marine'food'webs:'' small'matters!' -...

Marine'Food'Webs:''Small'Matters!''Objectives'Students(will((1)(identify(the(major(components(of(marine(food(webs,(including(phytoplankton(and(zooplankton,((2)(compare(marine(food(webs(to(terrestrial(food(webs,((3)(work(collaboratively(to(classify(marine(species,(and((4)(develop(hypotheses(regarding(the(contribution(of(phytoplankton(to(global(photosynthesis(rates.(((((Method'Students(are(assigned(a(“role”(in(the(marine(food(web.((Students(then(work(collaboratively(to(sort(themselves(into(a(working(food(web(and(compare(the(structure(of(their(food(web(to(that(of(terrestrial(habitats.(((((Materials''Instructors(should(have(a(blackboard(and/or(PowerPoint(capabilities.((Instructors(will(provide(students(with(“role”(cards(as(well(as(marine(species(cards(for(sorting.((Students(will(need(pens/pencils,(paper,(scissors,(and(glue.((

Background(Students(at(the(5thI6th(grade(level(are(taught(to(identify,(classify,(and(sort(organisms(in(the(environment.((Additionally,(important(learning(objectives(for(5thI6th(graders(include(describing(food(web(interactions(between(different(classes(of(organisms,(as(well(as(identifying(plantIbased(photosynthesis(as(the(base(of(this(food(chain.((However,(students(are(often(only(exposed(to(terrestrialIbased(food(webs.((This(exercise(teaches(students(how(food(webs(work(in(the(marine(environment.((This(is(important(for(understanding(global(photosynthesis(rates(since(phytoplankton(produce(50%(of(the(world’s(oxygen.((((((((Lesson'Activity'

1. Start(the(class(with(the(question,(“How(does(the(ocean(food(web(work?”((Allow(your(students(to(offer(suggestions(and(categorize(their(ideas(as(a(“circle(brainstorm,”((or(a(“cluster(diagram,”(see(http://writing2.richmond.edu/writing/wweb/cluster.html)(on(the(board.((Leave(your(brainstorm(up(on(one(portion(of(the(board(throughout(the(class.((You(will(come(back(to(this(brainstorm(at(the(end(and(revise(it(based(on(what(the(students(have(learned.((

2. Pass(out(marine(food(web(“role”(cards(to(the(students((see(Appendix(1).((The(cards(should(be(passed(out(in(the(ratio(of(1(sun:(4(phytoplankton:(2(zooplankton:(1(fish.((Then(ask(the(students(to(sort(

Grade'Level:(5I6(Subject'Areas:(Environmental(Science(Duration:(One(class(session((~45(mins)(Group'Size:(8(people(per(group((Setting:(Indoors(Key'Terms:'marine(ecosystems,(food(webs,(phytoplankton,(photosynthesis(Appendices:'Marine(Ecosystem(Role(Cards,(Marine(Species(Worksheet,(Example(Exam,(Feedback(Form(Author:'Alyse(Larkin,(Duke(University(Marine(Laboratory(

themselves(into(any(group(of(8.((It(is(ok(if(there(are(an(odd(number(of(students;(pass(out(more(phytoplankton(cards.(((

3. Next(provide(the(students(with(the(following(information:(“In(order(for(a(marine(food(web(to(work,(it(needs(1(sun(for(the(phytoplankton(to(share.((Every(zooplankton(must(have(at(least(2(phytoplankton(to(eat.((And(every(fish(much(have(at(least(2(zooplankton(to(eat.”((It(will(be(helpful(for(the(students(if(this(is(diagrammed(on(the(board(or(in(a(PowerPoint(slide.((

4. First,(ask(the(students,(“Does(your(food(web(work?”((In(all(likelihood,(their(original(groups(will(not(be(working(food(webs.(Ask(the(students(to(reIsort(themselves(in(to(working(marine(food(webs.((Give(the(students(10(minutes(or(so(to(sort(themselves(into(groups.((If(students(are(struggling,(provide(suggestions(on(how(they(should(sort(themselves(with(statements(like,(“What(is(your(role(in(the(foodweb?(Who(do(you(need(to(survive?”((

5. Once(they(have(sorted(themselves,(ask(the(students(to(volunteer(the(number(of(each(type(of(“role”(that(they(have(in(their(group,(or(“food(web.”((Let(them(know(whether(their(food(web(will(work(or(not.((If(it(does(not(work,(explain(why.((The(most(likely(explanation(is(that(there(are(not(enough(phytoplankton(for(the(zooplankton(to(eat,(or(that(there(are(not(enough(zooplankton(for(the(fish(to(eat.(((

