'Sea Sawdust' (Trichodesmium) and Biogeochemical Cycling
This resource is a sequence of five lessons based on two RV Investigator research projects: ‘Deep seascapes of the Great Barrier Reef’; ‘Uncovering submarine canyons and landslides’ (IN2019_T02): 1) Measurements of nitrate isotopic composition in the Coral Sea (Dr Dirk Erler, Southern Cross University), and 2) Trichodesmium (filamentous cyanobacteria) sampling.
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Greta Creed, North Lakes State College, Queensland
Nature of the inquiry problem
This inquiry problem allows students to improve their understandings of the roles of plankton (e.g. Trichodesmium) in marine food webs, and their interactions with nutrient availability/biogeochemical cycling in the marine environment.
The series of resources are suitable for Year 9 Science (Biological sciences), Year 10 Science (Earth Science) and Year 11 Earth & Environmental Science. The resources can be utilised as stand-alone lessons, or as a full sequence of five lessons.
Suitable year levels and subject areas
Year 9 Science
Biological sciences sub-strand
Year 10 Science
Earth Science sub-strand
Senior Earth and Environmental Science
Unit 2: Earth processes - energy transfers and transformations
Curriculum links
Australian Curriculum (ACARA) Year 9 Science: Biological sciences sub-strand
Science Understanding
Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176).
Science as a Human Endeavour (SHE)
Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE158).
Science inquiry Skills
(Processing and analysing data and information)
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169).
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170).
(Evaluating)
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171).
Cross Curriculum Priority - Sustainability
Australian Curriculum (ACARA) Year 10 Science: Earth Science sub-strand
Science Understanding
Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189).
Science as a Human Endeavour (SHE)
Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE194).
Science inquiry Skills
(Processing and analysing data and information)
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203).
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204).
(Evaluating)
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205).
Cross Curriculum Priority - Sustainability
Australian Curriculum (ACARA) Earth and Environmental Science
Unit 2: Earth processes – energy transfers and transformations
Science Understanding
Biogeochemical cycling of matter, including nitrogen and phosphorus, involves the transfer and transformation of energy between the biosphere, geosphere, atmosphere and hydrosphere (ACSES055).
Science Inquiry Skills
Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of measurement error, and uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions (ACSES033).
Science as a Human Endeavour
Advances in science understanding in one field can influence other areas of science, technology and engineering (ACSES039).
Learning Objectives
Students will explore the features of marine food webs, including the role of phytoplankton (with a focus on Trichodesmium), and consider how microorganisms contribute critically to marine food webs. The role of nutrient availability in the marine environment will also be considered.
Student Learning Outcomes*
Lesson 1: Marine Food Web
Students should be able to:
recognise feeding relationships between organisms in a Tasmanian marine environment
organise marine organisms into their correct trophic levels
construct a detailed food web.
Resources:
Lesson Plan 1 – Marine Food Web – Tasmania
Marine Food Web Species Info Sheets (Tasmania NPWS)
Marine Organism Ecology Worksheet
Marine Food Web Diagram (Tasmania NPWS)
Marine Food Web Answers (Tasmania NPWS)
Lesson 2: Plankton
Students should be able to:
distinguish between phytoplankton and zooplankton in the marine environment
recognise the vital roles of phytoplankton and zooplankton in the marine food web
identify features of the range of organisms known as phytoplankton.
Resources:
Lesson Plan 2 – Plankton
Introduction to Plankton Worksheet
What are Phytoplankton Worksheet
Plankton Wordsearch.
Lesson 3: Types of Phytoplankton
Students should be able to:
identify different types of phytoplankton (e.g. diatoms, dinoflagellates)
recognise the extent and significance of phytoplankton blooms
understand the role of satellite and other technologies in monitoring phytoplankton blooms.
Resources
Lesson Plan 3 – Types of Phytoplankton
PowerPoint – Types of Phytoplankton
Types of Phytoplankton Worksheet.
Lesson 4: Studying Phytoplankton
Students should be able to:
identify a range of technologies available to scientists for studying phytoplankton (and other marine environment issues)
understand the role of citizen science in supplementing and extending scientific knowledge
apply tools available in ‘Atlas of Living Australia’ to explore the distribution of phytoplankton (Trichodesmium and Noctiluca) in Australian waters.
Resources:
Lesson Plan 4 – Studying Phytoplankton
PowerPoint – Studying Phytoplankton
Studying Phytoplankton Worksheet.
Lesson 5 – Trichodesmium and CSIRO Data
Students should be able to:
utilise hydrochemistry data from RV Investigator Voyage IN2019_T02 to identify trends in temperature, fluorescence (as an indicator of chlorophyll-a) and phosphate concentration
compare and contrast sampling techniques and data obtained at two sampling (deployment) sites
analyse data to make links between biogeochemical factors in the marine environment.
Resources
Lesson Plan 5 – Trichodesmium and CSIRO data
Trichodesmium Fact Sheet
RV Investigator and Trichodesmium Worksheet.
Format
Series of lesson plans with a range of resources including:
retrieval chart
Powerpoint and worksheet
data analysis activity.
Assessment outcomes
Formative assessment - data analysis task.
This task can be used in preparation for summative assessment of both Science Understanding and Science Inquiry Skills standards.
Information and communications technology (ICT)
A range of audio-visual links are available in this resource. The Atlas of Living Australia provides data for the occurrence of Trichodesmium.
