Implement this lesson:
Before or after conducting the Virtual Urchin digital lab
Learning objective:
Shells serve as a protective structure for both marine and terrestrial organisms. Marine ecosystems and organisms that depend upon calcium-carbonate to make shells, such as coral reefs or oyster beds can be impacted by changes in ocean pH due to increased carbon dioxide.
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 & 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
This is a simple card sort activity for students to discuss what ocean animals create a shell as part of their body using calcium carbonate from the seawater. Calcium carbonate is directly affected by the acidifying ocean. This means these organisms cannot create their shell as effectively.
Materials:
As many copies of ‘images_calcifiers_non_calcifiers.pdf’
Advanced Prep:
Print the pdf
https://drive.google.com/file/d/14R3E2KpO2RVjDXamMW4QG4_GvkhR0dHY/view?usp=sharing
Procedure:
- Have students write on a sheet of paper ‘Calcifiers’ and ‘Non-Calcifiers’ Remind them that calcifiers are organisms that make their shell or part of their body using calcium carbonate from the seawater.
- Give students the photos of different ocean organisms and ask them to sort them between ‘calcifiers’ and ‘non-calcifiers’
- Students record their answers
Answer Key
Non-Calcifiers
Kelp
Pacific White-sided Dolphin
Brown sea nettle
Salmon
Squid
Pelagic Tunicate
Nudibranch
Calcifiers
Urchin Larvae
Coccolithophores
California Hydocoral
Clams
Dungeness Crab
Coralinne Algae
Blue Mussel
Questions to Ask:
Pre-experiment
- How are animals affected by ocean acidification?
- How many strong acid vs weak acid affect ocean animals?
- How are shells affected by ocean acidifcation?
Post-experiment
- Did the animals that create their own shells surprise you?
- What are other animals that create their own shells?
Evaluation:
Have students research other calcifying ocean animals that are affected by ocean acidification.
Extensions:
Virtual version of ‘calcifiers vs. non calcifiers’ at https://depts.washington.edu/vurchin/index.php?view=acidocean
Want a different explanation and lesson plan? Check out this redesigned lesson from one of our grant teachers: https://docs.google.com/document/d/18A6evsxllwnvG1Q1wyGKE0hp7lKTeuk0vQNfebYbezk/edit?usp=sharing
