Ecological Interactions Biodiversity of Kelp Forests
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3-5th grade Ecosystems/Biodiversity/Energy Flow Created By: Lauren Fieberg Sage Hill School
Overview
Materials
Kelp forests play a vital role of the health of our global oceans. These fragile biodiverse ecosystems provide the ideal ecosystem to look at ecological interactions among organisms, trophic structure, nutrient cycling, and overall ecosystem dynamics. Often times students who live near the coast get to experience the rock intertidal zone, but rarely do students get a chance to explore and understand what lies beneath the vastness of the ocean. This lesson will allow students to explore the kelp forest using basic concepts in ecology without having ever left the classroom.
In addition to the MyHero film you will need the following materials:
Objectives Students will: ●
Engage in meaningful activities focus around kelp forest ecology and the role of kelp forests in maintaining the health of our local and global oceans
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Construction paper
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Scissors
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String
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Markers/colored pencils
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Tape/Paper clips
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Copies of worksheet provided
Other Resources Background Kelp forests provide an important role in the health our global oceans. They are found pole to pole in nutrientrich waters with water temperatures typically 20°C or less. Their dependence on light for photosynthesis restricts them to shallow coastal zones no greater than 40m in depth, an area often referred to as the subtidal zone. These kelp forests rapidly grow, sometimes gaining up to 30cm per day, and provide a rich biodiverse ecosystem for some of the 800 species that call it home. Each species occupies it’s own specific niche, or role within the environment. The balance of these interactions is what keeps the kelp forest healthy and in balance with the surrounding ocean environment. With more and more human exploitation of our ocean resources, our kelp forests and the species that reside within them have become threatened. To maintain their existence humans have resorted to restoration efforts.
Websites: http://montereybay.noaa.gov/sitechar/ kelp1.html ●
Provides and overview of the CA Monterey Bay Kelp Forest Ecosystem, which is a model for healthy kelp forests
http://commons.wikimedia.org/wiki/ File: Kelp_forest_distribution_map.png ●
Provides a map of global kelp forest distribution included in your presentation
http://life.bio.sunysb.edu/marinebio/ kelpforest.html
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Activities 1. 2.
Drawing comparisons between structure of kelp and that of a plant Looking at Energy flow and interactions within the kelp---students research one organism and create/add it to the kelp forest they created---students are asked to think about how many organisms would lose their habitat if the kelp didn’t exist, or if specific species didn’t exist.
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Provides a comparison of different kelp forests around the world
Standards CA New Generation Science Standards (2014) http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp 3rd grade LS1.B: Growth and Development of Organisms LS2.D: Social Interactions and Group Behavior 4th grade LS1.A: Structure and Function 5th grade LS2.A: Interdependent Relationships in Ecosystems: LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Adaptations This lesson is meant to give students a basic introduction into kelp forest ecosystem and basic ecological terminology. However there are several ways to extend or expand the lesson. If you live in an area where kelp is accessible it would be very beneficial to bring in a sample and allow students to examine it either macroscopically or microscopically. Looking at a kelp holdfast you will find multiple small critters and can further discuss biodiversity.
Evaluation The following questions will help you determine if your students gained appropriate understanding. For further assessment students could be tested on basic concepts.
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LESSON PLAN TOOL: KELP FOREST EXPLORATION: GRADE LEVEL: 3-5th Created By: Lauren Fieberg, Sage Hill School
LESSON COMPONENTS/ (SUGGESTED LENGTH)
Activities ~ Supplementary Materials
1. Q. What is a kelp forest and why is it important for ocean health? ● Have students think pair share ● Whole class share out ● Read overview and background provided life/students’ home 2. Q. How does kelp get energy to grow? culture ● Discuss photosynthesis briefly ● Link past learning to 3. Review or introduce the following terms: new concepts ● Ecology ● Key vocabulary ● Ecological Interaction (within species, among different species), emphasized Interdependent Relationships ● Introduce Essential ● Ecological Niche/Role Question ● Biodiversity ● Food Web II. Presentation (20 MIN) 4. Read the background provided on kelp forests. (Instruction TO) 5. Watch the film: The Kelp Lady (10 min) ● Modeling, visuals, 6. Compare the kelp forest to a local ecosystem such as a forest or savannah demos, hands-on, and discuss biodiversity. I. Opening/ Motivation (10 MIN) ● Meaningful content ● Connections to real
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gestures, body language Scaffolding- such as think-alouds. Interaction
● IV. Practice & Application (20-30 MIN) (Instruction WITH) ● Meaningful Activities ● Interaction ● Strategies
7. Exploring structure and function of kelp: Have students complete the plants vs. kelp worksheet provided. ● Have them make observations about the structure of plant portion first—labeling: leaves, roots, stem. ● Walk them through the kelp part labeling kelp: stipe, blade, holdfast, and float. ● When they are finished labeling have them draw a dotted line between similar structures on plant and kelp: (holdfast-roots; blade-leaf; stipe-stem). Go over the correct answers at end. 8. Create a kelp forest: Give each student a piece of construction paper and based on their kelp diagram cut out a blade of kelp. If you are worried about size and shape uniformity you can provide a template. Attach all blades to string to create a large length(s) of kelp. Eventually stringing this to the ceiling.
9. Looking at Energy flow and interactions within the kelp: students research one organism and create using construction paper and markers/add it to the kelp forest they created---students are asked to think about how many organisms would loose there habitat if the kelp didn’t exist, or if specific species didn’t exist.
IV. Independent Practice/Assessment (5 MIN) (Instruction BY) 11. Feedback to students 12. Assess student
10. Class discussion regarding the role of kelp and the role of individual organisms within the kelp forest. 10. Provide any feedback needed. Q. Were students able to successfully create their kelp forest? Q. Did students gain knowledge about the differences and similarities between the structure of kelp and the structure of plants? Q. Did students gain insight into the diversity of the kelp forest ecosystem?
comprehension and learning throughout lesson.
V. Closure (5 MIN) 13. Review key vocabulary concepts 14. Reflection 15. Metacognition 16. Revisit Essential Question Materials and Resources
11. Review the essential questions and vocabulary. 12. Install kelp forest and keep in the classroom for review. 13. Have students share out about local Eco Heros in their lives similar to Nancy Caruso in the film (for a longer assignment students could produce a video, art piece, or short story)
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Construction paper Scissors Colored Pencils/Pens String and tape/paper clips for attaching kelp Copies of the worksheet provided
Adapted from the SIOP Model by Echevarria,Vogt and Short, 2008.
NAME: TEACHER: DATE: COMPARISON: Kelp Vs. Plant Created By: Lauren Fieberg, Sage Hill School
