Summary

•Intro to microbes

•what they are

•where found

•how affect humans

Key Concepts

•Definition of a microbe

•Differences between beneficial and harmful microalgae

•Balance vs imbalance

•Patterns occur between organisms and their resources

Procedure

•Lead in discussion about algae

•Game explanation (guided imagery)

Procedure

•Scene 1: Balance

•Scene 2: Change

•Scene 3: Beginning of Bloom

•Scene 4: Imbalance

Assessment

•Performance

•Reflection

•Written

Food WebAdditional Resources

Additional Resources

(Dyhrman 2008)

Additional Resources

(Dyhrman 2008)

Big Idea• Resource availability and abiotic factors

affect algae growth

• Variables that affect conditions for algae growth and development

4th and 5th Grade Objectives

• To conceptualize and understanding of the different variables that affect microbial algae.

• Investigate the counterintuitive nature of ocean temperature and algae growth.

Summary

• Students will analyze near real time data that reflects algae concentrations and conditions that might foster that development

• Students will be able to predict algae development given a set of environmental conditions

Sea Surface Temp July 2007

Chlorophyll Data July 2007

• DEFINITION: Bring in cold nutrient rich water pushed by wind into warmer coastal areas, as opposed to nutrient run-off. (film on upwelling-WHOI)

• VIDEO upwelling video

Introduce Upwelling

Mississippi River Watershed

Mississippi River Delta run-off

Assessment

• Predict if an algae bloom is likely given a series of conditions.

• Using satellite pictures of different months (SST/Chlorophyll) as a group activity, students will decide if conditions are right for an algae bloom (stand up if yes, remain seated if no).

• Give students individual satellite pictures to analyze in terms of conditions for blooms or situation possibilities.

Standards

• The Number of organisms an ecosystem can support depends on resources available and abiotic factors (National)

• Most life in the ocean exists as microbes (ocean lit)

• Ocean habitats are defined by environmental factors (ocean lit)

Web Activities and Resources• phytoplankton information• Harmful Algae : Red Tide• OceanLink | Biodviersity - Ask a Marine Scientist• C-MORE | Center for Microbial Oceanography:

Research and Education• OceanColor Home Page• C-MORE | Center for Microbial Oceanography• algae blooms and phytoplankton• Ask a Marine Scientist• Harmful Algae : Red Tide• WaterPollution (article on Gulf of Mexico)• Microbe Personality Quiz• planetquest.jpl.nasa.gov/AlienSafari

Middle Grades Objectives• Students will have a basic understanding of

marine microbes• Students will be able to describe some factors

affecting populations of marine microbes• Students will be able to interpret data to draw

conclusions about marine microbe populations• Students will be able to formulate predictions

about future events

MaterialsInternet access

MS Excel (or similar graphing software)

Selection of Variables to Graph

More Choices

for Graphing

Example of Data Extraction using Chlorophyll a

Creating an Excel Graph from Tabular Data

season n mean StdDev StdErr# # mg/m2 mg/m2 mg/m2

Spring 18 28.307 3.317 0.782Summer 20 29.359 5.32 1.189

Fall 13 26.727 3.881 1.076Winter 17 26.286 2.899 0.703

Chlorophyll (mean in mg/m2)

24.5

25

25.5

26

26.5

27

27.5

28

28.5

29

29.5

30

Spring Summer Fall Winter

Nu

mb

er

of

Sam

ple

s R

ecord

ed

HOT-DOGS Chlorophyll-a Graph

Other Variables using HOT-DOGS graphs

More Graphs!!

Assessment

• Participation in group assignment and whole-group discussion graded based on participation rubric

• Graph accuracy based on rubric

• Clear justification of student conclusion in written summary

And all the participants and organizers!!