6. Next,(ask(the(groups(to(split(in(half(and(draw(a(picture(of(their(food(web,(including(the(sun,(phytoplankton,(zooplankton,(and(fish,(as(a(small(team.((Then,(ask(the(

student(groups(to(work(together(to(draw(a(similar(food(web(from(a(terrestrial(environment.((When(they(are(finished,(ask(them(to(share(their(comparison(of(marine(and(terrestrial(food(webs.((Finally,(provide(the(students(with(the(following(information:((

a. Phytoplankton(are(singleIcelled(plants(found(in(the(ocean.((They(play(the(same(role(as(grass(does(in(a(terrestrial(ecosystem.(((

b. Zooplankton(are(very(small(invertebrates(that(eat(the(phytoplankton.((They(play(the(same(role(as(caterpillars(in(a(terrestrial(ecosystem.((

c. Fish(are(small(predators(that(eat(the(zooplankton.((They(play(the(same(role(as(birds(in(a(terrestrial(ecosystem.((

7. OPTIONAL(ACTIVITY:((In(order(to(familiarize(students(with(marine(phytoplankton,(zooplankton,(and(fish(species,(utilize(the(“Marine(Species(Worksheet.”(The(worksheet(provides(pictures(of(various(phytoplankton,(zooplankton,(and(fish(species.((Cut(out(and(randomize(the(photos,(then(have(the(students(glue(each(picture(to(a(piece(of(paper(labeled(with(the(correct(category,(either(phytoplankton,(zooplankton,(or(fish.((See(Appendix(2)((

(Reflection'8. At(the(end(of(class,(return(to(your(

brainstorm(that(you(created(at(the(start(of(the(lesson.((Ask(the(students(if(you(should(change(anything(on(the(brainstorm,(or(if(you(should(add(in(anything(new.((

9. Ask(the(students,(“What(is(the(most(abundant(organism(in(the(marine(environment?”((The(answer(is(phytoplankton.((Guide(their(thinking(by(asking(them(to(remember(the(number(of(each(type(of(organism(they(needed(in(order(for(their(food(web(to(work.(((

10. Ask(the(students,(“What(do(plants(provide(us(on(land?”(Once(someone(answers(“oxygen,”(ask(them(the(followIup(question,(“What(do(plants,(such(as(phytoplankton,(provide(other(organisms(in(the(ocean?”((

11. Finally,(ask(the(students,(“What(percent(of(the(world’s(oxygen(is(produced(by(land(plants?((What(percent(of(the(world’s(oxygen(is(produced(by(phytoplankton?”((As(homework,(ask(the(students(to(look(up(the(answer.((The(correct(answer(is(50%(of(global(oxygen(is(produced(on(land(and(50%(is(produced(by(phytoplankton.((This(can(be(used(to(lead(in(to(a(lesson(on(how(photosynthesis(works(in(aquatic(ecosystems.((

'Final'Products'

1. The(class(brainstorm(of(“How(does(the(ocean(food(web(work?”((

2. The(marine(and(terrestrial(food(webs(drawn(by(each(group.((

3. The(“Marine(Species(Worksheet”(((

Assessment'–'Evidence'of'Learning'For'Students:'

1. Students(make(major(revisions(made(to(the(brainstorm(created(at(the(beginning(of(class.(

2. After(the(class,(students(are(able(to(draw(correct(marine(food(webs.(

3. Students(are(able(to(correctly(classify(different(types(of(marine(organisms.(

4. Students(are(able(to(describe(the(importance(of(phytoplankton(in(the(marine(ecosystem.((

5. A(sample(quiz(on(this(subject(matter(is(provided(in(Appendix(3.(

For'Instructors:(1. What(portions(of(this(lesson(plan(

went(well?((What(portions(were(challenging?(

2. How(can(this(lesson(plan(be(improved(in(the(future?((

3. Will(you(use(this(lesson(plan(again?((

For'the'Author:(((((((Any(feedback(on(this(lesson(plan(would(be(greatly(appreciated.((You(may(send(the(feedback(form(in(Appendix(4(to(the(following(address:(( Alyse(Larkin(( 135(Duke(Marine(Lab(Road,((( Beaufort,(NC(

