SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Hannah Thetford, Erik Cobian Mejia, Amanda
Names Subject Chemistry
Brown, Roel Zamora
Unit Name and Unit Name: Ocean Acidification (Leave this
Week (Leave this blank for
Driving Unit Driving Question: How can we mitigate coral blank for EDSC to
of EDSC 442C)
Question bleaching in the Great Barrier Reef? 442C)
Anchoring Phenomenon: Ever since you were a child, you and your family would travel to Australia
every year to visit relatives. Your favorite part of every trip would be sailing to Papua New Guinea to
scuba dive around the Great Barrier Reef. However, you have noticed that over the past few years, fish
populations have begun to decline as coral reefs are becoming increasingly more bleached. Your love
and admiration of the Great Barrier Reef ecosystem have caused you to take action! Soon you will meet
Anchoring with a higher executive of the Coast Guard for protection of the Great Barrier Reef to give him/her a
Phenomenon or presentation on your ideas to protect it.
Design Problem
(with Anchoring Anchoring Activity: Upon completing the unit, you will be presenting scientific arguments on how we
Activity for the can protect the coral from bleaching.
unit)
You will prepare for this presentation and begin this unit by developing an initial model to research
how global warming is affecting coral bleaching.

https://www.cnn.com/2020/04/07/australia/great-barrier-reef-bleaching-2020-intl-hnk/index.html

HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of
changing the temperature or concentration of the reacting particles on the rate at which a reaction
occurs. (Focus for this specific lesson)
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would
NGSS Performance
Expectation(s)
produce increased amounts of products at equilibrium.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are
conserved during a chemical reaction.
HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create
feedback that causes changes to other Earth systems.
Provide the Standard and Element(s) that Students Will
Where in the lesson can this be found?
be Engaging In
Disciplinary Core PS1. B. Chemical Reactions Chemical Reactions: Students will be redefining their
Ideas (DCIs) ESS2.A. Earth Materials and Systems understanding of chemical reactions by understanding
ESS2.D. Weather and Climate how the rate in which a chemical reaction occurs is
dependent on temperature and concentration of the
reactant.
 Earth Materials and Systems: Students will anchor their
understanding of chemical reactions by applying their
knowledge to the transfer of Carbon in Earth’s
atmospheric and oceanic systems.
Weather and Climate: Students will analyze and interpret
climate variability caused by the chemical reactions
investigated within the anchoring phenomenon.
Planning and Carrying out Investigations: Carried in the
lesson through experimentation of how changing the
temperature and concentration of baking soda and vinegar
when mixed within a closed system affects the rate in
Planning and Carrying Out Investigations which the chemical reaction occurs.
Science and
Analyzing and Interpreting Data Analyzing and Interpreting Data: Carried in the lesson
Engineering
Practices (SEPs)
Developing and Using Models through analyzing the changes in global temperature over
time and interpreting how the data has an effect on coral
populations.
Developing and Using Models: Develop a visual
representation that shows the components, relationship,
and connection of global warming and coral bleaching.
Epistemic Modeling
Practice(s) Argumentation
(Bundled SEPs) Experimentation
Energy and Matter: Students will investigate how the
speed and degree of flow of energy between human
activity and coral bleaching is dependent on temperature
Cross Cutting Energy and Matter and concentration of reactants
Concepts (CCCs) Stability and Change Stability and Change. Students will be presented with the
phenomena of the natural system, the Great Barrier Reef,
and determine conditions to stabilize the critical elements
of the system.

3D Learning 1. Students will illustrate their initial ideas on how climate change causes coral bleaching by
Objective (Lesson- drawing a preliminary model and sharing their models through a written conversation and
Level Learning
peer reviewing models using a modeling rubric.
Expectation)
2. Students will plan and carry out investigations on how changes in concentration and
temperature of reactants can alter the flow of energy in chemical reactions by mixing baking
soda and vinegar at varying temperatures and concentrations in a closed system; followed by
writing evidence in the form of qualitative observations of increased CO2 concentrations
changes and mathematical representations of changes in mass, speed, and degree of the
reaction.
3. Students will apply knowledge of chemical reactions and construct explanations on how
changing the concentration of Carbon Dioxide in the atmosphere can change the stability of
 concentration of carbonate ions in the ocean and alter the rate in which coral is being bleached
in the Great Barrier Reef by developing a claim/evidence/reasoning statement.
4. Students will refine their model to illustrate how changes in chemical systems caused by
human activity increasing concentrations of atmospheric Carbon Dioxide will also increase the
concentration of Carbonate ions within the Great Barrier Reef by speeding up the rate in which
the reaction occurs and affect coral bleaching.
Lesson-Level Phenomenon
Phenomenon
https://youtu.be/zQEQktRkFMQ

For HS-PS1-5

ELA:
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.

