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BONUS Video Game

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Benson, J. (2018, November 1). Restoration plan for shellfish beds is goal of new Project: Connecticut Sea Grant: University of Connecticut. Connecticut Sea Grant. <a href="https://seagrant.uconn.edu/2018/11/01/restoration-plan-for-sounds-shellfish-beds-is-goal-of-new-project/">https://seagrant.uconn.edu/2018/11/01/restoration-plan-for-sounds-shellfish-beds-is-goal-of-new-project/</a>

Marine and estuarine shellfish beds. Marine and Estuarine Shellfish Beds – Atlantic Coastal Fish Habitat Partnership. (n.d.). <a href="https://www.atlanticfishhabitat.org/priority_habitat/marine-and-estuarine-shellfish-beds/">https://www.atlanticfishhabitat.org/priority_habitat/marine-and-estuarine-shellfish-beds/</a>

NOAA Fisheries. (2026, February 20). Oyster reef restoration in the Chesapeake Bay: We’re making significant progress. NOAA. <a href="https://www.fisheries.noaa.gov/chesapeake-bay/oyster-reef-restoration-chesapeake-bay-were-making-significant-progress">https://www.fisheries.noaa.gov/chesapeake-bay/oyster-reef-restoration-chesapeake-bay-were-making-significant-progress</a>

Shaw, D. (2025, September 11). Shrinking habitats: How have oyster reefs changed over the last six decades?. Coastwatch. <a href="https://ncseagrant.ncsu.edu/coastwatch/shrinking-habitats/">https://ncseagrant.ncsu.edu/coastwatch/shrinking-habitats/</a>

Tampa Bay Watch. (2020, May 12). Oyster Reef Ball Program May 12, 2020. YouTube. <a href="https://www.youtube.com/watch?v=RWm0VYe7R8o">https://www.youtube.com/watch?v=RWm0VYe7R8o</a>

U.S. Department of the Interior. (2015, April 14). Wetlands, marshes and swamps. National Parks Service. <a href="https://www.nps.gov/foma/learn/nature/wetlands.htm">https://www.nps.gov/foma/learn/nature/wetlands.htm</a>

US Department of Commerce, N. O. and A. A. (2008, October 27). What is spat?. NOAA’s National Ocean Service. <a href="https://oceanservice.noaa.gov/facts/spat.html">https://oceanservice.noaa.gov/facts/spat.html</a>

What is vertical migration of Zooplankton and why does it matter?. NOAA Ocean Exploration. (2024, August 21). <a href="https://oceanexplorer.noaa.gov/ocean-fact/vertical-migration/">https://oceanexplorer.noaa.gov/ocean-fact/vertical-migration/</a>

Where the whales are. Woods Hole Oceanographic Institution. (2025, June 29). <a href="https://www.whoi.edu/ocean-learning-hub/multimedia/where-the-whales-are/">https://www.whoi.edu/ocean-learning-hub/multimedia/where-the-whales-are/</a>

References

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Section 8: Part 2 &#8211; The Case of the Vanishing Scallops

LESSON PLAN

LESSON MATERIALS

Section 8: Part 2 - The Case of the Vanishing Scallops

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Part 2 focuses on applying the scientific method to investigate the bay scallop mystery. Students will review the scientific method, conduct research, formulate hypotheses, and design experiments.

Overview and Purpose

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Construct an explanation that predicts patterns of interactions in ecosystems.

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

<ul>
	<li style="font-weight: 400;" aria-level="1">Asking Questions and Defining Problems</li>
	<li style="font-weight: 400;" aria-level="1">Planning and Carrying Out Investigations</li>
	<li style="font-weight: 400;" aria-level="1">Constructing Explanations and Designing Solutions   </li>
</ul>

NGSS STANDARDS

OBJECTIVES

<ol>
	<li style="font-weight: 400;" aria-level="1">Students will be able to describe the steps of the scientific method.</li>
	<li style="font-weight: 400;" aria-level="1">Students will be able to conduct research using reliable sources.</li>
	<li style="font-weight: 400;" aria-level="1">Students will be able to formulate testable hypotheses with predictions.</li>
	<li style="font-weight: 400;" aria-level="1">Students will be able to design experiments to test their hypotheses.</li>
</ol>

MATERIALS NEEDED

<ol>
	<li><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/8.-Part-2-The-Case-Of-The-Vanishing-Scallops-experimental-design.pptx" target="_blank" rel="noopener">Slide presentation</a></li>
	<li><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/8.-student-worksheet-2-experimental-design-The-Case-of-the-Vanishing-Scallops.docx" target="_blank" rel="noopener">Worksheet</a></li>
	<li>Internet access</li>
</ol>

<ol>
	<li style="font-weight: 400;" aria-level="1">Do Now (10 minutes): slide 2 (Part 2) Groups brainstorm the steps and purpose of the scientific method. Groups discuss what they think is the most important step.</li>
	<li style="font-weight: 400;" aria-level="1">Review the Scientific Method (10 minutes): slide 3-4 (Part 2) Review the steps of the scientific method as a class. Discuss why the method is a cycle.</li>
	<li style="font-weight: 400;" aria-level="1">Gathering Background Information (1 hour): slides 5-7 (Part 2) Discuss the importance of research prior to experimentation. Discuss trusted sources, and scholarly journals. 
Students select a question and conduct research using reliable sources.</li>
	<li style="font-weight: 400;" aria-level="1">Formulating Hypotheses (20 minutes): slides 8-10 (Part 2) Review the components of a hypothesis and prediction. Review independent and dependent variables. 
Students formulate testable hypotheses with predictions.</li>
	<li style="font-weight: 400;" aria-level="1">Designing Experiments (40 minutes): slides 11-12 (Part 2) Students design experiments to test their hypotheses, considering variables and controls.</li>
</ol>

PROCEDURE

DIFFERENTIATION

For struggling learners: Provide pre-selected research sources. Offer templates for hypothesis formulation and experimental design.
For advanced learners: Encourage them to research specific environmental factors, with at least one group focused on coastal acidification. Have them design more complex experiments with multiple variables.

ASSESSMENT

Successful students will be able to generate thoughtful questions, create hypotheses based on known data, and design an experiment that could answer their questions.
Successful students will actively participate in group discussion, demonstrate the quality and relevance of research conducted, create clear and testable hypotheses, design a feasible experiment with scientific rigor, and demonstrate understanding of the scientific method in their written responses.

Section 8: Part 2 – The Case of the Vanishing Scallops

Section 8: Part 1 &#8211; The Case of the Vanishing Scallops

Section 8: Part 1 - The Case of the Vanishing Scallops

This series of lessons introduces students to the mystery of declining bay scallop populations. This is a multi-day lesson series, including days for independent research. 
The scallops are used as a lens for students to explore the scientific method and later, experimental design.
This lesson indirectly highlights coastal acidification's impacts on biological species. The teacher will need to bring coastal acidification into the discussion and questions throughout the scientific process. 
Students will analyze data, develop critical thinking skills, and formulate questions to guide their investigation. Skills emphasized include observation, data analysis, and problem identification.

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

<ul>
	<li style="font-weight: 400;" aria-level="2">Analyzing and Interpreting Data   </li>
	<li style="font-weight: 400;" aria-level="2">Asking Questions and Defining Problems</li>
</ul>

<ol>
	<li style="font-weight: 400;" aria-level="1">Students will be able to plot and analyze data from a graph.</li>
	<li style="font-weight: 400;" aria-level="1">Students will be able to critically evaluate data and consider alternative explanations.</li>
	<li style="font-weight: 400;" aria-level="1">Students will be able to identify the problem of declining scallop populations.</li>
	<li style="font-weight: 400;" aria-level="1">Students will be able to generate relevant scientific questions about the problem.</li>
</ol>

<ol>
	<li style="font-weight: 400;" aria-level="1"><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/8.-Part-1-The-Case-Of-The-Vanishing-Scallops.pptx" target="_blank" rel="noopener">Slide presentation</a></li>
	<li style="font-weight: 400;" aria-level="1"><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/8.-student-worksheet-1-graphing-The-Case-of-the-Vanishing-Scallops-.docx" target="_blank" rel="noopener">Worksheet</a></li>
	<li style="font-weight: 400;" aria-level="1">Internet access</li>
</ol>

<ol>
	<li style="font-weight: 400;" aria-level="1">Do Now (10 minutes): slide 3 Students plot the provided data on their worksheets. Students write down three observations based on the graph.</li>
	<li style="font-weight: 400;" aria-level="1">Introduction to Bay Scallops (5 minutes): slide 4 Share interesting facts about bay scallops to engage students.</li>
	<li style="font-weight: 400;" aria-level="1">Deep Data Analysis (15 minutes): slide 5 Discuss the meaning of "scallop harvest." 
Brainstorm alternative explanations for declining harvests. Discuss what additional information is needed. 
Class discussion about the provided questions concerning the data.</li>
	<li style="font-weight: 400;" aria-level="1">Identifying the Problem (10 minutes): slides 6, 7 Discuss the observed decline in scallop populations. Brainstorm environmental and economic impacts.</li>
	<li style="font-weight: 400;" aria-level="1">Asking Questions (15 minutes): slide 8  Students generate a list of questions about the scallop die-off, using various question words. Encourage students to think deeply about the possible causes, teacher may emphasize coastal acidification as well as other potential causes.</li>
</ol>

For struggling learners: Provide sentence starters for question generation and hypothesis formulation. Offer simplified data tables or visual aids.
For advanced learners: Encourage students to research more complex environmental factors affecting scallops. Have them design more elaborate experiments with multiple variables.
Group students with mixed abilities to facilitate peer learning.

Successful students will be able to generate thoughtful questions, create hypotheses based on known data, and design an experiment that could answer their questions.

Section 8: Part 1 – The Case of the Vanishing Scallops

Section 7 &#8211; Ocean Acidification and Bivalve Response

Section 7 - Ocean Acidification and Bivalve Response

In this activity, students will explore the impact of increasing carbon dioxide concentrations (simulating ocean acidification) on bivalve survival and growth. By analyzing bar graphs representing experimental data, students will observe trends and draw conclusions about the relationship between CO2 levels and bivalve health.
Next, students determine how this experiment was conducted. After describing their predicted set-up of this experiment, students will read the research article to determine how similar their design was to the actual experiment. This activity fosters data interpretation, critical thinking, and collaborative discussion.

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

<ul>
	<li>Analyzing and Interpreting Data</li>
	<li>Engaging in Argument from Evidence.</li>
</ul>

<ol>
	<li style="font-weight: 400;" aria-level="1">Analyze bar graphs to identify trends in bivalve survival and growth related to varying CO2 concentrations.</li>
	<li style="font-weight: 400;" aria-level="1">Describe the relationship between increased CO2 levels and decreased bivalve survival and growth.</li>
	<li style="font-weight: 400;" aria-level="1">Collaborate with peers to synthesize data and draw conclusions.</li>
	<li style="font-weight: 400;" aria-level="1">Explain the concept of ocean acidification and its potential impact on marine ecosystems.</li>
	<li style="font-weight: 400;" aria-level="1">Use data as evidence to support claims.</li>
</ol>

<ol>
	<li style="font-weight: 400;" aria-level="1">Printed copies of <a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/7.-student-worksheets-INDIVIDUAL-Data-table-analysis.docx" target="_blank" rel="noopener">data tables with questions</a>.</li>
	<li style="font-weight: 400;" aria-level="1"><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/7.-student-worksheet-GROUP-Data-Analysis.docx" target="_blank" rel="noopener">Group discussion prompts</a></li>
	<li style="font-weight: 400;" aria-level="1"><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/03/talmage-gobler-2010-effects-of-past-present-and-future-ocean-carbon-dioxide-concentrations-on-the-growth-and-survival-1.pdf" target="_blank" rel="noopener">Talmage, Gobler (2010) research paper</a></li>
</ol>

