GRADE 5
Author: ​
J. Haase Lesson #: ​
6 Unit Title: ​
Earth System Science Time Frames: ​
Two 50­Minute Periods Blowing Bubbles: A CO​
2 and pH Discovery Lab ​
ABSTRACT Why is our climate changing? Climate change is an effect of increased CO​
2 in the atmosphere. In this ​
hands­on lesson, students share their conclusions and experiment by testing their own CO​
production with 2​
a universal pH indicator. They are introduced to the pH scale as a method of organizing their data. Student groups will extend the experiment from lesson 5.1.5 “The Keeling Curve: Making Keen Observations Over Time” to observe interactions of CO​
and red cabbage juice (universal indicator) and compare all results 2​
using the pH scale to organize the data. This offers an authentic exploration of the NGSS crosscutting concept of scale, proportion, and quantity. There are also other implications of increased CO​
2. Ocean acidification is a direct result of more CO​
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2 in the ​
atmosphere. This process of the ocean becoming more acidic has an impact on island communities like Hawai​
‘​
i. The concept of ocean acidification will be introduced to the class. Students will explore the potential impact of the changing pH of our ocean on shell building marine organisms. PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES BACKGROUND INFORMATION FOR TEACHERS Since the industrial revolution in the 1800’s, increasing amounts of CO​
2 have been added to the ​
atmosphere. This is a result of fossil fuel combustion, cement manufacturing, and land clearing for our expanding global population. By adding more CO​
2 to the atmosphere, we are changing the composition of ​
the atmosphere. Earth system scientists have been investigating and discussing global warming and the impacts and potential changes of the increased greenhouse gasses in the atmosphere. Earth systems scientists collect global data on the biosphere, hydrosphere, atmosphere and the geosphere through research missions and satellites. This growing body of data has many tales to tell. We now use the term climate change to explain the complex changes occurring due to increasing greenhouse gasses in the Earth’s atmosphere. Changes in global weather patterns are being monitored at a detailed level with data gathered by satellites and computer analysis of the data. NASA’s program called Earth Observing System is a collection of satellites that are monitoring Earth’s “vital signs” including changes that are occurring to weather patterns and our Earth’s systems. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 1 The ocean absorbs 25% ­ 40% of the atmosphere’s CO​
2. We call the ocean a carbon sink because it ​
absorbs more carbon than it releases. The ocean has absorbed more CO​
each year as a direct result of 2​
increased CO​
levels in the atmosphere since the 1750’s. The chemistry of the ocean water has changed 2​
very slowly due to this increased CO​
2 absorption. The ocean has become slightly more acidic on the pH ​
scale. Global ocean water becoming more acidic especially affects marine organisms that build shells. Shells are created from calcium carbonate and a more acidic ocean leaves less calcium carbonate available for shell building. This slight change in ocean pH around the globe has potential for huge impacts on the existing marine food web. Plankton form the base of the marine food web and many plankton are negatively impacted by a more acidic environment. What are the long term implications of ocean acidification? Through using computer models to make predictions ESS scientists are continuing to study the global issue of ocean acidification. How do we know what ocean pH was in the past even though the pH scale was not introduced until 1909? When ice sheets build up into glaciers, air bubbles become trapped in the freezing ice. Scientists have analyzed the CO​
2 concentration of air in these bubbles and have developed a record of the atmospheric ​
CO​
concentration in the recent past. Because large parts of the surface ocean CO​
concentration remains 2​
2​
roughly in equilibrium with the atmospheric CO​
concentration, the ocean CO​
content can be calculated 2​
2​
from these air bubbles, and ocean pH can also be calculated. In fact, the ice core record shows that the atmospheric CO​
2 concentration has never been higher than about 280 ppm during the last 800,000 years, ​
creating conditions leading to an average pre­industrial surface ocean pH of ca. 8.2. This information is according to Jelle Bijma, Bio geochemist, Alfred Wegener Institute for Polar and Marine Research, Germany. Introducing the topic of ocean acidification​
is important to all students in who live in Hawai​
ʻ​
i and in coastal areas around the globe. We are surrounded by the ocean and use it for transportation, a food source and recreation. Students can recognize how they and their families contribute greenhouse gasses to the atmosphere. ​
