Horseshoe Crab Unit
In July 1999, four Delaware teachers (Mary Currie, Bernardette Maxwell, Anne Noone, and Kay Tebbens) attended the Keystone Science School. While they were there they wrote a "Horseshoe Crab Unit". They have agreed to have it put on the internet so that any teachers who are studying horseshoe crabs might want to use this material in their classes. Once students have completed the unit, the students could then express their educated opinions at VIEWPOINTS.

                                                 TABLE OF CONTENTS

  • Preface
  • Goals
  • Activities That Incorporate Framework and State Standards
  • Player Grid
  • Concept Map
  • Research Questions with Data Collection Instrument
  • Potential Actions
  • Assessment
    • Preface

    Fifth grade classes throughout Delaware use a hands-on science kit titled "Ecosystems." Part of the unit includes investigating a many faceted environmental issue. As an extension to the kit, it would be advantageous to have students look at the local issues surrounding the protection of horseshoe crabs.

    Delaware Bay has the largest concentration of horseshoe crabs in the world, yet few of the local citizens realize their importance. Horseshoe crabs are utilized by biomedical researchers to test purity of drugs and by watermen for whelk and eel bait. Their eggs are a food source for vast numbers of migrating shore birds. Bird watchers from around the world come to our beaches for three weeks in May to observe these shorebirds.

    The horseshoe crabs’ population has been declining over the years. Students will be investigating the causes and effects of the various pressures on the horseshoe crab. In addition, the students will use their research to continue to ensure that the economy and the environment are balanced and that the interests of all players are considered. Students will gain a greater appreciation for the horseshoe crab and its importance to Delaware and to the global ecosystem.

    Goal of the Unit

    By the completion of this unit, students will be able to understand the importance of the horseshoe crab and its connection to the environment and to the local economy.

    Activities

    Science-

    Language Arts-
    Math:
    Social Studies:


      Arts

    KEY
    F= Framework Steps
    SS= Social Studies State Standards for Delaware
    (C=Civics, E=Economics,G=Geography,H=History)
    LA= Language Arts State Standards for Delaware
    M= Mathematical State Standards for Delaware
    S=Science State Standards for Delaware

    Horseshoe Crab Player Analysis Grid

    Player Position Interest Beliefs Values
    Waterman-

    Lance Nayor
     
     
     
     

     

    		 Should
    harvest as long as there are enough crabs    		 Protecting his job  There are enough horseshoe crabs to continue harvesting. Cultural

    Economic

    Historical
    Ornithologist-

    Doctor Clive

    Minton

    		 Should protect the horseshoe crabs because birds need them The survival of the migrating birds Birds are important part of the ecosystem. Ecological

    Scientific
    Fish and Game-

    Charles Lesser

    		 Should balance the needs of all groups involved Keeping all of the groups happy No one group could benefit more from the horseshoe crab nor should any one group have control. Legal

    Political

    Environmental

    Economic
     
     
     
     
     
     

     
    Biomedical Expert-

    Doctor William McCormick

    		 Should continue to use the horseshoe crab for the development and testing of vaccines and other medical uses Making sure that there are enough horseshoe crabs for medical research Horseshoe crabs benefit humans through medical research. Scientific

    Economic

    Health
    World Expert on Horseshoe Crabs-

    Doctor Carl

    Shuster

    		 Continue to study horseshoe crabs Research on and about horseshoe crabs Horseshoe crabs are vital to the ecosystem. Scientific

    Ecological
    Property Owners Should have the freedom to have full use of the beach Property values They bought it and should have full use of the property. Economic

    Cultural

    Recreational

    Social

    RESEARCH QUESTIONS

    Target: Parents of fifth grade students.

    Type: Questionnaire and Opinionnaire

    Purpose: Define to what extent citizens need to be educated about the importance of the horseshoe crabs and their vital role to the economy and the environment.

    Questions: (Circle Yes/No/Undecided; comment if necessary.)

        Comments _________________________________ Comments _______________________________ ________________________________________ Comments _______________________________ Comments____________________________________ Comments __________________________________
    POTENTIAL ACTIONS
    1. Write a letter convincing a politician of the importance of the need to protect the horseshoe crab for ecological and economic reasons.
    2. Make a documentary to present to PTA and other organizations to show the importance of the horseshoe crab to the local economy.
    3. Conduct a letter writing campaign to local businesses to petition their support for protecting the horseshoe crab.
    4. Invite guest speakers representing different sides of the local issues to be on a panel for student questioning.
    5. Have students participate in the tagging of the annual horseshoe crab migration and spawning.
    6. Have students create a brochure about the horseshoe crab to be presented at public forums and events.
    7. Have students attend the beach clean up activities held locally each year.
    8. Have students write an article for the local newspaper explaining their project and explaining the importance of the horseshoe crab to the local economy.
    9. Have students attend a DNREC meeting.
    10. Have students present their portfolios at the school open house.


    ASSESSMENT PROCESS

    The students participating in the Horseshoe Crab unit will be assessed on an on-going embedded process. Students will be assessed on each of the activities that they complete by subject and by the individual teacher conducting the activity.

    Students will be expected to compile all of their activities including data collections, interviews, letters, essays, paper cut-outs and copies of skits or songs, into a portfolio. Students would be presented with a complete list of all the activities that should be included in their portfolio. This portfolio will be presented at the conclusion of the unit as a demonstration of completion of the project and as a demonstration of knowledge gained from the unit. These portfolios will be assessed by all of the teachers involved in the unit.

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