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1 | label | itemID | Link1 | Link2 | Link3 | Short_Description:single | Long_Description:single | Developer | Category | Activity_Type | imageURL | Tags | Grade_Band | Activity_Duration | NGSS_Performance_Expectations | NGSS_Disciplinary_Core_Ideas | NGSS_Crosscutting_Concepts | OA_Principle | Favorite? | Date | Grade | # lessons | # days | Is curriculum evaluated? | Evaluation Criteria | Objectives: Clearly Written | Objectives: Standards Aligned | Structure: Comprehensive | All Teacher Materials included | Student-Facing Materials Included | Materials_Notes: single | Content: Instructor Background | Content: Key Points | CO2 changes pH Demo | Shells in Acid | Alkalinity Buffer | pH of Solutions lab | Addresses solutions to OA? | Content_Notes: single | Link to NRDC Acid Test? (0=N, 1=Y) | Review_Comments: single |
2 | Lesson 2 - Exploring CO₂ to Better Understand Ocean Acidification | 2240 | https://see.systemsbiology.net/ocean-acidification-module/lesson-2-exploring-co2/ | Lesson 2 of 6 in the Institute for Systems Biology curriculum Ocean Acidification: A Systems Approach to a Global Problem. Students investigate the sources and properties of carbon dioxide. | In this curriculum, students either design their own experiment, or teachers lead them through a lab rotation. Either option should include a teacher demo. The lab rotation explores the following questions: 1) Where does CO₂ come from naturally? 2) Which human activities, starting during the Industrial Revolution, produce large amounts of CO₂? 3) What happens to water when CO₂ levels in the air surrounding the water increase? Special materials: Candle, phosphorescent matches, test tube with cap, pH indicator dye. | Institute for Systems Biology (ISB) | Lesson Plans and Units | Lab Activity;Lesson Plan;Experimental Design | http://oacurriculumcollection.org/wp-content/uploads/2018/06/InstSysBio-logo.png | chemistry;math;biology;emissions;ocean acidification;ese;hands-on | 9-12 | 1-2 hrs;2-4 hrs | HS-ESS2-2;HS-ESS2-6;HS-ESS3-1;HS-ESS3-6;HS-ETS1-1;HS-LS1-2;HS-LS2-1;HS-LS2-4;HS-LS2-5;HS-PS1-6 | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry | |||||||||||||||||||||||||
3 | Felt Board Activity | 2377 | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Guide-to-creating-and-using-OA-education-tools.pdf | Interactive activity demonstrates the difference between a high-CO₂ world and a healthy planet by visualizing marine ecosystems. | This activity allows young students to investigate the causes, consequences and solutions to ocean acidification by interacting with a feltboard display. The feltboard shows two worlds," one high CO₂ world in which oysters and other marine animals exhibit stress and one low CO₂ world in which oysters and other marine animals are more abundant and appear "happy." Students observe differences between the feltboards to determine why the oysters and other animals become stressed. The instructor guides students in inquiry and helps explain the process of how CO₂ affects the health of oysters and other marine animals. The feltboard can be adapted to display other scenarios. Design instructions and a sample accompanying script can be found in the document linked above. | Alexis Valauri-Orton and The Suquamish Tribe | Lesson Plans and Units | Lesson Plan;Demonstration | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lesson-plan-1.png | biology;hands-on;food webs;ocean acidification;ese | K-2;3-5 | 0-0.5 hr;0.5-1 hr | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology;5 - Ecosystems;6 - Ecosystem Services | |||||||||||||||||||||||||
4 | Stanford University's Virtual Urchin - Our Acidifying Ocean | 2390 | http://virtualurchin.stanford.edu/AcidOcean/AcidOcean.htm | http://virtualurchin.stanford.edu/AcidOcean/AcidOcean2.htm | http://virtualurchin.stanford.edu/AcidOcean/AcidOcean3.htm | This interactive online tool called "Virtual Urchin" introduces OA via interactive graphs and simulated lab activities. It allows students to model how CO₂ affects ocean chemistry using different emissions scenarios, among other activities. | These online lab simulations have excellent visualizations, and they allow students to conduct virtual experiments. These experiments demonstrate the properties of gas solubility (for example, that cold water holds more CO₂). | Jason Hodin for Stanford University's Virtual Urchin | Supplemental Materials | Online Activity;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/virtualUrchin.png | emissions;ocean acidification;chemistry;ese | 9-12 | 0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||
5 | Lesson 1 - Critical and Systems Evaluation of News Articles | 2397 | https://see.systemsbiology.net/ocean-acidification-module/ocean-acidificationlesson-1-critical-and-systems-evaluation-of-news-articles/ | Lesson 1 of 6 in the Institute for Systems Biology curriculum Ocean Acidification: A Systems Approach to a Global Problem. Students read and evaluate current news articles and work together to see how various environmental phenomena might be related. | Each student reads a unique popular press article that refers to ocean acidification. Students present the main ideas of their articles, and the teacher helps the class build a word bubble network on the board that shows how all of the articles are related, and what the most common themes are (i.e. CO₂). Has been field tested in multiple schools. | Institute for Systems Biology (ISB) | Lesson Plans and Units | Lesson Plan;Reading;Vocabulary | http://oacurriculumcollection.org/wp-content/uploads/2018/06/InstSysBio-logo.png | ocean acidification;english language arts;history;interdisciplinary;ese | 9-12 | 0.5-1 hr;1-2 hrs | HS-ESS3-1;HS-ESS3-6;HS-ETS1-1;HS-ETS1-3;HS-LS2-6;HS-LS4-5 | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology;4 - Adaptation;5 - Ecosystems;6 - Ecosystem Services;7 - Solutions | |||||||||||||||||||||||||
6 | Ocean Acidification Toolkit | 2475 | http://www.cosee-se.org/ForScientists/meetingneeds/oceanacidificationtoolkitforgateachers/ | Ocean Acidification Toolkit for Georgia Teachers. | Ocean Acidification Toolkit for GA Teachers. With funding from the National Science Foundation (NSF award #1041034), Dr. Brian Hopkinson (UGA Marine Department), three Georgia formal educators and COSEE SE staff developed state aligned lessons for students in grades 3-12 focused on carbon, ocean acidification, and pH. | Center for Ocean Sciences Education Excellence SouthEast (COSEE-SouthEast) | Supplemental Materials | PowerPoint | http://oacurriculumcollection.org/wp-content/uploads/2018/06/PowerPoint.png | ocean acidification;emissions;chemistry | 9-12 | 0-0.5 hr | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry | |||||||||||||||||||||||||
7 | Musical Representation of Warming Climate | 2481 | http://ensia.com/videos/a-song-of-our-warming-planet/ | A 4-minute video that demonstrates the acceleration of climate change through the medium of music. | University of Minnesota student creates a musical score based on temperature data collected by NASA. The pitch played by the cello rises and falls with the temperature, and each year is represented by one note. Last minute of video shows a graph of the temperature from 1880-present along with the cello performance. | Daniel Crawford, student at University of Minnesota | Supplemental Materials | Video;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | emissions | K-2;3-5;6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
8 | Unprecedented, man-made trends in ocean's acidity | 2482 | https://www.youtube.com/watch?v=qaOwUxrlyvw | This 30-second video shows the acceleration of the decrease in oceanic calcium carbonate minerals. | This very short video shows past and predicted shifts in aragonate saturation state (basically, the amount of calcium carbonate available in the ocean) between 1800 and 2100. Great way to visualize the rapid decrease in available calcium carbonate. | Tobias Friedrich with support from The Nature Conservancy, the National Science Foundation (NSF) and the Japan Agency for Marine-Earth Sciene and Technology (JAMSTEC) | Supplemental Materials | Video;Visualization | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | emissions;ocean acidification;chemistry | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
9 | Stanford University Online Lab Simulations: Gas Solubility | 2489 | http://esi.stanford.edu/gasesinwater/gasesinwater15.htm | Three virtual experiments demonstrating gas solubility. | These three online lab simulations allow students to conduct virtual experiments. These experiments demonstrate the properties of gas solubility (for example, that cold water holds more CO₂). | Stanford University's Environmental Science Investigation | Supplemental Materials | Online Activity;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/stanford-seal.png | ocean acidification;chemistry | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
10 | Carbon Cycle Game | 2491 | http://www.windows2universe.org/earth/climate/carbon_cycle.html | An online game in which students follow the path of a carbon molecule. | Students play a quick online game determining the path of a carbon molecule. The molecule moves through the carbon cycle, visiting soil, the atmosphere, the surface ocean and the deep ocean. Along the way students learn how carbon affects other animals and processes as it passes through each part of the carbon cycle. Could be done as a demonstration by the teacher instead of individual student activity. | Windows to the Universe and the National Earth Science Teachers Association (NESTA) | Supplemental Materials | Game;Online Activity;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/nesta_logo.v3.png | food webs;emissions;chemistry;ocean acidification | 3-5;6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 1 - Carbon Cycle;6 - Ecosystem Services | |||||||||||||||||||||||||
11 | Temperature and CO₂ Solubility Lab | 2510 | http://www.carboeurope.org/education/CS_Materials/CO2solubility.pdf | Students measure the amount of CO₂ emitted from the reaction between an effervescent tablet and water. | This exercise shows how cold water holds more CO₂ than warm water. Students measure the amount of gas emitted after an effervescent tablet is placed in water with varying temperatures. Special materials: Effervescent tablet. | CarboSchools with support from the European Community's Seventh Framework Programme (FP7) | Lesson Plans and Units | Lab Activity;Lesson Plan | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Temperature-and-CO2-Solubility-Lab-Activity.png | chemistry;ocean acidification;hands-on | 6-8;9-12 | 0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
12 | Comparison of the Effects of Increased CO₂ in the Air to Seawater and Distilled Water | 2512 | http://www.carboeurope.org/education/CS_Materials/BufferingCapacity.pdf | Students use candles to produce CO₂ and observe its affects on seawater vs. freshwater, learning how the alkalinity of seawater creates a buffer. | Students use candles to produce CO₂ and observe its affects on seawater vs. freshwater, learning how the alkalinity of seawater creates a buffer. Special materials: Aquarium, aquarium pump, aerators. | CarboSchools with support from the European Community's Seventh Framework Programme (FP7) | Lesson Plans and Units | Lab Activity;Lesson Plan | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Buffering-Capacity-Lab-Activity.png | chemistry;ocean acidification;hands-on | 6-8;9-12 | 0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
13 | pH Regulation of Seawater: The Role of Carbonate (CO₃) and Bicarbonate (HCO₃) | 2515 | http://www.carboeurope.org/education/CS_Materials/CarbonatesAndpH.pdf | This lab shows how carbonate and bicarbonate buffer water, which is a small but important piece of the story of OA chemistry. | Students observe how carbonate and bicarbonate buffer water, measuring the pH after samples containing various amounts of carbonate and bicarbonate are exposed to CO₂. Special materials: pH indicator dye. | CarboSchools with support from the European Community's Seventh Framework Programme (FP7) | Lesson Plans and Units | Lab Activity;Lesson Plan | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | chemistry;biology;ocean acidification;hands-on | 6-8;9-12 | 0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry;3 - Physiology | |||||||||||||||||||||||||
14 | Uptake of Carbon Dioxide from Water by Plants | 2521 | http://www.carboeurope.org/education/CS_Materials/PlantsCO2Uptake.pdf | This lab shows students the role that phytoplankton play in the carbon cycle. | Easy experiment allows students to see how plants remove CO₂ from water and could aid in mitigation strategies against OA. Students place indicator dye in water, use their breath to acidify that water, and then observe differences between bottles kept overnight without a plant inside, with a plant inside but in the dark, and with a plant inside and in the light. Special materials: pH indicator dye, cabomba plant. | CarboSchools with support from the European Community's Seventh Framework Programme (FP7) | Lesson Plans and Units | Lab Activity;Lesson Plan | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | emissions;chemistry;biology;ocean acidification;resilience;restoration;conservation;hands-on | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 1 - Carbon Cycle;7 - Solutions | |||||||||||||||||||||||||
