This 5-day lesson plan teaches 5th grade students about ocean acidification. Students will conduct an experiment to test how acidity affects marine organisms. They will research the causes and effects of increased ocean acidity. Finally, students will create PowerPoint presentations to share what they have learned about acidification and how individuals can reduce its impact. The lesson incorporates group work, videos, websites, and technology to engage students on this topic.

1. Lesson Title: Ocean Acidification
Grade Level(s): 5th Grade Subject(s): Science Lesson Length: 5 days (Approx. 4 hours)
Prepared by:Zobeida Fernandez, Manoushca Etienne, Leo Medina, Alix Guillaume
Overview: In this lesson, students will explore the effects of acidic oceans on certain marine
organisms in the ocean food web, and the effects on humans. Students will conduct a science
experiment using the scientific method to see the effects of increased acidity on certain species.
They will also investigate the causes for increased ocean acidity, and discuss ways to minimize the
impact as an individual and as a society.
Standards:
SC.5.L.17.1 B Both human activities and natural events can have major impacts on the
environment.
SC.5.N.1.6 D: Scientific knowledge is based on observation and inference; it is
important to recognize that these are very different things. Not only does science require
creativity in its methods and processes, but it also inquires and explanations.
LA.5.6.1.1 The student will read and interpret information text and organize the information
(e.g. use outlines, time lines, graphic organizers) from multiple sources for a variety of
purposes (e.g. multi-step directions, problem solving, performing task, supporting opinions,
predictions, and conclusions).
NETS-S: 3 b) Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
Learning Objectives:
Students will be able to do the following:
Use the scientific method to hypothesize, test, record, and make conclusions on the effect of
acidity on certain marine organisms.
Locate, organize, manipulate, analyze and write information about the causes and effects of
acidity, as well as ways to avoid this.
Work collectively using what they have learned to plan properly, assign tasks and make
meaningful reports.
Express ideas, criteria, and facts clearly and convincingly, and use technology throughout the
process.
Materials/Resources Needed:
- Computer(s) - Pieces of dead coral

2. - Internet connection - Urchin (skeleton)
- Power Point program - Clam shells
- Small dishes - Small abalone shells
- Lid containers - Chicken bones
- Poster board - Index cards
- Water - Crayons/Markers
- Vinegar - Glue/Glue sticks
- pH meter or strips - Pictures (from magazines or online)
- Shells - Beakers
- Graph Paper
Introduction: 10 min total
(Part of Day 1)
* Make sure to pass out the “Word Organizer” before starting. Explain to students that they will
be working along with you as you go through the introduction, by filling in the blanks when you
tell them to do so.
Ask them what they know about the human Osteoporosis Disease. If they do not
recognize the term, have them fill in the “New Word” section on the word web organizer.
Afterwards:
- Briefly explain what the disease is.
- Provide a couple examples by showing pictures of what the disease looks like by using
projector/smart board.
- Then have the students fill out the “What is it”, “What is it like” and the “What does it
do” sections on the word web organizer.
Introduce the term Acidification. If they do not recognize it, have them add the term in
the “New word” section on the word web organizer.
Afterwards:
- Briefly define the term
- Then have them fill out the “What is it”, “What is it like” and the “What does it do”
sections on the word web organizer.
Repeat these steps with any other new words that you feel that the students may need to
know before the lesson. If not continue to the Lesson Activities portion of the lesson
plan.
Lesson Activities:
(Proceed after Introduction)
Day 1 – Video Day: 30 min total
- After the introduction, inform students that they will learn about a disease called “Marine
Osteoporosis.”
- Let them hypothesize on what this might be – keep them in an inquiry until they watch

3. the corresponding video. (20 min)
-Video: “Acid Test: The Global Challenge of Ocean Acidification”. The video can be
located also at http://www.nrdc.org/oceans/acidification/aboutthefilm.asp).
- Discuss/Summarize the video with the students. (5 min)
- Assign the students to their lab groups that they will be in for the next day. (5 min)
- Split them up evenly. If you can make sure there’s at least one boy and one girl in each
group. Also, make sure that the groups are diverse when it comes to their race and their
skill level. (Do this to make sure that all of the students are experiencing an equal amount
of diversity in all aspects.)
* Ex: If there were twenty children in the classroom, it would be wise to put them in groups of 5.
Day 2 – Experiment Day:45 min total
*The following are things to be done before the science lesson begins:
- Make sure the required materials, for the experiment, are set out on a back table, PLUS
an extra set for you, before science class starts. You are going to be doing the experiment
with the students. (This saves time and makes accessing materials easier for the
students.)
- Make sure your computer and projector are on and ready to go. You will be using this
equipment to show the students what a pH scale looks like.
- Print out the “pH Scale” picture. This picture should be on display while you’re
introducing the experiment. This will help the students better understand how they’re
going to be testing the different objects and what their results will look like.
- Print out the necessary amount of the “Experiment Instructions Worksheet”. The students
will need this sheet to follow along during the actual experiment. Students will onlyneed
one sheet per group.
- Print out the necessary amount of the “pH Table”. Each group will need to fill this table
in with their results throughout the experiment. Each student willneed their own
worksheet.
- Make sure you print out the “Example Bar Graph” to show students what the minimum
requirements for this activity are.
- Print out the necessary amount of the “Bar Graph Template” sheet. The students will need
this template to create their own bar graph. Each student needs to receive one.
*Engage in a brief conversation with the classroom about what they saw in the video on Day 1 to
refresh their memory. (5 min)
*The following should take no more than 10 min.
- Briefly explain the purpose of the experiment to the students.
-For example:
“Students, today we are going to measure the pH of 6 different substances or things. Who
can tell me what they think the “pH” of something means?
- Try to give them clues as to what pH means, but if they don’t get it, say something along
the lines of:
*Make sure to project a picture of the pH scale BEFORE you move on.
- “pH” is just a fancy abbreviation scientists use to explain the base of an object. Now, the
base of an object can go three different ways; the object can be acidic, alkaline, or
neutral.

4. - Go on to explain what the colors mean. (Basically, when they measure the pH of a certain
object and it comes out in the color blue, for example, what does that mean? Is it acidic,
alkaline, or neutral?)
*The following should take no more than 30 min.
Have students get into the groups that they were assigned on Day 1.
Tell one student from each group to get the “Experiment Instruction Worksheet” from you.
Instruct another student form each group to get the “pH’ table from you.
Tell another person from each group to grab the necessary materials for the experiment:
- Two labeled containers with lids (one will be labeled as vinegar and the other water)
- 500 ml of water
- 500 ml of Vinegar
- pH strips
- The following items: shells, pieces of dead coral, urchin, clam shells, small abalone shell,
and chicken bones.
*Make sure that each student in the group is measuring at least one item. If the groups have less
than 6 people, have one student measure 2 out of the 6 items, and the others would only measure
one. This will allow all of the students to be a part of the experiment. This strategy will also save
a ton of time due to the fact that it takes 10 min to get the pH results.
Now, instruct the students about the procedure by explaining to them what they’re going to
do. Make sure you put an emphasis that the experiment will be done collectively. (Teacher
will be doing the experiment with the students.)
The instructions for the experiment are as follows:
-Fill the containers, one with water and the other with vinegar. (Already labeled)
- Hypothesize what will happen when the item is immersed in each liquid. Record your
answers on the “pH Table” worksheet and justify the answer. (One to two sentences.)
-Then, measure and record the pH of both substances on the “pH Table”.
(Will be provided before the experiment.)
- The amount of time for each pH strip trial should be no more than 10 minutes long. In
other words, do not leave the pH strips in the liquid for more than 10 minutes.
- Have the students create a bar graph of their results.
(Display the “Example Bar Graph” sheet on the projector at this time.)
- “Bar Graph Templates” should be passes out at his time.
Instructions for the graph are as follows:
- y-axis= item used
- x-axis=alteration of item. (Strong, slightly strong, slightly weak, weak, very brittle).
- They can be creative by adding color
At the end of the experiment, all students must help clean their work area, place all of the
materials back on the where they found them
If students do not finish the bar graphs in time, they must take it home to finish for as
homework. They need to bring their completed bar graph the next day. Also, it is expected
that students will draw individual conclusions from the observations as homework. (no more

5. than one paragraph.)
Day 3 – Research Day: 45 min total
*The following are things to be done before the science lesson begins:
- Today’s lesson will be done in the computer lab.
- Make sure all of the computers are on and working.
- Hang up the remainder of the bar graphs. This only applies if all of the students
finished their graphs in class and DID NOT take it home to finish as homework.
Engage students by asking questions about the acidification, what it causes and its impact on
the entire food web, the ecosystem, and humanity are.
Inform them that they are going to the computer lab to do research on CO2 emissions that
they will then present through a Power Point presentation. All of the research found will be
expected to be saved on a Word Document. Research will be used in their Power Points.
Pass out the pieces of notebook paper and pencils.
Separate the students into their science groups, line the students up accordingly, and walk to
the computer lab.
Students should stay with their lab groups at all times while in the computer lab.
Students will browse the internet to investigate ways that each of them or their guardians can
contribute to the increase in CO2 emissions and specific changes they can make in their life
to reduce CO2 emissions.
From this they can access to some web pages related to the acidification phenomenon. For
example: OCEAN ACIDIFICATION. Starting with the Science or EPOCA European
Project on Ocean Acidification.
Each group will take notes, by using Microsoft Word, to add information to their Power Point
presentation.
Students must e-mail the document to the teacher as an attachment, prior to Day 4 class.
Day 4 – Power Point Day : 45 min total
*The following are things to be done before the science lesson begins:
- Today’s lesson will be done in the computer lab again.
- Make sure all of the computers are on and working.
- Print out the necessary amount of the “Graphic Organizer Worksheet”. Some students will
need this to gather their thoughts as you review what they have learned so far, however, each
student should get one. There are two organizers per page so you will need to cute them
out before class.
Review what was learned in the previous 2 days based on the results obtained during the
experiment by interacting with the students and asking them questions about how the video
and the experiment are relatable.
At this point students can take advantage of the graphic organizer, a strategy beneficial to
ESE/ELL students.

6. (Graphic organizer will be provided before class)
Each group will then have to create a Power Point document with a minimum of 6 slides,
which should include:
- A Title page
 Should include the names of the students in each group
 Creative Title
- Introduction
 Slide should include the purpose of the experiment
 How the experiment extended your knowledge about acidity and CO2 emissions
- Causes of acidification
 Give at least two examples of what the causes are
 Add at least one picture to express your ideas
- Effects of acidification
 Give at least two examples of what the causes are
 Add at least one picture to express your ideas
- Images
 Pictures of various marine organisms that may be affected by acidification of the sea
are expected to been seen on this slide.
 Every image should be labeled as well.
- Resources
 Should have at least two resources
 Should be properly cited as well
- Power Point should be colorful and creative
- Power Point should be e-mailed to the teacher as an attachment by the end of the activity.
Day 5 – Presentation Day: 45 min total
*The following are things to be done before the science lesson begins:
- Make sure that your computer is turned on and working properly. Do the same for the
projector. The students will be using this equipment to present their Power Points in class.
Each group presents to the class (about 10 minutes each group)
All members must participate in reading the slides (One student per slide for example)
For the groups that are not presenting at the moment, they will be responsible for
commenting on each group for their work.
Have them comment on each group by summarizing the most important aspects that each
group found regarding what they can do to reduce the acidification of our seas. Have them
write a few sentences for each presentation.
Encourage them to share what they have learned with their families to discuss in subsequent
classes what they have done about it.
Strategies - ESE/ESOL:
During the class, while students are working in groups, we will approach those in need, either
because English is not their native language or because they still do not have the skills to work with

7. the computers in order to help and give them an individualized attention.
Many students may be struggling with not only the language, but also with feelings of frustration at
having to learn content, and technology. We will speak slowly and give instructions in a clear and
concise manner, by using gestures and expressions that help them understand.
Instructional/Implementation Strategies:
Our instructional strategies are as follows:
1. The Word Web Organizer – This introduced new scientific terminologies and gave students a
different way to gather their thoughts about specific terms.
2. Graphic Organizer – This visual enhanced the lesson plan by allowing the students to identify
with their most essential ideas about the entire lesson.
3. Reviews – The time spent at the beginning of each class recapped the previous lesson, which not
only reminded the students what they learned previously, but it was also a way to transition into
the new lesson.
4. Group Work – we decided to have the children work together so that they can interact and learn
from one another
5. Modern Technologies – The video, different web sites, and using Microsoft was our way of
connecting with this new generation of students. We felt that the students would better understand
the content if they had an opportunity to express themselves by using what they enjoy the most,
technology.
Integrating Technologies and/or Software:
-Computer and projector for the Power Point presentation.
-Video to show the effects of CO2 emissions on acidification of the seas, its negative impact on
various marine organisms in particular and the environment in general.
- Search engines like the OCEAN ACIDIFICATION. Starting with the Science or EPOCA
European Project on Ocean Acidification.
Evaluation/Critique of Educational Software/Web-based Resource:
Someone once said that an image is better than thousand words. With this in mind we have decided
to use the Power Point presentation to show in a beautiful and concise way, the impact of
acidification on some marine organisms.Of course there would be no presentation without the use of
a computer with a projector of some sort; these tools are an essential aspect of the lesson because
without them we wouldn’t be able to fully implement the lesson plan.
We decided to use the video in the beginning of the lesson for the high quality of its images, the high
scientific value of its content and the emotional impact it can have on students. Undoubtedly, this can
reach the students hearts and make them aware of the great impact of this phenomenon on our planet
in general. This video not only gives strength to the message but also may encourage students to take
an active part in caring for our seas as part of our beautiful planet. After all, engaging students is at
the heart of teaching.
We also gave them the option of using kid friendly search engines. This way the students could
explore what CO2 emissions does for themselves. They also had the option of using their peers as a
source of learning. All of these tools combined further helped the students in understanding the topic

8. at hand.
Summary:
The lesson Ocean Acidification is very complete. It touches on very modern topics of interest today,
like: the problem of acidity in the world's waters, its causes, its effects, and possible solutions. In this
week long lesson, students will work in small groups to work towards one common goal, completing
their presentations, as well as working individually. Technology was incorporated throughout the
lesson when the students did their activities, during their research, and was used to complete their
final presentation. We used these techniques to grab students’ attention and to let them enjoy the
learning process. The research that they did and Power Point will especially help the children
remember what they learned because they got to explore, along with guidance from the teacher of
course, for themselves, and they also had the hands-on experience with the creation of their Power
Point.
Assessment Strategies/Tools:
Type - Rubrics
Rubric #1 – This rubric assesses the actual experiment
Rubric #2 – This rubric assesses the online research that the students did
Rubric #3 – This rubric assesses the final Power Point
Research Theory:
The way we conceive this class fits into the framework of the cognitive theory that was introduced by
Benjamin Bloom with Bloom’s Taxonomy and the Theory of Experience developed by John Dewey.
Cognitive teaching methods aim to assist students in assimilating new information to existing
knowledge, and enabling them to make the appropriate modifications to their existing intellectual
framework to accommodate that information. They place greater importance on strategies that help
students to actively assimilate and accommodate new material. All 6 of Blooms’ steps were used
throughout our lesson:
1. Remembering - knowing information (Word Web Organizer and the Graphic Organizer)
2. Understanding - explaining concepts or information in own words (Recap before he
beginning of each class, and the explanation of the “New Words”)
3. Applying - using the information or concept in a different, but familiar situation (doing the
actual experiment in itself)
4. Analyzing - distinguishing parts from the whole, differentiating between fact and inference
(watching the video first before the experiment; research on CO2 emissions)
5. Evaluating - judging and defending concepts or ideas (research on the CO2 emissions and
how they or their parents can change their patterns to slow down the process of acidification)

