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Overview:
This lesson introduces students to two marine species, one (the horseshoe crab) that is currently invaluable in the field of medicine and another (Bugula neritina) that is likely to prove beneficial in the future. Students will read articles discussing these species and brainstorm the challenges and benefits of harvesting them from the ocean. They will conclude by writing plans pretending they're scientists who are going to harvest the species for medical purposes.
Connections to the Curriculum:
Geography, life sciences
Connections to the National Geography Standards:
Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"
Standard 15: "How physical systems affect human systems"
Standard 18: "How to apply geography to interpret the present and plan for the future"
Time:
One to two hours
Materials Required:
- Computer with Internet access
Objectives:
Students will
- read and answer questions about the horseshoe crab and Bugula neritina;
- brainstorm and list ideas about the challenges, benefits, and environmental impacts involved in the harvesting of the horseshoe crab and Bugula neritina; and
- write plans pretending they are scientists who are going to harvest the species for medical purposes.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Have students look at the pictures of the horseshoe crab and Bugula neritina at these Web sites:
NOAA: The Horseshoe Crab—Putting Science to Work to Help "Man's Best Friend"
California Academy of Sciences: Bugula neritina (Linnaeus, 1758)
Ask the class to briefly brainstorm how these two marine species might be helpful in the field of human medicine. What could these interesting-looking animals possibly have to offer in terms of life-saving medical assistance?
Ask if anyone in the class has ever been in the hospital or knows anyone who has been hospitalized. If so, they may remember having an IV. Explain that anyone who has had an IV may owe his or her life to the horseshoe crab! They'll learn about this species and Bugula neritina in this lesson.
Development:
Ask students to read the following articles about horseshoe crabs:
National Geographic News: Horseshoe Crabs Remain Mysteries to Biologists
National Geographic News: Scientists Seek New Medicines From the Ocean
NOAA: The Horseshoe Crab—Putting Science to Work to Help "Man's Best Friend"
As they read, have them answer these questions:
- Where can horseshoe crabs be found? Are they common or rare?
- Why are horseshoe crabs helpful to people? Why do some scientists consider them to be "man's best friend?"
- What might happen if horseshoe crabs became endangered or extinct?
- What concerns do people have about horseshoe crab populations?
- What might be done to increase horseshoe crab populations and keep them stable?
Discuss students' answers to the above questions.
Have students read the following articles about Bugula neritina. [Note: Depending on your students' reading level, they might find these articles difficult; if so, help them with difficult words and concepts, or paraphrase the articles for the class.]
Scripps Institution of Oceanography: Fresh Evidence Points to Marine Bacteria as Source of Anti-Cancer Drug
Stanford University: Lowly Creatures From the Deep May Help Cure Cancer and Warn of Pollution
As they go through the article, ask students to answer these questions:
- How common are Bugula neritina? Are they rare, or can they be found easily? Are there enough Bugula neritina in the sea to treat all people?
- How might this animal be helpful for people?
Discuss students' answers to the above questions.
Divide the class into small groups, and assign each group to either the horseshoe crab or Bugula neritina. Try to distribute both species evenly throughout the class.
Ask groups to discuss and list their ideas about the answers to these questions regarding their assigned species. They should come up with their ideas by brainstorming, thinking about things they've learned in past lessons, and remembering what they've read in the articles in this lesson.
- What challenges might scientists face when trying to harvest this animal for its medical benefits?
- Who would benefit from harvesting this animal in the oceans? (Name as many groups of people as you can think of, and don't forget people other than the ones whose health would benefit directly.)
- What might be some potential environmental impacts of harvesting this species? What might be done to minimize these impacts?
Closing:
Discuss students' ideas about the above questions as a class.
Suggested Student Assessment:
Ask students, either individually or in their groups, to pretend they are scientists in charge of developing a plan to harvest species from the ocean for medical purposes. Have them write one-page plans that discuss the following factors:
If they have focused on the horseshoe crab:
- Why are horseshoe crabs important to the field of medicine?
- Where can horseshoe crabs be found?
- What are the environmental concerns impacting horseshoe crab populations?
- What changes should be made to ensure healthy and viable horseshoe crab populations well into the future?
- What groups of people might come together to ensure healthy and viable horseshoe crab populations?
If they have focused on Bugula neritina:
- How might Bugula neritina help people in the future?
- Why is it important to continue studying Bugula neritina and to maintain healthy and viable populations of this species?
- What groups of people might be helpful in promoting the harvesting and studying of this species?
- What environmental problems are associated with harvesting Bugula neritina, and what might be done to overcome these problems?
Extending the Lesson:
This lesson is made possible by a generous grant from the National Oceanic and Atmospheric
Administration National Marine Sanctuary Program.
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