Acknowledgment
'Sea Sawdust' (Trichodesmium) and Biogeochemical Cycling (created by Greta Creed) (2020) Copyright owned by Department of Education, Queensland. Except as otherwise noted, this work is licenced under the Creative Commons Attribution 4.0 International Licence. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/
Greta Creed, North Lakes State College, Queensland
Nature of the inquiry problem
This inquiry problem allows students to improve their understandings of the roles of plankton (e.g. Trichodesmium) in marine food webs, and their interactions with nutrient availability/biogeochemical cycling in the marine environment.
The series of resources are suitable for Year 9 Science (Biological sciences), Year 10 Science (Earth Science) and Year 11 Earth & Environmental Science. The resources can be utilised as stand-alone lessons, or as a full sequence of five lessons.
Suitable year levels and subject areas
Year 9 Science
Biological sciences sub-strand
Year 10 Science
Earth Science sub-strand
Senior Earth and Environmental Science
Unit 2: Earth processes - energy transfers and transformations
Curriculum links
Australian Curriculum (ACARA) Year 9 Science: Biological sciences sub-strand
Science Understanding
Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176).
Science as a Human Endeavour (SHE)
Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE158).
Science inquiry Skills
(Processing and analysing data and information)
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169).
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170).
(Evaluating)
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171).
Cross Curriculum Priority - Sustainability
Australian Curriculum (ACARA) Year 10 Science: Earth Science sub-strand
Science Understanding
Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189).
Science as a Human Endeavour (SHE)
Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE194).
Science inquiry Skills
(Processing and analysing data and information)
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203).
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204).
(Evaluating)
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205).
Cross Curriculum Priority - Sustainability
Australian Curriculum (ACARA) Earth and Environmental Science
Unit 2: Earth processes – energy transfers and transformations
Science Understanding
Biogeochemical cycling of matter, including nitrogen and phosphorus, involves the transfer and transformation of energy between the biosphere, geosphere, atmosphere and hydrosphere (ACSES055).
Science Inquiry Skills
Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of measurement error, and uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions (ACSES033).
Science as a Human Endeavour
Advances in science understanding in one field can influence other areas of science, technology and engineering (ACSES039).
Learning Objectives
Students will explore the features of marine food webs, including the role of phytoplankton (with a focus on Trichodesmium), and consider how microorganisms contribute critically to marine food webs. The role of nutrient availability in the marine environment will also be considered.
Student Learning Outcomes*
Lesson 1: Marine Food Web
Students should be able to:
recognise feeding relationships between organisms in a Tasmanian marine environment
organise marine organisms into their correct trophic levels
construct a detailed food web.
Resources:
Lesson Plan 1 – Marine Food Web – Tasmania
Marine Food Web Species Info Sheets (Tasmania NPWS)
Marine Organism Ecology Worksheet
Marine Food Web Diagram (Tasmania NPWS)
Marine Food Web Answers (Tasmania NPWS)
Lesson 2: Plankton
Students should be able to:
distinguish between phytoplankton and zooplankton in the marine environment
recognise the vital roles of phytoplankton and zooplankton in the marine food web
identify features of the range of organisms known as phytoplankton.
Resources:
Lesson Plan 2 – Plankton
Introduction to Plankton Worksheet
What are Phytoplankton Worksheet
Plankton Wordsearch.
Lesson 3: Types of Phytoplankton
Students should be able to:
identify different types of phytoplankton (e.g. diatoms, dinoflagellates)
recognise the extent and significance of phytoplankton blooms
understand the role of satellite and other technologies in monitoring phytoplankton blooms.
Resources
Lesson Plan 3 – Types of Phytoplankton
PowerPoint – Types of Phytoplankton
Types of Phytoplankton Worksheet.
Lesson 4: Studying Phytoplankton
Students should be able to:
identify a range of technologies available to scientists for studying phytoplankton (and other marine environment issues)
understand the role of citizen science in supplementing and extending scientific knowledge
apply tools available in ‘Atlas of Living Australia’ to explore the distribution of phytoplankton (Trichodesmium and Noctiluca) in Australian waters.
Resources:
Lesson Plan 4 – Studying Phytoplankton
PowerPoint – Studying Phytoplankton
Studying Phytoplankton Worksheet.
Lesson 5 – Trichodesmium and CSIRO Data
Students should be able to:
utilise hydrochemistry data from RV Investigator Voyage IN2019_T02 to identify trends in temperature, fluorescence (as an indicator of chlorophyll-a) and phosphate concentration
compare and contrast sampling techniques and data obtained at two sampling (deployment) sites
analyse data to make links between biogeochemical factors in the marine environment.
Resources
Lesson Plan 5 – Trichodesmium and CSIRO data
Trichodesmium Fact Sheet
RV Investigator and Trichodesmium Worksheet.
Format
Series of lesson plans with a range of resources including:
retrieval chart
Powerpoint and worksheet
data analysis activity.
Assessment outcomes
Formative assessment - data analysis task.
This task can be used in preparation for summative assessment of both Science Understanding and Science Inquiry Skills standards.
Information and communications technology (ICT)
A range of audio-visual links are available in this resource. The Atlas of Living Australia provides data for the occurrence of Trichodesmium.
Acknowledgment
'Sea Sawdust' (Trichodesmium) and Biogeochemical Cycling (created by Greta Creed) (2020) Copyright owned by Department of Education, Queensland. Except as otherwise noted, this work is licenced under the Creative Commons Attribution 4.0 International Licence. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/
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