Section 7 - Ocean Acidification and Bivalve Response
Overview and Purpose
In this activity, students will explore the impact of increasing carbon dioxide concentrations (simulating ocean acidification) on bivalve survival and growth. By analyzing bar graphs representing experimental data, students will observe trends and draw conclusions about the relationship between CO2 levels and bivalve health.
Next, students determine how this experiment was conducted. After describing their predicted set-up of this experiment, students will read the research article to determine how similar their design was to the actual experiment. This activity fosters data interpretation, critical thinking, and collaborative discussion.
NGSS STANDARDS
HS-LS2-7
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-ESS3-5
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
HS-ESS3-6
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Science and Engineering Practices:
- Analyzing and Interpreting Data
- Engaging in Argument from Evidence.
OBJECTIVES
- Analyze bar graphs to identify trends in bivalve survival and growth related to varying CO2 concentrations.
- Describe the relationship between increased CO2 levels and decreased bivalve survival and growth.
- Collaborate with peers to synthesize data and draw conclusions.
- Explain the concept of ocean acidification and its potential impact on marine ecosystems.
- Use data as evidence to support claims.
MATERIALS NEEDED
PROCEDURE
Part 1: Introduction
- Introduction (5 minutes): Do Now: Review ocean acidification and its connection to increased atmospheric CO2 , practice graphing. (Slides 1-2)
- Explain that students will be analyzing data from experiments studying the effects of different CO2 concentrations on bivalve survival and growth. (Slides 3-4)
- Group Formation (2 minutes): Students form groups of 4, and distribute the 8 data tables among group members.
- Show students images of the two species, and their life cycle (Slides 5-6)
- Individual Graph Analysis (15 minutes): Students work individually to analyze their assigned graphs and answer the questions.
Part 2: Group Discussion (25 minutes)
6. Each student shares their graph analysis with the group, explaining the trends they observed. Students compare and contrast the data from different graphs and answer questions.
Part 3: Backward Engineering an Experiment
7. Using the data tables provided, student groups will write the procedure for the experiments that elicited these results. They may also wish to sketch the set up.
8. As a class, look at the procedures section of the Talmage Gobler paper. Ask students to explain how their set up differed from the actual experiment.
DIFFERENTIATION
For struggling students: individual check-ins, clarification of instructions, and visual aids/demos. Simplified data analysis and conclusion sections.
For advanced students: Ask students to research and present on the specific species of bivalves used in the experiments. Have students design an experiment to test the effects of other environmental factors on bivalve health. Have students calculate the rate of change for the bivalve survival and growth between each CO2 concentration.
ASSESSMENT
- Worksheet Completion: Assess students' ability to accurately analyze and interpret the graphs.
- Group Discussion Participation: Evaluate students' contributions to the group discussion, including their ability to use evidence to support claims.
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