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I.  Standards alignment
A.  Next Generation Science Standards (NGSS) — organized by I2SEA activity
Our Acidifying Ocean:
  • Directly addresses these standards:
    • 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-LS1-2 - Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Molecules-organisms-structures-processes.
    • HS-ESS2-2 - Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
    • HS-ESS2-4 - Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
    • 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.
    • HS-ESS3-6 - Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
  • Indirectly addresses these standards:
    • HS-LS2-6 - Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
    • HS-LS2-7 - Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
    • HS-LS4-4 - Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
    • HS-LS4-5 - Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
    • HS-ESS2-6 - Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
    • HS-ESS3-1 - Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
    • HS-ESS3-2 - Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
  • Does not address but relates to these standards:
    • HS-LS2-1 - Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
    • HS-LS2-2 - Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
    • HS-LS2-4 - Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
    • HS-LS2-5 - Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
    • HS-LS4-6 - Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
    • HS-ESS2-7 - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
    • HS-ESS3-3 - Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
    • 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.
Virtual Marine Scientist:
  • Directly addresses these standards:
    • HS-LS4-6 - Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
    • HS-ESS2-2 - Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
  • Indirectly addresses these standards:
    • HS-LS1-2 - Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
    • HS-LS1-3 - Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
    • HS-LS2-6 - Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
    • HS-LS4-4 - Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
    • HS-LS4-5 - Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
    • HS-ESS2-4 - Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
    • HS-ESS3-1 - Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
    • 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.
    • HS-ESS3-6 - Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
    • 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.
  • Does not address but relates to these standards:
    • HS-LS2-1 - Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
    • HS-LS2-2 - Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
    • HS-LS2-5 - Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
    • HS-LS2-7 - Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
    • HS-ESS2-6 - Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
    • HS-ESS2-7 - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
    • HS-ESS3-2 - Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
    • HS-ESS3-3 - Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
    • 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.
“Ocean Acidification: So What?” (VoiceThread):
  • Directly addresses these standards:
    • HS-LS2-6 - Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
    • HS-LS2-7 - Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
    • HS-ESS2-2 - Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
    • HS-ESS2-4 - Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
    • HS-ESS3-1 - Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
    • HS-ESS3-4 - Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • 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.
    • HS-ESS3-6 - Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
    • 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-ETS1-3 - Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
  • Indirectly addresses these standards:
    • HS-LS1-2 - Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
    • HS-LS2-1 - Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
    • HS-LS2-2 - Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
    • HS-LS4-4 - Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
    • HS-LS4-5 - Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
    • HS-LS4-6 - Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
    • HS-ESS3-2 - Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
    • HS-ESS3-3 - Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
    • 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.
  • Does not address but relates to these standards:
    • HS-LS2-4 - Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
    • HS-ESS2-6 - Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
    • HS-ESS2-7 - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
    • HS-ETS1-4 - Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
The International Student Carbon Footprint Challenge (ISCFC):
  • Directly addresses these standards:
    • HS-LS2-7 - Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
    • HS-ESS3-4 - Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • HS-ESS3-6 - Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
    • 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-ETS1-3 - Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
  • Indirectly addresses these standards:
    • HS-LS4-6 - Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
    • HS-ESS2-2 - Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
    • HS-ESS2-4 - Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
    • HS-ESS3-1 - Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
    • HS-ESS3-2 - Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
    • 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.
    • 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.
  • Does not address but relates to these standards:
    • HS-PS3-3 - Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
    • HS-PS4-5 - Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
    • HS-LS2-1 - Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
    • HS-LS2-2 - Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
    • HS-LS2-4 - Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
    • HS-LS2-5 - Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
    • HS-LS2-6 - Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
    • HS-LS4-5 - Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
    • HS-ESS2-6 - Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
    • HS-ESS2-7 - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
    • HS-ESS3-3 - Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
    • HS-ETS1-4 - Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Carbon Footprint Calculator (as a stand-alone classroom activity):
  • Directly addresses this standard:
    • 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.
  • Indirectly addresses these standards:
    • HS-LS2-7 - Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
    • HS-ESS3-4 - Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • HS-ESS3-6 - Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
    • HS-ETS1-3 - Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
  • Does not address but relates to these standards:
    • HS-ESS2-2 - Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
    • HS-ESS2-4 - Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
    • HS-ESS2-6 - Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
    • HS-ESS3-1 - Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
    • HS-ESS3-2 - Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
    • HS-ESS3-3 - Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
    • 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.
    • 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.
    • HS-ETS1-4 - Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
NGSS links and documents:
B.  Next Generation Science Standards (NGSS) — organized by standard
Physical Sciences standards:
  • Matter and its Interactions
    • 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.
