Assessment of Module Goals
Overall Module Assessments
As a culminating assignment, students will create a fact sheet that addresses the three main learning goals of this module.
- Learning goal 1: Describe physical, chemical, and biological aspects of ocean systems, their importance, and how human activities influence these aspects.
- Learning goal 2: Predict oceanographic changes that will result from modern climate change.
- Learning goal 3: Discuss long-term strategies to protect ocean resources and preserve the state of the ocean.
To accomplish this, students will demonstrate their integrated understanding of the physical, chemical, and biological aspects of ocean systems and describe how human activities influence these aspects. The fact sheets will also predict oceanographic changes that will result from modern climate change and conclude with proposing and supporting long-term strategies designed to protect ocean resources and preserve the state of the ocean.
Use this activity as a summary and reflective exercise upon completing each unit. This activity guides students through the process of creating a fact sheet.
Fact Sheet Instructions, Guide, and Rubric:
- Student Instructions (Word) (Microsoft Word 2007 (.docx) 26kB Aug5 16) | Student Instructions (PDF) (Acrobat (PDF) 406kB Aug5 16)
- Instructor Guide Fact Sheet (Word) (Microsoft Word 2007 (.docx) 28kB Aug30 16) | Instructor Guide Fact Sheet (PDF) (Acrobat (PDF) 252kB Aug5 16)
- Instructor Fact Sheet Rubric Word version Fact Sheet Instructor Rubric (Microsoft Word 2007 (.docx) 25kB Aug30 16) | Instructor Fact Sheet Rubric PDF version Fact Sheet Instructions Intstructor pdf version (Acrobat (PDF) 253kB Aug30 16)
Note: Rubrics for these unit assessments are presented on the individual unit pages.
Assessments for Unit 1 require students to make linkages between lateral surface ocean currents, vertical seawater movement (upwelling/downwelling; Activity 1.1), and bioproductivity (Activity 1.2). The last in-class exercise has students read a passage about the effect of climate change on surface ocean circulation (Activity 1.3). The Unit 1 homework assignment has students explore how modern climate change affects deep ocean (thermohaline) circulation.
- Activities 1.1-1.3 (.doc) (Microsoft Word 2007 (.docx) 485kB Nov4 16) Activities 1.1-1.3 (.pdf) (Acrobat (PDF) 463kB Nov4 16)
- Activity 1.2_maps (.ppt) (PowerPoint 2007 (.pptx) 475kB Aug31 16) Activity 1.2_maps (.pdf) (Acrobat (PDF) 392kB Aug31 16)
- Unit 1_homework (.doc) (Microsoft Word 2007 (.docx) 685kB Nov4 16) Unit 1_homework (.pdf) (Acrobat (PDF) 625kB Nov4 16)
Unit 2 assessments require that students plot real scientific data and assess whether atmospheric carbon dioxide concentration, seawater pCO2 and pH have changed in the past several decades. Pre-lecture homework 1 has students calculate their own carbon footprint so they can evaluate their role in climate change and ocean acidification. Pre-lecture homework 2 has students plot data available on NOAA's Ocean Acidification Data Portal and assess changes that have occurred in the past few decades. Activity 2.1 guides students through the relationship between increased atmospheric carbon dioxide concentration and decreased seawater pH. Activity 2.2 has students reflect on how changes in seawater pH might affect marine organisms.
