Channel Islands National Park and Channel Islands National Marine Sanctuary Ocean Acidification Curriculum (Lessons 1

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Channel Islands National Park and Channel Islands National Marine Sanctuary Ocean Acidification Curriculum (Lessons 1 – 8)

This is a series of lessons exploring the effects of ocean acidification on Channel Islands National Park and Channel Islands National Marine Sanctuary. It was developed for the National Park Service’s Teacher Ranger Teacher Program, in collaboration with and with support from the National Oceanic and Atmospheric Administration’s Office of National Marine Sanctuaries. These lessons are in the public domain and cannot be used for commercial purposes. Permission is hereby granted for the reproduction, without alteration, of these lessons on the condition its source is acknowledged. Channel Islands National Park and Channel Islands National Marine Sanctuary Ocean Acidification Lessons authored and adapted by

Sarah Raskin Science Educator and Magnet School Coordinator at Haydock Academy of Arts and Sciences, Oxnard, California

Doug DuBois Science Educator and Magnet School Coordinator at R.J. Frank Academy of Marine Science and Engineering, Oxnard, California

Lydia Kapsenberg U.S. National Science Foundation Postdoctoral Research Fellow University of California Santa Barbara, Santa Barbara, California

Amanda L. Kelley U.S. National Science Foundation Postdoctoral Research Fellow University of California Santa Barbara, Santa Barbara, California

Laura Francis Education Coordinator Channel Islands National Marine Sanctuary Santa Barbara, California

Monique Navarro Education Coordinator Channel Islands National Park, Ventura, California Additional Acknowledgements

Carol Peterson - Education Coordinator Channel Islands National Park

Yvonne Menard - Chief of Interpretation & Public Information Officer Channel Islands National Park

Lizzie Chapin, Park Guide, Channel Islands National Park

In Cooperation with the National Park Service’s Teacher-Ranger-Teacher Program, and NOAA Channel Islands National Park and Channel Islands National Marine Sanctuary Education Ocean Acidification Curriculum Lesson One Biodiversity in the Channel Islands National Park and National Marine Sanctuary

Grade Level 6-8

Timeframe One 50 minute period

Materials • Organism Cards • Colored pencils • Student Reading: Producers and Consumers in the Channel Islands National Marine Sanctuary (1 per student) • Student Handout: Biodiversity in the Channel Islands National Park and Marine Sanctuary • Large white butcher paper (1 per group of 4-6 students)

Essential Question

How do producers and consumers interact in the Channel Islands marine ecosystem?

Learning Objectives Students will be able to: • Identify differences between producers and consumers and provide examples of each. • Create a physical model of a food web. • Construct an argument for how a biological change to an ecosystem could affect different living populations.

In this lesson, students will become familiar with some of the marine organisms that make their home in the Channel Islands National Marine Sanctuary. Students will learn the difference between producers and consumers by reading Producers and Consumers in the Channel Islands National Marine Sanctuary and by watching a video clip of the kelp forest ecosystem from the National Park’s Live Dive Program. Next, they will become familiar with some of the organisms of the Channel Islands marine ecosystem through a card sort activity. Finally, they will construct a marine food web that demonstrates their understanding of producers, consumers and food webs.

Background Information The Channel Islands National Park and Marine Sanctuary contain an incredible amount of biodiversity. There are over one hundred endemic species of animals and plants, meaning they are found nowhere else in the world.

The organisms that live in the Channel Islands National Park and Marine Sanctuary include a wide variety of producers and consumers. Producers are organisms that create their own food through the process of photosynthesis. Photosynthesis is a biological process that involves using energy from the sun, along with carbon dioxide and water, so that an organism can produce its own food called glucose. One of the products of this reaction is oxygen. Examples of producers in the Channel Islands Marine Sanctuary are phytoplankton (plant-like plankton), algae (such as giant kelp), and marine plants.

Consumers are organisms that cannot make their own food and therefore must consume other organisms in order to survive. Examples of consumers in the Channel Islands Marine Sanctuary include zooplankton (animal-like plankton), marine mammals (such as sea lions), fish, and marine invertebrates (such as sea stars and sea urchins).

One of the reasons for the great amount of biodiversity in producers and consumers on and around the islands is the convergence of two ocean currents in the waters surrounding the islands. The warm water currents from the south bring with them warm water species such as the Garibaldi fish. This current overlaps with the cold water currents around Santa Rosa and San Miguel Islands. This cold water is due to upwelling that occurs in this area. Upwelling is when wind causes the warm surface water to be moved, and in turn, cold nutrient rich water from the deep ocean is driven up towards the surface. The nutrients brought up from deeper ocean, along with sunlight, allow algae, such as giant kelp, and aquatic plants to thrive and grow at incredible rates. Giant kelp can grow very fast, averaging 20 cm per day in the spring (about one foot), and can grow as fast as 60 cm (about two feet) per day. The kelp grows in large underwater forests that act as nursery grounds for both vertebrates (such as fish) and invertebrates (such as crabs/ sea urchins) to live and grow. This kelp nursery is a protected place where young animals can hide from predators, and attach themselves to kelp to prevent being carried off by ocean currents. The upwelled water also helps create large blooms of phytoplankton. Phytoplankton, along with algae and marine plants, are critical in the absorption of the excess carbon

Key Words • biodiversity • producer • consumer • photosynthesis • carbon dioxide • oxygen • phytoplankton • zooplankton • kelp • food web

Preparation • Copy Student Reading: Producers and Consumers in the Channel Islands National Marine Sanctuary (1 per student). • Copy Student Handout: Biodiversity in the Channel Islands National Park and Marine Sanctuary • Copy, cut and prepare Organism Cards for groups of 4-6 students. • Open and prepare “Live Dive” video clip. http://www.nps.gov/chis/planyourvisit/live-programs.htm

Learning Procedures Activity 1: Marine Consumers and Producers Reading and Questions 1. Hand out the Student Reading: Producers and Consumers in the Channel Islands National Marine Sanctuary (1 per student) and Student Handout: Biodiversity in the Channel Islands National Park and Marine Sanctuary. 2. Have students read silently and answer Warm-Up Questions one and two on Student Handout: Biodiversity in the Channel Islands National Park and Marine Sanctuary.

Activity 2: Channel Islands Live Dive 1. Check for student understanding of the terms “producer” and “consumer” by calling on students to review the two terms and provide one to two examples of each. 2. Write “biodiversity” on the board. Access students’ prior knowledge about the term (“bio” meaning “life” and “diversity” meaning “a variety or range”). Have the students write their definition of biodiversity on their worksheet under the section titled “Pre-Video Question: What is ‘biodiversity?’” Possible definition: “a variety of life or living organisms.” Explain to the students that the Channel Islands National Park and Marine Sanctuary has a great amount of biodiversity. (See “Background

Information” for more details.) 3. Explain to the students that they will be watching a video clip from the Channel Islands Live Dive program. This is a program that allows groups of students to communicate remotely with a scuba diver in the Channel Islands National Marine Sanctuary. There are several pre-recorded Live Dives available on the NPS website: http://www.nps.gov/chis/planyourvisit/archived-programs.htm 4. Explain to the students that during the video, they will write down all the consumers and producers that they see. They will determine whether the organism is a producer or a consumer and write the organism’s name down, under the appropriate column on their Student Handout: Biodiversity in the Channel Islands National Park and Marine Sanctuary (under the section titled “Channel Islands Live Dive”). 5. Play a portion of the video (approx. 5 minutes). Have the students share their answers with a partner or in small groups. Then review the answers as a class, correcting misconceptions as you go. Examples of producers: kelp, algae, marine plants, phytoplankton (would not be visible). Examples of consumers: fish, lobster, crabs, sea urchins, sea stars, sharks, seals, any type of animal. 6. Have the students add up the total number of producers they observed and record this number on their worksheet. Then, have them do the same with the total number of consumers.

Activity 3: Producer and Consumer Sorting Activity 1. Next, tell the students they will be working in groups of 4-6 students for the Producer and Consumer Sorting Activity. 2. Give each group of students a set of the Organism Cards. Explain to the students that each of the organisms can be found on the Channel Islands or in the waters surrounding the islands. 3. Ask the students to organize the cards into two categories: either consumer or producer. Students should work together to decide whether each organism is a producer or a consumer. 4. After giving the students approximately 10 minutes to work on this, come back as a class and review the answers. Possible answers: Producers- phytoplankton, kelp, algae, marine plants, such as eel grass. Consumers- zooplankton, coral, sea urchins, crabs, lobsters, sea stars, other invertebrates, fish, sharks, seals, sea lions, sea otters, etc.

Activity 4: Marine Food Web 1. Draw a phytoplankton or write the word phytoplankton on the whiteboard. Ask the students what eats phytoplankton. Students many look at the facts on the back of their Organism Cards to help them with this. Write or draw their answers, and with an arrow, connect the phytoplankton to the organism that consumes it. If the students mention more than one answer, write/draw the other answers as well. 2. Ask the student what eats the other organism. Once again, write/draw their answer and draw an arrow from the first consumer to the second consumer.

3. Explain to the students that this is a food web. Similar to a spider web where lots of different strings are connecting parts of the web together, a food web connects all the organisms that gain energy from consuming each other. 4. Next, have the students work together to create a food web using the Organism Cards. Give each group of students a large piece of white paper. Students will place the cards on the paper and draw lines interconnecting the organism. 5. Remind the students that the food web needs to begin with a producer. The food web should include at least eight organisms. 6. Optional: Have the students draw or write their food web on the back of their worksheet. Other options: students may share their food webs aloud with the class. Or, the groups of students can do a gallery walk where they have several minutes to walk around the classroom and observe the food webs that the other groups have created. 7. Start a discussion with the students by asking questions such as: Q: “What would happen if one of the producers was removed from the food web? How would this affect the other organisms in the food web?” A: All the other organisms would be affected because one of the food sources would be removed. That means there would be less or no food for the organisms that eat that producer and in turn, less food for the organisms that eat that animal. Q: “What might cause a producer or consumer to be removed from your food web?” A: Possible answers include: overfishing, climate change and warmer ocean (thus, the organism cannot survive anymore), ocean acidification, etc.

Assessment 1. Student responses on Handout: Biodiversity in the Channel Islands National Park and Marine Sanctuary. 2. Students create a food web using the Organism Cards, drawing lines interconnecting the organisms. 3. Students begin the food web with a producer and include at least eight organisms.

Park Connections The Channel Islands National Park encompasses five of the Channel Islands and extends up to one nautical mile into the ocean surrounding the Islands. The marine portion of the national park overlaps with the Channel Islands National Marine Sanctuary, which is managed by NOAA (National Oceanic and Atmospheric Administration). Different factors combine to make the Channel Islands National Park and Channel Islands National Marine Sanctuary a unique and biologically diverse place.

Organization of this Curriculum This lesson is part of a series of eight lessons regarding ocean acidification, using the Channel Islands National Park and Channel Islands National Marine Sanctuary as the background for these lessons. In the first lesson, students will learn what makes the Channel Islands National Park and Marine Sanctuary a unique habitat. In the following lessons, students learn about ocean acidification, what it is, how it affects the Channel

Islands, and what they can do to help reduce their carbon footprint and impact on the Islands and Sanctuary.

Education Standards Next Generation Science Standards NGSS MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

NGSS MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

NGSS MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Common Core ELA Standards (6-8) CCSS.ELA-Literacy.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Ocean Literacy Principles 1. The Earth has one big ocean with many features. (e, g, h) 2. The ocean and life in the ocean shape the features of Earth. (d) 3. The ocean is a major influence on weather and climate. (e, f, g) 4. The ocean supports a great diversity of life and ecosystems. (a, b, f) 5. The ocean and humans are inextricably interconnected. (d, e, g)

Climate Literacy Principles 1. Climate is regulated by complex interactions among components of the Earth system. (c, d, e, f) 2. Life on Earth depends on, is shaped by, and affects climate. (a, b, c, e) 3. Climate varies over space and time through both natural and man-made processes. (g) 4. Our understanding of the climate system is improved through observation, theoretical studies and modeling. (e) 5. Human activities are impacting the climate system. (a, b, c, d, e) 6. Climate change will have consequences for Earth system and human lives. (d,e)

Extending the Lesson 1. Whale Jenga food web game. http://www.cisanctuary.org/ocean- acidification/hands_on_activities.php 2. Students research consumers and producers that live on the Channel Islands. Students create a terrestrial food web with the plants and animals that they have researched. 3. Apps for additional information about the kelp forest and tide pools: https://itunes.apple.com/us/app/california-kelp-forests/id873968763?mt=8 and https://itunes.apple.com/us/app/california-tidepools/id497631839?mt=8

Additional Resources Information on the Channel Islands National Park http://www.nps.gov/chis/index.htm Information on the Channel Islands National Marine Sanctuary http://channelislands.noaa.gov Massachusetts Institute of Technology Middle School Science Activities Energy Flow in a Food Web http://education.mit.edu/starlogo-tng/learn/middle-school-science-activities

Acknowledgement This lesson is one in a series exploring the effects of ocean acidification on Channel Islands National Park and Channel Islands National Marine Sanctuary. It was developed for the National Park Service’s Teacher Ranger Teacher Program, in collaboration with and with support from the National Oceanic and Atmospheric Administration’s Office of National Marine Sanctuaries. This lesson is in the public domain and cannot be used for commercial purposes. Permission is hereby granted for the reproduction, without alteration, of this lesson on the condition its source is acknowledged.

Lesson 1: Producers and Consumers in the Channel Islands National Marine Sanctuary

In the waters of Channel Islands National Marine Sanctuary, a baby abalone crawls along a piece of giant kelp that is swaying gently in the ocean current. As it moves along, it slowly eats pieces of kelp for a delicious meal. Meanwhile, a garibaldi fish swims by, eating phytoplankton as it goes. Out of the dark, a sea lion darts in quickly and snaps up the garibaldi for a dinner on the go.

