Lesson Title Is it Time for an Oyster Transplant?

(Issues Lesson)
Teacher Catharina Grabe
Grade Level High School Biology (I am not specifying a specific grade level
because many high school biology courses include students from
multiple grade levels)
Approximate Length of 90 minutes
Lesson
Target Next Generation Science Standards:
1.) HS-LS2-6. Evaluate the claims, evidence, and reasoning that
the complex interactions in ecosystems maintain relatively
consistent numbers and types of organisms in stable conditions,
but changing conditions may result in a new
ecosystem.

Virginia Standards of Learning:

BIO.8 The student will investigate and understand dynamic
equilibria within populations, communities, and ecosystems. Key
concepts include
2.) a) interactions within and among populations including
carrying capacities, limiting factors, and growth curves;
3.) d) the effects of natural events and human activities on
ecosystems; and
4.) e) analysis of the flora, fauna, and microorganisms of Virginia
Standards
ecosystems.

Related Next Generation Science Standards:

5.) HS-LS2-7. Design, evaluate, and refine a solution for reducing
the impacts of human activities on the environment and
biodiversity.

Virginia Standards of Learning:

BIO.1 The student will demonstrate an understanding of
scientific reasoning, logic, and the nature of science by planning
and conducting investigations in which
6.) e) conclusions are formed based on recorded quantitative and
qualitative data;
7.) g) validity of data is determined;
8.) j) research utilizes scientific literature;

The student will use scientific literature to identify potential ecological

Objectives (also provide
impacts of introducing Asian oysters into the Chesapeake Bay
the associated standard)
(Standards 1, 2, 3, 4, 8).
During a debate regarding the introduction of Asian oysters into the
Chesapeake Bay, the student will be able to design and evaluate
solutions to limit the impact of human activities on the biodiversity of
the Chesapeake Bay. (Standard 5).
 During a debate regarding the introduction of Asian oysters into the
Chesapeake Bay, the student will be able to evaluate the validity of
data and make conclusions based on quantitative and qualitative data.
(Standards 6, 7).

How will the introduction of Asian oysters impact the Chesapeake Bay
ecosystem? (Standards 1, 2, 3, 4).
Are there scientific articles that discuss the potential impact of
Essential Questions introducing Asian oysters into the Chesapeake Bay? (Standard 8).
(also provide the What should people do to limit the impact of human activity on the
associated standard) biodiversity of the Chesapeake Bay? (Standard 5).
Is there scientific data that provides evidence regarding the potential
impact of introducing Asian oysters into the Chesapeake Bay? How
should I determine if this data is valid? (Standards 6 and 7).
When the students conduct their debate regarding the introduction of
Asian oysters into the Chesapeake Bay, the teacher will evaluate the
students using a rubric. I think that the debate will allow the teacher to
Post-Assessment (also be able to evaluate the students’ mastery regarding all of the objectives
provide the associated for this lesson.
objective)

I normally conduct pretests several days before conducting the related

lesson. I do this because I use pretest data to adjust my lessons in
order to address any misconceptions that the students have regarding
the material. Thus, the students will complete the pre-assessment prior
to this lesson. For the pre-assessment, the students will complete the
Four Question Quiz. I did not create this quiz. I obtained the
information for the “Four Question Quiz” from the Maryland Sea
Grant (2015c) document that is titled “Text Questions and Four-
Question Quiz.” This quiz requires students to think about how the
Pre-Assessment (also Chesapeake Bay may have changed since colonial times. (Standards 1,
provide the associated 2, 3, 4)
objective)
I will also ask the students to answer the following questions as best
they can:

1.) What should people do to limit the impact of human activity on

the biodiversity of the Chesapeake Bay? (Standard 5).

2.) Where can you find scientific articles? (Standard 8).

3.) How can you determine the validity of scientific data? (Standards
 6, 7).

I think that this pretest addresses all of the objectives related to this
lesson.

