Maryland Sea Grant seeks to hire a Legal Fellow and a Graduate Assistant. More details.
The evaluation components of this lesson are built into each “e” so that as the lesson develops there is a formative evaluation process. At the conclusion of the lesson the following summative evaluation topics are suggested.
1. Have students’ compare/contrast their knowledge of the marine food chain prior to the lesson and after the lesson. Related to the marine food chain have the students describe how they are connected or linked to this critical part of the marine environment and the how they benefit from the function of the food chain.
2. Options for Summative Evaluation
a. Have students write or develop a project about how our stewardship of ocean resources (fisheries) will be critical for a healthy marine ecosystem. Students should be able to support ideas about the benefits for themselves/society and in turn benefits to the marine environment.
b. Have students apply what they have learned about "Fish Oil" supplements and have them research and develop a narrative and project that describes dilemmas, pros and cons of other supplements that are misunderstood (e.g. Energy Drinks, Protein Supplements, Vitamins, etc.) Have then apply the same Fish Oil, Really? mentality to their research.
Rubric for Evaluation
1. For their written work and/or group project use the Essay Rubric (from ReadWriteThink) to score the summative evaluation of their knowledge and application of the ideas learned in this lesson.
2. The work and/or project should support the ideas behind Claim, Evidence and Reasoning introduced in the Engagement activity (see CER pdf from NSTA).
If the choice is related to Objective 2 a. then the following key terminology should be included:
Omega 3 fatty acids (benefits)
Algae (marine algae)
Fisheries / marine fish species
Food Chain / Food Web
For more information download the Content Primer