Assumptions for this lesson:

• Basic understanding of pH
  • Know what pH range is acidic
  • Know what pH is neutral
  • Know what pH range is basic

Previous lesson:

Part 1: pH exploration lab using common household substances and beet juice as the indicator.

Part 2: Group discussion afterwards to figure out acidic vs basic substances and what colour the indicator will turn.

Part 3: Ticket out the door: A specific substance turns the beet juice green, is it acidic or basic? What colour will an acidic substance change the indicator? What colour would water turn the indicator?

Pre-Class: 20 mins max

In understanding that kids have busy lives outside of school I will keep any pre-class activities to 20 minutes. If students have not done the pre-class activity, they can do it during the hook.

I would like the students to watch a short video (or read a short article) on clam gardens before coming to class.

Video: Made by myself

Content in video:

• Quick check in and updates in my life
• Features of a clam garden beach (who has them, wall, building the wall, care practices, benefits)

Article: Written by myself

• one at a strong reading level
• one more accessible
• The article will be written on google docs so that google read/write can be used to listen to the reading.

Content in article:

• Features of a clam garden beach (who has them, wall, building the wall, care practices, benefits)

Hook:10 mins

Must be fun and engaging

• build a diorama of a clam garden beach to show how waves fill in the intertidal zone.

Content: 35 mins

1. Short powerpoint (10 mins) –> Increase in pH and why that matters (includes graphs). pH relating to
2. Brain break (5 mins) –> chance to go on phones, questions, chat with each other
3. Short powerpoint (10 mins) –> Temperature stabilizing effects and why that matters (includes graphs). Temperature relating to climate change – heat capacity of water.
4. Google forum (10 mins) –> Quiz on clam garden basics, pH and temperature relating to clam gardens.

Deep Practice:

Worksheet in groups of 2 – Inquiry Style

• Draw a model of a walled beach vs non-walled beach
• Is a higher pH better or worse for clams?
• What pH is ideal for clams?
• Why are clam gardens important?

OR: (If students would prefer to do something else)

Through any mode of your choice demonstrate your understanding and completion of the following goals:

• Draw a model of a walled beach vs non-walled beach
• Is a higher pH better or worse for clams?
• What pH is ideal for clams?
• Why are clam gardens important?

Mode examples: Video, podcast, poster, quick essay, PowerPoint, mind map, etc.

Summary and Next Class:

Summary:

Questions to ask students:

• What did you learn today?
• Why does it matter?

Next class:

Going out to a clam garden restoration site with an Elder (W̱SÁNEĆ Elder if on W̱SÁNEĆ lands)

Goals:

• Use pH indicator strips to explore the pH of the beach
• Help to restore the wall (if low tide)
• Learn TEK from Elder.

Note: It is important to bring a gift for the Elder’s time and knowledge. Additionally, an honorarium should be provided to the Elder.

A relationship should be developed with the Elder and Indigenous community prior to asking them to join the class at a beach.

How will I make my pre-class

Nimbus Screenshot and Video Recorder?

Kami – allows users to write on a pdf?

Youtube?

Twitch?

Zoom?