      • Directly addressed by this I2SEA activity:
        • Our Acidifying Ocean
  • Energy
    • HS-PS3-3 - Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
      • Not addressed by but related to this I2SEA activity:
        • ISCFC
  • Waves
    • HS-PS4-5 - Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
      • Not addressed by but related to this I2SEA activity:
        • ISCFC
Life Sciences standards:
  • From Molecules to Organisms: Structures and Processes
    • HS-LS1-2 - Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
      • Directly addressed by this I2SEA activity:
        • Our Acidifying Ocean
      • Indirectly addressed by these I2SEA activites:
        • Virtual Marine Scientist, Ocean Acidification: So What?
    • HS-LS1-3 - Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
      • Indirectly addressed by this I2SEA activity:
        • Virtual Marine Scientist
  • Ecosystems: Interactions, Energy, and Dynamics
    • HS-LS2-1 - Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
      • Indirectly addressed by this I2SEA activity:
        • Ocean Acidification: So What?
      • Not addressed by but related to these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist, ISCFC
    • HS-LS2-2 - Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
      • Indirectly addressed by this I2SEA activity:
        • Ocean Acidification: So What?
      • Not addressed by but related to these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist, ISCFC
    • HS-LS2-4 - Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
      • Not addressed by but related to these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist, ISCFC
    • HS-LS2-5 - Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
      • Not addressed by but related to these I2SEA activites:
        • Our Acidifying Ocean, Ocean Acidification: So What?, ISCFC
    • HS-LS2-6 - Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
      • Directly addressed by this I2SEA activity:
        • Ocean Acidification: So What?
      • Indirectly addressed by these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist
      • Not addressed by but related to this I2SEA activity:
        • ISCFC
    • HS-LS2-7 - Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
      • Directly addressed by these I2SEA activites:
        • Ocean Acidification: So What?, ISCFC
      • Indirectly addressed by these I2SEA activites:
        • Our Acidifying Ocean, Carbon Footprint Calculator
      • Not addressed by but related to this I2SEA activity:
        • Virtual Marine Scientist
  • Biological Evolution: Unity and Diversity
    • HS-LS4-4 - Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
      • Indirectly addressed by these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist, Ocean Acidification: So What?
    • HS-LS4-5 - Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
      • Indirectly addressed by these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist, Ocean Acidification: So What?
      • Not addressed by but related to this I2SEA activity:
        • ISCFC
    • HS-LS4-6 - Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
      • Directly addressed by this I2SEA activity:
        • Virtual Marine Scientist
      • Indirectly addressed by these I2SEA activites:
        • Ocean Acidification: So What?, ISCFC
      • Not addressed by but related to this I2SEA activity:
        • Our Acidifying Ocean
Earth & Space Sciences standards:
  • Earth Systems
    • HS-ESS2-2 - Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
      • Directly addressed by these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist, Ocean Acidification: So What?
      • Indirectly addressed by this I2SEA activity:
        • ISCFC
      • Not addressed by but related to this I2SEA activity:
        • Carbon Footprint Calculator
    • HS-ESS2-4 - Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. 
      • Directly addressed by these I2SEA activites:
        • Our Acidifying Ocean, Ocean Acidification: So What?
      • Indirectly addressed by these I2SEA activities:
        • Virtual Marine Scientist, ISCFC
      • Not addressed by but related to this I2SEA activity:
        • Carbon Footprint Calculator
    • HS-ESS2-6 - Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
      • Indirectly addressed by this I2SEA activity:
        • Our Acidifying Ocean
      • Not addressed by but related to these I2SEA activities:
        • Virtual Marine Scientist, Ocean Acidification: So What?, ISCFC, Carbon Footprint Calculator
    • HS-ESS2-7 - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
      • Not addressed by but related to these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist, Ocean Acidification: So What?, ISCFC
  • Earth and Human Activity
    • HS-ESS3-1 - Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
      • Directly addressed by this I2SEA activity:
        • Ocean Acidification: So What?
      • Indirectly addressed by these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist, ISCFC
      • Not addressed by but related to this I2SEA activity:
        • Carbon Footprint Calculator
    • HS-ESS3-2 - Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
      • Indirectly addressed by these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist, ISCFC
      • Not addressed by but related to these I2SEA activites:
        • Ocean Acidification: So What?, Carbon Footprint Calculator
    • HS-ESS3-3 - Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
      • Indirectly addressed by this I2SEA activity:
        • Ocean Acidification: So What?
      • Not addressed by but related to these I2SEA activities:
        • Our Acidifying Ocean, Virtual Marine Scientist, ISCFC, Carbon Footprint Calculator
    • HS-ESS3-4 - Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
      • Directly addressed by these I2SEA activites:
        • Ocean Acidification: So What?, ISCFC
      • Indirectly addressed by this I2SEA activity:
        • Carbon Footprint Calculator
      • Not addressed by but related to these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist
    • 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.
      • Directly addressed by these I2SEA activites:
        • Our Acidifying Ocean, Ocean Acidification: So What?
