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Microbe Matinee

Microbe Matinee. Microbes: The Good, The Bad, and The Bountiful. Cinema 1 Features KNOWLEDGE. Cinema 2 Features UNDERSTANDING. Blooms Gone Wild. Cinema 3 Features APPLICATION. Marine Microbes and the Temple of Bloom. Cinema 1 Features KNOWLEDGE. Microbes:

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Microbe Matinee

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  1. Microbe Matinee Microbes: The Good, The Bad, and The Bountiful Cinema 1 Features KNOWLEDGE Cinema 2 Features UNDERSTANDING Blooms Gone Wild Cinema 3 Features APPLICATION Marine Microbes and the Temple of Bloom

  2. Cinema 1 Features KNOWLEDGE Microbes: The Good, The Bad, and The Bountiful Stephanie Schroeder Janet Johnstone

  3. Summary • Intro to microbes • what they are • where found • how affect humans

  4. Key Concepts • Definition of a microbe • Differences between beneficial and harmful microalgae • Balance vs imbalance • Patterns occur between organisms and their resources

  5. Procedure • Lead in discussion about algae • Game explanation (guided imagery)

  6. Procedure • Scene 1: Balance • Scene 2: Change • Scene 3: Beginning of Bloom • Scene 4: Imbalance

  7. Assessment • Performance • Reflection • Written

  8. Additional Resources Food Web

  9. Additional Resources (Dyhrman 2008)

  10. Additional Resources (Dyhrman 2008)

  11. Cinema 2 Features UNDERSTANDING Blooms Gone Wild Theresa Waters Steve Seal

  12. Big Idea • Resource availability and abiotic factors affect algae growth • Variables that affect conditions for algae growth and development

  13. 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.

  14. 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

  15. Sea Surface Temp July 2007

  16. Chlorophyll Data July 2007

  17. Introduce Upwelling • 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

  18. Mississippi River Watershed

  19. Mississippi River Delta run-off

  20. 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.

  21. 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)

  22. 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

  23. Cinema 3 Features APPLICATION Marine Microbes and the Temple of Bloom Crystal Batcabe Robert Shearer Miriam Sutton

  24. 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 Internet access MS Excel (or similar graphing software) Materials

  25. Selection of Variables to Graph

  26. More Choices for Graphing

  27. Example of Data Extraction using Chlorophyll a

  28. Creating an Excel Graph from Tabular Data

  29. HOT-DOGS Chlorophyll-a Graph

  30. Other Variables using HOT-DOGS graphs

  31. More Graphs!!

  32. 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

  33. THANKS! And all the participants and organizers!!

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