<ol>
	<li>Introduction (5 minutes): Do Now: Review ocean acidification and its connection to increased atmospheric CO2 , practice graphing. (Slides 1-2)</li>
	<li style="font-weight: 400;" aria-level="1">Explain that students will be analyzing data from experiments studying the effects of different CO2 concentrations on bivalve survival and growth. (Slides 3-4)</li>
	<li style="font-weight: 400;" aria-level="1">Group Formation (2 minutes): Students form groups of 4, and distribute the 8 data tables among group members.</li>
	<li style="font-weight: 400;" aria-level="1">Show students images of the two species, and their life cycle (Slides 5-6)</li>
	<li style="font-weight: 400;" aria-level="1">Individual Graph Analysis (15 minutes): Students work individually to analyze their assigned graphs and answer the questions.</li>
</ol>

6. Each student shares their graph analysis with the group, explaining the trends they observed. Students compare and contrast the data from different graphs and answer questions.

7. Using the data tables provided, student groups will write the procedure for the experiments that elicited these results. They may also wish to sketch the set up.
8. As a class, look at the procedures section of the Talmage Gobler paper. Ask students to explain how their set up differed from the actual experiment.

Part 3: Backward Engineering an Experiment

For struggling students: individual check-ins, clarification of instructions, and visual aids/demos. Simplified data analysis and conclusion sections. 
For advanced students: Ask students to research and present on the specific species of bivalves used in the experiments. Have students design an experiment to test the effects of other environmental factors on bivalve health. Have students calculate the rate of change for the bivalve survival and growth between each CO2  concentration.

<ul>
	<li>Worksheet Completion: Assess students' ability to accurately analyze and interpret the graphs.</li>
	<li>Group Discussion Participation: Evaluate students' contributions to the group discussion, including their ability to use evidence to support claims.</li>
</ul>

Section 7 – Ocean Acidification and Bivalve Response

Section 6 &#8211; Biological Impacts of Ocean Acidification

Section 6 - Biological Impacts of Ocean Acidification

Building upon their prior knowledge of ocean acidification, students will now practice analyzing data and discovering the impacts of ocean acidification on living organisms. They will extend this knowledge by integrating relationships between these living organisms. This lesson is adapted from 
<a href="https://nmscordellbank.blob.core.windows.net/cordellbank-prod/media/docs/20210812-calcifiers-and-noncalcifier-lesson-plan.pdf" target="_blank" rel="noopener">Calcifiers and Non-Calcifiers:  Impacts of Ocean Acidification on Marine Organisms</a>, from <a href="http://sanctuaries.noaa.gov/education" target="_blank" rel="noopener">Education | Office National Marine Sanctuaries</a>

How do human activities affect Earth's climate and other global systems?

What are the causes and consequences of global climate change?

Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales; to recognize proportional relationships between different quantities; and to understand that the total amount of energy and matter in closed systems is conserved.

For natural and built systems alike, conditions of stability and determinants of rates of change of a system are critical elements of study.

<ul>
	<li style="font-weight: 400;" aria-level="2">Analyzing and interpreting data</li>
	<li style="font-weight: 400;" aria-level="2">Constructing explanations </li>
	<li style="font-weight: 400;" aria-level="2">Engaging in argument from evidence</li>
</ul>

<ol>
	<li style="font-weight: 400;" aria-level="1">Define the terms "directly affected" and "indirectly affected" in the context of ocean acidification.</li>
	<li style="font-weight: 400;" aria-level="1">Explain how ocean acidification impacts calcifying organisms.</li>
	<li style="font-weight: 400;" aria-level="1">Analyze data on the biological impacts of ocean acidification.</li>
	<li style="font-weight: 400;" aria-level="1">*Optional: Create a concept map to show the interrelationships between marine organisms.</li>
</ol>

<ol>
	<li style="font-weight: 400;" aria-level="1"><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/6.-sorting-cards-Biological-Impacts-.docx" target="_blank" rel="noopener">Calcifier/ Non-calcifier sorting cards</a> (one set per group).</li>
	<li style="font-weight: 400;" aria-level="1"><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/6.-Data-Table-Biological-Impacts.docx" target="_blank" rel="noopener">Data Table</a> (one per pair or group, can be reused for multiple classes). Ideally printed in color, although students can use colored pencils to shade in the impacts ( reduced=red, no effect=yellow, positive impact=green, not enough info=grey).</li>
	<li style="font-weight: 400;" aria-level="1"><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/6.-student-worksheet-Biological-Impacts.docx" target="_blank" rel="noopener">Worksheets</a> (1 per student).</li>
	<li style="font-weight: 400;" aria-level="1">Blank paper to create a concept map.</li>
</ol>

Concept maps are a great way for students to evaluate their own understanding. If you or your students have not previously worked with concept maps, here are a few informational resources on how to create and use them: <a href="https://www.morgan.edu/academic-affairs/resources/instructional-technology/teaching-with-technology/concept-maps" target="_blank" rel="noopener">concept maps</a>, introduction-to-concept-maps

