Lesson overview

The Arctic Ocean is known as a ‘sentinel system’. This is because ocean acidification is happening more rapidly in these cold waters. Students will learn about the research that is currently being undertaken in this remote region.

Learning outcomes

• Understand why ocean acidification is happening at different rates in different places
• Understand why scientists are going to the Arctic to study ocean acidification
• Demonstrate understanding of the realities of remote field research
• Understand that scientists have to make a case when they apply for funding

Lesson steps

1. Where is ocean acidification happening? (10 mins)
   Use the diagrams (sea-surface temperature and difference in sea-surface pH) to explain the links between pH and temperature. Ask students to identify the areas where the change in ocean pH is fastest and discuss the reasons for this.
2. The sentinel system (10 mins)
   Introduce the fact that the Arctic acts as a sentinel system for the rest of the planet’s oceans. Changes are happening here fastest and can show what the possible impacts could be for the rest of the oceans. Show the Channel 4 News video to introduce pupils to the work of the Catlin Arctic Survey.
3. How is research conducted in the Arctic? (20 mins)
   Use the gallery to introduce pupils to a day in the life of an Arctic scientist.
4. A day in the life (15 mins)
   Students demonstrate their learning by creating a presentation of a day in the life of an Arctic scientist. They can use a slideshow presentation, Twitter, a blog post or a storyboard for a short video.
5. Plenary discussion (5 mins)
   Explain to students that scientists have to make a case to receive funding so they can conduct their work from research bodies such as NERC (Natural Environment Research Council). Ask your students if ocean acidification research should be a research priority and why.

England

GCSE Geography

• Locational knowledge
  Appreciation of different spatial and political contexts.
  Recognition of important links and inter-relationships between places and environments at a range of scales from local to global.

• Maps, fieldwork and geographical skills
  Use a range of maps, atlases, and other graphic and digital material including the use of Geographical Information Systems (GIS), to obtain, illustrate, analyse and evaluate geographical information.
  The effective presentation, communication, and evaluation of data.

• Place: processes and relationships
  Environmental challenges of the Arctic.
  The relationship of the Arctic with the wider world.
  Importance of the oceans.

• Physical geography: processes and change
  The spatial and temporal characteristics, of climatic change and evidence for different causes, including human activity.

• People and environment: processes and interactions
  An overview of the distribution and characteristics of the Arctic region, including the interdependence of climate, soil, water, plants, animals and humans.
  An overview of the distribution and characteristics of the Arctic region, including issues related to biodiversity and to sustainable use and management.

• Human geography: processes and change
  An introduction to the consequences of uneven development at global level as a cause of changes in the nature of industry and investment and geo-political relationships in the Arctic region.

USA

National Geography Standards Grades 9-12

• Human Systems
  Standard 14: How human actions modify the physical environment.
• Places and Regions
  Standard 4: The physical and human characteristics of places.
• Physical Systems
  Standard 8: The characteristics and spatial distribution of ecosystems on Earth's surface.