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Ocean Acidification

Secondary, Elementary, Middle

Description

This resource features experiential learning opportunities that examine the effect of global warming on marine environments. Students conduct experiments to simulate ocean acidification resulting from excess carbon dioxide and then discuss the relationship between the health of oceans and human health. After completing the activities, students will be able to explain how climate change can impact both ocean ph and coral reef habitat.

Part One: What Happens to pH? (2x60min)

After reading and discussing an article on the effects of global warming on coral reefs, students perform an experiment to examine how changes in carbon dioxide levels alter the acidity (pH) of samples of carbonated water, salt water, distilled water, and tap water. (note: The article "In Hot Water" can be found here.)

Part Two: Coral Degradation (2X60min)

Students compare the masses of two seashells before and after placing them in solutions of vinegar and water. They then discuss how the erosion of these shells simulates the degradation of coral reefs due to the rising of pH levels in marine environments. In conclusion, students brainstorm ways to reduce the rate of decomposition of these important habitats.

General Assessment

What skills does this resource explicitly teach?

  • Organizing and using apparatus and materials to collect reliable experimental data
  • Analyzing and interpreting data
  • Inferring and explaining relationships in order to apply experimental results to real world situations
  • Working cooperatively with team members
  • Communicating data effectively using mathematical calculations
  • Identifying further problems or issues to be investigated
  • Problem solving

Strengths

  • Gives students a chance to practice real science and link it to a current issue
  • Science and math focus provided opportunity to practice skills associated with the methodical approach
  • Resource is interesting, and up-to-date
  • Provides opportunities for experiential "hands-on" learning
  • Good background information for teachers
  • Objectives for each part of the lesson are clearly stated
  • Teacher notes and helpful hints sections are very useful
  • Clear and sequential steps are given for lab preparation
  • The instructions for the lab procedures are very student-friendly
  • Links for related information are provided
  • Assessment questions and suggested answers are given
  • Student data collection tables are well-organized and user-friendly

Weaknesses

  • No authentic action plan in included
  • No accommodations suggested for struggling learners
  • Reading level for the introductory reading will be too challenging for some middle level students
  • Students need explicit opportunities to clarify and express values
  • There are no rubrics provided for assessment

Recommendation of how and where to use it

This resource would be very appropriate in a middle school  classroom studying the ways that global warming is affecting ocean water chemistry and the consequences of changing levels of pH on marine habitats. It would also bring real world relevance to a science lesson introducing acidic and basic solutions.  A great companion video can be found here.

Relevant Curriculum Units

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Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (2)

  • Appreciating the Natural World
  • Habitat Loss

Water (1)

  • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

Students gather information through lab activities and relate these to real life situations. They make their own conclusions on how carbons dioxide levels affect pH, and how the increase in the acidity of ocean waters leads to the degradation of coral reefs.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
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 discussions of the social and economic consequences of reef degredation.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Satisfactory

Although not explicitly examining all dimensions of the issue, it promotes discussion and action through the hands-on learning activities.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

Poor- there are no action activities

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

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 teach an appreciation of the oceans, and a need to protect marine environments.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

After reading the EHP article, students will see how ocean ecosystems are linked to their own food chain and the value coral reefs have in enhancing medicinal,and spiritual health.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
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.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

Students are able to discover some of the answers on their own through the guided inquiry approach taken.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

This is primarily a science resource, but there are opportunities for addressing outcomes in math and social studies.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

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 address this.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

Hands-on, minds-on learning are prominent.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
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 Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good
Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  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.

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