Transcript www.mbari.org

HOW HARMFUL CAN IT BE?
LINDA MCINTOSH
JOAN MATSUZAK
BETH MARASS
Overview
This series of lessons will
Introduce students to the biological
economic and regional impact of harmful algal
blooms.
They will learn about the factors that
contribute to the growth patterns of specific
algae
Key concepts
Introduce students to the technology and equipment available to collect
biological, physical and chemical data in the oceans.
Identify and use real-time oceanographic data to understand phytoplankton
blooms.
Recognize how organisms are classified and identify target or offending
species.
Identify the relationship between harmful algal blooms, the effects of biological
magnification, and food webs.
Explore the consequences of changing conditions on potential bloom sites by
collecting and sampling water for causative microorganisms.
Objectives
* Recognize that while algal blooms occur
locally subject to local conditions, harmful
blooms occur throughout the oceans and
can have a significant biological and
economic impact.
* Introduce students to the technology and
equipment available to collect biological,
physical and chemical data in the oceans.
*
* Use historical oceanographic data to
understand phytoplankton blooms.
* Recognize how organisms are classified
and identify target or offending species.
* Identify the relationship between harmful
algal blooms, the effects of biological
magnification, and food webs.
* Explore the consequences of changing
conditions on potential bloom sites by
collecting and sampling water for causative
micro-organisms.
Procedure 1
Identifying the tools used to collect data
Find out how to use satellite and buoy data
1.Visit Buoys and The Global Drifter Program:
http://www.aoml.noaa.gov/phod/dac/gdp_information.html
2. Go to Phytopia website or CD to complete the tutorials on Toxic
and Harmful Algal Blooms http://www.bigelow.org/hab
3. Create You Own Bloom (available on the CD
https://articleworks.cadmus.com/bigelow/index.jsp
4. Visit GoMOOS site and graph monthly average data and analyse
results
Procedure 2
Bioaccumulation Activity
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Students are assigned a specific organism in an
Ocean food web
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Krill, Fish, Seals and Shark
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Their name tag tells them what to do

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ex-the krill graze on M & M's for 30 seconds
At the end, students discover the red and
orange M & M's are toxic and calculate
their % of toxin and if they survive.
Procedure 3
Hawaii Field Study
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Over the course of an academic year, a secondary
level biology class will compare two near-lying coastal
sites on the island of O’ahu, Hawai’i, one impacted by
anthropogenic disturbances and another in a relatively
pristine state, for ciguatoxic elements.
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For students living in other parts of the country-they
can log onto Wiki and see the data.
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Students can make hypothesis and follow along with
the Hawaiian study