      • Indirectly addressed by these I2SEA activites:
        • Virtual Marine Scientist, ISCFC
      • Not addressed by but related to this I2SEA activity:
        • Carbon Footprint Calculator
    • HS-ESS3-6 - Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
      • Directly addressed by these I2SEA activites:
        • Our Acidifying Ocean, Ocean Acidification: So What?, ISCFC
      • Indirectly addressed by these I2SEA activites:
        • Virtual Marine Scientist, Carbon Footprint Calculator
Engineering Technology & Applications of Science standards:
  • Engineering & Design
    • 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.
      • Directly addressed by these I2SEA activites:
        • Ocean Acidification: So What?, ISCFC, Carbon Footprint Calculator
      • Not addressed by but related to these I2SEA activites:
        • Our Acidifying Ocean, Virtual Marine Scientist
    • 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.
      • Indirectly addressed by these I2SEA activites:
        • Virtual Marine Scientist, Ocean Acidification: So What?, ISCFC
      • Not addressed by but related to this I2SEA activity:
        • Carbon Footprint Calculator
    • HS-ETS1-3 - Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
      • Directly addressed by these I2SEA activites:
        • Ocean Acidification: So What?, ISCFC
      • Indirectly addressed by this I2SEA activity:
        • Carbon Footprint Calculator
    • HS-ETS1-4 - Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
      • Not addressed by but related to these I2SEA activites:
        • Ocean Acidification: So What?, ISCFC, Carbon Footprint Calculator
Science & Engineering Practices (NGSS appendix):
  • Practice 1: Asking Questions and Defining Problems
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?
    • Indirectly addressed by these I2SEA activites:
      • Our Acidifying Ocean, ISCFC
  • Practice 2: Developing and Using Models
    • Directly addressed by these I2SEA activites:
      • Our Acidifying Ocean, Virtual Marine Scientist
  • Practice 3: Planning and Carrying Out Investigations
    • Directly addressed by this I2SEA activity:
      • Virtual Marine Scientist
    • Indirectly addressed by these I2SEA activites:
      • Our Acidifying Ocean, Ocean Acidification: So What?
  • Practice 4: Analyzing and Interpreting Data
    • Directly addressed by these I2SEA activites:
      • Our Acidifying Ocean, Virtual Marine Scientist
    • Indirectly addressed by these I2SEA activites:
      • Ocean Acidification: So What?, ISCFC
  • Practice 5: Using Mathematics and Computational Thinking
    • Directly addressed by these I2SEA activites:
      • Our Acidifying Ocean, Virtual Marine Scientist
    • Indirectly addressed by these I2SEA activites:
      • Ocean Acidification: So What?, ISCFC, Carbon Footprint Calculator
  • Practice 6: Constructing Explanations and Designing Solutions
    • Directly addressed by these I2SEA activites:
      • Our Acidifying Ocean, Virtual Marine Scientist, Ocean Acidification: So What?, ISCFC
  • Practice 7: Engaging in Argument from Evidence
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?, ISCFC
    • Indirectly addressed by this I2SEA activity:
      • Our Acidifying Ocean
  • Practice 8: Obtaining, Evaluating, and Communicating Information
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?, ISCFC
    • Indirectly addressed by these I2SEA activities:
      • Our Acidifying Ocean, Carbon Footprint Calculator
NGSS links and documents:
C.  Swedish standards
  1. Download a spreadsheet showing the standards alignments for our resources for both secondary and upper secondary school (in Swedish):
    (XLS format or Google Doc)
  2. Swedish National Agency for Education homepage:
    (Swedish or English)
D.  Climate Literacy principles — organized by I2SEA activity
Our Acidifying Ocean:
  • Directly addresses these principles:
    • Principle 4D: Scientific observations indicate that global climate has changed in the past, is changing now, and will change in the future...
    • Principle 4E: Based on evidence from tree rings, other natural records, and scientific observations made around the world, Earth's average temperature is now warmer than it has been for at least the past 1300 years...
    • Principle 5B: Environmental observations are the foundation for understanding the climate system...
    • Principle 6A: The overwhelming consensus of scientific studies on climate indicates that most of the observed increase in global average temperatures since the latter part of the 20th century is very likely due to human activities...
    • Principle 6D: Growing evidence shows that changes in many physical and biological systems are linked to human caused global warming...
    • Principle 7D: The chemistry of ocean water is changed by absorption of carbon dioxide from the atmosphere...
    • Principle 7E: Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change...
  • Partially addresses these principles:
    • Principle 2D: The abundance of greenhouse gases in the atmosphere is controlled by biogeochemical cycles that continually move these components between their ocean, land, life, and atmosphere reservoirs...
    • Principle 3C: Changes in climate conditions can affect the health and function of ecosystems and the survival of entire species...
