Dr. Grace Saba presented her current research at the October 23, 2013 Ocean Lecture & Educators’ Night. Dr. Saba discussed climate change science in Antarctica, biology of Antarctic krill and Antarctic food webs, the potential impacts of increased temperatures and ocean acidification on krill, and her use of laboratory experiments to look at predicted future environmental conditions. Following the lecture, we shared lesson plans related to ocean acidification and krill biology/physiology as well as discuss how to bring these topics into your classrooms/clubs.
Below we have included a summary of Dr. Saba, Background Materials, the evening broadcast, science presentation .pdf, and adapted Lesson Plans to teach on the topics of climate change science, krill biology, and food webs.
Enjoy! The STEM Educators’ Series Team
Dr. Grace Saba –
Dr. Grace Saba is an Assistant Research Professor at Rutgers University. She received her bachelor’s degree in Aquatic Biology from the University of California, Santa Barbara and completed her Ph.D. in Marine Science at the Virginia Institute of Marine Science, College of William & Mary. Her broad research interests are in the fields of marine plankton ecology, food web dynamics, biogeochemical cycling, and vertical particle flux with focus on how climate change, including ocean acidification, impacts these processes.
Background Materials-
Background materials and a glossary for Dr. Saba’s work can be found on the Resources page of the Project PARKA website.
Science Presentation & Evening Program-
If you are interested in watching the broadcast of the event, click here: https://www.ustream.tv/recorded/40112530.
If you are interested in downloading the presentation slides, click here: Dr. Saba’s Presentation
Lesson Plans-
We have developed lessons using data presented during Dr. Saba’s talk for your classrooms.
Structure and Take Home Message: The students will be exposed to a range of data on ocean acidification. Students will work through multiple published data visuals to explore the evidence that ocean acidification is occurring and the impacts to calcifying and non-calcifying organisms to learn about how ocean acidification results from increased levels of carbon dioxide dissolving into the ocean, which lowers the pH of the ocean (makes the water more acidic). This acidification process impacts oceanic organisms that use calcification to make their shells as well as the physiology of other organisms. Scientists use a range of data sets to understand the process and consequences of ocean acidification. Click here to download the: New Jersey Core Curriculum Content – Science: Science Practices: Understand Scientific Explanations – 5.1.8.A.2, 5.1.8.A.3 Common Core English Language Arts Standards: Common Core Math Standards: Next Generation Science Standards: Ecosystems: Interactions, Energy, and Dynamics, MS-LS2-3 – Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Science & Engineering Practice Disciplinary Core Ideas Crosscutting Concepts Ecosystems: Interactions, Energy, and Dynamics, MS-LS2-4 – Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Science & Engineering Practice Disciplinary Core Ideas Crosscutting Concepts Earth and Human Activity, MS-ESS3-5 – Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Science & Engineering Practice Disciplinary Core Ideas Crosscutting ConceptsOcean Acidification & Its Impacts (Middle School) Lesson:
Science Practices: Generate Scientific Evidence Through Active Investigations – 5.1.8.B.2, 5.1.8.B.3, 5.1.8.B.4
Science Practices: Reflect on Scientific Knowledge – 5.1.8.C.1, 5.1.8.C.2, 5.1.8.C.3
Science Practices: Participate Productively in Society – 5.1.8.D.1, 5.1.8.D.2
Life Science: Interdependence – 5.3.6.C.1, 5.3.6.C.2
Earth Systems Science: Biogeochemical Cycles – 5.4.6.G.2, 5.4.6.G.3, 5.4.8.G.2
RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
RI.8.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
WHST.6-8.1
Write arguments to support claims with clear reasons and relevant evidence.
WHST.6-8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.8.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
MP.2
Reason abstractly and quantitatively.
6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
6.EE.C.9
Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
Developing and Using Models
LS3.B Cycle of Matter and Energy Transfer in Ecosystem
Energy and MatterScientific Knowledge Assumes an Order and Consistency in Natural Systems
Engaging in Argument from Evidence
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
Stability and Change
Asking Questions and Defining Problems
ESS3.D: Global Climate Change
Stability and Change
Structure and Take Home Message: The students will be exposed to a range of data on ocean acidification. Students will work through multiple published data visuals to explore the evidence that ocean acidification is occurring and the impacts to calcifying and non-calcifying organisms to learn about how 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 as well as the physiology of other organisms. Scientists use a range of data sets to understand the process and consequences of ocean acidification. Click here to download the: New Jersey Core Curriculum Content – Science: Science Practices: Understand Scientific Explanations – 5.1.12.A.1, 5.1.12.A.2, 5.1.12.A.3 Common Core English Language Arts Standards: Common Core Math Standards: Next Generation Science Standards: Earth’s Systems, HS-ESS2-2 – Analyze geosciences data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems. Science & Engineering Practice Disciplinary Core Ideas Crosscutting Concepts Earth’s Systems, HS-ESS2-4 – Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. Science & Engineering Practice Disciplinary Core Ideas Crosscutting Concepts Earth’s Systems, HS-ESS2-6 – Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Science & Engineering Practice Disciplinary Core Ideas Crosscutting Concepts Earth and Human Activity, HS-ESS3-5 – Analyze geosciences data and the result from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Science & Engineering Practice Disciplinary Core Ideas Crosscutting Concepts Earth and Human Activity, HS-ESS3-6 – Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Science & Engineering Practice Disciplinary Core Ideas Crosscutting ConceptsImpacts of Ocean Acidification (High School) Lesson:
Science Practices: Generate Scientific Evidence Through Active Investigations – 5.1.12.B.3
Science Practices: Reflect on Scientific Knowledge – 5.1.12.C.1, 5.1.12C.2, 5.1.12.C.3
Science Practices: Participate Productively in Society – 5.1.12.D.1, 5.1.12.D.2
Physical Science: Properties of Matter – 5.2.12.A.6
Life Science: Organization and Development – 5.3.12.A.3
Life Science: Interdependence – 5.3.12.C.2
Earth Systems Science: Climate and Weather – 5.4.12.F.2
Earth Systems Science: Biogeochemical Cycles – 5.4.12.G.1, 5.4.12.G.4, 5.4.12.G.5, 5.4.12.G.7
SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
RST.11-12.1
Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
RST.11-12.2
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
MP.2
Reason abstractly and quantitatively.
MP.4
Model with mathematics.
HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN.Q.A.2
Define appropriate quantities for the purpose of descriptive modeling.
HSN.Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Analyzing and Interpreting Data
ESS2.A Earth Materials and Systems
Stability and Change
Developing and Using ModelsScientific Knowledge is Based on Empirical Evidence
ESS2.A Earth Materials and Systems
Cause and Effect
Developing and Using Models
ESS2.D Weather and Climate
Energy and Matter
Analyzing and Interpreting DataScientific Investigations Use a Variety of MethodsScientific Knowledge is Based on Empirical Evidence
ESS3.D Global Climate Change
Stability and Change
Using Mathematics and Computational Thinking
ESS2.D Weather and Climate
ESS3.D Global Climate ChangeSystems and System Models
* Note – all lessons are aligned with the New Jersey Core Curriculum Content – Science Standards and based on the Next Generation Science Standards. *