Dr. Mikelle Nuwer, UW Oceanography
Understanding the Imapcts of Ocean Acidification on Shellfish and the Communities that Rely on them in the Pacific Northwest
Students are invited to learn about the importance of shellfish aquaculture in the Pacific Northwest and how changing ocean conditions are threatening the success of the industry and the communities that rely on them as a resource. This exercise is a case study that, if used in full, takes students through the entire learning cycle from invitation to reflection. Pieces of the exercise can be used as appropriate for the instructor goals. Parts of this lesson are adapted from the OOI (Ocean Observatories Initiative) Data Labs Collection activity, “Impacts of Ocean Acidification on Shellfish in the Pacific Northwest.” The environmental justice component is integrated into the Invitation and Reflection phases of the learning cycle and can be used as a hook to engage students in the case study.
Overview
- Climate Justice Issue: Threats to shellfish, like ocean acidification, not only reduce the prevalence of a key resource, but also endanger an important part of the heritage, culture, and economy of many communities in the Pacific Northwest
- Target Audience: 100-200 level students
- This activity is applicable to lower and upper division courses. In lower division courses, this activity can be used to introduce basic concepts of ocean circulation and ocean acidification. For upper level courses, this activity could include a more in depth discussion of ocean circulation, climate, heat budgets, and how ocean acidification affects shellfish aquaculture industries.
- Lesson Length: 3+ class periods (50 minutes each) with prior preparation (if taught in its entirety)
- Learning Objectives:
- Use OOI Data Explorations activities to describe and interpret patterns in individual OOI data sets and correlations between the different data types presented (Exploration in learning cycle)
- Write a figure legend for the first pH graph seen
- Write a figure legend for all four of the graphs together
- Explain the relationship between wind direction and pH on the west coast, using data and relevant oceanographic concepts to support their conclusions. (Exploration in learning cycle)
- Identify a time range in which upwelling is occurring
- Explain what is happening, including how and why the pH changes.
- Identify oceanographic conditions that negatively impact shellfish populations and determine when those conditions are occurring. (Application in learning cycle)
- Identify a time when conditions will negatively impact shellfish populations
- Draft an advisory to shellfish aquaculturists describing the problem, why it is occurring, and suggesting possible solutions.
- Identify the communities that rely on shellfish as a resource and explain why. (Reflection to Invitation in learning cycle)
- Assess the value and economic contribution of shellfish farming and wild harvest in Washington. (Reflection to Invitation in learning cycle)
- Translate research findings into infographic to share on course website and social media
- Increase the visibility and understanding of ocean acidification across the Pacific Northwest and the communities it is currently negatively impacting through targeted use of outreach education and social marketing. (Reflection to Invitation in learning cycle)
- Use OOI Data Explorations activities to describe and interpret patterns in individual OOI data sets and correlations between the different data types presented (Exploration in learning cycle)
- Topic Overview:
- Shellfish are a crucial aspect of life in the Pacific Northwest: they are a major piece of the economy, they have a lengthy history in the region, and most importantly, they serve as a vital cultural component to many groups that live in the region, especially within Indigenous communities and reliant groups. All of this storied heritage is threatened by ocean acidification, which the rise in the average of pH of the ocean as a result of increased CO2 emissions. (Information on ocean acidification from NOAA is available here). As pH increases, CaCO3 concentration in the water decreases, resulting in many shellfish being unable to form structurally sound shells and endangering their population. These weaker shellfish are less healthy and are much more at risk to predation and sickness. Thus, as CO2 emissions continue and pH rises, not only are shellfish threatened, but so are the livelihoods of the innumerable communities, that cherish and depend on them.
- Prior knowledge:
- Before completing this activity, students should be familiar with pH, the dissolution of gases in water, and the basic concept of upwelling and Ekman transport. Preferably, students will have some background on buffers, shellfish life cycles, meroplanktonic vs. holoplanktonic life histories, and aquaculture, although this information can be provided during the activity as needed.
- Technology requirement:
- Parts of this activity requires internet access on computers or tablets, preferably with no more than two students per device. If computer access is not available the graphs and activity questions may be printed ahead of time and students can use smart phones for internet research.
- Chapter Components:
- Lesson Overview
- Also available as a PDF
- Instructor Guide
- Instructions on preparing the content for this case with suggested activities and assessments.
- Also available as a PDF
- Environmental Justice Hook and Suggested Teaching Plan
- How to structure the course time and flow of class sessions for environmental justice hook.
- Also available as a PDF
- Attribution
- Lesson Overview
Instructor Guide
Teaching Notes:
This exercise is a case study that, if used in full, takes students through the entire learning cycle from invitation to reflection. This exercise is adapted from the OOI Data Labs Collection activity, “Impacts of Ocean Acidification on Shellfish in the Pacific Northwest.” Pieces of the exercise can be used as appropriate for the instructor goals.
- Students are invited to learn about the importance of shellfish aquaculture in the Pacific Northwest and how changing ocean conditions are threatening the success of the industry and impacting the community groups who value shellfish as a resource.
- The Challenge Questions in the OOI Data Explorations should be used to invite students to explore data and make predictions. (Invitation)
- Several types of data are presented, some as time series data with the interactive widgets, and students are asked to speculate on the relationships between the wind and different water properties (Exploration in learning cycle).
- This guide provides background on important concepts, and several ideas are given for having students access their previous learning on pH, carbonate chemistry, and surface ocean circulation (Concept Invention in learning cycle).
- After coming to a conclusion of the cause of the low pH surface waters, students are challenged to apply what they have learned to a longer data set (Application in learning cycle).
- This case requires students to reflect on the interaction between wind, circulation, water properties, biology, and the societal impact of changing ocean conditions so at the conclusion students are asked to think about what they have learned about this complexity and identify concepts/topics they would like to learn more about (Reflection in learning cycle).
Learning Goals and Assessments:
Students will be able to:
- Describe and interpret patterns in individual data sets and correlations between the different data types presented (Exploration)
- Write a figure legend for the first pH graph seen
- Write a figure legend for all four of the graphs together
- Explain the relationship between wind direction and pH on the Oregon coast, using data and relevant oceanographic concepts to support their conclusions. (Exploration)
- Identify a time range in which upwelling is occurring
- Explain what is happening, including how and why the pH changes.
- Identify oceanographic conditions that negatively impact shellfish populations, and determine when those conditions are occurring. (Application)
- Identify a time when conditions will negatively impact shellfish populations
- Draft an advisory to shellfish aquaculturists describing the problem, why it is occurring, and suggesting possible solutions.
- Identify the communities that rely on shellfish as a resource and explain why. (Invitation to Reflection)
- Assess the value and economic contribution of shellfish farming and wild harvest in Washington. (Invitation to Reflection)
- Translate research findings into infographic to share on course website and social media
The Learning Cycle (PDF)
1. Invitation: Students are invited into the activity by sharing their personal experience with shellfish consumption or harvest.
- Activity Type: Class discussion
- Time: 1 class session (30-50 mins)
- Additional Time: 15 mins of student preparation before class
- As an introductory activity, assign students to watch Supporting communities through ocean acidification research and respond to the following prompt:
- What is your prior experience with shellfish, consumption and/or harvesting?
- At the beginning of class, students are asked to free write for one minute on the prompt above. The instructor then randomly calls on student volunteers to share their prior experience with shellfish consumption and/or harvesting and then discuss shellfish aquaculture. If aquaculture has not been previously discussed, a brief introduction could be added, with mention of locally aquacultured species.
- Suggested class activity questions: Think/pair/share or clicker questions (free response/word cloud) or brainstorm, write on board. Below are some potential questions to engage students and facilitate class discussion:
- What kind of shellfish have students eaten (relatives or seen others eat if allergic)?
- Where did their shellfish come from?
- Do they know the shellfish source?
- Pros and cons of aquacultured shellfish?
- Ecological/environmental, cultural, health (HAB contamination)
- Economic impacts
- As an introductory activity, assign students to watch Supporting communities through ocean acidification research and respond to the following prompt:
2. Exploration: Students use interactive data widgets to explore how changing weather conditions and ocean circulation patterns affect ocean pH.
- Activity Type: Online data lab
- Time: 1 class session (50 mins)
- Give students 3-5 minutes to free write on what they know about ocean acidification. Students will use their free writes at the end of class to reflect on their learning.
- Complete the Exploration data lab activity. Have students complete the activity questions, then discuss as a group.
3. Concept Invention: Students work together to identify and explain the link between CO2 and pH of a solution
- Activity Type: In-class activity or lab
- Time: 1 class session (50 mins)
- NOTE: When discussing ocean acidification with students, it is important to be discuss the following:
- Why is it called ocean acidification when the pH of the ocean is basic?
- Why is it difficult for shell building organisms to build those shells?
- Concept of relative concentration of carbonate species and saturation (threshold) should be made clear to students
- Why is it difficult for shell building organisms to build those shells?
- Show students the image of pH found in Background section and remind students of the definition of pH, what it is a measure of, and that it is on a log scale.
- Pacific Marine Environmental Laboratories primer on pH
- Have students identify and explain the link between pCO2 and pH.
- Lab activities that allow students to explore the link between CO2 gas and the pH of a solution
- Show CO2 Time Series in North Pacific plot and ask students to describe trends of atmospheric CO2, seawater pCO2 and seawater pH, and explain why pH in seawater decreases as atmospheric and seawater CO2 increases.
- Have students create a list of the physical and biological factors that influence the pH of solution or seawater
- Ask students to explain why pH is important and how it influences life in the ocean
- Use the widget to examine and explain the relationship between wind direction and water temperature. Discuss correlations between these variables.