The kelp, abalone, phytoplankton, garibaldi and sea lion are all part of an ocean food web. The food web contains different types of consumers and producers. Producers are organisms that make their own food through photosynthesis. This means that they use the sun’s energy, carbon dioxide and water to make their own food. Examples of producers in the ocean are phytoplankton (tiny plant-like organisms), kelp, algae and marine plants.

Consumers are organisms that need to eat other living things in order to survive. Some examples of consumers in the Channel Islands National Marine Sanctuary are abalone, sea stars, coral, fish, sea lions, sharks, whales, crabs and lobsters.

Channel Islands food web

8 NAME:______DATE: ______PERIOD: ______

Lesson 1: Biodiversity in the Channel Islands National Park and Marine Sanctuary

Warm-Up Questions: 1. List several types of producers found in Channel Islands National Park and Marine Sanctuary. ______

2. List several types of consumers found in the Channel Islands National Park and Marine Sanctuary. ______

Pre-Video Question: What is “biodiversity?” ______

Channel Islands Live Dive: In the chart below, write down all of the organisms you see during the Channel Islands Live Dive clip. Classify them as producers or consumers.

Producers Consumers

How many producers did you count? ______How many consumers did you count? ______

9 Anchovy Anchovies swim in large schools near the surface of the ocean, with sometimes over a thousand fish swimming together. This helps protect them from predators such as salmon, sea lions and pelicans.

Anchovies get their energy by eating plankton (zooplankton and phytoplankton).

Zooplankton Zooplankton are animals that use the water currents to drift in the ocean. Different types of animals make up zooplankton, such as copepods and jellyfish.

While most zooplankton is microscopic, some can be up to meters long!

Zooplankton get their energy from eating phytoplankton.

Phytoplankton Phytoplankton are microscopic plants or plant- like organisms that use sunlight to make their own food, through the process of photosynthesis.

Phytoplankton are important because they provide us with a large amount of the world’s oxygen.

10 Harbor Seal

Harbor seals are true seals and do not have an external ear flap. They move swiftly underwater propelling themselves with undulating hind flippers, yet they are slow and awkward on land.

Harbor seals get their energy from squids, anchovies, rockfishes, and octopi.

California Sea Otter

Sea otters have very dense fur to help keep them warm in the cold ocean water. Sea otters are known for their grooming behavior which is essential for keeping their thick insulating coat of soft fur clean.

Sea otters get their energy by eating crabs, snails, urchins, clams, abalones, mussels.

California Sea Lion

Sea lions like to stick their flippers in the air to help them regulate their body temperature. Sea lions get their energy from eating squid, fish, and octopus.

11 Common Dolphin

Common dolphins are often seen in large groups “riding the waves” behind boats on the way out to the Channel Islands. They are one of the most numerous dolphins in the world.

These playful dolphins get their energy from eating fish and squid.

Humpback Whale Humpback whales have baleen in their mouths instead of teeth. Baleen is made out of the same material as our fingernails.

They take in huge amounts of water and filter it through their baleen to catch their favorite foods; krill (zooplankton) and anchovies.

Bat Ray Bat rays use their wing-like flaps to help catch their food.

They use their wings and also their strong teeth located on the underside of their bodies to dig into the sand in order to catch clams, shrimp and worms. They also eat crabs and fish.

12 Cancer Crab

Cancer Crabs are scavengers and predators. They use their claws to help catch prey such as snails, abalone, oysters and barnacles.

They also will eat dead organisms at the bottom of the ocean floor.

Giant Kelp Giant kelp is a type of algae that grows fast and tall, it can even grow up to two feet per day! Giant kelp can create huge underwater forests that provide important habitats for many animals.

Giant kelp uses energy from the sun to create its own food through the process of photosynthesis.

Human

While humans do not actually live in the ocean, we do have a huge impact on our ocean through our actions. We use the ocean for transportation, food and recreation.

Humans consume many living things in the ocean including invertebrates, kelp and fish.

13 Octopus

Octopus can change colors to camouflage with its surroundings, to hide from predators and to sneak up on its prey.

It gets its energy by eating crabs, crustaceans and fish.

Sea Lettuce

Sea lettuce is a type of green algae that gets its name because it looks like lettuce.

Sea lettuce uses photosynthesis to get its energy from the sun.

It is a favorite food source for crabs and snails.

Abalone

Some species of abalone have almost become extinct due to overfishing by humans and disease.

Abalones get their energy by eating algae with their tongue, or radula.

14 Rockfish

There are many types of rockfish, some that live in shallow water and some that live in the deep ocean.

Rockfish get their energy by eating zooplankton, phytoplankton, crabs, and other fish.

Great White Shark Great white sharks have an excellent sense of smell and can smell a drop of blood in 25 gallons of water. They also have many sharp serrated teeth.

This helps them catch prey such as fish, octopus, bat rays, sea lions, seals, small whales, sea otters, sea turtles, and carrion (dead animals).

Orca

Most orcas live and hunt in pods or family groups. They use distinct sounds to communicate with one another.

Orcas get their energy by eating fish, squid, birds, seals, sea lions, dolphins and other whales.

15 Eel Grass

Eel grass is a type of flowering plant that lives in the ocean. It gets energy from the sun, using photosynthesis to create its own food.

Eel grass provides important habitat for many animals. It also helps filter pollution out of the water and to absorb carbon dioxide that enters the ocean.

Deep Sea Coral

There are many types of coral found in the deep waters off of the Channel Islands.

Deep sea coral are animals. They feed by stretching out tentacles to catch tiny particles floating by, such as plankton (zooplankton and phytoplankton) and decayed matter.

California Spiny Lobster

Spiny lobsters live in kelp forests and surf grass beds. Catching lobsters is popular among fishermen, but if left alone some lobsters can grow over 3 feet long!

They get their energy by eating plankton, snails, crabs and clams.

16 Brittle Star

Brittle stars use their arms to catch food. If a brittle star loses one of its arms, it can grow back.

Brittle stars get their energy from plankton, decayed matter and small crustaceans.

Garibaldi Fish

The Garibaldi is the official marine fish of California. Garibaldis are very territorial fish and will attack other fish that come into their area.

Garibaldis get their energy by eating worms, sea anemones, crabs, shrimp, sea stars, sponges and algae.

Leopard Shark

Leopard sharks usually live in shallow waters. They feed along the bottom of the ocean floor.

They get their energy by eating clams, fish eggs, crabs, fish, worms, and sometimes even bat rays and octopus.

17 Brown Pelican

Brown pelicans nearly became extinct because of DDT, a type of pesticide. The brown pelican population is recovering and the birds use the Channel Islands as a nesting area.

The brown pelican gets its energy by eating fish such as anchovies.

California Sheephead Fish

California sheephead are an unusual fish that can change gender, from female to male during their lifetime.

This fish has strong teeth to eat food such as snails, crabs, sea urchins and lobsters.

Giant Black Sea Bass

Giant black sea bass can become quite giant, with some growing to over 7 feet long and weighing over 250 pounds!

The giant black sea bass eats shrimp, small sharks, crab, lobsters, anchovies, squid and other fish.

18 Brown Turban Snail

The brown turban snail makes its home in the kelp forest. It eats by using its radula, or tongue.

The brown turban snail gets its energy by eating kelp, other types of algae and some phytoplankton.

California Mussels

California mussels attach themselves to rocks using a very strong thread-like material that they create.

Mussels will filter ocean water through their shells to catch plankton and other tiny particles to eat.

Common Market Squid

Common market squid have eyes similar to human eyes.

The use their tentacles to draw food into their sharp beaks. They eat crabs, small fish, and other crustaceans.

19 Gray Whale

Gray whales have their babies in the warm waters of Baja California. From there they migrate north, all the way to the waters off of Alaska.

Gray whales get their energy from scooping crustaceans from the mud bottom

Sea urchins feed using a 5 toothed structure Sea Urchin known as “Aristotle’s lantern” They get their energy by eating algae, such as kelp.

One of the main predators of the sea urchin is the sea otter.

Pteropod Pteropods are sometimes called “sea butterflies.” These tiny creatures are related to snails.

Pteropods eat plankton. They are an important food source for many marine animals.

20 Channel Islands National Park Education

Channel Islands National Park and Channel Islands National Marine Sanctuary Education Ocean Acidification Curriculum Lesson Two Upwelling: A Factor that Makes the Channel Islands

Grade Level 6-8

Timeframe One 50 minute period

Materials • Water • Clear rectangular container • Straw • Blue food coloring • Student Handout: Upwelling Lab Data Sheet

Essential Question How does wind blowing along the Southern California coastline bring cool nutrient rich water up from the deep, and how does this colder water affect sea life and ocean water chemistry around the Channel Islands?

Learning Objectives Students will be able to: • Create a physical model with a container of water that demonstrates upwelling. Students will create wind with their breath and see upwelling currents with colored water. • Demonstrate why upwelling is necessary to support the diverse amount of life found in the Channel Islands National Park and Channel Islands National Marine Sanctuary.

21 Activity Summary Wind can cause cold, deep ocean water to rise to the surface. This cold water transports nutrients that keep the Channel Islands National Park and Channel Islands National Marine Sanctuary teaming with a wide variety of sea life. Cool water that rises up from the ocean depths carries nutrients that help life at the Northern Channel Islands thrive. This lesson and activity will allow students to see and explain how wind at the ocean's surface can cause the cool, nutrient rich, deep water to rise up to the top, in a process called upwelling.

Background Information The Channel Islands National Park and Channel Islands National Marine Sanctuary are rich in biodiversity, and include a variety of terrestrial and marine life. Different factors contribute to this exceptional assortment of life. First is the isolation of the islands. Having never been connected to mainland California, organisms on the island have had time to evolve and adapt specifically to life on the islands. There are approximately 23 types of animals that are unique or endemic to the islands, including the island fox.

Another factor that makes the Channel Islands unique is the convergence of two ocean currents. Anacapa and Santa Cruz Islands tend to have warmer waters because of currents from Baja California that travel towards these islands. The waters around Anacapa and Santa Cruz are home to different species of warm water fish and other marine species that migrate from southern waters. The waters around Santa Barbara and San Miguel experience cool nutrient rich water that is the product of upwelling. Having an area with warm water on one side and cool water on the other creates a boundary that makes the Channel Islands National Park and Sanctuary so unique. The combination of warm water and cool water species so close together creates an exceptional amount of biodiversity in the waters around the islands.

Upwelling has profound impacts on marine life around the islands. The nutrients brought up from deeper ocean, along with sunlight, allow algae and aquatic plants to thrive and grow at incredible rates. Giant kelp can even grow up to 1 foot per day. The kelp grows in large underwater forests that act as nursery grounds for both vertebrate (such as fish) and invertebrate (such as crabs/ sea urchins) young to grow. Upwelled water carries many nutrients, such as silica and phosphorus that plants, algae and animals need to survive. The nutrient rich water also creates large phytoplankton blooms. Phytoplankton (plant-like plankton) are the base of many food webs, supporting a variety of marine life such as fish, marine mammals, and seabirds.

Wind is the driving force behind upwelling. Wind blowing off the land moves the surface water offshore. As the surface water moves offshore, it is replaced by colder water that moves upward from the deep ocean. Upwelled water carries many nutrients, such as silica and phosphorus, which plants, algae, and animals need to survive. When organisms die, the chemicals that make up their bodies sink to the depths of the ocean, but upwelling causes these chemical nutrients to rise. These nutrients are necessary for the

22 phytoplankton to grow. For example, a nutrient chemical called silica is needed for diatoms (a type of phytoplankton) to make a shell-like structure. Cool water can also carry more dissolved gas than warmer water. Carbon dioxide and oxygen are two important gases that are dissolved in seawater. Carbon dioxide in the ocean water is required by producers (such as algae, phytoplankton and plants) to make food from sunlight and water (photosynthesis).

Key Words • carbon dioxide • kelp • nutrients • oxygen • phytoplankton • photosynthesis • surface • upwelling • biodiversity Preparation • Make copies of Student Handout: Upwelling Lab Data Sheet (1 per student). • Prepare all material for Upwelling Lab: clear containers, straws, blue food coloring, and colored pencils • Fill trays with water ahead of class time (this can be done the day before). • Pipettes can be partially filled with food color by the teacher before distributing to students. Show how to squeeze the pipette at the bottom of the container without disturbing the water (or the teacher could do this part for the students). • This lab can be done in partners or small groups of four.

Learning Procedures

Activity 1: Pre-Lab Question Students will study Diagram 1-1 on their Upwelling Data Lab Sheet. Students will attempt to answer questions 1-4 either individually, in groups, or whole group. 1. At beginning of the class, have the students answer the Pre-lab questions on the Upwelling Data Lab Sheet. Have the students discuss their answers with their neighbors, and then have students share out the answers out loud. Have students justify their reasoning and address any misconceptions. Answers: 1. The photic zone will be the warmest because it is closest to the surface and it is warmed by the sun. 2. If the water on the surface is moved then water from the deeper colder parts of the ocean will rise to the surface. 3. Remind students that forces are pushes and pulls. Forces that might move the water are the push of the wind and ocean currents. 2. Talk to the students about how the colder deeper water in the ocean is very nutrient rich. Start a discussion: Where might those nutrients come from? (Background info: When organisms die, the chemicals that make up their bodies sink to the depths of the ocean, but upwelling causes these chemical nutrients to rise. These nutrients are necessary for the phytoplankton to grow).

23 Activity 2: Upwelling Lab Students layer a small amount of food coloring at the bottom edge of the clear container of water. Using soda straws, the students attempt to bring up the blue colored water to the surface by only blowing on the surface water. 1. Let the pans sit undisturbed until the water is not moving. 2. Use dropping pipette to carefully put a small amount of blue food coloring at the bottom end of the clear container. Explain that this colored water represents the colder, deeper water. 3. Next, the students will rest a straw on one end of the pan (opposite the end with the colored water). Then they will gently blow across (not into) the water, creating offshore waves. Before beginning this, ask the students what blowing through the straw represents on the ocean (Answer: wind).

