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©Center for Microbial Oceanography: Research and Education (C‐MORE). Materials may be duplicated and distributed for educational, non‐commercial purposes only.

PLANKTON

Grade Level: This kit is appropriate for students in grades 3–12.

Overview: Plankton are plants (phytoplankton) and animals (zooplankton) that are incapable of swimming against major currents in the ocean. This three‐lesson kit introduces students to the global significance of these tiny marine organisms. In Lesson 1, students are introduced to plankton through a narrated PowerPoint lecture. In Lesson 2, students investigate these mysterious critters with a microscope. In Lesson 3, students use the educational CD, Phytopia: Discovery of the Marine Ecosystem, to explore phytoplankton with a virtual microscope, learn about environmental factors that affect the growth and distribution of phytoplankton, as well as generate phytoplankton blooms via a computer simulation. Lessons 1 and 2 are suitable for Grades 3–12, whereas Lesson 3 is geared toward Grades 6–12. Computers (not provided) are required for Lesson 3, and students (or the teacher) must provide the supplies for the extension lesson.

Suggestions for Curriculum Placement: This science kit can be successfully integrated into a biology, environmental science, or marine science unit. Three key concepts are addressed: 1) the significance of plankton in the marine food web, 2) environmental factors that affect the growth and distribution of plankton, and 3) the identification of these mysterious critters under a microscope.

Materials Included in this Kit: (Materials contained in binder are shown in BOLD CAPS) Lesson 1: Introduction to Plankton

1. TEACHER GUIDE – Lesson 1: Introduction to Plankton 2. CD (contains narrated PowerPoint presentation and electronic versions of binder materials) 3. POWERPOINT SCRIPT 4. Speakers

Lesson 2: Plankton Lab 1. TEACHER GUIDE – Lesson 2: Plankton Lab 2. MATERIALS PHOTO GUIDE – Lesson 2: Plankton Lab 3. The Invisible ABCs Reference Book (elementary school level) 4. Sea Soup Reference Books (middle to high school level)

o Sea Soup Phytoplankton, Sea Soup Zooplankton, and Sea Soup Teacher’s Guide 5. Zooplankton Lab

o Plankton net with attached line o Plastic bottle to transport plankton to the classroom o Plastic beakers, plastic droppers, and Petri dishes (5 each) o Digital dissecting microscope (1) and cords (3) for microscope setup o Spare parts for microscope o Micron CD with microscope software o User Guide for Micron 1 Image Software o STUDENT WORKSHEET – Lesson 2: Zooplankton Lab o Zooplankton ID guide (Drifting Along) (5)

6. Phytoplankton Lab o STUDENT WORKSHEET – Lesson 2: Phytoplankton Lab o Microscopy Lab (5) o Microscopy Lab Answer Key o Phytoplankton ID Guide (10)

7. Giant Microbes o Krill, Red Tide, Sea Sparkle, Algae, and T4 Virus

Lesson 3: Phytopia This lesson requires students to use computers, which are not provided.

1. TEACHER GUIDE – Lesson 3: Phytopia 2. STUDENT WORKSHEET – Lesson 3a: Introduction to “The Phyto Files” 3. TEACHER ANSWER SHEET – Lesson 3a: Introduction to “The Phyto Files” 4. STUDENT WORKSHEET – Lesson 3b: Phytoplankton in the Water Column 5. TEACHER ANSWER SHEET – Lesson 3b: Phytoplankton in the Water Column 6. STUDENT WORKSHEET – Lesson 3c: Can You Make a Bloom? 7. TEACHER ANSWER SHEET – Lesson 3c: Can You Make a Bloom? 8. Phytopia: Discovery of the Marine Ecosystem CD‐ROM (20) 9. Headphones (30) 10. Headphone adapters (15)

Extension: Build your own plankton net Materials are not provided for the extension lesson, but are common household items.

1. TEACHER GUIDE – Extension: Let’s Build a Plankton Net 2. STUDENT INSTRUCTIONS – Extension: Let’s Build a Plankton Net 3. Example of the handmade plankton net

Other materials: 1. C‐MORE KEY CONCEPTS IN MICROBIAL OCEANOGRAPHY BROCHURE 2. TEACHER EVALUATION 3. SUPPLY CHECKLIST

Materials not included in this Science Kit: 1. Computer 2. Projector 3. Materials for the extension lesson

Hawaii Content & Performance Standards (HCPS III): The following science standards and benchmarks can be addressed through these lessons:

Science Standard 3: Life and Environmental Sciences: ORGANISMS AND THE ENVIRONMENT: Understand the unity, diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the environment.

Grades 3–8 Benchmarks for Science: SC.4.3.1 Explain how simple food chains and food webs can be traced back to plants. SC.4.3.2 Describe how an organism's behavior is determined by its environment. SC.5.3.1 Describe the cycle of energy among producers, consumers, and decomposers. SC.5.3.2 Describe the interdependent relationships among producers, consumers, and decomposers in an ecosystem in terms of the cycles of matter. SC.6.3.1 Describe how matter and energy are transferred within and among living systems and their physical environment. SC.7.3.1 Explain how energy moves through food webs, including the roles of photosynthesis and cellular respiration. SC.7.3.2 Explain the interaction and dependence of organisms on one another. SC.7.3.3 Explain how biotic and abiotic factors affect the carrying capacity and sustainability of an ecosystem.

Grades 9–12 Benchmarks for Science: SC.BS.3.1 Describe biogeochemical cycles within ecosystems. SC.BS.3.2 Explain the chemical reactions that occur in photosynthesis and cellular respiration that result in cycling of energy. SC.BS.3.3 Explain how matter and energy flow through living systems and the physical environment.

Science Standard 4: Life and Environmental Sciences: STRUCTURE AND FUNCTION IN ORGANISMS: Understand the structures and functions of living organisms and how organisms can be compared scientifically.

Grades 3–8 Benchmarks for Science: SC.3.4.1 Compare distinct structures of living things that help them to survive. SC.4.4.1 Identify the basic differences between plant cells and animal cells. SC.7.4.4 Classify organisms according to their degree of relatedness.

Science Standard 5: Life and Environmental Sciences: DIVERSITY, GENETICS, AND EVOLUTION: Understand genetics and biological evolution and their impact on the unity and diversity of organisms.

Grades 3–8 Benchmarks for Science: SC.3.5.1 Describe the relationship between structure and function in organisms. SC.4.5.2 Describe the roles of various organisms in the same environment. SC.4.5.3 Describe how different organisms need specific environmental conditions to survive. SC.8.5.1 Describe how changes in the physical environment affect the survival of organisms.

Marine Science Standard 4: Marine Science: ECOLOGICAL SYSTEMS: Understand the locations and characteristics of marine ecosystems.

Grades 9–12 Benchmarks for Science: SC.MS.4.5 Explain how chemical factors (e.g., pH, salinity, dissolved O2, nutrients) affect the distribution of life in the ocean. SC.MS.4.6 Describe how physical factors (e.g., light, temperature, pressure, current) define the region/zone in the ocean.

Marine Science Standard 5: Marine Science: STRUCTURE, FUNCTION, AND INTERDEPENDENCE: Understand the structure, function, and interdependence of marine organisms.

Grades 9–12 Benchmarks for Science: SC.MS.5.2 Compare the characteristics of marine organisms (e.g., planktonic, invertebrate, vertebrate). Ocean Literacy Principles: The following ocean literacy principles can be addressed through these lessons:

Ocean Literacy Principle 1: The Earth has one big ocean with many features.

c. Throughout the ocean there is one interconnected circulation system powered by wind, tides, the force of the Earth’s rotation (Coriolis effect), the Sun, and water density differences. The shape of ocean basins and adjacent land masses influence the path of circulation.

Ocean Literacy Principle 3: The ocean is a major influence on weather and climate.

e. The ocean dominates the Earth’s carbon cycle. Half the primary productivity on Earth takes place in the sunlit layers of the ocean and the ocean absorbs roughly half of all carbon dioxide added to the atmosphere.

Ocean Literacy Principle 5: The ocean supports a great diversity of life and ecosystems.

a. Ocean life ranges in size from the smallest virus to the largest animal that has lived on Earth, the blue whale. b. Most life in the ocean exists as microbes. Microbes are the most important primary producers in the ocean. Not only

are they the most abundant life form in the ocean, they have extremely fast growth rates and life cycles. d. Ocean biology provides many unique examples of life cycles, adaptations and important relationships among

organisms (symbiosis, predator‐prey dynamics and energy transfer) that do not occur on land. f. Ocean habitats are defined by environmental factors. Due to interactions of abiotic factors such as salinity,

temperature, oxygen, pH, light, nutrients, pressure, substrate and circulation, ocean life is not evenly distributed temporally or spatially, i.e., it is “patchy”. Some regions of the ocean support more diverse and abundant life than anywhere on Earth, while much of the ocean is considered a desert.

References: Phytopia: Discovery of the Marine Ecosystem, an educational CD‐ROM developed by Bigelow Laboratory for Ocean

Sciences, University of New England, and NASA’s Jet Propulsion Laboratory in 2003. Phytopia: Classroom Ideas (http://www.bigelow.org/phytopia/ideas.html)

o “Introduction to ‘The Phyto Files’” by Susan Richman, “Phytoplankton in the Water Column”, and “Can You Make a Bloom”

Southeast Phytoplankton Monitoring Network (SEPMN) (http://www.chbr.noaa.gov/pmn/index.htm)

TEACHER GUIDE Lesson 1: Introduction to Plankton

Time required: 5 minutes. Advance preparation time is an additional 10 minutes.

Structure: This lesson enables students to develop the requisite background knowledge on plankton through a short PowerPoint presentation.

Advance Preparation: 1. Load the narrated PowerPoint presentation entitled “Introduction to Plankton” on to your computer. 2. Speakers are included in the kit for playing the narrated presentation. Set up the speakers by following the

instructions attached to the bag containing the speakers. 3. If you prefer to present the information yourself, a POWERPOINT SCRIPT and unnarrated version of the

PowerPoint presentation is included on the CD.

Instructional Procedures: 1. Play the short, narrated PowerPoint presentation (approximately 5 minutes) to familiarize your students with

marine plankton. Or alternatively, you may use the POWERPOINT SCRIPT to narrate the PowerPoint yourself. 2. Review the main topics of the PowerPoint presentation with your students.

Assessment & Clean‐up:

1. Disconnect the speakers and place them back into the science kit container. 2. Eject the CD with the PowerPoint presentation, and put back into the binder. 3. If you have time, we would be grateful if you would complete a short evaluation on this kit. All comments,

corrections, and suggestions are very welcome. If you plan on completing additional lessons from this kit, please wait until the end to fill out your TEACHER EVALUATION.

4. If you are not completing additional lessons, re–pack the kit for return to C‐MORE. Double check that all the items are included and in their proper place by completing the SUPPLY CHECKLIST. Please make a note of missing, broken, or damaged items so that they can be replaced. Please pack the kit so that the materials are stored as they were when you received them.

Mahalo!