28561((

Common'Core'Standards'CC.1.SL.1.b:(Comprehension(and(Collaboration:(Build(on(others’(talk(in(conversations(by(responding(to(the(comments(of(others(through(multiple(exchanges.(CC.5.SL.1:(Comprehension(and(Collaboration:(Engage(effectively(in(a(range(of(collaborative(discussions((oneIonIone,(in(groups,(and(teacherIled)(with(diverse(partners(on(grade(5(topics(and(texts,(building(on(others’(ideas(and(expressing(their(own(clearly.(CC.5.SL.1.c:(Comprehension(and(Collaboration:(Pose(and(respond(to(specific(questions(by(making(comments(that(contribute(to(the(discussion(and(elaborate(on(the(remarks(of(others.(

CC.5.SL.1.d:(Comprehension(and(Collaboration:(Review(the(key(ideas(expressed(and(draw(conclusions(in(light(of(information(and(knowledge(gained(from(the(discussions.((North'Carolina'Essential'Standards'–'Science''5.L.2.1:(Compare(the(characteristics(of(several(common(ecosystems,(including(estuaries(and(salt(marshes,(oceans,(lakes(and(ponds,(forests,(and(grasslands.(5.L.2.2:(Classify(the(organisms(within(an(ecosystem(according(to(the(function(they(serve:(producers,(consumers,(or(decomposers((biotic(factors).(�5.L.2.3:(Infer(the(effects(that(may(result(from(the(interconnected(relationship(of(plants(and(animals(to(their(ecosystem.(6.L.1.2:(Explain(the(significance(of(the(processes(of(photosynthesis,(respiration,(and(transpiration(to(the(survival(of(green(plants(and(other(organisms.(6.L.2.1:(Summarize(how(energy(derived(from(the(sun(is(used(by(plants(to(produce(sugars((photosynthesis)(and(is(transferred(within(food(chains(and(food(webs((terrestrial(and(aquatic)(from(producers(to(consumers(to(decomposers.((AASL'Standards'for'the'21st'Century'Learner'1.1.2:'Use(prior(and(background(knowledge(as(context(for(new(learning.((1.1.9:(Collaborate(with(others(to(broaden(and(deepen(understanding'2.1.1:'Continue(an(inquiryIbased(research(process(by(applying(criticalIthinking(skills((analysis,(synthesis,(evaluation,(organization)(to(information(and(knowledge(in(order(to(construct(new(understandings,(draw(conclusions,(and(create(new(knowledge.'

3.2.2:'Show(social(responsibility(by(participating(actively(with(others(in(learning(situations(and(by(contributing(questions(and(ideas(during(group(discussions.('

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Appendix(1:((Marine(Food(Web(“Role”(Cards!!

Appendix(2:((Marine(Species(Worksheet((NOTE:(Do(not(include(the(following(organism(titles(on(the(worksheet((phytoplankton,(zooplankton,(fish).((All(images(taken(from(Wikimedia(Commons.((Instructors(may(add(other(images(as(he(or(she(sees(fit.(((Phytoplankton!

!(Zooplankton(

Fish((

((((((((((

Appendix(3:(Optional(Student(Evaluation((1. Draw(a(marine(food(web.((Include(the(sun,(phytoplankton,(zooplankton,(and(fish.((Draw(arrows(to(show(where(each(gets(its(food.(((

(((((((2. How(is(the(marine(food(web(similar(to(a(food(web(on(land?(((

(((

3. What(types(of(organisms(are(these?(((

( ((

(4. Why(are(phytoplankton(important(for(marine(habitats?((Why(are(phytoplankton(important(for(the(whole(world?((

(((

Appendix(4:(Teacher(Evaluation(of(Lesson(Plan((Please&rate&this&lesson&plan:&& &&Poor&&&& &&&&&&&Average& & Excellent&&&

& & & & && & & & & & &&&&&&&(please&check&one&box)&

&&1. What&portions&of&this&lesson&plan&went&well?&&What&portions&were&challenging?&

&&&&&&&

2. How&can&this&lesson&plan&be&improved&in&the&future?&&&&&&&&&

3. Will&you&use&this&lesson&plan&again?&&&&&&&&&&&&

&&Your&feedback&is&greatly&appreciated!&Please&return&this&form&to:&Alyse&Larkin,&135&Duke&Marine&Lab&Road,&Duke&University&Marine&Lab,&Beaufort,&NC&28516&

1& 2& 3& 4& 5&& & & & &