Lesson Title: Ocean Acidification Grade Level(s): 5 th Grade Subject(s): Science Lesson Length: 5 days (Approx. 4 hours) Prepared by:Zobeida Fernandez, Manoushca Etienne, Leo Medina, Alix Guillaume Overview: In this lesson, students will explore the effects of acidic oceans on certain marine organisms in the ocean food web, and the effects on humans. Students will conduct a science experiment using the scientific method to see the effects of increased acidity on certain species. They will also investigate the causes for increased ocean acidity, and discuss ways to minimize the impact as an individual and as a society. Standards: SC.5.L.17.1 B Both human activities and natural events can have major impacts on the environment. SC.5.N.1.6 D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but it also inquires and explanations. LA.5.6.1.1 The student will read and interpret information text and organize the information (e.g. use outlines, time lines, graphic organizers) from multiple sources for a variety of purposes (e.g. multi-step directions, problem solving, performing task, supporting opinions, predictions, and conclusions). NETS-S: 3 b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Learning Objectives: Students will be able to do the following: Use the scientific method to hypothesize, test, record, and make conclusions on the effect of acidity on certain marine organisms. Locate, organize, manipulate, analyze and write information about the causes and effects of acidity, as well as ways to avoid this. Work collectively using what they have learned to plan properly, assign tasks and make meaningful reports. Express ideas, criteria, and facts clearly and convincingly, and use technology throughout the process. Materials/Resources Needed: - Computer(s) - Pieces of dead coral
- Go on to explain what the colors mean. (Basically, when they measure the pH of a certain
object and it comes out in the color blue, for example, what does that mean? Is it acidic,
alkaline, or neutral?)
*The following should take no more than 30 min.
Have students get into the groups that they were assigned on Day 1.
Tell one student from each group to get the “Experiment Instruction Worksheet” from you.
Instruct another student form each group to get the “pH’ table from you.
Tell another person from each group to grab the necessary materials for the experiment: - Two labeled containers with lids (one will be labeled as vinegar and the other water)
- 500 ml of water
- 500 ml of Vinegar
- pH strips
- The following items: shells, pieces of dead coral, urchin, clam shells, small abalone shell,
and chicken bones.
*Make sure that each student in the group is measuring at least one item. If the groups have less
than 6 people, have one student measure 2 out of the 6 items, and the others would only measure
one. This will allow all of the students to be a part of the experiment. This strategy will also save
a ton of time due to the fact that it takes 10 min to get the pH results.
Now, instruct the students about the procedure by explaining to them what they’re going to
do. Make sure you put an emphasis that the experiment will be done collectively. (Teacher
will be doing the experiment with the students.)
The instructions for the experiment are as follows:
-Fill the containers, one with water and the other with vinegar. (Already labeled)
- Hypothesize what will happen when the item is immersed in each liquid. Record your
answers on the “pH Table” worksheet and justify the answer. (One to two sentences.)
-Then, measure and record the pH of both substances on the “pH Table”.
(Will be provided before the experiment.)
- The amount of time for each pH strip trial should be no more than 10 minutes long. In
other words, do not leave the pH strips in the liquid for more than 10 minutes.
- Have the students create a bar graph of their results.
(Display the “Example Bar Graph” sheet on the projector at this time.)
- “Bar Graph Templates” should be passes out at his time.
Instructions for the graph are as follows:
- y-axis= item used
- x-axis=alteration of item. (Strong, slightly strong, slightly weak, weak, very brittle).
- They can be creative by adding color
At the end of the experiment, all students must help clean their work area, place all of the
materials back on the where they found them
If students do not finish the bar graphs in time, they must take it home to finish for as
homework. They need to bring their completed bar graph the next day. Also, it is expected
that students will draw individual conclusions from the observations as homework. (no more
than one paragraph.)
Day 3 – Research Day: 45 min total
*The following are things to be done before the science lesson begins:
- Today’s lesson will be done in the computer lab.
- Make sure all of the computers are on and working.
- Hang up the remainder of the bar graphs. This only applies if all of the students
finished their graphs in class and DID NOT take it home to finish as homework.
Engage students by asking questions about the acidification, what it causes and its impact on
the entire food web, the ecosystem, and humanity are.
Inform them that they are going to the computer lab to do research on CO2 emissions that
they will then present through a Power Point presentation. All of the research found will be
expected to be saved on a Word Document. Research will be used in their Power Points.