They have the capacity to understand that the CO​
2 levels in the atmosphere can impact other ​
Earth spheres. ​
By learning some of the extended implications of higher levels of CO​
in the atmosphere, 2​
students can make changes and informed choices for the future. The chemistry experiment in this lesson offers direct experience for students to develop an understanding about the concept of ocean acidification. What is happening in this experiment? ​
​
The red cabbage juice in water is acting as a pH indicator solution. When the students blow into Cup B they are introducing CO​
2 into ​
the indicator at only about 4% CO​
. As a result of this added CO​
, the water pH becomes slightly more 2​
2​
acidic as shown by the pink tint to the indicator solution. A longer experiment time would result in a more noticeable color change. With additional experiments, students could change the variable of time. With additional CO​
2 from carbonated water, the interaction increases. Experimenting with the pH scale to ​
organize the data helps students to understand that this interaction creates a chemical reaction that results in the liquid becoming more acidic. Higher levels of CO​
in the atmosphere result in more CO​
being 2​
2​
absorbed by the ocean and higher levels of CO​
in the ocean are causing the ocean water to become more 2​
acidic. This has impact upon marine organisms that live in this habitat. Scientists have begun researching these challenges to the marine ecosystem. A positive side benefit to teaching this lesson to 5th grade students is that it may bring the awareness of the changing ocean pH home to their families. Many families are already making changes to reduce CO​
2 output by increasing their recycling, biking and walking, eating locally, using less disposable plastic and using electricity from alternative and/or renewable sources. PLANNING _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 2 Essential Questions ● Why is CO​
2 important to you? ​
● What do the changes in the ocean tell us about the Earth system? Instructional Objectives Students will: ● Conduct a classroom experiment to learn more about how the atmosphere and the oceans interact. ● Conduct a classroom experiment using the scientific method to analyze the effects of CO​
2 with the pH scale. ● Observe and identify common features of coral and shells from the ocean. ● Discuss the relationship between atmospheric CO​
levels and ocean pH levels. 2​
● Collaborate to explore and communicate their findings. Key Vocabulary ● Climate change ● Ocean acidification ● Calcium carbonate ● pH (neutral, acid, base, alkaline) ● Marine organisms ● Atmospheric CO​
2 BACK TO TOP INSTRUCTION Materials For overall lesson: ● Test liquids each in a labeled cup: 15ml ​
lemon juice, 4.77 g instant dry coffee, and 4.77 g baking soda dissolved in 15 ml water (amounts do not need to be exact) ● 100ml graduated cylinder ● Measuring spoons ● Small bottle of carbonated water (soda water or club soda) ● Balloon ● Clear plastic cups (small or medium size) or clear pyrex beakers (50 ml) ● Paper Plates ● Drinking Straws ● Index cards ● Examples of shells and coral Class set of worksheets: ● “Shell Builders” ● “pH Discovery” For each group: ● Photos of students’ experiment from the “Keen Observations Over Time” lesson ● “Coral Images” and “Shell Images” ● Color copy of pH scale Universal pH Indicator (Red Cabbage Juice): ● Blender ● One or two red cabbages _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 3 ●
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One knife One cutting board 3.79 L water Large container for the cabbage juice (large mason jars) Strainer Coffee filter or paper towel to strain the pH indicator Apron or lab coat (avoid nasty stains!) for teacher prep or student work Preparation ● Prepare lemon juice, coffee and baking soda in water for whole class pH test. ● Prepare whole group experiment materials with cups labeled A,B,C,D, lemon juice, coffee and baking soda, paper plates and 4 straws ● 1.89 L of universal indicator red cabbage juice. Test that the prepared universal pH indicator is working and make more if needed. ­ Ingredients: 200 g (1 cup) chopped cabbage to 1.89 L (8 cups) of water. Chop the cabbage into small pieces. Place cabbage pieces in a blender with water. Blend for a minute. Strain out the plant material to obtain a red­purple­bluish colored liquid. This liquid is at about pH 7. The exact color you get depends on the pH of the water, distilled water gives straight results. It may be useful to add water to​
dilute t​
he ​
red cabbage universal pH indicator. ​
It will keep in the refrigerator in an airtight jar for a week. Label the bottle​
. (Amounts do not need to be exact, this recipe is very forgiving) Images courtesy of J. Haase. ●
Prepare student science notebook worksheets: ­ “pH Discovery” ­ “What Happens to Shell Builders” Resources NASA: ● NASA Ocean Acidification Article BACK TO TOP ENGAGE Session One: 1. Review the experiment of blowing bubbles into the mystery liquid (red cabbage juice) from lesson “​
The Keeling Curve: Making Keen Observations Over Time.”​
Have students refer to their science notebooks, pass out photos for them to add to their notebooks (optional). _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 4 Discuss what changes occurred when exhaling into the mystery liquid and why. Encourage students to make connections between their experiment and Dr. Keeling’s work with CO​
2. ​
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What were some of the questions that your wrote? What did you observe? Did everyone get the same answer? Why or why not? What is the importance of keen observation and careful analysis for a scientist? Why is ​
CO​
2 important to you? (helps maintain a habitable surface temperature on Earth, ​
provides ​
CO​
2 for photosynthesis to occur, need to understand it to learn about ESS) ​
2. Bring out two more cups of mystery liquid labeled C and D. Tell students that a human exhale is about 4% CO​
2, then ask them: ​
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In this 100 ml graduated cylinder of air, how much would that be? Show a bottle of water carbonated with CO​
2. Open the cap so students can hear the gas escape. ​
Ask students: ● Tell me more about this water? What makes it different? (it is carbonated with C
​O​
bubbles) 2 ​
● Predict what will happen when I add 4 ml of carbonated water to the mystery liquid. (it will turn pink and show that the mystery liquid becomes more acidic) 4. Have a student measure and pour 4 ml of carbonated water in Cup C, you can add more if needed to show a result. Listen for them to discuss the bubbles. How do they know what kind of bubbles they see and hear? Have students observe and compare and then Think­Pair­Share about this new experiment. 5. Focus their observations on what they notice about the colors of the mystery liquid in the cups. The mystery liquid is the juice from red cabbage. It is a universal pH indicator that shows a scale of alkaline to acid by changing color. Right now the cups are organized in alphabetical order. Have a student volunteer re­organize the cups from blue to pink. ● What pattern do you see in your data? ● Is the data changing? Will it change later? Why or why not? The CO​
bubbles will pop and it will be released back into the atmosphere over time, the color will 2​
change as the chemistry changes. 6. Below is a pH scale, examine this tool that chemists use to organize the pH of substances. Make comparisons to the graph Dr. Keeling used for organizing his data. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 5 7. Have students examine the pH scale to figure out how it is organized. ●
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What materials do they recognize? What properties describe these materials? How is it organized? How does this connect to our experiments with CO2​
? ​
8. Conduct a simple pH experiment in front of the whole class with student volunteers using three common liquids; lemon juice, baking soda dissolved in water and coffee. Have the students identify each liquid and some properties they know about them. Lemon juice is sour and acidic. Coffee is bitter, maybe it is acidic also. Baking soda may be unknown and that’s ok, they will find out more ­ but it is included in toothpaste. Some may be able to infer that it neutralizes acid in your mouth to protect your teeth, so could be base. Have students make predictions before student volunteers add each test liquid to the indicator in the labeled cup: ●
What will happen to the indicator when I add this liquid? Image courtesy of J. Hasse. Results of the experiment will show interactions in a range of indicator color changes: _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 6 ●
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Lemon juice pH 2 = more acidic Coffee pH 5 = less acidic Baking Soda pH 11 = basic 9. Have student volunteers organize the cups in a range of color from blue to pink. Ask students: ●
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What relationships do you observe between the indicator and the liquids that were added? How does this relate to the pH scale? 10. Have students now add Cup B, Cup C and Cup D to the collection: ●
What do you observe about the cup where you blew CO​
​
make the indicator 2? Did the CO
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2 ​
pink or blue, is this making the indicator more acid or more base? 11. Have students label the acid end and the base end of the scale. The pH scale scientists use is numbered and can show the strength of the acid or base substance. How much more acidic or more basic is an important factor when using the scale to compare data on different substances. 12. Have students complete the “pH Discovery Worksheet”​
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for their science notebooks. 13. For extra time, can they figure out what bases are good at? What do toothpaste/baking soda, drain cleaner, ammonia etc. have in common? Most people think of acids as good cleaners but chemically it is better to have a basic cleaner. EXPLORE Session Two: 1. Review the hands­on experiments from Lesson 5.1.5 and session 1 of Lesson 5.1.6. Students used the pH scale to learn about the acidity or alkalinity (base) of substances. Ask them to use their journals for reference and discuss: ● What did you discover? ● When you blew ​
CO​
2 in the indicator did you make the water more basic or acidic? How do ​
you know? ● What spheres were involved in our investigations? ● How could this experiment connect with Earth system science? 2. Clarify student thinking by asking for evidence from their previous work to show what is more acid and what is more basic. Have them share from their journals. 3. Divide class in half. Give one half of the class the “Coral Images” sheets and coral samples to explore. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 7 Images courtesy of wikimedia.org/wikipedia/commons. Dried coral image courtesy of Flickr photo sharing. ●
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If this coral could talk, what would it tell us about the Earth system? What would this coral tell us about the relationship between the atmosphere and the biosphere? If you were an Earth system scientist what questions would you ask to study coral? How are coral reefs valuable to the ocean? How is the ocean valuable to humans? 4. Give the other half of the class the “Shell Images” sheets and samples to explore. Have students record their observations, thoughts, notes and further questions in their science notebooks: Sea Urchin image courtesy of wikimedia.org/wikipedia/commons. ‘Opihi and shell images courtesy of J. Haase. ●
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If these shells could talk what would they tell us about the Earth system? What would shells tell us about the relationship between the atmosphere and the biosphere? If you were an Earth system scientist what questions would you ask to study this shell? How are shells valuable to the ocean? How is the ocean valuable to humans? 5. Have students pair up with a partner from across the room so that each pair is a combination of coral and shells. Give them time to Think­Pair­Share about their organisms and their thoughts. Circulate through the room and listen for students trying to make connections. EXPLAIN 1. Have students offer a key point from their Think­Pair­Share. Encourage student responses, and have students add ideas and responses to their science notebooks. Write their ideas on the board and categorize them as they are recorded. Have students choose titles for each group of ideas. Guide them to analyze their thinking with appropriate questions such as: ●
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How could increased CO​
2 in atmosphere affect ocean water? ​
What connections did you make between the pH of the ocean and shells and coral? _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 8 ●
What connections are you noticing between the atmosphere, the biosphere and the hydrosphere? ● How could increased CO​
2 in the atmosphere be interacting with the hydrosphere? ​
● What impact could this have on the biosphere? ● What questions do you have? 2. Introduce a new area of study for ESS scientists that has been discovered in the last 15 years. It has to do with the relationship of increasing levels of CO​
2 in the atmosphere interacting with the ​
hydrosphere. Scientists are still working on understanding this phenomenon, it is now called ocean acidification. 3. Facilitate a discussion with students to track the results of increasing CO​
2 in the atmosphere ​
impacting the water by increasing its acidity. The students in your class have already discovered this in your class. Direct them to the evidence below to show the what they have discovered. Question Evidence How do you know CO​
got into the water? 2​
Because we exhaled directly into the water. How do you know the CO​
2 changed the pH of the ​
water? Because the indicator changed color. What happened when more CO​
2 was added with ​
carbonated water? The indicator changed even more. What did the indicator show? It showed evidence of interaction between CO​
2 and ​
the water. How did the water change? It became more acidic. How did we know this? We used the pH scale to organize the data and rated the amounts of change in the indicator. Pink shows more acidic. 4. Bring student focus back to the marine organisms they were observing earlier: ●