Connections to WHST.9-12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/
other standards experiments, or technical processes.
(CCSS ELA, CCSS
Math) 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.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

MP.2 - Reason abstractly and quantitatively.

absorbed, acid, base, balance, boiling point, carbon dioxide, chemical, chemical change, chemical system,
Target Vocab to be
concentration, dissolve, energy, equilibrium, gas, law of conservation of mass, liquid, melting point, pH, physical
Developed
change, product, reactant, reaction rate, solid, sublimation, substance, temperature, yield,

LESSON
The 5E Model
TEACHER DOES STUDENT DOES
 ENGAGE
-Show students two pictures of a coral reef illustrating
what the coral reef may look like before and after being
bleached and ask students what they might think may
be causing the coral bleaching phenomenon (10
minutes)
-Walk around the classroom as students research and
Lesson Intro draw their initial models on how global warming may
(Engage)
affect coral bleaching. Teacher is looking at models to
TIME:
gather data about their initial ideas. (10 minutes)
(One class period) -Show students an example of a praise/question/polish
statement. (5 minutes)
-Ask students to peer-review the models of other groups
by posting sticky notes onto their models with
praise/question/polish statements. (10 minutes)
-Facilitate classroom discussion on what students
hypothesize and/or learned about the relationship
between global warming and coral bleaching.
Lesson Body EXPLORE (1.5 class periods)
(Explore, Explain, -Teachers provide baking soda, vinegar, sandwich bags,
Elaborate) to students.
-Teacher gathers data about student understanding of
TIME:
changes in rate of chemical reactions as they adjust
(Three class
periods) variables in temperature and concentration of the same
chemical reaction.
EXPLAIN (0.5 class period)
-Teacher will asked based on observations, how does
changes in temperature and concentration of the
reactant affect the rate at which a reaction occurs
-Teacher will review how increasing the number and
energy of molecular collisions result in increased
reaction rate
-Teacher will show a video to connect how changes in
temperature affect coral bleaching.
EXPLAIN/ELABORATE (1 class period)
-Direct instruction on temperature and salinity have on
the ability for CO2 to dissolve into water.
-Teacher will review with the class what an effective CER
statement may look like.
-Research & CER Statement that applies the direct
instruction to the anchoring phenomenon.
ENGAGE
-Students will think about possible explanations for the
coral bleaching event they are observing from the two
pictures provided.
-Students will reference the modeling rubric in the
reference section of their science notebook to remember
the components, relationships, and connections of a
model.
-Students will work in groups of 3-4 to draw an initial
model on how they think global warming affects coral reef
populations.
- Students will swap group models with other groups to
provide a praise/question/polish statement by attaching a
written sticky note to their poster.
-Students will share what they have learned and/or
hypothesize about the relationship between global
warming and coral bleaching through facilitated classroom
discussion.
EXPLORE (1.5 class periods)
-Students will mix 1 cup of baking soda and 1 cup of
vinegar in a sandwich bag and record their observations
-Students will mix 0.5 cup of baking soda and 0.5 cup of
vinegar in a sandwich bag and record their observations
-Students will mix 2 cups of baking soda and 2 cups of
vinegar in a sandwich bag and record their observations
-Students will 1 cup of refrigerated baking soda and 1 cup
of refrigerated vinegar and record their observations.
EXPLAIN (0.5 class period)
-Students will share their observations and make
predictions based on the patterns they witnessed
throughout the experiment
-Students will take notes on how increasing the number
and energy of molecular collisions result in increased
reaction rate
-Students will watch a video to help clarify any
misunderstandings they have in regards to temperature’s
effect on coral bleaching.
EXPLAIN/ELABORATE (1 class period)
-Students will take notes on the ability for CO2 to dissolve
into water as carbonate ions
-Students will research and create a CER statement that
explains how human activity is creating changes in ocean
 temperature and salinity of the coral reef environments,
causing them to bleach and die off.

EVALUATE
-Teacher will readjust their question for the model from
“how does global warming affect coral bleaching” to
“how does anthropogenic Carbon Dioxide impact our
Lesson Closure coral reefs”
(Evaluate) -Walk around the classroom as students research and
draw final models to gain their understanding of how
TIME: certain human activity changes the concentration of
(One class period) carbonate ions within the Great Barrier Reef necessary
to protect coral from rising sea temperatures.
-Teacher facilitates a gallery walk where students write
model critiques on sticky notes using sentence frames
EVALUATE
-Students will make revisions to their current group
models illustrating what they have learned about how
changes in temperature and concentration causes a
change in the rate of which a chemical reaction occurs
-Students will participate in a gallery walk and using the
modeling rubric, critique other models
-Students will make final revisions to their group models
before submitting it for a grade at the end of class.

