historical ecology with real numbers: past and present extent and biomass of an imperilled estuarine habitat” (2012) Proc. R. Soc. B 279:3393-3400. The Wallstreet Journal has an interesting article about the NJ oyster fishery, “Planting Seeds for a Better Oyster Harvest: New Jersey, Once Home to a Thriving Shellfish Industry, Uses Advanced Growing Techniques to Boost Delaware Bay’s Output” (January 27, 2013) The Nature Conservancy developed a Fact Sheet about Shellfish Reefs at Risk: A Global Analysis of Problems & Solutions based upon the “Oyster reefs at risk and recommendations for conservation, restoration and management.” BioScience 61:107-116 (2011) paper that was highlighted in the Spring 2012 East Coast MARE Newsletter: What’s Hot in Ocean Science. Surf Clam Fisheries: The Northeast Fisheries Science Center page on Status of Fishery Resources off the Northeastern US: Atlantic Surf Clams contains information about the biology and fishery of Atlantic Surf Clams. The New Jersey Department of Environmental Protection provides a summary of the trends in local Surf Clam fishery over the past few decades in the Wildlife Populations: Surf Clam.Fisheries & Shellfish Fisheries:
Oysters: The Chesapeake Bay Office of NOAA has an Oyster Fish Facts page offers information about oyster biology, the fishery, and more. Similarly, the Maryland Department of Natural Resources has a Maryland Fish Facts: Eastern Oyster page with biology and fun facts about oysters. The South Carolina Oyster Restoration & Enhancement program has a good image and description of the life cycle of oysters on their Oyster Biology & Ecology page. Maryland Sea Grant provides an extensive overview of oyster biology in the Biology of the Oyster document. Surf Clams: The NOAA FishWatch page on Atlantic Surf Clams includes lots of good information about the biology, fishery, science, etc. The Essential Fish Habitat Source Document:Atlantic Surf Clam, Spisula solidissima, Life History and Habitat Characteristics (NOAA Technical Memorandum NMFS-NE-142) provides a summary of known information about the biology and habitat requirements of Atlantic Surfclams. The Northeast Fisheries Science Center page on Status of Fishery Resources off the Northeastern US: Atlantic Surf Clams contains information about the biology and fishery of Atlantic Surf Clams. Molluscs: Man and Mollusc is a website with many articles and lesson plans about mollusks for teachers K-12.Shellfish Biology:
Seeds of Science/Roots of Reading has a strategy guide that introduces the approach for teaching about how scientists use models, “Teaching About How Scientists Use Models with Planetary Science.” NASA has a strategy guide to use the article “What Makes Up Most of the Solar System?,” which includes two diagrams that model the relative scale and emptiness of the Solar System to introduce students to why scientists use models. JSSS put together a Teacher Support Materials on “Using Models in Science Teaching and Learning” to describe types of models, science thinking skills associated with making/using models, and examples of models and analogies used in science teaching.Scientific Modelling in the Classroom:
Science Presentation & Evening Program-
If you are interested in watching the broadcast of the event, click here: https://www.ustream.tv/recorded/29955358
If you are interested in downloading the presentation slides, click here: Dr. Munroe’s Presentation
Lesson Plans-
We have compiled additions and adaptations to previous lesson plans to incorporate the shellfish biology, fisheries, and modelling information that was presented during Dr. Munroe’s talk into your classroom.
Growth: Humans & Surf Clams:Students will plot the age vs. length data for their families and surf clams off of New Jersey in order to compare growth curves for humans and surf clams to think about how different animals grow over time. (Elementary School) Science Practices: Generate Scientific Evidence Through Active Investigations – 5.1.4.B.1, 5.1.4.B.2, 5.1.4.B.3 Surf Clams: Latitude & Growth: Students plot the age vs. length data for the surf clams from off of New Jersey and southern Delmarva Peninsula to compare growth model outputs for surf clams from these two locations along the mid-Atlantic to observe differences in growth with latitude. (Middle School) Science Practices: Generate Scientific Evidence Through Active Investigations – 5.1.8.B.1, 5.1.8.B.2, 5.1.8.B.3, 5.1.8.B.4 Modelling Surf Clam Growth with Latitude: Students will first plot the age vs. length data for the surf clams from off of New Jersey and fit the data to a model. Students will then use these data to calculate a growth model for surf clams off of New Jersey. Finally, students will compare growth model outputs for surf clams from three locations along the mid-Atlantic to observe differences in growth with latitude. (High School) Science Practices: Generate Scientific Evidence Through Active Investigations – 5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3, 5.1.12.B.4 ** Data for both Surf Clams: Latitude & Growth and Modelling Surf Clam Growth with Latitude (The raw data and von Bertalanffy growth curve model are included in each worksheet. Each worksheet is for each sampling stratum.) Data File ** Data maps to use when having students explore the potential influence of additional variables, beyond latitude, on the growth rates of surf clams among the different sampling strata: (Note – If you are looking for some ways to introduce color data maps to your students, use Reading Color Data Maps.)Shellfish Data/Modelling Lesson Plans:
Life Science: Organization & Development – 5.3.2.A.1, 5.3.4.A.1
Science Practices: Participate Productively in Science – 5.1.8.D.1
Life Science: Interdependence – 5.3.6.C.2
