Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
A. Title of this lesson Brine Shrimp Inquiry
B. Summary of this lesson
Brine shrimp require certain conditions in their environment to hatch and
then grow, including how much salt is present. Brine is actually a word used
for salt water. In this experiment, students will investigate how salt
concentration affects the number of shrimp eggs that hatch and survive.
Their results will allow them to determine the salt concentration which
allows the most shrimp eggs to hatch.
C. Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson
Make observations, generate inferences and follow-up questions about
how salt concentration affects the number of shrimp eggs that hatch and
survive
D. Teacher Background Knowledge for this lesson
Brine shrimp are tiny shrimp that hatch
from eggs. You may have heard of them
before; they are sometimes called “sea
monkeys” in science kits for kids. They
have been used for scientific study, but are
mostly used as food for larger aquarium
animals.
Brine shrimp require certain conditions in their environment to hatch and
then grow, including how much salt is present. Brine is actually a word
used for salt water. In this experiment, students will investigate how salt
concentration affects the number of shrimp eggs that hatch and survive.
Their results will allow them to determine the salt concentration which
allows the most shrimp eggs to hatch.
Created by Demetrius Asekomeh (Santa Clara USD), Joselynn Burton (Alum Rock USD), and Krista
Woodward (Santa Clara USD)
1
Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
E. Prior knowledge that students need to understand this lesson - with an assessment to
determine what they already know (if appropriate).
Students need to understand what is a hypothesis and what are variables in
an experiment. In addition, students need to understand the distinction
between controlled variables and independent vs. dependent variable.
Students need to be familiar with glassware like petri dishes and graduated
cylinders. Need to know how to calculate the average of something.
F. Standards covered in this lesson
Current California Science Standard
Investigation and Experimentation:
7. Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this
concept and addressing the content in the other three strands, students
should develop their own questions and perform investigations.
Students will:
7.a: Select and use appropriate tools and technology to perform
tests, collect data, and display data.
7.c: Communicate the logical connection among hypotheses,
science concepts, tests conducted, data collected and conclusions
drawn from the scientific evidence.
NGSS
Scientific and Engineering Practices
1. Asking Questions and Defining Problems
A basic practice of the scientist is the ability to formulate empirically
answerable questions about phenomena to establish what is already
known, and to determine what questions have yet to be satisfactorily
answered.
2. Developing and Using Models
Created by Demetrius Asekomeh (Santa Clara USD), Joselynn Burton (Alum Rock USD), and Krista
Woodward (Santa Clara USD)
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Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
Science often involves the construction and use of models and
simulations to help develop explanations about natural phenomena.
3. Planning and Carrying Out Investigations
A major practice of scientists is planning and carrying out systematic
scientific investigations that require identifying variables and clarifying
what counts as data.
4. Analyzing and Interpreting Data
Scientific investigations produce data that must be analyzed to derive
meaning. Scientists use a range of tools to identify significant features
and patterns in the data.
5. Using Mathematics and Computational Thinking
In science, mathematics and computation are fundamental tools for
representing physical variables and their relationships.
7. Engaging in Argument from Evidence
In science, reasoning and argument are essential for clarifying strengths
and weaknesses of a line of evidence and for identifying the best
explanation for a natural phenomenon.
8. Obtaining, Evaluating, and Communicating Information
Science cannot advance if scientists are unable to communicate their
findings clearly and persuasively or learn about the findings of others
CCSS that apply
Reading
3. Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks
4. Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 6–8 texts and
topics.
Writing
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Woodward (Santa Clara USD)
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Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
2. Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical
processes.
d. Use precise language and domain-specific vocabulary to
inform about or explain the topic.
f. Provide a concluding statement or section that follows
from and supports the information or explanation
presented.
Listening & Speaking:
Work in Progress
Math
Work in Progress
G.
Suggested time to complete this lesson
4-5 days (days 2 & 3 only 15-20 minutes)
H. Materials Used in this lesson typed in a bulleted list with quantities (e.g., 10 beakers;
water – 2 liters)