Materials • Laptops that have access to the Internet (At least 6 laptops are
required for this lesson because there are 6 groups of 4 students in the
class. The class need at least 1 laptop per group of students).
• Computer projection system

The video Chesapeake Bay: Oysters (Bushman, 2010). The URL for
this video is https://youtu.be/rQABz-Z3vPg

24 copies of the following handouts:

• Observations from Early Explorers to the Chesapeake Bay
handout
• Text Questions handout
• Handout that contains the directions for the oyster debate
activity
• Policy Debate Format handout
• Oyster Debate Preparation Handout
• Debate Rubric

1 copy of the Teacher Key—The Great Oyster Debate

Technology Lesson
Scientific Inquiry
Lesson
Engage 1.) (2 minutes). The students will watch the first 63 seconds of the
video Chesapeake Bay: Oysters (Bushman, 2010). The URL for this
video is https://youtu.be/rQABz-Z3vPg

The first 63 seconds of the video contains interesting background

Procedure information regarding the Chesapeake Bay and the Eastern Oyster.
This portion of the video explains why the Eastern Oyster is an
important organism within the Bay. The students will watch the rest of
the video during the Explain portion of the lesson. The rest of the
video explains why the Eastern Oyster is in decline.

Explore 1.) Next the students will investigate how the Chesapeake Bay
ecosystem has changed over time by evaluating historical
observations regarding the Chesapeake Bay. I obtained the ideas
 and materials for the following activity from the Maryland Sea
Grant (2015a) lesson plan that is titled “Historical Context: The
Chesapeake Bay Oyster Population.”
2.) (20 minutes). The students will read through the handout titled
“Observations from Early Explorers to the Chesapeake Bay.” I
obtained the “Observations of Early Explorers to the Chesapeake
Bay” handout that is included below from the Maryland Sea Grant
(2015b). This handout is part of the Maryland Sea Grant (2015a)
lesson plan that is titled “Historical Context: The Chesapeake Bay
Oyster Population.” This handout contains excerpts from the
written observations that explorers made in the 1600s and 1700s
regarding the Chesapeake Bay.
3.) (10 minutes). Next the students will work in small groups of four
to complete the “Text Questions” handout. I obtained the
information for this handout from the Maryland Sea Grant (2015c)
document that is titled “Text Questions and Four-Question Quiz.”
This handout is part of the Maryland Sea Grant (2015a) lesson
plan that is titled “Historical Context: The Chesapeake Bay Oyster
Population.” This handout helps the students to analyze the
information within the “Observations of Early Explorers to the
Chesapeake Bay” document.

Explain 1. (3 minutes). Through the explore activity, the students learned that
the biodiversity of the Chesapeake Bay ecosystem has declined
drastically since the 1600s and 1700s. In the next portion of the
lesson, the students will first watch the remaining portion of the
Chesapeake Bay: Oysters (Bushman, 2010) video. The URL for
this video is https://youtu.be/rQABz-Z3vPg
1. The video discusses several reasons for the decline of oysters in the
Bay.
2. (15 minutes). The teacher will introduce the next activity with the
following statement: “As you could tell from the video and the
Explore activity, the native oysters within the Bay have
experienced massive population declines. Recently, governing
officials in Maryland and Virginia have considered transplanting a
species of oyster from China, Crassostrea ariakensis, into the
Chesapeake Bay (U.S. Fish & Wildlife Service, n.d.). These
oysters are called Asian oysters.
3. Next, the teacher will discuss the relationship of the nature and
history of science to the issues regarding the Chesapeake Bay’s
oysters. The teacher will share the following information with the
students:
4. One of the main causes of the decline in oyster populations is
Dermo (Chesapeake Bay Program, 2012). "In 1949, scientists
discovered Dermo in the Bay…Dermo, or Perkinsus marinus, is a
parasite that most often infects oysters during their second year of
 life, causing slowed growth rates and death" (Chesapeake Bay
Program, 2012, "Disease," para. 1).
5. The teacher will say: Based on the nature of science, scientists can
only make conclusions regarding natural phenomena if they have
gathered sufficient data. The U.S. Fish and Wildlife Service (n.d.)
is currently working with the Army Corps of Engineers to
determine how the introduction of Asian oysters will impact the
Chesapeake Bay ecosystem.
6. The teacher will ask the students to answer the following question:
Why is it important to gather data about the effects that Asian
oysters might have on the Bay? A student might respond by saying
that the Asian oysters could become invasive. The teacher will
respond by explaining how scientists can use their knowledge of
invasive species to design experiments that will allow them to
gather data regarding the possible consequences of transplanting
Asian oysters into the Bay.

