Section 6 - Biological Impacts of Ocean Acidification
Overview and Purpose
Building upon their prior knowledge of ocean acidification, students will now practice analyzing data and discovering the impacts of ocean acidification on living organisms. They will extend this knowledge by integrating relationships between these living organisms. This lesson is adapted from
Calcifiers and Non-Calcifiers: Impacts of Ocean Acidification on Marine Organisms, from Education | Office National Marine Sanctuaries
NGSS STANDARDS
1. HS-ESS3-C:
How do human activities affect Earth's climate and other global systems?
2. HS-ESS3-D:
What are the causes and consequences of global climate change?
3. HS-ESS3-C:
Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
4. HS-ESS3-D:
In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales; to recognize proportional relationships between different quantities; and to understand that the total amount of energy and matter in closed systems is conserved.
5. HS-ESS3-C:
For natural and built systems alike, conditions of stability and determinants of rates of change of a system are critical elements of study.
6. Science and Engineering Practices
- Analyzing and interpreting data
- Constructing explanations
- Engaging in argument from evidence
OBJECTIVES
- Define the terms "directly affected" and "indirectly affected" in the context of ocean acidification.
- Explain how ocean acidification impacts calcifying organisms.
- Analyze data on the biological impacts of ocean acidification.
- *Optional: Create a concept map to show the interrelationships between marine organisms.
MATERIALS NEEDED
- Calcifier/ Non-calcifier sorting cards (one set per group).
- Data Table (one per pair or group, can be reused for multiple classes). Ideally printed in color, although students can use colored pencils to shade in the impacts ( reduced=red, no effect=yellow, positive impact=green, not enough info=grey).
- Worksheets (1 per student).
- Blank paper to create a concept map.
PROCEDURE
- Do Now: As students discern what “directly” and “indirectly” mean, try asking them to explicitly state the connection between any two of the organisms. This will help with the concept map later (slide 3).
- After discussion, inform students that “calcifiers” refers to organisms that create calcium carbonate as part of their bodies (slide 4).
- Provide students with cards containing the names of different marine organisms. Instruct students to sort the cards into two piles: "Calcifiers" and "Non-calcifiers" with a partner.This will allow students to begin thinking about the organisms in the context of ocean acidification.
- Interpreting Data: Instruct students to determine with their partner what the color-coding in the data tables indicate. (Red,green,yellow, grey= whether organisms are impacted negatively, positively, not at all, or no data.) This will be a low-stakes entry point for the students to begin analyzing the data tables, as the information may be overwhelming at first. (Slides 5-6)
- Students then use the data to answer the questions on their worksheet.
- Concept Mapping (optional): Ask students to create a concept map with a partner showing the interrelationships between at least 5 of the organisms from the data table. If students get stuck, suggest that they start by creating a food web between at least 5 of the organisms.
Concept maps are a great way for students to evaluate their own understanding. If you or your students have not previously worked with concept maps, here are a few informational resources on how to create and use them: concept maps, introduction-to-concept-maps
DIFFERENTIATION
For struggling students: individual check-ins, clarification of instructions, and visual aids/demos. Simplified data analysis and conclusion sections.
For advanced students: Challenge students to find a peer-reviewed scientific journal article on the impacts of ocean acidification on one of the organisms from the data table. Ask them to describe how the researchers acquired the data.
ASSESSMENT
Formative Assessment: Monitor student engagement during class discussions and data analysis. Collect and evaluate student worksheets to assess their understanding of the concepts and their ability to analyze data.
Summative Assessment: Evaluate concept map for accuracy and number of connections.
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