Grade Level: 6-8 Grade
Content Area: Science
Language Arts
Concepts: Oyster Anatomy
Pearl creation by an oysterCareer study of a jeweler
Phase One: Dissection of an Oyster
Goal: Students will dissect and explore the anatomy of an oyster.
Materials: scalpel or knife to open the oyster
1 oyster for every 2 studentsWax paper or dissection trays
Plastic garbage bags or zip lock bags
Paper
Writing utensil
Time: 2 hours
*Depending on the age level the students may need more time.
Procedure:
1. The teacher will discuss the importance of safety using the scalpel or knife and the ethics of using dissection of animals for research.
2. Students will assemble in the same groups of two for the dissection. Each group will use the oyster they started on the previous day.
3. Students will continue to examine the anatomy of the oyster and take notes on the shape, color and texture of the shell and the oyster's interior.
4. Students will continue to observe and take notes on the anatomy of the oyster using the oyster anatomy sheet. (see attachment from day seven)
5. Once the research is complete, place all the oysters in a plastic bag and properly dispose of them.
Assessment: Success will be accomplished with the completion of the oyster anatomy guide sheet for this phase (yes or no). Upon the completion of the anatomy dissection (determined by the teacher) the students will take an oyster anatomy station test. A station test is conducted by displaying a part of the anatomy of the oyster with a pin numbering the part or questions about the anatomy of the oyster on each desk. Students will rotate to each station answering the questions or identifying the anatomy. Success is determined by a high degree of accuracy. A high degree of accuracy is considered to be 75% accuracy or better.
Phase Two: How does the oyster make a pearl?
Goals: Students will watch a film from Newton's Apple (show number 1402).
Materials: Newton's Apple show number 1402: How does the oyster make a pearl?
Purchased at 1-800-228-4630 or 1-800-588-NEWTON
Time: 1 hour
Procedure:
1. Spark a discussion with the students and ask some of the following questions:
a. What do pearls feel like?b. What color are pearls?
c. Where do pearls come from?
d. How are pearls made?
e. Where are pearl mollusks found?
2. Tell the students how the pearl actually begins as an irritant. Sand, a pebble, or a parasitic organism that gets inside the oyster's shell. To reduce the irritation, the oyster coats the irritant with layers of a solid, slick material called nacre. Discuss the make-up of nacre and where it is found on the oyster. The teacher can use the shell to show the nacre on the left and right valves.
3. Watch the film.
4. Discuss the film and answer questions that students may have about oysters or pearls.
5. Discuss how the book The Black Pearl relates to oysters and pearls. You may want to incorporate the oyster dissection in this discussion.
Assessment: Use the classroom rubric
Pearl Resources:
1. http://www.finejewelers.com/pearls.html
2. http://www.gemstone.org/pearl.html
3. http://www.pickapearl.com/facts/htm
4. http://www.teleport.com/~raylc/gems/pearl.html
5. http://www.blackpears.co.nz/
Phase Three: Guest Speaker &endash; A Jeweler
Goal: Students will gain first-hand knowledge from a local jeweler about pearls.
Materials: A local jeweler
Time: 1-2 hours
Procedure:
1. Introduce and give a background profile about the local jeweler to the students.
2. Be sure to ask the jeweler to cover the following topics in his/her talk:
a. How are pearls rated?b. How much does a pearl cost?
c. Where do you get pearls?
d. What is the difference between some types of pearls such as the bouton or the baroque pearl?
e. What are the different colors of pearls?
f. Why do they call it a Mother-of&endash;Pearl?
g. Personal experiences and knowledge of a jeweler as a career.
h. What is the difference between a cultured and a natural pearl?
Assessment: Use the classroom observation rubric
Extension: Have the students write a personal Thank You to the local jeweler.
Phase Four: Classroom Exhibit Preparation
Materials: an exhibit or display area
PaperPen, pencil, markers
Poster board
Old material or other items needed by students to build exhibit
Time: 30-45 minutes
Procedure:
1. The teacher will discuss with the students what constitutes as a museum and have them share some of their own museum experiences.
2. Explain to the students that they will be making an exhibit based on their findings on Baja California and the ocean.
3. Place the students in their original teams for research on Baja. Have them brainstorm how they will present the information they found in the exhibit and possibly make a sketch of their ideas.
4. After about 20 minutes have the students present their ideas to the rest of the class. At this time classmates should give constructive criticism and feedback.
5. In the time remaining let students begin working on their exhibit. It is at this time the students need to tell the teacher what supplies they will need for their exhibit to be completed on day ten.
Assessment: Students will be assessed using the classroom observation rubric.