    • Principle 6B: Emissions from the widespread burning of fossil fuels since the start of the Industrial Revolution have increased the concentration of greenhouse gases in the atmosphere...
Virtual Marine Scientist:
  • Directly addresses these principles:
    • Principle 1A: Sunlight reaching the Earth can heat the land, ocean, and atmosphere...
    • Principle 2C: The amount of solar energy absorbed or radiated by Earth is modulated by the atmosphere and depends on its composition...
    • Principle 2D: The abundance of greenhouse gases in the atmosphere is controlled by biogeochemical cycles that continually move these components between their ocean, land, life, and atmosphere reservoirs...
    • Principle 3B: The presence of small amounts of heat-trapping greenhouse gases in the atmosphere warms Earth's surface, resulting in a planet that sustains liquid water and life...
    • Principle 4D: Scientific observations indicate that global climate has changed in the past, is changing now, and will change in the future...
    • Principle 4E: Based on evidence from tree rings, other natural records, and scientific observations made around the world, Earth's average temperature is now warmer than it has been for at least the past 1300 years...
    • Principle 5B: Environmental observations are the foundation for understanding the climate system...
    • Principle 6A: The overwhelming consensus of scientific studies on climate indicates that most of the observed increase in global average temperatures since the latter part of the 20th century is very likely due to human activities...
    • Principle 6B: Emissions from the widespread burning of fossil fuels since the start of the Industrial Revolution have increased the concentration of greenhouse gases in the atmosphere...
    • Principle 6D: Growing evidence shows that changes in many physical and biological systems are linked to human caused global warming...
    • Principle 7D: The chemistry of ocean water is changed by absorption of carbon dioxide from the atmosphere...
    • Principle 7E: Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change...
  • Partially addresses these principles:
    • Principle 4G: Natural processes that remove carbon dioxide from the atmosphere operate slowly when compared to the processes that are now adding it to the atmosphere...
    • Principle 6C: Human activities have affected the land, oceans, and atmosphere, and these changes have altered global climate patterns...
“Ocean Acidification: So What?” (VoiceThread):
  • Directly addresses these principles:
    • Principle 2D: The abundance of greenhouse gases in the atmosphere is controlled by biogeochemical cycles that continually move these components between their ocean, land, life, and atmosphere reservoirs...
    • Principle 3C: Changes in climate conditions can affect the health and function of ecosystems and the survival of entire species...
    • Principle 4D: Scientific observations indicate that global climate has changed in the past, is changing now, and will change in the future...
    • Principle 4E: Based on evidence from tree rings, other natural records, and scientific observations made around the world, Earth's average temperature is now warmer than it has been for at least the past 1300 years...
    • Principle 6A: The overwhelming consensus of scientific studies on climate indicates that most of the observed increase in global average temperatures since the latter part of the 20th century is very likely due to human activities...
    • Principle 6B: Emissions from the widespread burning of fossil fuels since the start of the Industrial Revolution have increased the concentration of greenhouse gases in the atmosphere...
    • Principle 6C: Human activities have affected the land, oceans, and atmosphere, and these changes have altered global climate patterns...
    • Principle 6D: Growing evidence shows that changes in many physical and biological systems are linked to human caused global warming...
    • Principle 7D: The chemistry of ocean water is changed by absorption of carbon dioxide from the atmosphere...
    • Principle 7E: Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change...
The International Student Carbon Footprint Challenge (ISCFC):
  • Directly addresses this principle:
    • Principle 6C: Human activities have affected the land, oceans, and atmosphere, and these changes have altered global climate patterns...
  • Partially addresses this principle:
    • Principle 2D: The abundance of greenhouse gases in the atmosphere is controlled by biogeochemical cycles that continually move these components between their ocean, land, life, and atmosphere reservoirs...
Carbon Footprint Calculator (as a stand-alone classroom activity):
  • Directly addresses this principle:
    • Principle 6C: Human activities have affected the land, oceans, and atmosphere, and these changes have altered global climate patterns...
E.  Climate Literacy principles — organized by principle
1.  The Sun is the primary source of energy for Earth's climate system.
  • Principle 1A: Sunlight reaching the Earth can heat the land, ocean, and atmosphere...
    • Directly addressed by this I2SEA activity:
      • Virtual Marine Scientist
2.  Climate is regulated by complex interactions among components of the Earth system.
  • Principle 2C: The amount of solar energy absorbed or radiated by Earth is modulated by the atmosphere and depends on its composition...
    • Directly addressed by this I2SEA activity:
      • Virtual Marine Scientist
  • Principle 2D: The abundance of greenhouse gases in the atmosphere is controlled by biogeochemical cycles that continually move these components between their ocean, land, life, and atmosphere reservoirs...
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?
