Students investigate the essential question by testing simulated seawater, analyzing pH data, and using chemistry concepts such as acids, bases, hydrogen ions, and the carbonate buffer system to explain ocean acidification. They connect their findings to the health of shell-forming organisms, food webs, fisheries, and the communities that rely on marine ecosystems through case studies and local or regional data. Working with peers and a local university marine science or chemistry partner, students practice shared problem solving, communication, and evidence-based explanation as they prepare a public presentation. The experience culminates in peer reflection on academic growth, collaboration habits, and next steps for strengthening their final explanation.

Students will investigate how changes in ocean chemistry influence marine ecosystems and human communities by collecting and analyzing pH data from simulated seawater samples and interpreting patterns in the results. They will apply chemistry concepts including acids, bases, hydrogen ions, and the carbonate buffer system to explain why ocean pH changes over time and how those changes affect shell-forming organisms, food webs, and fisheries. Students will strengthen critical thinking and collaboration by designing tests, comparing evidence from case studies and regional marine data, and working with peers and a university partner to refine their conclusions. They will communicate their understanding through a final presentation that answers the essential question and includes reflection on one academic strength, one collaboration habit to keep, and one next step for improving their explanation.

Students create a shared investigation notebook with pH testing data from simulated seawater samples, annotated graphs, and evidence-based claims explaining acids, bases, hydrogen ions, and the carbonate buffer system. In teams, they produce a case study brief that connects changing ocean chemistry to shell-forming organisms, food webs, fisheries, and community impacts using local or regional marine data and informational sources. With support from a university marine science or chemistry partner, students develop a final presentation or poster for a public audience that answers the essential question and proposes realistic responses for ecosystems and communities. Before presenting, each student completes a peer reflection chart to identify one academic strength, one collaboration habit to keep, and one next step for improving their explanation.

Begin with a fast-moving lab challenge where teams bubble air through simulated seawater samples, test pH changes, and compare what happens when shells or chalk are added as stand-ins for marine organisms. Follow with a brief virtual or live demonstration from a local university marine science or chemistry partner showing professional water-testing methods and a small set of real or simulated pH data for students to interpret. Then introduce the question, “How does changing ocean chemistry affect the health of marine ecosystems and the communities that depend on them?” and have teams generate initial claims about impacts on shell-forming organisms, food webs, fisheries, and local livelihoods. Close with a short gallery walk where students respond to one another’s ideas and identify what evidence they would need to explain the issue clearly by the end of the project.

Host a public “Ocean Chemistry and Community” showcase where teams present claim-evidence-reasoning posters, pH testing demonstrations with simulated seawater samples, and brief explanations of the carbonate buffer system to families, classmates, and the university partner. Students should answer the essential question by connecting their data to impacts on shell-forming organisms, food webs, fisheries, and local communities that depend on marine ecosystems. Include a feedback round in which guests use a simple response form and peers complete the reflection chart to name one academic strength, one collaboration habit to keep, and one next step for improving communication. If an evening event is not possible, create a gallery walk for science classes or a short recorded presentation series shared with the partner department for authentic audience response.