Elaborate 1. I obtained a lesson plan regarding the issue of Asian oysters

and the Chesapeake Bay from the Maryland Sea Grant (2015d).
I have incorporated the oyster debate activity from the
Maryland Sea Grant (2015d) lesson plan titled “The Great
Oyster Debate” into this lesson. The Maryland Sea Grant
(2015d) lesson plan “The Great Oyster Debate” is available
through the following URL: http://www.mdsg.umd.edu/lesson-
plans/oyster-behavior-larval-stage/great-oyster-debate
2. The teacher will provide the students with a handout that
contains the following directions:

The proposal to bring foreign oysters to the Bay has both benefits and
risks. Today, you will conduct a debate regarding the topic of
transplanting oysters from Asia into the Chesapeake Bay. However,
you will not conduct the debate based on your own views. Instead, you
will take the role of a stakeholder with regards to this topic. A
stakeholder is a person who has a vested interest regarding a situation.

For today’s debate, you will be randomly assigned to one of four

groups of stakeholders. These groups include: Food restaurant owners,
watermen, environmentalists, and scientists. For today’s debate, you
will take the views of the group of people that you have been assigned
to. These groups of people have very different views regarding the
topic of bringing foreign oysters to the Chesapeake Bay.

To begin this activity, you will meet with the people who belong to
your group of stakeholders. You will have fifteen minutes to conduct
research to determine if your group of stakeholders are likely to
support or oppose the proposition that Asian oysters should be
introduced to the Chesapeake Bay.

Once all of the groups have decided if they are for or against the
proposition, the groups of stakeholders who are in favor of the
proposition that Asian oysters should be transplanted into the
Chesapeake Bay will join together. Likewise, the groups who oppose
the proposition will join together. Thus, there will now be two groups:
one group in favor of the proposition and one group against the
proposition. The two groups will conduct a debate. We will follow the
Policy Debate Format. I will provide you with a policy debate format
handout that describes the procedures that we will follow in our
debate.

Today, the groups will conduct research and design arguments that
support their positions. You must find quantitative and qualitative data
that supports your position regarding the topic. You must include data
from at least one scientific journal to support your argument. We will
conduct the debate tomorrow in class. Every student must speak at
least once during the debate.

While we conduct this debate activity, you will be pretending to

support the views of your particular group of stakeholders. Thus, you
will argue as if you were arguing from the point of view of your group
of stakeholders.

3. The teacher will assign the students to their groups of

stakeholders.
4. I have attached a handout below that the teacher can use as a
key regarding the position statements that are representative of
each group of stakeholders. The handout is titled “Teacher
Key—The Great Oyster Debate” handout. I did not create this
handout. I obtained the “Teacher Key—The Great Oyster
Debate” handout from the Maryland Sea Grant (2015d) lesson
plan titled “The Great Oyster Debate.”
5. Then, the teacher will provide the students with the Policy
Debate Format handout, the Oyster Debate Preparation
Handout, and the Debate Rubric. I have attached these
handouts below. I did not create any of these handouts. I
obtained the handouts from the following sources:

**I obtained the Policy Debate Format handout from the

Internet. The reference for the source is:
Policy Debate Format. (n.d.). Retrieved from
edweb.tusd.k12.az.us/gmitchell/Debate%20-
 %20Student%20Handout.doc

This handout has no author or date, however, it is an excellent

description of the Policy Debate Format.

**I obtained the Oyster Debate Preparation (Background Resources)

Handout from the Maryland Sea Grant (2015d) lesson plan titled “The
Great Oyster Debate”

** I added slight modifications to a rubric from ReadWriteThink

(2005) to create the Debate Rubric
6. The students will spend the rest of the class time conducting
research and formulating their arguments for the
upcoming debate.

Evaluate I will evaluate the students’ debate using the Debate Rubric that I
attached below. Each group will receive one grade for all the students
in the group.

Explicit Incorporation In the Explain portion of the lesson, the teacher explicitly addresses the
of Nature of Science relationship of the nature and history of science to the issues regarding
the Chesapeake Bay’s oysters.
Explicit Incorporation In the Explain portion of the lesson, the teacher discusses the historical
of History of Science finding regarding a parasite that is one of the main causes of the
decline in oyster populations.