POWERPOINT SCRIPT Slide 1 (Title slide): Welcome to the amazing world of marine plankton. (CLICK) Slide 2: So what exactly is plankton? The term plankton comes from the Greek word “Planktos” meaning wanderer or drifter. (CLICK) These are organisms that live in the water and are incapable of swimming against major currents. (CLICK) Slide 3: Plankton can be classified into two main groups: plants (CLICK) and animals (CLICK). Slide 4: The plant‐like organisms are called phytoplankton. (CLICK) Each phytoplankton is a single cell or chains of cells. Phytoplankton are microscopic, that means they are incredibly small. The pictures shown here (CLICK) were taken through a microscope to make them appear hundreds of times larger in size. As you can see, they don’t look anything like plants that grow on land. They don’t have roots, stems, or leaves. But just like land plants, they are able to capture sunlight and change it into food. This process, called photosynthesis, also makes the oxygen that animals need to breathe. In fact, phytoplankton produce about half the oxygen that you breathe everyday! That’s not an easy task, but fortunately there are plenty of phytoplankton to get the job done. In a teaspoon of sea water, you can find over a million phytoplankton! When conditions are just right, phytoplankton can grow in such large numbers that they are able to generate a bloom that is actually visible from space. Two common types of phytoplankton that you will learn about today include diatoms and dinoflagellates. The animals that drift in the ocean are called zooplankton. (CLICK) These creatures are larger than phytoplankton, but the majority of zooplankton are still quite small. You can view most zooplankton by using a typical magnifying glass. One notable exception are jellyfish, some jellyfish species can grow to be over several meters in length – which of course requires no magnification at all. (CLICK) Slide 5: There are two main types of zooplankton (CLICK): temporary zooplankton and permanent zooplankton. The temporary zooplankton are animals that spend only part of their life cycle as plankton, whereas the permanent zooplankton spend their entire life as plankton. (CLICK) Slide 6: Certain marine animals such as crabs, fish, lobsters, sea stars, and sea urchins are actually plankton when they are really young, during their larval stage. As these animals grow up, they transform from their planktonic stage of life into their adult form, which you will probably easily recognize. As the crab grows up, it ultimately sinks to the ocean floor which is the natural habitat for an adult crab (CLICK), and in the case of the fish larva, it actually grows up to be a fish with excellent swimming capabilities (CLICK). Slide 7: The other type of zooplankton spends its entire life drifting around the ocean, they never stop being plankton. This type of animal, such as a copepod (CLICK) or krill, is considered a type of permanent zooplankton. In fact, copepods are actually the most abundant animals in the ocean, and perhaps on the Earth. (CLICK)

Plankton are really important because of their role in the ocean food web. Phytoplankton (CLICK) obtain their energy from the sun, and form the base of the food web. These phytoplankton are eaten by bigger creatures, such as zooplankton (CLICK), which in turn are eaten by even larger creatures. (CLICK) Without plankton (CLICK), none of the larger fish or animals in the ocean could survive. In fact, some of the largest mammals in the ocean only feed on plankton. Baleen whales, such as the humpback and blue whale, are filter feeders and they feed exclusively on zooplankton, up to eight tons per day. Others whales, feed higher up the food web, with a diet of fish or squid. (CLICK) Slide 9: So how do you study something in the ocean that is so small? Scientists conduct a plankton tow to collect the tiny organisms. Plankton are very common in the ocean, but they are often very spread out. Plankton nets are slowly towed behind a boat to concentrate the plankton. These nets have very small holes, which are large enough to allow water to pass through but small enough that the zooplankton get trapped inside. The zooplankton get forced into a collection bucket (CLICK), or cod end, at the back of the net. The plankton is collected from the cod end, and then investigated with a magnifying glass or microscope in the lab.

TEACHER GUIDE Lesson 2: Plankton Lab

Time required: 1 hour. Advance preparation time requires another 1 to 2 hours.

Structure: Students will investigate and identify marine plankton using the digital dissecting microscope, as well as identify various phytoplankton using images that were previously taken with a compound microscope.

Advance Preparation: 1. Photocopy or print the STUDENT WORKSHEET – Lesson 2: Phytoplankton Lab and the STUDENT WORKSHEET –

Lesson 2: Zooplankton Lab (one per student). 2. Conduct a plankton tow to collect a zooplankton sample.

a) You can either collect the sample on your own, or make this a class fieldtrip. Grab the plankton net with attached line and the plastic bottle, and head down to the ocean. SLOWLY tow the plankton net through the water, either by attaching the line to the back of a kayak / boat or by walking along a pier. The plankton net has very small holes, which are large enough to allow water to pass through but small enough to trap the zooplankton inside the collection bucket (or cod end) at the end of the net. You can collect the plankton sample by unscrewing the cod end from the net. Pour the sample into the plastic bottle for transport back to the classroom, and reattach the cod end to the plankton net. Please thoroughly rinse the plankton net and attached line with fresh water as soon as possible after collecting the sample, particularly the cod end.

b) Note: It is extremely important to minimize the time from sample collection to analysis. If the sample must be stored overnight, be aware that a large portion of the zooplankton will not survive. However, there will still be plenty of organisms to observe, so if this is the only option – it will still be worthwhile for you to collect the sample the night prior to analysis. To increase the lifespan of the zooplankton, dilute the sample by adding it to a bucket of seawater (you will need to re‐concentrate the sample prior to analysis, which can be done by pouring the water through the cod end of the plankton net).

3. Familiarize yourself with the dissecting microscope (excerpts in sections 3a–3c are from the Fisher Student Microscope Users Guide, with slight modifications, or the Fisher Scientific website (www.fishersci.com)).

a) Overview of microscope i. “This microscope has 10X widefield eyepieces, and 0.7X to 4.5X zoom lens for a total

magnification of 7X to 45X.” The 3 way on/off switch “gives you 3 options for lighting your specimen.”

1. Upper and lower lamps on simultaneously 2. Upper lamp only 3. Lower lamp only

The light intensity of the upper lamp is controlled by a lamp dimmer on the side of the base.

Eyepiece

Diopter

Interpupillary Adjustment Upright Pole

Zoom Dial

Objective Turret Upper Lamp

Focusing Knob Knob to Adjust Height on Pole

Silver Knob to Adjust Lock Ring

Base with Lower Lamp Stage Plate Thumb Screw

Stage Clip

On / Off Switch

Power Switch for Video Imaging

Stage Plate

Lamp Dimmer for upper light (located in this spot on opposite side of base)

Color coded ports on back of this section

ii. “There is a built‐in live camera. The USB output allows easy connection to a computer, and the Micron software allows you to capture, annotate, and store images in .jpg, .bmp or .png graphics format. The analog output allows connection to an external video monitor or video projector.”

b) Using your microscope i. Plug in the microscope, and turn the microscope on using the on/off switch. Use a plastic dropper

to put a small amount of sample in a Petri dish. Place the Petri dish on the stage plate of the microscope and look through the eyepieces (NEVER place a sample directly on the stage plate).

ii. “Adjust the focusing knob until your specimen is in focus. Adjust the interpupillary distance of your eyepieces utilizing the “folding” motion of the head. Both eyes should be focusing on your sample. If one eye appears out of focus, focus on the specimen with your right eye only. Once in focus with the right eye, close that eye and look at the sample with your left eye. If sample is out of focus, use the diopter adjustment on the left eyetube to bring it into focus.”

iii. “Zoom in on your specimen using the zoom dial. The microscope comes with a frosted stage plate, and a black and white stage plate (the extra stage plate is stored in with the spare microscope parts). The frosted plate is used on transparent specimens that light can pass through. Use the black and white stage plate for macro objects that require light from the top.” Since zooplankton are mostly transparent, the frosted plate will be the best choice for this activity. Note: If you change out the stage plate, make sure that you retighten the stage plate thumb screw so that the plate does not fall out during transport.

iv. “The microscope head is adjustable using the pole stand to accommodate samples of all sizes. The head is adjusted by loosening the dial on the back of the pole, and sliding the head up and down. Tighten the knob to secure in place.” For safety purposes, there is also a lock ring with a small silver knob. Loosen the silver knob, “and slide the lock ring up so it is touching the head assembly.” Lock in place by tightening the silver knob.

c) Lamp replacement (only necessary if lamps are not working; extra lamps stored with spare microscope parts) i. “WARNING: Unplug the microscope from the wall outlet. Do NOT touch the new bulb with your

bare fingers. Use a tissue or surgical glove. Oils from the skin will lessen the life of the bulb.” ii. “To replace the upper bulb, unscrew the cap on the black lamp housing behind the objective

turret. Pull the bulb straight out, and push the new bulb into the lamp socket. Remove the stage plate to expose the lower bulb. Remove the bulb by pulling forward, and push the new bulb into the lamp socket.”

4. Install the microscope software on your computer to enable your entire class to view the zooplankton sample on a computer screen (or onto an alternative screen that is connected to the computer), instead of each student viewing the zooplankton through the microscope eyepieces. It is important to complete section 4 in the order outlined below for proper installation. Note: If no computer is available, no installation of computer software is necessary. Instead skip section 4, and have students view the sample through the eyepieces like a regular microscope.

a) Installation of microscope software on computer i. Insert the Micron CD into your CD–ROM. Follow the “Installing New Version” instructions

(pages 2–6) of the User Guide for the Micron 1 Imaging Software (the Micron CD and the User Guide are both located in the back pocket of the binder). These instructions will help you install the Micron (USB) software onto your computer. Do NOT open the Micron program after installation (you must complete steps 4b and 4c first, or the program will not work properly)!

b) Setup of microscope (needs to be near a computer, preferably one that is hooked up to a projector) i. Locate the bag of microscope cords. The cords and the ports on the microscope are color coded

with tape to assist you with the setup. 1. Black cord (red and blue tape): Both ends get connected into the

ports on the microscope with the corresponding tape color. 2. Black cord (yellow and white tape): Plug the yellow end of the cord

into the port on the microscope labeled with yellow tape, and plug the white end into an electrical outlet.

3. Gray cord (purple and white tape): Plug the purple end of the cord into the port on the microscope labeled with purple tape, and plug the white end into a USB port on your computer.

Color Coding on Microscope

c) Installation of USB device drivers i. Follow the “Found New Hardware Wizard” instructions (pages 7–10) of the User Guide for the

Micron 1 Imaging Software. This will install the USB device drivers for the software onto your computer.

d) Running the Micron software i. Turn on the power switch for the video imaging (located near the top of the microscope). ii. Place a Petri dish with sample onto the microscope stage, and turn on the microscope using the

on/off switch. Bring the sample into focus using the focus control knobs. iii. To open the Micron program, double‐click on the Micron (USB) icon on your Desktop. iv. Skim through pages 12–19, 26–30, and 35–42 of the User Guide for the Micron 1 Imaging

Software to get familiar with the various features of the video imaging software. If you want to be able to take a photo of the organisms that you see on the screen with your class, focus on the “Saving an Image” (pages 16–17) and “Printing an Image” (pages 17–18) sections of the User Guide. Note: The microscope has not been calibrated; therefore, you cannot use the measurement function of the Micron program.

v. If your computer is hooked up to a projector, turn it on so that all of the students will be able to view the organisms under the microscope together.

vi. When you are done practicing with the Micron software (or between classes), please turn off the microscope using the on/off switch, the power switch for the video imaging, and the projector.

Instructional Procedures: 1. Distribute a STUDENT WORKSHEET – Lesson 2: Phytoplankton Lab and a STUDENT WORKSHEET – Lesson 2:

Zooplankton Lab to each student. 2. Explain to your students that they will be completing a zooplankton and a phytoplankton lab. The class will be split

into two groups (a phytoplankton and a zooplankton group), and will rotate at the midway point of the class period. After a quick introduction to the phytoplankton lab, students in this group should be able to work independently. You should spend the majority of your time with the zooplankton group to manage the microscope and to take pictures of organisms.

Phytoplankton Lab: 1. Split the students into five groups, and distribute a Microscopy Lab and two Phytoplankton ID Guides to

each group. 2. Explain to the students that the Microscopy Lab is compiled of phytoplankton images that were previously

taken with a compound microscope. Compound microscopes have a higher magnification capability, which is essential since phytoplankton are smaller than zooplankton.

3. Have students use the Phytoplankton ID Guide to identify the marine phytoplankton that are found on the various photomicrographs (microscope images) provided in the Microscopy Lab.

4. Have the students draw the phytoplankton on their STUDENT WORKSHEET – Lesson 2: Phytoplankton Lab. 5. When students are finished, have them check their answers using the Microscopy Lab Answer Key (Note:

For each slide, only one of each type of phytoplankton is identified on the answer key). 6. If time remains, have students check out the Giant Microbe plush toys and the reference books.

Zooplankton Lab: 1. Split the students into five groups, and distribute a Zooplankton ID Guide (Drifting Along) to each group.

Remind your students that only the meroplankton (temporary plankton) will have a larval and adult stage. 2. Split the sample into 5 plastic beakers so that each group of students can view the zooplankton without the

aid of a microscope. 3. Your sample should be in focus under the microscope and ready to observe on the projection screen prior to

class. At this point, just turn on the microscope using the on/off switch, the power switch for the video imaging, and the projector. Move the Petri dish around on the stage to allow students to look at other organisms. Note: Unless you properly train your students on how to use the microscope and software, please do not allow students to handle the equipment.