15 | An Experimental Model to Understand Temperature Regulation | 2525 | http://www.carboeurope.org/education/CS_Materials/AnExperimental%20Model.pdf | Students simulate the greenhouse gas effect by placing glass bowls over soil, directing a lamp towards the bowls, and measuring how temperature increases. | Students simulate the greenhouse gas effect by placing glass bowls over soil, directing a lamp towards the bowls, and measuring how temperature increases. Special materials: glass bowls, thermometers. | CarboSchools with support from the European Community's Seventh Framework Programme (FP7) | Lesson Plans and Units | Lab Activity;Lesson Plan | http://oacurriculumcollection.org/wp-content/uploads/2018/06/tempModel.png | greenhouse effect;ocean acidification;hands-on | 6-8;9-12 | 1-2 hrs | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
16 | Off Base | 2529 | http://oceanexplorer.noaa.gov/okeanos/edu/collection/media/wdwe_offbase.pdf | http://oceanexplorer.noaa.gov/okeanos/edu/collection/wdwe_ngss.pdf | Students read about deep water corals and conduct experiments to determine the effect of CO₂ on ecosystems. Students explore the concept of the buffering system. This document contains NGSS components for several lessons, so scroll to page 34 to view the standards specific to "Off Base."" | Students complete a set of investigations to learn about deep water coral and the buffering capacity of seawater. Activity includes manipulative experiments, extensive background information, and written questions. Part of the series, "The NOAA Ship Okeanos Explorer Education Materials Collection, Volume 1: Why Do We Explore?" Special materials: sodium hydroxide pellets, solid citric acid, acetic acid, pH test paper. | National Oceanic and Atmospheric Administration (NOAA) | Lesson Plans and Units | Lab Activity;Lesson Plan;Reading | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | chemistry;biology;ocean acidification;hands-on | 9-12 | 1-2 hrs | HS-PS1-6;HS-ESS3-6 | PS1.B;ESS2.D;ESS3.D | Stability and Change;Systems and System Models | 2 - Ocean Chemistry;3 - Physiology | ||||||||||||||||||||||||
17 | The Power of pH | 2531 | http://www.montereybayaquarium.org/-/m/pdf/education/curriculum/aquarium-9-12-power-of-ph.pdf | Students create their own pH scale and then observe the effects of CO₂ on seawater and the effects of HCl on calcium carbonate powder. | Students create their own pH scale via serial dilutions of acids and bases and then explore how CO₂ changes ocean chemistry and can affect marine life by observing the effects of CO₂ on seawater and the effects of HCl on calcium carbonate powder. Special materials: hydrochloric acid, sodium hydroxide, pH indicator solution, balloon. | Monterey Bay Aquarium Foundation (MBAF) | Lesson Plans and Units | Lab Activity;Lesson Plan | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | chemistry;biology;ocean acidification;hands-on | 9-12 | 1-2 hrs | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;7 - Solutions | |||||||||||||||||||||||||
18 | Measuring Ocean pH | 2536 | https://www.nnvl.noaa.gov/StoryMaps/DITC/OA/OceanAcidificationTeachersGuide2016.pdf | Part 1 of 5 in the Understanding Ocean Acidification Sequence presented by NOAA. Students learn how scientists model ocean pH using satellite data, and then examine maps and analyze data to look for patterns in ocean pH (determining, for example, the effect of temperature on pH). | Students learn how scientists model ocean pH using satellite data, and then examine maps and analyze data to look for patterns in ocean pH (determining, for example, the effect of temperature on pH). | National Oceanic and Atmospheric Administration (NOAA) | Lesson Plans and Units | Data Analysis Activity;Lesson Plan;Online Activity;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/NOAA_logo.jpg | chemistry;ocean acidification;ese;interdisciplinary | 9-12 | 0.5-1 hr | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology | |||||||||||||||||||||||||
19 | The Ocean-Carbon Connection | 2538 | https://www.nnvl.noaa.gov/StoryMaps/DITC/OA/OceanAcidificationTeachersGuide2016.pdf | Part 2 of 5 in the Understanding Ocean Acidification Sequence presented by NOAA. In this online data analysis activity, students examine graphs to determine oceanographic changes over time, and discuss the long carbon cycle. | Students examine graphs to determine changes in pH, sea-surface temperature and dissolved CO₂. Students then correlate changes in pH to changes in CO₂ over time, also discussing the long carbon cycle and the importance of rate of change. | National Oceanic and Atmospheric Administration (NOAA) | Lesson Plans and Units | Data Analysis Activity;Online Activity;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/NOAA-Lesson-2.png | chemistry;ocean acidification;greenhouse effect | 9-12 | 0.5-1 hr | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry | |||||||||||||||||||||||||
20 | The Oceans and Carbonate Chemistry | 2539 | https://www.nnvl.noaa.gov/StoryMaps/DITC/OA/OceanAcidificationTeachersGuide2016.pdf | Part 3 of 5 in the Understanding Ocean Acidification Sequence presented by NOAA. In this computer modeling activity, students use online tools to examine effects of increased CO2 on ocean acidity and carbonate saturation levels. The activity introduces students to the practical application of large scale modeling. | Students use online tools to recreate climate change model scenarios and examine effects of increased CO₂ on ocean acidity and carbonate saturation levels. The activity introduces students to the Intergovernmental Panel on Climate Change (IPCC) and the practical application of large scale modeling. | National Oceanic and Atmospheric Administration (NOAA) | Lesson Plans and Units | Data Analysis Activity;Lesson Plan;Online Activity;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lesson-plan-1.png | chemistry;emissions;ocean acidification;policy;greenhouse effect | 9-12 | 0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry;3 - Physiology;5 - Ecosystems | |||||||||||||||||||||||||
21 | Aragonite Saturation and Marine Calcifiers | 2541 | https://www.nnvl.noaa.gov/StoryMaps/DITC/OA/OceanAcidificationTeachersGuide2016.pdf | Part 4 of 5 in the Understanding Ocean Acidification Sequence presented by NOAA. Students examine the relationship between aragonite saturation levels and the health of marine calcifiers using online data. View the activity here. | Students examine the relationship between aragonite saturation levels and the health of marine calcifiers. Students use online data to support or disprove a hypothesis about increased atmospheric CO₂ and the health of marine calcifiers, such as coral reefs. | National Oceanic and Atmospheric Administration (NOAA) | Lesson Plans and Units | Data Analysis Activity;Lesson Plan;Online Activity;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/oceanAcid.png | chemistry;biology;food webs;ocean acidification | 9-12 | 0.5-1 hr;1-2 hrs | N/A | N/A | N/A | 2 - Ocean Chemistry;3 - Physiology;5 - Ecosystems | |||||||||||||||||||||||||
22 | Design Your Own Investigation | 2542 | https://www.nnvl.noaa.gov/StoryMaps/DITC/OA/OceanAcidificationTeachersGuide2016.pdf | Part 5 of 5 in the Understanding Ocean Acidification Sequence presented by NOAA. Students design a research question and prove or disprove the hypothesis that they create using OA data. | Students design an investigation into ocean acidification using real data on conditions in the Caribbean study area. Students use this real data to try to answer a research question of their choosing. In reporting the outcome of their research, students must state what they have learned from their investigation, and use their findings to evaluate, explain, and prove (or disprove) their hypothesis. | National Oceanic and Atmospheric Administration (NOAA) | Lesson Plans and Units | Data Analysis Activity;Lesson Plan;Online Activity;Modeling;Experimental Design | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lesson-plan-1.png | chemistry;ocean acidification;caribbean | 9-12 | 0.5-1 hr;1-2 hrs;2-4 hrs | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology | |||||||||||||||||||||||||
23 | Introduction to Ocean Acidification | 2545 | http://stempreacademy.hawaii.edu/c-more/ocean-acidification | Part 1 of 2 in the C-MORE Ocean Acidification Science Kit. Students become familiar with ocean acidification via a PowerPoint, a reading activity, and a short lab. | Students become familiar with ocean acidification via a powerpoint and reading activity. They then conduct a simple experiment using vinegar and different types of sand to explore how increased acidity may affect the ocean. Special materials: All included in kit. | Center for Microbial Oceanography: Research and Education (C-MORE) | Lesson Plans and Units | Lab Activity;Lesson Plan;Reading | http://oacurriculumcollection.org/wp-content/uploads/2018/06/UHawaii-transp.png | chemistry;ocean acidification;ese;hands-on | 6-8;9-12 | 0.5-1 hr | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology | |||||||||||||||||||||||||
24 | Yeast Experiment | 2546 | http://stempreacademy.hawaii.edu/c-more/ocean-acidification | http://cmore.soest.hawaii.edu/education/teachers/science_kits/ocean_acid_kit.htm | Part 2 of 2 in the C-MORE Ocean Acidification Science Kit. Students simulate ocean acidification by using yeast to produce CO₂ and measuring how that CO₂ production affects atmospheric CO₂ and ocean pH. Scroll to page 19 of the document for the yeast experiment. | Students simulate ocean acidification by using yeast to produce CO₂ and measuring how that CO₂ production affects atmospheric CO₂ and ocean pH. Includes alignment with Ocean Literacy Principles and state science and math standards for Hawai'i, California, and Oregon. Special materials: All included in kit. | Center for Microbial Oceanography: Research and Education (C-MORE) | Lesson Plans and Units | Lab Activity;Lesson Plan;PowerPoint | http://oacurriculumcollection.org/wp-content/uploads/2018/06/UHawaii-transp.png | chemistry;biology;ocean acidification;ese;hands-on | 6-8;9-12 | 0.5-1 hr | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry | ||||||||||||||||||||||||
25 | Shells and the Impacts of Ocean Acidification | 2549 | http://cisanctuary.org/ocean-acidification/PDFs-WorkshopPage/Hands_on_acivities/OA_Shells.pdf | Students expose eggshells to solutions varying in pH (soap, vinegar, etc). They test the pH of each solution and observe the effects each solution has on an eggshell. | Students expose eggshells to household solutions varying in pH (soap, vinegar, etc). They test the pH of each solution and observe the effects each solution has on an eggshell. Special materials: chicken eggshell, lemon juice, vinegar, soda, ammonia, water, soap, pH indicator dye, magnifying lens. | Centers for Ocean Science Education Excellence West (COSEE-West) | Supplemental Materials | Lab Activity | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | chemistry;ocean acidification;hands-on | 6-8 | 0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry;3 - Physiology | |||||||||||||||||||||||||
26 | CO₂ and You | 2554 | http://ocean.otr.usm.edu/~w301130/research/CO2_classroom_excercise.pdf | Students watch a photosynthesis PowerPoint, design a tactile model, play a carbon cycle game and create a line graph. | Students watch a PowerPoint on photosynthesis, design a tactile model, play the carbon cycle game and create a line graph showing the change in atmospheric CO₂ over time. Special materials: diagram of carbon cycle, styrofoam balls, glitter, glue, stir sticks, tag board letters, dice, graph paper, paint. | Center for Ocean Sciences Education Excellence Central Gulf of Mexico (COSEE-CGOM) | Lesson Plans and Units | Game;PowerPoint;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/PowerPoint.png | chemistry;biology | 6-8 | 0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
27 | CO₂ and the Greenhouse Effect | 2558 | http://www.cosee-se.org/files/southeast/Elem2_CarbonCycle.pdf | Students play games and conduct simple experiments to learn about the carbon cycle, the greenhouse effect, and how to reduce CO₂ pollution. Includes PowerPoint slides on the carbon cycle. | Students play games and conduct simple experiments to learn about the carbon cycle, the greenhouse effect, and how to reduce CO₂ pollution. Special materials: Glass jars, empty plastic bottles, seeds or small plants, potting soil, sand. | Center for Ocean Sciences Education Excellence SouthEast (COSEE-SouthEast) | Lesson Plans and Units | Game;Lab Activity;Lesson Plan;PowerPoint | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | chemistry;ese;biology;hands-on;greenhouse effect | K-2;3-5;6-8 | 0.5-1 hr;2-4 hrs | N/A | N/A | N/A | 2 - Ocean Chemistry;7 - Solutions | |||||||||||||||||||||||||
