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Chemistry. In this unit students answer the questions, "Why are oysters dying, and how can we use chemistry to protect them?" Students first model ocean acidification, then use mathematical thinking to analyze the problem of oyster larvae die-offs, identify constraints around the problem, and develop possible solutions. Kit includes basic teacher access to instructional materials on CarolinaScienceOnline.com, plus enough materials to teach 1 class of 32 students per day.

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Chemistry. In Chemistry 4: Chemical Reactions in Our World, Carolina Certified Version*, students work to answer the Unit Driving Question: "Why are oysters dying, and how can we use chemistry to protect them?"

This unit is anchored by the novel phenomenon of oyster larvae die-offs. These overnight events became widespread in the Pacific Northwest in the mid-2000s as ocean pH reached a new low in that area. In the first lesson set (Lessons 1-7), students learn that oyster die-offs occur in the Pacific Northwest due to ocean acidification. They decide they want to design solutions to help oysters and break the problem of oyster die-offs due to ocean acidification into smaller sub-problems. They investigate acids and bases, how carbon dioxide gets into the ocean, and how carbon moves through some of Earth's systems. They use a computational model to figure out how acidification and other processes can naturally reverse due to shifts in chemical equilibrium. Finally, they think about the interest that different groups of people have in solving the problem of oyster die-offs and engage in a mid-unit transfer task. In the second lesson set (Lessons 8-10), students begin by developing a mathematical model (of stoichiometry) that will allow them to determine how much of a base is needed to neutralize an acid. They apply this model to adding bases to oyster tanks to restore a healthy pH. They model how increased acidity hinders shell-building in this process as H+ ions bond with carbonate ions. Finally, they investigate how adding higher concentrations of carbonate compounds or altering the surface area or temperature could impact the reaction rate of shell-building or other processes. In the third lesson set (Lessons 11-15), students work to establish more specific criteria and constraints for the problem of oyster larvae dying from increased ocean acidity. They quantify these criteria and constraints and develop the outlines of solutions. They give other groups feedback on their solutions and discuss how their solutions leveraged what they figured out about chemistry and Earth science in the unit. Finally, students close out the Driving Question Board and complete an assessment that engages them with the Haber-Bosch process for producing ammonia fertilizer.

Throughout the unit, students will:

• Model ocean acidification at the particle level (with hand-drawn and computational models), as a chemical equation, in the context of the carbon cycle, using stoichiometric tools, and using chemically similar smaller-scale systems.
• Use mathematical and computational thinking to analyze the problem of oyster larvae die-offs.
• Break the problem of oyster larvae die-offs due to ocean acidification into manageable sub-problems.
• Define and quantify social, technical, and environmental constraints surrounding the problem of oyster larvae die-offs.

This 1-Class Unit Kit comes with basic teacher access to instructional materials on CarolinaScienceOnline.com, plus the materials needed for a teacher to teach 1 class of 32 students per day.

Building Toward NGSS Performance Expectations (PEs)

• HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
• HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
• HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
• HS-ESS2-6†: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
• HS-ESS3-4**: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
• HS-ETS1-1**: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
• HS-ETS1-2†: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Focal Science and Engineering Practices (SEPs)

• Asking Questions and Defining Problems
• Using Mathematics and Computations Thinking

Focal Disciplinary Core Ideas (DCIs)

• PS1.B: Chemical Reactions
• ESS2.D: Weather and Climate
• ESS3.C: Earth and Human Activity
• ETS1.A: Defining and Delimiting Engineering Problems
• ETS1.B: Developing Possible Solutions
• ETS1.C: Optimizing the Design Solution

Focal Crosscutting Concepts

• Cause and Effect
• Scale, Proportion, and Quantity
• Stability and Change

*All enhancements to materials and instruction for this Carolina Certified Version of the unit are approved by OpenSciEd® to preserve the integrity of the storyline and the instructional model.