Modifications to Meet I will adjust the Engage activity for the English Language Learner
Individual Student (ELL) students. The reading assignment in the Engage activity is
Needs difficult to understand because it is written in old English. I will
provide the ELL students with images that depict how the Bay used to
look in colonial times. I will then ask the students to compare what
they see in the pictures with their knowledge of the current state of the
Bay. I will ask the students to Draw a Venn Diagram to compare the
nature of the Chesapeake Bay ecosystem during historic times with the
current nature of the Chesapeake Bay ecosystem. I will also provide
the ELL students with the Teacher Key – The Great Oyster Debate
handout so that they will have an easily understandable explanation
regarding the different views of the stakeholders. I will grade the ELL
students’ performance in the debate with a different rubric that
accounts for the extra challenges that these students face with regards
to public speaking.

A student who has Down syndrome is enrolled in my class. The

student has moderate intellectual disabilities. This student will work
with a teacher’s aide to complete the activities. This student will also
struggle to understand the reading assignment in the Engage activity. I
 will also provide the student with images that depict how the Bay used
to look in colonial times and how the Bay looks today. I will then ask
the student to compare and contrast the pictures of the Bay. The
teacher’s aide will help the student to understand the different views of
the stakeholders within the debate. The student might enjoy
participating in the debate.

To meet the needs of gifted students, I will provide the students with
an opportunity to design a debate activity regarding a different
controversial issue related to science. The students could then organize
and lead the debate during a future lesson.
Safety The teacher will discuss responsible use of the Internet to conduct
research. The Internet contains information that can be harmful to
children. Thus, the teacher will demonstrate how to use search engines
appropriately and efficiently. For example, the teacher will show the
students how to select appropriate search terms.
References
Bushman, M. (2010, December 14). Chesapeake Bay: Oysters [Video
file]. Retrieved from https://youtu.be/rQABz-Z3vPg

Chesapeake Bay Program. (2012). Oysters. Retrieved from

http://www.chesapeakebay.net/issues/issue/oysters#inline

Maryland Sea Grant. (2015a). Historical context: The Chesapeake Bay

oyster population. Retrieved from http://www.mdsg.umd.edu/lesson-
plans/oyster-behavior-larval-stage/historical-context-chesapeake-bay-
oyster-population

Maryland Sea Grant. (2015b). Student handout: Observations from

early explorers to the Chesapeake Bay. Retrieved from
http://www.mdsg.umd.edu/lesson-plans/oyster-behavior-larval-
stage/historical-context-chesapeake-bay-oyster-population

Maryland Sea Grant. (2015c). Student handout: Text questions and

four-question quiz. Retrieved from http://www.mdsg.umd.edu/lesson-
plans/oyster-behavior-larval-stage/historical-context-chesapeake-bay-
oyster-population

Maryland Sea Grant. (2015d). The Great Oyster Debate. Retrieved

from http://www.mdsg.umd.edu/lesson-plans/oyster-behavior-larval-
stage/great-oyster-debate

Policy Debate Format. (n.d.). Retrieved from

edweb.tusd.k12.az.us/gmitchell/Debate%20-
%20Student%20Handout.doc
 ReadWriteThink. (2005). Debate rubric. Retrieved from
http://www.readwritethink.org/files/resources/lesson_images/lesson81
9/rubric2.pdf

U.S. Fish & Wildlife Service. (n.d.). Oyster Restoration in Chesapeake

Bay. Retrieved from http://www.mdsg.umd.edu/lesson-plans/oyster-
behavior-larval-stage/great-oyster-debate

Teacher Reflections on To analyze the effect of the lesson on student learning, I will evaluate
Lesson the changes in the students’ understanding of the material based on the
pretests and posttests. I will use the pretests to identify any
misconceptions that the students might have about the material. I will
address these misconceptions during the lesson. If 80% of the students
do not demonstrate mastery of the objectives with regards to the
posttest, then I will allocate additional class time to remediate the
concepts that the students struggled the most to understand.

I obtained the “Observations of Early Explorers to the Chesapeake Bay” handout that is
included below from the Maryland Sea Grant (2015b).

Student Name:_____________

Bell Number: _________

Observations of Early Explorers to the Chesapeake Bay

From the writings of Captain John Smith—The Generall Historie of Virginia, New England
and the Summer Isles (1624) 1

Chapter II: What Happened Till the First Supply

Being thus left to our fortunes, it fortuned that within ten days scarce ten amongst us could
either go or well stand, such extreme weakness and sickness oppressed us.

