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Plankton Lab (3-6) P la nk t o n La b (3-6(3-6)) Overview: In this activity, students will collect a plankton sample from the slough and study the sample under microscopes. Then they will build a slough food pyramid to show the importance of plankton in the slough food chain. Content Standards Correlations: Science, p. 293 (2016) Grades: 3-6 Time Frame for Conducting This Activity Recommended Time: 30 minutes Key Concepts: The open water Introduction and sloughs of San Francisco (5 minutes) Bay contain an abundance of • discuss the slough habitat microscopic or nearly micro- • introduce the terms “phytoplankton” and “zooplankton” scopic life called phytoplankton • discuss the use of the plankton net (small, drifting plants) and Collecting Plankton Sample (10 minutes) zooplankton (small, drifting • walk to the bridge with the students and the plankton net animals). Plankton plays an • help the students collect two plankton samples important role in the Bay, Observing Plankton (10 minutes) forming the base of food • distribute the plankton samples between the petri dishes pyramids that support mud • observe and identify plankton, using the hand lenses and creatures, fish, birds, and even humans. microscopes • ask discussion questions while observations are being made Objectives: Building a Food Pyramid (5 minutes) Students will be able to: • hand out wooden food pyramid blocks • collect a plankton sample, • guide the students through construction of the slough and using a plankton net mudflat food pyramid • observe, draw, and identify a variety of planktonic plants HHHooow Thihihis AAs ccctttiii vvviii ty RRty eeelalalattteees tts o tto hhhe RRe efefefuuuggge’s RRe’s eeesssooourururccceeesss and animals • describe the importance of What are the Refuge’s resources? plankton in food pyramids • significant wildlife habitat Materials: • endangered species Provided by the Refuge: • migratory birds • 1 plankton net with rope What makes it necessary to manage the resources? • 2 plankton net bottles • Pollution, such as oil, paint, and household cleaners, when • 12 petri dishes dumped down storm drains enters the slough and travels • 12 slides through the food chain, harming animals. • 12 eyedroppers What can students do to help? • 12 hand lenses Refuge staff study pollutants found in the Bay to see how they • 1 set plankton identification affect wildlife, but we need your help. cards • Never dump anything down storm drains. • 1 food pyramid blocks set of • Participate in Coastal Clean-ups. (17 blocks) • 6 microscopes • Tell others what you have learned. • 2 extra glass bowls for samples • bucket for recycling used samples Provided by the Educator: • data sheet, one per student • pencils (both optional) California Gull 200 Field Trip Activities: Habitat Studies SSSupupuppppooorrrtttinining InIng fofoformarmarmatttiii ooon fofon r TTr hihihis AAs ccctttiii vvviii tytyty portion of the oxygen found in the air Slough we breathe. • If the palm of one’s hand is used to represent • There are three main types of phytoplankton: San Francisco Bay, tidal sloughs may be nanoplankton, diatoms, and dinoflagellates. thought of as “fingers of the Bay,” winding • The nanoplankton are defined by their through the salt marshes. extremely small size. Nanoplankton’s impor- • Sloughs are natural waterways that carry water tance has only recently been discovered—off from the Bay into salt marshes as the tide comes in, the central California coast; for example, and returns the water to the Bay as the tide goes nanoplankton account for 60-99% of the food out. and oxygen produced! • Sloughs carry Bay water into the marshes twice a • Diatoms are much larger than nanoplankton, day during the flood (incoming) tide and back to the yet it still takes a microscope to see them. Bay twice a day during the ebb (outgoing) tide. • They are single-celled algae encased in • Mudflats appear in the slough channels during two-part silicon (glass-like) shells. when ebb tide. • Like all plants, diatoms need sunlight. They • Tidal waters transport detritus (decomposing marsh have various adaptations to keep them near plants and animals), phytoplankton (small, drifting the surface and near sunlight. plants, and zooplankton (small, drifting animals). • Increasing surface area is one strategy • Detritus and plankton form the base of food for retarding sinking. Diatoms may pyramids in the slough, mudflats, and open Bay, have long spines, may be round and supporting mud creatures, fish, waterbirds, flat, or may form long chains. shorebirds, harbor seals, birds of prey, and even • Diatoms can also regulate their density. humans. Some contain oils while others may • Phytoplankton exists in high abundance in estuaries, have a gas bubble inside their bodies. such as the San Francisco