- Unit 2 pre-homework 1 (.doc) (Microsoft Word 2007 (.docx) 72kB Nov4 16) | Unit 2 pre-homework 1 (.pdf) (Acrobat (PDF) 108kB Nov4 16)
- Unit 2_pre-homework 2 (.doc) (Microsoft Word 2007 (.docx) 171kB Nov16 16) } Unit 2_pre-homework 2 (.pdf) (Acrobat (PDF) 97kB Nov16 16)
- Activities 2.1-2.2 (.doc) (Microsoft Word 2007 (.docx) 78kB Jul25 18) | Activities 2.1-2.2 (.pdf) (Acrobat (PDF) 138kB Oct25 16)
- Activity 2.2_data (.ppt) (PowerPoint 2007 (.pptx) 3.5MB Oct26 16) | Activity 2.2_data (.pdf) (Acrobat (PDF) 3.9MB Oct26 16)
Assessments for this unit require students to identify the ecological roles (trophic roles) that organisms play within a reef community (Activity 1) and link negative impacts on specific members (i.e. loss of functional diversity) to reef ecosystem function and resilience. In addition, they will watch a video segment that introduces them to how thermal stress and ocean acidification jeopardize commercially important species, and people who depend on them (Activity 2). The second activity is started as an in-class activity that includes introduction to the topic and a preview of the questions they are expected to be able to answer. They are encouraged to take notes and, after the video has played, to ask questions that can help them to complete this activity as homework for submission for the next class.
Student activity sheets:
- Activity 1: Activity 1_Handout (Acrobat (PDF) 34kB Oct22 16)
- Activity 2: Activity 3.2 Handout (Acrobat (PDF) 111kB Oct28 16)
- Video Link: http://www.seattletimes.com/video/2650204511001/sea-change-the-pacifics-perilous-turn
Instructor answer key sheets:
- Activity 1:
- Activity 2:
In Unit 4, students review a summary of a peer-reviewed article detailing recent scientific studies and observations on the gray whale population and its responses to climate change variables. The summary article reviews the scientific facts and proposed hypotheses related to the changes in gray whale migration, feeding behavior, and reproductive behavior. To prepare for the group work in class, students complete a homework activity that includes reading the article and completing a chart that requires students to consider each scientific example, summarize the factual information, interpret the meaning, and identify the life cycle affected by climate change. The assessment can be used as a post-unit quiz or for ideas for exam questions related to the unit.
Pre Class Homework
- Homework Assignment Pdf Version (Acrobat (PDF) 4.6MB Oct26 16) PDF version Homework Assignment Word Version (Microsoft Word 2007 (.docx) 1.8MB Oct26 16) Word version
Pre Class Homework Teacher Key
- Assessment Questions: Word version Unit 4 Assessment (Microsoft Word 2007 (.docx) 27kB Oct26 16) PDF version Assessment pdf version (Acrobat (PDF) 61kB Oct26 16)
Assessment Teacher Key
Students will review a collection of scientific data in the form of graphs and charts related to the location and management of marine reserves. In a pre-class homework assignment, students will identify and describe the scientific findings according to these graphs and charts, summarize the findings, and apply this information to proposed or observed benefits to the marine ecosystem as a result of the protected areas of the marine reserves. In class, students will use the findings from the scientific studies and a map to propose the location for a marine reserve in the Channel Islands National Marine Sanctuary, in the Pacific Ocean, California.
- Unit 5 (Acrobat (PDF) 670kB Sep9 16) PDF version, Unit 5 Student Worksheet, Word version (Microsoft Word 2007 (.docx) 477kB Sep9 16) Word version
Pre-Class Homework Teacher Key
- Unit 5 In Class Activity pdf version (Acrobat (PDF) 780kB Sep9 16) PDF version, Unit 5 In Class Activity Word version (Microsoft Word 2007 (.docx) 479kB Sep9 16) Word version
In-Class Activity Teacher Key
Students have to review previous lecture content on carbon cycling and biological processes to build their understanding of the biological pump and its premise as a geoengineering tool, and they complete a conceptual chart that links previous physiological, chemical, and biological content (Activity 1). In addition, students will analyze the outcome of an iron fertilization experiment and are challenged to evaluate the success or failure of this experiment. By that they are building their understanding of why there are large uncertainties and risks in implementing geoengineering solutions to address changes to the global climate system (Activity 2).
Student activity sheets:
- Activity 1: Activity 6.1 Handout (Acrobat (PDF) 383kB Oct22 16)
- Activity 2: Activity 6.2 Handout (Acrobat (PDF) 292kB Oct28 16)
Instructor answer key sheets:
- Activity 1:
- Activity 2: