Implement this lesson:
After going through NOAA Ocean & Coastal Acidification Unit
Learning objective:
To study the effects of acidified seawater on sea urchin larval growth by conducting a virtual lab experiment.
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
This virtual lab can be taken as in depth as the teacher would allow. There are learning opportunities before the actual lab itself that gives important information on ocean life and ocean acidification.
Materials:
- Computers and/or teacher computer
Advanced Prep:
- None
Procedure:
- Each student will get a chromebook or computer. A variation of this activity can be done as a teacher demonstration or teacher led activity.
- Each students will go to the site https://depts.washington.edu/vurchin/index.php?view=acidocean.
- Go through the lab experiment with how different acidities will affect urchin larva.
Questions to Ask:
Pre-experiment
- How are eggs and larval animals affected by ocean acidification?
- How many strong acid vs weak acid affect eggs and larval (baby) animals?
Post-experiment
- How did the strengths of different acid affect the urchin larva?
Extensions:
Complete the calcifers vs the non calcifiers lesson plan
Evaluation:
Have students research other calcifying ocean animals that are affected by ocean acidification.