4. Have students use the Zooplankton ID Guide (Drifting Along) and the STUDENT WORKSHEET – Lesson 2: Zooplankton Lab to identify and draw the marine zooplankton that are projected on the screen.

5. As you continue to explore the zooplankton sample, you may want to save (or print) some images using the Micron software.

Assessment & Clean‐up:

1. Rinse all of the zooplankton lab supplies with fresh water. These include the plankton net and line, plastic bottle, plastic beakers, plastic droppers, and Petri dishes. Please allow these items to dry prior to repacking.

2. Disassemble the cords attached to the microscope, and place them into the bag designated for the microscope cords.

3. Eject the Micron CD from your computer, and place it in the back pocket of the binder along with the User Guide for the Micron 1 Imaging Software.

4. Carefully repack the microscope for transport, ensuring that there is ample padding on all sides. 5. If you have time, we would be grateful if you would complete a short evaluation on this kit. All comments,


6. If you are not completing additional lessons, re‐pack the kit for return to C‐MORE. Double check that all the items are included and in their proper place by completing the SUPPLY CHECKLIST. Please make a note of missing, broken, or damaged items so that they can be replaced. Please pack the kit so that the materials are stored as they were when you received them.

Mahalo!

MATERIALS PHOTO GUIDE Lesson 2: Plankton Lab

Plankton Net

Plastic Bottle

Plastic Beaker

Plastic Droppers

Petri Dishes

Digital Dissecting Microscope

Giant Microbes

cod end

Name: Period:

STUDENT WORKSHEET Lesson 2: Phytoplankton Lab

Instructions: Look at slides 1–6 in the Microscopy Lab: Phytoplankton ID. Draw and identify as many organisms as you can on the slides by using the Phytoplankton ID guide, and then describe some of the key features. Please label each drawing with the number that corresponds to the name of each organism that you list in the table below.

Organism Name Key Features

1. Chaetoceros Lots of spines. Chain of cells.

2.

3.

4.

5.

6.

7.

1

Name: Period:

STUDENT WORKSHEET Lesson 2: Zooplankton Lab

Instructions: Look at the zooplankton sample under the microscope (or projected on the screen). Draw and identify as many organisms as you can by using the Zooplankton ID guide (Drifting Along), and then describe some of the key features. Please label each drawing with the number that corresponds to the name of each organism that you list in the table below.

Organism Name Key Features

1. Crab larva Large compound eye. Spine on back side.

2.

3.

4.

5.

6.

7.

1

TEACHER GUIDE Lesson 3: Phytopia

Time required: 1 hour. Advance preparation time is an additional 15 minutes (more time may be required for software

installation.

Structure: Students will use Phytopia: Discovery of the Marine Ecosystem (an educational CD developed by Bigelow Laboratory for Ocean Sciences, University of New England, and NASA’s Jet Propulsion Laboratory) to complete three computer lessons that investigate various phytoplankton species and common environmental factors that contribute to the development of phytoplankton blooms. These lessons were designed for students to work independently, without much guidance from a teacher.

Advance Preparation: 1. Reserve a computer lab (the Phytopia CD is compatible with both Macintosh and Windows). Check to see if

QuickTime and Adobe Acrobat Reader are installed by inserting the Phytopia CD into a computer. If the computer does not have these programs installed, Phytopia will prompt you to install the software. Note: You may need administrator level access to install these programs on the computers in the computer lab, so plan accordingly as this may require additional assistance.

2. Each computer should have a CD‐ROM, and if possible, a headphone jack. 3. Photocopy or print the STUDENT WORKSHEET – Lesson 3a: Introduction to “The Phyto Files”, STUDENT

WORKSHEET – Lesson 3b: Phytoplankton in the Water Column, and the STUDENT WORKSHEET – Lesson 3c: Can You Make a Bloom? (one per student). Alternatively, the original lessons can be downloaded at http://www.bigelow.org/phytopia/ideas.html; however, it is recommended that you use the lessons provided with this kit as there are a few essential steps missing in the original online lessons.

Instructional Procedures: 1. Explain to the students that they will work individually or in pairs (depending on the number of available

computers) to investigate phytoplankton using the Phytopia program. There are three main modules on Phytopia: “Phyto Files”, “Phyto Factors”, and “Special Topics.” Lesson 3a explores the “Phyto Files” component, whereas Lesson 3b and Lesson 3c use the “Phyto Factors” module. If you have internet access and additional class time, encourage your students to investigate the “Special Topics.” Below are descriptions from the Bigelow website that explain each module:

Phyto Files: “The core technology of Phytopia is a first‐ever searchable database of many important phytoplankton from the world's temperate oceans: The Phyto Files. Also included in this module are three‐dimensional cell models and a virtual microscope tool that allows for the viewing of organisms at various magnifications, under various epifluorescence techniques, and by scanning electron microscopy. Users can better understand each species’ unique form and function including cell wall type, motility, and potential harmfulness.”

Phyto Factors: This “module promotes discovery of the ties between physical forcing and marine ecosystem response, focusing on how environment affects the chlorophyll content and species composition of the upper ocean. It also helps users connect ocean primary productivity patterns with environmental factors in several geographic areas. Innovative tools allow investigation of co‐registered temperature, wind, current, nutrient, and ocean color data.”

Special Topics: This component “provides a link from Phytopia to related resources on the Bigelow Laboratory website (www.bigelow.org/phytopia). This module will provide access to material that is developed after the CD‐ROM is distributed, including interesting topics such as harmful algal blooms.”

2. Have the students insert the Phytopia CD into their computer. If the computer does not have QuickTime or Adobe Acrobat Reader installed, Phytopia will prompt the students to install the software. If the computers are connected to the internet, the program will direct your students to the appropriate website for installation of the latest version of the software. If you have no internet connection, the program will prompt the students to

install the software already loaded on the disk. Ensure that the students load this software, or the program will not work properly.