28 | Coral, Carbon Dioxide and Calcification | 2562 | http://www.aroundtheamericas.org/log/wp-content/uploads/2010/02/Teachers_GuideLess-1-CoralCO2Calcification.pdf | Interactive, hands-on game in which students act out the processes of ocean-atmosphere CO₂ exchange, coral calcification, and ocean acidification. | Students act out the processes of ocean-atmosphere CO2 exchange, coral calcification, and ocean acidification by role playing and shifting around blocks representing CO2, calcium carbonate and other molecules. Special materials: antacid tablets, vinegar, pH strips or dye. | Around the Americas | Lesson Plans and Units | Game | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lesson-plan-1.png | chemistry;biology;ocean acidification;hands-on | K-2;3-5;6-8;9-12 | 0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry;3 - Physiology;5 - Ecosystems | |||||||||||||||||||||||||
29 | Ocean Detective Experiment | 2567 | http://resources.digitalexplorer.com/downloads/OceanDetectiveSheets-Activity.pdf | This lab shows students how ocean chemistry varies geographically. | Students determine the pH and salinity of three samples of water, which have been pretreated with three different chemical compositions to resemble three different geographic regions. They use their results to determine where these samples came from (arctic, etc). This knowledge can add to the students' understanding of how the effects of ocean acidification can vary geographically. Special materials: pH indicator, salt, test tubes, etc. | Digital Explorer | Lesson Plans and Units | Lab Activity;Lesson Plan | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | chemistry;hands-on;ocean acidification | 6-8;9-12 | 0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
30 | OA not OK Packet | 2569 | http://www.skepticalscience.com/Mackie_OA_not_OK_post_0.html | https://skepticalscience.com/docs/OA_not_OK_Mackie_McGraw_Hunter.pdf | Series of posts written by authors of website Skeptical Science, explaining different aspects of OA's chemistry, ranging from the process of acidification to the process of calcification and an in-depth look at what saturation state means. | A packet of OA information broken down into simple chapters. Written by authors of website Skeptical Science. Explains different aspects of OA's chemistry, ranging from the process of acidification to the process of calcification and an in-depth look at what saturation state means. | Skeptical Science | Supplemental Materials | Informational Handout | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article.png | chemistry;biology;ocean acidification | 6-8;9-12 | 0-0.5 hr;0.5-1 hr;1-2 hrs | N/A | N/A | N/A | 2 - Ocean Chemistry;3 - Physiology | ||||||||||||||||||||||||
31 | Lesson 3 - Defining the Problem | 2572 | https://see.systemsbiology.net/ocean-acidification-module/lesson-3-defining-the-problem/ | Lesson 3 of 6 in the Institute for Systems Biology curriculum “Ocean Acidification: A Systems Approach to a Global Problem.” Guided activities for introducing students to ocean acidification and systems thinking. | Students watch a video and answer open-ended questions to discover that ocean acidification affects a wide variety of stakeholders and ecosystem services. Students approach the issue with a systems approach, creating models to show how different stakeholders are affected. | Institute for Systems Biology (ISB) | Lesson Plans and Units | Lesson Plan;Video;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/InstSysBio-logo.png | policy;ocean acidification;resilience;conservation;tribes; treaty rights | 9-12 | 0.5-1 hr;1-2 hrs | HS-ESS3-1;HS-ETS1-1;HS-ETS1-3;HS-LS2-6 | N/A | N/A | 6 - Ecosystem Services;7 - Solutions | |||||||||||||||||||||||||
32 | Marine Osteoporosis | 2575 | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Marine-Osteoporosis.pdf | Two lab experiments, a video, and an online activity exploring OA's potential impacts on marine life. | Students explore the effects of vinegar and CO₂ on bones and shells, watch a detailed video overview of ocean acidification entitled Acid Test (narrated by Sigourney Weaver) and complete an online activity exploring OA's potential impacts on marine life. This lesson plan is linked to the NGSS and CCSS. | Multicultural Education for Resource Issues Threatening Oceans (MERITO) Foundation with support from the U.S. Fish and Wildlife Service (USFWS) | Lesson Plans and Units | Lab Activity;Lesson Plan;Online Activity;Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | chemistry;biology;ocean acidification;hands-on;conservation | 6-8;9-12 | 0.5-1 hr;1-2 hrs | 5-ESS3-1;HS-LS2-7;HS-LS4-6;MS-ESS3-3;MS-LS2-5 | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology | |||||||||||||||||||||||||
33 | Coral Adaptations in a Changing Ocean | 2577 | https://sites.google.com/site/k12oceanliteracy/Resources/7th-grade--polar-zones-and-coral-reefs/coral-adaptations-in-a-changing-ocean | Students create tactile models to learn about coral physiology and coral bleaching. Students analyze coral adaptations to oceanic changes in pH and temperature. | Students create an edible model of coral to learn about coral physiology. Extension activities include learning the basics of ocean acidification and analyzing how different types of coral might adapt to changes due to variable physiological features. Students can also simulate coral bleaching via a tactile model. Special materials: cardstock, antacid tablets, rubber gloves, whipped cream, sprinkles, freezer. | Oregon Coast Aquarium (OCA) | Lesson Plans and Units | Lesson Plan;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Coral-Adaptations-in-a-Changing-Ocean.png | biology;chemistry;climate change;hands-on;ocean acidification | 3-5;6-8 | 0-0.5 hr;0.5-1 hr;1-2 hrs | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology | |||||||||||||||||||||||||
34 | Ocean Acidification: Is there a problem? | 2581 | http://www.mbari.org/ocean-acidification-is-there-a-problem/ | Students examine pH data from around the world and conduct an experiment using vinegar and seashells. | Students complete a webquest activity in which they learn about OA and its potential and real impacts on marine life. Students also look at pH data from around the world. They then conduct a short experiment, observing the effects of vinegar and acidified seawater on shells. Special materials: vinegar, egg shells, pH indicator dye. | Monterey Bay Aquarium Research Institute (MBARI) | Lesson Plans and Units | Lesson Plan;Online Activity | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lesson-plan-1.png | chemistry;biology;ocean acidification;policy | 9-12 | 0.5-1 hr;2-4 hrs | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology;4 - Adaptation;5 - Ecosystems;6 - Ecosystem Services;7 - Solutions | |||||||||||||||||||||||||
35 | Lesson 4 - Planning Cohesive Experiments | 2585 | https://see.systemsbiology.net/ocean-acidification-module/lesson-4-planning-cohesive-experiments/ | Lesson 4 of 6 in the Institute for Systems Biology curriculum “Ocean Acidification: A Systems Approach to a Global Problem.” Students view powerpoint and discuss OA interest groups. They then develop experimental designs integrating systems components. | Students pick an interest group to align with: calcifying organisms, photosynthesizing organisms, CO₂-polluting nations, and developing island nations. They learn about systems thinking and then design experiments to critically assess the potential impacts of acidification on their stakeholder group, or something valuable to their stakeholder group. Keywords: fisheries, industrialized nations, industry, interest groups. | Institute for Systems Biology (ISB) | Lesson Plans and Units | Lesson Plan;PowerPoint | http://oacurriculumcollection.org/wp-content/uploads/2018/06/InstSysBio-logo.png | policy;tribes;ocean acidification | 9-12 | 0.5-1 hr;1-2 hrs | HS-ESS3-1;HS-ETS1-1;HS-ETS1-3;HS-LS1-3 | N/A | N/A | 3 - Physiology | |||||||||||||||||||||||||
36 | Whale Jenga: Food Web Game | 2592 | http://cisanctuary.org/ocean-acidification/PDFs-WorkshopPage/Hands_on_acivities/Whale_Jenga/Whale_Jenga_web.pdf | Hands-on game shows the effects of small changes in the food web. | Students explore how small changes in the ocean can affect the entire food web. Jenga blocks are colored to represent phytoplankton, zooplankton, krill and small fish and whales. Students explore what happens to each group as some members of the food web disappear. Special Materials: Jenga set, coloring utensil (marker, chalk, pastel, colored pencil, or paint). | Office of National Marine Sanctuaries (ONMS, a division of the National Oceanic and Atmospheric Administration [NOAA]) and the Channel Islands National Marine Sanctuary (CINMS) | Supplemental Materials | Game | http://oacurriculumcollection.org/wp-content/uploads/2018/06/whale-tail.png | greenhouse effect;ocean acidification;hands-on | 3-5;6-8 | 0-0.5 hr | N/A | N/A | N/A | 5 - Ecosystems | |||||||||||||||||||||||||
37 | Olly the Oyster Cleans the Bay | 2595 | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Olly-Worksheet.pdf | http://www.ollytheoyster.com/OllytheOysterCleanstheBay.html | Students create a puppet show personifying marine organisms caring for marine habitats, leaving students with an emotional link to stewardship. | Students create a puppet show personifying marine organisms caring for marine habitats, leaving students with an emotional link to stewardship. In the puppet show, Olly the Oyster sees how other animals like crabs and cucumbers are able to actively feed on detritus and wishes he could help. He then realizes that he is a filter feeder and is always filtering detritus. This activity gives kids the motivation to do what they can to make marine habitats healthy. Although the example provided is not scientifically accurate (removing detritus does not necessarily improve the health of an ecosystem), participating in the puppet show should evoke an understanding that any little bit helps to make our environment healthy. It also makes kids feel connected to the marine organisms portrayed and they may learn something about invertebrate anatomy by constructing the puppets. Special materials: construction paper, glue, markers, googly eyes. | Elaine Ann Allen | Supplemental Materials | Game | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Olly-the-Oyster.png | food webs;hands-on;shellfish;conservation;restoration | Pre-K;K-2 | 0.5-1 hr | N/A | N/A | N/A | 5 - Ecosystems | ||||||||||||||||||||||||
38 | Lesson 5 - Ocean Acidification Experimentation, Online Data, and Models | 2596 | https://see.systemsbiology.net/ocean-acidification-module/lesson-5a-ocean-acidification-experimentation/ | https://see.systemsbiology.net/ocean-acidification-module/lesson-5b-online-data-and-supplemental-evidence/ | https://see.systemsbiology.net/ocean-acidification-module/lesson-5c-using-ocean-acidification-models-to-make-predictions/ | In Part A, students conduct their own OA experiments. In Part B, students investigate online tools such as carbon data sets, models simulating OA effects, and models of nutrient cycling. Students have the opportunity to work with data from around the world, including data from Puget Sound. In Part C, students model systems approaches. | In Part A, students conduct the experiments they have designed in Lesson 4, Planning Cohesive Experiments. Example protocols are provided to supplement student designs. In Part B, students explore existing online tools to collect information to supplement their experimental data. Online tools include carbon data sets, models simulating effects of OA and models of nutrient cycling. This activity demonstrates the systems nature of modern scientific research; scientists depend on both "wet" and "dry" experimental data. In Part C, students use mathematical and computer-based modeling to make predictions. | Institute for Systems Biology (ISB) | Lesson Plans and Units | Data Analysis Activity;Lab Activity;Lesson Plan;Online Activity;Modeling;Experimental Design | http://oacurriculumcollection.org/wp-content/uploads/2018/06/InstSysBio-logo.png | ocean acidification;chemistry;math | 9-12 | 0.5-1 hr;1-2 hrs | HS-ESS2-2;HS-ESS3-1;HS-ESS3-6;HS-ETS1-1;HS-ETS1-3;HS-LS1-2;HS-LS1-3;HS-LS2-1;HS-LS2-2;HS-LS2-4;HS-LS2-6 | N/A | N/A | 2 - Ocean Chemistry;3 - Physiology;4 - Adaptation;5 - Ecosystems | |||||||||||||||||||||||
39 | Tidepool Boogie | 2612 | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Tidepool-Boogie.pdf | https://youtu.be/85rY_UI6u9Y | This interactive song and dance teaches kids about tide pool life. | In this activity, students listen to and talk about a song called "Tidepool Boogie." They can work together in small groups to act out the organisms in the song. The class can then stage a performance, complete with costumes. Students discover that there are many different types of animals and plants that make their home at the rocky seashore. Special materials: Slugs at Sea CD or audio cassette or Dancing with the Earth DVD or VHS (both by Banana Slug String Band), or guitar or piano to play "Tidepool Boogie." | Regents of the University of California (RUC) | Supplemental Materials | Game;Vocabulary | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Tidepool-Boogie.png | biology;hands-on;food webs;shellfish | Pre-K;K-2 | 1-2 hrs;2-4 hrs | N/A | N/A | N/A | 5 - Ecosystems | ||||||||||||||||||||||||