Pass out the pieces of notebook paper and pencils.
Separate the students into their science groups, line the students up accordingly, and walk to
the computer lab.
Students should stay with their lab groups at all times while in the computer lab.
Students will browse the internet to investigate ways that each of them or their guardians can
contribute to the increase in CO2 emissions and specific changes they can make in their life
to reduce CO2 emissions.
From this they can access to some web pages related to the acidification phenomenon. For
example: OCEAN ACIDIFICATION. Starting with the Science or EPOCA European
Project on Ocean Acidification.
Each group will take notes, by using Microsoft Word, to add information to their Power Point
presentation.
Students must e-mail the document to the teacher as an attachment, prior to Day 4 class.
Day 4 – Power Point Day : 45 min total
*The following are things to be done before the science lesson begins:
- Today’s lesson will be done in the computer lab again.
- Make sure all of the computers are on and working.
- Print out the necessary amount of the “Graphic Organizer Worksheet”. Some students will
need this to gather their thoughts as you review what they have learned so far, however, each
student should get one. There are two organizers per page so you will need to cute them
out before class.
Review what was learned in the previous 2 days based on the results obtained during the
experiment by interacting with the students and asking them questions about how the video
and the experiment are relatable.
At this point students can take advantage of the graphic organizer, a strategy beneficial to
Each group will then have to create a Power Point document with a minimum of 6 slides,
which should include:
- A Title page Should include the names of the students in each group Creative Title
- Introduction
Slide should include the purpose of the experiment
How the experiment extended your knowledge about acidity and CO2 emissions
- Causes of acidification
Give at least two examples of what the causes are
Add at least one picture to express your ideas
- Effects of acidification
Give at least two examples of what the causes are
Add at least one picture to express your ideas
- Images
Pictures of various marine organisms that may be affected by acidification of the sea
are expected to been seen on this slide.
Every image should be labeled as well.
- Resources
Should have at least two resources
Should be properly cited as well
- Power Point should be colorful and creative
- Power Point should be e-mailed to the teacher as an attachment by the end of the activity.
Day 5 – Presentation Day: 45 min total
*The following are things to be done before the science lesson begins: - Make sure that your computer is turned on and working properly. Do the same for the
projector. The students will be using this equipment to present their Power Points in class.
Each group presents to the class (about 10 minutes each group)
All members must participate in reading the slides (One student per slide for example)
For the groups that are not presenting at the moment, they will be responsible for
commenting on each group for their work.
Have them comment on each group by summarizing the most important aspects that each
group found regarding what they can do to reduce the acidification of our seas. Have them
write a few sentences for each presentation.
Encourage them to share what they have learned with their families to discuss in subsequent
classes what they have done about it.
Strategies - ESE/ESOL:
During the class, while students are working in groups, we will approach those in need, either
because English is not their native language or because they still do not have the skills to work with
the computers in order to help and give them an individualized attention.
Many students may be struggling with not only the language, but also with feelings of frustration at
having to learn content, and technology. We will speak slowly and give instructions in a clear and
concise manner, by using gestures and expressions that help them understand.
Instructional/Implementation Strategies:
Our instructional strategies are as follows:
1. The Word Web Organizer – This introduced new scientific terminologies and gave students a
different way to gather their thoughts about specific terms.
2. Graphic Organizer – This visual enhanced the lesson plan by allowing the students to identify
with their most essential ideas about the entire lesson.
3. Reviews – The time spent at the beginning of each class recapped the previous lesson, which not
only reminded the students what they learned previously, but it was also a way to transition into
the new lesson.
4. Group Work – we decided to have the children work together so that they can interact and learn
from one another
5. Modern Technologies – The video, different web sites, and using Microsoft was our way of
connecting with this new generation of students. We felt that the students would better understand
the content if they had an opportunity to express themselves by using what they enjoy the most,
technology.
Integrating Technologies and/or Software:
-Computer and projector for the Power Point presentation. -Video to show the effects of CO2 emissions on acidification of the seas, its negative impact on
various marine organisms in particular and the environment in general.
- Search engines like the OCEAN ACIDIFICATION. Starting with the Science or EPOCA
European Project on Ocean Acidification.
Evaluation/Critique of Educational Software/Web-based Resource: Someone once said that an image is better than thousand words. With this in mind we have decided
to use the Power Point presentation to show in a beautiful and concise way, the impact of
acidification on some marine organisms.Of course there would be no presentation without the use of
a computer with a projector of some sort; these tools are an essential aspect of the lesson because
without them we wouldn’t be able to fully implement the lesson plan.