    • Partially addressed by this I2SEA activity:
      • Our Acidifying Ocean, ISCFC
3.  Life on Earth depends on, is shaped by, and affects climate.
  • Principle 3B: The presence of small amounts of heat-trapping greenhouse gases in the atmosphere warms Earth's surface, resulting in a planet that sustains liquid water and life...
    • Directly addressed by this I2SEA activity:
      • Virtual Marine Scientist
  • Principle 3C: Changes in climate conditions can affect the health and function of ecosystems and the survival of entire species...
    • Directly addressed by this I2SEA activity:
      • Ocean Acidification: So What?
    • Partially addressed by this I2SEA activity:
      • Our Acidifying Ocean
4.  Climate varies over space and time through both natural and man-made processes.
  • Principle 4D: Scientific observations indicate that global climate has changed in the past, is changing now, and will change in the future...
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean
  • Principle 4E: Based on evidence from tree rings, other natural records, and scientific observations made around the world, Earth's average temperature is now warmer than it has been for at least the past 1300 years...
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean
  • Principle 4G: Natural processes that remove carbon dioxide from the atmosphere operate slowly when compared to the processes that are now adding it to the atmosphere...
    • Partially addressed by this I2SEA activity:
      • Virtual Marine Scientist
5.  Our understanding of the climate system is improved through observations, theoretical studies, and modeling.
  • Principle 5B: Environmental observations are the foundation for understanding the climate system...
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Our Acidifying Ocean
6.  Human activities are impacting the climate system.
  • Principle 6A: The overwhelming consensus of scientific studies on climate indicates that most of the observed increase in global average temperatures since the latter part of the 20th century is very likely due to human activities...
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean
  • Principle 6B: Emissions from the widespread burning of fossil fuels since the start of the Industrial Revolution have increased the concentration of greenhouse gases in the atmosphere...
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?
    • Partially addressed by this I2SEA activity:
      • Our Acidifying Ocean
  • Principle 6C: Human activities have affected the land, oceans, and atmosphere, and these changes have altered global climate patterns...
    • Directly addressed by these I2SEA activites:
      • Ocean Acidification: So What?, ISCFC, Carbon Footprint Calculator
    • Partially addressed by this I2SEA activity:
      • Virtual Marine Scientist
  • Principle 6D: Growing evidence shows that changes in many physical and biological systems are linked to human caused global warming...
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean
7.  Climate change will have consequences for the Earth system and human lives.
  • Principle 7D: The chemistry of ocean water is changed by absorption of carbon dioxide from the atmosphere...
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean
  • Principle 7E: Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change...
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean
F.  Ocean Literacy principles — organized by I2SEA activity

Please note that the links below to the Ocean Literacy principles are to the latest consensus version, updated 2013. This version is not yet (as of Aug 2016) reflected on the official OL website. Thus, all of the links below are to a pdf file with the most updated wording.

Our Acidifying Ocean:
  • Directly addresses these principles:
    • Principle 1E: Most of Earth's water (97%) is in the ocean. Seawater has unique properties...Balance of pH is vital for the health of marine ecosystems, and important in controlling the rate at which the ocean will absorb and buffer changes in atmospheric carbon dioxide.
    • Principle 2D: The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs.
    • Principle 3E: The ocean dominates the Earth's carbon cycle...The ocean absorbs roughly half of all the carbon dioxide and methane that are added to the atmosphere.
    • Principle 3F: The ocean has had, and will continue to have, a significant influence on climate change...
    • Principle 6D: Humans affect the ocean in a variety of ways...[including] changes to ocean chemistry (ocean acidification)...
    • Principle 6E: Changes in ocean temperature and pH due to human activities can affect the survival of some organisms...[e.g.,] inhibition of shell formation due to ocean acidification.
    • Principle 6G: Everyone is responsible for caring for the ocean. The ocean sustains life on Earth and humans must live in ways that sustain the ocean. Individual and collective actions are needed to effectively manage ocean resources for all.
  • Partially addresses these principles:
    • Principle 1A: The ocean is the dominant physical feature on our planet Earth...
    • Principle 1H: Although the ocean is large, it is finite and resources are limited.
    • Principle 3G: Changes in the ocean's atmosphere system can result in changes to the climate that in turn, cause further changes to the ocean and atmosphere...
Virtual Marine Scientist:
  • Directly addresses these principles:
    • Principle 1H: Although the ocean is large, it is finite and resources are limited.
    • Principle 2D: The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs.
    • Principle 3E: The ocean dominates the Earth's carbon cycle...The ocean absorbs roughly half of all the carbon dioxide and methane that are added to the atmosphere.
    • Principle 3F: The ocean has had, and will continue to have, a significant influence on climate change...
    • Principle 6D: Humans affect the ocean in a variety of ways...[including] changes to ocean chemistry (ocean acidification)...
    • Principle 6G: Everyone is responsible for caring for the ocean. The ocean sustains life on Earth and humans must live in ways that sustain the ocean. Individual and collective actions are needed to effectively manage ocean resources for all.
  • Partially addresses these principles:
    • Principle 1E: Most of Earth's water (97%) is in the ocean. Seawater has unique properties...Balance of pH is vital for the health of marine ecosystems, and important in controlling the rate at which the ocean will absorb and buffer changes in atmospheric carbon dioxide.
    • Principle 3G: Changes in the ocean's atmosphere system can result in changes to the climate that in turn, cause further changes to the ocean and atmosphere...
    • Principle 5D: Ocean biology provides many unique examples of life cycles, adaptations and important relationships among organisms...that do not occur on land.
    • Principle 6A: The ocean affects every human life...It moderates the Earth's climate, influences our weather, and affects human health.
    • Principle 6B: From the ocean we get food, medicines, and mineral and energy resources....[it] provides jobs, supports national economies...
“Ocean Acidification: So What?” (VoiceThread):
  • Directly addresses these principles:
    • Principle 1E: Most of Earth's water (97%) is in the ocean. Seawater has unique properties...Balance of pH is vital for the health of marine ecosystems, and important in controlling the rate at which the ocean will absorb and buffer changes in atmospheric carbon dioxide.
    • Principle 1H: Although the ocean is large, it is finite and resources are limited.
    • Principle 2D: The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs.
    • Principle 3E: The ocean dominates the Earth's carbon cycle...The ocean absorbs roughly half of all the carbon dioxide and methane that are added to the atmosphere.
    • Principle 3F: The ocean has had, and will continue to have, a significant influence on climate change...
    • Principle 3G: Changes in the ocean's atmosphere system can result in changes to the climate that in turn, cause further changes to the ocean and atmosphere...
    • Principle 6A: The ocean affects every human life...It moderates the Earth's climate, influences our weather, and affects human health.
    • Principle 6B: From the ocean we get food, medicines, and mineral and energy resources....[it] provides jobs, supports national economies...
    • Principle 6D: Humans affect the ocean in a variety of ways...[including] changes to ocean chemistry (ocean acidification)...
    • Principle 6E: Changes in ocean temperature and pH due to human activities can affect the survival of some organisms...[e.g.,] inhibition of shell formation due to ocean acidification.
    • Principle 6G: Everyone is responsible for caring for the ocean. The ocean sustains life on Earth and humans must live in ways that sustain the ocean. Individual and collective actions are needed to effectively manage ocean resources for all.
  • Partially addresses these principles:
    • Principle 1A: The ocean is the dominant physical feature on our planet Earth....
    • Principle 3A: The interaction of oceanic and atmospheric processes controls weather and climate by dominating the Earth's energy, water and carbon systems.
    • Principle 5F: Ocean ecosystems are defined by environmental factors and the community of organisms living there...
    • Principle 7C: Over the last 50 years, use of ocean resources has increased significantly; the future sustainability of ocean resources depends on our understanding of those resources and their potential.
The International Student Carbon Footprint Challenge (ISCFC):
  • Directly addresses this principle:
    • Principle 6G: Everyone is responsible for caring for the ocean. The ocean sustains life on Earth and humans must live in ways that sustain the ocean. Individual and collective actions are needed to effectively manage ocean resources for all.
Carbon Footprint Calculator (as a stand-alone classroom activity):
  • Directly addresses this principle:
    • Principle 6G: Everyone is responsible for caring for the ocean. The ocean sustains life on Earth and humans must live in ways that sustain the ocean. Individual and collective actions are needed to effectively manage ocean resources for all.
G.  Ocean Literacy principles — organized by principle

Please note that the links below to the Ocean Literacy principles are to the latest consensus version, updated 2013. This version is not yet (as of Aug 2016) reflected on the official OL website. Thus, all of the links below are to a pdf file with the most updated wording.

1.  The Earth has one big ocean with many features.
  • Principle 1A: The ocean is the dominant physical feature on our planet Earth....
    • Partially addressed by these I2SEA activites:
      • Ocean Acidification: So What?, Our Acidifying Ocean
  • Principle 1E: Most of Earth's water (97%) is in the ocean. Seawater has unique properties...Balance of pH is vital for the health of marine ecosystems, and important in controlling the rate at which the ocean will absorb and buffer changes in atmospheric carbon dioxide.
    • Directly addressed by these I2SEA activites:
      • Ocean Acidification: So What?, Our Acidifying Ocean
    • Partially addressed by this I2SEA activity:
      • Virtual Marine Scientist
  • Principle 1H: Although the ocean is large, it is finite and resources are limited.
