The kelp forest initiative

1. Download the PowerPoint in the resources section. 
2. Download and make copies of the student sheet in the resources section. 
3. Read the lesson notes below. Then align with the PowerPoint. 

Starter: Engage with the task for the lesson

Slide 2: The learning objectives for this lesson.

Slide 3: Introduce the scenario and the Earthshot Prize by clicking on the link to watch a short video (see weblinks below).

Slide 4: Ask students to discuss in pairs what the diagram shows and ask for feedback. You might like to ask students if they think this is a good way of showing climate data and why. You can visit https://showyourstripes.info/  where there are other options for showing the same data e.g. as a bar chart.

Slide 5: Introduce an idea to help reduce global warming – planting kelp forests. The link takes you to an optional YouTube video that shows a diver exploring a UK kelp forest.

Main: Students interpret scientific diagrams

Slide 6: Give each student a copy of Student sheet one – the application form for the Earthshot idea. Tell them that they will be filling it in throughout the lesson and ask them to quickly read it so they know what information they will need. Tell them that they are going to fill in the first two sections using scientific diagrams.

Slides 7-8: Reveal each diagram in turn and ask the students to use each diagram to fill in the corresponding section on the application form. Students may want to supplement the information on the diagrams using their own knowledge.

Students use results from an experiment to collect evidence for the idea

Slide 9: Give pairs a copy of Student sheet two, which outlines the algal ball experiment.
Student pairs/groups will study beakers of algal balls in hydrogencarbonate indicator, use a colour chart and work out what the results show.

The beakers need to be set up by the technician beforehand (see technician notes below) as it takes a minimum of 40 minutes to see a change.

They will set up four vials of hydrogencarbonate indicator – one containing no algal balls, one with five balls, one with 10 balls and one with 15 balls and leave exposed to a bright light so the algae can photosynthesise and use the dissolved carbon dioxide.

If you are unable to run the experiment, show the film of it: https://www.youtube.com/watch?v=fI3x68CkKW0

Ask students to use the results to fill in section three of student sheet one.

Students use information to explain how kelp forests can increase biodiversity

Slides 10-11: Show the students the chart and ask them to discuss in pairs what it shows. Listen to feedback from pairs.

Slide 12: Reveal that the chart shows that the number of different species on Earth – its biodiversity is decreasing because many species have gone extinct. Ask the students to use the information on Student sheet four to decide how planting more kelp can help increase biodiversity in the oceans and fill in section four of student sheet one.

Action: Students provide feedback on the Earthshot idea

Check student understanding by asking individuals for one sentence answers on:

• how planting more kelp can help reduce global warming

• how planting more kelp can increase biodiversity

They should be encouraged to not repeat a point made by another student.

Ask students’ opinions on whether they think their Earthshot idea has a chance of winning the prize and why.

Reliable sources about kelp

NOAA (National Oceanic and Atmospheric Administration): https://www.climate.gov/news-features/understanding-climate/understanding-blue-carbon

The National Geographic: https://www.nationalgeographic.com/environment/article/seaweed-fastest-least-expensive-tool-climate-change

NCBE-SAPS photosynthesis kit https://www.ncbe.reading.ac.uk/photosynthesis-kit/ 

Technician guide

The algal ball experiment

To prepare the algal balls see: www.saps.org.uk/teaching-resources/resources/235/algal-balls-photosynthesis-using-algae-wrapped-in-jelly-balls/

Bubble air through the hydrogencarbonate indicator with atmospheric carbon dioxide. The solution is ready to use when it’s a deep red colour.

For each group set up four small bottles of prepared hydrogencarbonate indicator – one containing no algal balls, one with no balls (control), five balls, one with 10 balls and one with 15 balls and leave exposed to a bright light at least one hour before the lesson so there is a distinct colour change in each bottle.