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class time, encourage your students to investigate the “Special Topics.” Below are descriptions quoted from the
Bigelow Laboratory website (
www.bigelow.org/phytopia/phytopia.pdf
) that explain each module:
Phyto Files: “The core technology of Phytopia is a first‐ever searchable database of many important
phytoplankton from the world's temperate oceans: The Phyto Files. Also included in this module are three‐
dimensional cell models and a virtual microscope tool that allows for the viewing of organisms at various
magnifications, under various epifluorescence techniques, and by scanning electron microscopy. Users can
better understand each species’ unique form and function including cell wall type, motility, and potential
harmfulness.”
Phyto Factors: “[This] module promotes discovery of the ties between physical forcing and marine ecosystem
response, focusing on how environment affects the chlorophyll content and species composition of the upper
ocean. It also helps users connect ocean primary productivity patterns with environmental factors in several
geographic areas. Innovative tools allow investigation of co‐registered temperature, wind, current, nutrient,
and ocean color data.”
Special Topics: “[This component] provides a link from Phytopia to related resources on the Bigelow Laboratory
website (
www.bigelow.org/phytopia
). This module will provide access to material that is developed after the
CD‐ROM is distributed, including interesting topics such as harmful algal blooms.”
3.
There is sound associated with the Phytopia program, but it is not essential to complete the lessons. If the
computers have headphone jacks, we recommend using sound to make the lessons more engaging. If two
students are sharing a computer, have them use a headphone adapter. Plug both sets of headphones into the
adapter, and then plug the adapter into the headphone jack on the computer. If headphone jacks are not
available, the sounds may be distracting. Have the students turn off the sound in the Phytopia program by
clicking on the “Menu” icon, highlighting “Sound On/Off”, then clicking on “Music‐ON”, or they can simply turn
off the speakers directly.
4.
Distribute a set of three student worksheets to each student, and have them complete the lessons in sequential
order (i.e., starting with Lesson 4a).
5.
If there is an Internet connection available, encourage students that finish early to explore the “Special Topics”
module. The link on the “Menu” icon will take students directly to the online resources.
Assessment and Clean‐up:
1.
Pass out
PLANKTON SURVEY – LESSON 4 (one per student).
Have students check the post‐survey box and
answer the questions (allow 5 minutes). A TEACHER ANSWER KEY is provided for your convenience.
2.
As the students are completing their surveys, we would be grateful if you would complete the TEACHER
EVALUATION in this kit. All comments, corrections, and suggestions are very welcome. If you prefer, you can
complete the evaluation online (see TEACHER EVALUATION for website address). If you are completing the
optional extension activity, please complete the evaluation at the end of that activity.
3.
Collect the
Phytopia CDs from the students. Please double check that the CDs are actually in the cases.
4.
To prevent the cords from becoming entangled, repackage the headphones and adapters into sets. Each set
should contain 2 headphones connected to a headphone adapter. Put the 15 complete sets in the Audio bag.
5.
Re‐pack the kit for return to C‐MORE. Double check that all the items are included by completing the SUPPLY
CHECKLIST. Please make a note of missing, broken, or damaged items so that they can be replaced. Please pack
the kit so that the materials are stored as they were when you received them.
Mahalo!
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PLANKTON SURVEY – LESSON 4
Check one:
Pre‐survey
Name:
Post‐survey
Directions:
This survey is both a pre‐ and post‐ survey. Put a check mark at the top of this paper next to the survey you are doing
(pre‐ or post‐ survey). Please answer each question to the best of your ability. Circle the most
correct answer.
1.
Nutrients are more abundant in (the) _____________.
a.
upper ocean
b.
deep ocean
c.
coral reefs
2.
Phytoplankton are found in the upper part of the ocean because there is a lot of _____________.
a.
oxygen
b.
nutrients
c.
sunlight
d.
all of the above
3.
Blooms of phytoplankton will _____________ nutrients in the upper part of the ocean.
a.
decrease
b.
increase
4.
Tropical oceans appear very blue because there _____________ a lot of phytoplankton in the water and the
photic zone is _____________.
a.
are/shallow
b.
aren’t/shallow
c.
are/deep
d.
aren’t/deep
5.
Nutrients are brought up to the surface ocean by_____________.
a.
winds
b.
currents
c.
tides
d.
all of the above