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What exactly are plankton?. Plankton are weakly swimming or drifting organisms
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1. Lesson 17:
Plankton
Marine Biology Note: The slide presentation and activity were created by Lisa Wu and Carol Lange. They are used and slightly modified with permission from the authors.Note: The slide presentation and activity were created by Lisa Wu and Carol Lange. They are used and slightly modified with permission from the authors.
2. What exactly are plankton? 2 Teachers Note:
1. You may want to point out to students that the line between zooplankton and phytoplankton is sometimes hard to distinguish. Especially in areas of the ocean that are not very productive, some types of plankton can be both heterotrophic and autotrophic.
2. Planktos (Greek) means to wander
3. Bacteria is another group of plankton but for simplicity, the main two groups are listed on the slide.Teachers Note:
1. You may want to point out to students that the line between zooplankton and phytoplankton is sometimes hard to distinguish. Especially in areas of the ocean that are not very productive, some types of plankton can be both heterotrophic and autotrophic.
2. Planktos (Greek) means to wander
3. Bacteria is another group of plankton but for simplicity, the main two groups are listed on the slide.
3. Why are plankton important? Important part of global carbon cycle
Food source (basis of the food web)
Producer of oxygen (photosynthesis) 3
4. Recall from biology that autotrophs (aka primary producers) like plants or algae create carbohydrates (usable energy) from light through photosynthesis:
CO2 + H2O ? C6H12O6 (carbohydrate) + O2(oxygen)
This energy supplies entire food webs as organisms are eaten up the food chain
Photosynthesis primer 4 Teachers Note: The diagram depicts autotrophs, also known as primary producers, converting light energy from the sun into carbohydrates (sugars) through photosynthesis. Heterotrophs cannot generate energy from solar or chemical sources, but must consume primary producers (and other heterotrophs) for energy. In this way, primary producers drive the food web.Teachers Note: The diagram depicts autotrophs, also known as primary producers, converting light energy from the sun into carbohydrates (sugars) through photosynthesis. Heterotrophs cannot generate energy from solar or chemical sources, but must consume primary producers (and other heterotrophs) for energy. In this way, primary producers drive the food web.
5. Plankton are an energy source for marine ecosystems Many plankton are primary producers
Over 90% of marine primary production (energy produced) is from phytoplankton! The rest is from marine plants and other sources. 5 Photo:
http://www.noaanews.noaa.gov/stories2008/20080305_oceandesert.html; Accessed: November 2010Photo:
http://www.noaanews.noaa.gov/stories2008/20080305_oceandesert.html; Accessed: November 2010
6. How are plankton studied? Collected with special nets
and sampling bottles
Underwater cameras
Microscopes
Satellites 6 Teachers Note: A bongo net is a metal frame with two paired mesh nets attached (see photo on slide).They are named bongo nets because they look somewhat like bongo drum.For more information, see: http://www.whoi.edu/page.do?cid=11254&pid=8415&tid=282; Accessed: November 2010.
A video plankton recorder is a form of underwater microscope that takes images of plankton for study while a boat is moving. The advantage is the ability to sample plankton quickly over a large area. For more information see: http://www.whoi.edu/instruments/viewInstrument.do?id=1007; Accessed: November 2010.
Photo:
NOAA Photo Library
Image ID: fish1014, NOAA's Fisheries Collection Photo Date: 1987Photographer: Captain Robert A. Pawlowski, NOAA CorpsTeachers Note: A bongo net is a metal frame with two paired mesh nets attached (see photo on slide).They are named bongo nets because they look somewhat like bongo drum.For more information, see: http://www.whoi.edu/page.do?cid=11254&pid=8415&tid=282; Accessed: November 2010.
A video plankton recorder is a form of underwater microscope that takes images of plankton for study while a boat is moving. The advantage is the ability to sample plankton quickly over a large area. For more information see: http://www.whoi.edu/instruments/viewInstrument.do?id=1007; Accessed: November 2010.
Photo:
NOAA Photo Library
Image ID: fish1014, NOAA's Fisheries Collection Photo Date: 1987Photographer: Captain Robert A. Pawlowski, NOAA Corps
7. Satellites can also help scientists study plankton Satellites equipped with color scanners measure the concentration of chlorophyll in the ocean
Red and orange indicate higher concentration of chlorophyll, while blue and green represent lower concentrations
Chlorophyll is an indicator of plankton and can be used to study plankton populations
7 Teachers Notes:
1. You may want to remind students about MODIS and SeaWiFS and their associated satellites from lesson 12 that measure ocean color here.
Photo:
NASA Earth Observatory Collection, http://www.nasaimages.org/luna/servlet/detail/nasaNAS~10~10~83665~189949:North-Atlantic-in-Bloom; Accessed: November 2010Teachers Notes:
1. You may want to remind students about MODIS and SeaWiFS and their associated satellites from lesson 12 that measure ocean color here.