6 Petri dishes for each group
Deiodized Sodium Chloride solutions
Water (distilled)
Brine shrimp eggs
Dry yeast
Magnifying glass
25 mL Graduated cylinder
Microscope
Toothpicks
Created by Demetrius Asekomeh (Santa Clara USD), Joselynn Burton (Alum Rock USD), and Krista
Woodward (Santa Clara USD)
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Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
 Markers
I. Materials Prep for this lesson
Provide one set of instructions per student
In an effort to facilitate the lab, which is more designed to teach good
science practices, most of the preparation will be done by the teacher in
advance.
1. one scoop of shrimp eggs (end of flattened tooth pick) per dish
2. when setting up the experimental procedure, get out eggs and let
them look at them with a microscope and/or magnifying glass to
understand their size.
3. have magnifying glasses, colored pencils ready on day 1
4. prepare salt solutions in advance, make ~200 mL each and have
them ready in separate containers. Rotate between tables.
5. write salt concentrations and group numbers (1-4) on petri dishes
so there is no debate about who does what concentration
6. one single crystal of dry yeast in
7. reasons to control variables: establish a cause and effect
relationship, to be able to make valid conclusions, and to study
one variable at a time.
8. to identify the problem good to phrase the statement as follows,
“The problem being studied is how the [independent variable]
affects the dependent variable.”
9. sometimes shrimp in the 0% hatch and are dead in 24 hrs,
sometimes shrimp are alive.
J. Lesson Plan – detailed, numbered step-by-step plans.
1. Start this experiment by having students write a procedure that they
can follow to do the experiment and obtain valid conclusions. (Refer to
lab for procedure)
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Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
2. Provide students with the materials and the procedures (refer to lab
worksheet)
3. Students will set up experiment according to the directions on the
worksheet
4. Have students record any changes in their data table
5. Students should repeat their observations over the next 3 days(total of
4 days)
6. Students should then use their data to create a bar graph of the results
of the experiment
Probing Questions: ·
How much salt should you add? What kind of salt?
How will you know if there is any effect (what will you count or
measure)? If the shrimp are small and moving, how will you count them?
What might they need to survive?
What materials will you need: Containers of some kind? Food? Water?
Shrimp eggs? Ways to measure things?
How long will you do your experiment? How long will it be before any
shrimp hatch?
What things need to be kept constant during your experiment so that you
know it was the salt concentration that affected the eggs, and not some
other factor, like temperature?
How will you know your conclusions (answers) are valid?
K. Vocabulary words – key vocabulary words that are targeted or taught as part of the
lesson. (Understanding these words is essential for students to understand the key
concepts of this lesson.)
brine, arthropod, cysts, salinity, crustaceans
Created by Demetrius Asekomeh (Santa Clara USD), Joselynn Burton (Alum Rock USD), and Krista
Woodward (Santa Clara USD)
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Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
L. Potential Pitfalls for: a. student understanding; b. laboratory mishaps and common
procedural errors; c. academic vocabulary issues, etc.
1) Potential pitfall is students’ confusing “dependent” vs. “independent”
variable.
2) The term “controlled variable” may also be a source of confusion for
students.
M. Differentiation: Modifications for English Learners, advanced learners, struggling learners,
etc.
Use sentence frames, and assign EL students and struggling learners in
teams with mature, advanced students with a strong command of the
English language
N. Please list all worksheets used in this lesson.
Work in Progress
O. Please list all assessments that require a separate sheet.
Work in Progress
P. Photos/Illustrations
The Biology Coloring Book, by Robert D. Griffin, plate 92
Q. Other Resources
ScienceNetlinks.com
(http://www.sciencenetlinks.com/lessons.cfm?DocID=103)
Scienceray (http://www.scienceray.com/Biology/Marine-Biology/LabReport-The-Effects-of-Salinity-on-the-Hatching-of-Brine-Shrimp.129151
Created by Demetrius Asekomeh (Santa Clara USD), Joselynn Burton (Alum Rock USD), and Krista
Woodward (Santa Clara USD)
7
Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
Created by Demetrius Asekomeh (Santa Clara USD), Joselynn Burton (Alum Rock USD), and Krista
Woodward (Santa Clara USD)
8
Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
Brine Shrimp Lab
Name:
Date:
Brine shrimp are tiny shrimp that hatch from eggs. You may
have heard of them before; they are sometimes called “sea
monkeys” in science kits for kids. They have been used for
scientific study, but are mostly used as food for larger
aquarium animals.
Brine shrimp require certain conditions in their
environment to hatch and then grow, including how much
salt is present. Brine is actually a word used for salt water. In this experiment, you will investigate how
salt concentration affects the number of shrimp eggs that hatch and survive. Your results will allow you
to determine the salt concentration which allows the most shrimp eggs to hatch.
Start this experiment by writing a procedure that you can follow to do the experiment and obtain valid
conclusions. How would you design your experiment to determine the best conditions for brine shrimp
eggs to hatch and survive? What would you need to do? How will you measure an effect? Here are some
hints to help you get started writing a procedure:

Brine shrimp need the right amount of salt in their environment. In fact, they often don’t hatch and
survive without salt. But how much salt should you add? What kind of salt?

How will you know if there is any effect (what will you count or measure)? Brine shrimp hatch from
eggs, which are very small, too small to be counted easily. You can see them without a microscope,
but not very well. If the shrimp are small and moving, how will you count them?

Shrimp are living animals. What might they need to survive?

What materials will you need: Containers of some kind? Food? Water? Shrimp eggs? Ways to
measure things?

How long will you do your experiment? How long will it be before any shrimp hatch?
Created by Demetrius Asekomeh (Santa Clara USD), Joselynn Burton (Alum Rock USD), and Krista
Woodward (Santa Clara USD)
9
Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC

What things need to be kept constant during your experiment so that you know it was the salt
concentration that affected the eggs, and not some other factor, like temperature?