40 | Lesson 6 - Global Ocean Acidification Summit | 2669 | https://see.systemsbiology.net/ocean-acidification-module/lesson-6-global-ocean-acidification-summit/ | Lesson 6 of 6 in the Institute for Systems Biology curriculum “Ocean Acidification: A Systems Approach to a Global Problem.” Students discuss and contextualize the problem of OA, and learn about decision-making processes and interest groups. | This lesson ties the content of the unit together and provides students with context for ocean acidification. In the Summit, participants systematically question and examine issues and data related to the big question and articulate short- and long-term goals for oceanic CO2 concentrations. Students learn about the decision-making processes that global leaders undertake to address the challenge of ocean acidification. Developed by the Institute for Systems Biology. | Institute for Systems Biology (ISB) | Lesson Plans and Units | Lesson Plan;Reading | http://oacurriculumcollection.org/wp-content/uploads/2018/06/InstSysBio-logo.png | policy;interdisciplinary;ocean acidification;history;writing;ese;tribes;climate change;emissions;fisheries;resilience;native studies;treaty rights;biology | 9-12 | 0.5-1 hr;1-2 hrs;2-4 hrs | HS-ESS2-6;HS-ESS3-1;HS-ESS3-4;HS-ESS3-6;HS-ETS1-1;HS-ETS1-3;HS-ETS1-4;HS-LS2-1;HS-LS2-2;HS-LS2-4;HS-LS2-6;HS-LS2-7;HS-LS4-4;HS-LS4-5 | N/A | N/A | 6 - Ecosystem Services;7 - Solutions | |||||||||||||||||||||||||
41 | Hönisch et al 2012 - The Geological Record of Ocean Acidification | 2906 | http://droyer.web.wesleyan.edu/Honisch_et_al_2012_Science_ocean_acidification.pdf | This article reviews the geological record of OA. | The geologic record contains long-term evidence for ocean acidification and associated biotic responses. The authors review evidence for elevated CO₂, global warming, and ocean acidification over the past ~300 million years of Earth's history. Paraphrased from the abstract. Citation: Hönisch, B. et al. 2012. The Geological Record of Ocean Acidification. <em>Science</em> 355: 1058, doi: 10.1126/science.1208277. | Science Magazine | Supplemental Materials | Scientific Journal Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Honisch-et-al-2012.png | emissions;chemistry;biology;history;climate change;greenhouse effect;ocean acidification | 9-12 | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry | ||||||||||||||||||||||||||
42 | Widdicombe and Spicer 2008 - Predicting the impact of ocean acidification on benthic biodiversity: what can animal physiology tell us? | 2908 | http://iod.ucsd.edu/courses/sio278/documents/Widdicombe_Spicer_2008_JEMB.pdf | http://www.scor-int.org/High_CO2_II/Presentations/steve%20widdicombe.pdf | A comprehensive review of the effects of OA on benthic organisms. | Widdicombe and Spicer review the extent to which data that specifically address the impact of ocean acidification on marine biodiversity can be used to make predictions for marine biodiversity. The authors scrutinize some established paradigms concerning the impact of hypercapnia on marine organisms. Paraphrased from the abstract. Citation: Widdicombe, S., and J.I. Spicer. 2008. Predicting the impact of Ocean acidification on benthic biodiversity: What can physiology tell us? <em>Journal of Experimental Marine Biology and Ecology</em> 336(1-2): 187-197, doi: 10.1016/j.jembe.2008.07.024. | Journal of Experimental Marine Biology and Ecology (JEMBE) | Supplemental Materials | PowerPoint;Scientific Journal Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Widdicombe-and-Spicer-2008.png | food webs;biology;chemistry;shellfish;fisheries;animal behavior;resilience;ocean acidification | 9-12 | N/A | N/A | N/A | 3 - Physiology | |||||||||||||||||||||||||
43 | Ries et al 2009 - Marine calcifiers exhibit mixed responses to CO₂-induced ocean acidification. | 2969 | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Ries-et-al-2009.pdf | A broad range of marine calcifiers are studied to determine whether calcification rates are altered under CO₂ stress. | Scientists conducted sixty laboratory experiments in which they investigated the effects of CO₂-induced ocean acidification on calcification in eighteen benthic marine organisms. Ten species exhibited reduced rates of net calcification, seven species exhibited increased rates of net calcification, and one species showed no response at all. The outcome of this study suggests that the impact of elevated atmospheric pCO₂ on marine calcification is more varied than previously thought. Paraphrased from abstract. Citation: Ries, J. B. et al. 2009. Marine calcifiers exhibit mixed responses to CO₂-induced ocean acidification. <em>Geology </em>37: 1131-1134, doi: 10.1130/G30210A.1. | Geology | Supplemental Materials | Scientific Journal Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article.png | food webs;biology;shellfish;fisheries;conservation;ocean acidification | 9-12 | N/A | N/A | N/A | 3 - Physiology | ||||||||||||||||||||||||||
44 | Bibby et al 2008 - Effects of ocean acidification on the immune response of the blue mussel Mytilus edulis. | 3001 | https://pdfs.semanticscholar.org/42c9/bc898872681ac93b3dfb8af9db69967b2064.pdf | In mussels, cellular signaling pathways that require calcium may be impaired by OA due to disruption of haemocyte functionality. | The authors studied the effects of high-CO₂ seawater on the immune response of the blue mussel, <em>Mytilus edulis</em>. Results indicate that the immune response increased significantly when the mussels were exposed to high-CO₂ seawater. The authors suggest that OA could significantly affect cellular signalling pathways, which rely on specific concentrations of calcium.Paraphrased from the abstract.Citation:Bibby, R. et al. 2008. Effects of ocean acidification on the immune response of the blue mussel <em>Mytilus edulis</em>. <em>Aquatic Biology </em>2: 67-74, doi: 10.3354/ab00037. | Aquatic Biology (AB) | Supplemental Materials | Scientific Journal Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Bibby-et-al-2008.png | shellfish;fisheries;resilience;biology;ocean acidification | 9-12 | N/A | N/A | N/A | 3 - Physiology | ||||||||||||||||||||||||||
45 | Khatiwala et al 2013 - Global ocean storage of anthropogenic carbon. | 3006 | http://www.biogeosciences.net/10/2169/2013/bg-10-2169-2013.pdf | A review of observational and model-based estimates of the storage and transport of anthropogenic carbon in the ocean. | The authors review estimates of the storage and transport of anthropogenic carbon in the ocean. Khatiwala et al (2013) suggest that combining various approaches to the data is necessary for a robust quantification of the ocean sink of anthropogenic CO₂. Paraphrased from abstract. Citation: Khatiwala, S. et al. 2013. Global ocean storage of anthropogenic carbon. <em>Biogeosciences </em>10: 2169-2191, doi: 10.5194/bg-10-2169-2013. | Biogeosciences (BG) | Supplemental Materials | Scientific Journal Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Khatiwala-et-al-2013.png | emissions;climate change;ocean acidification | 9-12 | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry | ||||||||||||||||||||||||||
46 | Bibby et al 2007 - Ocean acidification disrupts induced defences in the intertidal gastropod Littorina littorea. | 3010 | http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2391239/pdf/rsbl20070457.pdf | The natural induced defense response for this species of snail is to thicken its shell in the presence of a predator. Elevated CO₂ increases the vulnerability of Littorina littorea sea snails to predation by impairing their induced defense response. The CO₂ treatment also resulted in a depression of metabolic rate. | The natural induced defense response for this species of snail is to thicken its shell in the presence of a predator. Elevated CO₂ increases the vulnerability of <em>Littorina littorea</em> (a species of sea snail) to predation by impairing their induced defense response. The CO₂ treatment also resulted in a depression of metabolic rate. Paraphrased from the abstract. Citation: Bibby, R. et al. 2007. Ocean acidification disrupts induced defences in the intertidal gastropod <em>Littorina littorea</em>. <em>Biology Letters</em> 3: 699-701, <span class="a">doi: 10.1098/rsbl.2007.0457. | Biology Letters | Supplemental Materials | Scientific Journal Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/bioLetters-e1529429840125.gif | animal behavior;biology;ocean acidification | 9-12 | N/A | N/A | N/A | 3 - Physiology;4 - Adaptation | ||||||||||||||||||||||||||
47 | Encyclopedia of Life | 3013 | http://eol.org/ | The Encyclopedia of Life (EOL) is a website containing a database of information and pictures of all species known to science. | The Encyclopedia of Life, or EOL, is a website that catalogs information and pictures of all species known to science. This is a great resource for students who may be interested in the ocean acidification impacts on a particular species and need some background information about that species, among other applications. | Encyclopedia of Life (EoL) | Database | N/A | http://oacurriculumcollection.org/wp-content/uploads/2018/06/EOL_logo_ccc_150x97.png | biology | 6-8;9-12 | N/A | N/A | N/A | 4 - Adaptation | ||||||||||||||||||||||||||
48 | Tree of Life | 3015 | http://tolweb.org/tree/phylogeny.html | The Tree of Life Web Project contains information about each species of life. | The Tree of Life Web Project is a collection of information about biodiversity compiled collectively by hundreds of expert and amateur contributors. Its goal is to contain a page for each group of organisms and every species with text, pictures, and other information. | Tree of Life Web Project (ToLWeb) | Database | N/A | http://oacurriculumcollection.org/wp-content/uploads/2018/06/TOLslide-150x113.jpg | biology | 6-8;9-12 | N/A | N/A | N/A | 4 - Adaptation | ||||||||||||||||||||||||||
49 | World Register of Marine Species | 3017 | http://www.marinespecies.org | The World Register of Marine Species (WoRMS) is a web database with the goal of providing an authoritative and comprehensive list of names of marine organisms. | The aim of the World Register of Marine Species (WoRMS) is to provide an authoritative and comprehensive list of names of marine organisms, including information on synonymy. Users can search for marine organisms by common name and scientific name, among other categories. | World Register of Marine Species (WoRMS) | Database | N/A | http://oacurriculumcollection.org/wp-content/uploads/2018/06/WoRMS-black.png | biology | 6-8;9-12 | N/A | N/A | N/A | 5 - Ecosystems | ||||||||||||||||||||||||||
50 | Ocean Acidification: Connecting science, industry, policy, and public | 3021 | https://www.youtube.com/watch?v=_BPS8ctVW2s | This excellent 12-minute video, published in 2011, shows how ocean acidification connects science, industry, policy, and the public. | This 12-minute video provides an excellent overview of ocean acidification chemistry, ocean ecosystem services, and the potential impacts on human communities and industry. It offers a high production quality and shows examples of real OA studies being conducted around the world and explores global policy and solutions. | Plymouth Marine Laboratory (PML) | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | policy;biology;history;conservation;fisheries;restoration;chemistry;shellfish;ocean acidification;climate change;emissions | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry;6 - Ecosystem Services;7 - Solutions | |||||||||||||||||||||||||
51 | Balancing Act: Otters, Urchins, and Kelp | 3024 | http://science.kqed.org/quest/2014/02/25/balancing-act-otters-urchins-and-kelp/ | This 7-minute video, accompanied by discussion questions, provides examples of how healthy, balanced ecosystems will be the best offense in a rapidly changing ocean environment. | Learn about the connections among sea otters, sea urchins, kelp forests, and climate change. This video shows how conservation of wildlife can have a positive impact on global climate change. It provides examples of how healthy, balanced ecosystems will be the best offense in a rapidly changing ocean environment. Students watch video and participate in pre- and post-viewing questions and extension activity. Includes explanation of ties to NGSS standards. | Jennifer Morton for KQED | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | food webs;conservation;restoration;pnw;california | 6-8;9-12 | 0-0.5 hr;0.5-1 hr | N/A | N/A | N/A | 5 - Ecosystems | |||||||||||||||||||||||||
52 | Introduction to Ecosystem Services | 3026 | http://middlebrookcenter.com/elsee/wp-content/uploads/2013/02/Lesson10EcosystemServices.pdf | http://middlebrookcenter.com/elsee/lesson-plans/ | Students learn about different types of ecosystems services and observe a local ecosystem to complete critical thinking activities in a discussion format. | This content and activity introduces students to the concept of ecosystem services, which are services provided by the ecosystem for free that, if the ecosystem disappeared, we would have to pay for. It identifies different types of ecosystem services (provisioning, regulating, cultural and supporting). In the activity, students observe an ecosystem in the field and identify the types of services it provides. Students are asked to imagine how humans could get by without the services provided by their local ecosystem. Ocean acidification can be incorporated into this activity by going on a nature walk at the beach or by the water and discussing what ecosystem services the oceans provide. If class does not have access to a beach ecosystem, they can still discuss oceanic ecosystem services and touch on the anthropogenic stressors such as ocean acidification that the oceans face. Special materials: A natural ecosystem to observe (garden, beach, etc.). | Environmental Laboratory for Sustainability and Ecological Education (ELSEE), California Native Garden Foundation (CNGF), and the Middlebrook Center. | Lesson Plans and Units | Outdoor Experience;Lesson Plan | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lesson-plan-1.png | biology;ese;interdisciplinary;california;ocean acidification;climate change;emissions;food webs;harmful algal blooms;hands-on;policy;subsistence;resilience;shellfish;conservation;restoration | K-2;3-5;6-8;9-12 | 0-0.5 hr;0.5-1 hr | N/A | N/A | N/A | 6 - Ecosystem Services | ||||||||||||||||||||||||
