The Digital Notebook is a space to hold your thoughts, questions, and growing understanding throughout this Unit. You will be able to access it from every Module. Use The Digital Notebook to jot your thinking, take notes, or as a space to develop your writing. You can print and export it anytime, and at the end of lesson 8 you’ll be reminded to save a copy for yourself.
Marine ecosystems are responsible for about half of global annual primary production and more than one billion people rely on fish as their primary protein source. Latest studies show that enormous warm water bubbles in the ocean are having a noticeable impact on ecosystems. Read More
You’re probably not ever going to go diving in the waters off Antarctica, or in the Arctic near the North Pole. But if you ever do, there’s a chance that you may come upon one of the more bizarre sights in nature: a brinicle. Read More
|Investigative Phenomenon||Question to investigate||What we did||What we figured out||Connections to the phenomenon||Questions we still have|
|Module 1||How is climate change impacting ocean life?||Multiple reads and collaborative conversations||Complete with students.||Complete with students.||Complete with students.|
|Module 3||How do the topics related to global warming represent the goals of the United Nations’ Sustainable Development Goals?||Connect SDGs to global warming issues||Complete with students.||Complete with students.||Complete with students.|
|Module 4||How can we become experts in our selected topic?||Experiment and research||Complete with students.||Complete with students.||Complete with students.|
|Module 5||How can we create an ideal state campaign that advocates for change?
|Design thinking around a solution for the problem presented in the launch.||Complete with students.||Complete with students.||Complete with students.|
*this module will take approximately 2 hours
The purpose of Module 1 is for students to discover how climate change affects ocean life.
Essential Question: How is climate change impacting ocean life?
Launch the Anchoring Phenomenon
Curiosity will be sparked by looking at two natural phenomenons that happen in our oceans.
Engage (45 minutes)
Review the questions and then give them a few minutes to finish the article independently:
**You may also choose to quantify how students mark the text as they read, for example:
Explore (30 minutes)
Group students in teams of 3-4 and have them assign roles:
As a group, students will discuss the following questions.
After providing time for students to discuss answers, invite students to share answers with the class.
Expected student responses will include:
Explain (15 minutes)
Make the connection to the phenomenons and chemistry. Ask students to re-read the excerpt from the Hot Blob that was forming in September 2019:
|“…brinicles form because when seawater along the ocean surface freezes to form ice, it exudes salt. That increases the salinity of nearby water, which in turn lowers its freezing point, so that it stays liquid even though it’s really, really cold. (In a way, this is the opposite of the reverse osmosis process that desalination plants use to turn seawater into drinking water.) Pockets of that brine can get trapped inside the ice pack.”|
Lead a group discussion about the phenomena. Questions to pose are:
Evaluate (15 minutes)
Could brinicles be the origin of life? Conclude your launch with this article from MIT Technology Review.
Students read and annotate the article, marking the text for connections to prior knowledge and what they have learned in this module.
Reflect (5 minutes)
As an exit ticket or demonstration of understanding, ask students to write a brief summary of today’s learning, citing 2-3 examples of evidence from the texts.