Bay, where the combi- • Dinoflagellates, while considered members of nation of river currents and tidal currents trap the phytoplankton, have characteristics of both nutrients necessary for plankton growth. plants and animals. • Like plants they contain chlorophyll which Plankton allows them to convert sunlight into food • The word “plankton” comes from the Greek word and they have a plantlike cell structure. planktos meaning “drifting.” • However, like animals, many varieties eat • This ecological term refers to the community of microscopic pieces of matter found in the plants and animals that drift in both fresh and water. Some dinoflagellates even eat each marine bodies of water. other! Dinoflagellates also have two • Currents and tides carry plankton through the whiplike appendages which provide some water. mobility. • Some plankton are fairly large, such as jellyfish, • Some dinoflagellates produce a toxin which but most are microscopic in size (not visible by causes mussel poisoning. During the the naked eye). summer months, mussels or other shellfish • Planktonic plants are called phytoplankton. eat large amounts of these dinoflagellates. • The primary importance of these plants, like Quarantines are established to prevent plants on land, is their ability to photosynthesize. people from eating these shellfish because Using chlorophyll, they capture the energy of they would become seriously ill. the sun to make food, releasing oxygen in the • A “plankton bloom ” or plankton population process. explosion, results when the water is • Virtually all aquatic life depends upon these unusually rich in nutrients. microscopic single-celled organisms for • Some species of dinoflagellates may food. Phytoplankton is the main source of occur in such numbers that they color food for zooplankton. the water a dark red, otherwise known • Phytoplankton also contribute a significant as “red tides.” Field Trip Activities: Habitat Studies 201 • Some red tides may result in the • Ostracods are also small crustaceans, death of large numbers of fish, with a hinged, two-sided carapace (shell) because the plankton use up so that resembles a clam. Their antenna are much oxygen; there is not much left used as sensors and to assist in swimming. over for other marine organisms. Ostracods crawl along surfaces using two • Dinoflagellates are luminescent at night, pairs of legs with clawed tips. producing a soft glow when the water in • Another common type of zooplankton are which they float is disturbed. rotifers. Rotifers are almost constantly in • Planktonic animals are referred to as zooplankton motion, beating the cilia at their heads to (zoo is pronounced like toe). Many zooplankton are move and to bring food to their mouths. able to move up and down in a water column, When feeding, rotifers attach themselves to pursuing food and escaping predators. However, a bit of debris and the rapid beating of the their small size prevents them from moving against cilia draws a current of water towards the the currents. mouth. • Some zooplankton live their entire lives as part • Other species of zooplankton are planktonic of this drifting community. (drifters) only as eggs or larvae, then become • Copepods are the most numerous of all free swimming or sedentary (stay in one place) animals; they are small crustaceans that during their adult stages. Among the myriad of grow to 2 mm long and use their long, organisms included in this latter group are sea sensory antennae as rudders to direct urchins, sea stars, crabs, barnacles, clams, movement. mussels, sea snails, and many species of fish. PPPlalalanknknktttooon IdeIden nnntttiii fffiii cccaaatttiii ooon GuideGuiden Phytoplankton Diatoms Dinoflagellates Zooplankton Ostracod Rotifer Crab Larva Fish Egg Copepod & Copepod Larva Fish Larva 202 Field Trip Activities: Habitat Studies How to Lead This Activity by FollowinFollowingg Read t h e "Do , R ea d , A s kk"" T ea c hin g Fo rma t “The thin netting of the plankton net will allow water to flow through, but not all of the plankton. Very Introduction (5 minutes) small plankton will be able to get through the netting, Read but larger plankton will be collected in the bottle “We are going to study the microscopic life of the attached to the bottom of the net.” slough habitat and its importance in this slough food pyramid.” Collecting the Plankton Sample (10 minutes) Do Ask Take the plankton net and two of the plankton net ? What is a definition for “habitat”? (A habitat bottles and walk with the group of students to the is a home for a plant or animal. A habitat provides bridge that crosses the slough. Attach one of the food, water, shelter, and space suitable to the plankton bottles to the bottom of the plankton net. organism’s needs.) Keep track of the bottle
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