The classroom lessons were developed to provide participating high school students with the background knowledge and understanding of the ocean, Antarctic science, food webs, climate change, and ocean acidification to both understand the science of the research mission and to conduct their own investigations related to the topic for the Student Research Symposium.
There were four lesson sections for the unit: One Ocean: It Matters!, Plankton to Penguins: Antarctic Food Webs, Ocean Acidification: Whats and Hows, and Carbon Dioxide & Krill: Impacts. A brief description for each section is included below. Click on the plus sign to access the lesson plan and supporting materials for the section or to see how the section addresses the NGSS and KSSS* standards.
One Ocean: It Matters!
Humans and the oceans are interconnected. Even when we live so far away from the ocean, roughly 50% of the oxygen we breathe is produced by phytoplankton around the world. Oceanographers study the ocean and changes in the ocean using a variety of techniques. This lesson provides an introduction to the importance of the ocean, our interconnectedness with the ocean, and what types of ocean science occurs in Antarctica. Students are exposed to presentations and videos as well as work in groups of 4–6 students during a brainstorming session.
Lesson Plan and Supporting Materials:
- One Ocean: It Matters Lesson Plan
- The Ocean and Climate Change PowerPoint Presentation
- Antarctica Melting: Act 1 – A Changing Continent – original site or(.mov file)
- Oceanographic Methods PowerPoint Presentation
- Antarctica Melting: Act 2 – A Small World After All – original site or(.mov file)
- One Ocean Homework Assignment
- Antarctica Melting: Act 3 – An Adelie Exit – original site or(.mov file)
- Penguins in the Hot Spot – original site or (.mp3 file)
NGSS and KSSS:
Next Generation Science Standards:
| Performance & Expectation | Science & Engineering Practice | Disciplinary Core Ideas | Crosscutting Concepts |
| Matter and Energy in Organisms and Ecosystems, HS-LS2-3 | Constructing Explanations and Designing Solutions | LS2.B: Cycles of Matter and Energy Transfer in Ecosystems | Energy and Matter |
| Interdependent Relationships in Ecosystems, HS-LS2-6 | Engaging in Argument form EvidenceScientific Knowledge is open to revision in light of new evidence | LS2.C: Ecosystem Dynamics, Function, and Resilience | Stability and Change |
| Interdependent Relationships in Ecosystems, HS-LS2-8 | Engaging in Argument form EvidenceScientific Knowledge is open to revision in light of new evidence | LS2.D: Social Interactions and Group Behavior | Cause and Effect |
| Human Impacts, HS-ESS3-6 | Using Mathematics and Computational Thinking | ESS2.D: Weather and ClimateESS3.D: Global Climate Change | Stability and Change/Influence of Engineering, Technology and Science on Society and the Natural World |
Kansas State Science Standards:
| Standard | Benchmark: The student will | Indicator |
| 1: Science as Inquiry | 1: demonstrate the abilities necessary to do scientific inquiry | 1. actively engages in asking and evaluating research questions |
| 2A: Chemistry | 3: gain a basic concept of chemical reactions | 3. understands the differences and reactions between acids, bases, and salts. Perform calculations to determine the concentration of ions in solutions. |
| 3: Life Science | 4: understand the interdependence of organisms and their interaction with the physical environment | 5. understands human beings live within and impact ecosystems. |
| 5: Science and Technology | 1: develop an understanding that technology is applied science | 1. understands technology is the application of scientific knowledge for functional purposes.2. understands creativity, imagination, and a broad scientific knowledge base are required to produce useful results.3. understands science advances new technologies. |
| 6: Science in Personal and Environmental Perspectives | 3: understand that human populations use natural resources and influence environmental quality | 2. understands earth does not have infinite resources. |
| 6: Science in Personal and Environmental Perspectives | 4: understand the effect of natural and human-influenced hazards | 2. understands there is a need to assess potential risk and danger from natural and human-induced hazards. |
| 6: Science in Personal and Environmental Perspectives | 5: develop an understanding of the relationship between science, technology, and society | 1. understands progress in science and technology can be affected by social issues and challenges. Science and technology indicate what can happen, not what should happen. |
| 7: History and Nature of Science | 2: develop an understanding of the nature of scientific knowledge | 2. understands scientific knowledge begins with empirical observations, which are the data (also called facts or evidence) upon which further scientific knowledge is built |
Plankton to Penguins: Antarctic Food Web
Climate change is impacting the lower levels of the Antarctic food web in the western Antarctic Peninsula due to rising temperature and reduced sea ice. These impacts are having rippling affects throughout the Antarctic food web. Students will run a model of possible impacts to marine life as the amount of sea ice is reduced because of climate change. Then using a video presentation and brainstorming session students will begin to explore ocean acidification.
Lesson Plan and Supporting Materials:
- Plankton to Penguins: Antarctic Food Web Lesson Plan
- Antarctic Food Web PowerPoint Presentation
- Antarctic Food Web Diagram
- Antarctic Food Web Model Krill, Salps, and Algae Cards
- Antarctic Food Web Model Directions
- Antarctic Food Web Model Predator Cards
- Antarctic Food Web Model Game Boards
- Antarctic Food Web Data Table
- A Plague in Air and Sea: Neutralizing the Acid of Progress – original site or (.mp3 file)
- Plankton to Penguins Homework Assignment
- Doney, S. (March 2006) The Dangers of Ocean Acidification Scientific American (original site)
- European Project on OCean Acidification Ocean Acidification: Questions Answered
NGSS and KSSS:
Next Generation Science Standards:
| Performance & Expectation | Science & Engineering Practice | Disciplinary Core Ideas | Crosscutting Concepts |
| Matter and Energy in Organisms and Ecosystems, HS-LS2-5 | Developing and Using Models | LS1.C Organization for Matter and Energy Flow in Organisms | Systems and System Models |
| Interdependent Relationships in Ecosystems, HS-LS2-8 | Engaging in Argument form Evidence, Scientific Knowledge is open to revision in light of new evidence | LS2.D Social Interactions and Group Behavior | Cause and Effect |
| Natural Selection and Evolution HS-LS4-3 | Analyzing and Interpreting Data | LS4.B Natural Selection | Patterns |
Kansas State Science Standards:
| Standard | Benchmark: The student will | Indicator |
| 1: Science as inquiry | 1: demonstrate the abilities necessary to do scientific inquiry | actively engages in investigations, including developing questions, gathering and analyzing data, and designing and conducting research |
| 3: Life Science | 3: understand biological evolution | understands populations of organisms adapt to environmental challenges and changes as a result of natural selection, genetic drift, and various mechanisms of genetic change. |
| 3: Life Science | 4: understand the interdependence of organisms and their interaction with the physical environment | 4. understands organisms cooperate and compete in complex, interdependent relationships |
| 3: Life Science | 6: understand the behavior of animals | 1. understands animals have behavioral responses to internal changes and to external stimuli. 3. understands behaviors are often adaptive when viewed in terms of survival and reproductive success. |
| 3: Life Science | 7: demonstrate an understanding of the diversity of structure and function in organisms | 1. understands differences in structure and function among organisms and can identify the characteristics of relevant life forms. |
| 7: History and Nature of Science | 2: The student will develop an understanding of the nature of scientific knowledge | 2. understands scientific knowledge begins with empirical observations, which are the data (also called facts or evidence) upon which further scientific knowledge is built. |
Ocean Acidification: Whats and Hows
Ocean acidification results from increased levels of carbon dioxide dissolving into the ocean, which lowers the pH of the ocean. This acidification process impacts oceanic organisms that use calcification to make their shells. Scientists use a range of data sets to understand the process and consequences of ocean acidification. The students will be exposed to a range of data on ocean acidification. Through a class demonstration, lead by you, the students will collect data to investigate how ocean acidification works (increases in CO2 in the air correlate with decreases in pH). Students will then work through multiple published data visuals to explore how scientists understand that ocean acidification is occurring. The final component of the section exposes students to the impacts of ocean acidification on calcifying organisms. Students will first observe the impacts of acidification on shell strength through a hands-on demonstration and then again look at multiple data visualizations of published results on ocean acidification impacts.
Lesson Plan and Supporting Materials:
- Ocean Acidification: Whats and Hows Lesson Plan
- Yeast Experiment Instructions and Materials List (Updated 10/07/13) (Note – this is modified from the C*MORE Science Kit Lesson 2: Yeast Experiment)
- Yeast Demonstration Set-up Video
- Ocean Acidification Data Figures
- Ocean Acidification & Shells Worksheet
- Time lapse images of shells over 48 hours **Coming Soon**
- Ocean Acidification & Calcifying Organisms Data Figures
- Ocean Acidification Homework Assignment
NGSS and KSSS:
Next Generation Science Standards:
| Performance & Expectation | Science & Engineering Practice | Disciplinary Core Ideas | Crosscutting Concepts |
| Matter and Energy in Organisms and Ecosystems, HS-LS2-5 | Developing and Using Models | LS2.B Cycles of Matter and Energy Transfer in Ecosystems | Systems and System Models |
| Matter and Energy in Organisms and Ecosystems, HS-LS1-6 | Constructing Explanations and Designing Solutions | LS1.C Organization for Matter and Energy Flow in Organisms | Energy and Matter |
| Interdependent Relationships in Ecosystems, HS-LS2-1 | Using Mathematics and Computational Thinking | LS2.A Interdependent Relationships in Ecosystems | Scale, Proportion, and Quantity |
| Interdependent Relationships in Ecosystems, HS-LS2-6 | Engaging in Argument from Evidence | LS2.C Ecosystem Dynamics, Functioning, and Resilience | Stability and Change |
| Natural Selection and Evolution, HS-LS4-4 | Constructing Explanations and Designing Solutions | LS4.C Adaptation | Cause and Effect |
| Natural Selection and Evolution, HS-LS4-5 | Engaging in Argument from Evidence | LS4.C Adaptation | Cause ad Effect |
