What's Your Proof?

Overview

Antarctic ecosystems are undergoing change at unprecedented levels. In this lesson, students will use real data to evaluate the effect of climate change on Antarctic fish. Denise Hardoy created this lesson plan after joining Dr. Anne Todgham’s team studying Antarctic Fish Development Under Future Ocean Conditions in October/November of 2019.

Objectives

• Given data sets, graphs, videos, and articles, students will develop a claim, support it with evidence, and explain their reasoning in a well-developed paragraph.
• Students will evaluate climate change impacts on the fish of Antarctica.

Lesson Preparation

• Prior to the start of this lesson, students should have a basic understanding of climate change.
• Teacher should provide a digital or printed copy of the graphic organizer.
• Students should be sent a copy or given access to the slide presentation.
• Students should have access to the internet.
• This lesson could be conducted in person, or during an online video class.

Procedure

Engage

• Display the CO2 graph for students. Fill in the I Notice/I wonder/This reminds me of… graphic organizer. This can be done for the whole class, in partners, or in a think-pair-share system.
• Guide students to develop one driving question for the class - Can animals adapt to our changing climate?

Explore

• Using the slide presentation, students build background knowledge by reading about the Ross Sea ecosystem of Antarctica, temperature and carbon dioxide, energy budgets and fish species of McMurdo Sound, Antarctica.
• Students will watch a video of a polar scientist explain her research.
• Then students analyze a graph of fish survival rates under future ocean conditions.
• Lastly, they will collect their own data by watching videos of fish under different conditions. This could also be done as a carousel activity with each group of students assigned to become an expert on that piece of evidence, then share their expertise.

Formative assessment opportunity * Students document evidence on notes - use included graphic organizer (in Materials). * Set up a gallery walk displaying notes. Students can add sticky notes to offer ideas and suggestions. Students should be given time to incorporate ideas. This could also be done digitally using any online collaboration board, such as Jamboard or Padlet. * The teacher should check for understanding of each piece of information.

Explain

• Rubric is handed out and reviewed whole class.
• Students develop a claim (or choose one if they need scaffolding)
• Students list their evidence that supports their claim and explain how that evidence supports the claim using the graphic organizer.
• Final paragraphs could be typed as well.

Elaborate

Students could be given time to conduct additional online research if time allows. Online articles and websites can be referenced to narrow their search. This would also be an opportunity to review how to cite sources.

Evaluate

Students first evaluate their own work using the given rubric. They then trade paragraphs and give each other feedback. Students are given time to incorporate peer suggestions before the final product is turned in.

Transferability

Developing the ability to think critically and communicate effectively is an essential skill for all learners. Students can use Claim/Evidence/Reasoning in all subjects when asked to provide evidence to support their answers.

Author/Credits

Denise Hardoy, PolarTREC Teacher 2019 Vista Verde Middle School Moreno Valley, CA dhardoy [at] greenfield.k12.ca.us