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Ocean Networks Canada Changes in our Oceans Lesson Plan 1 OCEANIC CHANGES CASE STUDY: Northeast Pacific Ocean

n Grade 10 Science Lesson Plan In this lesson, students will explore a case study on the effects of climate change on our oceans based on information provided about changes occurring in the Northeast Pacific Ocean. Student inquiry will be focused on causes for the changes, effects of the changes, and solutions to such changes. Curriculum Connections/ Expectations Science 10 Academic: - Earth and Space Science Climate Change o Global climate change is influenced by both natural and human factors o Climate change affects living things and natural systems in a variety of ways o Analyze the effects of climate change around the world o Analyze different sources of scientific data for evidence of (human induced) climate change - Analyze current/potential effects of climate change on human activity and natural systems (ie habitat loss, loss of arable land, increase in water borne diseases, etc) - Assess, on the basis of research, the effectiveness of some current individual/regional/international initiatives that address the issue of climate change Propose a further course of action related to one of these initiatives. Expectations/Goals: - (1) Relate science to technology, society and the environment - Application (make connections within and between various contexts) Purpose: Have students involved in using real data based on contemporary changes occurring in our oceans. Time Required: Minimum two class periods (150 minutes) Materials: - Access to internet for webpage (or print outs for the groups to work with) - Jigsaw Group Template (attached) that outlines the expert teams and presentation groups - Expert Presentation Checklist (attached) for peer evaluation during Jigsaw presentations

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Prior Knowledge: Students should: ! Have an understanding of the natural influences of climate change (greenhouse gases, atmosphere, heat sinks, hydrosphere, anthropogenic GHE, albedo) ! Be familiar with different forms of scientific data that provides evidence of climate change (lake cores, tree rings, fossils, ice cores etc) ! Be expected to use Ocean Networks Canada as a starting point for research and continue further research Teachers may want to include the following additional vocabulary: ocean acidification rate of change upwelling pH levels of ocean water benthic organisms Lesson Overview: This lesson is a jigsaw activity in which the class will be divided into 3 expert teams. In their expert teams, students will be given time to research their topic in depth and develop an effective method to present their findings to their peers. In the second half of the lesson, the groups will change so as to include one expert from each topic who will then take responsibility for teaching their topic to their peers. Students will use the ONC pages as a starting point for their research into changes occurring in the waters of the Northeast Pacific Ocean. Students teaching presentations will be peer assessed according a checklist (provided). Student learning will be assessed at the end of presentations with a written evaluation based on questions derived directly from the expert presentations. Introduction (Part 1) 15 1 - Begin with a video that briefly explains the Wire the Abyss project. ! President of Ocean Network Canada briefly introduces the goals of the 2013 season for the Wiring the Abyss project in this short video. This is a good introduction to what the project is that is informing the Ocean Networks website that will be used during this lesson. It is also a good visual for what some of the infrastructure of the project might look like. ! This supplementary link provided has the President of ONC talking about her project to investigate methane gas release into the water column. It is not necessary to show both videos. ! Explain that this particular project is not what well be looking at, but the video gives a sense of what ONC is doing with Wiring the Abyss. Well be using information