9. 6. Creating - creating new ideas and concepts (Coming with new patterns of life to live after
they figure out their CO2 emission “footprint”)
In line with the Dewey’s Theory of Experience, we structure this class so that students actively
participate in the process of learning, experimenting, and concluding by using their previous
knowledge about the food chain and food web. In addition, we provide them the essential guidance
so that they themselves look for, select and analyze the information they are going to use in their
reports. Therefore, there’s constant conversation – the teachers are facilitators AND partners.
On the other hand,because this process involves significant restructuring of existing cognitive
structures, successful learning requires a major personal investment on the part of the learner.
Therefore, motivation plays an important role. Taking this into consideration, we try to make each
activity attractive, so that they have become involved in them with a true desire to learn, but at the
same time, allowing them enough freedom to make their own decisions.
Word Organizer

10. New Word? What Is It? What Does It Do?
Word Organizer
New Word? What Is It? What Does It Do?

11. http://ascrapoftime.files.wordpress.com/2011/02/ph-scale1.jpg

12. Experiment Instructions
The instructions for the experiment are as follows:
1. Fill the containers, one with water and the other with vinegar.
(Already labeled)
2. Hypothesize what will happen when the item is immersed in
each liquid. Record your answers on the “pH Table” worksheet
and justify the answer.
3. Then, measure and record the pH of both substances on the “pH
Table” worksheet.
4. The amount of time for each pH strip trial should be no more
than 10 minutes long. In other words, do not leave the pH strips in
the liquid for more than 10 minutes.
5. Make a bar graph of the results on the graph paper provided.
Instructions for the graph are as follows:
- x-axis = alteration of item.
 Labels for x- axis: very brittle weak, slightly weak,
slightly strong, and Strong
- y-axis = item used
 Shells, piece of dead coral, urchin, clamshells, small
abalone shell, and chicken bones.
- You can be creative by adding color

13. pH Table
Experiment Items
pH of Water pH of Vinegar
Shells
Pieces of Dead Coral
Urchin
Clam Shells
Small Abalone Shell
Chicken Bones
Hypothesis
Shells:
_____________________________________________________________________________________
_____________________________________________________________________________________
Pieces of Dead Coral:
_____________________________________________________________________________________
_____________________________________________________________________________________
Urchin:_______________________________________________________________________________
_____________________________________________________________________________________
______
Clam
Shells:________________________________________________________________________________
_____________________________________________________________________________________
_____
Small Abalone
Shell:________________________________________________________________________________
_____________________________________________________________________________________
_____

14. Chicken Bones:
_____________________________________________________________________________________
_____________________________________________________________________________________
Example Bar Graph
Chart Title
Chicken Bones
Abalone Shells
Axis Title
Clam Shells
Urchin
Dead Coral
Shells
0 0.2 0.4 0.6 0.8 1 1.2
Axis Title
*REPLACE the numbers on the x-axis with the following: very brittle, weak, slightly weak, slightly
strong, and strong