<ol>
	<li style="font-weight: 400;" aria-level="1">Do Now: As students discern what “directly” and “indirectly” mean, try asking them to explicitly state the connection between any two of the organisms.  This will help with the concept map later (slide 3).</li>
	<li style="font-weight: 400;" aria-level="1">After discussion, inform students that “calcifiers” refers to organisms that create calcium carbonate as part of their bodies (slide 4).</li>
	<li style="font-weight: 400;" aria-level="1">Provide students with cards containing the names of different marine organisms. Instruct students to sort the cards into two piles: "Calcifiers" and "Non-calcifiers" with a partner.This will allow students to begin thinking about the organisms in the context of ocean acidification.</li>
	<li style="font-weight: 400;" aria-level="1">Interpreting Data: Instruct students to determine with their partner what the color-coding in the data tables indicate. (Red,green,yellow, grey= whether organisms are impacted negatively, positively, not at all, or no data.) This will be a low-stakes entry point for the students to begin analyzing the data tables, as the information may be overwhelming at first. (Slides 5-6)</li>
	<li style="font-weight: 400;" aria-level="1">Students then use the data to answer the questions on their worksheet.</li>
	<li style="font-weight: 400;" aria-level="1">Concept Mapping (optional): Ask students to create a concept map with a partner showing the interrelationships between at least 5 of the organisms from the data table. If students get stuck, suggest that they start by creating a food web between at least 5 of the organisms.</li>
</ol>

For struggling students: individual check-ins, clarification of instructions, and visual aids/demos. Simplified data analysis and conclusion sections. 
For advanced students: Challenge students to find a peer-reviewed scientific journal article on the impacts of ocean acidification on one of the organisms from the data table. Ask them to describe how the researchers acquired the data.

Formative Assessment: Monitor student engagement during class discussions and data analysis. Collect and evaluate student worksheets to assess their understanding of the concepts and their ability to analyze data.
Summative Assessment: Evaluate concept map for accuracy and number of connections.

Section 6 – Biological Impacts of Ocean Acidification

Section 5 &#8211; Coastal Acidification

Section 5 - Coastal Acidification

This section explores the sources of CO2 in coastal waters. These habitats are more vulnerable to acidification because there are additional sources of carbon in coastal waters. Students analyze information from a detailed infographic and from a graph to enhance their understanding of changes in coastal pH.

<ol>
	<li style="font-weight: 400;" aria-level="1">Cause and Effect: Students can explore the cause-and-effect relationships between various factors (e.g., CO2 absorption, upwelling, freshwater inputs, eutrophication) and changes in coastal water pH.</li>
	<li style="font-weight: 400;" aria-level="1">Systems and System Models: Students can analyze the complex system of coastal ecosystems and how changes in one component (e.g., pH) can affect other components (e.g., marine organisms).</li>
	<li style="font-weight: 400;" aria-level="1">Energy and Matter: Students can examine the role of energy transfer and matter cycling in coastal ecosystems, including the impact of CO2 on ocean chemistry.</li>
</ol>

4. ESS2.A: Earth Materials and Systems: Students can investigate the composition and structure of Earth's systems, including the role of oceans in regulating climate and absorbing CO2.
5.ESS2.C: The Role of Water in Earth's Systems: Students can explore the water cycle and how human activities, such as pollution and climate change, can impact water quality and ecosystems.
6. ESS3.A: Natural Resources: Students can analyze the impact of human activities on natural resources, such as overfishing and pollution, and how these activities can contribute to coastal acidification.

Disciplinary Core Ideas: Earth and Space Science:

7. LS2.A: Interdependent Relationships in Ecosystems: Students can examine the relationships between organisms and their environment, including how changes in pH can affect marine ecosystems.
8. LS2.B: Cycling of Matter and Energy in Ecosystems: Students can explore the flow of energy and matter through ecosystems, including the role of carbon in photosynthesis and respiration.
&nbsp;

<ol>
	<li>Contrast ocean acidification and coastal acidification</li>
	<li style="font-weight: 400;" aria-level="1">Identify the primary sources of CO2 in coastal waters, and explain how factors like upwelling, freshwater input, and biological processes influence coastal pH</li>
	<li style="font-weight: 400;" aria-level="1">Analyze pH data to identify seasonal trends and patterns</li>
	<li style="font-weight: 400;" aria-level="1">Predict the potential impacts of coastal acidification on marine ecosystems</li>
</ol>

After the completion of this activity students will:

<ol>
	<li><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/5.-student-worksheet-Coastal-Acidification-data-analysis.docx" target="_blank" rel="noopener">Worksheet with pH data graph</a></li>
	<li>Access to the <a href="https://sites.google.com/view/vocalmidatlantic/home" target="_blank" rel="noopener">"What's Driving the Changes to the Mid-Atlantic's Coastal Chemistry"</a> infographic</li>
	<li><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/5.-Infographic-text.docx" target="_blank" rel="noopener">Printout</a> of the explanatory data from the infographic.</li>
</ol>

<ol>
	<li style="font-weight: 400;" aria-level="1">Introduce the lesson by allowing students to predict where acidification is more impactful (open ocean vs. coasts).</li>
	<li style="font-weight: 400;" aria-level="1">As a class, watch animation. Ask students how they might revise their response to the Do Now.</li>
	<li style="font-weight: 400;" aria-level="1">For slides 3-4: distribute a copy of the text <a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/5.-Infographic-text.docx" target="_blank" rel="noopener">printout</a> of the infographic so the students may more clearly read the information.  Assign (or allow students to choose) a number between 1-6.  They will then read about that factor silently, briefly paraphrase in their notebooks, and then share with other members of their group.</li>
	<li style="font-weight: 400;" aria-level="1">Slides 6-13: Teacher will choose whether to share this information as direct instruction, or allow students to extract the information from the two handouts.</li>
	<li style="font-weight: 400;" aria-level="1">Data Analysis: Following the instructions on the <a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/5.-student-worksheet-Coastal-Acidification-data-analysis.docx" target="_blank" rel="noopener">worksheet</a>, students will identify factors that can affect ocean acidity, analyze data to observe seasonal trends in pH, and explain how seasonal changes in factors like upwelling and biological activity can influence pH levels.</li>
	<li style="font-weight: 400;" aria-level="1">If time allows, close the lesson with a discussion: What are the societal implications of coastal acidification, including its potential impacts on local economies (e.g., fishing industries) and coastal ecosystems. Consider the four categories of ecosystem services.</li>
</ol>

For struggling students: individual check-ins, clarification of instructions, and visual aids/demos. Simplified data analysis and conclusion sections. For advanced students: provide additional research opportunities on specific marine organisms affected by coastal acidification.

Formative Assessment: Monitor student engagement during class discussions and data analysis. 
Summative Assessment: Collect and evaluate student worksheets to assess their understanding of the concepts and their ability to analyze data.

Section 5 – Coastal Acidification

Section 4 &#8211; Chemistry of Ocean Acidification

Section 4 - Chemistry of Ocean Acidification

There are two activities in this section. The Combustion Lab will explore how burning fossil fuels (combustion) causes oceans to acidify. The LEGO activity will go into more detail about how this will affect marine organisms that utilize calcium carbonate.
In the previous section, students explored how carbon forms different materials and is recycled through various carbon sinks (reservoirs). One of the ways that carbon moves from one sink to another is when humans burn fossil fuels. Burning coal, oil, and gas breaks the bonds that hold carbon atoms together inside those fuels, and carbon is released into the atmosphere. The ocean absorbs about a quarter of the CO2 we release into the atmosphere every year, so as atmospheric CO2 levels increase, so do the levels in the ocean. Initially, many scientists focused on the benefits of the ocean as a carbon sink as it is removing this greenhouse gas from the atmosphere. However, decades of ocean observations now show that there is also a downside: the CO2 absorbed by the ocean is changing the chemistry of seawater.
As the ocean absorbs increasing amounts of CO2 from the atmosphere, chemical reactions take place that decrease the pH of the ocean. This lowering of pH makes ocean water more acidic. The ocean’s pH has lowered by .1 pH units since the Industrial Revolution. This may not seem like much, but pH is measured on a logarithmic scale, which means a 0.1 difference in pH indicates the ocean has become 30% more acidic. With CO2 continuing to sink into the ocean at extreme rates, scientists predict that the ocean could become 150% more acidic by 2100.

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Analyze geoscience data to evaluate the effects of human activities on Earth’s systems.

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain balance among organisms and their environment.

Analyze geoscience data and develop a model to explain the cycling of Earth’s materials and the flow of energy into and out of Earth’s systems.

Evaluate competing design solutions for reducing human impacts on the environment.

<ol>
	<li style="font-weight: 400;" aria-level="1">Explain the chemistry of ocean acidification and its causes.</li>
	<li style="font-weight: 400;" aria-level="1">Design and conduct experiments to investigate the impact of pH on marine organisms.</li>
	<li style="font-weight: 400;" aria-level="1">Analyze data and draw conclusions about the relationship between ocean acidification and marine ecosystems.</li>
	<li style="font-weight: 400;" aria-level="1">Propose solutions to mitigate the effects of ocean acidification.</li>
</ol>

1.<a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/4.-Chemistry-of-Ocean-Acidification-slides.pptx" target="_blank" rel="noopener">Powerpoint</a>
For Combustion activity:
2.Dilute Bromothymol blue (BTB) *Note that BTB is a chemical and can be harmful if used improperly. Please follow your school’s safety measures. 
3.Two test tubes with stoppers. Make sure to use tubes made of glass or a plastic that will not melt when held up to a flame
4.Candle (preferably non-scented tea lights)
5.Match or some other device to light the candle
6.Student <a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/4.1-student-worksheet-Combustion-Lab-Chemistry-of-Ocean-Acidification-.docx" target="_blank" rel="noopener">worksheets</a>
For Lego activity:
7.3 colors of Legos (12 yellow, 12 blue, 8 red per bag) Use Duplo Legos if you want bigger blocks
8.Small opaque reusable bags (one for each small group)
9.A stopwatch or timer
10.Student <a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/4.2-student-worksheet-Lego-Build-a-Shell-Chemistry-of-Ocean-Acidification.docx" target="_blank" rel="noopener">worksheets</a>

<ol>
	<li style="font-weight: 400;" aria-level="1">Use slide deck to review ocean acidification and basic concepts of ocean acidification chemistry (through Slide 12).</li>
	<li style="font-weight: 400;" aria-level="1">Distribute Combustion Lab worksheet. Ask students to read instructions and tell a partner what they must do.</li>
	<li style="font-weight: 400;" aria-level="1">Have students collect materials from the teacher’s desk.  Discuss fire safety.</li>
	<li style="font-weight: 400;" aria-level="1">Two options: allow students to proceed through activity without direct instruction. Or walk the students as a class through each step, using the slides in the Powerpoint.</li>
	<li style="font-weight: 400;" aria-level="1">Allow students to discuss conclusion questions with their group. Then direct students to answer the questions individually, in their own words.</li>
</ol>

6. Use slide deck (Slides 13-34) to review ocean acidification and basic concepts of ocean acidification chemistry.
7. Distribute Lego Build-a-Shell worksheet. Ask students to read instructions and tell a partner what they must do.
8. Have students collect materials from the teacher's desk. 
9. Two options: allow students to proceed through activity without direct instruction. Or walk the students as a class through each step, using the slides in the Powerpoint.
10. Allow students to discuss conclusion questions with their group. Then direct students to answer the questions individually, in their own words.

For struggling students: individual check-ins, clarification of instructions, and visual aids/ demos. Simplified data analysis and conclusion sections.  For advanced students: Challenge students to design their own experiments to investigate the effects of different pH levels on shell formation. Provide additional research opportunities on specific marine organisms affected by ocean acidification.

Successful students will be able to explain what each component of the activity is demonstrating with respect to ocean acidification.  Students will discuss their conclusions with classmates and submit thoughtful answers on their worksheets.

Section 4 – Chemistry of Ocean Acidification

Section 3 &#8211; Introduction to Ocean Acidification

Section 3 - Introduction to Ocean Acidification: How does CO2 cause change in the pH of water?

