Diving into STEM with Oceanic Research Group Secondary Unit: Teaching STEM with Sharks Whale Sharks: Teacher Resources

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1 Diving into STEM with Oceanic Research Group Secondary Unit: Teaching STEM with Sharks Whale Sharks: Teacher Resources Concepts: Plankton, food chains, volume, density, currents, seasonal upwelling Grade Level: 9 Estimated Time: Afterschool: 18 hours Classroom: 9 hours Overview: Jonathan visits the remote island of Holbox in Mexico to learn about seasonal aggregations of the world s largest fish--the whale shark. Although this shark is huge--bigger than a school bus--it s completely harmless, eating only plankton. Why do hundreds of these enormous animals gather every year in the southern Gulf of Mexico? Jonathan wants to find out. Resources: Jonathan Bird s Blue World - Webisode Introduction In the summer along the Northern coast of the Yucatan Penninsula, whale sharks congregate off the small island of Holbox Island. Whale sharks are the largest fish in the world, reaching 50 feet in length. They feed on plankton and tiny fish, filtering them from the water as they cruise along the surface. With their mouths open, these giant fish bring in plankton rich water and then close their mouth forcing the water out through their gills, which act like strainers, filtering tiny organisms out the water. The local economy of Holbox Island is supported by the ecotourism generated as visitors come to this tiny island to swim with the whale sharks and thus these creatures are protected and celebrated. But it s the abundance of plankton that brings the whale sharks to this area in the summer. So one might say that, in the end, the local economy of Holbox Island is supported by the plankton. This lesson discusses types of plankton, their importance in ocean ecosystems and methods of studying plankton. Objectives Introduce viewers to the world s largest fish--a shark the size of a whale. Illustrate how plankton are incredibly important to even the largest animals in the ocean. Illustrate how tourism can create opportunities for conservation. To learn about the different types of plankton and the adaptations used by these organisms to survive in the lifestyle of a drifter. To learn about the environmental conditions that support plankton in the sea. To learn some of the methods and technologies used for studying, collecting, measuring, and working with plankton. NGSS and Common Core Standards Next Generation Science Standards Ecosystems: Interactions, Energy, and Dynamics Biological Evolution: Unity and Diversity Common Core Standards Language Standards 6-12 Writing Standards 6-12 Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 1

2 Whale Sharks Lesson: Teacher Resources Contents Section Page(s) Afterschool Est. Time Classroom Est. Time Whale Sharks Lesson Summary 2 Detailed Learning Standard References 3 Science Notebook Framework 4 X 0.5 hr X 0.5 hr Background 5 X 1.0 hr X 0.5 hr Map Location Activity 5 X 10 min Scientific Vocabulary with definitions 6 X 1.0 hr X 20 min Essential Vocabulary with definitions 7 X 1.0 hr X 0.5 hr Extended Vocabulary with definitions 8 X 1.0 hr X 10 min Vocabulary Word Search 9 X 0.5 hr Vocabulary Crossword Puzzle 10 X 1.0 hr Previewing Background Knowledge, Questions & Writing Prompt 11 X 1.5 hr X 0.5 hr Viewing the Video 11 X 1.0 hr X 0.5 hr Post-viewing Questions & Writing Prompts 12 X 2.0 hr X 1.0 hr 5W Questions Worksheet 13 X 1.0 hr X 20 min Introduction and Activity: What is Plankton? X 3.0 hr X 1.0 hr Nutrients and Upwelling X 1.0 hr X 1.0 hr Demonstration of Seasonal Upwelling X 1.0 hr X 1.0 hr Collecting and Working with Plankton X 1.0 hr Quantitative Analysis: How Much Plankton is in a Cubic Meter of the Sea? X 1.0 hr X 1.0 hr Answer Key: Season Upwelling 31 Answer Key: How Much Plankton is in a Cubic Meter of the Sea? Afterschool Project: Biodiversity in a Drop of Water X TOTAL TIME 18 hours 9 hours Introductory Lesson Summary for Teachers The above table is only a suggestion as to how to use the resources between afterschool and classroom settings. This lesson contains resources to teach about Plankton, food chains, volume, density, currents and seasonal upwelling. Journaling, both narrative and scientific, is included to build communication skills. It is preferred to introduce the concepts and vocabulary to the ELL students in the afterschool program the week before introducing them into the classroom settting. This gives the ELL students the opportunity to become familiar with the terminology of the lesson to be able to better learn the science in the classroom setting. The ELL students will delve deeper into the topic in the afterschool program. Secondary Unit Lesson 4- Whale Sharks: Teacher Resources - Page 2 32

3 Connections to the Next Generation Science and Common Core Standards Next Generation Science Standards HS-LS2 Ecosystems: Interactions, Energy, and Dynamics HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. HS-LS4 Biological Evolution: Unity and Diversity HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Common Core Standards Language Standards 6-12 L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. L Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression Writing Standards 6-12 Production and Distribution of Writing W.9.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge W Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Range of Writing W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Responding to Literature W Create literary texts that demonstrate knowledge and understanding of a wide variety of texts of recognized literary merit. a. Engage in a wide range of prewriting experiences, such as using a variety of visual representations, to express personal, social, and cultural connections and insights. b. Identify, analyze, and use elements and techniques of various genres of literature. c. Develop critical and interpretive texts from more than one perspective, including historical and cultural. d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). Secondary Unit Lesson 4- Whale Sharks: Teacher Resources - Page 3

4 SCIENCE NOTEBOOK FRAMEWORK Unit: Investigation/Part Idea: (1) PLANNING THE INVESTIGATION: Focus Question (Teacher provided or student generated? Write in or glue in?) Prediction (Whole group oral or written in notebook? I think/predict that because ) Planning (What should be changed? What should be kept the same? How will differences be measured? Teacher given? Written on board? Glue in sheet? Student generated?) (2) DATA ACQUISITION & ORGANIZATION: Data Collection Methods (How will students record data? Drawings, charts & tables, artifacts, graphs & organizers) Data obtained (What is the expected outcome of the observations?) Data display (Data re-organization, graphic organizers) (3) MAKING MEANING: Discussion/analysis Conference: Science Talk (Class graphic organizer, thinking maps, sharing data, claims and evidence as a whole group) Claims & Evidence listing: Claim Evidence (I claim that...) (I know this because...) Conclusion (Sentence Frames and Prompts to scaffold answering the focus question: How do claims and evidence related to the big idea? Were predictions supported by the evidence?) (4) REFLECTION & SELF-ASSESSMENT: Line of learning (What did you learn that was new?) Reflection/Self-reflection (At first thought...now I think...i still need help understanding) Next Step Strategies (Re-teaching strategies) Reference: Bay Area Science Project/Lawrence Hall of Science Secondary Unit Lesson 4- Whale Sharks: Teacher Resources - Page 4

5 Whale sharks are the largest fish in the ocean yet they eat the smallest animals, plankton. For a short video description of Whale sharks and to learn more about them, watch Shark Academy s feature on these gentle giants. Background Map Activity Whale shark feeding Jonathan traveled to Holbox Island, Mexico to find the Whale Sharks. Find the Gulf of Mexico, Holbox Island, Mexico, and the United States. Secondary Unit Lesson 4- Whale Sharks: Teacher Resources - Page 5

6 SCIENTIFIC VOCABULARY Whale Sharks: Teacher Answer Key Algae: mostly aquatic photosynthetic organisms: the seaweeds and microscopic algae Chlorophyll: the green chemical pigment in plants or algae responsible for absorbing sunlight for the process of photosynthesis Consumer: grazers or predators, mainly animal life, in ecosystems they eat or consume plants and other animals. Copepods: tiny crustaceans that often make up the majority of a zooplankton population Crustaceans: a large group of mostly aquatic Arthropods which includes lobsters, crabs, and barnacles Decomposers: organisms such as bacteria and fungi whose role in ecosystems is to break down complex molecules into in basic nutrients.. they are agents of decay. Diatoms: one of the most common forms of phytoplankton, single celled algae, whose cells have cell walls made of a clear silicate glass-like compound Dinoflagellates: a common form of phytoplankton, single celled algae, whose cells are propelled by two flagella (whip-like tails). Some species contain toxins and are responsible for harmful algal blooms or red tides ; so named as their cells have red/brown photosynthetic pigments in addition to chlorophyll Ecology: the study of the relationship between living things and their surroundings Ecosystem: a complex community of living things interacting with their physical environment and each other. Food Chain: a series of organisms in an ecosystem in which each organism moving up the chain is dependent on the organisms occupying lower levels for food, rather directly or indirectly. Example: Diatoms are eaten by Copepods which are eaten by small juvenile fish - which are eaten by Mackerel which are eaten by Tuna the Tuna depend on the Diatoms, Copepods, and juvenile fish in order to have Mackerel to eat. Food Web: the complex overlapping and connections of the various food chains in an ecosystem. Holoplankton: Animals that are plankton for their entire life. ex: Copepods Larva: a juvenile form or stage in the life cycle of certain animals. ex: caterpillar is the larval form of a butterfly. Larvae is plural. Micron or micrometer: a measurement unit in the metric system used to measure very small distances, equal to one millionth of a meter or one thousandth of a millimeter Meroplankton: animals that are planktonic for only a portion of their life such as the larval forms of crabs and lobsters, or some juvenile fish species. Metamorphosis: a process in the development of an animal from its early stages to adult characterized by distinct and different forms at each stage. ex: tadpole to adult frog caterpillar to butterfly Nutrients: basic elements and simple compounds needed for life. Phytoplankton: Photosynthetic plankton, single celled, microscopic algae. They are major primary producers in aquatic ecosystems and are responsible for a lot of the world s oxygen as a by-product of their photosynthesis. Photosynthesis: The process in plants and algae where they produce their food (the sugar glucose C 6 H 12 O 6 ) from Carbon Dioxide (CO 2 ) and Water (H 2 O) using light energy from the Sun. Oxygen (O 2 ) is a by product of this reaction. Plankton: organisms in aquatic environments that drift with currents.. a.k.a. plankters Producer: photosynthetic organisms such as plants and algae that carry out photosynthesis and produce the material needed to begin the food chain in an ecosystem. Upwelling: rising water from deeper regions that is cooler and more rich in nutrients than the surface water it displaces Secondary Unit Lesson 4- Whale Sharks: Teacher Resources - Page 6