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Could a change in water pH change the habitat for marine organisms? In what ways would habitat change impact marine life? 5. List student ideas on the board. Basically organisms have three options for change: adapt, die, or move away. Discuss each option with students for coral and for shells surrounding Hawaiʻi. Adaptation is to change slowly as a response over time to suit the environment. Death would have a notable impact on the marine food web. Moving away could be possible yet the remote location of Hawaii makes it less viable. ● What kinds of adaptations might help coral or shells survive this change? ● Students can share some creative ideas. EXTEND 1. Introduce the “Shell Builders” worksheet. Have students read and work on this together or complete this as a close reading for the whole class. This can also be used for homework. This worksheet _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 9 provides a thorough explanation of the cause and effect relationship of change in ocean pH and the weakened shells of marine organisms. EVALUATE 1. Have students select ​
one or two​
questions that they would like to address in their science notebook. Give them time to discuss ideas in pairs. As students settle their ideas, they should begin writing, and illustrating their thinking. They may collaborate in the initial discussion but the writing and illustrations are theirs alone. 2. Invite students to select from the following topics: ● What new information have you learned? ● What new questions do you have or what ideas do you want to know more about? ● What additional experiments would you like to conduct? ● What have you learned about the relationship of CO2​
in the atmosphere and the pH of the ​
ocean? ● How this will apply to your everyday life? ● How does understanding that the ocean is becoming more acidic affect our human behavior? ● As an Earth system scientist, what do you want to do next? BACK TO TOP ASSESSMENT OPTIONS Formative Assessment ● There are multiple points in this lesson to check for understanding, remember, all student discussions are opportunities for formative assessment. By circulating with the groups as they conduct the experiment and complete the science notebook you can check on student progress and ongoing thinking and concept development. Summative Assessment ● The student responses to self­selected topics in the “Evaluate” section may be used for summative assessment. In addition, the “3­2­1 Celestial Islands Exit Slip” (below) may be used after the lesson to see what lasting impressions were made on the students. BACK TO TOP CULTURE CONNECTION _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 10 Image courtesy of B. Haase. ʻŌlelo Noʻeau A collection of Hawaiian proverbs, translated and annotated by​
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Mary Kawena Pukui, offers a unique opportunity to savor the wisdom, poetic beauty, and earthy humor of finely crafted expressions. ‘Uʻuku ka hana, ʻuʻuku ka loaʻa. (Hawaiian proverb) Little work, little gain. (English translation) This ​
ʻ​
Ōlelo No​
ʻ​
eau brings forth the idea that we must all work to understand Earth system science and that not all the answers are obvious or easy. For example, ocean acidification is a new understanding within the last 15 years and unless we work hard to study the phenomenon there will be little gain in terms of protecting our oceans and ocean resources. This picture shows a midden pile, mainly made of ​
ʻ​
opihi shells, on the coast of the island of Moloka‘i. DIFFERENTIATION Emerging Learners ● Provide the student with all worksheets the night before and preview vocabulary with the student. Read materials to emerging learners when needed. Arrange student groups with different skill levels so student help is given by peers. Advanced Learners ● Have the advanced learners play the computer games listed in this lesson. Have advanced students make a “Public Service Announcement” poster to let people know the impacts of increases of CO​
2 absorbed into the ocean. Invite advanced students to plan an experiment based on their own question to go with the content of the lesson. English Language Learners ● Print the worksheets for the student or students to preview the night before and then read with guidance in class the next day. Preview vocabulary with the student and provide a glossary to use throughout the lessons. Read materials to ELL learners as needed. Arrange student groups with different skill levels so student help is given by peers. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 11 EXTENSIONS ●
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Quest, ​
Ocean Acidification Vocabulary Game: h​
ttp://science.kqed.org/quest/2014/02/25/ocean­acidification­vocabulary­game/ Windows 2 Universe​
,​