3. There is sound associated with the Phytopia program, but it is not essential to complete the lessons. If the headphone jacks on the computers are accessible, it is advisable to utilize the sound option as it will make the lessons more engaging. If using the sound, it is recommended that students wear the headphones included in the kit. If two students are sharing a computer, have them use a headphone adapter. Plug both sets of headphones into the adapter, and then plug the adapter into the headphone jack on the computer. If headphones are not an option and there are speakers set up on the computers, have the students turn off the sound in the Phytopia program by clicking on the “Menu” icon, highlight “Sound On/Off”, then click on “Music‐ON” or turn off the speakers directly. Otherwise, students may find it distracting and difficult to hear if there is sound playing on multiple computers.

4. Distribute a set of the student worksheets to each student, and have them complete the lessons in sequential order (i.e.: starting with Lesson 3a).

5. If there is an internet connection available, encourage students that finish early to explore the “Special Topics” module. The link on the “Menu” icon will take students directly to the online resources.

Assessment & Clean‐up: 1. Collect the Phytopia CDs from the students. Please double check that the CDs are actually in the cases. 2. To prevent the cords from becoming entangled, repackage the headphones and adapters into sets. Each set

should contain 2 headphones connected to a headphone adapter. Put the 15 complete sets in the Audio bag. 3. If you have time, we would be grateful if you would complete a short evaluation on this kit. All comments,


4. If you are not completing additional lessons, re‐pack the kit for return to C‐MORE. Double check that all the items are included and in their proper place by completing the SUPPLY CHECKLIST. Please make a note of missing, broken, or damaged items so that they can be replaced. Please pack the kit so that the materials are stored as they were when you received them.

Mahalo!

Name: Period:

STUDENT WORKSHEET Lesson 3a: Introduction to Phyto Files

Note: This lesson was developed by Susan Richman, South Portland High School, Maine and is available at http://www.bigelow.org/phytopia/ideas.html. It was reformatted and slightly modified by C‐MORE for this kit.

Directions:

1. Insert your CD. This CD has an audio component, so you will need to wear your headphones. Insert headphones into headphone jack on the computer. If you are sharing a computer with another student, insert both headphones into the headphone adapter and then plug the adapter into the headphone jack on the computer.

2. After the introduction, select “Phyto Files” (located in the bottom left hand corner). The Phyto Files allows you to view different types of phytoplankton. A list of the species included on this CD is located in the lower right corner. This CD profiles 36 species. Thousands of species exist, so this is merely a sampling of the organisms. You can view these organisms in a variety of ways, but not all options are available for every species.

Some Viewing Suggestions: ‐ Give the images and the program time to load. If you are too quick with the clicks, you will run into trouble. ‐ If you cannot see the entire organism, or you wish to see a larger image, click (+). ‐ You may change the magnification, too, from 10X to 20X to 40X to 100X. If you would like, you can use the controls to change your field of view and/or center the specimen. ‐ To rotate the image, left click on the picture and hold the button down as you move the mouse. ‐ Remember to “Clear Search” between questions to ensure that all organisms are listed.

3. First search by attribute. Below the Quick Search box, you will find five different attributes – • Shape • Class • Morphotype • Harmful • Protrusions

Once you have selected an attribute, the choices associated with that feature are listed to the left. For example, if you select “Shape”, the choices are circular, feather‐shaped, and other. a) View two circular species and list their scientific names.

b) View two feather‐shaped species and list their names.

c) Select other and see what pops up. Describe or sketch one of these species. d) Click “Clear Search” (above Shape). Next, go to “Class.” How many diatom species are on this CD? How many dinoflagellate species are on this CD? What are the options under Morphotype? View examples of each morphotype.

e) Click “Clear Search.” How many harmful species are included on this CD? f) How many species on this CD are not harmful? g) Click “Clear Search.” List the types of “Protrusions”? Describe how they look and their possible functions.

4. The image options are listed below. • Blue • Green • UV • SEM (scanning electron microscope) view • 3D view • In action

Answer the three questions below by clicking on the (?) near epifluorescence.

a) What can you see with the blue light? Which cellular features are highlighted?

b) What can you see with the green light? Which cellular features are highlighted?

c) What can you see with the UV light? Which cellular features are highlighted? 5. For each question below, write the scientific name of the species. Choose a different species for each view.

a) Find a species that offers a 3D view.

b) Find a species that offers a SEM view.

c) Find a species that offers a blue view.

d) Find a species that offers a green view.

e) Find a species that offers a UV view.

f) Which view do you like best? Why?

6. Choose three organisms and read about them. List the species that you examined. If you need assistance with some

of the vocabulary, go to the glossary.

a) Describe three similarities among these phytoplankton species.

b) Describe three differences among these phytoplankton species.

Name: Period:

STUDENT WORKSHEET Lesson 3b: Phytoplankton in the Water Column

Note: This lesson was created by Phytopia and is available at http://www.bigelow.org/phytopia/ideas.html. It has been reformatted and slightly modified by C‐MORE for this science kit.

Directions:

1. Click on the menu at the top of the screen, and select “Phyto Factors.” 2. You will view an introductory movie. While watching this movie, take notes on the important environmental

conditions that affect phytoplankton growth. We’ve helped you with your note taking by providing the guide below. As you take notes below, you can pause, rewind, or forward the movie with the control buttons below the movie screen.

Notes:

1. Environmental Factors that Affect Phytoplankton Growth and Distribution a. Sunlight b. Wind driven ____________ (noun) which can impact:

i. Temperature ii. ___________ (noun)

2. Phytoplankton Survival Requirements a. Carbon – Choose one: abundant OR can be limited b. __________ – Choose one: abundant OR can be limited c. __________ – Choose one: abundant OR can be limited

3. Sunlight a. Define “photic zone” –

___________________________________________________________________________ ___________________________________________________________________________

b. Depth of photic zone is determined by ___________________________________________________________________________ ___________________________________________________________________________

c. Tropical oceans appear very blue because there aren’t a lot of __________________ (noun) in the water and the photic zone is __________ (adjective).

d. More productive waters have more __________________ (plural noun) which scatter and absorb the sunlight, making the photic zone __________(adjective).

e. Ocean colors during a strong bloom – ___________, ____________, ____________, or ____________. 4. Nutrients

a. Nutrients accumulate in deeper waters b. Nutrients are brought up to photic zone by ____________ (plural noun), ______________ (plural noun),

and ___________ (plural noun) 5. Blooms

a. Adequate sunlight and nutrients can cause blooms of ___________________________ (noun). b. Blooms of phytoplankton will deplete ____________ (noun) in the photic zone. c. Continued heating by the sun causes the upper ocean to become _________________ (adjective). d. Define “thermocline” –

___________________________________________________________________________ ___________________________________________________________________________

e. ________________ (noun) can swim through the thermocline so they can travel between the sunlit surface waters and the deeper nutrient‐rich waters.

f. ________________ (noun) feed on phytoplankton. g. All organisms eventually die and decompose, and contribute to the pool of _____________ (noun) in the

ocean.