7 ESSENTIAL VOCABULARY Whale Sharks: Teacher Answer Key Directions: Find a picture or a synonym (similar word) for each of the Essential Vocabulary words. Use a dictionary, thesaurus, internet, or any other resource available to you. These are in alphabetical order. For an additional activity, pair words with opposite meanings. BOUNTY - good things that are given or provided freely and in large amounts; an amount of money given to someone as a reward for catching a criminal CALM - not angry, upset, excited, etc.; used to describe weather that is not windy, stormy, etc CAPTAIN - a person who is in charge of a ship or an airplane; an officer of high rank in some branches of the military, fire or police; an athlete chosen to be the leader of the team DISAPPEAR - to stop being visible: to pass out of sight; to stop existing : to die or go away completely DRIFTER - a person who moves from one place to another without a purpose or plan EFFICIENT - capable of producing desired results without wasting materials, time, or energy ENORMOUS - very great in size or amount ESCORT - a person or group of people who go with someone to give protection or guidance FROLIC to play and move about happily FUNNEL - a device shaped like a hollow cone with a tube extending from the point GIANT - very large: much larger or more powerful than normal GILLS - the body part that a fish uses for breathing GUIDE - a person who leads or directs other people on a journey; something that helps to direct a person s actions, thoughts, etc. HIDE - to prevent from being seen HORIZON - the line where the earth or sea seems to meet the sky KEEN - having or showing an ability to think clearly and to understand what is not obvious or simple about something LAYER - a covering piece of material that lies over or under another material MASSIVE very large and heavy PROTECT - to keep (someone or something) from being harmed, lost, etc. REEF - a long line of rocks or coral or a high area of sand near the surface of the water in the ocean RIPPLE - to move in small waves VANISH - to disappear entirely without a clear explanation VISIBILITY - the ability to see or be seen; used especially to describe how far you are able to see because of weather conditions, darkness, etc. WAVES - an area of moving water that is raised above the main surface of an ocean, a lake, etc.; an amount of energy (such as light or sound) that moves in a shape resembling a wave from one point to another point Secondary Unit Lesson 4- Whale Sharks: Teacher Resources - Page 7

8 EXTENDED VOCABULARY Whale Sharks: Teacher Answer Key Directions: Find a picture or a synonym (similar word) for each of the Extended Vocabulary words. Use a dictionary, thesaurus, Internet, or any other resource available to you. CONVERT - to change (something) into a different form or so that it can be used in a different way GOLF CART - a small car that is used to carry golfers and their equipment around a golf course ECONOMY - the process or system by which goods and services are produced, sold, and bought in a country or region INTREPID - feeling no fear : very bold or brave LURK - to wait in a secret or hidden place especially in order to do something wrong or harmful PAVED ROADS - a road, or path with a firm surface suitable for travel, as with asphalt, paving stones or concrete POLKA DOTS - one of a series of dots that make a pattern especially on fabric or clothing SUCCESS - the fact of getting or achieving wealth, respect, or fame SWARM - to move in a large group SWISH - to move with or cause (something) to move with a soft sweeping or brushing sound THICK - having a large distance between the top and bottom or front and back surfaces : not thin; growing closely together and in a large amount TOURISTS - a person who travels to a place for pleasure TREMENDOUS - very large or great; very good or excellent IDIOMATIC LANGUAGE: GIVE UP - cease making an effort; resign oneself to failure. KEEP UP - move or progress at the same rate as someone or something else. POOPED - very tired Secondary Unit Lesson 4- Whale Sharks: Teacher Resources - Page 8

9 Word Search: Whale Sharks BOUNTY CALM DISAPPEAR DRIFTER EFFICIENT ENORMOUS FROLIC GIANT GILLS GUIDE HIDE KEEN LAYER MASSIVE RIPPLE VANISH VISIBILITY WAVES Secondary Unit Lesson 4- Whale Sharks: Teacher Resources - Page 9

10 Crossword Puzzle: Whale Sharks Scientific Vocabulary ALGAE DIATOMS MICRON PRODUCER CONSUMER FOOD CHAIN METAMORPHOSIS UPWELLING COPEPODS FOOD WEB PHYTOPLANKTON DECOMPOSERS LARVA PLANKTON Secondary Unit Lesson 4- Whale Sharks: Teacher Resources - Page 10

11 Previewing Background Knowledge & Check In Questions 1. Does anyone know what a spaghetti strainer is? Why do we use it? A pool skimmer? How do we use it? 2. When fish/shark/whale have a similar sifting system to eat, it is called filter feeding. What animals do you know have a filter feeding system? 3. Plankton comes from the Greek word Planktos, which means drifter. What does drifting mean? 4. Do you think all sharks are dangerous? Why or why not? 5. How do you think weather plays a part with the feeding habits of different animals? 6. In symbiosis, two different species interact with each other. Some fish follow the big Whale Shark. Why do you think they follow the Whale Shark? 7. Why would a law protect an animal? When do you think a law would be formed to protect an animal? 8. What are Polka dots? Why would a Whale Shark have polka dots? Is it camouflage? What other animals can you think of have polka dots? Stripes? Why does it help them? 9. What are some differences and similarities between fish, sharks, and whales? 10. How big is a School bus? If a Whale Shark is as big as a School bus, do you think other fish are afraid of it? Why? Viewing the Video Depending on the class and the level of the students, there are a few options to consider when viewing the webisode. Students may watch the webisode, just focusing on the main ideas. Next, students could get their essential and/or extended vocabulary worksheets, and check off each word as they heard it, as the webisode played again. Also, the students might have the 5 W questions to answer as they listen to the webisode after the initial time. For the last viewing, the closed captioning could be turned on, to help bridge any listening comprehension gaps. Watch The Whale Sharks of Holbox video webisode 7 - Length 09: Pause the video occasionally to collect information and allow for discussion of events as they unfold. Secondary Unit Lesson 4- Whale Sharks: Teacher Resources - Page 11

12 Post Viewing Questions and Writing Prompts Post Viewing Questions: 1. You have learned that the Whale Shark eats only plankton. But if you were to find yourself swimming in the ocean next to a Whale Shark, would you be frightened? Why or why not? 2. Whale Sharks have a filter feeding system. Jot down in your journal a step by step explanation of this process. Look up any words you need in order to explain this method of eating. Read the steps of how a Whale Shark eats to a classmate. Compare your lists. Add any missing steps to your list in your journal. 3. After viewing the webisode on Whale Sharks, what do you think the coloring and polka dots do for the Whale Shark? Is it camouflage? How? From what? Writing Prompt There are many types of figurative language. Three definitions from the Webster s Dictionary are below for: simile, metaphor and personification. Read the definitions. If you do not know these three terms, do further research until you understand how they work in writing. Simile = a figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid. (like or as) Metaphor = a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. Personification = the attribution of a personal nature or human characteristics to something nonhuman, or the representation of an abstract quality in human form. View webisode 18 of Whale Sharks again starting at 3:40, with the sound off or Google Whale sharks and watch footage of Whale Sharks. Observe how the Whale Sharks move with their tail and mouth. Notice the coloring, size, and spots of the Whale Shark. Now, write a poem about a Whale Shark. Use at least one type of figurative language in your poem. It should be lines long. Once your poem is finished, practice it out loud, and read it to a classmate. See if your classmate can pick out the type of figurative language that you intended to use. Secondary Unit Lesson 4 - Whale Sharks: Teacher Resources - Page 12

13 5 W Questions & Answer Key 1. Q: Who else was feeding on the plankton on the surface besides the Whale Shark? A: Manta rays 2. Q: When do the Whale Sharks dive down deeper out of sight? Why? A: Later in the day, because the plankton is no longer aggregating at the surface. 3. Q: Where is the plankton in the calm early morning? Does it stay there? Why or why not? A: In the morning it s at the surface because it rises at night to feed on phytoplankton. As the water gets rough and the sun gets higher, the plankton sinks deeper again. 4. Q:What does Jonathan mean when he stated that Whale Sharks were protected by law? Why are they protected? A: Whale sharks are protected because years of overfishing has reduced their numbers and they are now endangered in many places. 5. Q: Why did the fisherman convert their boats from fishing boats to boats to transport tourists to see the Whale Sharks? Does that help the Whale Shark or harm it? A: There is more money in tourism to see the whale sharks than in fishing. So Whale sharks bring economic prosperity to a region suffering from a loss of jobs due to declining fish populations. 6. Q: How do Whale Sharks eat? Given their size, why is this incredible? A: Whale sharks strain plankton and small fish from the water using filters in their gills. A large animal survives on a very small one. Secondary Unit Lesson 4 - Whale Sharks: Teacher Resources - Page 13

14 Introduction & Activity: What is Plankton? Time: 2-3 class periods Materials: Photographs or samples of plankton; Jonathan Bird s Blue World Whale Shark webisode 18 Photographs by Bill Andrake Plankton are organisms in aquatic environments that drift with currents. Plankton comes from the Greek word planktos which means drifter. These are living things that are adapted for and rely on a lifestyle in the water column where they are unable to swim against prevailing currents; so they drift. A piece of dislodged seaweed or barnacles attached to floating piece of driftwood are not considered plankters. Most plankton are tiny microscopic creatures, however there are many larger forms of plankton such as jellyfish that are adapted for this lifestyle. There are two major groups of plankton, phytoplankton ( plant -plankton) and zooplankton ( animal -plankton). Phytoplankton Phytoplankton are tiny single celled algae, which are photosynthetic organisms. Examples of Diatoms, which may be the most common group of phytoplankton and are characterized by their golden brown color and cell walls made of a silicate glass-like compound. Some are solitary cells others form chains of cells. (magnified 430 times) Pictured below is the Dinoflagellate, Ceratium longipes. Dinoflagellates are common marine phytoplankton characterized by their reddish brown pigments and their ability to propel themeselves with two whip like tails or flagella (The flagella, located at a and b are not visible from the cells in these photos). Secondary Unit Lesson 4 - Whale Sharks: Teacher Resources- Page 14

15 Introduction & Activity: What is Plankton? (continued) Staying Afloat: Math Connection surface area to volume ratio Phytoplankton are photosynthetic and need to be near the surface to get sunlight. They account for 50% of the photosynthetic activity on Earth. Some phytoplankters, such as Dinoflagellates, can propel themselves to the surface using their flagella, while others rely on currents to lift their cells to the surface. Phytoplankton often contain oil in their cells which will help them float as it is less dense than water, but the most effective strategy for staying afloat is that they re really small. Tiny particles will have an easier time staying up in the water column BUT NOT because they re lighter or more buoyant. It is actually due to the ratio of their surface area to their volume. As an organism increases in size its volume increases at a greater rate than its surface area the result is less units of surface per unit of volume. For example: Compare two cubes For cube A each side is 1 cm in length and in cube B each side is 4 cm long. Each square side in cube A has an area of 1 cm 2, so its Total Surface Area = 6 cm 2. The Volume of cube A (L x W x H) = 1cm 3. The surface area to volume ratio is 6 to 1. 6 units of area for every unit of volume. Each square side in cube B has an area of 16 cm 2, so its total surface area is 96 cm 2. The volume of cube A (L x W x H) = 64 cm 3. The surface area to volume ratio is 96 to 64. just 1.5 units of area for every unit of volume. Being smaller increases the surface area to volume ratio. So what does mean for plankton cells? By being tiny they have more surface relative to their volume. This helps them stay up in the water column because as gravity pulls them down, friction between their cell surface and the surrounding water slows their descent. The more surface contact with water relative to their size means more friction per unit of volume, which slows their fall to the bottom. When looking at the photos of phytoplankton (page 3) you may have also noticed several have spines and spikes. When cells have these features, this also increases their surface area without a significant increase to their overall volume, thus increasing friction and slowing their descent. Phytoplankton are among the tiniest creatures in the sea and yet they can be seen from outer space well sort of. Being plants, phytoplankton have chlorophyll in their cells. Some satellites are equipped with sensors that can detect chlorophyll concentrations on the surface of the Earth or in the ocean. With this data, vegetation and phytoplankton can be mapped, allowing scientists to study changing patterns in forestation on land or gain a better understanding of phytoplankton in the sea. Secondary Unit Lesson 4 - Whale Sharks: Teacher Resources - Page 15

16 Introduction & Activity: What is Plankton? (continued) Shown below is a satellite map of chlorophyll concentration showing phytoplankton in the Gulf of Maine. Highest concentrations are in red. Image provided by Satellite Oceanography Data Laboratory, University of Maine through Northeast Regional Association of Coastal Ocean Observing Systems: neracoos.org Ocean scientists are very interested in phytoplankton populations as they are the base or beginning of food chains in the sea. It is the phytoplankton that becomes food for the next step in the chain, the zooplankton. Zooplankton is the food source for many other animals from small fish to whales and whale sharks. As photosynthetic organisms, phytoplankton release oxygen. In fact they are responsible for at least half (probably more) of the oxygen that we breathe. Refer back to the Webisode on Whale Sharks In the webisode on whale sharks, Jonathan often commented on how cloudy the plankton made the water. As you watch the underwater scenes you will see the green color or tint to the water, indicating the presence of phytoplankton. Usually, where there is phytoplankton there is zooplankton, and where there is zooplankton you have in this case, whale sharks. Zooplankton Zooplankton or animal plankton are the next step in the food chain feeding on phytoplankton. There are also some larger forms of zooplankton such as some jellyfish or fish larvae feed on smaller species of zooplankton. There are two forms of zooplankton: meroplankton and holoplankton. Holoplankton are species that spend their entire lives in the plankton community whereas meroplankton species only spend a portion of their lives drifting with the ocean currents. Many familiar marine animals, especially invertebrates have larval stages that are found in the plankton community. Secondary Unit Lesson 4 - Whale Sharks: Teacher Resources - Page 16

17 Meroplankton Introduction & Activity: What is Plankton? (continued) Some marine creatures go through an interesting metamorphosis as they go through their life cycle, and along the way they may become part of the zooplankton community. For example crabs go through different stages after hatching from eggs. They begin as zoea followed by a megalops stage, as plankton, before settling to the seafloor and maturing into their familiar form. Photos by Bill Andrake. Note the spines on the body of the zoea, perhaps they help keep it up in the water column; an adaptation seen in phytoplankton. Crab Zoea Stage What s the advantage for spending part of your life cycle as plankton? Crab Megalops Stage As plankters drift, they are able to spread their populations; it s a reproductive strategy. We see this on land where plants take advantage of the wind to spread their seeds. Consider the barnacle. Once a barnacle reaches maturity, its attached to a surface and there it will remain. If it s in an area where conditions are not healthy it may struggle to survive. However, barnacle eggs and the larval stages that follow become part of the plankton community and may drift to occupy more favorable habitats to ensure their survival. Photos by Bill Andrake. The early stage or Nauplius larva of a barnacle The later stage or Cypris larva of a barnacle Many other animals begin their lives in the plankton community. The larva of a seaworm The larva of a snail Secondary Unit Lesson 4 - Whale Sharks: Teacher Resources - Page 17

18 Zooplankton (continued) Introduction & Activity: What is Plankton? (continued) Unlike phytoplankton, zooplankton are multicellular. They are animals and need to find food and if possible keep from becoming food. They have features and adaptations for moving vertically in the water column. A good example is the Copepod, (pictured below, photo by Bill Andrake) the most common zooplankter in the sea and highlighted in the episode on whale sharks, (refer to the 4:40 mark in the Whale Shark episode). We can see many of the features that make this animal so well suited for life as a plankter. What purpose does the eye spot serve? What is the function of those large antennae? magnified 40X The eyespot allows copepods to sense light which helps them to navigate up or down in the water column. They migrate up in the water column (toward light) to get at phytoplankton near the surface, however they migrate down (toward dark) as they are less likely to be seen by visual predators such as fish. It is common for populations of copepods to come up near the surface at night to feed on phytoplankton, and return to the dark deeper waters during daylight hours, thus using their eye spot to avoid light. The most distinctive feature of these animals is their large antennae. Antennae can detect vibrations in the water as well as changes in chemistry. This allows them to find food or even detect predators. The antennae along with their feet act as oars pushing them through the water with very quick hops which you can see in the video. As they feed on phytoplankton their bodies become rich in oil. Oil contains a lot of energy, thus copepods are a highly sought after food item by large creatures such as whales and whale sharks.. copepods are a high energy food source. Whale sharks congregate around Holbox Island during the summer months to feed on the copepods. The copepods are feeding in the green, phytoplankton rich waters. So why are the phytoplankton blooming off Holbox Island? Secondary Unit Lesson 4 - Whale Sharks: Teacher Resources - Page 18

19 Nutrients and Upwelling (one class period) This is a map of chlorophyll concentration in the Gulf of Mexico from satellite data collected from NASA s MODIS (Moderate Resolution Imaging Spectroradiometer) satellite in August Highest phytoplankton (chlorophyll) concentrations are in red. ( From this map, the Northern coast of the Yucatan (location of Holbox Island) is rich in phytoplankton. So why is the phytoplankton so abundant in this area? Across the Gulf of Mexico where the Mississippi River enters the sea, we see high concentrations of phytoplankton as well. In addition sunlight, what else would phytoplankton need to thrive? Like all plants, they need basic nutrients as well as water and sunlight in order to survive; they need fertilizer or plant food. The Mississippi River system carries much of the water that runs off the land between the Rocky Mountains and Appalachian Mountain Range. This water carries with it tons of sediment and dissolved materials. Many of these dissolved materials are basic compounds or nutrients that are absorbed by phytoplankton allowing their populations to multiply. Upwelling The waters off the Yucatan do not have the huge volume of nutrient rich water coming off the land as seen in the area near the mouth of the Mississippi. So what might be the source of nutrients for phytoplankton along the northern coast of the Yucatan? In many areas of the ocean, nutrients from the deep are brought to the surface through upwelling. Upwelling is a process where water from deeper regions of the sea is brought up as surface waters are pushed away. Deeper water often is colder and rich in nutrients. When life in the sea dies it sinks to the seafloor where it will decay and decompose into basic nutrients which can fertilize phytoplankton when brought to the surface by upwelling. Secondary Unit Lesson 4 - Whale Sharks: Teacher Resources - Page 19

20 Nutrients and Upwelling (continued) How does upwelling occur off the northern coast of the Yucatan? Through the passage between the Cuba and the Yucatan flows the Yucatan Current. The current pushes against the slope on the eastern edge of the Yucatan Shelf bringing colder water up from the deeper regions to the surface. The research and mechanisms for the Yucatan upwelling are summarized in The Yucatan Current by Joanna Gyory, Arthur J. Mariano, and Edward H. Ryan. Map below from Map shows surface current velocity in the Gulf of Mexico. From this satellite color map of sea surface temperature in the Gulf of Mexico one can see an area of colder water on the Northern side of the Yucatan, indicating an area of upwelling, which brought up cooler, nutrient-rich waters from the deep. From NOAA, Gulf of Mexico Monitoring, Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 20 There are a variety of ways that deep water can be brought up to the surface. Winds can drive surface waters away from an area, drawing deeper waters to the surface. Also the cooling of water during colder months can cause surface water to sink and force bottom water to the surface; a process often found in lakes as well as in semi-enclosed bodies of water in the oceans.

21 Time: One to Two Class Periods Demonstration: Seasonal Upwelling Materials: Food coloring, ice, water, dropper, aquarium airline tubing, tall clear plastic/glass cylinder, (ex: 1000 ml graduated cylinder). Introduction: Upwelling in large semi enclosed bodies of water can occur during the fall and winter in temperate climates. Surface water becomes colder which makes it more dense. This dense water sinks and nutrient-rich deeper water rises as it is displaced by the sinking water from the surface. Procedure: 1. Fill the tall clear cylinder with water. 2. Fashion a long pipette by connecting a 6 to 8 inch piece of aquarium airline tubing to the end of a dropper. 3. Draw food dye up into the pipette and slowly deliver the dye to the bottom of the tube of water. Slowly remove the pipette leaving a layer of blue dye on the bottom of the cylinder. 4. The food dye represents nutrients at the bottom of sea. Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 21

22 Demonstration: Seasonal Upwelling (continued) Next, add a few ice cubes to the top the water column and observe what happens. The ice represents the cooling of surface water that takes place during the winter months. Ice cools the surface water (simulating winter). Upwelling of bottom water The water column is mixed The food dye on the bottom represents nutrients. Follow-up Discussion: Seasons in the Gulf of Maine As in ecosystems on land, there are seasons in the sea. Phytoplankton blooms in the sea and increases in zooplankton are controlled by factors such as seasonal upwelling and the availability of sunlight. The timing of these events is extremely important, as many creatures depend on plankton directly or indirectly for food. The following are satellite maps of chlorophyll concentration in the Gulf of Maine, showing in red the highest phytoplankton populations. These maps show a comparison between the phytoplankton population in February and April 2007 in the Gulf of Maine. The spring phytoplankton bloom occurs normally in late March or April. Images provided by Satellite Oceanography Data Laboratory, University of Maine. February 2007 April 2007 Explanation: During the fall and winter upwelling occurs in the Gulf of Maine and nutrient-rich water has reached the surface by February. However, the phytoplankton bloom does not happen until Spring, when the Sun s energy is more abundant for the process of photosynthesis. This phytoplankton bloom is followed by an increase in the zooplankton population. Timing is Everything: Whale species migrate to these waters to feed on copepods and small fish in late spring and remain until early fall when they migrate to tropical and subtropical waters over the winter. Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 22

23 Seasonal Upwelling (continued) Connecting buoy data to upwelling temperature, density, and upwelling. Shown below are graphs of water temperature and density from surface measurements and deep water for Massachusetts Bay in The data was recorded from the Gulf of Maine Ocean Observing System Buoy A01 and accessed from the Northeast Regional Association of Coastal Ocean Observing Systems: neracoos.org Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 23

24 Seasonal Upwelling (continued) After studying the graphs of temperature and density data on the previous page, answer the following questions. 1. During what time period during the year is deep water upwelling and mixing with surface water? 2. What do you observe in the density data that indicates this mixing? 3. From the temperature data explain why mixing of deep water and surface water is occurring at this time. 4. This map shows phytoplankton in the Gulf of Maine for the month of August How does it compare to the phytoplankton map from April? (p.10) So how do we explain this change in phytoplankton population over the summer? It s certainly not a lack of sunlight. Hint: the answer might lie in the temperature and density data. 5. What happens to the temperature of the surface vs. deep water during the summer? Is there mixing of the surface and deep water or are there layers? Explain how this would happen. 6. What do you suppose has happened to the nutrient levels in the surface waters during the summer months? Is there upwelling at this time? Explain 7. What must happen in order to start the process of upwelling once again? 8. This map shows another phytoplankton bloom in October of 2007 in the Gulf of Maine. How might we explain this one last bloom of phytoplankton before the approaching winter? An answer key is located on p. 31 Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 24

25 The Plankton Net Collecting and Working with Plankton A plankton net is basically a very fine mesh net shaped into a cone held open by a metal ring. As the net is dragged or towed through the water, plankton is concentrated into a collecting bottle at the end of the net. There are different net diameters and different mesh sizes, depending on what size plankters you would like to collect. A plankton net with a mesh size of about 100 microns is a good size for collecting phytoplankton as well as zooplankton. Here is a picture of a 100 micron mesh plankton net seen through a microscope magnified 100 times. Commercial nets are widely available, but homemade nets are easily made from material such as curtain shears or nylon stockings. A wire coat hanger can be used to form the wire opening and a small plastic bottle with its bottom cut away can serve as the collecting vessel at the end of the net. There are many ways to collect plankton. Plankton nets are typically towed behind a boat traveling at a very slow speed. However, they can be towed along a pier with a pole and a line or they can be hung off a bridge, collecting plankton in the current of a river or on an outgoing or incoming tide. Students can wade in a stream to collect plankton as well. Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 25

26 Collecting and Working with Plankton (continued) Working with Plankton Keeping a plankton sample alive. dilute it. After collecting a plankton sample, the plankters are concentrated in a small collection vessel at the end of the net. If left in that vessel or even poured into a small jar, the creatures will soon use up all the available dissolved oxygen in the water and die. Diluting your plankton sample with seawater in a large plastic jar (1-2 gal.) will keep the plankton alive for several days, especially if it s stored in a refrigerator. Using an aquarium air pump to add a low flow of air bubbled into the jar will also help maintain your sample. Observing plankton.concentrate it. When it comes time to observe plankton in the classroom, your diluted sample will not be very useful. Trying to get an adequate number of plankters with a dropper for viewing through a scope is very difficult unless you concentrate the plankton. Pouring your sample through a mesh coffee filter can quickly and easily do this. The mesh is very fine and traps zooplankton however some phytoplankton species are too tiny and pass through this filter. (See photo). Concentrating a plankton sample by pouring it through a mesh coffee filter Zooplankton cage Adding small floats (pieces of pipe insulation) to a mesh coffee filter allows a concentrated sample of plankton to float in a saltwater aquarium to keep it alive. (See photo below). Coffee filter plankton cage floating in an aquarium. Observing and Identifying Plankton. Most zooplankton is best observed in a small dish using a stereo or dissecting microscope as the creatures are typically moving around too quickly to follow it around on a microscope slide through a compound microscope. Phytoplankton cells are smaller and need to be observed using a compound microscope. Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 26

27 Collecting and Working with Plankton (continued) Resources for identification of marine plankton Phytoplankton: Great Bay Coast Watch Guide to Common Gulf of Maine Phytoplankton. New Hampshire Sea Grant and the University of New Hampshire Cooperative Extension. Color Guide to Identifying Dinoflagellates Ocean Globe Program from UCLA Marine Science Center. Zooplankton: Zooplankton Identification Guide. The University of Georgia Marine Education Center and Aquarium. A Guide to the Marine Plankton of Southern California. Ocean Globe Program from UCLA Marine Science Center. Plankton Identification Activity. Massachusetts Marine Educators. Visit to an Ocean Planet. Plankton Activity. NASA. Counting plankters in a grid. If you wanted to quantify plankton and actually wish to count individuals in a preserved sample, you ll need a grid. You can make grids using plastic egg crate material, which is used to cover light fixtures and found in most home centers. Place the grid on a black background. (attach black contact paper to the bottom of the grid). Next, center a small Petri dish with your plankters on to the grid. Then systematically move the grid (not the dish) as you count and record the individuals per square using a stereomicroscope or magnifying glass. Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 27

28 Quantitative Analysis: How Much Plankton is in a Cubic Meter of the Sea? The amount of plankton in a sample doesn t mean much unless you consider the volume of water that you filter with the plankton net to get those plankters. So how do we do that???? Volume of water filtered = Area of Net Opening x Distance the net was towed Step 1. Find the Area of the net opening below: r = radius of the net Area = π r 2 Area = 3.14 x r x r (show your work below) Area of Net Opening = m 2 square meters Step 2. Find the distance that the net was towed if from a boat Distance = Speed x Time Speed of the boat: meters per min. Time of the Tow: minutes. Distance the net was towed = Speed x Time (show your work below) Distance of Net Tow = m Step 3. Calculate the Volume of water filtered Volume of water filtered = Area of Net Opening x Distance of the Tow Volume of water filtered = m 2 x = m 3 So...How Much Plankton is in a Cubic Meter of the Sea? Number (or mass) of Plankters (g) (from filter measurement) Population Density = (Show your work below) Number of m 3 of water filtered Population Density = grams per m 3 Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 28

29 Quantitative Analysis: How Much Plankton is in a Cubic Meter of the Sea? (continued) Plankton Population Density Worksheet 1. Date of Sample 2. Speed of Tow = m per min. 3. Time of the Tow minutes 4. Distance of Tow (speed x time) = meters 5. Area of Net Opening = square meters 6. Volume of the Water Filtered m 3 or liters There are 1000 liters in a cubic meter (m3). 7. Population Density = number or mass of plankters Volume of water filtered Population Density = Population Density = per m 3 or per liter Sample Problems from Actual Data 1) Calculate the biomass of copepods per cubic meter of water filtered. Plankton Data from a September Oceanography Cruise in Nahant Bay, Massachusetts. Duration of the plankton tow: 5 minutes Boat speed: 5 meters in 3 seconds Biomass of copepods in sample: 78.8 grams (Collection was nearly all copepods with a few crab megalops larvae in sample) 2) Calculate the number of copepods per cubic meter of water filtered. Plankton data from a spring time collection along pier in Nahant Bay, Massachusetts Plankton net diameter = 30 cm (0.3 m) Net was towed along pier a distance of 50 meters 14,860 copepods were counted in the sample. An answer key is located on p. 32 Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 29

30 Quantitative Analysis: How Much Plankton is in a Cubic Meter of the Sea? (continued) Follow up: 1. At the time of its collection a lot of plankton has been concentrated in the jar or bottle at the end of the net. This observation often misleads students into believing that the ocean is densely populated with plankters when in reality a lot of water may have been filtered to capture just a few grams of plankton. It s useful to have a model of a cubic meter in the classroom as a visual so students get a real sense of how much plankton one might find in that volume of seawater. Students may begin to appreciate just how much water must be filtered by a baleen whale, whale shark (or other plankton feeders) in order to be adequately nourished. 2. From the population density per m 3 What are the chances of a little barnacle capturing a few zooplankter each time it scrapes the water with its legs (cirri) or that a swimmer might swallow a copepod in a mouthful of water? 3. Determining the distance of that very long cylinder of water filtered by your plankton net can be a nice math lesson. Measuring the distance of a plankton tow is straightforward if you walk the net along a dock or pier; or if you do a vertical tow and know the water s depth. It becomes a bit more challenging when towing the net behind a boat as you need to calculate the boat s speed in meters per minute and record the number of minutes for your tow. Boat Speed... If you estimate the length of the boat in meters and time how long it takes to pass a floating object in the water (like an apple), you can get a speed in meters/ second which can then be converted to meters per minute. For a plankton net sitting in a current, deployed from a bridge or dock, you would need to estimate the current s speed by timing a floating object drifting a measured distance. You also need to record the time that the net is in the water. For example: A plankton net sitting in a current traveling at about 0.5 meters/ sec., filters a cylinder of water (with the diameter of your net opening) that is 30 meters long for every minute that the net is in the water. Secondary Unit Lesson 4- Whale Sharks Teacher Resources - Page 30