First, place color at bottom. Next, blow across the surface.

4. Have the students record their observations by drawing and describing using colored pencils and have one person in each group report the observations.

Activity 3: Post-Lab 1. In this activity, the “wind” should blow the surface water aside. The colored “deeper” water will then rise to the surface to replace the area where the clear, surface water had been. This represents the process of upwelling, where winds blow surface waters aside and the warmer waters are replaced by cooler, nutrient rich water from the deep ocean. Have the students complete the Post-Experiment Explanation on their Upwelling Data Lab Sheet. Answers: Q: In your model, what does the blue water represent? A: Cold, deep ocean water Q: What happens to the blue colored water when the surface water is moved away by the moving air? A: It rises upwards because the surface water is pushed out of the way.) Q: Deep ocean water contains many nutrients. What type of life benefits from the

24 cold nutrient rich water? Why? Answer will vary: plants, phytoplankton, animals’ benefit because the water contains nutrients that the organisms use to make food, eat, etc. 2. If time, show short video of an upwelling model: http://www.classzone.com/books/earth_science/terc/content/visualizations/es2405/e s2405page01.cfm

Assessment Teacher will assess student understanding through observations during the lab activity and by the student written response on the Upwelling Data Lab Sheet.

Education Standards Next Generation Science Standards NGSS MS-ESS2-4: Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

NGSS MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Common Core ELA Standards (6-8) CCSS.ELA-Literacy.RST.6-8.1:Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-Literacy.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST.6-8.9: Compare and contrast the information gained from

25 experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Ocean Literacy Principles 1. The Earth has one big ocean with many features. (c) 2. The ocean and life in the ocean shape the features of Earth. (d) 3. The ocean is a major influence on weather and climate. (e) 4. The ocean supports a great diversity of life and ecosystems. (a, e, g)

Climate Literacy Principles 1. The sun is the primary source of energy for Earth’s climate system (a) 2. Climate is regulated by complex interactions among components of the Earth system (b)

Extending the Lesson 1. Show NOAA video about marine snow. http://oceanservice.noaa.gov/facts/marinesnow.html Have student’s research marine snow. Students will write a paragraph explaining marine snow and complete an illustration to represent this concept. 2. For additional lessons on density, try the following resources: GEMS: Discovering Density http://lhsgems.org/GEM300.html or http://www.middleschoolchemistry.com/lessonplans/chapter3/lesson6

3. For additional lessons on upwelling, try the following resources: http://teachingboxes.org/upwelling/

Additional Resources Information on the Channel Islands National Park http://www.nps.gov/chis/index.htm Information on the Channel Islands National Marine Sanctuary http://channelislands.noaa.gov Information on upwelling http://oceanexplorer.noaa.gov/explorations/02quest/background/upwelling/upwelling.html Information on upwelling and the Santa Barbara Channel http://www.sbck.org/about-the-santa-barbara-channel/ Acknowledgement This lesson is one in a series exploring the effects of ocean acidification on Channel Islands National Park and Channel Islands National Marine Sanctuary. It was developed for the National Park Service’s Teacher Ranger Teacher Program, in collaboration with and with support from the National Oceanic and Atmospheric Administration’s Office of National Marine Sanctuaries. This lesson is in the public domain and cannot be used for commercial purposes. Permission is hereby granted for the reproduction, without alteration, of this lesson on the condition its source is acknowledged.

26 NAME:______DATE: ______PERIOD: ______

Lesson 2: Upwelling Lab Data Sheet

Diagram 1-1 Ocean Zones

Part 1: Pre-Lab Questions

Look at Diagram 1-1 Ocean Zones

1. Which zone of the ocean do you think has the warmest water? Explain your reasoning. ______

2. Which zone of the ocean do you think has the coldest water? Explain your reasoning. ______

27 3. What forces could move the surface water in the sunlit zone? ______

4. If the surface water is moved, how might that affect the temperature in the sunlight zone? Explain your reasoning. ______

Part 2: Post – Experiment Explanation

Explain and diagram how cold and warm water move as a result of upwelling. What else might be carried to the surface besides cold water? ______

Make a prediction: Colder, deeper water in the ocean is very nutrient rich. Where might those nutrients come from? Make a prediction using the hypothesis model: I believe that . . .

I believe that: ______

28 Channel Islands National Park and Channel Islands National Marine Sanctuary Education Ocean Acidification Curriculum Lesson Three Isolation and Currents: Factors that Make the Channel Islands Unique

Grade Level 6-8

Timeframe One 50 minute period

Materials • Student Handout: Currents and Isolation of the Channel Islands • Student Reading: Currents and Isolation: Factors that Make the Channel Islands Unique • Colored pencils • Highlighter

Essential Question What factors make the waters around the Channel Islands able to support such a diversity of life?

Learning Objectives Students will be able to: • Analyze sea surface temperature data and represent it on a map with a visual color sequence. • Use evidence from their reading to explain how ocean currents, isolation and any other factors affect life in the Channel Islands National Park and Channel Islands National Marine Sanctuary.

Background Information The Channel Islands National Park and Channel Islands National Marine Sanctuary are rich in biodiversity, including a variety of terrestrial and marine life. Different factors contribute to this exceptional assortment of life. First is the isolation of the islands. Having never been connected to mainland California, organisms on the island have had time to evolve and adapt specifically to life on the islands. There are approximately 23 types of animals that are unique or endemic to the islands, including the island fox.

Another factor that makes the Channel Islands unique is the convergence of two ocean currents. Anacapa and Santa Cruz Islands tend to have warmer waters because of currents from Baja California that travel toward these islands. The waters around Anacapa and Santa Cruz are home to different species of warm water fish and other marine species that migrate from southern waters. The waters around Santa Barbara and San Miguel experience cool nutrient rich water that is the product of upwelling. Having an area with warm water on one side and cool water on the other creates a boundary that makes the Channel Islands National Park and Sanctuary so unique. The combination of warm water and cool water species so close together creates an exceptional amount of biodiversity in the waters around the island.

Key Words • carbon dioxide • kelp • nutrients • oxygen • phytoplankton • photosynthesis • surface • upwelling • biodiversity

Preparation • Make copies of the Student Handout: Currents and Isolation of the Channel Islands (1 per student). • Make copies of the Student Reading: Currents and Isolation: Factors that Make the Channel Islands Unique (1 per student).

Q: How do you think the different temperatures affect the animals that live in the Channel Islands National Marine Sanctuary? (Answers will vary) Explain that the cold water attracts animals and supports organisms that prefer colder water, while the warmer water attracts animals that prefer warmer temperatures. Some of these animals include blue, gray and humpback whales, orcas, kelp forests, sea otters, brown pelicans, and different species of dolphins. The waters around the Channel Islands provide a habitat for both warm and cold water organisms in very close proximity to one another.

Activity 2: Student Reading and Directed Activity Related to the Reading 1. Hand out the Student Reading: Currents and Isolation: Factors that Make the Channel Islands Unique. 2. Have the students number each paragraph of the reading (there are 7 paragraphs). 3. Have the students answer the questions in Part 2: Reading on their Student Handout: Currents and Isolation of the Channel Islands. See answer key for

Activity 3: Reflection: 1. After the reading, have a discussion with the students regarding how upwelling, ocean currents and any other factors affect life in the Channel Islands National Park and Channel Islands National Marine Sanctuary. Have the students “Think- Pair-Share”: first they will have time to think, then discuss with a partner. Call on students to share out answers and write their answers on the board. 2. Then the students will write a paragraph in Part 3: Reflection on their Student Handout: Currents and Isolation of the Channel Islands.

Assessment Teacher will assess student understanding by the student written responses on the student worksheet.

Education Standards

Next Generation Science Standards NGSS MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. NGSS MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Climate Literacy Principles 1. The sun is the primary source of energy for Earth’s climate system (a) 2. Climate is regulated by complex interactions among components of the Earth system (b) 3. Extending the Lesson 1. For additional lessons about the Channel Islands and the history of the Channel Islands, see the From Shore to Sea Curriculum on the Channel Islands National Park Website: http://www.nps.gov/chis/learn/education/classrooms/from-shore-to-sea- curriculum.htm

Additional Resources Information on the Channel Islands National Park http://www.nps.gov/chis/index.htm Information on the Channel Islands National Marine Sanctuary http://channelislands.noaa.gov Information on upwelling and the Santa Barbara Channel http://www.sbck.org/about-the-santa-barbara-channel/

The Channel Islands National Park and Channel Islands National Marine

Sanctuary, located off the coast of Southern California, are rich in biodiversity.

Biodiversity means that there is a wide variety of life on the Channel Islands and in the

ocean surrounding the islands.

There are several factors that contribute to the many types of unique and

wonderful organisms found on and around the Islands. One of these factors is the location of the islands. The Channel Islands are located in the ocean off the coast of

California and have never been connected to mainland California. Organisms arrived

by swimming, drifting or flying. That means that organisms on the island have had time

to evolve and change over time, separate from similar organisms on the mainland.

An example of this is the island fox. The island fox is related to the gray fox,

which is found on the mainland of California. However, the island fox is much smaller in

34 size and genetically different to its mainland relative. There are over 100 endemic plants and animals on the Channel Islands, which means that they are only found in that particular area and no place else in the world. The Island fox is an example of an animal that is endemic to the Channel Islands.

Santa Cruz Island Fox

Another factor that makes the Channel Islands unique is the meeting of two

ocean currents. Having an area with warm water on one side and cool water on the

other creates a boundary that contributes to the biodiversity in the waters around the

islands. Anacapa and Santa Cruz Islands have warmer waters because of currents

moving up from Baja California, and are home to warm water fish and other marine

species that migrate from these southern waters. The waters around Santa Rosa and

San Miguel experience cool nutrient-rich water that is the product of upwelling.

35 Upwelling has important impacts on marine life around the islands. It typically occurs during the spring and summer when wind moves the warmer sunlit surface water further offshore. To replace the warm water that has moved, colder, nutrient rich water from the deep ocean moves up towards the surface. The nutrients brought up from the deep ocean, along with sunlight, allow algae, such as giant kelp, and aquatic plants to thrive and grow at incredible rates.

The upwelled water also helps create large phytoplankton blooms. Phytoplankton, which are plant-like organisms, are the base of many food webs and support a variety of marine life such as fish, marine mammals, and seabirds.

Upwelled colder water also carries more oxygen and carbon dioxide than warmer water.

Animals, such as fish, use the oxygen to “breathe” through their gills and survive. Plants, algae and phytoplankton use carbon dioxide, water and sunlight to make their own food in a process called photosynthesis.

All of these factors; upwelling, isolation of the Islands, and the meeting of two ocean currents contribute to the biodiversity on both land and in water in The Channel

Islands National Park and National Marine Sanctuary.

36 Name ______

Date ______

Period ______Lesson 3: Currents and Isolation Student Worksheet Mapping Sea Surface Temperatures (SST): Create a colored SST map.

Temperature Key: Warmer Cooler

17 °C 16°C 15°C 14°C 13°C 12°C 11°C 10°C

R O Y G B V

The mnemonic ROY G BIV is used to remember the colors in order from the warmer long wave, to the cooler, short wave colors. Use a yellow/orange for 15°C and a green/blue for 17°C . Mapping Sea Surface Data Temperatures: Create a colored SST map. (continued)

1. Is the surface ocean temperature the same in all areas of the Santa Barbara Channel? ______

2. What do you think causes different temperatures around the islands?

______

3. How do you think the different temperatures affect the organisms that live in Channel Islands National Park and Channel Islands National Marine Sanctuary?

______Reading

1. Number each paragraph. 2. In paragraph # 1, highlight the definition of “biodiversity.” 3. In paragraph #2, does the author say that the Channel Islands have ever been connected to mainland California? ______

4. In paragraph #2 the author mentions different ways animals might have arrived to the Channel Islands. Draw a picture of a fox traveling to the island in one of these ways:

5. In paragraph #3, what is the island foxes’ mainland relative? ______6. In paragraph #4, what do warm water currents from Baja bring with them to the Channel Islands?

______

7. In paragraph #4, why is the water around Santa Rosa Island cold?

______

8. In paragraph #5 and #6, what are two types of organisms that grow very well in upwelled water?

______

9. In paragraph #6, highlight the three things plants, algae and phytoplankton need for photosynthesis. ______

38 Reflection

______

39 Key to Mapping Sea Surface Temperatures: Create a colored SST map.

10 11 1 1 10 11 11 10 11 1 10 1 13 13 13 3 13 3 14 11 12 12 13 13 13 13 13 14 11 11 12 12 13 13 13 13 1 11 .-Ii..12 12 3 13 4 13 12 12 13 14 16 12 12 13 3 13 13 16 1 12 11 2 13 13 13 13 14 16 16 16 11 11 11 12 13 13 14 15 6 17 17 1 1717 17 11 11 11 12 13 13 14 15 16 16 1 7 17 17 6 11 11 11 11 12 13 13 14 15 16 15 15 16 17 17 17 17 11 11 11 11 12 13 13 14 :15 1 1 1 17 7 17 1 11 11 11 12 13 13 14 15 15 15 6 17 17 17 1 11 11 12 12 13 13 4 4 15 15 6 17 17 17 17 11 1 11 12 12 1.2 13 2 � 4 5 ,5 15 17 17 17 11 11 12 12 12 12 12 14 15 15 16 17 17 17 11 11 11 12 12 12 13 13 3 1 5 15 5 16 17 17 Above is a satellite.. derived Sea Surface Temperature (SST) ,of the Southern California Bight from1 Septe.mber 30, 1995. (AVHIRR data) Alli measure,ments are in degr,ees Celsius.

