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Corals and Chemistry

Secondary, Middle

Description

This hands-on activity help students to understand how increased carbon dioxide emissions, from the burning of fossil fuels, is changing the acidity (pH) of the ocean. This is affecting the availability of calcium carbonate and thus the health and sustainability of coral reefs and the marine animals these critical habitats support.

After class discussions on the carbon cycle, students conduct a simulation experiment to see whether carbon dioxide is changing the pH of our oceans, and study this process using chemical equations that occur as a result of this ocean acidification.

An extension activity asks students to take part in an interactive learning experience which explores the Great Barrier Reef, and the effects of climate change on this diverse ecosystem.

General Assessment

What skills does this resource explicitly teach?

  • Using tools and apparatus to conduct an investigation
  • Analyzing and interpreting results
  • Inferring and explaining relationships
  • Working cooperatively with team members

Strengths

  • Hands-on learning opportunity
  • Chemistry outcomes for acid/base and  weak acid equilibrium reactions are addressed
  • Effectively links real world science and environmental problems to chemistry outcomes
  • Provides step by step instructions for the demonstration and experiment, worksheets, a colored visual of the pH scale, and a glossary of terms
  • Video clips build empathy, provide brief case studies and highlight the importance of the biodiverse coral reef ecosystem
  • The extension offers a good interactive learning experience involving the Great Barrier Reef
  • Promotes student awareness

Weaknesses

  • No authentic action opportunity
  • Does not incorporate much time for whole group or small group reflection
  • Rubric not provided for student exercises

Recommendation of how and where to use it

This resource could be used to address learning outcomes in high school chemistry class associated with solutions, weak acid equlibria, pH, and combustion of hydrocarbons. It would also be used effectively in science classes studying marine ecosystems, the environmental implications of climate change on global habitats, as well as the importance of pursuing energy production techniques that will decrease greenhouse gas emissions. Geography teachers could use this activity to emphasize the link between human activity and environmental and economic sustainability.

Relevant Curriculum Units

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        • Chemical processes require energy change as atoms are rearranged
        • Energy is conserved and its transformation can affect living things and the environment
    • Grade 11
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      • Chemistry
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        • Chemistry 11: Organic chemistry and its applications have significant implications for human health, society, and the environment
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        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
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        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
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Themes Addressed

Air, Atmosphere & Climate (2)

  • Air Pollution
  • Climate Change

Ecosystems (3)

  • Appreciating the Natural World
  • Biodiversity
  • Habitat Loss

Energy (1)

  • Energy Generation

Water (1)

  • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

 Some brief background information is given, the chemistry of ocean acidification is discussed and students take part in a demonstration and and a hands-on learning opportunity examining the relationship between carbon dioxide emissions and the rising acidity of the waters on the planet. Students will draw their own conclusions.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The resource links human activity with the degradation of important coral reef ecosystems, habitat loss, and species decline. How individuals and communities depend economically upon the viability of these species for livelihood and survival are important considerations as well.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Satisfactory
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

Although no authentic action plan is given the resource does promote an awareness of planet stewardship and indirectly, potential lifestyle changes which are required to decrease greenhouse gas emissions.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory

Students have opportunities for some incidental discussion on their beliefs and values.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Satisfactory
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good

The video clips foster an appreciation for the beauty of, and a concern for the preservation of coral reef ecosystems.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

Students, through guided inquiry, will see the link between their own energy consumption habits, the production of greenhouse gases and the effect that these have on the sustainability of marine ecosystems. 

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

The extension activity, which examines The Great Barrier Reef, gives a good synopsis of the past, present and the future. If carbon dioxide emissions are not reduced and climate change continues, the coral reef ecosystems around the world are in jeopardy.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Satisfactory

A combination of structured and guided inquiry is used. Students develop their own conclusions and opinions.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

This is primarily a science resource (chemistry and environmental science) but there are opportunities to address outcomes in geography.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

Instructional approaches include a discussion of background information, reflecting on videos, watching a teacher demonstration of natural indicators and performing a simulation showing the relationship between carbon dioxide and deceasing pH levels in solutions.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

 The lab experiment is an effective simulation for the relationship between carbon dioxide and the creation of acidic solutions.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

Worksheets are provided for the experiment (with suggested answers), but there are no suggested rubrics for teachers to evaluate student work, or for peer or self evaluation.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

Video clips provide effective case studies which promote an appreciation for the natural world and allow students to explore the consequences of ocean acidification in a meaningful way.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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