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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. Teachers may be interested in a supporting video found here.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
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.
|Consideration of Alternative Perspectives: |
|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: |
Effectively addresses 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 the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
Poor- there is no action activity included in the resource
|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
|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 promote an appreciation of the oceans and the need to protect them.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
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 Learning: |
Includes learning experiences that take advantage of issues/elements within the local 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.|
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.
This is primarily a science resource, with an emphasis on acid-base and environmental chemistry. There are some opportunities for addressing outcomes in geography.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
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 student learning styles, abilities and readiness.
Hands-on, minds-on learning are prominent.
|Experiential Learning: |
Authentic learning experiences are provided
|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 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.|