Photo:
NASA Earth Observatory Collection, http://www.nasaimages.org/luna/servlet/detail/nasaNAS~10~10~83665~189949:North-Atlantic-in-Bloom; Accessed: November 2010
8. Do organisms spend their entire lives as plankton? Holoplankton spend their entire life cycle as plankton
Examples include dinoflagellates, diatoms and krill
8 Photo:
http://oceanexplorer.noaa.gov/explorations/02arctic/background/sea_ice/media/diatoms.html; Accessed: November 2010Photo:
http://oceanexplorer.noaa.gov/explorations/02arctic/background/sea_ice/media/diatoms.html; Accessed: November 2010
9. Meroplankton spend only a part of their life cycle drifting
As they mature they become nekton (free swimmers) or benthic (crawlers)
Examples include fish and crab larvae Do organisms spend their entire lives as plankton? 9 Photo:
NOAA Photo Library
Image ID: expl0172, Voyage To Inner Space - Exploring the Seas With NOAA CollectLocation: Southeast of Charleston, South CarolinaPhoto Date: 2003 August 7Photographer: Jerry MclellandCredit: Charleston Bump Expedition 2003. NOAA Office of Ocean Exploration; Dr. George Sedberry, South Carolina DNR, Principal Investigator http://www.photolib.noaa.gov/htmls/expl0172.htm; Accessed: November 2010Photo:
NOAA Photo Library
Image ID: expl0172, Voyage To Inner Space - Exploring the Seas With NOAA CollectLocation: Southeast of Charleston, South CarolinaPhoto Date: 2003 August 7Photographer: Jerry MclellandCredit: Charleston Bump Expedition 2003. NOAA Office of Ocean Exploration; Dr. George Sedberry, South Carolina DNR, Principal Investigator http://www.photolib.noaa.gov/htmls/expl0172.htm; Accessed: November 2010
10. How are phytoplankton different from zooplankton? Phytoplankton
Producers
Single cells or chains of cells
including the smallest plankton picoplankton (0.2 -2 microns)
Remain near the surface Zooplankton
Consumers (including herbivores and carnivores)
Include microscopic and macroscopic organisms
May vertically migrate (to a depth of 200m) during the day for protection but resurface at night to feed
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11. How do scientists identify plankton?
Scientists collect samples and carefully observe their characteristics
They communicate these observations with sketches and photographs
Today, youre the scientist!
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12. Activity: Identifying Plankton You will see ten slides depicting specimens you found during a NOAA expedition.
Note: They are from different tows representing different oceans and different depths.
Each slide will be visible for 2 minutes.
As the slides are shown, observe and, using a pencil, sketch each sample on your worksheet. If there is more than one specimen on the slide, choose one to draw. Note body shape, projections, sensory organs, appendages, type of covering and degree of transparency.
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13. 13
14. Plankton Observation Worksheet Specimen # ___________
Characteristics: Description
Body shape/Tail/flagella/appendages/eyes
Transparency/gills/other features
______________________
______________________
______________________
Circle one from each category:
Phytoplankton or Zooplankton
Holoplankton or Meroplankton 14
15. Examples of PlanktonSpecimen #1 15
16. Specimen #2 16
17. Specimen #3 17
18. Specimen #4 18
19. Specimen #5 19
20. Specimen #6 20
21. Specimen # 7 21
22. Specimen #8 22
23. Specimen #9 23
24. Specimen #10 24
25. End of Drawing Section Now use your drawings to identify your specimens. Use any resources you have available or view the rest of the slides to discuss the specific organisms used. 25
26. Plankton IdentifiedSpecimen #1 Mixed Diatoms Phytoplankton common in nutrient rich temperate, polar, coast and open ocean
Important oxygen producer
Occur as a single cell or in chains
Covered in shells made of silica 26
27. Specimen #2 Copepod Simple crustacean with jointed exoskeleton
Use enlarged first antenna to swim
Among the most common animals on Earth (most abundant of the net zooplankton)
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28. Specimen #3 Copepod with Eggs Bristly appendages act as paddles and create water currents that draw individual phytoplankton cells close to feed on
Many feed on zooplankton using claw like appendages to grab prey
Eggs are attached to the tail 28
29. Specimen #4 Fish Larvae Coastal waters are rich in meroplankton
(temporary members of the plankton)
Nearly all marine fish have planktonic larvae
Fish larvae may change from herbivores to carnivores as they grow 29
30. Specimen #5 Copepods Although usually found near the surface plankton may also be collected at all depths even over hydrothermal vents in the deep sea 30
31. Specimen #6 Crab Larva Some invertebrates have a whole series of different larval stages Charleston Bump Expedition. Zooplankton. Crab larva. Image ID: expl0215, Voyage To Inner Space - Exploring the Seas With NOAA CollectLocation: Southeast of Charleston, South CarolinaPhoto Date: 2003 August 10Photographer: Jerry MclellandCredit: Charleston Bump Expedition 2003. NOAA Office of Ocean Exploration; Dr. George Sedberry, South Carolina DNR, Principal Investigator 31
32. Specimen # 7 Dinoflagellates Unicellular, phytoplankton
Most have a cell wall (theca) with plates of cellulose with spines and pores
May form blooms that color the water Red Tides or Harmful Algal Blooms (HABs)
Produce bioluminescence (light)
Some dinoflagellates live in symbiotic relationships with corals, giant clams, sea anemones.
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33. Specimen #8 Krill Not as abundant as copepods they aggregate into huge, dense schools
Prefer colder polar waters
Feed on diatoms and solid wastes of other zooplankton
Important food for whales
Tread water to stay afloat Krill Image ID: sanc0126, NOAA's Sanctuaries Collection Location: Gulf of the Farallones National Marine SanctuaryPhotographer: Jamie Hall 33
34. Specimen #9 Moon Jelly Gelatinous zooplankton
Common in temperate and tropical waters
Stinging cells are not toxic and dont sting like other jellyfish
95% water but serve as food for many animals including turtles
Feed by producing a sticky mucus that traps other plankton
Reproduce sexually and asexually Image ID: reef2547, NOAA's Coral Kingdom Collection Photographer: Florida Keys National Marine Sanctuary StaffCredit: Florida Keys National Marine Sanctuary (moon jelly)
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35. Specimen #10 Octopus Larva Temporary members of the plankton, octopus and squid become nektonic (free swimming) and benthic (crawling)
Giant squid are the largest invertebrates in the ocean 35