| Earth’s Systems, HS-ESS2-2 | Analyzing and Interpreting Data | ESS2.A Earth Materials and Systems | Stability and Change |
| Weather and Climate HS-ESS3-5 | Analyzing and Interpreting Data | ESS3.D Global Climate Change | Stability and Change |
| Human Impacts HS-ESS3-6 | Using Mathematics and Computational Thinking | ESS2.D Weather and Climate, ESS3.D Global Climate Change | Systems and System Models |
Kansas State Science Standards:
| Standard | Benchmark: The student will | Indicator |
| 1: Science as Inquiry | 1: demonstrate the abilities necessary to do scientific inquiry | 4. actively engages in conducting an inquiry, formulating and revising his or her scientific explanations and models (physical, conceptual, or mathematical) using logic and evidence, and recognizing that potential alternative explanations and models should be considered. |
| 2A: Chemistry | 3: gain a basic concept of chemical reactions | 1. understands a chemical reaction occurs when one or more substances (reactants) react to form a different chemical substance(s) (products). There are different types of chemical reactions all of which demonstrate the Law of Conservation of Matter and Energy. |
| 3: Life Science | 4: understand the interdependence of organisms and their interactions with the physical environment | 5. understands human beings live within and impact ecosystems. |
| 6: Science in Personal and Environmental Perspectives | 3: understand that human populations use natural resources and influence environmental quality | 1. a. These processes of ecosystems include maintenance of the atmosphere, generation of soils, control of the hydrologic cycle, and recycling of nutrients. Humans are altering many of these processes, and the changes may be detrimental, beneficial, or both to ecosystem function |
| 7: History and Nature of Science | 1: develop an understanding that science is a human endeavor that uses models to describe and explain the physical universe | 2. Scientific knowledge is made public through presentations at professional meetings and publications in scientific journals. |
Carbon Dioxide & Krill: Impacts
Ocean chemistry, water temperature and pH, affects the survival and growth of organisms. These impacts need to be studied in order to understand the potential impacts of climate change on the base of the Antarctic food web. Students will investigate the impacts of temperature and pH on brine shrimp growth and survival through a control and two treatments, each with three replicates.
Lesson Plan and Supporting Materials:
- Carbon Dioxide & Krill: Impacts Lesson Plan
- Summary of Research Mission PowerPoint Presentation
- Images of experimental set-up **Coming Soon**
- Carbon Dioxide & Krill Class Data Sheets
- Carbon Dioxide & Krill Homework Assignment
NGSS and KSSS:
Next Generation Science Standards:
| Performance & Expectation | Science & Engineering Practice | Disciplinary Core Ideas | Crosscutting Concepts |
| Interdependent Relationships in Ecosystems HS-LS2-1 | Using Mathematics and Computational Thinking | LS2.A Interdependent Relationships in Ecosystems | Scale, Proportion, and Quantity |
| Interdependent Relationships in Ecosystems HS-LS2-6 | Engaging in Argument from Evidence | LS2.C Ecosystems Dynamics, Functioning, and Resilience | Stability and Change |
| Natural Selection and Evolution HS-LS4-5 | Engaging in Argument from Evidence | LS4.C Adaption | Cause and Effect |
| Earth’s Systems, HS-ESS2-2 | Analyzing and Interpreting Data | ESS3.A Earth Materials and Systems | Stability and Change/ Influence of Engineering, Technology, and Science on Society and the Natural World |
| Weather and Climate, HS-ESS3-5 | Analyzing and Interpreting Data | ESS3.D Global Climate Change | Stability and Change |
Kansas State Science Standards:
| Standard | Benchmark: The student will | Indicator |
| 1: Science as Inquiry | 1: develop the abilities necessary to do scientific inquiry and develop an understanding of scientific inquiry | 2. The scientific investigations includes, when appropriate, a. formulating a testable hypothesis. b. identify and test variables (independent, dependent, and variables to be kept constant). c. using methods for gathering data that is observable, measurable, and replicable. d. analyzing and evaluating the results in order to clarify the questions and hypotheses, and to refine methods for further research. |
| 2A: Chemistry | 3: gain a basic concept of chemical reactions | 3b. pH is a logarithmic function of hydronium ion concentration. pH decreases as the hydronium ion concentration increases. pOH and hydroxide concentrations are found in a similar way. |
| 3: Life Science | 4: understand the interdependence of organisms and their interaction with the physical environment | 5. understands human beings live within and impact ecosystems. |
| 3: Life Science | 6: understand the behavior of animals | 1c. Animals often live in unpredictable environments, and so their behavior must be flexible enough to deal with uncertainty and change. |
| 7: History of Nature and Science | 1: develop an understanding that science is a human endeavor that uses models to describe and explain the physical universe | 1. demonstrates an understanding of science as both vocation and avocation. |
| 7: History of Nature and Science | 2: develop an understanding of the nature of scientific knowledge | 4. understands a testable hypothesis or inference must be subject to confirmation by empirical evidence |
* All of the lessons were tied to both the Next Generation Science Standards and the Kansas State Science Standards.