This lesson reinforces the fundamental concept of ocean acidification: water becomes more acidic as carbon dioxide (CO2) is absorbed from the atmosphere. Students will design and conduct an experiment to test this concept, using indicator solutions to measure changes in acidity. This activity builds upon previous lessons covering carbon, the greenhouse effect, and the basics of ocean acidification, providing students with hands-on experience in scientific inquiry.

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of ecosystems.

<ul>
	<li style="font-weight: 400;" aria-level="2">Developing and Using Models</li>
	<li style="font-weight: 400;" aria-level="2">Planning and Carrying Out Investigations</li>
</ul>

<ol>
	<li style="font-weight: 400;" aria-level="1">Students will design and conduct an experiment to demonstrate how CO2 causes water to become more acidic.</li>
	<li style="font-weight: 400;" aria-level="1">Students will practice using indicator solutions (bromothymol blue, pH strips, pH meter, or cabbage indicator) to measure changes in pH.</li>
	<li style="font-weight: 400;" aria-level="1">Students will develop and use models to represent the process of ocean acidification.</li>
	<li style="font-weight: 400;" aria-level="1">Students will analyze and interpret data to draw conclusions about the relationship between CO2 and water acidity.</li>
</ol>

<ol>
	<li style="font-weight: 400;" aria-level="1"><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/3.-student-worksheet-Introduction-to-Ocean-Acidification.docx" target="_blank" rel="noopener">Student worksheets</a> (including experimental design prompts and analysis questions)</li>
	<li style="font-weight: 400;" aria-level="1"><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/3b.-Ocean-Acidification-investigation-slides.pptx" target="_blank" rel="noopener">Presentation slides</a> (PowerPoint or equivalent)</li>
	<li style="font-weight: 400;" aria-level="1">Teacher demonstration materials: 1 cup, straw, water, bromothymol blue</li>
	<li style="font-weight: 400;" aria-level="1">Student group materials:</li>
	<li style="font-weight: 400;" aria-level="1">Paper or reusable straws (1-2 per group)</li>
	<li style="font-weight: 400;" aria-level="1">Clear cups (2 per group)</li>
	<li style="font-weight: 400;" aria-level="1">Water (enough to fill each cup halfway)</li>
	<li style="font-weight: 400;" aria-level="1">Bromothymol blue solution (Buy on Amazon, or <a href="https://www.carolina.com/specialty-chemicals-b-c/bromthymol-blue-004-aqueous-laboratory-grade-30-ml-dropper-bottle/849162.pr?utm_source=google&amp;utm_medium=cpc&amp;utm_term=&amp;utm_campaign=ea+%7C+pmax&amp;utm_source=adwords&amp;utm_medium=ppc&amp;hsa_acc=9131076190&amp;hsa_cam=17231377884&amp;hsa_grp=&amp;hsa_ad=&amp;hsa_src=x&amp;hsa_tgt=&amp;hsa_kw=&amp;hsa_mt=&amp;hsa_net=adwords&amp;hsa_ver=3&amp;gad_source=4&amp;gclid=Cj0KCQjwjNS3BhChARIsAOxBM6rlvGRgmRhl01dzsuGRwcl5dFwL1NTHFRREX4Kc-iU-Zjdl_G4-0HoaAi1EEALw_wcB">here</a>)</li>
	<li style="font-weight: 400;" aria-level="1">pH indicator (pH <a href="https://www.amazon.com/VIVOSUN-Meter-Digital-Tester-Water/dp/B01M5IASHD">meter</a>,  pH <a href="https://www.amazon.com/pH-1-14-Extensive-Storage-Testing-Monitoring/dp/B0811PYS6T/">test strips</a>, or homemade with cabbage (see instructions <a href="https://www.acs.org/education/activities/red-cabbage-indicator.html">here</a>)</li>
</ol>

<ol>
	<li>Using slide presentation 3a: What is Ocean Acidification?, introduce students to the relationship between atmospheric CO2 and ocean acidification.</li>
</ol>

Part 1:

<ol>
	<li style="font-weight: 400;" aria-level="1">Before class: Acquire supplies, arrange for enough supplies for each group. Also, modify slide 11 to reflect the instructions that apply to your pH indicator.</li>
	<li style="font-weight: 400;" aria-level="1">Use slide presentation 3b: Ocean Acidification investigation slides.</li>
	<li style="font-weight: 400;" aria-level="1">(5 min) Display the aim and do now as students arrive.  Encourage students to come up with answers with classmates.</li>
	<li style="font-weight: 400;" aria-level="1">(5 min) Elicit answers and assess whether brief review is needed (available on next two slides).</li>
	<li style="font-weight: 400;" aria-level="1">(15 min) Establish today’s goal, to conduct an experiment.  Have students brainstorm materials and procedures.  If you’ve already set out materials, have students think about how each will be used.</li>
	<li style="font-weight: 400;" aria-level="1">(5 min) Distribute materials and worksheets. </li>
	<li style="font-weight: 400;" aria-level="1">(10 min) Students read questions 1-4 to themselves, then the teacher runs the videos and performs the demonstration as they answer.</li>
	<li style="font-weight: 400;" aria-level="1">(15 min) Students plan their experiment by responding to 6 a-e on the worksheet. Allow productive struggle as students attempt to answer with their groups. Circulate and facilitate discussion. </li>
	<li style="font-weight: 400;" aria-level="1">Differentiation: Use slide 9 to work through questions as a class.</li>
	<li style="font-weight: 400;" aria-level="1">Extension: Have students sketch the two experimental setups.</li>
	<li style="font-weight: 400;" aria-level="1">(10 min) Have students conduct experiment. Encouraging productive struggle will allow students to figure out the steps themselves.</li>
	<li style="font-weight: 400;" aria-level="1">Differentiation: Use slide 10 to work through steps as a class.</li>
	<li style="font-weight: 400;" aria-level="1">(15 min) Clean up and Analysis questions:  Have students clean up their area, then return to their seats.  Now they will work independently to answer the three conclusion questions, in order to make sure each student individually achieved the goals of this lesson.</li>
	<li style="font-weight: 400;" aria-level="1">Differentiation: Use slide 13 to complete the conclusion questions together as a class</li>
	<li style="font-weight: 400;" aria-level="1">Extension: Students may select 1 or more of Extension and Analysis questions to explore the topic in depth.</li>
</ol>