    • Directly addressed by these I2SEA activites:
      • Ocean Acidification: So What?, Virtual Marine Scientist
    • Partially addressed by this I2SEA activity:
      • Our Acidifying Ocean
2.  The ocean and life in the ocean shape the features of Earth
  • Principle 2D: The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs.
    • Directly addressed by these I2SEA activities:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean
3.  The ocean is a major influence on weather and climate.
  • Principle 3A: The interaction of oceanic and atmospheric processes controls weather and climate by dominating the Earth's energy, water and carbon systems.
    • Partially addressed by this I2SEA activity:
      • Ocean Acidification: So What?
  • Principle 3E: The ocean dominates the Earth's carbon cycle...The ocean absorbs roughly half of all the carbon dioxide and methane that are added to the atmosphere.
    • Directly addressed by these I2SEA activities:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean
  • Principle 3F: The ocean has had, and will continue to have, a significant influence on climate change...
    • Directly addressed by these I2SEA activities:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean
  • Principle 3G: Changes in the ocean's atmosphere system can result in changes to the climate that in turn, cause further changes to the ocean and atmosphere...
    • Directly addressed by this I2SEA activity:
      • Ocean Acidification: So What?
    • Partially addressed by these I2SEA activities:
      • Virtual Marine Scientist, Our Acidifying Ocean
4.  The ocean made Earth habitable.
  • This principle is not currently addressed by any I2SEA activity.
5.  The ocean supports a great diversity of life and ecosystems.
  • Principle 5D: Ocean biology provides many unique examples of life cycles, adaptations and important relationships among organisms...that do not occur on land.
    • Partially addressed by this I2SEA activity:
      • Virtual Marine Scientist
  • Principle 5F: Ocean ecosystems are defined by environmental factors and the community of organisms living there...
    • Partially addressed by this I2SEA activity:
      • Ocean Acidification: So What?
6.  The ocean and humans are inextricable interconnected.
  • Principle 6A: The ocean affects every human life...It moderates the Earth's climate, influences our weather, and affects human health.
    • Directly addressed by this I2SEA activiy:
      • Ocean Acidification: So What?
    • Partially addressed by this I2SEA activity:
      • Virtual Marine Scientist
  • Principle 6B: From the ocean we get food, medicines, and mineral and energy resources....[it] provides jobs, supports national economies...
    • Directly addressed by this I2SEA activiy:
      • Ocean Acidification: So What?
    • Partially addressed by this I2SEA activity:
      • Virtual Marine Scientist
  • Principle 6D: Humans affect the ocean in a variety of ways...[including] changes to ocean chemistry (ocean acidification)...
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean
  • Principle 6E: Changes in ocean temperature and pH due to human activities can affect the survival of some organisms...[e.g.,] inhibition of shell formation due to ocean acidification.
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean, ISCFC, Carbon Footprint Calculator
  • Principle 6G: Everyone is responsible for caring for the ocean. The ocean sustains life on Earth and humans must live in ways that sustain the ocean. Individual and collective actions are needed to effectively manage ocean resources for all.
    • Directly addressed by these I2SEA activites:
      • Virtual Marine Scientist, Ocean Acidification: So What?, Our Acidifying Ocean
7.  The ocean is largely unexplored.
  • Principle 7C: Over the last 50 years, use of ocean resources has increased significantly; the future sustainability of ocean resources depends on our understanding of those resources and their potential.
    • Partially addressed by this I2SEA activiy:
      • Ocean Acidification: So What?
II.  Climate change and ocean acdification resources (links, lesson plans, documentation, worksheets, rubrics)
A.  Ocean Acidification (OA):
  1. Download our OA lesson plan:
    (DOC format or PDF format)
  2. Download a more detailed lesson plan developed by Vicki Soutar, a high school teacher in Georgia, USA:
    (DOC format or PDF format)
  3. Download an excel spreadsheet with the measurement data and more statistics (ANOVA):
    (XLS format or PDF format)
  4. The specific experiment in our virtual lab with the European common sea urchins (Paracentrotus lividus) has not yet been published. But a similar study using the purple urchin (Strongylocentrotus purpuratus) has been recently published by I2Sea scientists Drs. Sam Dupont & Michael Thorndyke and their colleagues.

    Download that study for more information on the protocols and observed impacts of acidified water on sea urchin development:

    M Stumpp, J Wren, F Melzner, MC Thorndyke and ST Dupont. 2011. “CO2 induced seawater acidification impacts sea urchin larval development I: Elevated metabolic rates decrease scope for growth and induce developmental delay.” Comparative Biochemistry and Physiology, Part A. 160: 331-340.