15. Title
Y - Axis

16. X - Axis

17. Graphic Organizer

18. Rubric to Assess the Experiment
Class # 2
CATEGORY 4 3 2 1 TOTAL
Hypothesis Independently Somehow strives Barely strives to Does not strive
development. strives to find to offer some find some to develop
logical hypotheses to hypotheses that hypotheses to
explanations and explain and explain and explain or
develop predict predict possible predict possible
hypotheses to phenomena outcomes. outcomes. Wait
explain during the Depends on until others find
phenomena and experiment. what others and express the
predict results. think. explanations.
Focus on the Consistently Focuses on the Focuses on the Rarely focuses
Task. stays focused on task and what task and what on the task and
the task and needs to be needs to be done what needs to
what needs to be done most of the some of the be done. Lets
done. Very self- time. Other time. Other others do the
directed. group members group members work.
can count on this must sometimes
person. nag, prod, and
remind to keep
this person on-
task
Organization Information is Information is Information is The information
very organized organized with organized, but appears to be
with well- well-constructed paragraphs are disorganized.
constructed paragraphs. not well-
paragraphs and constructed.
subheadings.
Diagrams and Diagrams are Diagrams are Diagrams are less Diagrams are
Illustrations. neat, accurate accurate and neat and not accurate or
and contribute to contribute to the accurate and do not
the understanding of sometimes contribute to
understanding of the topic contribute to the the
the topic. understanding of understanding
the topic. of the topic.
Conclusions Student provided Student Student provided No conclusion
a detailed provided a a conclusion with was apparent or
conclusion somewhat some reference important
clearly based on detailed to the data. details were
the data. conclusion based overlooked.
on the data.
Working with Almost always Usually listens Often listens to, Rarely listens to,
others. listens to, shares to, shares, with, shares with, and shares with, and
with, and and supports the supports the supports the
supports the efforts of others. efforts of others, efforts of
efforts of others. Does not cause but sometimes is others. Often is
Tries to keep “waves” in the not a good team not a good team
people working group. member. player.
well together.

19. Time- Routinely uses Usually uses Tends to Rarely gets
management. time well time well procrastinate, things done by
throughout the throughout the but always gets the deadlines
project to ensure project, but may things done by AND group has
things get done have the deadlines. to adjust
on time. Group procrastinated Group does not deadlines or
does not have to on one thing. have to adjust work
adjust deadlines Group does not deadlines or responsibilities
or work have to adjust work because of this
responsibilities deadlines or responsibilities person's
because of this work because of this inadequate time
person's responsibilities person's management.
procrastination. because of this procrastination.
person's
procrastination.
From 24 to 28-A
From 20 to 23-B
From 16 to 19-C
Less than 16- F

20. Rubric to Assess Online Research
Class # 3
CATEGORY 4 3 2 1 TOTAL
Attitude Assumes a Assumes a Assumes a Assumes a
fairly positive positive moderately negative
attitude toward attitude toward positive attitude
the project and the project and attitude toward toward the
maintains that maintains that the project and project and
attitude attitude maintains that show no
throughout the throughout the attitude change toward
project. project. throughout the the positive
project. throughout
the project.
Contribution Always Usually Sometimes Rarely
provides useful provides useful provides useful provides useful
ideas when ideas when ideas when ideas when
participating in participating in participating in participating in
the group and the group and the group and the group and
in classroom in classroom in classroom in classroom
discussion. discussion. discussion. discussion.
Makes definite Makes good Makes some Makes no
contributions contributions contributions contributions
with a lot of with good and does what and refuse or
effort. efforts. is required. does not to
participate.
Delegation of Each student in Almost each Only some Very few
responsibilities. the group can student in the students in the students in the
clearly explain group can group can group can
what clearly explain clearly explain clearly explain
information is what what what
needed by the information is information is information is
group, what needed by the needed by the needed by the
information group, what group, what group, what
he/she is information information information
responsible for he/she is he/she is he/she is
locating. responsible for responsible for responsible for
locating. locating. locating.
Internet use Successfully Usually able to Occasionally Needs
uses suggested use suggested able to use assistance or
internet links to internet links to suggested supervision to
find find internet links to use suggested
information information find internet links
and navigates and navigates information and/or to
within these within these and navigates navigate
sites easily sites easily within these within these
without without sites easily sites.