- Refer to NASA Ocean Motion website for description and images of surface ocean circulation
- This video of Ekman transport generated upwelling may also be useful
- Show diagram of coastal upwelling and plot of Coastal Upwelling Index found on the Northwest Fisheries Science Center website
- Show the students the vertical profile of pH with depth off the OR coast found in the Background section and have a discussion with them about the source of the low pH on the shelf.
- With the combination of data, ask students to explain how a change in the wind direction results in change in pH of surface water along coastal Oregon.
4. Application: Students use interactive data widgets to predict when coastal waters would be harmful to shellfish.
- Activity Type: Online data lab
- Time: 1 class session (50 mins)
- Complete the Application section data lab. Have students answer the questions and discuss as a group.
- Group discussion questions:
- Would you expect this same pattern on the east coast? Why or why not?
- Draw your prediction of nitrate levels over the time frame displayed in the pH graph. Why would you expect this trend?
- Writing prompt: You are in a conversation with someone who claims it is good that the ocean absorbs atmospheric CO2 because it reduces greenhouse gases in the atmosphere. How could you convince them that they’re wrong?
- Group discussion questions:
- Complete the Application section data lab. Have students answer the questions and discuss as a group.
5. Refection: Students assess the value and economic contribution of shellfish farming and wild harvest in Washington and translate research findings into fact sheets to share on course website
- Activity Type: Jigsaw
- What is Jigsaw? Learn about the teaching strategy here.
- Time: 3 class sessions (50 minutes)
- Additional Time: 15 mins of student preparation before the first Jigsaw & 3-4 hours of student time before second Jigsaw
- Think of one part of this exercise that was confusing or challenging for you. Why was it challenging? What did you do to overcome this difficulty?
- Revisit the free write you completed earlier in class. Discuss how your knowledge of ocean acidification has changed. What would you be interested in learning more about?
- Ask the students to consider how they learned and how much they learned and applied their learning through one or more of the following:
- What new skills did you learn that helped you to figure out what was causing the low pH in surface waters?
- What concepts did you need to learn more about in order to figure out the connection between winds and the seawater properties?
- What new connections between concepts did you make?
- In what ways did these connections help you to understand the concepts better?
- What was the most difficult part of this activity/unit/challenge for you? Why? What helped you to figure it out?
- Think of one part of this exercise that was confusing or challenging for you. Why was it challenging? What did you do to overcome this difficulty?
Activity Citation: Gerken, S., Greengrove, C., Nuwer, M., Smith, S., & Lichtenwalner, C. S. (2020). Impacts of Ocean Acidification on Shellfish in the Pacific Northwest. OOI Data Labs Collection.
Environmental Justice Hook and Suggested Teaching Plan
Reflection to Invitation:
- In the Pacific Northwest shellfish is a way of life. Shellfish are an important resource and part of our heritage, culture and economy. Use this environmental justice connection as a hook to engage students and encourage them to integrate concepts and reflect on what was learned in this case study.
Suggested Teaching Plan:
Before 1st Class:
- Watch:
- Explore:
- Nature Conservancy website (Shellfish & Aquaculture pages)
- Quiz Questions:
- List at least 3 community groups that value shellfish as a resource .
- Describe the economic and ecosystem value of shellfish as a resource to each community group you listed above.
1st Class – Jigsaw (Expert):
-
Free Write (5 min.):
- What can or does the term “value” mean? Do shellfish have different kinds of value to different groups?
- Short Class Discussion (10 min.):
- Define what we mean by “value”
- Jigsaw Expert Group (30 min.):
- Assign community group
- Research history, cultural connection, ecosystem and economic value using template guide (Worksheet)
2nd Class – Jigsaw (Expert):
- Complete and submit template guide (same worksheet as before)
- Compose list of assessment questions that will be used to assess student knowledge on all community groups
- Write assessment questions for quiz
- Homework:
- Create an Infographic to share on course site
3rd Class – Jigsaw (Collaborative):
- Group Work
- Step 1: Meet briefly in Expert Group to plan how to best teacher other students about the value of shellfish to your assigned community group
- Step 2: Jigsaw into Collaborative groups to learn about the value of shellfish to other community groups and the impact of OA on the groups
- Quiz:
- Use expert group questions to assess understanding and identify knowledge gaps
Assignment Templates:
- Jigsaw Worksheet (Expert Groups)
- Infographic Description
Attribution: Nuwer, M. “Understanding the Impacts of Ocean Acidification on Shellfish and Reliant Communities in the Pacific Northwest”. Climate Justice in Your Classroom, edited by Bertram, Brooks, and Olson, 2023. https://uw.pressbooks.pub/climatejustice/chapter/ocean-acidification-shellfish-PNW-communities/ Date of Access.
Media Attributions
- Nuwer_The Learning Cycle