We decided to use the video in the beginning of the lesson for the high quality of its images, the high
scientific value of its content and the emotional impact it can have on students. Undoubtedly, this can
reach the students hearts and make them aware of the great impact of this phenomenon on our planet
in general. This video not only gives strength to the message but also may encourage students to take
an active part in caring for our seas as part of our beautiful planet. After all, engaging students is at
the heart of teaching.
We also gave them the option of using kid friendly search engines. This way the students could
explore what CO2 emissions does for themselves. They also had the option of using their peers as a
source of learning. All of these tools combined further helped the students in understanding the topic
The instructions for the experiment are as follows:
1. Fill the containers, one with water and the other with vinegar.
(Already labeled)
2. Hypothesize what will happen when the item is immersed in
each liquid. Record your answers on the “pH Table” worksheet
and justify the answer.
3. Then, measure and record the pH of both substances on the “pH
Table” worksheet.
4. The amount of time for each pH strip trial should be no more
than 10 minutes long. In other words, do not leave the pH strips in
the liquid for more than 10 minutes.
5. Make a bar graph of the results on the graph paper provided.
Instructions for the graph are as follows:
- x-axis = alteration of item.
Labels for x- axis: very brittle weak, slightly weak,
slightly strong, and Strong
- y-axis = item used
Shells, piece of dead coral, urchin, clamshells, small
abalone shell, and chicken bones.
- You can be creative by adding color
pH Table
Experiment Items
pH of Water
pH of Vinegar
Shells
Pieces of Dead Coral
Urchin
Clam Shells
Small Abalone Shell
Chicken Bones
Hypothesis Shells: __________________________________________________________________________________________________________________________________________________________________________ Pieces of Dead Coral: __________________________________________________________________________________________________________________________________________________________________________ Urchin:__________________________________________________________________________________________________________________________________________________________________________ Clam Shells:__________________________________________________________________________________________________________________________________________________________________________ Small Abalone Shell:__________________________________________________________________________________________________________________________________________________________________________
0 0.2 0.4 0.6 0.8 1 1.2
Shells
Dead Coral
Urchin
Clam Shells
Abalone Shells
Chicken Bones
Axis Title
Axi
s Ti
tle
Chart Title
Chicken Bones: __________________________________________________________________________________________________________________________________________________________________________ Example Bar Graph
*REPLACE the numbers on the x-axis with the following: very brittle, weak, slightly weak, slightly
strong, and strong
Title
Y - Axis
X - Axis
Graphic Organizer
Rubric to Assess the Experiment Class # 2
CATEGORY 4 3 2 1 TOTAL
Hypothesis development.
Independently strives to find logical explanations and develop hypotheses to explain phenomena and predict results.
Somehow strives to offer some hypotheses to explain and predict phenomena during the experiment.
Barely strives to find some hypotheses that explain and predict possible outcomes. Depends on what others think.
Does not strive to develop hypotheses to explain or predict possible outcomes. Wait until others find and express the explanations.
Focus on the Task.
Consistently stays focused on the task and what needs to be done. Very self-directed.
Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task
Rarely focuses on the task and what needs to be done. Lets others do the work.
Organization Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized.
Diagrams and Illustrations.
Diagrams are neat, accurate and contribute to the understanding of the topic.
Diagrams are accurate and contribute to the understanding of the topic
Diagrams are less neat and accurate and sometimes contribute to the understanding of the topic.
Diagrams are not accurate or do not contribute to the understanding of the topic.
Conclusions Student provided a detailed conclusion clearly based on the data.
Student provided a somewhat detailed conclusion based on the data.
Student provided a conclusion with some reference to the data.
No conclusion was apparent or important details were overlooked.
Working with others.
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Usually listens to, shares, with, and supports the efforts of others. Does not cause “waves” in the group.
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Time-management.
Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
From 24 to 28-A
From 20 to 23-B
From 16 to 19-C
Less than 16- F
Rubric to Assess Online Research Class # 3
CATEGORY 4 3 2 1 TOTAL
Attitude Assumes a fairly positive attitude toward the project and maintains that attitude throughout the project.
Assumes a positive attitude toward the project and maintains that attitude throughout the project.
Assumes a moderately positive attitude toward the project and maintains that attitude throughout the project.