21. assistance. assistance. without
assistance.
Ideas research Researchers Researchers Researchers Researchers
questions independently independently independently independently
identify at least identify at least identify at least identify at
4 reasonable, 3 reasonable, 2 reasonable, least 1
insightful, insightful, insightful, reasonable,
creative creative creative insightful,
ideas/questions ideas/questions ideas/questions creative
to pursue when to pursue when to pursue when idea/question
doing the doing the doing the to pursue
research. research. research. when doing
the research.
Working with Almost always Usually listens Often listens Rarely listens
others listens to, to, shares, to, shares with, to, shares
shares with, with, and and supports with, and
and supports supports the the efforts of supports the
the efforts of efforts of others, but efforts of
others. Tries to others. Does sometimes is others. Often
keep people not cause not a good is not a good
working well “waves” in the team member. team player.
together. group.
Organization Information is Information is Information is The
very organized organized with organized, but information
with well- well- paragraphs are appears to be
constructed constructed not well- disorganized.
paragraphs and paragraphs. constructed.
subheadings.
From 24 to 28 – A
From 20 to 23 – B
From 16 to 19 – C
Less than 16 – F

22. Rubric to Assess Online Research
Class # 5
CATEGORY 4 3 2 1 TOTAL
Title Page Must contain Contains Some of the None of the
all of the most of the names of the names of the
names of the names of the students are students are
students. The students. The on this slide. displayed on
font selected is font is Font is the first page.
legible.
legible. difficult to There’s no
Contains a
creative title, Contains a read. Title is title, and
and the first creative title,
somewhat there’s no
page should be and the first original, and color at all.
vibrant with page has the slide has
color. some color. almost no
color.
Introduction Slide should The purpose Purpose is Slide should
Page include the of the included but include does
purpose of the experiment without a full not include the
experiment, was included understanding. purpose of the
and an on but only had The example experiment, or
example how how the
somewhat of provided
the experiment experiment
extended your an about CO2
understanding emission was extended your
knowledge knowledge
about acidity on what it irrelevant.
was. An about acidity
and CO2
and CO2
emissions. example of
emissions.
their
knowledge of
CO2
emissions
was provided.
Causes Page At least two One example One example No examples
examples of of the causes was added, of what the
what the of but was causes of
causes of acidification irrelevant to acidification
acidification is provided. the causes of are provided.
are provided. No pictures
One picture acidification.
A couple were added to
pictures were was added to No pictures
express your were added to express your
added to ideas.
express your ideas. express your
ideas. ideas.
Effects Page At least two One example One example No examples
examples of of the effects was added, of what the

23. what the of but was causes of
effects of acidification irrelevant to acidification
acidification is provided. the effects of are provided.
are provided. One picture acidification. No pictures
One or more was added to No pictures were added to
pictures were express your
express your were added to
added to ideas.
express your ideas express your
ideas. ideas.
Images Many pictures Some pictures Not many There are no
Page of various of various pictures of pictures of
marine marine various marine marine
organisms that organisms that organisms that organisms that
may be may be may be on this slide.
affected by affected by affected by No image on
acidification acidification acidification of the slide was
of the sea are of the sea are the sea are labeled.
expected to seen on this seen on this
been seen on slide. Slide is slide. Slide
this slide. somewhat seems to be
Slide is filled with empty.
expected to be pictures. No image on
filled with Every image the slide was
pictures. on the slide labeled.
Every image was labeled.
on the slide
was labeled as
well.
Resources Should have at There’s at There’s at least Nothing is
Page least two least one one resource cited properly
resources on resource added on this at all and
this slide, and added on this slide, however, there or there
the resources slide, and the the resource is are no
must be resources are not properly resources on
properly cited. properly cited. cited. this slide.

