4 Excellent Complete; details provided; demonstrates deep understanding. 3 Good Complete; few details provided; demonstrates some understanding. 2 Fair Incomplete; few details provided; some misconceptions evident. 1 Poor Very incomplete; no details provided; many misconceptions evident. 0 Not acceptable So incomplete that no judgment can be made about student understanding Student Reading Comprehension Questions (p. 56-57): The Student Reading Comprehension Questions are designed: to encourage students to read the article (and graphics) for comprehension and attention to detail; to provide the teacher with a mechanism for assessing how well students understand the article and/or whether they have read the assignment; and, possibly, to help direct follow-up, in-class discussion, or additional, deeper assignments. Some of the articles in this issue provide opportunities, references, and suggestions for students to do further research on their own about topics that interest them. To help students engage with the text, ask students which article engaged them most and why, or what questions they still have about the articles. The “Web Sites for Additional Information” section of the Teacher’s Guide provides sources for additional information that might help you answer these questions. Anticipation Guide Directions: Before reading the article, in the first column, write “A” or “D,” indicating your agreement or disagreement with each statement. As you read, compare your opinions with information from the article. In the space under each statement, cite information from the article that supports or refutes your original ideas. Me Text Statement Unhealthy corals are faded and crumbling. Coral reefs make up 10% of the earth’s surface.
NOVA video (4:07), “What is Ocean Acidity?”: After a short description of how carbon dioxide dissolved in ocean water changes water’s chemistry, this excellent video uses structural formulas of the molecules and ions to show the series of five reactions given in the Hale article and explains that the carbonate ion is the limiting reagent required to form calcium carbonate shells for aquatic life. () Lessons and lesson plans “Effect of Acidification on Coral Reefs” (two-50-minute class periods): This multi-section lesson plan produced by Gustavus/Howard Hughes Medical Institute Outreach Program includes readings, a hands-on lab with pre-lab, student questions, and a video. See a list of links at the end for additional resources. () Inquiry lesson—why do we explore? (two 45-minute class periods): “Ocean Health”, a lesson based on exploration and research from the NOAA ship Okeanos, asks, “What factors tend to resist changes in ocean pH?” Students seek answers during a hands-on laboratory activity; the site contains thorough answers to questions and lab preparations that include how to make artificial sea water, with supplementary links provided for the teacher. () Projects and Extension Activities Research project on “Ocean Acidification”: This investigation, from Carleton College, MN, of “the other carbon dioxide problem” involves the study of the long-term effects of carbon dioxide acidification on aquatic animals. Suggested materials include articles, discussion questions, videos, and a virtual (data based) lab exercise on sea urchins. () “Slowing Down an Amplifying Greenhouse Effect” project: This site provides an evaluation and risk/benefit study of technologies designed to reduce atmospheric carbon dioxide. The project includes student research, articles to read, a NOVA video, and questions to address. () References The Teacher’s Guide for the April 2009 ChemMatters article on algal blooms contains some interesting information about the adverse effect of ocean acidity on the ability of clownfish larvae to locate coral reefs through “tasting” (smelling). ________________________