53 | Why Care About Reefs? | 3035 | http://coral.org/coral-reefs-101/why-care-about-reefs/ | This Coral Reef Alliance page describes the ecosystem services that oceans provide, specifically coral reef ecosystems. | This site explores ecosystem services provided by coral reef ecosystems. This may play a role in an ocean acidification lesson by giving information about ecosystem services that the oceans provide so that students may identify services that could be affected by ocean acidification. | Coral Reef Alliance (CORAL) | Supplemental Materials | Informational Handout | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article.png | biology;ese;interdisciplinary;food webs;fisheries | 3-5;6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 6 - Ecosystem Services | |||||||||||||||||||||||||
54 | Cooley et al 2009 - Ocean Acidification's Potential to Alter Global Marine Ecosystem Services | 3037 | https://darchive.mblwhoilibrary.org/bitstream/handle/1912/3182/22-4_cooley.pdf?sequence=1 | This special issue feature from the journal Oceanography provides, in layman's terms, an overview of OA's impacts on marine ecosystem services, along with context for the importance of these services. | This paper provides an excellent introduction into how OA could affect ecosystem services and what those ecosystem services are. Topics covered include shoreline protection, coral reef tourism, seafood harvest, and projected impacts. Citation: Cooley, S.R., H.L. Kite-Powell, and S.C. Doney. 2009. Ocean acidification's potential to alter global marine ecosystem services. <em>Oceanography</em> 22.4:172–181, doi: 10.5670/oceanog.2009.106. | Oceanography | Supplemental Materials | News Article;Scientific Journal Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article-150x150.png | fisheries;policy;subsistence;resilience;shellfish;conservation;native studies;ocean acidification | 9-12 | N/A | N/A | N/A | 6 - Ecosystem Services | ||||||||||||||||||||||||||
55 | Acid Test: The Global Challenge of Ocean Acidification | 3041 | https://www.nrdc.org/experts/frances-beinecke/lawmakers-watch-nrdcs-film-acid-test-capitol-hill | https://vimeo.com/9431503 | https://youtu.be/5cqCvcX7buo | This 21-minute video provides a detailed overview of OA and its potential impacts. | ACID TEST was made to raise awareness about the largely unknown problem of ocean acidification, which poses a fundamental challenge to life in the seas and the health of the entire planet. Like global warming, ocean acidification stems from the increase of carbon dioxide in the earth’s atmosphere since the start of the Industrial Revolution. Leading scientific experts on the problem, many of whom appear in the film and the outtakes below, believe that it's possible to cut back on global warming pollution, improve the overall health and durability of our oceans, and prevent serious harm to our world, but only if action is taken quickly and decisively. -- Natural Resources Defense Council website." This video is incorporated into the Institute for Systems Biology OA unit plan in "Institute for Systems Biology – Lesson 3 – Defining the Problem of OA." | Natural Resources Defense Council (NRDC) | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | ocean acidification;chemistry;biology;history;ese;interdisciplinary;greenhouse effect;climate change;fisheries;policy;conservation;shellfish | 6-8;9-12 | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology;4 - Adaptation;5 - Ecosystems;6 - Ecosystem Services;7 - Solutions | ||||||||||||||||||||||||
56 | Garden of the Salish Sea | 3174 | https://gardensalishsea.squarespace.com/s/4-Ocean-Acidification.pdf | This cohesive set of lessons teaches STEM environmental literacy through the lens of ocean acidification. Lesson includes PowerPoint, pH experiment, CO₂ experiment, calcification discussion, stewardship, and assessment. | The Garden of the Salish Sea Curriculum is an environmental science program that uses the diverse nature of shellfish to teach science and engineering (STEM) environmental literacy, language arts, social studies, art and stewardship. This K-8 supplemental curriculum can be conducted as a 4-week unit or as individual lessons using our web-based menu. Field experiences are supported by classroom labs and lectures, lesson plans, activities and a web-based platform that culminates in the Salish Sea Challenge to practice watershed healthy habits. We partner with local organizations who participate by modeling careers and volunteerism. Our Coastal Community Forum invites global community involvement. We aim to empower and inspire. | Garden of the Salish Sea | Lesson Plans and Units | Lesson Plan;Lab Activity;PowerPoint | http://oacurriculumcollection.org/wp-content/uploads/2018/06/GoSSC.png | emissions;ocean acidification;chemistry;biology;ese;interdisciplinary;fisheries;hands-on;resilience;conservation;shellfish | K-2;3-5;6-8 | 0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry;3 - Physiology | |||||||||||||||||||||||||
57 | Earth: The Operators' Manual | 3216 | http://earththeoperatorsmanual.com/for_educators | Climate change video series and accompanying lesson plans. | This resource contains an hourlong video cut into ten sections with accompanying lesson plans that explain the science of global climate change. It provides strong educational material for understanding the sources of global climate change. Each lesson plan includes a segment of the original video, video summary, annotated script, learning objectives, vocabulary, teacher tips, suggested activities, expand/adapt/connect, and core science standards (including NGSS). Complete free registration to download high-quality video files. | Richard Alley with support from the National Science Foundation (NSF) | Supplemental Materials | Lesson Plan;Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | climate change;greenhouse effect;emissions;history;ese;interdisciplinary;chemistry | 6-8;9-12 | 0-0.5 hr;0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
58 | Earth: The Operators' Manual - The Formation of Fossil Fuels | 3218 | http://earththeoperatorsmanual.com/segment/3 | A video segment exploring the origin and use of fossil fuels. | This video segment summarizes how fossil fuels are made, provides a comparison of how long it takes to store energy in coal, oil and natural gas (millions of years), and discusses how fast we’re using them (hundreds of years.) Richard Alley travels through the bayous of Louisiana to see how fossil fuels are formed and why they are ultimately unsustainable. | Richard Alley with support from the National Science Foundation (NSF) | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | climate change;greenhouse effect;emissions;biology;history;ese;interdisciplinary;chemistry | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
59 | Earth: The Operators' Manual - It's Us | 3220 | http://earththeoperatorsmanual.com/segment/6 | This video segment (2:41) explains the scientific evidence that humans are shifting the carbon balance. | How do we know that today’s levels of CO₂ are caused by humans burning fossil fuels, and not by some natural process, such as volcanic outgassing? In a closely-argued, step-by-step explanation, Richard shows that by using physics and chemistry we can analyze the “flavors” (isotopes) of carbon in Earth’s atmosphere to detect the clear signature of humans burning fossil fuels rather than the increase being the result of purely natural causes. | Richard Alley with support from the National Science Foundation (NSF) | Supplemental Materials | Lesson Plan;Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | climate change;greenhouse effect;emissions;biology;history;ese;interdisciplinary;chemistry | 6-8;9-12 | N/A | N/A | N/A | 2 - Ocean Chemistry | ||||||||||||||||||||||||||
60 | Alien Juice Bar - pH Game | 3222 | http://www.lawrencehallofscience.org/kidsite/portfolio/alien-juice-bar/ | This online game simulates a juice bar to identify acids, bases and neutrals and show how they combine. | This online game simulates a juice bar that serves things like toothpaste juice, mouthwash juice, liquid soap juice and cough medicine juice to identify acids, bases and neutrals and show how they combine. Students find out which “juices” are most acidic, and learn more about pH levels. | Lawrence Hall of Science GEMS (LHS) | Supplemental Materials | Game;Online Activity | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Alien-Juice-Bar.png | ocean acidification;chemistry | 3-5;6-8 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
61 | QUEST Northwest - Ocean Acidification Awareness Game | 3298 | http://science.kqed.org/quest/2014/02/25/ocean-acidification-awareness-game/ | http://kcts9.pbslearningmedia.org/resource/0722101a-243a-4fd0-bd3e-cb618444417d/ocean-acidification-awareness-game/ | This interactive web game tests OA knowledge. | This interactive web game tests students' knowledge about OA. Also a good tool for instructors to make sure they are up to speed! Connections to the NGSS are posted on the website. | QUEST Northwest | Supplemental Materials | Game;Online Activity;Quiz | http://oacurriculumcollection.org/wp-content/uploads/2018/06/PBS_Logo_PBS.png | vocabulary;ocean acidification;chemistry;biology;ese | 6-8;9-12 | 0-0.5 hr | MS-ESS3-3;HS-LS2.B.2;HS-LS2.C.1;HS-LS4.C.2;MS-ESS3.A.1;MS-LS2.B.1;MS-LS2.C.1 | ESS3.C | Cause and Effect | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology;4 - Adaptation;5 - Ecosystems | ||||||||||||||||||||||||
62 | QUEST Northwest - Ocean Acidification Vocabulary Game | 3300 | http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2014/02/OceanCardgamePDF.pdf | http://science.kqed.org/quest/2014/02/25/ocean-acidification-vocabulary-game/ | These virtual flash cards teach vocabulary that is commonly found in OA jargon. | This interactive online game presents OA vocabulary that may be useful to understanding the big words often used in OA communication. Connections to the NGSS are included on the website. Test your knowledge of ocean acidification vocabulary. There are 14 vocabulary words associated with ocean acidification. The definition of each word is revealed when a player clicks on a vocabulary card. This can be used as a pre-test, to reinforce the vocabulary, and/or to check what students have learned. The game may be played on screen or the cards may be printed and cut out. This game is part of our Ocean Acidification Education series. -- Jennifer Morton, KCTS 9 Television and QUEST Northwest. | Jennifer Morton for KCTS 9 and QUEST Northwest | Supplemental Materials | Game;Online Activity | http://oacurriculumcollection.org/wp-content/uploads/2018/06/PBS_Logo_PBS.png | vocabulary;ocean acidification;chemistry;biology;ese | 6-8;9-12 | 0-0.5 hr | N/A | ESS3.C;ESS3.D | N/A | 2 - Ocean Chemistry | ||||||||||||||||||||||||
63 | Dinosaur Breath | 3305 | https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_carbon/cub_carbon_lesson01_activity1.xml | https://www.teachengineering.org/termsofuse.php | Through discussion and hands-on experimentation, students learn about the geological (ancient) carbon cycle. Extension activities include the topic of global climate change. | Through discussion and hands-on experimentation, students learn about the geological (ancient) carbon cycle. They investigate the role of dinosaurs in the carbon cycle and the eventual storage of carbon in the form of chalk. Students discover how the carbon cycle has been occurring for millions of years and is necessary for life on Earth. Finally, they may extend their knowledge to the concept of global climate change and how engineers are working to understand the carbon cycle and reduce harmful CO₂ emissions. Please see the TeachEngineering Terms of Use page. | TeachEngineering and the Integrated Teaching and Learning Program and Laboratory (ITLL) at the University of Colorado Boulder | Lesson Plans and Units | Lab Activity;Lesson Plan | http://oacurriculumcollection.org/wp-content/uploads/2018/06/teachengineering.jpg | climate change;chemistry;biology;ese;interdisciplinary;emissions | 6-8 | 0.5-1 hr;1-2 hrs | MS-ESS2-1 | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology | ||||||||||||||||||||||||
64 | What's causing global warming? Look for the fingerprints | 3308 | http://www.theguardian.com/environment/climate-consensus-97-per-cent/2013/sep/17/global-warming-fingerprints-santer-2013 | http://www.pnas.org/content/110/43/17235.full.pdf | This news article presents clear evidence that humans are driving a global atmospheric warming trend. | This article, published on the Guardian's website, uses layman's terms to present the paper produced by Santer et al., 2013, which provides clear evidence that humans are driving a global atmospheric warming trend. | The Guardian | Supplemental Materials | News Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article-150x150.png | climate change;ese;interdisciplinary;chemistry;biology;emissions;greenhouse effect | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 1 - Carbon Cycle | ||||||||||||||||||||||||