Temperature Key: Warmer Cooler

16°C 15°C 14°C 13°C 12°C

R 0 y G B v 4 The mnemonic ROY G BIV is used to remember the colors in order from the warmer long wave, to the cooler, short wave colors. Use a yellow/orange for 1 s°C and a green/blue for 17°C KEY to Mapping Sea Surface Data Temperatures: Create a colored SST map. (continued)

1. Is the surface ocean temperature the same in all areas of the Santa Barbara Channel?

A: No, the surface temperatures around the islands vary from warmer to colder water

2. What do you think causes different temperatures around the islands?

Answers will vary. Explain to the students how two ocean currents converge around the islands (see paragraph 2 of the “Background Information”).

3. How do you think the different temperatures affect the organisms that live in Channel Islands National Park and Channel Islands National Marine Sanctuary?

(Answers will vary) Explain that the cold water attracts animals and supports organisms that prefer colder water, while the warmer water attracts animals that prefer warmer temperatures. Some of these animals include blue, gray and humpback whales, orcas, kelp forests, sea otters, brown pelicans, and different species of dolphins. The waters around the Channel Islands provide a habitat for both warm and cold water organisms in very close proximity to one another.

Reading

1. Number each paragraph. (There are 7 paragraphs total) 2. In paragraph # 1, highlight the definition of “biodiversity.” A: There is a wide variety of life on the Channel Islands and in the ocean surrounding the islands. 3. In paragraph #2, does the author say the Channel Islands have ever been connected to mainland California? A: No the Channel Islands have never been connected to the mainland of California. During the last Ice Age, the four northern Channel Islands were connected in one large island called Santa Rosae. During this time, the nearest point of the island was only about 5 miles away from the mainland. For more information on this, see the following website: http://www.nps.gov/chis/learn/nature/geologicformations.htm

4. In paragraph #2 the author mentions different ways animals might have arrived to the Channel Islands. Draw a picture of a fox traveling to the island in one of these ways: Pictures will vary

5. In paragraph #3, what is the island foxes’ mainland relative? A: The gray fox. 6. In paragraph #4, what do warm water currents from Baja bring with them to the Channel Islands? A: Warm water fish and other marine species.

41 7. In paragraph #4, why is the water around Santa Rosa Island cold? A: The waters around Santa Rosa and San Miguel are colder because of upwelling. 8. In paragraph #5 and #6, what are two types of organisms that grow very well in upwelled water? A: Algae, such as giant kelp, and phytoplankton. 9. In paragraph #6, highlight the three things plants, algae and phytoplankton need for photosynthesis.

A: Carbon dioxide, water and sunlight.

Reflection

Explain how upwelling, ocean currents, and any other factors affect the marine life in the Channel Islands National Park and Channel Islands National Marine Sanctuary. Quote evidence from the reading and your lab activities to support your answers. A: Answers will vary. Important information includes: upwelling brings up colder-nutrient rich water that supports algae and phytoplankton growth. These organisms are the basis of many ocean food webs. The meeting of the two ocean currents, one warmer and one colder, bring different species in close proximity to one another. The Channel Islands have also always been separated from the mainland. The animals and plants that live on the islands have had time to evolve and adapt specifically to life on the islands.

42 Channel Islands National Park and Channel Islands National Marine Sanctuary Education Ocean Acidification Curriculum Lesson Four What is Ocean Acidification?

Grade Level 6-8

Timeframe One 50 minute period

Materials • Student Handout: What Exactly is Ocean Acidification? • Power plant Photo • Colored pencils • Combustion model (or video of combustion model) • Beaker • Tea light candles • Lighter

Essential Question What is ocean acidification? How do our actions affect our ocean and ocean life?

Learning Objectives Students will be able to: • Describe how human actions impact the ocean. • Illustrate how combustion of fossil fuels causes ocean acidification.

In this lesson, students will view and respond to a photo of a power plant located on the ocean and make connections about human impacts on the ocean. Next, the students will learn about what ocean acidification is through a reading. The students will then observe either a video or live demonstration that illustrates how combustion and the absorption of carbon dioxide cause ocean acidification. Finally, the students will illustrate the reading about ocean acidification in a cartoon style format.

Background Information http://www.pmel.noaa.gov/co2/story/What+is+Ocean+Acidification%3F Humans rely on fossil fuels, whether it is gasoline and diesel fuels for transportation or natural gas and coal for our electricity-producing power plants. Almost all of our material goods require fossil fuels, whether it is the food we eat, the clothes we wear, or the video game consoles we play. The transportation we use to travel places and to ship products to us also requires fossil fuels. To get energy from fossil fuels, they are burned in a process called combustion.

Combustion simply means burning. Every time we drive in a car, combustion takes place. When we turn on the lights, or the television, or use electricity for anything at all, that electricity was likely produced by combustion. Combustion involves a chemical change. There are three requirements for this chemical change to take place: fuel, oxygen, and an ignition point, or in other words, the correct temperature for that fuel/air mixture to start to burn. When all three of these factors combine, combustion occurs.

Chemical changes create new products. One of these by-products of combustion is carbon dioxide (CO2). Since the beginning of the Industrial Revolution, humans have been steadily consuming more and more fossil fuels. Evidence shows that the amount of CO2 in Earth's atmosphere is on the rise. This added CO2 increases the heat-trapping capabilities of the atmosphere, which affects our climate by rising temperatures.

Carbon dioxide (CO2) in the atmosphere can be absorbed by the ocean. In fact, the ocean absorbs about 30% of the carbon dioxide released. This is not great news for our ocean. When CO2 enters the ocean, it joins with water (H2O) to form carbonic acid

(H. T2Ohis3) process is called ocean acidification. Since the start of the Industrial Revolution, the pH level of the ocean has dropped about 0.1 pH units. Though it may seem like a slight change in pH, it is actually equivalent to a 30% increase in acidity. As seawater becomes more acidic, many marine organisms are affected. A review of this concept is available from the California Academy of Sciences at: https://www.youtube.com/watch?v=GL7qJYKzcsk

Animals like pteropods, snails, clams and oysters have shells. These shells are made of calcium carbonate. The exoskeletons (outside shell) of crabs, shrimp and lobsters are also made of calcium carbonate and chiton. Animals called coral polyps live in

Key Words • carbon dioxide • oxygen • ocean acidification • combustion • fossil fuel • pH scale

Learning Procedures Activity 1: Opening - “See-Think- Wonder” Discussion

1. Project power plant photo on to white board or through the students’ devices/ iPads (so that every student can see the photo clearly) Helpful hint: Do not give students any prior background knowledge about the photos. 2. Students will be asked to silently look at the pictures for approx. 2 minutes. Then, students will be asked to share with their neighbor what they see. Call on students to share out loud with the class. -Emphasize they should only point out what they can observe (no interpretations at this point): A useful prompt is to tell students that an observation is something they could actually put their fingers on within the image/ object. -Push students to explain their answers and even point to the objects on the board. Have students support their answers with evidence by asking questions such as, “Explain why you say this.” -Possible idea: Have a class discussion start by sharing those things the student’s partner noticed that they hadn’t. 3. Next, ask a student to share about what they think is going on in the image or what the image makes them think of. Teacher may ask students to refer to or think about a previous lesson or experience. Students will discuss in partners or small groups. Then, ask students to share out loud with the class. Have students use evidence from the photos to explain their thinking. -Push students to explain their reasoning and to add to it. -Possible questions to ask students include: -“What does this make you think?” -“What else is going on here?” -“What do you see that makes you say that?” 4. Next, ask the students what they are now wondering about, based on what they have seen and been thinking. Possible prompts: -“What are you wondering about?” -“What do you still want to know?” -“What are you curious about?” -“What questions do you have?” 5. After writing for 1-2 minutes, students will share what they wrote with their partner or table group. Then, ask students to share out loud with the class.

Activity 3: Video or Combustion Model Demonstration: Option 1: Combustion Model Demonstration: 1. Light a candle for students to observe. 2. While watching the candle burn, review combustion with the students by asking the following questions: Q: What are the three things necessary for combustion to take place? A: Fuel and oxygen and ignition (correct temperature for the fuel oxygen mix). Q: Where does the oxygen come from? A: The air. Air is a mixture of gasses, about 4/5 nitrogen and 1/5 oxygen, but also includes small amounts of other gases, like water vapor, which varies day-to-day, argon and carbon dioxide. Q: What is the fuel in the candle? A: Paraffin wax. Paraffin is made from fossil fuels like petroleum or coal. It doesn’t just melt, but it actually burns. 3. Place a beaker over the lit candle and have the students watch as the flame is extinguished. Ask them the following questions: Q: Why was the flame extinguished? Q: Which ingredient for combustion was missing? Q: What happened to the oxygen? A:The flame went out because there was not enough oxygen for the chemical change to continue. The oxygen and paraffin were chemically changed to carbon dioxide and water (and carbon soot.) 4. Fill a test tube about two thirds full of water. Add a small amount, drop by drop, of BTB (bromothymol blue) solution to the test tube until the water turns a light blue. Fill the other test tube until they have near equal amount of BTB solution in each. 5. Explain to students that BTB is an indicator that indicates the presence of acid. (The blue color will change from blue to green to yellow as the acidity of the solution increases.) 6. Pour half of the BTB and water mixture into another test tube so both have an equal amount. Place test tubes in the test tube rack. This will serve as a control for comparison purposes. 7. Place the tea light candle on the jar lid and light the candle. 8. Mount the Mason jar over the lid with the burning candle and secure by holding the lid ring and turning the jar until tight. 9. Turn on the air pump. 10. Place the exhaust tube in one of the test tubes with the BTB indicator solution. Once the lid is tight, and the area between the tubes and the lid is sealed, and the pump is supplying enough air, the candle will stay lit and exhaust bubbles will be visible in the test tube. 11. Students will observe the difference in color between the two test tubes and note color changes. 12. Teacher will guide a discussion with the students by asking questions such as:

Option 2: Video of Combustion Model https://www.youtube.com/watch?v=3k-SGswzXTQ 1. Play video of combustion model demonstration through LCD projector on students’ individual devices/ iPads. 2. After the video, teacher will guide a discussion with students by asking questions such as: -What happened to the water in each test tube? -BTB, the blue chemical, will change color to indicate if carbon dioxide is present. What caused the water in this test tube to change color? Where did the carbon dioxide come from? - What are the three ingredients needed for combustion?

Activity 4: Ocean Acidification Cartoon 1. Students should still have the Student Handout: What Exactly is Ocean Acidification? 2. Teacher will instruct the students to create one illustration, using colored pencils, to represent each panel of the cartoon. 3. Teacher may have the students brainstorm ideas for the first panel together as a class. Teacher can write these ideas on the whiteboard for students to choose from. 4. Then students will work independently to complete the remainder of the cartoon. 5. If time, students can share their cartoons with the class by presenting in small groups. Or, the groups of students can do a gallery walk where they have several minutes to walk around the classroom and observe the cartoons that the other groups have created.

Assessment • Student drawn cartoon What Exactly is Ocean Acidification? • Optional: Presentation to partner, groups

Education Standards Next Generation Science Standards

NGSS MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

NGSS MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

NGSS MS-LS2.C: When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.

NGSS MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

NGSS MS-ESS-3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Common Core ELA Standards (6-8) CCSS.ELA-Literacy.WHST.6-8.1.A-E

CCSS.ELA-Literacy.WHST.6-8.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

CCSS.ELA-Literacy.WHST.6-8.1.C - Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.WHST.6-8.1.D - Establish and maintain a formal style.

CCSS.ELA-Literacy.WHST.6-8.1.E - Provide a concluding statement or section that follows from and supports the argument presented.

Extending the Lesson 1. Start a discussion with the students about what people could do to reduce the amount of carbon dioxide released into the atmosphere. (ex: bike to school instead of drive; buy local produce instead of produce that was transported from farther away, etc.). List student ideas on the whiteboard. 2. Ocean Acidification in a Cup lab activity:

Additional Resources Information on the Channel Islands National Park http://www.nps.gov/chis/index.htm

Information on the Channel Islands National Marine Sanctuary http://channelislands.noaa.gov

Information about the Chemistry Behind Ocean Acidification: https://www.youtube.com/watch?v=GL7qJYKzcsk

Name ______

Date ______

Period ______Lesson 4: What Exactly is Ocean Acidification?

1. Humans have been releasing carbon 2. The ocean acts as sponge and absorbs 3. This is not great news for our ocean or the dioxide (CO2) into the atmosphere in large about 30 percent of the CO2 from the organisms that make their home there. When quantities since the Industrial Revolution. CO2 atmosphere. However, as levels of CO2 rise in CO2 mixes with seawater, a chemical reaction is released during combustion: when we drive the atmosphere, so do the levels of CO2 in the occurs that causes the pH of the seawater to our cars, power our houses and factories, use ocean. lower and become more acidic. This process electricity, burn things, and cut down trees. is called ocean acidification.

4. Even slight changes in pH levels can have 5. Ocean acidification also reduces the amounts 6. The damage to these shell-building large effects on marine organisms, such as of calcium carbonate minerals available to shell- organisms can have a negative ripple effect fish and plankton. building organisms, such as plankton, oysters, throughout the entire ocean food web. coral, and sea urchins, to build and maintain their shells and skeletons.

After you read each section, create a colorful illustration to represent each panel of the story.

53 Channel Islands National Park and Channel Islands National Marine Sanctuary Education Ocean Acidification Curriculum Lesson Five How Does Ocean Acidification Affect Ocean Life?

Grade Level 6-8

Timeframe One 50 minute period

Materials • Ocean acidification video: https://www.youtube.com/watch?v=Wo-bHt1bOsw • Pteropod video • Student Handout Lab: The Effects of Ocean Acidification on Shelled Organisms • Chalk • White vinegar • Water • Beakers • Digital Scale • Paper towels

Essential Question What are the impacts of ocean acidification on marine life?

Learning Objectives Students will be able to: • Use evidence to explain how ocean acidification affects marine life.

In this lesson, students will review the concept of ocean acidification through a short video. Next, students will participate in a chalk and vinegar lab that demonstrates how acid affects organisms that use calcium carbonate to form their shells. Students will also watch a short video about the effects of ocean acidification on pteropods, which are an important animal found in many food webs.