Our drink was water, our lodgings castles in the air. With this lodging and diet, our extreme
toil in bearing and planting Pallisadoes so strained and bruised us, and our continual labor in
the extremity of the heat had so weakened us, as were cause sufficient to have made us as
miserable in our native country or any other place in the world. From May to September those
that escaped lived upon sturgeon and sea crabs. Fifty in this time we buried.

And now the winter approaching, the river became so covered with swans, geese, ducks, and
cranes that we daily feasted with good bread, Virginia peas, pumpkins, and putchamins
[persimmons], fish, fowl, and diverse sorts of wild beasts as fat as we could eat them…

Chapter V: The Accidents That Happened in the Discovery of the Bay of Chesapeake

The second of June 1608 , Smith left the fort to perform his discovery with this company (Six
gentlemen and Seven soldiers, and One doctor)… The first people we saw were two grim and
stout savages upon Cape Charles, with long poles like javelins, headed with bone. They boldly
demanded what we were…but after many circumstances they seemed very kind and directed us
to Accomac where we were kindly treated.

From Wighcocomoco to this place all the coast is low broken isles of [marsh], grown a mile or
two in breadth and ten or twelve in length, good to cut for hay in summer and to catch fish and
fowl in winter; but the land beyond them is all covered over with wood, as is the rest of the
country.

So broad is the Bay here we could scarce perceive the great high cliffs on the other
side…Thirty leagues we sailed more northwards not finding any inhabitants, leaving all the
eastern shore, low islands but overgrown with wood, as all the coast beyond them so far as we
could see. The western shore by which we sailed we found all along well watered but very
mountainous and barren, the valleys very fertile but extreme thick of small wood so well as
trees and much frequented with wolves, bears, deer, and other wild beasts.

The 16th of June we fell with the river Potomac…Having gone so high as we could with the
boat, we met diverse savages in canoes well laden with the flesh of bears, deer, and other
beasts; whereof we had part. Here we found mighty rocks growing in some places above the
ground as high as the shrubby trees…And what other minerals, rivers, rocks, nations, woods,
fishings, fruits, victual, and what other commodities the land affordeth. And whether the Bay
was endless or how far it extended.
Of mines we were all ignorant, but a few beavers, otters, bears, martins, and minks we found.
And in diverse places that abundance, of fish lying so thick with their heads above the water
[that] as for want of nets (our barge driving among them) we attempted to catch them with a
frying pan, but we found it a bad instrument to catch fish with. Neither better fish, more plenty,
nor more variety for small fish had any of us ever seen in any place so swimming in the water,
but they are not to be caught with frying pans. Some small cod also we did see swim close by
the shore

So setting sail for the southern shore, we sailed up a narrow river up the country of
Chesapeake. It had a good channel but many shoals about the entrance. By the time that we had
sailed six or seven miles we saw two or three little garden plots with their houses, the shores
overgrown with the greatest pine and fir trees we ever saw in the country. But not seeing nor
hearing any people and the river very narrow, we returned to the great river to see if we could
find any of them, coasting the shore towards Nansemond which is mostly oyster banks.

From the letters of Swiss traveler Francis Louis Michel2 on his visit to Virginia in 1701.

The abundance of oysters is incredible. There are whole banks of them so that the ships must
avoid them. . . They surpass those in England by far in size, indeed, they are four times as
large. I often cut them in two, before I could put them into my mouth.

1
Text excerpted and adapted from:
www.usconstitution.com/captjohnsmiththegenerallhistorieofvirginia.htm
2
Text excerpted from: Michel, Francis Louis (1916). "Report on the Journey of Francis Louis
Michel from Berne,
Switzerland to Virginia, October 2, 1701-December 1-1702." Virginia Magazine of History
and Biography 24: 1-43,
113-141.

I obtained the information for the “Text Questions” handout from the Maryland Sea
Grant (2015c) document that is titled “Text Questions and Four-Question Quiz.”

Student Name:_____________

Bell Number: _________

Text Questions: Observations of Early Explorers to the Chesapeake Bay

Directions: Read the brief excerpts from the writings of Captain John Smith (1624) and
Swiss traveler Francis Louis Michel (1701). Use the text to answer the following questions.
Answer in complete sentences. Wait for instruction before completing the Four Question
Quiz.

