<h3><u>Cause and Effect and Ocean</u> Acidification
</h3>
Overview
This session focuses on the causes and effects of ocean acidification, the crosscutting concept of
cause and effect, making and interpreting graphs, and how graphs are useful to make predictions.
Through hands-on investigations, the development and interpretation of a data visualization, and
some brief readings, participants explore the causes and effects of ocean acidification. They learn
that some shell building organisms are and will be negatively impacted by ocean acidification.
They also use the information they gather to create a cause and effect flowchart, which serves as
a mental model for how all of the new information they have learned fits together. Additionally,
participants use their cause and effect flowcharts as the basis for developing solutions to a real-
life problem faced by oyster farmers in one community. Participants end the session by reflecting
on all of the ways in which the crosscutting concept of cause and effect supported their learning
around ocean acidification, as well as any other crosscutting concepts or science and engineering
practices they used during the session.
For each student:
● One copy of pages 86-89 of A Framework for K-12 Science Education
● Handout: Yeast Investigation
● Handout: Data Component of Final Project (distributed in Session 9)
● Handout: Final Project Guideline (distributed in Session 8)
● Handout: Solving Local Environmental Challenges
● Handout: Like Putting Headlights on a Car
● Handout: Key to Data Visualizations (distributed in Session 9)
● For homework - Analyzing and Interpreting Data:
○ NGSS Appendix F, p. 9
○ Framework pp. 51; 61-63
For the Transferring Data from Tables to Visualizations to Interpret activity
For each student:
● One copy of the Yeast Investigation Handout (either with the graph axes labeled or not depending
on which you would prefer to use with your participants)
● Pens
For the Ocean Acidification: Effects on Organisms activity
“Break Down” activity
1 complete set of the following for each group of 4-6 students:
● 1 cafeteria tray
● 1 dropper bottle filled with white vinegar labeled “lower pH water”
● 1 petri dish divided into three parts each with a permanent marker (label each section with one of
the following: shells/corals, seaweed, jellies)
● damp calcium carbonate powder
● gelatin powder (unflavored Knox Brand found in many grocery stores works well)
● small plastic cup/medicine cup
● 2 spoons
● damp seaweed (dampened with tap water)
● shell and coral samples
● Picture of jellies
Ocean Acidification: Effects on Organisms:
a. Prepare limewater. Limewater is a Calcium hydroxide solution. To make
it, dissolve 1/4 tsp Calcium hydroxide powder in 1000 mL of distilled
water. Invert the mixing container several times to mix the powder until
the water is relatively clear—you may need to dilute further so that water
becomes more clear (sometimes it is necessary to dilute by half). To test
the prepared limewater, add about an inch of limewater to each of two
clear cups. Add a few drops of vinegar to one of the cups. Cover the cups
with a lid that has a hole in it for a straw to fit through. Using a straw,
blow into each of the cups for about 30 seconds. Then compare the cups
side by side. The difference between the cups should be visible, with the
plain limewater cup turning cloudy and the cup with added vinegar
staying clear. NOTE: If you prepare the limewater more than immediately
before you pour it into the cups for the groups to use, you may need to
shake the solution before pouring it into the cups. The Calcium hydroxide
can come out of solution.
b. Prepare gelatin powder. Scoop into a small sealable container enough
gelatin powder for each group of 4-6 to be provided with 1 tablespoon.
Dampen the gelatin with water until it is spongy feeling or gelatinous-
looking, but not “liquidy”. Cover the container so that the gelatin powder
does not dry out. Just before class, put about one tablespoon of dampened
gelatin powder into a small medicine cup or other small plastic cup for
each group.
c. Place materials on trays. Place all of the prepared materials on the
cafeteria trays for each of the “Break Down” and “Build Up”
Investigations. Make sure to leave the dampened seaweed and dampened
gelatin powder off the trays until just before class so that they do not dry
out.
