Lesson Plan-Can ESP Be Used to Predict Algal Blooms?

Lesson Plan-Causes and consequences of harmful algal blooms (HABs)

Summary Students will study the causes and consequences of harmful algal blooms (HABs) by learning about nutrient cycles of carbon, nitrogen, and phosphorous that contribute to phytoplankton growth through eutrophication. They will learn about the relative size and different types of plankton, design their own plankton, and create a class plankton food web for the Gulf of Maine or their local area. Next, they will discover the human impacts on the propagation of HABs through point and non-point agricultural, industrial, and urban human contributions. They will also discuss the effects of HABs on marine wildlife and humans. Students will use data collected from various research vessels and attempt to describe the relationship between temperature and chlorophyll A concentration. As a final project, they will create either a Map Journal or an Infographic to illustrate what they have learned in an electronic, graphic medium. In addition, the teacher will select from a variety of short-write formats for students to complete and demonstrate their comprehension as daily exit passes.

Key Concepts ● Carbon is cycled through the atmosphere and ocean and stored in various reservoirs for varying periods of time ● Plankton are microscopic plants and animals that live in the ocean and cannot swim against major currents ● Phytoplankton need sunlight and nutrients such as nitrogen and phosphorous to make organic molecules ● Eutrophication contributes to increased phytoplankton populations ● Harmful Algal blooms (HABs) are occurring more frequently and in areas that did not historically experience HABs ● Not all algal blooms are harmful, they can be Beneficial Algal Blooms (BABs), which provide rich nutrients for zooplankton and marine life

Objectives ● Identify different plankton types, whether they are harmful or beneficial, and the effects that they have on the ecosystem ● Analyze real data setss to determine if there is a relationship between temperature and chlorophyll A production, ● Create a model of how carbon cycles through the atmosphere and oceans ● Demonstrate an understanding of the sources and cycles of nutrients important to phytoplankton eutrophication ● Communicate the difference between Harmful and Beneficial Algal Blooms (HABs and BABs) ● Communicate the effects of HABs on marine ecosystems and humans

Materials Part A ● Carbon Cycle Game ○ Game Instructions - TheCarbonCycleGame.pdf ○ Dice Template - CCG_Dice.pdf ○ Station Markers (Black and White) - CCG_Stationmarkers+bw.pdf ○ Station Markers (Color) - CCG_Stationmarkers_color.pdf ○ Student Worksheet - CCG_Worksheet_Bracelet_REV.pdf ○ Reservoir Diagram - CCG_Diagram.pdf ○ Carbon Cycle Diagram - CarbonCycleDrawingBlank.jpg ● Carbon Reservoir PowerPoint Presentation - CSTI+Carbon.pptx

Part B ● Introduction to Plankton PowerPoint Presentation - Introduction_to_Plankton_2011.ppt ● Introduction to Plankton PowerPoint Presentation (Narrated) - Introduction_to_Plankton- NARRATED_2011.ppt ● Creating Plankton Activity - CreatingPlanktonActivity.doc

Part C ● Phytoplankton and Nutrients Reading - PhytoplanktonNutrients.pdf

Part D ● Harmful Algal Blooms PowerPoint Presentation - HarmfulAlgalBlooms.ppt ● Diagram of Factors Influencing the Growth of HABs - FactorsInfluencingtheGrowthofHABs.png ● HAB Concept Map - HABsConceptMap.png

Part E ● Article: Scientists Use “ESP” to Track Harmful Algae - ScientistsUseESPData.doc ● ESP Data Activity - ESPData.doc

Part F ● Octopus Infograph Example - OctopusInfographic.jpg

Procedure Part A: Carbon Cycle (~two 45 min class periods) 1. Carbon Cycle Game (COSEE Activity) a. Prepare dice, station markers, student worksheets, and carbon cycle diagrams ahead of time. See TheCarbonCycleGame.pdf for instructions. b. Have students play the Carbon Cycle Game as a c. Optional: In place of the CCG_Diagram, have students diagram their movements in a drawing of the ecosystem CarbonCycleDrawingBlank.jpg. d. Show PowerPoint Presentation about Carbon Reservoirs CSTI+Carbon.ppt and discuss

the carbon cycle and CO2 and how they contribute to plankton growth. Part B: Creating Plankton (one 45 min class period) 1. Show Introduction to Plankton PowerPoint Presentation (about 8 minutes) to students, either narrated version, Introduction_to_Plankton-NARRATED_2011.ppt, or unnarrated, Introduction_to_Plankton_2011.ppt to give students some background information on plankton and in particular the types of phytoplankton that will be implicated in harmful algal blooms (HABs) later in the lesson. 2. Have students design their own plankton using CreatingPlanktonActivity.doc and create a class plankton food web for the Gulf of Maine or their local area.

Part C: Nutrients and Plankton Eutrophication (two 45min class periods) 1. Use the reading PhytoplanktonNutrients.doc to give students basic information about phytoplankton and how and which nutrients contribute to their growth. This can be done in one of the following ways or any of your choice: a. Have students take turns reading while underlining important information. b. Jigsaw c. KWL

Part D: Harmful Algal Blooms (HABs) (~one 45 min class periods) 1. KWL on HABs 2. Show students the Harmful Algal Blooms PowerPoint Presentation and have them take notes on HABs - HarmfulAlgalBlooms.ppt

Part E: HABs Data Set Exploration (two 45 min class periods) *Students will need access to computers and the internet site: http://services.mbari.org/espweb/ 1. Read through the article Scientists Use “ESP” to Track Harmful Algae ScientistsUseESPData.doc to introduce how scientists are trying to study red tides with the Environmental Sampling Processor (ESP). 2. Give students the ESP Data Activity ESPData.doc 3. Have students follow the instructions as listed on handout to explore the data sets and record their observations on the handout.

Part F: Create a Infographic using piktochart.com or create a Map Journal using ArcGIS Online *Students will need access to computers and the internet sites: piktochart.com, venngage.com ● Infographic a. Show students example of octopus infographic octopusinfographic.jpg b. Students will use their notes and the internet to create their own infographic about HABs. c. Instructions to students: i. Create a free account at Piktochart, Vennage, or other infographic program of your choice. ii. Create an Infographic of Harmful Algal Blooms (HABs). iii. Include the following items: 1. Map of an area where HABs occur 2. Pictures and scientific names of species that causes HABs 3. Imagery of at least two different HABs 4. Nutrients that plankton use 5. How HABs affect other organisms 6. Effects of HABs on humans 7. Five other facts about HABs 8. Sources (examples – add to or replace) a. http://habsos.noaa.gov/ b. http://www.sccoos.org/data/habs/ c. http://gallery.usgs.gov/photos/06_30_2010_hLc5FSq11Y_06_30 _2010_9#.U9rKkfldV8E d. http://www.mnh.si.edu/exhibits/ocean_hall/algal_blooms.html ● Map Journal a. Research a harmful algal bloom event that has occurred in the past. Gather information on where the event occurred, what species of algae was responsible, what the abiotic conditions were when the bloom occurred. Include pictures of the algal species and links to valid sources. Paraphrase sources to write a description of the event. b. Use text, photos maps and links to create a map journal to describe the harmful algal bloom event you have researched. c. Instructions: i. Go to: arcgis.com ii. Sign in using username: Byeology, password: Byeology iii. Click on “content” at the top of the page iv. Open the “Harmful Algal Bloom Template” in the map viewer v. Save the file as your name vi. Modify the summary to describe your project vii. Search for an add files from ArcGIS online to enhance your project (hint: SST, etc.) viii. Share the map, make it public for everyone to see ix. Publish the map as an application x. Choose the Map Journal template xi. Follow the step-by-step instructions to create and publish your map journal xii. Make the journal public, share the weblink with your instructor

Assessment Daily Short Writes ● Performance—At the end of lessons, students will complete a short write on the designated topic. The teacher can cut the short write examples into a deck, shuffle them, and display two short writes. Students then select the short write they prefer. The teacher sets and displays a timer. After the write, all students exchange papers and read two classmate’s products. Volunteers are encouraged to share exemplary products. ● Product—The teacher stands at the door and collects the work as the students leave the room. ● Short writes are judged by style compliance, completion, and effort. Final Project ● Infographic or Mapjournal (Product)—Students will produce an infographic using piktochart.com about HABs including all of the requirements listed in the instructions to student in the lesson plan. Additional Resources Dive Deeper Activity Cards Gulf of Maine Institute - Use to build a model in the classroom http://mystery.gmri.org/teachers/blog-details.aspx?ID=105

Phytoplankton document from NOAA http://www.nerrs.noaa.gov/Doc/SiteProfile/ACEBasin/html/biores/phyto/pytext.htm

“Phytoplankton are the foundation of the food chain in the ocean and produce about half of the oxygen on Earth,” said Mannino. “By understanding the distribution of phytoplankton populations and how they react to natural and anthropogenic forcing, we can better predict future responses of phytoplankton and possibly even fisheries.” http://www.redorbit.com/news/science/1828532/researchers_measure_impacts_of_changing_climate_on_ ocean_biology/#l9XyqHX2bCys4lDE.99

A comprehensive set of Plankton from VIMS. http://web.vims.edu/bridge/plankton.html

Phytoplankton, Basis of Food Chain http://www.nefsc.noaa.gov/ecosys/ecology/PrimaryProduction/

Video Plankton Recorded http://www.whoi.edu/instruments/viewInstrument.do?id=1007

Satellites and the Sea http://earthobservatory.nasa.gov/Features/OceanProductivity/page3.php

Scientific Vsualization Studio – Video of 10 years of Chlorophyll Concentration http://svs.gsfc.nasa.gov/cgi-bin/details.cgi?aid=3599

Researchers, led by scientists at the University of California-Irvine, suggest that the tiny Prochlorococcus, as well as other microbes in the sea, digest double the carbon previously estimated. The work, published online in Nature Geoscience, highlights the need for better models on the carbon dioxide levels found over the world´s oceans. http://www.redorbit.com/news/science/1112805335/plankton-gobbling- carbon-more-than-believed-031813/#uhzqOEctpxlcsW4v.99

Next Generation Science Standards:

MBARI: ● Marine Science - Microbiology, Coastal Processes ● Marine Chemistry - Nutrient Cycles

Ocean Literacy Standards: ● Std 5: The ocean supports a great diversity of life and ecosystems. ● Std 6: The ocean and humans are inextricably interconnected ● Std 7: The ocean is largely unexplored

Tags ● HABs ● BABs ● algal blooms ● plankton ● phytoplankton ● microbiology ● nutrients ● eutrophication ● biotoxins ● storymap ● map journal ● quick write ● infographic