Implement this lesson:
After going through NOAA Ocean & Coastal Acidification Unit
Implement this lesson:
To understand how our individual lives are impacting ocean acidification by calculating the carbon we contribute to the planet.
Next Generation Science Standards (NGSS)
MS-ESS3-4
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Science and Engineering Practices
Engaging in Argument from Evidence Engaging in an argument from evidence in 6-8 builds on K-5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for phenomenon or a solution to a problem.
Disciplinary Core Ideas
ESS3.C: Human Impacts on Earth Systems Typically, as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
Crosscutting Concepts
Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Texas Essential Knowledge and Skills (TEKS)
K.6A use the senses to explore different forms of energy such as light, thermal, and sound
K.9B examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants
K10B identify basic parts of plants and animals
1.6(A) identify and discuss how different forms of energy such as light, thermal, and sound are important to everyday life
1.10(A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats
2.9(A) identify the basic needs of plants and animals
2.9(B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things
2.9(C) compare the ways living organisms depend on each other and on their environments such as through food chains
3.9(A) observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem
5.9(A) observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components.
5.9(B) describe the flow of energy within a food web, including the roles of the sun, producers, consumers, and decomposers
5.9(C) predict the effects of changes in ecosystems caused by living organisms including humans, such as the overpopulation of grazers or the building of highways
5.9(D) identify fossils as evidence of past living organisms and the nature of the environment at the time using models
Overview
It is easy for us to blame corporations, government, and large entities for creating climate change and ocean acidification. Our daily lives play a role in ocean acidification as well. After we know our carbon footprint we can more efficiently reduce our carbon footprint.
Materials:
Computers and/or Teacher computer
Advanced Prep:
None
Procedure:
- Each student will get a chromebook or computer
- Each students will go to the site https://depts.washington.edu/i2sea/iscfc/calculate.php
- Choose the ‘advanced calculator’ or the ‘basic calculator’
- Answer the questions truthfully and honestly
Questions to Ask:
Pre-experiment
- Do you believe you impact ocean acidification?
- What are some things you do in your daily life to increase/decrease your impact on the world?
Post-experiment
- How can you decrease your carbon footprint?
Extensions:
Complete the virtual sea urchin online lab
https://depts.washington.edu/vurchin/index.php?view=acidocean
Evaluation:
Have students write a paragraph about how they can decrease their carbon footprint