Chemical changes create new products. One of these by-products of combustion is the chemical compound carbon dioxide (CO2). Since the beginning of the Industrial Revolution, humans have been steadily consuming more and more fossil fuels. Evidence shows that the amount of CO2 in Earth's atmosphere is on the rise. This added CO2 increases the heat-trapping capabilities of the atmosphere, which affects our climate by rising temperatures.

(H2O3). This process is called ocean acidification. Since the start of the Industrial Revolution, the pH level of the ocean has dropped about 0.1 pH units. Though it may seem like a slight change in pH, it is actually equivalent to a 30% increase in acidity. As seawater becomes more acidic, many marine organisms are affected. A review of this is available by the California Academy of Sciences is available at: https://www.youtube.com/watch?v=GL7qJYKzcsk

Animals like pteropods, snails, clams and oysters have shells. These shells are made of an element called calcium carbonate. The exoskeletons (outside shell) of crabs, shrimp and lobsters are also made of calcium carbonate. Animals called coral polyps live in

Preparation • Make copies of Student Handout Lab: The Effects of Ocean Acidification on Shelled Organisms (1 per student). • One pH scale to display to students

Learning Procedures Opening - Ocean Acidification Video 1. Student Handout - Lab: The Effects of Ocean Acidification and Shelled Organisms (1 per student). 2. Play the Ocean Acidification video two times for the students. (https://www.youtube.com/watch?v=Wo-bHt1bOsw) 3. Instruct the students to simply watch the video the first time. During the second showing of the video, have the students answer the pre-lab questions on the worksheet.

Activity 1: The Effects of Ocean Acidification and Shelled Organisms Lab 1. Explain the activity to the students: “Next, each group will get two beakers: one that contains water and one that contains white vinegar. You will be required to take the pH of both the vinegar and the water. This will tell us how acidic or basic the liquid is. [If possible: show the students a pH scale here and explain pH in

EXPERIENCE YOUR AMERICATM and AMERICA’S UNDERWATER TREASURES The National Park Service cares for special places saved by the American people so that all may experience our heritage. National Marine Sanctuaries protect America’s special ocean and great lakes places for current and future generations. 57 more detail, including how pH affects living organisms such as fish.] Remember to use two separate pH strips for each liquid.” Click here for a pH diagram to show students. 2. Explain to the students that chalk is made up of calcium carbonate, the same materials that shells are made of. Explain to the students that for the purpose of this lab, the chalk represents the shells of shelled marine organisms. The water represents normal seawater and the white vinegar represents acidic seawater. Have students answer Pre-Lab Questions 1-3 on Student Handout - Lab: The Effects of Ocean Acidification and Shelled Organisms. 3. Hand out two beakers or test tubes to each table group, along with pH paper. 4. Let the students determine the pH of each liquid by dipping the pH paper into each liquid (one paper per liquid). Students should use the pH paper scale to determine the pH of the water and the pH of the vinegar. 5. Then students should record their answers (Lab Questions 4-5 on Student Handout - Lab: The Effects of Ocean Acidification and Shelled Organisms). Remind students NOT to ingest any liquid. Extension: ask students, based on the pH level, which liquid is suitable for sustaining fish and why? Show the pH scale here again. 6. Next, students will write a hypothesis on what they think will happen to the chalk when it is placed in each of the liquids. Have the students create a hypothesis for what they think will happen to the chalk that is in the vinegar and the chalk that is in the plain water (question 6 on the lab worksheet). Have them write their hypothesis down. Then have them share with a neighbor and pick students to share out loud with the class. Encourage students to explain the reasoning behind their answers. 7. Next, students will receive a piece of chalk to place in each liquid. Before placing the chalk in the liquid, students will weigh and record the weight of each chalk piece. Demonstrate how to do this. Remind the students to record the weight in grams for question 7 on the lab worksheet in the row for “chalk weight (dry).” 8. Next have the students place a piece of chalk into the liquids. Chalk #1 will go into the water, chalk #2 will go into the white vinegar. 9. Set a timer and have the students observe and record their observations after 1 minute, and again 5 minutes. Option: Teacher can show the Pteropod video in between observations. 10. After 5 minutes, instruct the students to remove the chalk from each of the liquids. Remind them to keep the chalk separate so that they remember which one came from which liquid. 11. Have the students blot dry the chalk gently with a paper towel, then weigh and record the weights for chalk #1 and chalk #2. Students should record their answer in the second row of question 7 – the first table - on the Student Handout - Lab: The Effects of Ocean Acidification and Shelled Organisms. 12. Next, explain to the students how to determine how much mass was lost for each piece of chalk. They will do this by subtracting the new weight (after having been submerged in the liquid) from the original weight of the dry chalk. Students should record their answers in the final row of question 6 on the lab worksheet. The chalk that was in the vinegar should have lost mass because the vinegar (acid) breaks apart the chalk. The chalk that was in the water most likely will have gained mass because it absorbed some of the water.

Assessment Student participation during Lab Procedures. Student responses on Student Handout - Lab: The Effects of Ocean Acidification and Shelled Organisms.

Education Standards Next Generation Science Standards

NGSS MS-LS2.C: When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms

NGSS MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

NGSS MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

NGSS MS-ESS-3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Common Core ELA Standards (6-8) CCSS.ELA-Literacy.WHST.6-8.1.A-E

CCSS.ELA-Literacy.WHST.6-8.1.A Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

CCSS.ELA-Literacy.WHST.6-8.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

CCSS.ELA-Literacy.WHST.6-8.1.C - Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.WHST.6-8.1.D - Establish and maintain a formal style.

CCSS.ELA-Literacy.WHST.6-8.1.E - Provide a concluding statement or section that follows from and supports the argument presented.

Ocean Literacy Principles

1. The Earth has one big ocean with many features. (e, g, h) 2. The ocean and life in the ocean shape the features of Earth. (d) 3. The ocean is a major influence on weather and climate. (e, f, g) 4. The ocean supports a great diversity of life and ecosystems. (a, b, f) 5. The ocean and humans are inextricably interconnected (d, e, g)

Climate Literacy Principles 1. Climate is regulated by complex interactions among components of the Earth system. (c, d, e, f)

Extending the Lesson 1. Have discussion with students about how ocean acidification is affecting pteropods. Ask them how this will affect food webs in the ocean. If time, have students draw a marine food web that includes pteropods. Have them circle all of the organisms that will be affected by ocean acidification. 2. Video about ocean acidification (“The Acid Test: The Global Challenge of Ocean Acidification”). This video is approximately 20 minutes long and it mentions pteropods. 3. Additional ocean acidification lesson plans can be found here: http://www.cisanctuary.org/ocean-acidification/hands_on_activities.php

Additional Resources Information on the Channel Islands National Park http://www.nps.gov/chis/index.htm Information on the Channel Islands National Marine Sanctuary http://channelislands.noaa.gov Information about ocean acidification http://www.pmel.noaa.gov/co2/story/What+is+Ocean+Acidification%3F

DATE: ______

PERIOD: ______

Lesson 5: Lab-The Effects of Ocean Acidification on Shelled Organisms

Pre-Lab Questions 1. What chemical compound is the ocean absorbing that is causing it to

become more acidic?

______

2. Where is this chemical compound coming from? ______

______

3. What types of marine organisms have shells? List at least three. ______

______

4. Think about how ocean acidification can affect you, your friends, and family. ______

______

Lab Materials • chalk • water • vinegar • paper towels • pH paper • beakers • scale

62 Lab Procedure 1. Determine the pH of the water and vinegar by placing one pH strip in each liquid. 2. Compare the colors of the pH paper to the key on the pH box. 3. Record the pH levels of the water and the vinegar. 4. Write down what the water, white vinegar, and chalk represent. 5. Create a hypothesis for what you think will happen to chalk #1 and chalk #2 after it has been placed in the water or vinegar. Explain your reasoning. 6. Weigh chalk #1 and record the weight in grams. 7. Weigh chalk #2 and record the weight in grams. 8. Place chalk #1 in the water. Place chalk #2 in the white vinegar. Observe the chalk and record your observations - first after 1 minute and then again after 5 minutes. 9. After 5 minutes, take the chalk out of each liquid. Try not to get them mixed up! 10. Weigh each piece of chalk again and record the weight. 11. Subtract the new weight of each chalk from the original weight (after the chalks were in the liquid). Record the difference. 12. Clean-up lab and write your conclusion.

Lab Questions 1. What does the water represent in this lab? ______2. What does the white vinegar represent in this lab? ______

3. What does the chalk represent in this lab? ______

4. The pH of the water: ______

5. The pH of the white vinegar: ______

63 Hypothesis: What will happen to the chalk when it is placed in the acidic

liquid (vinegar) compared to when it is placed in water?When the chalk is

placed in the acidic liquid (vinegar) it will

______

because ______

When the chalk is placed in water it will ______

______

because______

______

7. Record the weights of each chalk before and after the lab: Chalk #1 (water) Chalk #2 (vinegar) Chalk weight (dry)

Chalk weight (after being in the liquids) How much mass did each piece of chalk gain or lose?

8. Observations Observations Chalk #1 (in water) Chalk #2 (in white vinegar) After 1 minute

After 5 minutes

64 Conclusion 9. Was your hypothesis supported? Why or why not? My original hypothesis was that

______

My hypothesis was/ was not supported because

______

10. Create an argument, using evidence from this lab and the ocean acidification cartoon (that you made in the last lesson), for how ocean acidification will affect shelled organisms, such as coral, oysters, or crabs: ______

______

65 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

Channel Islands National Park and Channel Islands National Marine Sanctuary Education Ocean Acidification Curriculum Lesson Six pH Factors in Different Ocean Ecosystems * This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015. Grade Level 6-8

Timeframe One 50 minute period

Materials • Ocean ecosystems photos (Antarctica, Coral Reef, Kelp forest) • Photo of World Map • Student Handout: pH Factors in Different Ocean Ecosystems • Student Reading: Photosynthesis and the Ocean • Essential Question How do abiotic and biotic factors in the ocean affect seawater pH levels? What other factors might affect ocean pH levels?

Learning Objectives Students will be able to: • Compare and contrast abiotic and biotic factors in different ecosystems. • Communicate how abiotic and biotic factors affect pH levels in different ocean ecosystems. Students consider what other factors might also influence ocean pH levels. • Demonstrate how photosynthesis affects pH levels in the ocean.

66 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

Activity Summary Different abiotic and biotic factors affect the ph levels of our ocean. For example, photosynthesizing organisms, such as algae, raise pH levels (lower acidity) by absorbing carbon dioxide and releasing oxygen.

Students will look at pictures and/or videos of three different ocean ecosystems and make observations. The ecosystems represent different environments: temperate (Channel Islands kelp forest), tropical (tropical reef) and polar (Antarctica). Students will determine what unique abiotic and biotic factors are found in the three different ecosystems and provide evidence of how those factors influence pH levels of the ocean ecosystem. Next, students will complete a reading about photosynthesis in the ocean. This will lead into a teacher led discussion about ocean acidification.

Background Information Carbon dioxide from the atmosphere is absorbed by the ocean. Carbon dioxide, or CO2, is a very common molecule made of three atoms: one carbon and two oxygen. The carbon dioxide reacts with water molecules, forming carbonic acid. This carbonic acid increases the acidity of the seawater, thereby causing the pH to go down. This process is called ocean acidification and is predicted to affect many marine organisms. The average ocean pH on Earth is pH 8.1. If humans continue to emit CO2 at today’s rate, the ocean pH might be 7.6 by 2100. However, different parts of the ocean have different pH levels.

67 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

algae, kelp, and phytoplankton absorb CO2 when they photosynthesize (the process in which they make their own food). This raises pH levels and lowers the amount of CO2 in the ocean and atmosphere. Plants, kelp, algae and phytoplankton also require sunlight for photosynthesis. So during times of the day when the sun is the strongest (e.g., afternoon) or during seasons of the year that receive the most sunlight (e.g., summer), photosynthesizing organisms will be the most productive, absorbing CO2 and producing oxygen. These seasonal and diurnal changes do have effects on ocean pH levels. When plants die, and the plant material decomposes, CO2 is released back into the atmosphere and ocean. Animals (and plants, algae, kelp, at night) also contribute to increased CO2 levels through respiration. • Abiotic- all non-living things, things that have never been alive and do not come from living things. Movements of water masses in the ocean influence pH levels in coastal regions. Different water masses can have different characteristics that affect pH, such as a variety in temperature and salinity. Deep water, for instance, is cold and old. It often has a lower pH than warmer surface waters because it has accumulated CO2 over time as biotic material sinks down and it is too dark for photosynthesis to remove CO2. Movement of deep water to the surface is called an upwelling, and can be measured by periodic decreases in temperature and pH.

Drivers of different pH between the 3 ecosystems: The three ecosystems presented in this lesson are very different in terms of abiotic and biotic factors that contribute to differences in pH levels. Here are the three ecosystems represented in the pictures/ videos: • Antarctica (near shore): a. Ecosystem has no large photosynthesizing macrophytic organisms or producers, such as kelp or sea grasses. b. Very stable temperature and salinity. c. Very little water mass movement. d. 24-hour sunlight (which means no daily fluctuation in pH due to lack of photosynthesis). e. Low biological influence (less life and biodiversity there) • Temperate kelp forest: a. Giant kelp uses large amounts of carbon dioxide for photosynthesis, which contributes to the pH levels fluctuations throughout the day. b. Upwelling events have a greater effect on pH at this site (relative to daily changes). • Tropical reef: a. Coral reefs photosynthesize and contribute to the daily fluctuation in pH; b. There is little water movement between the lagoon and the open ocean at this site, minimizing the impact of abiotic forces on pH.

Biology- how does pH affect marine organisms: • Animals from different environments have different capacities to respond to ocean acidification, based on their history of exposure (with their life time- plasticity, through generations- evolution).

68 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

• Animals with calcium carbonate shells and skeletons have a harder time producing these structures in acidified conditions.