Questions:

a) Describe the conditions of the newcomers to the Chesapeake Bay area around
Jamestown. How were they surviving in this new environment? Was it a land poor in
resources?

b) What kinds of animals lived in and around the Chesapeake Bay during these historic
times?

c) How abundant, or common, were fish? What did Smith and his men use to try to catch
fish?

d) How does Michel characterize the Bay’s oyster population?

e) Draw a Venn Diagram to compare the nature of the Chesapeake Bay ecosystem during
historic times with the current nature of the Chesapeake Bay ecosystem.

----------------------------------------------------------------------------------------------------------------
I obtained the information for the “Four Question Quiz” handout from the Maryland Sea
Grant (2015c) document that is titled “Text Questions and Four-Question Quiz.”

Student Name:_____________

Bell Number: _________

Four Question Quiz: (Mark the following statements as True or False)

1. In the 1600s and 1700s, the land surrounding the Chesapeake Bay was covered
in “wood”—the shores were overgrown with pine and
fir trees.

2. In the 1600s and 1700s, wolves, bear, deer, beaver, otter, and mink all lived
in or around the Bay.

3. In the 1600s and 1700s, fish were so plentiful in the Chesapeake Bay you

could use a frying pan to try to catch them.

4. In the 1600s and 1700s, the abundance of oysters in the Chesapeake Bay was so
incredible that ships had to
avoid them or else they would hit the oyster banks and sink.

I obtained the Policy Debate Format handout from the Internet. The
reference for the source is:
Policy Debate Format. (n.d.). Retrieved from
edweb.tusd.k12.az.us/gmitchell/Debate%20- %20Student%20Handout.doc

The handout has no author or date, however, it is an excellent description of the

Policy Debate Format.

Policy Debate Format Handout

First affirmative constructive (3 – 5 minutes) can be completely written and learned in

advance!
Introduction
• Opening - state your name and partner’s name and that you are speaking for the
affirmative; express pleasure for opportunity to debate the topic; state the resolution
• Define key terms
• Present your thesis statement to show where you are going, e.g., This is a serious
problem and the present system will not solve the problem; our plan will solve the
problem
Body
• Describe the issue, using a combination of logos, ethos, and pathos
• Support the affirmative case with 4 –6 contentions, have at least 3 supporting pieces
of evidence and reasoning (save at least 1 for rebuttal)
o Establish the need for change – why this is a serious problem
(qualitative/quantitative)
o Establish the harm of the present system – people or other living beings
are hurt physically, emotionally, financially, socially
o Establish how the present system contributes to the problem (inherency)
• Briefly introduce your plan and how it solves the problem
Conclusion
• Summarize your position. Say “Thank you.”

First negative constructive (3 – 5 minutes)

Introduction
• Greet - state your name and partner’s name and that you are speaking for the
negative; express pleasure for the opportunity to debate the topic of ____
• Either accept the affirmative’s definitions or correct definitions presented by
affirmative
• Describe the issue from the point of view of the negative
• Introduce your case with your thesis statement: “We intend to prove that there is no
need to . . .
Body
• State negative philosophy by presenting 4 – 6 contentions; have at least 3 pieces of
evidence and reasoning to support them (save at least 1 to reestablish during rebuttal)
o Refute the need for change; explain why the status quo is preferable
(defend present system)
o Deny that the present system contributes to the problem (inherency)
o Why there is no reason for change; diminish significance
(quantitative/qualitative)
o Why change could be worse than the present system
• Attack the need for a plan, possibly why it will cause more harm than good
• (Optional advanced strategy! You can accept that the status quo could be changed in
a MINOR way; then introduce a counter plan that is significantly different from the
affirmative’s plan.)
• Clash: Refute affirmative’s points with evidence and reasoning
Conclusion
• Summarize the negative case so far. Say “Thank you.”