    (PDF format)
  5. For advanced study, examine part two of the above research, which examines the impacts of ocean acidification on gene expression in purple urchin larvae:
    M Stumpp, ST Dupont, MC Thorndyke and F Melzner. 2011. “CO2 induced seawater acidification impacts sea urchin larval development II: Gene expression patterns in pluteus larvae.” Comparative Biochemistry and Physiology, Part A. 160: 320-30.
    (PDF format)
  6. Other links:
B.  ISCFC, Carbon Footprint & general climate change resources:
Lesson Plan and Calculator Documentation:
  • ISCFC teacher Participation Form: (online or TEXT format)
    If you prefer the text format, download the form, fill it in and email it to media coordinator Jason Hodin.
  • Data-collection Excel spreadsheet (updated March 2017): (XLS format)
  • Instruction sheet for the updated Excel spreadsheet: coming soon!
  • Step-by-step guide for how to use our new discussion forum: (PDF format)
  • Suggested Lesson Plan: (PDF format)
    Please note that this Lesson Plan may need to be modified slightly for the new calculator version, which was posted on May 2015.
  • Class Assignment document: (DOC format or PDF format)
    You may wish to use the Lesson Plan and Class Assignment documents as-is, or modify them.
  • Complete documentation of sources/assuptions for every question in the calculator (PDF format)
    Note that all sources/assumptions are also listed on demand as you do the calculations by pressing the button with the documentation icon: .
  • A similar document listing other environmental impacts (i.e., other than CO2) related to each question in the calculator (PDF format)
    Note that all such additional impacts are also listed on demand as you do the calculations by pressing the button with the "tree" icon: .
Student Preparation For The Footprint Calculator:
  • Have your students prepare in advance for the questions in the survey (e.g., numbers of light bulbs, fuel economy of home vehicle, etc.) with our Calculator Prep Worksheet: (DOC format or PDF format)
    May 12, 2015: Now updated with new calculator options (e.g., LED lights)!
  • Download the pictorial key to the features of our new calculator (updated May 2015), and share it with your students:
    You might consider projecting the appropriate pictorial key on a screen, and going over the features as a class.
Student Preparation For Online Discussions:
  • Get your students thinking about discussion topics by having them visit websites where they can explore possible responses at both a personal and national level, and to make pledges to make personal changes in their daily lives:
  • Download this selected set of student and teacher comments from previous ISCFC sessions for inspiration:
    (PDF format)
Share The ISCFC With Colleagues:
  • Download the ISCFC teacher invitation letter and feel free to pass it on to any colleagues:
    (PDF format)
Additional Climate Change Resources:
  • GlobalChange.gov from the U.S. Global Change Research Program has a wealth of information on climate change, including multimedia resources, regional climate model information and ideas for getting engaged
  • The excellent website for the recent United Nations Conference on Climate Change (COP21, Paris, November 2015) describes the agreement, what different countries are doing, and also has nice background information on climate change: in English and en Français
  • The National Center for Science Education (NCSE) has a great Climate Change 101 website.
  • The Union of Concerned Scientists (UCS) is a trusted source for all manner of scientific topics; here are their excellent climate change pages
  • The Literacy & Energy Awareness Network (CLEAN) has an extensive set of classroom resource links related to climate change
  • The Real Climate blog is authored by real climate scientists, and is constantly updated.
  • BBC's Climate challenge game: you are president of the European Nations and must tackle climate change and stay popular enough with the voters to remain in office.
  • Climate change news digest
  • The official website for the Intergovernmental Panel on Climate Change (IPCC)
  • The Nature Conservancy's carbon footprint calculator
  • We previously linked here to carbon footprint calculators from the United States Environmental Protection Agency (EPA), but those have been discontinued by the Trump administration under the direction of EPA admiistrator Pruitt in 2017 as part of their official policy of climate change denial.
C.  Our sister education sites:
  1. Virtual Urchin:
    • Interactive activities that teach basic concepts in biology using sea urchins as an example.
    • Topics include: microscopy tutorials & resources, fertilization & development, anatomy and predation.
    • Middle school through early university level.
  2. ESI: Vanishing Fish:
    • Students explore a real biological mystery: the disappearance of salmon migrating up Canada's Fraser River.
    • Topics include: fish physiology, salmon biology, ecology & migrations, gases in water, global warming and hypothesis testing.
    • Secondary/High school through college.
  3. Sea Urchin Embryology (SUE):
    • A 300-page web site with complete lesson plans and protocols to support the use of live sea urchin fertilization and development in the classroom.
    • Also features extensive basic information on sea urchin development and biology.
    • Mainly secondary/high school, but can be used at earlier and later educational stages as well.
  4. Virtual Labs (at Stanford University):
    • One-stop (free!) shopping for a wide range of interactive activities in biology and biomedical sciences.
    • Elementary school through post-graduate.
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