Name: Period:

STUDENT WORKSHEET Lesson 3c: Can You Make a Bloom?

Note: This lesson was created by Phytopia and is available at http://www.bigelow.org/phytopia/ideas.html. It has been reformatted and slightly modified by C‐MORE for this science kit.

Directions: 1. You should be in the “Phyto Factors” section at this point. (If you do not see “The Phyto Factors” in the upper

right hand corner of the screen, click on the menu at the top of the screen, and select “Phyto Factors.” If you have already viewed the introductory movie for this section, you can skip ahead by clicking twice on the “Next” arrow at the bottom right corner of your screen.)

2. Select “Use Bloom Activation Tool.” 3. View the brief movie to learn how to control the Bloom Activation Tool. 4. Use the Bloom Activation Tool to complete the exercise below.

Bloom Activation Tool: Step #1: Use the Bloom Activation Tool to try to create a phytoplankton bloom in the Gulf of Maine. Push the “Activate” button to start the simulation. Keep track of the conditions you choose and your results in the tables below. Once you have successfully created a bloom, move on to Step #2 below. Trial #1:

Conditions Chosen Sunlight Temperature Wind

Results Number of Blooms Formed Trial #2:


Results Number of Blooms Formed Trial #3:


Results Number of Blooms Formed

Step #2: Let’s look back at the conditions you needed to choose to create a bloom. Using your knowledge of phytoplankton needs, can you hypothesize why those conditions favored a bloom in the Gulf of Maine? Write your answer in the box below. Step #3: Now that you have created at least one bloom, investigate it! Drag your cursor over either the false color image or the true color image of the Gulf of Maine. When you see a blue number appear, click on it and learn more about the bloom in that area. Use the table below to take notes on what you learn.

Bloom Analysis Bloom Number Region of Bloom Temperature Depth Conditions Organisms Present Other Information Step #4: Now let’s take a closer look at one of the organisms you found in your bloom. Click on the organism name, and you will be taken to either the “Glossary” or “Phyto File” associated with that organism. If you are taken to the “Glossary”, choose another organism to investigate. Use the table below to take notes on what you learn.

Organism Analysis Organism Name Sketch

Trophic Type Shape Harmful? Swim or Suspend? Other Facts You Find Interesting

Step #5: Finally, let’s use our knowledge of phytoplankton characteristics to further our understanding of your organism. A. Look at your organism’s “trophic type.” Is your organism phototrophic, heterotrophic, or mixotrophic? What does

this tell you about how your organism gets its nutrition? (If you need help with any of the terms, go back to your “Bloom Activation Results”, click on the “menu” button at the top of the screen, and then select the “glossary”.)

B. Does your organism swim or suspend? What does this tell you about how your organism would respond to the

development of a thermocline?

C. What other “cool characteristics” does your organism have that you think make it interesting?

TEACHER GUIDE

Extension: Let’s Build a Plankton Net

Time required: 30 minutes. Additional time is required to collect the materials for this lesson.

Structure: This lesson enables students to construct their own plankton net using common household materials. This extension exercise can be completed as a classroom activity or as an activity for students to complete on their own.

Advance Preparation: 1. Review the materials list on the STUDENT INSTRUCTIONS – Extension: Let’s Build a Plankton Net. Decide

whether to have students complete this extension exercise in the classroom or at home. 2. If completing this activity in the classroom, collect the necessary items on the materials list ahead of time. Each

student does not need a roll of duct tape, a stapler, scissors, and a hole punch. These are common supplies, and should be available for a group of four students to share.

3. Photocopy the STUDENT INSTRUCTIONS – Extension: Let’s Build a Plankton Net (1 per student).

Instructional Procedures: 1. Divide the students into groups of four, and provide each group with the common supplies (roll of duct tape, a

stapler, scissors, and a hole punch) and the necessary materials to complete each plankton net. Note: Younger students may need assistance with step 11 in the instructions, as it can be difficult to punch a hole through the duct tape.

2. Have students follow the instructions and build a plankton net.

Assessment & Clean‐up: 1. If you have time, we would be grateful if you would complete a short evaluation on this kit. All comments,


2. Re‐pack the kit for return to C‐MORE. Double check that all the items are included and in their proper place by completing the SUPPLY CHECKLIST. Please make a note of missing, broken, or damaged items so that they can be replaced. Please pack the kit so that the materials are stored as they were when you received them.

Mahalo!

STUDENT INSTRUCTIONS

Extension: Let’s Build a Plankton Net

In this lesson, you will be creating your own miniature plankton net using common household materials. The plankton net will be made out of a nylon stocking, which has an approximate mesh size of 100 to 300 micrometers. This mesh size is small enough to prevent the zooplankton from escaping. After you have finished building your plankton net, go to the beach and conduct a plankton tow by dragging the net through the water. You can use a magnifying glass or a microscope to examine the plankton that you catch! Note: This plankton net is intended for single use only, or as a keepsake to share with your friends and family.

Materials

Metal wire (or clothes hanger); 15 inches Key ring 2 short pieces of rope (1/8” wide x 14” long) Rubber band 1 long piece of rope (1/8” wide x 24” long) Duct tape Baby food jar (or small vial) Stapler Nylon knee high stocking Scissors Small weight (or sinker for fishing line) Hole punch Instructions

1. Bend the metal wire into a circle that is about 4 inches in diameter, and overlap the loose ends by a couple of inches.

