Laura Rose, Lisa Ayers Lawrence, Bridge Project - NOAA Sea Grant and National Marine Educators Association
Activity takes about 60 minutesLearn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
Middle School: 1 Performance Expectation, 2 Disciplinary Core Ideas, 3 Cross Cutting Concepts, 8 Science and Engineering Practices
High School: 1 Performance Expectation, 1 Disciplinary Core Idea, 4 Cross Cutting Concepts, 6 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing 3a
Other materials addressing 3c
Other materials addressing 6d
Other materials addressing 7e
Excellence in Environmental Education Guidelines
Other materials addressing:
A) Organisms, populations, and communities.
Other materials addressing:
C) Systems and connections.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Solutions and suggestions of how each student can make a difference is offered.
- Activity needs a hook to get students interested - ideally, a powerpoint presentation or some beautiful pictures of coral reefs.
About the Science
- Well referenced activity with links to NOAA animations and other very useful resources for educators and students about the use of real data.
- Activity asks students to build a trend from only 4 years of data - that is not scientific best practice - the discussion addresses this issue but nevertheless, it would be better to ask students to use more data points.
- Comment from scientist: The influence of acidity of the ocean on the coral populations should be introduced by the educator. I think this is a good activity for students to learn about coral reefs, and also practice skills including interpreting graphical data. I really like that the activity uses real data. There are good links to other websites with more detailed information and references.
About the Pedagogy
- Activity uses real data to draw conclusions about coral bleaching. The graphs are clear and easy to read. A clear path to accomplish objectives.
- Well designed guiding questions to interpret the graphs and think through the scientific process, and very interesting guiding questions for the discussion.
- Additional materials in the activity offer opportunities for students to learn the concepts in different ways.
- Students are given the data and then answer questions; no real inquiry - it could be hard to engage students in reading graphs and answering questions.
- This resource engages students in using scientific data.
See other data-rich activities
Next Generation Science Standards See how this Activity supports:
Performance Expectations: 1
MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Disciplinary Core Ideas: 2
MS-LS2.A1:Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
MS-LS2.C1:Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
Cross Cutting Concepts: 3
MS-C7.3:Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Science and Engineering Practices: 8
MS-P4.1:Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.
MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
MS-P4.3: Distinguish between causal and correlational relationships in data.
MS-P4.4:Analyze and interpret data to provide evidence for phenomena.
MS-P4.7:Analyze and interpret data to determine similarities and differences in findings.
MS-P5.4:Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems.
MS-P6.1:Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.
MS-P8.5:Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.
Performance Expectations: 1
HS-ESS3-5: 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.
Disciplinary Core Ideas: 1
HS-ESS3.D2:Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
Cross Cutting Concepts: 4
HS-C1.5:Empirical evidence is needed to identify patterns.
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
HS-C3.5:Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).
HS-C7.1:Much of science deals with constructing explanations of how things change and how they remain stable.
Science and Engineering Practices: 6
HS-P3.5:Make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated.
HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
HS-P4.2:Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.
HS-P6.1:Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.
HS-P6.4:Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.
HS-P8.5:Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).