Assumes a negative attitude toward the project and show no change toward the positive throughout the project.
Contribution Always provides useful ideas when participating in the group and in classroom discussion. Makes definite contributions with a lot of effort.
Usually provides useful ideas when participating in the group and in classroom discussion. Makes good contributions with good efforts.
Sometimes provides useful ideas when participating in the group and in classroom discussion. Makes some contributions and does what is required.
Rarely provides useful ideas when participating in the group and in classroom discussion. Makes no contributions and refuse or does not to participate.
Delegation of responsibilities.
Each student in the group can clearly explain what information is needed by the group, what information he/she is responsible for locating.
Almost each student in the group can clearly explain what information is needed by the group, what information he/she is responsible for locating.
Only some students in the group can clearly explain what information is needed by the group, what information he/she is responsible for locating.
Very few students in the group can clearly explain what information is needed by the group, what information he/she is responsible for locating.
Internet use Successfully uses suggested internet links to find information and navigates within these sites easily without
Usually able to use suggested internet links to find information and navigates within these sites easily without
Occasionally able to use suggested internet links to find information and navigates within these sites easily
Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
assistance. assistance.
without assistance.
Ideas research questions
Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.
Researchers independently identify at least 3 reasonable, insightful, creative ideas/questions to pursue when doing the research.
Researchers independently identify at least 2 reasonable, insightful, creative ideas/questions to pursue when doing the research.
Researchers independently identify at least 1 reasonable, insightful, creative idea/question to pursue when doing the research.
Working with others
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Usually listens to, shares, with, and supports the efforts of others. Does not cause “waves” in the group.
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Organization Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized.
From 24 to 28 – A
From 20 to 23 – B
From 16 to 19 – C
Less than 16 – F
Rubric to Assess Online Research Class # 5
CATEGORY 4 3 2 1 TOTAL
Title Page Must contain
all of the
names of the
students. The
font selected is
legible.
Contains a
creative title,
and the first
page should be
vibrant with
color.
Contains
most of the
names of the
students. The
font is
legible.
Contains a
creative title,
and the first
page has
some color.
Some of the
names of the
students are
on this slide.
Font is
difficult to
read. Title is
somewhat
original, and
the slide has
almost no
color.
None of the
names of the
students are
displayed on
the first page.
There’s no
title, and
there’s no
color at all.
Introduction
Page
Slide should
include the
purpose of the
experiment,
and an on
example how
the experiment
extended your
knowledge
about acidity
and CO2
emissions.
The purpose
of the
experiment
was included
but only had
somewhat of
an
understanding
on what it
was. An
example of
their
knowledge of
CO2
emissions
was provided.
Purpose is
included but
without a full
understanding.
The example
provided
about CO2
emission was
irrelevant.
Slide should
include does
not include the
purpose of the
experiment, or
how the
experiment
extended your
knowledge
about acidity
and CO2
emissions.
Causes Page At least two
examples of
what the
causes of
acidification
are provided.
A couple
pictures were
added to
express your
ideas.
One example
of the causes
of
acidification
is provided.
One picture
was added to
express your
ideas.
One example
was added,
but was
irrelevant to
the causes of
acidification.
No pictures
were added to
express your
ideas.
No examples
of what the
causes of
acidification
are provided.
No pictures
were added to
express your
ideas.
Effects Page At least two
examples of One example
of the effects
One example
was added,
No examples
of what the
what the
effects of
acidification
are provided.
One or more
pictures were
added to
express your
ideas.
of
acidification
is provided.
One picture
was added to
express your
ideas
but was
irrelevant to
the effects of
acidification.
No pictures
were added to
express your
ideas.
causes of
acidification
are provided.
No pictures
were added to
express your
ideas.
Images
Page
Many pictures
of various
marine
organisms that
may be
affected by
acidification
of the sea are
expected to
been seen on
this slide.
Slide is
expected to be
filled with
pictures.
Every image
on the slide
was labeled as
well.
Some pictures
of various
marine
organisms that
may be
affected by
acidification
of the sea are
seen on this
slide. Slide is
somewhat
filled with
pictures.
Every image
on the slide
was labeled.
Not many
pictures of
various marine
organisms that
may be
affected by
acidification of
the sea are
seen on this
slide. Slide
seems to be
empty.
No image on
the slide was
labeled.
There are no
pictures of
marine
organisms that
on this slide.
No image on
the slide was
labeled.