Science Practices: Participate Productively in Science – 5.1.12.D.1
Life Science: Interdependence – 5.3.12.C.1
Building an Oyster Reef: A 3-D Activity: Students will learn about oysters, oyster reefs and the ecosystem services they provide, identify common inhabitants of oyster reefs, examine sources of coastal erosion, both man-made and natural, explore different types of engineered oyster reefs, make their own paper models of engineered oyster reefs. (Elementary School) Life Science: Organization & Development – 5.3.2.A.1, 5.3.4.A.1, 5.3.4.A.2 Living Bay Online Curriculum: Use an integrated science and language arts approach to teach students about the bay, and more specifically: managing the oyster industry, oyster farming, oyster disease, harvesting methods and data, economics, sustainable management and conservation. (Elementary School) Life Science: Organization & Development – 5.3.2.A.1, 5.3.4.A.1, 5.3.4.A.2 Education on the Half Shell: Use oysters to teach biological concepts and skills such as: a dichotomous key to identify various sea shells, writing a descriptive essay to identify an organism or object, and understand the fragile balance of providing food for our growing population and learn how the oyster hatchery can help with this balance. (Middle & High School) Life Science: Matter & Energy Transformations – 5.3.6.B.1, 5.3.6.B.2, 5.3.12.B.1 Oysters in the Classroom: Life history information as well as lesson plans on external and internal anatomy, harvesting hemolymph (blood) and isolating blood cells, and a filter experiment to see filter feeding in action. (Middle & High School) Life Science: Organization & Development – 5.3.6.A.2, 5.3.8.A.1, 5.3.12.A.6 Virginia’s Oyster Reef Teaching EXperience: Shell Games: Students use forensic ecology to develop qualitative and quantitative skills including observation, hypothesis testing, data presentation, and communication through an introduction to common Chesapeake Bay bivalves, an exploration of different oyster species, and an investigation of the importance of oyster reefs within the Chesapeake Bay ecosystem. (Middle & High School) Life Science: Interdependence – 5.3.6.C.1, 5.3.6.C.2, 5.3.6.C.3, 5.3.12.C.1, 5.3.12.C.2 Juvenile Oyster Disease: A Growing Problem: Students will determine if oyster size, time of planting, or water temperature is significant in relation to the onset of juvenile oyster disease using data from the University of Maine. (High School) Science Practices: Understand Scientific Explanations – 5.1.12.A.2, 5.1.12.A.3Shellfish Biology Lesson Plans:
Life Science: Matter & Energy Transformations – 5.3.2.B.1, 5.3.2.B.2
Life Science: Interdependence – 5.3.2.C.1, 5.3.2.C.2, 5.3.4.C.1, 5.3.4.C.2
Life Science: Interdependence – 5.3.2.C.1, 5.3.2.C.2, 5.3.4.C.1, 5.3.4.C.2
[Language Arts standards as well in reading and writing]
Life Science: Interdependence – 5.3.6.C.2, 5.3.6.C.3, 5.3.12.C.1, 5.3.12.C.2
Life Science: Matter & Energy Transformations – 5.3.6.B.2, 5.3.8.B.2
Life Science: Interdependence – 5.3.6.C.2, 5.3.12.C.1
Life Science: Matter & Energy Transformations –5.3.12.B.1
Life Science: Interdependence – 5.3.12.C.1, 5.3.12.C.2
Fishing: Students explore what fish are in the ocean, how they are caught, and fun marine phrases. (Elementary School) 5.3.2.C.3 – Humans can change natural habitats in ways that can be helpful or harmful for the plants and animals that live there. Net Gain, Net Effects: Students describe the evolution of fishing techniques and interpret the effects of the changes in technology on fish populations. (Middle & High School) 5.3.6.C.1 – Various human activities have changed the capacity of the environment to support some life forms. Rate Your Plate: What is “Sustainable” Seafood?: Students learn the definition of sustainable seafood, examine 6 fisheries, and explain why it is important to be informed seafood consumers. (Middle & High School) 5.3.6.G.3 – Personal activities impact the local and global environment. Seafood Smorgasbord: Students learn about various types of seafood and discuss what they know about fishing and fisheries. (Middle & High School) 5.3.6.G.3 – Personal activities impact the local and global environment. The World Fisheries Conference: After researching specific fisheries, students present to the class recommendations to protect the fisheries and maintain the biological health of the oceans. (Elementary & Middle School) 5.3.6.C.1 – Various human activities have changed the capacity of the environment to support some life forms.Fisheries Lesson Plans:
5.3.12.C.2 – Stability in an ecosystem can be disrupted by natural or human interactions.
5.4.8.G.2 – Investigations of environmental issues address underlying scientific causes and may inform possible solutions.
5.3.12.C.2 – Stability in an ecosystem can be disrupted by natural or human interactions.
5.4.8.G.2 – Investigations of environmental issues address underlying scientific causes and may inform possible solutions.
5.3.12.C.2 – Stability in an ecosystem can be disrupted by natural or human interactions.
5.3.12.C.2 – Stability in an ecosystem can be disrupted by natural or human interactions.
Additional Data Resources-
The Alaska Fisheries Science Center has a great explanation of how scientists age fish and what they do with the data on the Age and Growth Homepage. Additionally, they have an interactive Age and Growth Data website in which you can select a species of fish and the year to plot the age and length data from the survey samples. You can overlay bottom temperature and strata as well onto the map. [To make a graph of the data select a year, a species, and then use your mouse to highlight the points/sampling locations that you want to include in the graph. The data will plot on the graphs to the right.] This enables you to create graphs similar to this example.