​
The Carbon Cycle Game​
: http://www.windows2universe.org/earth/climate/carbon_cycle.html NOAA, ​
The Other Carbon Dioxide Problem:​
https://www.youtube.com/watch?v=9EaLRcVdTbM&feature=channel_video_title Alliance for Climate Education, ​
Ocean Acidification:​
ttps://www.youtube.com/watch?v=Wo­bHt1bOsw California Academy of Sciences, ​
Demystifying Ocean Acidification and its Effects on Biodiversity:​
https://www.youtube.com/watch?v=GL7qJYKzcsk STANDARDS Next Generation Science Standards Crosscutting Concepts: ● Energy and Matter ­ In grades 3­5, students learn matter is made of particles and energy can be transferred in various ways and between objects. Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change. ● Patterns ­ In grades 3­5, students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions. ● Cause and Effect ­ In grades 3­5, students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship. Cause and effect relationships are routinely identified, tested, and used to explain change. Science and Engineering Practices: ● Planning and carrying out investigations Disciplinary Core Idea ● 5­ESS2­1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Common Core ● Measurement and Data ­ Convert like measurement units within a given measurement system. Convert among different­sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi­step real world problems. Hawaii Content & Performance Standards III ● SC.5.1.1 Identify variables in scientific investigations and recognize the importance of controlling variables in scientific experiments. ● SC.5.1.2 Formulate and defend conclusions based upon evidence. General Learner Outcomes ● Self­Directed Learner ● Community Contributor ● Complex Thinker ● Quality Producer _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 12 ●
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Effective Communicator Effective and Ethical User of Technology BACK TO TOP ADDITIONAL RESOURCES ●
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Additional information on the pH scale (acids and bases) can be found at ​
Science Buddies: http://www.sciencebuddies.org/science­fair­projects/project_ideas/Chem_AcidsBasespHScale.shtml
?emailthis=1 Quest, ​
Ocean Acidification: The Basics:​
http://science.kqed.org/quest/2014/02/25/ocean­acidification­the­basics/ NOAA Ocean Acidification Program​
: ​
http://oceanacidification.noaa.gov/ NOAA ​
Visualizations​
, ​
The Other Carbon Dioxide Problem:​
https://www.youtube.com/watch?v=9EaLRcVdTbM&feature=channel_video_title Aliance for Climate Education, ​
Ocean Acidification:​
https://www.youtube.com/watch?v=Wo­bHt1bOsw NASA, ​
Climate Kids Website:​
​
​
http://climatekids.nasa.gov Cherry, L., & Braasch, G. (2008). ​
How we know, what we know, about our changing climate: Scientists and kids explore global warming.​
Nevada City, CA: Dawn Publications. Simon, S. (2010). ​
Global warming​
. New York: Collins. Arnold, C., & Hogan, J. (2012). ​
A warmer world: From polar bears to butterflies, how climate change affects wildlife​
. Watertown, MA: Charlesbridge. Malnor, C., & Cherry, L. (2008). ​
A teacher's guide to "How we know what we know about our changing climate: Lessons, resources, and guidelines about global warming"​
. Nevada City, CA: Dawn Publications. REFERENCES Acids, Bases, & the pH Scale. (n.d.). Retrieved May 4, 2015, from http://www.sciencebuddies.org/science­fair­projects/project_ideas/Chem_AcidsBasespHScale.shtml
?emailthis=1 Brain Coral Image (n.d.). Retrieved May 24, 2015, from http://upload.wikimedia.org/wikipedia/commons/7/75/Muchroom_coral.JPG Climate Kids NASA's Eyes on the Earth. (n.d.). Retrieved May 4, 2015, from http://climatekids.nasa.gov Jelle Bijma, Bio​
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geochemist, Alfred Wegener Institute for Polar and Marine Research, Germany W
​oods Hole Oceanographic Institute http://www.whoi.edu/page.do?pid=83380&tid=3622&cid=131410 Groundbreaking Maps Detail Acidity of the Earth's Oceans. (2014, November 11). Retrieved January 18, 2016, from http://ecowatch.com/2014/11/11/ocean­acidification­maps­climate­change/ Limpet (Opihi) Image. (n.d.). Retrieved February 25, 2015, from http://www.marysrosaries.com/collaboration/images/9/94/Limpet_001.png Mushroom Coral Image (n.d.). Retrieved May 24, 2015, from http://upload.wikimedia.org/wikipedia/commons/7/75/Muchroom_coral.JPG _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 13 Ocean Acidification by the Alliance for Climate Education. (n.d.). Retrieved February 22, 2015, from https://www.youtube.com/watch?v=Wo­bHt1bOsw Ocean Acidification: The Basics. (n.d.). Retrieved February 22, 2015, from http://science.kqed.org/quest/2014/02/25/ocean­acidification­the­basics/ ‘Opihi Diagram for Worksheet (n.d.) Retrieved May 24, 2015, from https://en.wiki2.org/wikipedia/commons/thumb/e/e7/Limpet_(PSF).png/im264­320px­Limpet_(PSF).