How will you know your conclusions (answers) are valid?
Below is a guide to writing a procedure. Keep in mind you must be able to follow your procedure, be
able to repeat it, and get valid results.
1. Good place to start: write a “How does [independent variable] affect the [dependent variable]
sentence so you know the problem you are studying and the variable you will be comparing.
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Identify your variables:

Independent variable: _______________________________________________________________

Dependent variable: ________________________________________________________________

Controlled variables: List as many as possible to be sure it is ONLY the salt concentration that is
causing the effect you are looking for.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Write steps you will follow to do your experiment. You MUST say how you will change your
independent variable, how you will measure your dependent variable, tell what you will keep
constant, say how many trials you will do, and describe the materials you will need.
Created by Demetrius Asekomeh (Santa Clara USD), Joselynn Burton (Alum Rock USD), and Krista
Woodward (Santa Clara USD)
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Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
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Created by Demetrius Asekomeh (Santa Clara USD), Joselynn Burton (Alum Rock USD), and Krista
Woodward (Santa Clara USD)
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Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
Materials:
Petri dishes for each group
Magnifying glass
Deiodized Sodium Chloride solutions
25 mL Graduated cylinder
Water (distilled)
Microscope
Brine shrimp eggs
Toothpicks
Dry yeast
Marker
Procedure:
1. Each group will have 6 petri dishes containing brine shrimp eggs; the eggs have been premeasured
to save time. Do not tip the containers or spill the eggs! Observe the eggs with a magnifying glass.
What do they look like? What color are they? Draw a picture and write your observations below.
____________________________________
____________________________________
2. Written on each petri dish is a percentage (0%, 2%, 4%, 6%, 8%, and 10%). This is the concentration
of salt solution you will put into that dish (your independent variable). Each person will take at least
one petri dish. Some people will have to take any extra dishes.
3. The salt solutions have been prepared for you using plain deiodized salt. Using a graduated cylinder,
measure 25 mL of the salt solution that corresponds to the percentage written on your dish, then
pour it into the petri dish. Don’t spill! Replace the dish cover.
4. Now obtain a dish of dry yeast. Using a toothpick, get a single small crystal of yeast and add it to
your petri dish! What do you think the yeast is for?
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Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
5. Place the petri dishes in a location where they will not get direct sunlight or heat, but will stay
reasonably warm (25° C is good). The shrimp will require some time to hatch based on conditions in
their environment. The dishes need to be observed everyday to note any changes.
6. After 24 hours, all group members should observe all dishes in your group with both the magnifying
glass and under the microscope. Have any shrimp hatched? Record any changes in the data table
below, and draw a picture of any shrimp that have hatched below (use the scanning objective on the
microscope to see the shrimp best).
Draw a picture of hatched shrimp here:
7. The best way to know which salt concentration is best would be to accurately count every shrimp!
But this is difficult when shrimp are tiny and moving! Instead, we’ll compare each dish and estimate
which dishes have more live and hatched shrimp than others. Every time you observe a dish, you
must score it based on the number of eggs hatched. Give a score of 6 for the dish that has the most
shrimp, give a 0 to the dish that has the lowest. At the end of the experiment, the dish with the
highest average score will be the best salt concentration for growing shrimp.
8. Repeat your observations (steps 5-7) over the next 3 days. Record any changes in the data table, and
score the dishes as you view them!
Data Table:
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IC Lessons Ocean Acidification
% Salt
This is lesson _2_ of _6_ in this IC
Estimated shrimp eggs hatched (score, 1 through 6)
Day 1 (24 hrs)
Day 2 (48 hrs)
0%
2%
4%
6%
8%
10%
Created by [Currently Not Available]
Day 3 (72 hrs)
Day 4 (96 hrs)
Average score
over 4 days
Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
Brine Shrimp Lab Questions
1. Add up the scores over 4 days and average them. Write those averages in the last column of your data
table. Then list all your group’s dishes in order from highest to lowest in the space below.
______________________________________________________________________________
2. Use the space below to construct a bar graph of the results of your experiment. Since you could not
count the shrimp, you should graph the average score of each salt concentration (it’s what you
measured). Your graph should have proper bars, appropriate scales and labels on each axis.
Created by [Currently Not Available]
Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
3. What salt concentration allowed the most brine shrimp to hatch and survive? ___________
4. You set up a petri dish that contained no salt (0% salt). What was the purpose of doing that and why
was it important?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
5. Earlier in the planning of the experiment, you listed some variables that you wanted to control (e.g.
temperature, amount/kind of food, amount/kind of water etc.). List 3 variables that you were NOT able
to control in this experiment.
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6. Explain why it is important to control variables during an experiment. List two reasons.
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7. What conclusion can be drawn from the experiment? To answer, go back to the problem you were
investigating. Support your conclusion with results from the experiment.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. Do you think your conclusions are valid based on the way you did your experiment? Answer yes or no,
and explain why or why not.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Created by [Currently Not Available]
Title of IC Ocean Acidification
This is lesson _2_ of _6_ in this IC
References: brine shrimp hatching experiment
1. Science Netlinks.com (http://www.sciencenetlinks.com/lessons.cfm?DocID=103)
2. Scienceray (http://www.scienceray.com/Biology/Marine-Biology/Lab-Report-The-Effects-of-Salinity-onthe-Hatching-of-Brine-Shrimp.129151)
Created by [Currently Not Available]