Algae: The Good, the Bad and the Ugly!media.aeoned.org/wgte/content/items/digital/1526...Algae: The Good, the Bad and the Ugly! Non-Technology Version (Limited or no access to Computer

Knowledge Stream Lesson Created by: Amy Boros, teacher Ft. Miami Elementary School, Maumee, Ohio. 1/5/2009

Algae: The Good, the Bad and the Ugly! Non-Technology Version (Limited or no access to Computer with Internet) Grade Level(s): 6-8 Ohio Science Standards Addressed: 7th grade: Life Science Objectives 4, 7 Science and Technology Objectives 1,2,3 8th grade: Life Science Objective 3 Science and Technology Objective 2 Lesson Summary: Students are presented with a fictional news article about ‘pond scum’ taking over a local swimming hole. Students are then asked to investigate what has happened to the pond (algal bloom), how it can be remedied, and what good might come from the excess algae (formation of biofuel). Finally, the students complete a lab activity whereby they create four manipulated environments for algae to grow. Materials Needed: A. Video clips: 1. Dr. Robert Verb, November 13, 2008 (WGTE, KnowledgeStream) 2. Ross Youngs, November 13, 2008 (WGTE, Knowledge Stream) B. Websites: 1. Biomes: Lakes and Ponds (algae) http://www.mbgnet.net/fresh/lakes/index.htm 2. Lab Activity: Pea Soup Ponds http://www.teachengineering.org/view_activity.php?url=http://www.teachengineering.org/collection/cub_/activities/cub_enveng/cub_enveng_lesson02_activity1.xml C. Computer with Internet access D. Projector System or SmartBoard E. Microscope(s) F. Samples of algae G. Pea Soup Pond Lab Activity Materials (see lab section of lesson) H. Handouts*: 1. Pond Scum Takes Over Local Swimming Hole / Facts about algae 2. Types of Algae 3. Lake Munson Fish Kill Report 4. Powered by Pond Scum: Could biodiesel from algae be a viable transportation fuel? Article 5. Pea Soup Ponds Lab Activity Directions 6. Pea Soup Ponds Lab Chart *Several handouts are hyperlinked to the original source on the web. This is not necessary for success with the lesson. They simply may be photocopied and handed to students as much of the website content is included with this lesson in print format. Lesson Implementation Engage:

Have students read the fictional news article entitled, Pond Scum Takes Over Local Swimming Hole. Start a discussion with the following questions: 1. What has happened to the pond? 2. What could be causing the excess algae? Have students read the Facts about Algae on the bottom of the same page. You may also wish to give them a copy of Types of Algae. Continue discussion with the following questions: 3. What is algae? 4. What is an algal bloom? 5. What are the negative effects of an algal bloom on an environment? 6. What can be done with the excess algae that might benefit the environment and humans? Explore: Students will be going to stations to explore about types of algae and what can be done with excess algae that might lead to a positive outcome for both humans and the environment. •Microscope Stations: Have several microscopes set up displaying various types of algae. Algae can be purchased or gathered from an aquarium or pond. You may wish to have students draw what they find under the microscope. •Print Material Stations: Students read and discuss the two related articles: -Fish Kill at Lake Munson - Powered by Pond Scum: Could biodiesel from algae be a viable transportation fuel? Explain: Lead the class in a brief discussion of what they discovered during the explore phase. Students will they view four brief video clips on algae and the production of biofuel from algae. Video clips: 1. Dr. Robert Verb, November 13, 2008 (WGTE, KnowledgeStream) 2. Ross Youngs, November 13, 2008 (WGTE, Knowledge Stream) Discuss as needed. Evaluate: Students write a letter to the editor in response to the news article read at the beginning of the lesson (Pond Scum Takes Over Local Swimming Hole). They should use their new-found information on algae and one solution, biofuel. Extend: Students will conduct a lab activity where they create four aquatic environments for algae to grow. They will adjust variables such as temperature and light as well as the addition of fertilizer/chemicals to the aquatic environment. Please refer to lab activity, Pea Soup Ponds.

Pond Scum Takes over Local Swimming Hole

A local pond, once an active swimming and boating center, has turned green and unapproachable for humans and animals alike. The problem? Algae. Due to the warm temperature of the pond, the growth of the algae has taken over the water, once inhabited by many different species. The change of the environment is dramatic for native animals and plants. Algae can clog up city water intake valves and get tangled in boat propellers. “We used to have the best swimming hole, down by the bridge,” said Fred Miller, a 7th grader at Xenia Middle School. “Now its filled with this

gross slime. The last time I swam there, I slipped on the slimy rocks on the bottom. It was so gross! I sure would like to find a way to do something about it.”

Facts about Algae What are algae? (Click to view pictures or various types of algae) Algae are photosynthetic creatures. They are neither plant, animal nor fungi. Many algae are single-celled, however some species are multi-cellular. The scum found on ponds are algae. They are the green hairy growth on things found underwater objects. Algae releases oxygen into the water as it manufactures it food. Algae form the broad base on which the food pyramids in ponds and lakes is built. In manufacturing food, algae release oxygen, increasing the amount dissolved in the water. However, when algae become overabundant the decaying algae depletes oxygen levels. So during the summer, when conditions for growing algae are ripe, oxygen levels may decrease, causing "summerkill" for aquatic plants and animals. Algae are found in all the fresh waters of the world! An algal bloom is a relatively rapid increase in the population of (usually) phytoplankton algae in an aquatic system. Typically only one or a few species are involved and the bloom is recognized by discoloration of the water resulting from the high density of pigmented cells. Colors observed are green, yellowish-brown, or red. The excessive growth of algae may disrupt higher links of the local food web. Algae that die and sink to the bottom stimulate growth of decomposers, especially bacteria. Decomposition can result in the depletion of oxygen in the deeper water layers, and these conditions may result in fish kills Algal blooms may also be of concern as some species of algae produce neurotoxins. At the high concentrations reached during blooms, these may cause death if affected water is ingested.

Types of Algae Major Algae Groups

Blue-green algae are the slimy stuff. Its cells lack nuclei and its pigment is scattered. Blue-green algae are not actually algae, they are bacteria.

Green algae cells have nuclei and the pigment is distinct. Green algae are the most common algae in ponds and can be multicellular.

Euglenoids are green or brown and swim with their flagellum, too. They are easy to spot because of their red eye. Euglenoids are microscopic and single celled.

Dinoflagellates have a flagella and can swim in open waters. They are microscopic and single celled.

Diatoms look like two shells that fit together. They are microscopic and single celled.

Retrieved from Missouri Botanical Garden Net http://www.mbgnet.net/fresh/lakes/index.htm