Part 2:

<ul>
	<li>Provide guided worksheets with simplified instructions.</li>
	<li>Use visual aids and diagrams to explain concepts.</li>
	<li>Conduct parts of the experiment as a whole class.</li>
	<li>Use slides to go over the experiment, and conclusion questions.</li>
</ul>

<ul>
	<li>Have students design variations of the experiment to test different variables.</li>
	<li>Ask students to research and present on the effects of ocean acidification on specific marine organisms.</li>
	<li>Have students sketch the experimental set up.</li>
</ul>

Successful students will be able to explain what each component of the activity is demonstrating with respect to ocean acidification. Observe student participation in group discussions and experimental design. Evaluate student experimental setups and data collection. Assess student responses to the analysis questions on the worksheet. Review student concept maps for accuracy and completeness.

Section 3 – Introduction to Ocean Acidification

Section 2 &#8211; The Carbon Cycle Game and CO2 Sources and Sinks

Lesson Plan

Lesson Materials

Section 2 - The Carbon Cycle Game and CO2 Sources and Sinks

The carbon cycle is a fundamental process that regulates Earth's climate and supports life. Understanding the carbon cycle is crucial for addressing global environmental challenges such as climate change. By engaging students in hands-on activities and real-world examples, this lesson aims to foster a deeper understanding of the carbon cycle and its importance.

Construct a scientific explanation based on evidence for how the cycling of matter (e.g., water, carbon, nitrogen) is essential to life on Earth and involves physical, chemical, and biological processes.

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

NGSS Standards

Objectives

<ol>
	<li>Students will be able to articulate the key processes involved in the carbon cycle.</li>
	<li>Students will be able to identify and describe the major carbon reservoirs on Earth.</li>
	<li>Students will be able to analyze and evaluate the impact of human activities on the carbon cycle.</li>
</ol>

Materials Needed

<ol>
	<li>Dice (one per station)</li>
	<li><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/2-Carbon-Cycle-Game.pdf" target="_blank" rel="noopener">Station cards</a> (two sets: "6,000 Years Ago" and "Present Day")</li>
	<li><a href="https://macancms.3lanemarketing.com/wp-content/uploads/2026/02/2.-student-worksheet-Carbon-Cycle-game.docx" target="_blank" rel="noopener">Student worksheets</a></li>
	<li>Markers or colored pencils</li>
	<li>Large poster paper or whiteboard</li>
	<li>Yarn, and different colored pony beads for each station (optional, but worth it!)</li>
</ol>

Students navigate the stations, simulating the carbon cycle in a pre-industrial era.

Students navigate the stations, simulating the carbon cycle with current human impacts.

Procedure

Determine if students have background knowledge about the impact of carbon in the atmosphere. Included in this lesson plan is <a href="/section-2-of-the-curriculum-lesson-materials/">an additional slide presentation,</a> which is a primer on this topic.

Before Proceeding

<ul>
	<li>Present a "True or False" question related to carbon (e.g., "All living things contain carbon.").</li>
	<li>Initiate a brief discussion on the significance of carbon in living organisms and the environment.</li>
</ul>

Do Now (Engage)

<ul>
	<li>Define key terms: carbon sources (emit carbon), carbon sinks (absorb carbon).</li>
	<li>Display and explain a detailed diagram of the carbon cycle, highlighting major reservoirs (atmosphere, oceans, biosphere, geosphere).</li>
	<li>Introduce the concept of carbon sequestration and its role in mitigating climate change.</li>
</ul>

Introduction to the Carbon Cycle (Explain)

<ul>
	<li>Divide students into groups of 4-5.</li>
	<li>Assign a starting station to each group.</li>
</ul>
Explain the rules of the game:
<ol>
	<li>Each student represents a carbon atom.</li>
	<li>Students roll a die to determine their movement.</li>
	<li>Students follow the instructions on the station card to move to the next station.</li>
	<li>Students record their carbon atom's journey on their worksheets.</li>
</ol>

Carbon Cycle Game (Explore)

Facilitate a discussion comparing the carbon cycle 6,000 years ago and today. 
Guide students to identify and analyze the effects of human activities (e.g., fossil fuel combustion, deforestation) on the carbon cycle. 
Discuss the importance of carbon sinks, and how the sinks are being affected by human activity.

Class Discussion (Analyze)

Review the key concepts of the carbon cycle, emphasizing sources, sinks, and human impacts. Students create diagrams or posters illustrating their understanding of the carbon cycle.

Conclusion (Evaluate/Create):

<ul>
	<li>Provide visual aids (diagrams, images) to support vocabulary and concepts.</li>
	<li>Use simplified text on station cards and worksheets.</li>
	<li>Offer opportunities for hands-on activities and group collaboration.</li>
	<li>Break down the game instructions into smaller, manageable steps.</li>
	<li>Provide graphic organizers to help students record their carbon atom journeys.</li>
	<li>Offer additional support and guidance during the game and discussion.</li>
</ul>

<ul>
	<li>Encourage independent research on specific carbon cycle topics (e.g., carbon sequestration technologies, ocean acidification).</li>
	<li>Have students create detailed presentations or reports on their research.</li>
	<li>Have them create an alternative game that models a future carbon cycle.</li>
</ul>

Differentiation

Assessment

<ul>
	<li>Observe student participation in the game and class discussions.</li>
	<li>Evaluate student worksheets for accuracy and completeness.</li>
	<li>Assess student diagrams or posters for understanding of the carbon cycle.</li>
	<li>Assess student responses to discussion questions.</li>
	<li>Assess students ability to compare the two carbon cycle simulations.</li>
</ul>

Section 2 – The Carbon Cycle Game and CO2 Sources and Sinks

Section 1 &#8211; Curriculum Overview and MACAN Video Series

Section 1 - Curriculum Overview and MACAN Video Series

MACAN (the Mid-Atlantic Coastal Acidification Network) is a network of researchers, educators, decision-makers, industry representatives, policy experts, and federal, state, local, and tribal leaders whose mission is to advance knowledge and understanding of the effects of coastal and ocean acidification (COA) and promote regional collaboration to advance this knowledge. 
 