24. Collaboration Rubric (for Collaborative Lesson Plan Project)
Name: ________Manoushca Etienne________________________________________
Partner/Team Member Name(s): Leo Medina
Criteria 0 1 2 3
Contribution Does not collect Collects and Collects and Collects and
nor share any shares very little shares some shares a great
relevant relevant relevant deal of relevant
information information information and information and
and/or provides and/or provides provides in a provides in a
in an untimely in an untimely timely manner. timely manner.
manner. manner.
Responsibily Does not perform Performs few Performs some Performs all
the responsibilities responsibilities responsibilities
responsibilities determined in determined in determined in
determined in team/partner team/partner team/partner
team/partner assignments. assignments. assignments.
assignments.
Respect Does not value Values little the Values some of Values the ideas
the ideas and ideas and the ideas and and opinions of
opinions of other opinions of other opinions of other other team
team team team member/partner
member/partner member/partner member/partner and contributes
and does not and contributes and contributes to making fair &
contribute to little to making to some degree in appropriate
making fair & fair & appropriate making fair & decisions.
appropriate decisions. appropriate
decisions. decisions.
Comments:I loved Leo’s honesty at the very beginning. He flat out said that he wasn’t good with
technology, instead of pretending like he knew. (That could’ve potentially created a big
problem.) So, Leo and I worked together on our portion of the project. At first I thought that I
was going to have to walk him through everything, but he proved me wrong. His portion was
always done on time and he always made sure that he was participating 100% of the time.
(Even if he worked a night shift and only had 3 hrs. of sleep.) Loved his dedication!

25. Collaboration Rubric (for Collaborative Lesson Plan Project)
Name: ________Manoushca Etienne________________________________________
Partner/Team Member Name(s):Alix Guillaume Ducarmel
Criteria 0 1 2 3
Contribution Does not collect Collects and Collects and Collects and
nor share any shares very little shares some shares a great
relevant relevant relevant deal of relevant
information information information and information and
and/or provides and/or provides provides in a provides in a
in an untimely in an untimely timely manner. timely manner.
manner. manner.
Responsibility Does not perform Performs few Performs some Performs all
the responsibilities responsibilities responsibilities
responsibilities determined in determined in determined in
determined in team/partner team/partner team/partner
team/partner assignments. assignments. assignments.
assignments.
Respect Does not value Values little the Values some of Values the ideas
the ideas and ideas and the ideas and and opinions of
opinions of other opinions of other opinions of other other team
team team team member/partner
member/partner member/partner member/partner and contributes
and does not and contributes and contributes to making fair &
contribute to little to making to some degree in appropriate
making fair & fair & making fair & decisions.
appropriate appropriate appropriate
decisions. decisions. decisions.
Comments:Alix was a great help to the group and had a ton of great ideas. In my opinion, we
would not have implemented such a great lesson plan if it wasn’t his great attention to detail.
He could’ve pulled back at times; it was as if he was trying to do WAY too much. That got
frustrating at times. Besides that, he was a great asset to the group.

26. Collaboration Rubric (for Collaborative Lesson Plan Project)
Name: ________Manoushca Etienne________________________________________
Partner/Team Member Name(s):Zobeida Fernandez
Criteria 0 1 2 3
Contribution Does not collect Collects and Collects and Collects and
nor share any shares very little shares some shares a great
relevant relevant relevant deal of relevant
information information information and information and
and/or provides and/or provides provides in a provides in a
in an untimely in an untimely timely manner. timely manner.
manner. manner.
Responsibility Does not perform Performs few Performs some Performs all
the responsibilities responsibilities responsibilities
responsibilities determined in determined in determined in
determined in team/partner team/partner team/partner
team/partner assignments. assignments. assignments.
assignments.
Respect Does not value Values little the Values some of Values the ideas
the ideas and ideas and the ideas and and opinions of
opinions of other opinions of other opinions of other other team
team team team member/partner
member/partner member/partner member/partner and contributes
and does not and contributes and contributes to making fair &
contribute to little to making to some degree in appropriate
making fair & fair & making fair & decisions.
appropriate appropriate appropriate
decisions. decisions. decisions.
Comments: I have to admit, I was a little nervous about Zobeida not being here for most of the
project. Boy did she surprise me! She was responsible and took the initiative to complete her
part beforehand. We all agreed to have a completed “rough draft” of what the entire lesson
should look like; Zobeida took it upon herself to give our group the final copy of her portion
before she went to Miami for her surgery. Despite her physical incapability’s she still got her
job done AND kept in contact with us while she was away. I have so much more respect for this
woman after working with her!