png pH Scale Image Ph scale ­ Google Search. (n.d.). Retrieved May 4, 2015, from https://www.google.com/search?q=phscale&espv=2&biw=1243&bih=654&site=webhp&source=lnms
&tbm=isch&sa=X&ei=RR1HVYCeIMeZoQS98IGoCA&sqi=2&ved=0CAYQ_AUoAQ#imgrc=3e42eD
X9c_2slM%3A;tnjMZGaVsUeszM;http%3A%2F%2Fupload.wikimedia.org%2Fwikipedia%2Fcommo
ns%2Fthumb%2F2%2F23%2F216_pH_Scale­01.jpg%2F220px­216_pH_Scale­01.jpg;http%3A%2F
%2Fen.wikipedia.org%2Fwiki%2FPH;220;446 Pukui, Mary Kawena. ​
‘Ōlelo No‘eau: Hawaiian Proverbs and Poetical Sayings.​
Honolulu: Bishop Museum Press, 1983. BACK TO TOP _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 14 Name ____________________________________ Date _________________ pH Discovery Action Task​
: Write the three classroom samples in the correct location on the pH scale. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 15 pH Discovery ​
(Continued) Name ____________________________________ Date _________________ Action Task:​
Make three data statements with information from the pH scale. Use the words in the text box to help you. Follow the the examples below: ● Battery acid has a pH around 0, it is ​
very​
acidic. ● Milk has a pH around 6.3, it is neutral. ● Liquid drain cleaner has a pH of 14, it is very basic. 1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ Action Task:​
Make three data statements with information from the pH scale. Use the words in the text box to help you. Follow the the examples below: ● Battery acid has a pH around 0, it is ​
very​
acidic. ● Milk has a pH around 6.3, it is neutral. ● Baking soda has a pH of 9.5, it is basic. 1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 16 Name ____________________________________ Date ________________ Shell Builders This picture shows the side view and underside of a limpet, commonly called ‘opihi in Hawai​
‘​
i.​
Image courtesy of https://en.wiki2.org/wikipedia/commons/thumb/e/e7/Limpet_(PSF).png/im264­320px­Limpet_(PSF).png Did you know, the ocean absorbs 25%­40% of the CO​
in the atmosphere? As levels of CO​
2​
2 increase in the atmosphere, they also increase in the ocean. The chemical makeup of the ocean changes with this increased CO​
. Very slight changes in the ocean pH have a noticeable impact 2​
on certain marine species. Scientists have observed noticeable changes in the ability of shell building marine organisms to build their shells. Marine shelled organisms use calcium to build their shells. The special kind of calcium they use occurs naturally in the ocean water, it is called calcium carbonate (CaCO​
). Young shell builders 3​
must use calcium carbonate to build strong shells that can withstand the hazards of living in the ocean. If there is not enough available calcium carbonate in the water, shells become weak and the shell builders are at risk and may not survive. When the ocean absorbs increased carbon dioxide (CO​
) from the atmosphere, the sea water 2​
becomes slightly more acidic on the pH scale. This very small change in pH has a larger effect on the calcium carbonate available for shell builders. More acidic water means less available calcium carbonate and this means weaker shells over time. The shell builders will be negatively affected by more acidic ocean water which could change the balance of the marine food web. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 17 Name ____________________________________ Date ________________ Shell Builders (Cont’d) Action Task: Who could be affected? _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 18 Coral Images Images courtesy of wikimedia.org/wikipedia/commons. ●
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If this coral could talk, what would it tell us about the Earth system? What would this coral tell us about the relationship between the atmosphere and the biosphere? If you were an Earth system scientist what questions would you ask to study coral? How are coral reefs valuable to the ocean? How is the ocean valuable to humans? Dried coral. Image courtesy of Flickr photo sharing. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 19 Shell Images Images courtesy of J. Haase. ●
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If these shells could talk, what would they tell us about the Earth system? What would shells tell us about the relationship between the atmosphere and the biosphere? If you were an Earth system scientist what questions would you ask to study a shell? How are shells valuable to the ocean? How is the ocean valuable to humans? Image courtesy of wikimedia.org/wikipedia/commons. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 20 Name ___________________________________ Date ____________________ 3­2­1 Celestial Islands Exit Slip
3 Three new things you learned: ● ____________________________________________________________________ ● ____________________________________________________________________ ● ____________________________________________________________________ 2 Two questions you still have: ● ____________________________________________________________________ ● ____________________________________________________________________ 1
How does what you learned apply to your life? ● ____________________________________________________________________ Name ________________________________ Date _______________________ 3­2­1 Celestial Islands Exit Slip
3 Three new things you learned: ● ____________________________________________________________________ ● ____________________________________________________________________ ● ____________________________________________________________________ 2 Two questions you still have: ● ____________________________________________________________________ ● ____________________________________________________________________ 1
How does what you learned apply to your life? ● ____________________________________________________________________ _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 21