Key Words • carbon dioxide • oxygen • ecosystem • pH • abiotic factors • biotic factors • temperate climate • tropical climate • polar climate • temperature • seasonal • photosynthesis • ocean acidification

Preparation • Make copies of Student Handout: pH Factors in Different Ocean Ecosystems (1 per student). • Make copies of Student Reading: Photosynthesis and the Ocean (1 per student). • Copy and cut out the ecosystem photo cards; 1 set per each group of four students or have the photos available for students to look at on the projector screen or on their devices/ iPads.

Learning Procedures Activity 1: Introduction/ See-Think-Wonder 1. Students will use the “See-Think-Wonder” handout for the following activity. Helpful hint: Do not give students any prior background knowledge about the photos. 2. Group students into partners or small groups of four. Groups will be given a set of the three ecosystem photos. If working in small groups, students can work in partners and rotate the photos between partners. If possible, photos should also be displayed on an overhead or interactive whiteboard.

69 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

3. Students will be asked to silently look at the pictures for approx. 2 minutes. Then students will be asked to write down everything they observe in each of the different ecosystems in the “See” column of their worksheet. • Emphasize that it is only what they can observe (no interpretations at this point): A useful prompt is to tell students that an observation is something they can actually put their fingers on within the image/ object. • After writing for 1-2 minutes, students will share what they wrote with their partner or table group. Then, the teacher will ask students to share out loud with the class. • Push students to explain their answers and even point to the objects on the board. Have students support their answers with evidence by asking questions such as, “Explain why you said this?” Optional: Start a class discussion by having students’ share observations the student’s partner noticed that they had not noticed.

4. Next, students will have 2-3 minutes to write in the “Think” column of the worksheet. Teacher should instruct students to write about what they think is going on in the image or what the image makes them think of. Teacher may ask students to refer or think about a previous lesson or experience.

5. After writing for 1-2 minutes, students will share what they wrote with their partner or table group. Then, ask students to share out loud with the class. Have student use evidence from the photos to explain their thinking.

• Push students to explain their reasoning and to add to it. • Possible questions/ sentences starters: - “What does this make you think?” - “What else is going on here?” - “What do you see that makes you say that?”

6. Next, ask the students what they are now wondering about, based on what

70 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

they have seen and have been thinking. 7. Then, students will have 2-3 minutes to write in the “Wonder” column of the worksheet. Instruct students to write any questions they have based on their observations. Possible prompts: • “What are you wondering about?” • “What do you still want to know?” • “What are you curious about?” • “What questions do you have?”

8. After writing for 1-2 minutes, students will share what they wrote with their partner or table group. Then, the teacher will ask students to share out loud with the class.

Activity 2: Abiotic and Biotic Factors 1. Abiotic and Biotic Factors. The teacher will explain the definitions of abiotic (nonliving) and biotic (living) factors. Emphasize that abiotic is not alive nor has it ever been alive. Biotic is a living thing, was living or comes from living things. (Examples- abiotic: metals, plastic, electronics, computer, whiteboard, etc. biotic: students, plants, wood desks/pencils, cotton clothing, etc. Note: There are definitely grey areas in terms of these definitions, which can make for very interesting discussions with the students.) 2. Create a T-chart on the board with the word “abiotic” on one side and “biotic” on the other side. The teacher will ask the students to identify which of the things that they listed during the See-Think-Wonder activity are abiotic factors. Teacher will write the answers on the board and correct misconceptions as necessary. Possible answers include: water, rocks, ice, sunlight, sand. 3. Then the teacher will ask students to identify all of the biotic factors in each of the three ecosystem photos. Teacher will write the answers on the board and correct misconceptions as necessary. Possible answers include: algae, kelp, fish, coral, plankton, sea stars, urchins, sea anemones. 4. Project a world map onto the whiteboard and point out on map where the three ecosystems are located. 5. Ask guiding questions regarding the location of the ecosystems, such as “What might the temperatures be like in each of these locations? How do you know that?” “What influence do you think temperature might have on an ecosystem that is colder? More tropical?” 6. Students and class discussion should touch on the following points for each ecosystem: a. Antarctica: located in a cold ocean, sea ice cover, no large algae or kelp, water is clear, few animals in the picture (some sea urchins). b. Kelp forest: located in the temperate zone of Earth, large amounts of kelp and algae, fish, cool nutrient rich water. Kelp forests can be found off the coast of California, including the waters of the Channel Islands National

71 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

Park and National Marine Sanctuary. c. Coral reef: located in the tropics, warm water, low nutrients, little or no algae, no kelp, lots of biodiversity (fish, corals, invertebrates). Some corals photosynthesize because they are filled with algae. For more information about this symbiotic relationship, see the following website: http://coralreef.noaa.gov/aboutcorals/coral101/symbioticalgae/

Activity 3: Student Reading-Photosynthesis and the Ocean 1. Students will read Photosynthesis and the Ocean Reading independently and answer questions under the heading “Photosynthesis and the Ocean” on the Student Handout: pH Factors in Different Ocean Ecosystems

Activity 4: Ocean Acidification Discussion

1. Briefly explain what ocean acidification is and write the definition on the board. Definition: Ocean acidification is the ongoing decrease in the pH level of seawater as carbon dioxide is absorbed by Earth’s ocean. 2. Tie this lesson into the topic of ocean acidification by asking the students questions such as: Which of these three ecosystems might have the most photosynthesizing organisms? How do you think this affects the acidity of the water? Are parts of the ocean that have more photosynthesizing organisms, such as kelp and marine plants going to be more acidic or less acidic? Why?

Assessment Assess students’ understanding based on their answers on the Student Handout: pH Factors in Different Ocean Ecosystems, and class and small group discussions.

Prior Knowledge Necessary for this Lesson There are several scientific themes that should be covered before attempting this activity: • Understand the difference between tropical, temperate and polar ecosystems (location, temperature, sunlight, seasonality) • An activity exploring what pH is and how it varies in nature, i.e., lemon juices vs. soapy water. Specifically how the concentration of protons, H+ alters pH scale. • How fossil fuel usage has altered the chemical characteristics of the world’s ocean, and specifically how CO2 is absorbed by seawater, thus reducing pH levels. It is important to clearly link the relationship between CO2 in seawater and pH. See lesson 4 of this series for more information and ideas. • The link between the relative availability of the carbonate ion under acidic conditions and what that means for animals that have calcium carbonate shells

72 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

and skeletons. See lesson 5 of this series for ideas and information. • The concepts of photosynthesis and respiration and these processes can affect the pH levels in seawater.

The waters around the Channel Islands are rich in life, including a variety of phytoplankton, algae, marine plants, and animals. These factors, especially the photosynthesizing organisms, contribute to pH levels in the seawater around the islands. The pH data provided for this activity is actual data taken by researchers from Gretchen Hofmann’s lab at UC Santa Barbara.

Also, due to the Channel Islands close proximity to mainland California, activities in the nearby cities of Ventura, Oxnard, Santa Barbara, and Los Angeles, have significant impacts on the waters surrounding the islands. Pollution from cars, cities, factories and people contribute to excess carbon dioxide in the atmosphere, which in turn is absorbed by the ocean, contributing to decreasing seawater pH levels.

Education Standards Next Generation Science Standards

NGSS MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem

73 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

NGSS MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

Common Core ELA Standards (6-8) CCSS.ELA-Literacy.WHST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Ocean Literacy Principles

1. The Earth has one big ocean with many features. (e, h) 2. The ocean and life in the ocean shape the features of Earth. (d) 3. The ocean is a major influence on weather and climate. (a, e, f) 4. The ocean supports a great diversity of life and ecosystems. (a, b, f) 5. The ocean and humans are inextricably interconnected (a, b, d, e, g)

Extending the Lesson 1. Students look at a graph of water quality in the Channel Islands that shows chlorophyll levels and ocean depth. Students will draw connections to why photosynthesis levels are higher in certain parts of the ocean than others.

74 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

Additional Resources Ocean Acidification and the Channel Islands (videos, resources, hands-on activities) http://www.cisanctuary.org/ocean-acidification/workshops.php

Information on the Channel Islands National Marine Sanctuary http://channelislands.noaa.gov

75 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015 Lesson 6: Photosynthesis and the Ocean

Take a deep breath. You just inhaled oxygen, along with other gasses. Where did this oxygen come from? Organisms such as plants, trees, algae, kelp and phytoplankton create oxygen when they make their own food in a process called photosynthesis. Photosynthesis involves taking energy from the sun, along with carbon dioxide and water to create a chemical reaction. The products of this reaction are oxygen and glucose (food). Organisms that make their own food through photosynthesis, such as kelp, phytoplankton and plants, are called producers because they produce their own food. The phytoplankton are tiny plant-like organisms that are the basis of most food webs in the ocean.

Producers contain chlorophyll, which helps them gather energy from the sun. Ocean producers, such as phytoplankton, also get nutrients from upwelling that occurs in the ocean. Upwelling is when warmer water on the surface of the ocean is moved by the wind. Then nutrient rich cold water moves up from the deep ocean towards the surface.

The oxygen that is released from producers during photosynthesis helps sustain life on Earth. Without oxygen, we would not be able to survive. Did you know that we get over half of our oxygen from the ocean?

Photosynthesizing organisms in the ocean, such as kelp, algae, marine plants, and phytoplankton, are also important to consider when thinking about the effects of ocean acidification, which is the increase in carbon dioxide uptake in our ocean. How will these producers be affected by increasing carbon dioxide levels in the ocean?

A Channel Islands Marine Food Web

This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, NAME: ______Science Scope. Expected publication date is November 2015 DATE: ______

PERIOD: ______

Lesson 6: pH Factors in Different Ocean Ecosystems Part 1:See-Think-Wonder

Ecosystem See Think Wonder

Antarctica

Kelp Forest

Coral Reef

77 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

Part 2: Abiotic and Biotic Factors

Abiotic (Non-Living) Factors Biotic (Living) Factors 1. 1. 2. 2. 3. 3.

Part 3: Photosynthesis in the Ocean

1. Where does most of our oxygen come from? ______

______

2. What are examples of producers in the ocean? ______

______

3. Below, draw and label a picture of photosynthesis in the ocean. Include the words: carbon dioxide, sunlight, water, oxygen and glucose.

78 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015

Channel Islands National Park and Channel Islands National Marine Sanctuary Education Ocean Acidification Curriculum Lesson Seven Graphs and Comparing pH Levels in Different Ocean Ecosystems* * This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015 Grade Level 6-8 Timeframe One 50 minute period

Materials • pH Graphs of three ecosystems • Ocean ecosystems photos (Antarctica, coral Reef, kelp forest) • Student Handout: Comparing pH Levels in Different Ocean Ecosystems

Essential Question How do abiotic and biotic factors affect seawater pH levels in different ocean ecosystems? How is data interpreted from a pH graph? Learning Objectives Students will be able to: • Learn how to read and interpret pH graphs. • Communicate how abiotic and biotic factors affect pH levels in different ocean ecosystems. Students consider what other factors might also influence ocean pH levels.

Activity Summary Different abiotic and biotic factors affect the pH levels of our ocean. For example, photosynthesizing organisms, such as algae, raise pH levels (lower acidity) by absorbing carbon dioxide and releasing oxygen.

Students will look at photos of three different ocean ecosystems and determine abiotic and biotic factors in each photo. The ecosystems represent different environments: temperate (Channel Islands kelp forest), tropical (tropical reef) and polar (Antarctica). Teacher and students do a quick review of abiotic versus biotic factors. Then, students will look at graphs depicting pH and temperature levels of each of the three ecosystems. The pH and temperature levels from these ecosystems were collected over a specific period of time. Students will learn how to analyze and interpret these graphs. Students will determine how the time of day and/ or seasons might influence pH levels of each ocean ecosystem. Finally, students will be provided with a pH graph of a mystery location. Using evidence from the previous activities and lesson 6, students will determine where the mystery ecosystem is located and the reasoning behind their thought process. This lesson corresponds with lesson 6 in this series.

Background Information The pH scale is used to measure how acidic or basic a substance is. It ranges from 0 to 14. A pH of 7 is neutral. A pH less than 7 is acidic, and a pH greater than 7 is basic. Carbon dioxide (CO2) is released into the atmosphere and has been in ever increasing quantities since the Industrial Revolution. Carbon dioxide is released during combustion, when we drive our cars, power our houses and factories, use electricity, burn things, cut down trees, etc. Carbon dioxide from the atmosphere is absorbed by the ocean. Carbon dioxide, or CO2, is a very common molecule made of three atoms: one carbon and two oxygen. When CO2 mixes with seawater, a chemical reaction occurs that causes the pH of the seawater to lower and become more acidic. This process is called ocean acidification and is predicted to affect many marine organisms. Since the start of the Industrial Revolution, the pH level of the ocean has dropped about 0.1 pH units. Though it may seem like a slight change in pH, it is actually equivalent to a 30% increase in acidity. The average ocean pH on Earth is pH 8.1. If humans continue to emit CO2 at today’s rate, the ocean pH might decrease to 7.6 by 2100. However, different parts of the ocean have different pH levels.

Different ecological variables affect pH levels in the ocean. In general, 2 main factors contribute to the variation in pH: • Biotic- all things that are alive, were alive or came from living things. Living organisms can contribute to the fluctuation of pH levels in the ocean. Plants, algae, kelp, and phytoplankton absorb CO2 when they photosynthesize (the process in which they make their own food). Photosynthesis involves using carbon dioxide, water and sunlight to create glucose (food) and oxygen. Photosynthesis raises pH levels and lowers the amount of CO2 in the ocean and atmosphere. Plants, kelp, algae and phytoplankton also require sunlight for photosynthesis. So during times of the day when the sun is the strongest (ex. afternoon) or during seasons of the year that receive the most sunlight (ex. summer), photosynthesizing organisms will be the most productive, absorbing CO2 and producing oxygen. These seasonal and diurnal changes do affect ocean pH levels. When plants die, and the plant material decomposes, CO2 is released back into the atmosphere and ocean. Animals (and plants, algae, kelp, at night) also contribute to increased CO2 levels through respiration. • Abiotic- (all non-living things, things that have never been alive and do not come from living things). Movements of water masses in the ocean influence pH levels in coastal regions. Different water masses can have different characteristics that affect pH, such as a variety in temperature and salinity. Deep water for instance, is cold and old. It often has a lower pH than warmer surface waters because it has accumulated CO2 over time as biotic material sinks down and it is too dark for photosynthesizing organisms to survive and remove CO2 . Movement of deep water to the surface is called an upwelling, and can be measured by periodic decreases in temperature and pH.

EXPERIENCE YOUR AMERICATM and AMERICA’S UNDERWATER TREASURES The National Park Service cares for special places saved by the American people so that all may experience our heritage. National Marine Sanctuaries protect America’s special ocean and great lakes places for current and future generations. 81 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015 Drivers of different pH between the 3 ecosystems: The three ecosystems presented in this lesson are very different in terms of abiotic and biotic factors that contribute to differences in pH levels. Here are the three ecosystems represented in the pictures/ videos: Antarctica (near shore): 1. Ecosystem has no large photosynthesizing organisms or producers (macrophytes), such as kelp or seagrasses. 2. Very stable temperature and salinity 3. 24-hour sunlight (which means no daily fluctuation in pH due to lack of photosynthesis) 4. Low biological influence (less life and biodiversity there). Temperate kelp forest: 1. Has daily variability in pH due to kelp photosynthesis. Because the giant kelp uses large amounts of carbon dioxide for photosynthesis, the pH levels fluctuates throughout the day. 2. Upwelling events have a greater effect on pH at this site (relative to daily changes). Tropical reef: 1. Most tropical coral reefs photosynthesize (some coral and algae have a symbiotic relationship) which contributes to the daily fluctuation in pH. 2. There is little water movement between the lagoon and the open ocean at this site, minimizing the impact of abiotic forces on pH. Biology- how does pH affect marine organisms: • Animals from different environments have different capacities to respond to ocean acidification, based on their history of exposure. For example, giant kelp in the temperate kelp forest already experiences large daily pH fluctuations. So this type of organism could potentially be better suited for dealing with ocean acidification than one that experiences very regular pH levels. • Animals with calcium carbonate shells and skeletons (such as coral, oysters, types of plankton, sea urchins, etc.) will have a harder time producing these structures in a more acidic ocean. Ocean acidification reduces the amount of calcium carbonate minerals that are available for these organisms to build their shells. It is also harder for them to maintain their shells (see lesson 5 in this series). Key Words • carbon dioxide • oxygen • ocean acidification • ecosystem • pH • abiotic factors • biotic factors • temperate • tropical • polar • temperature • seasonal • photosynthesis

Preparation • Make copies of Student Handout: Comparing pH Levels in Different Ocean Ecosystems • Copy and cut out the ecosystem photo cards; 1 set per each group of four students or have the ecosystem photos available for students to view on their devices/ iPads.

Learning Procedures Activity 1: Temperate, Tropical and Antarctic Ecosystems Review 1. Group students into partners or small groups of four. Groups will be given a set of the three ecosystem photos. If working in small groups, students can work in partners and rotate the photos between partners. If possible, photos should also be displayed on an overhead or interactive whiteboard. Or students will have the three ecosystem photos available to view on their iPads/ devices. 2. Ask the students to identify 2-3 abiotic and biotic factors in each photo. Teacher will provide a quick review of what abiotic and biotic factors are: Abiotic factors are not alive nor have they ever been alive. Biotic factors are living things, were living things or came from living things. (Examples- abiotic: metals, plastic, electronics, computer, whiteboard, etc. biotic: students, plants, wood desks/pencils, cotton clothing, etc. Note: there are definitely grey areas in terms of these definitions, which can make for very interesting discussions with the students.) Provide one example of an abiotic and an biotic factor from each from the photos.

3. Students will write down their answer on their student worksheet. 4. Then, students will share their answers with a neighbor. Then teacher will call on students to share answers aloud. Teacher can correct any misconceptions at this point. Possible abiotic factor answers include: water, rocks, ice, sunlight, sand. Possible biotic factor answers include: algae, human, kelp, fish, coral, plankton, sea stars, urchins, sea anemones. 5. Lead a short discussion about abiotic and biotic factors and pH levels by asking questions such: “What is photosynthesis?” (Answer: the process by which plants turn water, sunlight, and carbon dioxide into water, oxygen, and food (simple sugars). “What are examples of photosynthesizing organisms in the ocean?” (Answer:

Activity 2: Reading and interpreting pH graphs • Students will be look at graphs that represent actual pH data collected from the three ecosystems represented in the photos (this is on the Student Handout: Comparing pH Levels in Different Ocean Ecosystems under the section titled “Understanding Graphs”). 1. Students will work independently or in partners to fill out the “Understanding Graphs” and “Graph Interpretation” portion of the handout. 2. Teacher should review X and Y axis first and the concept of range. 3. Teacher show also show the students a sample pH graph and teach the students how to read a pH graph. Similar sample pH data graphs can be found on the following websites: http://www.epa.gov/climatechange/science/indicators/oceans/acidity.html 4. Teacher may want to answer questions 5 and 6 through a class discussion.

Answer key for “Understanding Graphs” and “Graph Interpretation” The 3 graphs represent actual pH data collected from 3 different ecosystems, temperate, tropical and polar. This is called time-series data.

1. What do the X and Y axes represent? Answer: X represents dates and days and Y represents pH levels 2. The Y axis is the same across all three graphs; the X is different for each graph, what does this mean? Answer: Data was taken on different dates, at different times during the day, and at different times of the year. 3. What is the range for the X axis (number of days)? Answer: ranging between approx. 30 days to 6 months

Activity 3: Mystery graph

Students will now incorporate their knowledge of pH variability from different ecosystems by interpreting the possible drivers of pH from the two mystery graphs. These graphs are from the same location. The graph on the left is for pH, and the graph on the right is for temperature. Students may work in pairs or individually to answer these questions.

Answer Key for Mystery graph questions: Q: Describe the pH variability on the mystery graph (pH range, pH max, min, time, scale). A: Possible answers: pH levels range from a little over 8.0 down to 7.7. The data was taken over 22 days. Q: Describe temperature variability on the mystery graph (temperature range, maximum temperature, etc.). A: Possible answers: The temperature ranges from about 11.5 (minimum temperature) to 15.5 degrees Co (maximum temperature). Q; Hypothesize which ecosystem this pH data came from and describe why you think so. Answers will vary. Correct answer is the kelp forest. Q: What might be the biotic and abiotic sources of pH variation in this graph? Answers will vary. Possible answers for abiotic may include: amount of sunlight, temperature, upwelling, CO2 pollution, etc. Possible answers for biotic may include plants and algae (esp. kelp), photosynthesis, etc.

Part 4: Ocean Acidification Discussion/ Extension 1. Teacher will briefly explain what ocean acidification is and write definition on the board. Definition: Ocean acidification is the ongoing decrease in the pH level of seawater as carbon dioxide is absorbed by Earth’s ocean. 2. Teacher will tie this lesson into the topic of ocean acidification by asking the students questions such as: - Why is pH variability important? -For example, if ocean pH levels drop, will some organisms be better adapted for this change? -Why or why not? If so, which organisms might be better adapted and why? (Example: Different pH exposures might have made some organisms better adapted for future low pH. For example, the kelp forest experiences a wide range of pH levels on a regular basis, due to upwelling and other factors. Organisms that live in the kelp forest, such as giant kelp or sheephead fish, might be better adapted to live in an increasingly more acidic ocean because these organisms already experience regular fluctuations in pH. Organisms that live in ocean environments with a more stable pH, such as the tropical coral reef, might be less adapted to live in a changing ocean.

Assessment Assess students’ understanding based on their answers on the Student Handout: Comparing pH Levels in Different Ocean Ecosystems, and class and small group discussions.

Organization of this Curriculum This lesson was adapted from Kapsenberg et al. and incorporated into a series of eight lessons regarding ocean acidification, using the Channel Islands National Park and Channel Islands National Marine Sanctuary as the background for these lessons. In the first lesson, students will learn what makes the Channel Islands National Park and Marine Sanctuary a unique habitat. In the following lessons, students learn about ocean acidification, what it is, how it affects the Channel Islands, and what they can do to help reduce their carbon footprint and impact on the Islands and Sanctuary.

Education Standards Next Generation Science Standards

NGSS MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem

NGSS MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. .

Ocean Literacy Principles

http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson8

2. Students can research the effects of algal blooms on pH levels. This could also extend further, looking at local agricultural practices and how the use of fertilizers affects those algal blooms. Oxnard (near the Channel Islands) is an important agricultural town.

Additional Resources

Ocean Acidification and the Channel Islands (videos, resources, hands-on activities) http://www.cisanctuary.org/ocean-acidification/workshops.php

Information on the Channel Islands National Marine Sanctuary http://channelislands.noaa.gov

Acknowledgement This lesson was originally designed by Lydia Kapsenberg and Dr. Amanda L. Kelley at the University of California Santa Barbara and adapted for the classroom by Sarah B. Raskin. This lesson is one in a series exploring the effects of ocean acidification on Channel Islands National Park and Channel Islands National Marine Sanctuary. It was adapted for the National Park Service’s Teacher Ranger Teacher Program, in collaboration with and with support from the National Oceanic and Atmospheric Administration’s Office of National Marine Sanctuaries

91 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, Science Scope. Expected publication date is November 2015 Mystery Graph Activity

92 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the NAME: ______complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, CLASS/ PERIOD: ______Science Scope. Expected publication date is November 2015 DATE: ______Lesson 7: Comparing pH Levels in Different Ocean Ecosystems

Abiotic and biotic factors in temperate, arctic and tropical ecosystems

Abiotic (nonliving) factors Biotic (living) factors 1. 1. 2. 2. 3. 3. Ecosystem comparison of pH levels- Understanding graphs: The three graphs represent actual pH data collected from three different ecosystems: tropical, temperate, and polar. This is called time-series data.

1. What do the X and Y axes represent?

X axis ______

Y axis ______

93 NAME: ______This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal pH variability. In press, CLASS/ PERIOD: ______Science Scope. Expected publication date is November 2015 DATE: ______2. The Y axis is the same across all three graphs and the X is different for each graph. What does this mean?

______

3. What is the range for the Y axis (pH units)? ______

4. What is the range for the X axis (number of days)? ______

5. How might different times or seasons of the year affect the pH levels of that ecosystem?

______

6. Do you think the time of day impacts what the observed pH was? Why?

______

Graph interpretation

7. What is the range of pH for each ecosystem? You can use a ruler to estimate.

Antarctica: ______

Kelp forest: ______

Coral reef: ______

94 This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. NAME: ______Exploring the complexity of ocean acidification: an ecosystem comparison of coastal CLASS/ PERIOD: ______pH variability. In press, Science Scope. Expected publication date is November 2015 DATE: ______8. How do the graphs differ numerically (ranges of pH, highest and lowest values)?

______

9. Which ecosystem has the biggest shift in pH? ______

10. Which ecosystem has the most regular, or repeatable, pH level?

______

Mystery Graph

These graphs are from the same location. The graph on the left is for pH, and the graph on the right is for temperature.

95 NAME: ______This lesson is adapted from Kapsenberg, L, AL Kelley, LA Francis, and SB Raskin. Exploring the complexity of ocean acidification: an ecosystem comparison of coastal CLASS/ PERIOD: ______Science Scope. pH variability. In press, Expected publication date is November 2015 DATE: ______11. Describe the pH variability on the mystery graph (pH range, pH max, etc.).

______

12. Describe temperature variability on the mystery graph (temperature range, maximum temperature, etc.).

______

13. Hypothesize which ecosystem these pH data came from and describe the evidence behind your reasoning.

______

14. What could be the biotic and abiotic sources of pH variation in this graph? Explain your reasoning.

______

96 Channel Islands National Park and Channel Islands National Marine Sanctuary Education Ocean Acidification Curriculum Lesson Eight Solutions to Ocean Acidification: What Can I Do?

Grade Level 6-8

Timeframe Approximately two 50 minute periods: • 50 minutes for part 1 • 50 minutes for part 2 (Note: part 2 of this lesson may be extended over multiple class periods)

Materials • Computer or tablet/iPad • Carbon Sinks and Sources cards (one set per group of 4-6 students) • Student Handout- Solutions to Ocean Acidification: What Can I Do? • Ocean Acidification Call to Action Project Rubric • Ecological Footprint Test on the computer or iPad • Essential Question What is my carbon footprint? What steps can I take to reduce ocean acidification?

Learning Objectives Students will be able to: • Calculate their ecological footprint and develop ways to reduce their carbon impact on the environment. • Compare sources of carbon sinks and carbon sources. • Communicate how carbon pollution and ocean acidification affect life in the Channel Islands National Park and Channel Islands National Marine Sanctuary and possible solutions to these issues.

97 Activity Summary Students will think about what activities in their lives affect the amount of carbon dioxide added to the ocean and the atmosphere. Students will do an interactive activity with cards that show either carbon sinks or sources. They will need to explain and justify whether something is a carbon source or a sink. Students will then use an Internet calculator to determine how their lifestyle might contribute to carbon dioxide in the atmosphere and ocean. Then, will then write about 3-4 solutions and think about actions they can do to reduce their carbon impact on the environment. Finally, the students will create a “call to action” iMovie, public service announcement, rap, comic strip, t-shirt design, or something of their choice about how students can reduce their carbon footprints and help slow down ocean acidification. Other possible ideas for projects: animaker.com or storyboardthat.com

Background Information The human race relies on fossil fuels, whether it is gasoline and diesel fuels for transportation, or natural gas and coal for our electricity producing power plants. In order to get energy from fossil fuels, it is burned in a process called combustion. One of the by- products of combustion is carbon dioxide. As humans consume fossil fuels, the amount of carbon dioxide in the Earth's atmosphere rises. This added carbon dioxide increases the heat trapping capabilities of the atmosphere, which may affect our climate. More heat is trapped in the Earth’s atmosphere, increasing the temperature of the Earth. Also, as the Earth’s temperature increases, the polar ice melts. The ice is an important factor in keeping the Earth’s temperature cool because the ice reflects the heat. As the ice melts, less heat is reflected back into the atmosphere.