ASSESSMENT

HOW IT INFORMS
FEEDBACK STRATEGY
TYPE PURPOSE IMPLEMENTATION TEACHING

informal assessment- Teacher will get feedback

Teacher walks around the
room during the initial
model phase to collect
Ask students to draw an visual data on student
Press for prior knowledge
initial model on ocean preconceptions - what are
Entry Level and initial
acidification based on the the students drawing?
ideas/preconceptions
anchoring phenomena What are they discussing
during the written
conversation?
during this initial process-
feedback will be based on
students use of important
vocabulary, prior
knowledge and students’
initial understanding of
carbonic ions and the
effects of temperature and
pH on ocean acidification.

PM (Formative) Decide if student thinking Review students’ lab Written feedback in lab Are students using new
is changing/developing as notebooks with notebooks to each student. vocab/terminology/phrases
they gather more observations and reports. in their revised models? Are
information through the Check for revision of initial Gallery walk of peers’ students identifying
anchoring activity, lab models. models with anonymous feedback loops, inputs and
experiments, direct PQP feedback/critique. outputs to the system? Are
lectures, and simulations.
they making connections to
other components of the
 model and/or to other
concepts from previous
units and other classes?

Determine if students can Using the modeling rubric,

What component of the
create a final model that the teacher will assign
modeling rubric are
correctly displays the students a score. Students
students successful and/or
anchoring phenomena Final model of ocean can use this feedback to
Summative lacking? (components,
with connections to pH, acidification. make one final revision
ocean temperature, relationships, connections,
before completion of the
ocean acidification, and important terms/vocab)
unit.
chemical reactions.
Students with Special
English Learners Striving Readers Advanced Students
Needs
Scaffolds are in place for
EL students are able to each part of the lesson.
use Google Translate (or Students get additional
other apps) as they time for model
Teacher emphasizes in bold
complete the model and development. Students may
any important terminology Advanced students may be
give feedback to their also receive the same
for the unit (similar as ELs). asked to write a small
peers. graphic organizer to
Teacher may provide description of the
Teacher emphasizes in complete during direct
students with a cut down limitations of their model,
bold any important lectures (as ELs). Students
version of any necessary as the teacher sees fit.
DIFFERENTIATION terminology for the unit get time to practice their
reading for the unit (with Students could be asked to
and offers handouts in responses before
important terminology help scaffold peer learning
home language to potentially sharing with the
bolded). by explaining to striving
scaffold learning intake. class; they will also be
Teacher may alter the students their own thought
Model development is notified in advance if their
reading form based on processes and
visual where students thoughts are to be shared
students’ needs (i.e. from interpretations of the
can draw their ideas and with the whole class.
media to print, vice versa, model and content.
thought processes. Students are to be
or other).
Teacher can offer use of integrated into diverse
graphic organizers to groups during small group
help students take notes discussion to enhance their
during direct lecture. learning intake.
Materials Needed
and Links to Google slides, projector, lab notebooks, colored pens for model development, poster paper
Instructional
Resources Video shown within Lesson Body (Explain) section
https://www.youtube.com/watch?v=BO44JlAElXM&ab_channel=Vox

NOAA: (Ocean Acidification Overview)

https://www.noaa.gov/education/resource-collections/ocean-coasts/ocean-acidification
 NASA (Ocean Acidification Overview)
https://www.nasa.gov/topics/earth/features/climate_acidocean.html

Ocean Conservancy (Ocean Acidification Overview)

https://oceanconservancy.org/ocean-acidification/

Gizmo (Balancing Chemical Equations):

https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=408

Gizmo (Ocean Carbon Equilibrium)

https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&InteractiveCaseID=17&ResourceID=3164

This lesson was designed to teach students about ocean acidification and its effects on coral bleaching, as well as how
it affects ocean pH, ocean temperature, and the chemical reactions related to these events. Most students initially
believe that the ocean is neutral with a pH of around 7, but the truth is that the ocean is more basic with a pH closer
to 8.2and acidifying this pH slightly could have detrimental effects to the surrounding ecosystem. The concept of
Reflection,
ocean acidification is an abstract one because most students initially don’t realize that carbon dioxide from the air can
Summary,
be absorbed and incorporated into the ocean water as a liquid. The challenges of this lesson will begin by altering and
Rationale,
Implementation redirecting students’ preconceptions about the content, and introducing the abstract ideas of a liquid becoming
saturated by a gas resulting in effects shown in the ecosystem destruction. These challenges will then be showcased as
students begin to develop their models and display the ideas presented in the anchoring phenomena. The challenges
may be thwarted by allowing students ample time and opportunities to their developing models and to not only give
but receive feedback to these models anonymously in a gallery walk featuring the PQP feedback/critique method.