Second affirmative constructive (3 – 5 minutes)

Introduction
• Present overview of the debate so far, contrasting affirmative and negative positions
• Defend definitions of terms and topicality, if necessary
• Present a thesis statement to show where you are going, e.g., _______ is a problem
that must be solved and our plan will do it.
Body
• Attack the negative philosophy defending the present system, especially harm and
significance
• Clash. Directly address each of the specific challenges issued by the negative
• Reestablish why change is necessary
• Explain your plan with details; describe the benefits of the plan, how the plan will
solve the problem
Conclusion
• End with an appeal to adopt the resolution. Say “Thank you.”
Second negative constructive (3 – 5 minutes)
Introduction
• Review / reinforce negative philosophy
• Present thesis, e.g., We will prove that there isn’t a problem, that the plan is bad, that
the plan is unnecessary
Body
• Present contentions, attacking the plan as undesirable, unable to solve needs, or
unnecessary
o Practicality, workability – specific elements of the plan
o Solvency – demonstrate that the plan is not capable of solving the problem
o Disadvantages – explain that more harm will result from the plan than the
status quo
o Injustices – explain that the plan affects some individuals or groups more
than others
o Deny the supposed benefits of the plan
• If the affirmative neglected to present a plan, make a HUGE deal of its omission
• Clash. Counter all affirmative challenges directly and specifically
• Refute the affirmative case as a whole
Conclusion
• Summarize problems of the plan; say: That is why we cannot adopt the resolution.
Thank you.

First negative rebuttal speech (2 – 3 minutes) – summarize and reiterate

• Clash: Refute the arguments introduced by the second affirmative, point by point
• Again attack affirmative’s justification for change
• Summarize the entire negative block
• End with instructions: We must not allow . . .

First affirmative rebuttal speech (2 – 3 minutes) –be the savior- regain control after 8
negative minutes!
• Refute negative’s plan objections; point out fallacies in reasoning
• Rebuild your case at major points of attack; offer new evidence to support your
contentions
• Clash. Respond to all the arguments from the second negative constructive
arguments and first negative rebuttal; defend and resupport the arguments you can

Second negative rebuttal speech (2 – 3 minutes) - last chance for the negative side to
speak
• Rebuild your case at major points of attack; offer new evidence to support your
contentions
• Explain why your side should win: Review plan objections and disadvantages,
refuting affirmative’s responses; point out any issues dropped by the affirmative
• Summarize the negative position in a dramatic way; call for rejection of the proposal
• Thank the audience and judge(s)

Second affirmative rebuttal speech (2 – 3 minutes) - last speech!

• Point out any arguments dropped by the negative; these are considered your points
now
• Respond to objections negative made to your plan and point out those that were
dropped by the second negative rebuttalist; dropped arguments are conceded
arguments!
• Remind the judges of your arguments and why they are more important than the
negative’s
• Be dramatic in your big picture. Make your audience care! End with a strong appeal
to adopt the resolution, to accept the proposal.
• Thank the audience and the judge(s)

I obtained the Oyster Debate Preparation (Background Resources) Handout from

the Maryland Sea Grant (2015d) lesson plan titled “The Great Oyster Debate”

Oyster Debate Preparation (Background Resources) Handout

BASE ARTICLES:

1. “ Oyster Restoration in Chesapeake Bay” (U.S. Fish & Wildlife Service—

Chesapeake Bay Field Office)
Available at: see “Lesson Resources”

2. “CBF Fact Sheet—Oysters: Food, Filters, Fish Habitat” (Chesapeake Bay

Foundation). Web site available at:
http://www.cbf.org/site/PageServer?pagename=resources_facts_oysters&printer_f
riendly=1

3. “Non-Native Oysters and the Chesapeake Bay.” (Chesapeake Bay Program)

Web site available at: http://www.chesapeakebay.net/nonnativeoyster.htm

SUPPLEMENTARY ARTICLES:

4. “Foreign Oysters Not a Quick Fix for Chesapeake Bay, But Aquaculture of Sterile
Oysters May Help.”(The National Academies Press Release, August 14, 2003).
Available at:
http://www4.nationalacademies.org/news.nsf/isbn/0309090520?OpenDocument

5. Fahrenthold, David A. “Plan for Asian Oysters Worries Del. and N.J.— States
Want Md. to Delay Decision on Introduction of Species into Bay.” The
Washington Post, 30 December, 2004; B 07.
Available at: http://www.washingtonpost.com/ac2/wp-dyn/A35679-
2004Dec29?language=printer

6. “Position Papers: Resolving the Benefits and Risks of Crassostrea ariakensis in

Chesapeake Bay and Atlantic Coast Estuaries (December 2001).”
 A scientific perspective from the University of Maryland Center for
Environmental Science concerning research on, and the proposed introduction of,
the Asian Oyster. (High school level use).
Available at: http://www.mdsg.umd.edu/oysters/exotic/P_UMCES.html

ADDITIONAL RESOURCES:

7. A good summary of the habitat and biology of the Eastern Oyster from NOAA
Coastal Services Center.
Available at: http://www.csc.noaa.gov/acebasin/specgal/oyster.htm

8. An excellent clearinghouse of articles on oysters is “Ron’s Oyster News.” It has

an extensive collection of news articles concerning oysters and, although difficult
to search for specific articles, it is organized chronologically.
Available at: http://www.csc.noaa.gov/acebasin/specgal/oyster.htm

I obtained the Teacher Key—The Great Oyster Debate handout from the Maryland
Sea Grant (2015d) lesson plan titled “The Great Oyster Debate”

Teacher Key—The Great Oyster Debate:

Seafood Restaurant Owner: YES... introduce the Asian Oyster (C. ariakensis)
! The taste of the Asian Oyster is very similar to the Easter Oyster and it returns a
traditionally-important food item to local menus.
! It will increase the supply and decrease the cost of oysters.
! It will improve the local economy.
! It will repair oyster reefs and increase the biodiversity of the Bay.

Watermen: YES... introduce the Asian Oyster as quickly as possible.

! The Asian Oyster grows much faster and larger than the Eastern Oyster
! It’s resistant to local diseases (Dermo and MSX).
! It will save the oyster industry and local jobs.
! It will increase oyster populations and improve the health of the Bay.

Environmentalist: YES or NO depending upon the reason and perspective.

! Oysters are a “keystone species” and restoring the population would restore the
ecological balance of the Chesapeake Bay ecosystem.
! The U.S. Fish and Wildlife Service is mandated by Federal Law—the National
Invasive Species Act of 1996—to prevent and control non-native species.
! Introduction of the Asian Oyster would quickly improve ‘filtering capacity’ and
thus greatly improve the Bay’s water quality.
! Current efforts at reseeding and rebuilding native oyster reefs (C. virginica) are
not yet complete—more time is needed to evaluate the success of these restoration
efforts.
! Local jurisdictions have not adequately implemented nor evaluated the effect of
harvest moratoriums on the recovery of Eastern Oyster populations.
 ! Even if there were no downside to introducing the Asian Oyster, it would take
more than 20 years for populations to expand enough to have a positive impact.

Scientist: NO… don’t introduce the Asian Oyster into the Chesapeake Bay.
! There is not enough scientific information to make an informed decision—at least
5 years more years of research is needed.
! Past experience has shown that the introduction of non-native species is almost
always highly disruptive to the local ecosystem.
! Preliminary observations suggests that C. ariakensis may not build reefs in the
same way C. virginica does and therefore its “ecological value” may be somewhat
limited.
! The Asian Oyster might spread beyond the Chesapeake Bay and impact healthy
local oyster populations along the East Coast.
! Introducing the Asian Oyster could introduce new diseases which might affect
other organisms like the Blue Crab. (It is thought the diseases Dermo and MSX
entered the Bay when various efforts were made to introduce the Pacific Oyster
(C. gigas) into the Chesapeake in the 1930’s).
! The Asian Oyster could out-compete the Eastern Oyster for food and living space
and drive it to extinction. (This would prevent the local oyster from evolving a
natural defense to the disease parasites).

I added slight modifications to a rubric from ReadWriteThink (2005) to create the

following rubric:

DEBATE RUBRIC

3 2 1
Viewpoint Viewpoints are clear Most viewpoints are Viewpoints are
and organized. clear. unclear
and disorganized.

Use of facts and Arguments are Most arguments are Arguments lack
examples supported with facts supported with facts factual
and examples. and examples. support.
Factual support
includes data from
scientific journals.

Relevance of All supporting Many, but not all, Few supporting

supporting arguments are supporting arguments are
arguments relevant. arguments relevant.
are relevant.
Strength of All arguments are Some arguments are Arguments are not
arguments strong and convincing. convincing.
convincing.

Speaking voice Voice can always be Voice is heard most Voice is difficult to
heard. of hear.
the time.

Preparation Students are well Students need more Students are

prepared. preparation. unprepared
to defend argument.

Commitment to The students The students The students do not

Stakeholder Views demonstrate demonstrate demonstrate a
commitment to the commitment to the commitment to the
views of their group views of their group views of their group
of stakeholders of stakeholders of stakeholders.
throughout the during most the
debate. debate.

Total Score: ________/21