Another important consequence of combustion is excess carbon dioxide absorbed by the ocean. As the concentration of carbon dioxide in seawater increases, the pH level of the ocean lowers, causing the ocean to become more acidic. The carbon dioxide reacts with the water to form an acid. This increase in acid may pose serious consequences to ocean life. One of these consequences is that some types of plankton and other shelled organisms are unable to develop calcified shells.

Carbon sources are things that release carbon dioxide. These include cars, factories, and other things that use fossil fuels to function. Carbon sinks are things that absorb carbon dioxide. Plants and algae are carbon dioxide sinks because they take in carbon dioxide to use for photosynthesis, the process that plants and algae use to make their own food. Another important carbon sink is the ocean. According to National Geographic, “Around half of all carbon dioxide produced by humans since the industrial revolution has dissolved into the world's ocean” (http://news.nationalgeographic.com/news/2004/07/0715_040715_oceancarbon.html). As more and more carbon dioxide is absorbed into the ocean, there will be more negative consequences. The amount of carbon dioxide each person releases into their environment from their daily

98 activities is known as their carbon footprint. There are many things that humans can do to reduce their carbon footprint. Some of these ideas include biking places instead of driving; recycling; turning off lights and other forms of electricity when not in use; eating locally and in season produce (to reduce amount of transportation used) and much more. Through this activity, students will be able to reflect upon what they do to contribute to carbon dioxide pollution and what they can do to reduce their negative impact on their environment. Key Words • carbon dioxide • oxygen • ocean acidification • carbon source • carbon sink • carbon footprint • fossil fuel

Preparation

• Make copies of Student Handout- Solutions to Ocean Acidification: What Can I Do? (1 per student). • Make copies of Ocean Acidification Call to Action Project Rubric (1 per student). • Copy/ print and cut out the Carbon Sinks and Sources cards and ensure there is enough for one card per student (consider laminating the cards for future use).

Learning Procedures Activity 1: Carbon Sources and Carbon Sinks 1. Draw a quick illustration of the carbon cycle on the board (or display carbon cycle diagram). The following website has a simple visual of the carbon cycle and explanation: https://eo.ucar.edu/kids/green/cycles6.htm Give a brief definition of carbon sinks and sources. Processes that release carbon into the atmosphere are called carbon sources. Processes that absorb carbon from the atmosphere are called carbon sinks.

2. “Think-Pair-Share”: Ask the students for examples of processes that release carbon dioxide (CO2) into the atmosphere on or around the Channel Islands. Have students think quietly of possible answers (“think”). Next have the students share their answers with a partner (“pair”). Then have the students share their answers aloud with the entire class (“share”). List their answers on the board. Possible answers include: fires, factories, cars, humans, animals, coal.

3. “Think-Pair-Share”: Ask the students for examples of processes that absorb CO2 from the atmosphere on or around the Channel Islands. List their answers on the board. Possible answers include: the ocean, kelp forests, plants, algae,

99 phytoplankton, shells, wetlands. 4. Reiterate that this system of sinks and sources operates all over the globe and is known as the carbon cycle. 5. Divide the students into small groups of 4-6 students. 6. Give each group of students an envelope with a set of the Carbon Sinks and Carbon Sources Cards. 7. Have the students work as a group to sort the cards into two piles; carbon sources or carbon sinks. 8. While students are doing this, draw a T-chart on the whiteboard that says “Carbon Sink” on one side and “Carbon Source” on the other side. Then, circulate around the room to work with the small groups and correct any misconceptions. 9. After the students have had a chance to sort all of the cards, tell students to pick one card each. 10. Then call on each student (if time) to read one of the cards aloud and state whether it is a carbon source or a carbon sink. Have the students explain their answers and record their answers on the whiteboard in the T-Chart. 11. Students will then return to their seats and answer question 1 on the Student Handout- Solutions to Ocean Acidification: What Can I Do? 12. Next, students will take an ecological footprint test on the computer to determine how many planet Earths it would take to provide enough resources if every human lived like them. Students should log on to the following website to access this test: http://www.earthday.org/footprint-calculator Note: Students may need assistance with this test. If possible, teacher may model how to take this test on the overhead projector. Note: For a different hard copy version of a carbon footprint test, click on the following link: http://philo.exploratorium.edu/~loril/activities/carbon_footprint_calculator.pdf 13. After the test, students should answer question 2 on the student handout. 14. Teacher should ask students to volunteer to read their answer to question 2 aloud to the class. 15. Then, teacher should lead the students in a discussion about what they could do to reduce their ecological footprint and the amount of carbon dioxide they release into the atmosphere. Teacher may write possible ideas on the whiteboard. 16. Next, students will choose 1-2 possible answers to write down for question 3 on the worksheet: “What is one thing you can do to reduce your carbon footprint?” 17. Possible extension: Teacher can do a class survey of the results from the ecological footprint test. Students can graph or record class answers.

100 Procedure for Part 2/ Day 2 1. Warm-Up: Students will fill out question 4 on the student handout Under carbon pollution, students will write down 2-3 things that they do that contributes to carbon dioxide pollution. Teacher should tell students to refer to the carbon footprint test they took during the previous class. On the other side of the T-chart under carbon solutions, students will write down 3-4 things that they can do to help reduce their carbon footprint. 2. Next, play a short public service video (less than 1 minute) about ocean acidification. Or students may watch this video on their iPads. On the same webpage as the video, students will sign the pledge to help protect the ocean. http://www.cisanctuary.org/ocean-acidification/pledge.php

3. Ocean Acidification Call to Action Project. Then, introduce the culminating task: students will create their own project about ocean acidification. The essential question to be answered is: “How does ocean acidification affect life in the Channel Islands and what can I do to help prevent this?” 4. The students will have options for what kind of project they would like to create. The project can be done in small groups of 3-4 students. 5. Possible project ideas: a public service video, a rap, a comic, a video, a t-shirt design, advertisement, banner or poster, brochure, board game, children’s book, and a play or skit (other ideas: www.storyboardthat.com or http://www.animaker.com/). 6. Students will begin by writing down who their group members are (question 5 on Student Handout- Solutions to Ocean Acidification: What Can I Do? 7. Next students will work with their group to brainstorm possible project ideas. Students should record their ideas under question 5 on their worksheet. 8. Students will work on projects and present projects to the class when completed. Note: Projects will take longer than one class period to complete. 9. Teacher will grade projects based on Ocean Acidification Call to Action Project Rubric Project Hints: A. Students should conduct research about ocean acidification, what are the causes/ contributors to it, and how it is affecting the ocean and Channel Islands (at least 3 causes). B. Students should conduct research about possible solutions to ocean acidification (at least 4 solutions). C. Students should cite references in MLA format. D. Students work together to start putting together their project. Setting a deadline and having progress checklist steps will help ensure that projects are completed in a timely manner.

Assessment Part 1: Teacher will assess student understanding through observations during the card activity and by student written response on the Student Handout- Solutions to Ocean Acidification: What Can I Do? Part 2: Teacher will assess the Call to Action project by scoring using the Ocean Acidification Call to Action Project Rubric Students will present their ocean acidification projects to the class.

101 Park Connections The Channel Islands National Park encompasses five of the Channel Islands and extends up to one nautical mile into the ocean surrounding the Islands. The marine portion of the national park overlaps with the Channel Islands National Marine Sanctuary, which is managed by NOAA (National Oceanic and Atmospheric Administration). Different factors combine to make the Channel Islands National Park and Channel Islands National Marine Sanctuary a unique and biologically diverse place.

Because of the Channel Islands close proximity to mainland California, activities in the nearby cities of Ventura, Oxnard, Santa Barbara, and Los Angeles have a significant impact on the waters surrounding the islands. Pollution from cars, the cities, factories and people contribute to excess carbon dioxide in the atmosphere, which in turn is absorbed by the ocean. Organization of this Curriculum This lesson is part of a series of eight lessons regarding ocean acidification, using the Channel Islands National Park and Channel Islands National Marine Sanctuary as the background for these lessons. In the first lesson, students will learn what makes the Channel Islands National Park and Marine Sanctuary a unique habitat. In the following lessons, students learn about ocean acidification, what it is, how it affects the Channel Islands, and what they can do to help reduce their carbon footprint and impact on the Islands and Sanctuary.

Education Standards Next Generation Science Standards NGSS MS-LS2.C: When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.

NGSS MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem

NGSS MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

102 topic. Ocean Literacy Principles 1. The Earth has one big ocean with many features. (e, h) 2. The ocean and life in the ocean shape the features of Earth. (d) 3. The ocean is a major influence on weather and climate. (a, e, f) 4. The ocean supports a great diversity of life and ecosystems. (a, b, f) 5. The ocean and humans are inextricably interconnected (a, b, d, e, g)

Climate Literacy Principles 1. Climate is regulated by complex interactions among components of the Earth system. (b, c, d, f) 2. Life on Earth depends on, is shaped by, and affects climate. (a, c, d, e) 3. Climate varies over space and time through both natural and man-made processes. (d, e, f, g) 4. Our understanding of the climate system is improved through observation, theoretical studies and modeling. (e) 5. Human activities are impacting the climate system. (a, b, c, d, e) 6. Climate change will have consequences for the Earth system and human lives. (d, e) Extending the Lesson 1. Students can present their final projects to other classes, grade levels, elementary schools, or a school-wide assembly. 2. Students can go to the following website: http://csc.noaa.gov/psc/dataviewer/#view=tracker This shows the daily distribution of carbon dioxide around the earth in 2004. Students can analyze the data and try to determine what the sources and sinks for carbon dioxide might be (both natural and human-made). 3. Students can research and write a report (or present) about new methods scientists are developing to help reduce carbon in the atmosphere or help with ocean acidification. Possible ideas: a carbon dioxide trap (see “Capturing Carbon” under additional resources), blue carbon.

Additional Resources Ocean Acidification and the Channel Islands (videos, resources, hands-on activities) http://www.cisanctuary.org/ocean-acidification/

Capturing Carbon (a video about an invention that might help trap CO2 in the air) http://www.pbslearningmedia.org/resource/nsn08.sci.ess.watcyc.capcarbon/capturing- carbon/

The International Carbon Footprint Student Challenge http://footprint.stanford.edu

103 Our Acidifying Ocean (more information about ocean acidification) http://i2i.stanford.edu/AcidOcean/AcidOcean.htm

Information on the Channel Islands National Marine Sanctuary http://channelislands.noaa.gov

104 NAME: ______DATE: ______PERIOD: ______

Lesson 8:Solutions to Ocean Acidification: What Can I Do? Part 1: 1. In the activity, was your card a carbon source or carbon sink? Explain your answer. ______

2. If everyone lived like you, how many planet Earths would it take to provide enough resources? ______3. What is one thing you can do to help reduce your carbon footprint? ______

Part 2: 4. Carbon Pollution and Solutions Carbon Pollution Carbon Solutions 1. 1.

2. 2.

3. 3.

105 A. Group members (4-6): ______B. Brainstorm – What is your message? Our message is: ______Who is your audience? Be specific. ______How are you going to communicate this message? We will communicate this message by: ______

Brainstorm in the space below:

C. Project What is your project? ______

106 Carbon Sinks and Sources Cards Oil Platform Airplane

Train Steamboat

Volcano Barbeque and Charcoal

Cement Truck Channel Island Fox

107 Factory Cut down trees

Electricity Car

Tanker Ship Fire

Wood burning stove Humans

108 Dead fish. Motorcycle

The ocean Shells

River Phytoplankton

Kelp Soil

109 Glacier Atmosphere

Forests Compost

Wetlands Flowering Plant

Grass Channel Island Spotted Skunk

110 Power Plant Santa Cruz Island Buckwheat

Island Oak Tree Car Engine

111 Name ______

Date ______

Period ______Lesson 8: Ocean Acidification Call to Action Project Rubric

Category 4 3 2 1 Ocean Acidification Students identify at Students identify at least Students identify at least 1 Students do not identify and Carbon least 3 problems or 2 problems or problems or contributors to any problems or pollution and contributors to ocean contributors to ocean ocean acidification that contributors to ocean problems acidification that need to acidification that need to need to change. acidification. change. change. Ocean Acidification Students identify more Students identify at least Students identify at least 2 Students identify 1 or Solutions than 4 reasonable, 3 reasonable, insightful reasonable, insightful fewer reasonable, insightful possible possible solutions or possible solutions or insightful possible solutions or strategies to strategies to help reduce strategies to help reduce solutions or strategies to help reduce C02 C02 pollution and ocean C02 pollution and ocean help reduce C02 pollution pollution and ocean acidification. acidification. and ocean acidification. acidification. Ocean Acidification Students include 2 or Students include at least Students do not include Research more high-quality 1 high-quality examples any high-quality examples examples or pieces of or pieces of data to or pieces of data to data to support their support their campaign. support their campaign. campaign. Campaign/Product Students create an Students create an Students create an The product is not original, accurate and accurate product that accurate product but it accurate. interesting product that adequately addresses does not adequately adequately addresses the issue of ocean address the issue of ocean the issue of ocean acidification. acidification. acidification. Sources-Citation Information in all source Information in all source Information in almost all The information is often citations is correct and citations is correct but source citations is correct incorrect OR there are in the format assigned. there are minor errors in AND there are minor errors major errors in formatting. formatting. in formatting. Collaboration with Students worked well Students worked well Students experienced peers together in the group together in the group, difficulty working in groups with each group however, there was or some group members member contributing some uneven distribution did not contribute equally equally. of work. to the product.

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