65 | Santer et al 2013 - Human and natural influences on the changing thermal structure of the atmosphere. | 3310 | http://www.pnas.org/content/110/43/17235 | This study compares recent climate data with natural long-term fluctuations in temperature. It provides clear evidence that human activity explains the unusual observed changes in climate data. | Since the late 1970s, satellite-based instruments have monitored global changes in atmospheric temperature. These measurements reveal multidecadal tropospheric warming and stratospheric cooling, punctuated by short-term volcanic signals of reverse sign. Similar long- and short-term temperature signals occur in model simulations driven by human-caused changes in atmospheric composition and natural variations in volcanic aerosols. Most previous comparisons of modeled and observed atmospheric temperature changes have used results from individual models and individual observational records. In contrast, we rely on a large multimodel archive and multiple observational datasets. We show that a human-caused latitude/altitude pattern of atmospheric temperature change can be identified with high statistical confidence in satellite data. Results are robust to current uncertainties in models and observations. Virtually all previous research in this area has attempted to discriminate an anthropogenic signal from internal variability. Here, we present evidence that a human-caused signal can also be identified relative to the larger “total” natural variability arising from sources internal to the climate system, solar irradiance changes, and volcanic forcing. Consistent signal identification occurs because both internal and total natural variability (as simulated by state-of-the-art models) cannot produce sustained global-scale tropospheric warming and stratospheric cooling. Our results provide clear evidence for a discernible human influence on the thermal structure of the atmosphere. Citation: Santer, B.D. et al. 2013. Human and natural influences on the changing thermal structure of the atmosphere. Proceedings of the National Academy of Sciences of the United States of America 110.43: 17235-17240, doi:10.1073/pnas.1305332110. | Proceedings of the National Academy of Sciences (PNAS) of the United States of America | Supplemental Materials | Scientific Journal Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article.png | climate change;physics;ese;interdisciplinary;biology;emissions;greenhouse effect | 9-12 | N/A | N/A | N/A | 1 - Carbon Cycle | ||||||||||||||||||||||||||
66 | IPCC Figures and Tables | 3315 | http://www.ipcc.ch/publications_and_data/publications_and_data_figures_and_tables.shtml | A collection of figures, tables, and reports from the Intergovernmental Panel on Climate Change (IPCC). | A collection of figures, tables, and reports from the Intergovernmental Panel on Climate Change (IPCC). | Intergovernmental Panel on Climate Change (IPCC) | Supplemental Materials | Visualization | http://oacurriculumcollection.org/wp-content/uploads/2018/06/graph-visualization.png | climate change;math;chemistry;biology;physics;ese;interdisciplinary;ocean acidification;emissions;greenhouse effect;sea level rise;food webs;fisheries;policy;animal behavior;resilience;shellfish;conservation;restoration | 9-12 | N/A | N/A | N/A | 2 - Ocean Chemistry | ||||||||||||||||||||||||||
67 | The global climate of the 21st century | 3317 | http://www.ipcc.ch/graphics/2001wg1/large/01.33.jpg | This figure, which includes five separate graphs, shows possible climate scenarios for the year 2100. | This figure depicts projected results of seven climate models that span the year 2000 through the end of the 21ˢᵗ century. These graphs show how select variables may change across time. The variables that the researchers analyzed are CO₂ emissions, CO₂ concentrations, SO₂ (sulfur dioxide) emissions, temperature change, and sea level rise. Figure citation: IPCC, 2001. “Climate Change 2001: The Scientific Basis. Contribution of Working Group 1 to the Third Assessment Report of the Intergovernmental Panel on Climate Change.” Cambridge University Press, Cambridge, UK, and New York, USA, 2001. Figure TS22, doi: 10.1002/joc.763 | Intergovernmental Panel on Climate Change (IPCC) | Supplemental Materials | Visualization | http://oacurriculumcollection.org/wp-content/uploads/2018/06/graph-visualization.png | climate change;sea level rise;math;chemistry;physics;ese;interdisciplinary;emissions;greenhouse effect;sea level rise | 9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
68 | Temperature change (1760-2100) | 3320 | http://www.ipcc.ch/graphics/2001wg1/large/05.02.jpg | This figure includes two graphs demonstrating changes in temperature across time, including projected data from climate models. | This figure shows changes in temperature across time, including recorded data and projected data from nine climate models. One graph shows changes from 1990-2100 C.E., and the other shows changes from 1765-2100 C.E. Figure citation: IPCC, 2001. Climate Change 2001: The Scientific Basis. Contribution of Working Group 1 to the Third Assessment Report of the Intergovernmental Panel on Climate Change." Cambridge University Press, Cambridge, UK, and New York, USA, 2001. Figure SPM5, doi: 10.1002/joc.763" | Intergovernmental Panel on Climate Change (IPCC) | Supplemental Materials | Visualization | http://oacurriculumcollection.org/wp-content/uploads/2018/06/graph-visualization.png | climate change;math;physics;biology;ese;interdisciplinary;emissions;greenhouse effect | 9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
69 | Key questions about the climate system and its relation to human kind | 3325 | http://www.ipcc.ch/graphics/2001wg1/large/11.01.jpg | This image visualizes a thought process that may be helpful in conceptualizing global climate change. | This image visualizes a thought process that may be helpful in conceptualizing global climate change. Through asking the questions "What changes have occurred," "How well are the past and present climates understood," and "What changes could lie ahead," and considering observations and simulations, students may better understand global climate change and how it relates to humankind. Figure citation: IPCC, 2001. “Climate Change 2001: The Scientific Basis. Contribution of Working Group 1 to the Third Assessment Report of the Intergovernmental Panel on Climate Change.” Cambridge University Press, Cambridge, UK, and New York, USA, 2001. Figure TS1, doi: 10.1002/joc.763 | Intergovernmental Panel on Climate Change (IPCC) | Supplemental Materials | Visualization | http://oacurriculumcollection.org/wp-content/uploads/2018/06/graph-visualization.png | climate change;ese;interdisciplinary;chemistry;biology;emissions;greenhouse effect | 9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
70 | Pteropods: Very Small and Very Important | 3327 | http://science.kqed.org/quest/video/pteropods-very-small-and-very-important/ | This short video explains what pteropods are, why they are important ecologically, and how ocean acidification affects them. | This 3-minute video is a montage of slides with images of pteropods, along with text narration, set to music. It shows what pteropods are, why they are important ecologically, and how ocean acidification affects them. Pre-viewing questions, discussion questions, extension activities, and NGSS connections are included. | Jennifer Morton for QUEST Northwest | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | plankton;salmon;food webs;fisheries;conservation;ocean acidification;biology;chemistry;ese;interdisciplinary | 6-8 | 0-0.5 hr | N/A | N/A | N/A | 3 - Physiology;5 - Ecosystems | |||||||||||||||||||||||||
71 | Pteropods, Swimming Mollusks | 3330 | http://www.planktonchronicles.org/en/episode/pteropods-swimming-mollusks | This 2-minute video explains what pteropods are and states that they are being threatened by ocean acidification. | This 2-minute narrated video explains what pteropods are and ends the video with a statement about ocean acidification and a question about their future. | Plankton Chronicles Project and the Centre national de la recherche scientifique (CNRS) | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | plankton;ocean acidification;biology;salmon;food webs;fisheries;conservation | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 3 - Physiology | |||||||||||||||||||||||||
72 | Ocean acidification disorients fish, riles up scientists | 3332 | http://blogs.nature.com/climatefeedback/2009/02/ocean_acidification_disorients_1.html | This news article describes how the behavior of clownfish, the star of Disney's Finding Nemo, are affected by high-CO₂ seawater. | This news article explains the experimental evidence for the behavioral impact that high-CO₂ seawater has on orange clownfish, the fish from <em>Finding Nemo</em>. It discusses the olfactory homing cues that lead clownfish back to their home reef, the sensory cues that distinguish predator from prey and relatives from non-relatives, and how elevated CO₂ changes the decisions that these fish make. | Anna Barnett for Climate Feedback, a blog from Nature Climate Change | Supplemental Materials | News Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/clownfish-e1529433435398.jpg | chemistry;biology;ese;interdisciplinary;fisheries;animal behavior;ocean acidification | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 3 - Physiology | |||||||||||||||||||||||||
73 | Ocean's rising acidity a threat to shellfish - and humans | 3334 | http://articles.latimes.com/2012/oct/06/local/la-me-acidic-oceans-20121007 | This news article, published in 2012 in the Los Angeles Times, presents a comprehensive projection of the future possible effects of ocean acidification. | This news article, published in 2012 in the <em>Los Angeles Times</em>, presents a comprehensive projection of the future possible effects of ocean acidification (OA). It covers the Whiskey Creek shellfish hatchery's experience with OA, the link between harmful algal blooms and OA, geographic spread of OA from high latitudes to the equator, and behavioral effects of OA. | Kenneth R. Weiss for the Los Angeles Times (LA Times) | Supplemental Materials | News Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article-150x150.png | arctic;pnw;food webs;fisheries;policy;resilience;conservation;restoration;animal behavior;harmful algal blooms;temperate;tropics;ocean acidification;shellfish | 6-8;9-12 | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology;6 - Ecosystem Services | ||||||||||||||||||||||||||
74 | Hettinger et al 2013 - The influence of food supply on the response of Olympia oyster larvae to ocean acidification | 3338 | http://www.biogeosciences.net/10/6629/2013/bg-10-6629-2013.pdf | This study shows that even when Olympia oyster larvae are presented with abundant food supply, high-CO₂ seawater can limit their larval growth, total dry weight, and metamorphic success. | Abstract: Increases in atmospheric carbon dioxide drive accompanying changes in the marine carbonate system as carbon dioxide (CO₂) enters seawater and alters ocean pH (termed “ocean acidification”). However, such changes do not occur in isolation, and other environmental factors have the potential to modulate the consequences of altered ocean chemistry. Given that physiological mechanisms used by organisms to confront acidification can be energetically costly, we explored the potential for food supply to influence the response of Olympia oyster (<em>Ostrea lurida</em>) larvae to ocean acidification. In laboratory experiments, we reared oyster larvae under a factorial combination of pCO₂ and food level. Elevated pCO₂ had negative effects on larval growth, total dry weight, and metamorphic success, but high food availability partially offset these influences. The combination of elevated pCO₂ and low food availability led to the greatest reduction in larval performance. However, the effects of food and pCO₂ interacted additively rather than synergistically, indicating that they operated independently. Despite the potential for abundant resources to counteract the consequences of ocean acidification, impacts were never completely negated, suggesting that even under conditions of enhanced primary production and elevated food availability, impacts of ocean acidification may still accrue in some consumers. | Biogeosciences (BG) | Supplemental Materials | Scientific Journal Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/oyster.png | plankton;ocean acidification;biology;shellfish;conservation;pnw | 9-12 | N/A | N/A | N/A | 3 - Physiology | ||||||||||||||||||||||||||