This <a href="/coastal-acidification-in-the-classroom/">“Coastal Acidification in the Classroom”</a> curriculum was created to provide teachers and students with ready-to-use resources and activities to explore ocean and coastal acidification.

Next Generation Science Standards (NGSS)

<a href="/coastal-and-ocean-acidification/" target="_blank" rel="noopener">Ocean acidification</a> is an excellent lens to apply the skills and concepts promoted by NGSS, a set of scientific teaching and learning objectives embraced by schools across the country. This curriculum offers opportunities for student inquiry as they explore the crosscutting concepts, science and engineering practices, and disciplinary core ideas described in the <a href="https://www.nextgenscience.org/" target="_blank" rel="noopener">Next Generation Science Standards.</a>

How to Use This Curriculum

There are a variety of student-led investigations and opportunities for data analysis. This allows students to practice valuable inquiry skills, transferable to many types of scientific investigations. This curriculum is geared toward high school students, with tools for differentiation embedded in each unit.

This curriculum provides an in-depth exploration of coastal and ocean acidification (COA). It begins with the carbon cycle and underlying causes of ocean acidification, considers how these initial changes in atmosphere lead to changes in ocean water quality, and investigates the results of these changes on  Mid-Atlantic marine species and coastal habitats.

Curriculum Scope and Learning Focus

While in certain electives, a teacher may wish to use this series of lessons in its entirety, we recognize that curricular restraints may only allow a teacher to use a few of these lessons in core science classes. This will work. Please refer to the table of contents and summaries below, to determine which lessons are most useful in your classroom!

This curriculum was developed by teachers and informal educators with the contributions of experts in this scientific field. Thus it includes complete, modifiable lesson plans, slide presentations, student worksheets and answer keys, complete and accessible supply lists, and more.

Classroom-Ready and Flexible Design

Dive into Ocean Acidification Curriculum for High School students! The <a href="https://cms.midacan.org/wp-content/uploads/2025/11/Mid-Atlantic-Coastal-Acidification-Curriculum.pdf" target="_blank" rel="noopener">Mid-Atlantic Coastal Acidification Curriculum</a> was developed in partnership with the <a href="https://linktr.ee/cbnerrva" target="_blank" rel="noopener">Chesapeake Bay National Estuarine Research Reserve (CBNERR-VA)</a> in 2021. <a href="/">MACAN's</a> education fellow, Jennifer Porcheddu, recently updated all five curriculum modules to meet <a href="https://www.nextgenscience.org/" target="_blank" rel="noopener">Next Generation Science Standards</a> and provide options for differentiation and assessment. She also incorporated teacher feedback from recent Teachers on the Estuary (TOTES) workshops and professional development workshops hosted by the <a href="https://dec.ny.gov/" target="_blank" rel="noopener">New York Department of Environmental Conservation</a>. During this webinar, you'll get to experience a new interactive lesson plan focused on data discovery and the biological impacts of ocean acidification on bay scallops. Jennifer presented this updated curriculum to high school teachers and informal science educators at the <a href="https://www.marine-ed.org/" target="_blank" rel="noopener">National Marine Educators Association</a> conference this past summer, and she is excited to now share her work with you!

View Lesson materials

This section introduces the curriculum and key concepts in ocean acidification through background reading and short videos. It includes NGSS-aligned questions and transcripts that can be used in class or for flipped learning.

Curriculum Overview, MACAN Coastal and Ocean Acidification videos

View Lesson Plan and materials

Students learn how carbon moves through Earth’s systems and how emissions affect atmospheric CO₂. An interactive game helps reinforce sources and sinks through hands-on participation.

The Carbon Cycle Game and CO₂ Sources and Sinks

Students explore how increased atmospheric CO₂ changes ocean pH and water chemistry. Demonstrations and guided activities help introduce the foundational processes behind ocean acidification.

Students observe how combustion produces CO₂ and leads to measurable changes in pH. This lab visually connects chemical reactions to changes in water acidity.

Combustion Lab

Students use LEGO models to simulate shell formation and explore how lower pH interferes with calcification. The activity helps connect chemistry concepts to biological impacts.

LEGO Build-a-Shell Lab

Through hands-on lab activities, students investigate the chemical reactions that drive ocean acidification. These labs also introduce how changes in chemistry affect shell formation in marine organisms.

Students compare ocean and coastal acidification using data and infographics. The lesson emphasizes how estuaries and coastal waters experience different conditions than the open ocean.

Students examine data on Mid-Atlantic species to understand how decreasing pH affects growth, reproduction, and survival. They connect changes in chemistry to impacts on living organisms.

Students work individually and in groups to analyze data related to bivalve health. The lesson focuses on interpreting evidence and drawing conclusions about the effects of dissolved CO₂.

Students use articles, videos, podcasts, and data to explore what happened to bay scallop populations. Multiple sources help students evaluate evidence from different perspectives.

The Case of the Vanishing Scallops

Students review the scientific method and apply it to design experiments. They use this process to test possible causes of scallop population decline.

Experimental Design

Students investigate the decline of bay scallop populations through a real-world case study. The lesson highlights the challenges of identifying causes in complex environmental systems.

BONUS Video Game

References

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