- What is ESD?
- Review Process
- Take Action
- Professional Development
- A project of
This resource features an experiential learning approach that examines the effects of global warming on marine environments. Students apply introductory acid-base theory (including conjugate acids/bases and buffers) in an experiment to simulate ocean acidification resulting from the absorption of atmospheric carbon dioxide. They then discuss the implications of their findings. As a culminating activity, students read a scientific article describing the toll of global warming on coral reefs and reflect on the scientific processes used to gather information on the impacts of climate change on this habitat.
This resource will provide an effective tool for bringing real-world relevance to chemistry lessons involving acid-base reactions, pH, and buffer systems. It is especially appropriate for use in a high school classroom studying the ways that global warming is affecting ocean ecosystems and the consequences of changing PH levels for marine habitats.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Students gather information through guided inquiry and relate their findings to real life situations. They make their own conclusions on how carbons dioxide levels affect pH, by stressing the natural buffering system and the consequences this may have on human health.
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The resource links global warming, and green house gas production with changing ocean water chemistry. This brings about environmental consequences which impact our own food supply safety, and health. Clear opportunities exist for teachers to introduce meaningful discussions of the social and economic consequences of reef degradation.
|Multiple Dimensions of Problems & Solutions: |
The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored.
Although not explicitly examining all dimensions of the issue, it promotes discussion and action through the hands-on learning activity.
|Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.|
|Action Experience||Poor/Not considered|
Poor- there is no action activity included in the resource
|Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
Students learn to work cooperatively and collaborate on results. The scientific method emphasizes precision and accuracy.
|Action Skills: Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.).|
|Empathy & Respect for Humans||Satisfactory|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
Although it does not have an out-of-door experience, it does promote an appreciation of the oceans and the need to protect them.
|Personal Affinity with Earth: Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors.|
After reading the EHP article, students will see how ocean ecosystems are linked to local food chains as well as the value coral reefs have in enhancing medicinal,and spiritual health.
|Locally-Focused: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.|
|Past, Present & Future||Good|
The use of scientific inquiry allows students to see the effects of past practices and to highlight the current situation. The future would be seen as positive if students use the results of the inquiry as a springboard to action.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students are able to discover some of the answers on their own through the guided inquiry approach taken.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Interdisciplinary and Multidisciplinary Learning||Satisfactory|
This is primarily a science resource, with an emphasis on acid-base and environmental chemistry. There are some opportunities for addressing outcomes in geography.
|Interdisciplinary and Multidisciplinary Learning: Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries.|
|Discovery Learning: |
Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
Activities do teach to both the cognitive and affective domains. Reading levels in the EHP introductory article will be challenging for some students. There are no accommodations suggested for students with learning difficulties, but appropriate placement of students in lab groups should help in addressing this.
|Differentiated Instruction: Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.|
Hands-on, minds-on learning are prominent.
|Experiential Learning: Direct, authentic experiences are used.
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Some assessment tools are provided, but there are no suggested rubrics for evaluating student work.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies: Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context.|
|Locus of Control||Satisfactory|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|