75 | Ocean of Truth | 3403 | https://www.youtube.com/watch?v=ngrZ7r0XA7M | This 3-minute video shows facts about the ecosystem services provided by the world's oceans. | This 3-minute video shows facts about the ecosystem services provided by the world's oceans, such as oxygen, protein, medicine, recreation, minerals, and more. | Conservation International's Marine Program | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | conservation;ocean acidification;fisheries;emissions;subsistence;biology;history;ese;interdisciplinary;salmon;food webs;fisheries;policy;shellfish | K-2;3-5;6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 6 - Ecosystem Services | |||||||||||||||||||||||||
76 | Sea Urchin Case Study | 3414 | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Sea-Urchin-Case-Study.pdf | This case study examines how sea urchins may be impacted by ocean acidification. Download the PDF here. | This case study guides students through a two- to three-day module that examines how sea urchins may be impacted by ocean acidification, and whether they will be able to adapt to an increasingly corrosive environment. Developed by Meg Chadsey of Washington Sea Grant. | Meg Chadsey of Washington Sea Grant (WSG) | Lesson Plans and Units | Lesson Plan | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Sea-Urchin-Case-Study.png | ocean acidification;biology;food webs;resilience;conservation | 9-12 | 2-4 hrs | N/A | N/A | N/A | 3 - Physiology;4 - Adaptation | |||||||||||||||||||||||||
77 | Earth: The Operators' Manual (Copy) | 3506 | http://earththeoperatorsmanual.com/for_educators | Climate change video series and accompanying lesson plans. Does not directly teach OA but addresses learning targets 1, 2, and 6. Click on each segment to access full lesson plans. | This resource contains an hourlong video cut into ten sections with accompanying lesson plans that explain the science of global climate change. Each lesson plan includes a segment of the original video, video summary, annotated script, learning objectives, vocabulary, teacher tips, suggested activities, expand/adapt/connect, and core science standards (including NGSS). Complete free registration to download high-quality video files. | Richard Alley with support from the National Science Foundation (NSF) | Supplemental Materials | Lesson Plan;Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | climate change;biology;ese;interdisciplinary;emissions;greenhouse effect;sea level rise;resilience | 6-8;9-12 | 0-0.5 hr;0.5-1 hr | N/A | N/A | N/A | 1 - Carbon Cycle | |||||||||||||||||||||||||
78 | Teaching Climate Using the National Climate Assessment | 3547 | http://nca2014.globalchange.gov/highlights/report-findings/oceans | A series of succinct key messages about oceanic changes due to greenhouse gas emissions, including ocean acidification. | "A series of succinct key messages about oceanic changes due to greenhouse gas emissions, including ocean acidification. The National Climate Assessment summarizes the impacts of climate change on the United States, now and in the future. A team of more than 300 experts guided by a 60-member Federal Advisory Committee produced the report, which was extensively reviewed by the public and experts, including federal agencies and a panel of the National Academy of Sciences." -- National Climate Assessment, Home Page | National Climate Assessment (NCA) | Supplemental Materials | Informational Handout | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article.png | ocean acidification;biology;ese;interdisciplinary;food webs;climate change;emissions;fisheries;shellfish;conservation;restoration;policy | Pre-K;K-2;3-5;6-8;9-12 | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;4 - Adaptation;5 - Ecosystems;6 - Ecosystem Services;7 - Solutions | ||||||||||||||||||||||||||
79 | Chief Kitsap Academy students raise awareness of ocean acidification during summit | 3549 | http://www.kitsapdailynews.com/news/chief-kitsap-academy-students-raise-awareness-of-ocean-acidification-during-summit/ | This news article covers the ocean acidification presentation that four Chief Kitsap Academy students gave at the Coast America Student Summit on Oceans and Coasts in Washington, DC, in 2013. | Students from the Suquamish Tribe, outside of Seattle, WA, took action to raise awareness of ocean acidification at the fourth annual Student Summit on the Ocean and Coasts, hosted by the Coastal America Partnership, in 2013. This article gives a brief description of their perspectives and of their presentation. | North Kitsap Herald (NKH) | Supplemental Materials | News Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/KitsapAcadStudents.jpg | pnw;tribes;salmon;ocean acidification;traditional ecological knowledge;subsistence;resilience;native studies;treaty rights;conservation | 6-8;9-12 | N/A | N/A | N/A | 7 - Solutions | ||||||||||||||||||||||||||
80 | Suquamish Coastal America Film, "We Are Aware, Are You?" | 3552 | https://vimeo.com/60703322 | A clear, concise 3-minute film directed by Chief Kitsap Academy Students about ocean acidification's effect on the Suquamish way of life. | A clear, concise 3-minute film directed by Chief Kitsap Academy Students about ocean acidification's effect on the Suquamish way of life. | Crystal Boure, Vincent Chargualaf, Tyleeander Purser, and Shaylene Sky Jefferson of Chief Kitsap Academy, in partnership with Longhouse Media, Seattle Aquarium, and Suquamish Fisheries | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | pnw;tribes;salmon;ocean acidification;traditional ecological knowledge;subsistence;resilience;native studies;treaty rights;conservation | 6-8;9-12 | N/A | N/A | N/A | 6 - Ecosystem Services;7 - Solutions | ||||||||||||||||||||||||||
81 | Sea Change: Documentaries | 3554 | http://apps.seattletimes.com/sea-change/video/ | This video, a part of the Seattle Times SEA CHANGE series, discusses the ecological and social impacts of ocean acidification. | This video, a part of the Seattle Times SEA CHANGE series, discusses the ecological and social impacts of ocean acidification. Reporting by Craig Welch. | Seattle Times, Pulitzer Center on Crisis Reporting (PCCR) | Supplemental Materials | Video;News Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | ocean acidification;biology;food webs;resilience;conservation | 9-12 | N/A | N/A | N/A | 5 - Ecosystems;6 - Ecosystem Services | ||||||||||||||||||||||||||
82 | Sea Change: The Pacific's Perilous Turn | 3558 | http://apps.seattletimes.com/reports/sea-change/2013/sep/11/pacific-ocean-perilous-turn-overview/ | An informative, comprehensive news story about ocean acidification and its ecological and social impacts, with videos embedded. | Sea Change guides the reader through a series of articles about ocean acidification's ecological and socioeconomic impacts. The articles thoroughly cover the seafood industry, adaptation, pteropods, and political hurdles to mitigating ocean acidification. Several video interviews and informational clips are embedded throughout the series. | Seattle Times, Pulitzer Center on Crisis Reporting (PCCR) | Supplemental Materials | News Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article.png | ocean acidification;salmon;policy;food webs;fisheries;plankton;resilience;conservation;biology;ese;interdisciplinary | 9-12 | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology;4 - Adaptation;5 - Ecosystems;6 - Ecosystem Services;7 - Solutions | ||||||||||||||||||||||||||
83 | Lethal Seas | 3623 | http://www.pbs.org/wgbh/nova/earth/lethal-seas.html | An engaging 52-minute PBS feature on ocean acidification. | This 52-minute video comprehensively describes ocean acidification. It conveys how the oyster industry discovered lethal effects of ocean acidification on oyster larvae, explains the chemistry of ocean acidification, and takes the viewer on a journey to a beautiful reef ecosystem in Papua New Guinea. This reef is located near carbon dioxide vents, which creates an acidified habitat in proximity to the vents. The difference between the healthy ecosystem and the reef by the CO₂ vents is clearly evident in this video. Produced by the Public Broadcasting System (PBS). Part of the NOVA series. | Public Broadcasting System (PBS) and NOVA | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/PBS_Logo_PBS.png | ocean acidification;shellfish;biology;ese;interdisciplinary;tropics;food webs;fisheries;chemistry;conservation | 6-8;9-12 | 0.5-1 hr | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology;5 - Ecosystems | |||||||||||||||||||||||||
84 | The Future of the Ocean Is in Our Hands | 3624 | http://cisanctuary.org/ocean-acidification/pledge.php | A 30-second public service announcement about ocean acidification. | A 30-second public service announcement about ocean acidification. | Environmental Defense Center (EDC) and the National Marine Sanctuary Foundation (NMSF) | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | ocean acidification | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 7 - Solutions | |||||||||||||||||||||||||
85 | J.-P. Gattuso et al. 2015 - Contrasting futures for ocean and society from different anthropogenic CO₂ emissions scenarios | 3628 | http://science.sciencemag.org/content/349/6243/aac4722 | This scientific journal article examines two contrasting carbon emissions scenarios and discusses management options. | This scientific journal article examines two contrasting carbon emissions scenarios and discusses management options. The authors call for the minimization of climate change impacts on the oceans. Paraphrased from the abstract. Citation: Gattuso, J.-P. et al. 2015. Contrasting futures for ocean and society different anthropogenic CO₂ emissions scenarios. <em>Science </em>349.6243: aac4722-1 - aac472210. | Science Magazine | Supplemental Materials | Scientific Journal Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article.png | biology;ese;interdisciplinary;climate change;emissions;policy;sea level rise;resilience;conservation | 9-12 | N/A | N/A | N/A | 7 - Solutions | ||||||||||||||||||||||||||
86 | Ocean Acidification Comics and Cartoons | 3630 | http://cartoonistgroup.com/subject/The-Ocean+Acidification-Comics-and-Cartoons.php | Comics and cartoons about ocean acidification collected from fifty of the best cartoonists. | Comics and cartoons about ocean acidification collected from fifty of the best cartoonists. | The Cartoonist Group | Supplemental Materials | Visualization | http://oacurriculumcollection.org/wp-content/uploads/2018/06/cg_button.gif | ocean acidification | 3-5;6-8;9-12 | N/A | N/A | N/A | 7 - Solutions | ||||||||||||||||||||||||||
87 | Ocean Acidification by the Alliance for Climate Education | 3632 | https://www.youtube.com/watch?v=Wo-bHt1bOsw | A succinct video that describes the source and effects of ocean acidification. | A succinct video that describes the source and effects of ocean acidification. | Alliance for Climate Education (ACE) | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | ocean acidification | 3-5;6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology;4 - Adaptation;5 - Ecosystems;6 - Ecosystem Services;7 - Solutions | |||||||||||||||||||||||||
88 | Ocean Chemistry by the Alliance for Climate Education | 3635 | https://www.youtube.com/watch?v=ObiJIuRYr3g | A clear, accessible visualization of the chemical process of ocean acidification. | A clear, accessible visualization of the chemical process of ocean acidification. | Alliance for Climate Education (ACE) | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | ocean acidification;chemistry | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
89 | NOAA Ocean Acidification Program | 3639 | http://oceanacidification.noaa.gov/WhatsNew.aspx | The NOAA Ocean Acidification Program (NOAA OAP) is an organization that fosters ocean acidification research and implements ocean acidification policy. The "What's New" page features up-to-date news articles about ocean acidification. | The NOAA Ocean Acidification Program was established in May 2011 as a requirement of the Federal Ocean Acidification Research and Monitoring (FOARAM) Act of 2009. It is a part of a US-wide effort to increase our understanding about how (and how fast) the chemistry of the ocean is changing, how variable that change is by region, and what impacts these changes are having on marine life, people, and the local, regional, and national economies." -- NOAA OAP home page | National Oceanic and Atmospheric Association (NOAA) Ocean Acidification Program | Supplemental Materials | News Article;Scientific Journal Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article-150x150.png | ocean acidification;chemistry;math;biology;physics;ese;interdisciplinary;pnw;tropics;arctic;policy;plankton;animal behavior | 9-12 | N/A | N/A | N/A | 7 - Solutions | ||||||||||||||||||||||||||
90 | Ocean Acidification Blog | 3641 | http://resources.digitalexplorer.com/downloads/frozen-oceans/international/ocean-acidification-blog.pdf | A worksheet with information about ocean acidification, written as a blog post by Dr. Helen Findlay studying ocean acidification in the field, followed by a series of questions. | A worksheet with information about ocean acidification, written as a blog post by Dr. Helen Findlay studying ocean acidification in the field, followed by a series of questions. Create a free Digital Explorer account to access the materials. | Digital Explorer | Supplemental Materials | Informational Handout;Demonstration | http://oacurriculumcollection.org/wp-content/uploads/2018/06/online-article.png | ocean acidification;arctic;chemistry;ese;interdisciplinary | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
