Blue Crab on the Bayou

OBJECTIVES
1. TSW describe the life cycle of the blue crab (Cognitive-knowledge)
1. TSW identify physical attributes/characteristics of blue crabs (Cognitive-application)
2. TSW differentiate between various habitats of the blue crab, identify geographical locations of where they live, how blue crabs impact Louisiana, and evaluate a blue crab’s external anatomy (Cognitive-comprehension, application)
3. TSW conduct a scientific investigation (determine whether different types of bait wells influence catch per trap) in which they will collect data, construct graphical representations, and analyze data (Cognitive-evaluation, synthesis)
4. TSW continue constructing graphical representations, analyzing the data, and will then communicate findings of the scientific investigation through constructed response format (Cognitive-synthesis, evaluation)

MATERIALS
Day 1 – “The Story of My Life” (Clawdette), PowerPoint (PPT), a male and female crab for students to see the difference, Clawdette and Clawd
Day 2 – DVD from Crabecology (see references), PPT, Crab Lab
Day 3 – compare/contrast thinking map, PPT, 4 traps (2 with sleeves, 2 without sleeves), rulers, crab shells
Day 4 – PPT, posterboard, colored pencils/markers Bycatch Project Analysis document

SETTING
classroom

ACTIVITY DESCRIPTION
Day 1
1. Bell Ringer – List various living organisms that support our local ecosystem (think about all of south Louisiana)
2. Discuss Bell Ringer
3. TTW introduce Clawdette to the class
4. TTW read “The Story of My Life” which follows Clawdette’s life cycle
5. Using a PPT, discuss the various stages of the life cycle (TSW write the name, draw a picture, and write a brief description of each stage)
6. Using a PPT, discuss physical attributes of the blue crab and the difference between male and female crabs (TSW draw and label each)
7. Discuss facts about eggs and molting using PPT
8. TSW write a short story about Clawd’s Characteristics (Clawdette’s father) that describes his attributes/characteristics and how they are used

Day 2
1. Bell Ringer – What are some things you would like to learn about blue crabs?
2. Watch video on blue crabs (from "Crabecology" programP)
3. Using a PPT, discuss areas where blue crabs live
4. TSW label, on a map, geographical locations of blue crabs
5. Using a map within the PPT, TSW mark the geographical locations on the board
6. Using a PPT, discuss how the blue crab impacts Louisiana
7. Using a PPT, discuss the external anatomy of the blue crab
8. TSW complete the Crab Lab on the anatomy of the blue crab

Day 3
1. Bell Ringer – Using prior knowledge from yesterday’s discussion, compare/contrast a male and female blue crab.
2. Using a PPT, review steps of the scientific method
3. TSW share ideas of what variables could be tested (relative to blue crabs)
4. Begin designing and conducting a test following the scientific method
Purpose: How do sleeves affect the number of blue crabs caught in a crab trap?
Research: completed on day 1 and 2
Hypothesis: If a sleeve (IV) is used in a crab trap, then more/less blue crabs (DV) will be caught in the trap.
Actual Experiment: (show where it took place)
1) Four traps will be used (two with sleeves and two without)
2) The traps will be baited identically; the traps will be put in the water at alternating and equal intervals.
3) The traps will be checked and rebaited every three days.
Data: Class will be divided into four groups. Each group will get one trap. (1Ts, 2Ts = Trap sleeved and 1Tns, 2Tns = Trap no sleeve) Use paper crabs (labeled MALE and FEMALE and then hung with a paper clip to the sides of the traps) for student data collection
Create a chart and record the following data (number of crabs in each trap, measure (point to point) in mm, and total male/female)
5. Using a PPT, discuss the bycatch from the experiment
6. Review the steps completed so far
Day 4 – Continue with scientific investigation
1. Bell Ringer – Life Cycle Sequencing
2. Continue class experiment
Data: Using data collected, design a graph that compares the average number of crabs caught in each trap (TTW have used the charts to make the comparison graphs on Excel for use in the classroom)
Analysis: Using the graphs, TSW write down an analysis of what the graphs are showing. Discuss as a class what information is being shown through graphical representation.
Conclusion: Design a concluding statement for the project.
Communication: Each student will receive a copy of the Bycatch Project Analysis (BPA) and will create a graph in a similar manner as the class assignment. TSW then complete the BPA (data analysis and conclusion) through a constructed response.

TEACHER EVALUATION
Day 1 – Short Story “Clawd’s Characteristics” (literacy)
Day 2 – Crab Lab (science)
Day 3 – Teacher Observation (checklist) (science, mathematics)
Day 4 – Life Cycle Sequencing, Full Project Analysis (science, mathematics)