2. Fasten the ends together using two pieces of duct tape.

3. Put the nylon stocking on the metal circle that you just created. Make sure the hole in the stocking is in the center of the circle.

4. Secure the nylon stocking by using staples.

5. Place 4 staples at an equal distance around the circle.

6. Tie a knot in the bottom of the stocking.

7. Put the weight into the stocking. This will help the end of the net sink during a tow.

8. Put a small vial or baby food jar inside the stocking. This will become your collection bucket (or cod end).

9. Put the rubber band around the stocking so that it is around the rim of the jar.

10. Cut 4 strips of duct tape, each about 1 inch in width. Put the pieces of duct tape around the top of the net so that they are evenly spaced. Do not put any duct tape where the metal ring overlaps.

11. Put a hole in each piece of duct tape (as close to the edge as possible) using the hole punch. You may need to use scissors to finish creating the hole.

12. Locate the two shorter pieces of rope and the key ring. These items will be used to make the bridle. Line up the two pieces of rope and put them through the key ring. Put the key ring in the center of the pieces of rope.

13. Now take the ends of both pieces of rope together and tie them in a knot, so that the key ring stays in the center.

14. Attach the bridle to the plankton net by placing each end of the bridle through the holes in the duct tape, making sure the key ring is facing away from the net. Attach it by tying a knot at the end of each piece of rope. Make sure your knot is bigger than the hole.

15. Take the 24 inch piece of rope and put a loop at the end.

16. Now attach the 24 inch piece of rope (which will be your handle) to the key ring. Attach the rope by tying the end of the rope without the loop to the key ring.

17. Congratulations – you have a plankton net!


TEACHER EVALUATION Plankton Lab

1. Was this C‐MORE Science Kit easy to use? 2. What do you think are the appropriate grade levels for this Science Kit? 3. Did your students enjoy using this Science Kit? 4. Would you borrow this Science Kit in the future? Would you recommend it to other teachers?

5. Please suggest two things that could be improved.

6. Any other comments? 7. Please tell us about your students. As we are committed to serving underrepresented populations, please estimate

the number of your students in the following categories:

___ Total number of students ___ African American ___ Eligible for free or reduced lunch ___ Native American ___ Native Hawaiian or Pacific Islander ___ Physically disabled ___ Filipino ___ Learning disabled ___ Hispanic ___ Neither parent attended college

Thank you for your feedback.

SUPPLY CHECKLIST Plankton

Use the boxes to check off each item as you reassemble this kit.

Note: This checklist is two pages. Contents of Binder:

1. Front pocket CD (contains narrated PowerPoint and electronic versions of everything in binder) C‐MORE KEY CONCEPTS IN MICROBIAL OCEANOGRAPHY BROCHURE

2. Front Materials General Overview & Standards

3. Lesson 1 Tab TEACHER GUIDE – Lesson 1: Introduction to Plankton POWERPOINT SCRIPT

4. Lesson 2 Tab TEACHER GUIDE – Lesson 2: Plankton Lab MATERIALS PHOTO GUIDE – Lesson 2: Plankton Lab

5. Lesson 2 – Zooplankton Lab Tab STUDENT WORKSHEET – Lesson 2: Zooplankton Lab Zooplankton ID guide (Drifting Along) (5 Total – Put 1 in binder)

6. Lesson 2 – Phytoplankton Lab Tab STUDENT WORKSHEET – Lesson 2: Phytoplankton Lab Microscopy Lab (5 Total – Put 1 in binder) Microscopy Lab Answer Key (1) Phytoplankton ID Guide (10 Total – Put 1 in binder)

7. Lesson 3 Tab TEACHER GUIDE – Lesson 3: Phytopia STUDENT WORKSHEET – Lesson 3a: Introduction to “The Phyto Files” TEACHER ANSWER SHEET – Lesson 3a: Introduction to “The Phyto Files” STUDENT WORKSHEET – Lesson 3b: Phytoplankton in the Water Column TEACHER ANSWER SHEET – Lesson 3b: Phytoplankton in the Water Column STUDENT WORKSHEET – Lesson 3c: Can You Make a Bloom? TEACHER ANSWER SHEET – Lesson 3c: Can You Make a Bloom?

8. Extension Tab TEACHER GUIDE – Extension: Let’s Build a Plankton Net STUDENT INSTRUCTIONS – Extension: Let’s Build a Plankton Net

9. Teacher Evaluation Tab TEACHER EVALUATION

10. Supply Checklist Tab SUPPLY CHECKLIST

11. Back Pocket Micron CD with microscope software User Guide for Micron 1 Image Software

Lesson 2 Supplies:

Zooplankton Microscopy Lab Plankton net with attached line Zooplankton Lab Supply Bag

Plastic beakers (5) Plastic droppers (5) Petri dishes (5) Plastic bottle (1)

INNER BOX (put in bottom of kit):

Lesson 1 Supplies Speakers

Lesson 2 Supplies Reference Books (4)

Sea Soup Phytoplankton Sea Soup Zooplankton Sea Soup Teacher’s Guide The Invisible ABCs

Zooplankton Microscopy Lab Zooplankton ID Guides (Drifting Along) ((5 Total – Put 4 in File Folder)

Phytoplankton Microscopy Lab Microscopy Lab (5 Total – Put 4 in File Folder) Phytoplankton ID Guides (SEPMN Species List) (10 Total – Put 9 in File Folder) Giant Microbes (Krill, Red Tide, Sea Sparkle, Algae, T4 Virus)

Lesson 3 Supplies Phytopia: Discovery of the Marine Ecosystem CD‐ROMs (20) Audio Bag

Headphone / Adapter Set (15): Each contains a headphone adapter connected to two sets of headphones

Extension Lesson Supplies Example of handmade plankton net

MICROSCOPE BOX

Lesson 2 Supplies Zooplankton Microscopy Lab

Digital dissecting microscope Bag for Microscope Cords

Power supply cord (yellow and white tape) Gray USB cord (purple and white tape) Black cord (red and blue tape)

Box of Spare Microscope Parts Upper bulb Lower bulb Black and white stage plate Dust cover

plankton binder materialscmore.soest.hawaii.edu/.../documents/plankton_materials.pdf ·...

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