Ocean Networks Canada Changes in our Oceans Lesson Plan 3 on the site (gathered by similar onsite research techniques) about the changing state of our oceans, in particular the Northeast Pacific Ocean. 2 - Introduce the Ocean Networks Canada website ! Take 5 minutes to browse the different sections of the website as a class (using a projector), briefly discussing the project and the type of information gathered from the research. Ask students about their first glance observations about the type of information presented and how it is presented. This discussion will be to activate thinking regarding topics covered (are students familiar with any topics? Are students familiar with the regions where the observatories are located?) research methods (what tools are researchers using to gain access to this information), and presentation methods (highlight General Interest versus Academic sections how would they differ?). ! Explain that the activity will use the website to gather information about the effects of a changing climate on the oceans. Take this opportunity to outline any other learning goals you want to focus on as well. 3 - Introduce topics to be covered by each expert team ! Team 1: Magnitudes and rates of change, oceans response to these changes (ocean acidification). Provide the following link as a starting point: ! Team 2: Saanich Inlet focus oxygen saturation and temperature changes, effects of oxygen depletion on marine creatures in the ecosystems. Provide the following link as a starting point: ! Team 3: Geoengineering as a solution. Provide the following link as a starting point: Action (Part 1) 60 4 - Students will get into their expert teams (assigned to a topic as listed above). In these teams they will thoroughly examine the websites information on the topic and do any additional research to help complete their understanding of the topic. With any remaining time (or for homework), students will create a short creative presentation to teach in their Jigsaw groups. CHECK-IN INFORMAL ASSESSMENT: As an exit slip, students will make a list of 3 things they need to do that night to prepare for their teaching presentation in the next class and hand that in. Alternatively, teachers can check in on the progress by using Snap Shots. Snap Shots are a short (1-3 minute) chat between the teacher and student about what theyve learned/what their presentation is going to say. Good way to check in on progress, offer next steps suggestions, validate student confidence in their work, etc.

Ocean Networks Canada Changes in our Oceans Lesson Plan 4 Consolidation (Part 2) 75 5 - Continuing from Part 1 of the lesson, experts will get into their Jigsaw groups. Each Jigsaw group will have 1 expert from each of the 3 topics (see Jigsaw Group Template). In these groups, students will deliver presentations to teach their peers about their respective topics. Experts will have an opportunity in their groups to teach their piece in the order of their topic (1-3) to make sure lesson flows well. ASSESSMENT: Presenters will be peer assessed based on the Presentation Checklist provided. 6 Students will submit any tools (poster, script, report, video) they used for presentation. Students should be knowledgeable about any information included in the tools submitted because the content of student presentations will be the basis of assessment. Students should ensure they clearly present information to their peers so they can be successful in the assessment as well. 7 As an Assessment of Learning, teachers will sift through the information from the presentations. From the content of the student work, teachers will formulate a written evaluation/test. Take questions directly from presentation content. Students will have covered this information in their presentations and the class will have a good understanding of all three topics. 8 - Conclude the second class with a discussion among the groups about what all their information together means and how they interpret the learning they did over the past 2 lessons. ASSESSMENT: Have students complete a 2 - minute write about what their group discussed about how their topics came together and other comments about what theyve learned. This will be their exit slip for the day.

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Jigsaw Group Template

PART 1: Expert Teams Expert Teams are grouped together by numbers. All 1s are together, etc. Team 1 1 1 1 1 1 1 Team 2 Team 3

2 2 2

2 2 2

3 3 3

3 3 3

PART 2: Teaching Groups Teaching groups are grouped together by colour. There is one expert from each Team in a mixed group. Mixed Group 1 Mixed Group 2 Mixed Group 3 1 2 3 1 2 3 1 2 3

Mixed Group 4

Mixed Group 5

Mixed Group 6

1 2 3

1 2 3

1 2 3

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Presentation Checklist
Presenter: _________________________ Evaluator: __________________________ Topic(s) Covered: _______________________________________________________ ________________________________________________________________________ 4 Exemplary RATING SCALE 3 Accomplished 2 Developing 1- Beginner

Knowledge: presenter understands the topic thoroughly. They are able to explain the topic, how it relates to climate change and can answer questions Conclusion: highlights key points/ideas and concludes with strong final statement Organization: material is logically sequenced and clearly organized. Content: Information was presented in a creative way that was engaging for learners. Information was always appropriate to their topic. Voice: Presenter projected a clear and confident voice during presentation Presentation length: no less than 5 minutes, no more than 8 minutes Presenter used interesting tools (reports, videos, posters, script etc) in order to make the information clear. Presenter has evidence of content covered during the presentation to be handed in to instructor. Things I liked about the presentation:

Comments for improvement: