SCIENCE EDUCATION LESSON PLAN FORMAT rev 11.

20
Hannah Thetford, Erik Cobian Mejia, Amanda Brown,
Names Subject Chemistry
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 or
You will prepare for this presentation and begin this unit by developing an initial model to research how
Design Problem
global warming is affecting coral bleaching.
(with Anchoring
Activity for the
https://www.cnn.com/2020/04/07/australia/great-barrier-reef-bleaching-2020-intl-hnk/index.html
unit)

HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of
NGSS Performance
Expectation(s) changing the temperature or concentration of the reacting particles on the rate at which a reaction
occurs. (Focus for this specific lesson)

Provide the Standard and Element(s) that Students Will

Where in the lesson can this be found?
be Engaging In
Chemical Reactions: Students will be redefining their
understanding of chemical reactions by understanding how
the rate in which a chemical reaction occurs is dependent on
temperature and concentration of the reactant.
PS1. B. Chemical Reactions Earth Materials and Systems: Students will anchor their
Disciplinary Core
ESS2.A. Earth Materials and Systems understanding of chemical reactions by applying their
Ideas (DCIs)
ESS2.D. Weather and Climate 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.
Constructing Explanations and Designing Solutions.
Constructing explanations and designing solutions in 9-12
Constructing Explanations and Designing Solutions
builds on K-8 experiences and progresses to explanations and
Science and Planning and Carrying Out Investigations
designs that are supported by multiple and independent
Engineering Analyzing and Interpreting Data
Practices (SEPs)
student-generated sources of evidence consistent with
Developing and Using Models
scientific ideas, principles, and theories.
Apply scientific principles and evidence to provide
an explanation of phenomena and solve design
 problems, taking into account possible unanticipated
effects.
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 which
the chemical reaction occurs.
Analyzing and Interpreting Data: Carried in the lesson
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) (Bundled Argumentation
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 and
Cross Cutting Energy and Matter 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.

1. Students will illustrate their initial ideas on how climate change causes coral bleaching by
drawing a preliminary model and sharing their models through a written conversation and peer
reviewing models using a modeling rubric.
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
3D Learning the form of qualitative observations of increased CO2 concentrations changes and mathematical
Objective
representations of changes in mass, speed, and degree of the reaction.
(Lesson-Level
Learning 3. Students will apply knowledge of chemical reactions and construct explanations on how changing
Expectation) 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, concentration,
Target Vocab to be
dissolve, energy, equilibrium, gas, law of conservation of mass, liquid, melting point, pH, physical change, product,
Developed
reactant, reaction rate, solid, sublimation, substance, temperature, yield

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

FEEDBACK STRATEGY HOW IT INFORMS TEACHING

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

Are students using new

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

Using the modeling rubric,

Determine if students can What component of the
create a final model that the teacher will assign
modeling rubric are students
correctly displays the students a score. Students
successful and/or lacking?
anchoring phenomena Final model of ocean can use this feedback to
Summative (components, relationships,
with connections to pH, acidification. make one final revision
ocean temperature, connections, important
before completion of the
ocean acidification, and terms/vocab)
unit.
chemical reactions.
English Learners Striving Readers Students with Special Needs Advanced Students

EL students are able to

Scaffolds are in place for each
use Google Translate (or
part of the lesson. Students
other apps) as they
Teacher emphasizes in bold get additional time for model
complete the model and
any important terminology development. Students may Advanced students may be
give feedback to their
for the unit (similar as ELs). also receive the same graphic asked to write a small
peers.
Teacher may provide organizer to complete during description of the
Teacher emphasizes in
students with a cut down direct lectures (as ELs). limitations of their model,
bold any important
version of any necessary Students get time to practice as the teacher sees fit.
DIFFERENTIATION terminology for the unit
reading for the unit (with their responses before Students could be asked to
and offers handouts in
important terminology potentially sharing with the help scaffold peer learning
home language to
bolded). class; they will also be notified by explaining to striving
scaffold learning intake.
Teacher may alter the in advance if their thoughts students their own thought
Model development is
reading form based on are to be shared with the processes and
visual where students can
students’ needs (i.e. from whole class. Students are to interpretations of the model
draw their ideas and
media to print, vice versa, be integrated into diverse and content.
thought processes.
or other). groups during small group
Teacher can offer use of
discussion to enhance their
graphic organizers to help
learning intake.
students take notes
during direct lecture.

Google slides, projector, lab notebooks, colored pens for model development, poster paper

Materials Needed Video shown within Lesson Body (Explain) section

and Links to https://www.youtube.com/watch?v=BO44JlAElXM&ab_channel=Vox
Instructional
Resources 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 ocean acidification
Reflection,
is an abstract one because most students initially don’t realize that carbon dioxide from the air can be absorbed and
Summary,
incorporated into the ocean water as a liquid. The challenges of this lesson will begin by altering and redirecting students’
Rationale,
Implementation 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.