Resources
Page
Should have at
least two
resources on
this slide, and
the resources
must be
properly cited.
There’s at
least one
resource
added on this
slide, and the
resources are
properly cited.
There’s at least
one resource
added on this
slide, however,
the resource is
not properly
cited.
Nothing is
cited properly
at all and
there or there
are no
resources on
this slide.
Collaboration Rubric (for Collaborative Lesson Plan Project)
nor share any relevant information and/or provides in an untimely manner.
Collects and shares very little relevant information and/or provides in an untimely manner.
Collects and shares some relevant information and provides in a timely manner.
Collects and shares a great deal of relevant information and provides in a timely manner.
Responsibily Does not perform the responsibilities determined in team/partner assignments.
Performs few responsibilities determined in team/partner assignments.
Performs some responsibilities determined in team/partner assignments.
Performs all responsibilities determined in team/partner assignments.
Respect Does not value the ideas and opinions of other team member/partner and does not contribute to making fair & appropriate decisions.
Values little the ideas and opinions of other team member/partner and contributes little to making fair & appropriate decisions.
Values some of the ideas and opinions of other team member/partner and contributes to some degree in making fair & appropriate decisions.
Values the ideas and opinions of other team member/partner and contributes to making fair & appropriate decisions.
Comments:I loved Leo’s honesty at the very beginning. He flat out said that he wasn’t good with technology, instead of pretending like he knew. (That could’ve potentially created a big problem.) So, Leo and I worked together on our portion of the project. At first I thought that I was going to have to walk him through everything, but he proved me wrong. His portion was always done on time and he always made sure that he was participating 100% of the time. (Even if he worked a night shift and only had 3 hrs. of sleep.) Loved his dedication!
Collaboration Rubric (for Collaborative Lesson Plan Project)
Partner/Team Member Name(s):Alix Guillaume Ducarmel
Criteria 0 1 2 3 Contribution Does not collect
nor share any relevant information and/or provides in an untimely manner.
Collects and shares very little relevant information and/or provides in an untimely manner.
Collects and shares some relevant information and provides in a timely manner.
Collects and shares a great deal of relevant information and provides in a timely manner.
Responsibility Does not perform the responsibilities determined in team/partner assignments.
Performs few responsibilities determined in team/partner assignments.
Performs some responsibilities determined in team/partner assignments.
Performs all responsibilities determined in team/partner assignments.
Respect Does not value the ideas and opinions of other team member/partner and does not contribute to making fair & appropriate decisions.
Values little the ideas and opinions of other team member/partner and contributes little to making fair & appropriate decisions.
Values some of the ideas and opinions of other team member/partner and contributes to some degree in making fair & appropriate decisions.
Values the ideas and opinions of other team member/partner and contributes to making fair & appropriate decisions.
Comments:Alix was a great help to the group and had a ton of great ideas. In my opinion, we would not have implemented such a great lesson plan if it wasn’t his great attention to detail. He could’ve pulled back at times; it was as if he was trying to do WAY too much. That got frustrating at times. Besides that, he was a great asset to the group.
Collaboration Rubric (for Collaborative Lesson Plan Project)
nor share any relevant information and/or provides in an untimely manner.
Collects and shares very little relevant information and/or provides in an untimely manner.
Collects and shares some relevant information and provides in a timely manner.
Collects and shares a great deal of relevant information and provides in a timely manner.
Responsibility Does not perform the responsibilities determined in team/partner assignments.
Performs few responsibilities determined in team/partner assignments.
Performs some responsibilities determined in team/partner assignments.
Performs all responsibilities determined in team/partner assignments.
Respect Does not value the ideas and opinions of other team member/partner and does not contribute to making fair & appropriate decisions.
Values little the ideas and opinions of other team member/partner and contributes little to making fair & appropriate decisions.
Values some of the ideas and opinions of other team member/partner and contributes to some degree in making fair & appropriate decisions.
Values the ideas and opinions of other team member/partner and contributes to making fair & appropriate decisions.
Comments: I have to admit, I was a little nervous about Zobeida not being here for most of the project. Boy did she surprise me! She was responsible and took the initiative to complete her part beforehand. We all agreed to have a completed “rough draft” of what the entire lesson should look like; Zobeida took it upon herself to give our group the final copy of her portion before she went to Miami for her surgery. Despite her physical incapability’s she still got her job done AND kept in contact with us while she was away. I have so much more respect for this woman after working with her!
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