91 | Dissolving Sea Shells in Acid | 3643 | http://resources.digitalexplorer.com/downloads/DisolvingSeaShellsPupilSheet.pdf | This science demo shows students how sea shells react in an acidic solution. | This science demo shows students how sea shells react in hydrochloric acid. Students can apply their knowledge of this chemical reaction to understand why acidification of seawater is harmful to organisms made of calcium carbonate. Create a free Digital Explorer account to access the materials. | Digital Explorer | Supplemental Materials | Lab Activity | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | ocean acidification;chemistry;biology;hands-on;shellfish | 6-8;9-12 | 0.5-1 hr | N/A | N/A | N/A | 2 - Ocean Chemistry;3 - Physiology | |||||||||||||||||||||||||
92 | Oysters Could Hold Key to Ocean Acidification | 3645 | http://abc13.com/archive/7540397/ | http://www.nsf.gov/discoveries/disc_summ.jsp?cntn_id=127342 | This news article discusses the impacts of ocean acidification on the Olympia oyster farming industry in northern California. | This news article discusses the impacts of ocean acidification on the Olympia oyster farming industry in northern California. | Wayne Freedman for ABC 13 News | Supplemental Materials | News Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/oyster.png | ocean acidification;biology;ese;interdisciplinary;pnw;fisheries;policy;shellfish | 6-8;9-12 | N/A | N/A | N/A | 6 - Ecosystem Services | |||||||||||||||||||||||||
93 | Blue Mussels "Hang On" Along Rocky Shores: For How Long? | 3648 | http://www.nsf.gov/discoveries/disc_summ.jsp?cntn_id=127342 | This news article describes how the threads that mussels make to attach to hard surfaces may be affected by ocean acidification. | This news article describes how the threads that mussels make to attach to hard surfaces may be affected by ocean acidification. | Cheryl Dybas of the National Science Foundation (NSF) | Supplemental Materials | News Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/blue_mussels1_f-150x94.jpg | ocean acidification;chemistry;biology;fisheries;shellfish | 6-8;9-12 | N/A | N/A | N/A | 3 - Physiology | ||||||||||||||||||||||||||
94 | Demystifying Ocean Acidification and Biodiversity Impacts | 3650 | https://www.khanacademy.org/partner-content/CAS-biodiversity/why-is-biodiversity-threatened/biodiversity-global/v/ocean-acidification-and-biodiversity-impacts | This 12-minute video lays out key points on ocean acidification chemistry, physiological impacts to marine life, and the cascading effects that these impacts may trigger. | This 12-minute video lays out key points on ocean acidification chemistry, physiological impacts to marine life, and the cascading effects that these impacts may trigger. | California Academy of Sciences (CAS) via Khan Academy | Supplemental Materials | Video | http://oacurriculumcollection.org/wp-content/uploads/2018/06/Video-icon.png | ocean acidification;chemistry;biology;ese;interdisciplinary;fisheries;plankton;food webs;shellfish;conservation | 6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry;3 - Physiology;5 - Ecosystems | |||||||||||||||||||||||||
95 | Coral Reefs in Danger: Ocean Acidification Lesson | 3652 | http://www.blueworldtv.com/images/uploads/lesson-plans/Lesson_plan_webisode41Acidification.pdf | In this unit, which is comprised of four 45- 55-minute lessons, students conduct simple experiments to understand ocean uptake of carbon dioxide and physiological effects of ocean acidification. Students then respond to follow-up questions and analyze a figure. | In this unit, which is comprised of four 45- 55-minute lessons, students conduct simple experiments to understand ocean uptake of carbon dioxide and physiological effects of ocean acidification. Students then respond to follow-up questions and analyze a figure. This curriculum contains three pages of background information, a vocabulary sheet, an answer key, and links to relevant resources. Learning objectives: • To demonstrate how pH in water is lowered with the addition of CO2. • Demonstrate the effects of a lower pH on the calcium carbonate exoskeletons or shells of marine animals. • To bring relevance to a study of acid/base chemistry. • To bring an awareness and understanding of ocean acidification, its cause and potential impact on life in our oceans. Standards addressed: National Science Education Standards Physical Science: • Properties and Changes of Properties in Matter • Chemical Reactions Ocean Literacy Principles Principle #6: The Ocean and Humans are Inextricably Connected. | Jonathan Bird's Blue World | Lesson Plans and Units | Data Analysis Activity;Lab Activity;Lesson Plan | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | ocean acidification | 6-8 | 0.5-1 hr;1-2 hrs;2-4 hrs | N/A | N/A | N/A | 2 - Ocean Chemistry;3 - Physiology | |||||||||||||||||||||||||
96 | Climate Change & the Marine Environment | 3654 | http://oacurriculumcollection.org/wp-content/uploads/2018/06/us-aae-climate-change-series-unit1-marine-environment.pdf | This unit on climate change and the marine environment contains ample background information as well as two lab activities, which address convection currents and ocean acidity. Developed by the International Fund for Animal Welfare (IFAW). View the unit here. | This unit provides excellent detailed background information about how climate change can affect the world's oceans, using descriptive text and images. In addition to describing ocean acidification and its current and potential effects on marine life, the background information touches on the following effects of ocean acidification on the marine environment: 1) atmospheric temperature rise causes freshwater to melt, altering ocean convection currents 2) the increase in seawater evaporation rates and its effect on global weather patterns 3) sea level rise due to thermal expansion of warming seawater 4) shifts in phytoplankton populations and subsequent food web impacts due to oceanic temperature rise 5) decreasing levels of sea ice impacts the animals that live on and around it, including keystone species. "Climate Change and the Marine Environment" presents two labs. In the first, students use a glass aquarium to model a convection current. In the ocean acidification lab, which contains three parts, students measure the pH of soap and vinegar, observe how blowing CO2 into water changes its pH, and investigate the effect of an acidic solution on seashells. This unit contains a lab worksheet for student use. | International Fund for Animal Welfare (IFAW) | Lesson Plans and Units | Informational Handout;Lab Activity;Lesson Plan;Reading;Modeling | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | ocean acidification;chemistry;biology;ese;interdisciplinary;climate change;sea level rise;physics;plankton;food webs;arctic;hands-on;shellfish | 6-8;9-12 | 0.5-1 hr;1-2 hrs | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology | |||||||||||||||||||||||||
97 | Ocean Acidification Toy Car Activity | 3659 | http://www.cisanctuary.org/ocean-acidification/PDFs-WorkshopPage/Hands_on_acivities/Ocean_Acidification_Car_Activity.pdf | A short demonstration using a toy car and pH indicator that shows how adding CO₂ to a solution can change its pH. | A short demonstration that shows how adding CO₂ to a solution can change its pH. The demonstrator blows bubbles through a hose running through a toy car (to indicate carbon emissions) and into a flask of seawater. Students take note as the pH indicator changes from blue to yellow, indicating a change in acidity. | Paul McElhany of the Northwest Fisheries Science Center (NWFSC) | Supplemental Materials | Lab Activity;Demonstration | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | ocean acidification;chemistry;emissions | 3-5;6-8;9-12 | 0-0.5 hr | N/A | N/A | N/A | 2 - Ocean Chemistry | |||||||||||||||||||||||||
98 | Effects of OA on Reefs and Plankton | 3661 | https://www.e-education.psu.edu/earth103/node/646 | These are lessons extracted from a module of Dr. Timothy J. Bralower's course, Earth in the Future: Predicting Climate Change and Its Impacts Over the Next Century, at Penn State. This is recommended for AP, or advanced level classes. The following sections of the module are highlighted here: Goals and learning outcomes, Assignments, Ocean Acidification, Acidification: Effect on Reefs, and Acidification: Effect on Plankton. | These are lessons extracted from a module of Dr. Timothy J. Bralower's course, "Earth in the Future: Predicting Climate Change and Its Impacts Over the Next Century," at Penn State. This is recommended for AP, or advanced level classes. The following sections of the module are highlighted here: Goals and Learning Outcomes; Assignments; Ocean Acidification; Acidification: Effect on Reefs; and Acidification: Effect on Plankton. This course includes reading materials with visualizations and videos, related questions, lab assignments using online data and tools, and reading lists. It offers a plethora of information and options from background information to specifics that can be extracted for your classroom. | Dr. Timothy J. Bralower of Penn State University (PSU) | Lesson Plans and Units | Data Analysis Activity;Lab Activity;Lesson Plan;Online Activity;Video;Visualization | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | ocean acidification;chemistry;biology;ese;interdisciplinary;climate change;sea level rise;physics;plankton;food webs;arctic;hands-on;shellfish | 9-12 | 4-8 hrs | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology;5 - Ecosystems | |||||||||||||||||||||||||
99 | OA linked to Larval Failure in Oysters | 3665 | http://oregonstate.edu/ua/ncs/archives/2012/apr/hatchery-managers-osu-scientists-link-ocean-acidification-larval-oyster-failure | A brief narration of production failures among commercial oyster hatcheries along the west coast, and the process of determining the source of the problem to be ocean acidification. | A brief narration of production failures among commercial oyster hatcheries along the west coast, and the process of determining the source of the problem to be ocean acidification. Background information, including the value of this ecosystem service is also provided. | Oregon State University (OSU) | Supplemental Materials | News Article | http://oacurriculumcollection.org/wp-content/uploads/2018/06/oyster.png | ocean acidification;chemistry;ese;interdisciplinary;biology;pnw;fisheries;policy;shellfish | 6-8;9-12 | N/A | N/A | N/A | 3 - Physiology;4 - Adaptation;6 - Ecosystem Services;7 - Solutions | ||||||||||||||||||||||||||
100 | Lophelia II, an introduction to deep-sea coral communities & the impact of OA | 3667 | https://www.boem.gov/Curriculum-Understanding-Deep-Sea-Coral-Ecology/ | A six-lesson curriculum using the principles of problem-based learning to promote the acquisition of critical knowledge and problem solving proficiency. In one of the six lessons, students investigate how ocean acidification may affect deep-sea corals. Note: From the link to the curriculum website above, follow the link to the Teacher's Guide and scroll down to Lesson 4 for the OA-specific component of the unit. Developed by the Bureau of Ocean Energy Management (BOEM) and TDI Brooks International Inc. | A six-lesson curriculum using the principles of problem-based learning to promote the acquisition of critical knowledge and problem solving proficiency. Scroll down to Lesson 4 in the curriculum for the ocean acidification component of the unit. The 'Lophelia II' curriculum is designed around a challenge scenario, an activity in which students adopt the role of marine scientist to address the challenge of prioritizing potential drilling sites while minimizing ecosystem impacts. Students work through six lessons to obtain the necessary background knowledge to determine which site would have the least impact to deep-sea coral communities. These six lessons introduce students to the organisms typically found in deep-sea coral communities, to the basic biology of corals, requirement for hard bottom substrate for coral development and the importance of currents for dispersal and food delivery, to the impact of ocean acidification on corals, and to the food web supported in a coral ecosystem. Techniques for how scientists approach studying such ecosystems are also embedded in the lessons. Through these lessons, students learn what Lophelia needs to survive and where this may be found on the seafloor, so that students can then identify which area may be considered sensitive habitat. In the scenario, students learn about trade-offs in resource and ecosystem management, and develop an understanding of the processes and information used in making decisions around resource management as they prepare their "Environmental Impact Assessment and Prioritization" reports. | Bureau of Ocean Energy Management (BOEM) and TDI Brooks International Inc. | Lesson Plans and Units | Informational Handout;Lab Activity;Lesson Plan;PowerPoint | http://oacurriculumcollection.org/wp-content/uploads/2018/06/lab-activity.png | ocean acidification;biology;ese;interdisciplinary;food webs;policy | 9-12 | 0-0.5 hr;0.5-1 hr;1-2 hrs;2-4 hrs;4-8 hrs | N/A | N/A | N/A | 1 - Carbon Cycle;2 - Ocean Chemistry;3 - Physiology;4 - Adaptation;5 - Ecosystems;6 - Ecosystem Services;7 - Solutions |