Module IB: The Food Web
Session 2: Plankton Pickers
This lesson is based upon work supported by the National Science Foundation under
Cooperative Agreement Number HRD 0638793. Any opinions, findings, and conclusions or
recommendations expressed in this material are those of the author(s) and do not
necessarily reflect the views of the National Science Foundation.
Permission is granted to copy these materials for educational, non-commercial purposes
provided the source is acknowledged.
Meadowlands Environment Center - MarshAccess © Copyright 2009
A New Jersey Meadowlands Commission Facility operated by
Ramapo College of New Jersey
Module IB: The Food Web
Session 2: Plankton Pickers





Science Content
Definition of plankton, and its place
in the food web.
Difference between phytoplankton
and zooplankton.
Purpose of a microscope.
Classification
Science Tools
Microscope



Meadowlands Content
Plankton in the marsh food web
Specific species in the
meadowlands marsh dependent on
plankton.
Documentation
Journal sheets
- Microscope parts / controls
- Weather Observations
- Plankton sketch / trace and
Classification
Instructional Objectives:
Participants will learn / be able to:
 Classify plankton as either phytoplankton or zooplankton.
 Identify the parts of a stereomicroscope.
 Operate a stereomicroscope.
 Sketch observed live plankton or trace plankton images.
Activities:
Introduction to Plankton and Microscope (25 minutes)
Content via PowerPoint and discussion
Review of Food Web
Introduction to plankton
Introduction to microscopes
Universal Instructional Design (UID) – PowerPoint color contrast, font and size meet
accessibility standards; white space, no more than 6 lines of text, no more than 6 words per line,
images have alternate text tags. Copy of PowerPoint available in color (1 or 2 slides per page) in
a 3-ring binder. Use of sound field system; assistive listening devices for those with hearing
impairments or attention difficulties. Educator reads and describes images on slides.
Plankton Pickers (35 minutes)
Introduction to plankton net
Discussion on process and procedures scientists use for collection
Hike outside to dock for collection
UID – Educator verbally describes and physically demonstrates how to use the plankton nets
both in classroom and at field site.
Microscope Practice and Use (60 minutes)
Instruction on stereo microscope use, focus & zoom practice
Identifying plankton and detritus
Observation of sample plankton
Classification of sample plankton
Sketching observed plankton or tracing plankton pictures
Recordings in journal
UID – Educator verbally explains and physically demonstrates entire microscope operation and
observation process to participants. Educator explains, demonstrates, and assists participants in
obtaining plankton sample, putting sample on observation tray, and locating plankton as needed
(based on ability and limitations of participants). Educator places sample for use with Ken-avision or microscope camera. Educator assists participants with locating and classifying
plankton in sample (as needed). Participants manually record microscope parts in journal
(writing names or using pre-printed labels), and sketch plankton observed with microscope in
journal. Participants may also trace plankton pictures (if unable to locate or identify plankton in
sample). Journals with Verdana font and 18 pt. size, with visual and text descriptors, peel off
response labels, large print, uncluttered design with white space.
Program Modifications/ Adaptations
Following are specific accommodations/adaptations and strategies found effective, and currently
in use or being tested for use by specific disability groups in this program module.
Cognitive Disabilities
Content – Simplified program content.
Learning Environment – N/A
Materials – Simplified journals with images and single word descriptors; large size peel off
picture and/or text labels for recording information in journals.
Equipment/Assistive Technologies – Educator / assistant operates microscope controls. Use
Ken-a-vision viewer to project microscope image through projector onto wall screen.
Teaching Strategies – use simple vocabulary; frequently repeat concepts; speak slowly; ask
multiple choice questions (only giving them two options); and physically demonstrate how to use
microscope. Break down information into small chunks. Instruct participants on purpose and use
of microscope before introducing the equipment in the STEM content activity. When necessary,
demonstrate, hand-over-hand, how to do an activity. Have participants work with a partner.
Group subdivided into smaller groups (4 at a table, one educator per table). If possible, train
partner staff first on all modules which enables them to better assist their participants.
Mobility Disabilities
Content – N/A
Learning Environment – N/A
Materials - Larger journal page size attached to large clip board; large print and peel off labels.
Dycem to keep materials in place on table surface.
Equipment/Assistive Technologies – Educator / assistant operates microscope controls. Use
Ken-a-vision viewer to project microscope image through projector onto wall screen. Height
adjustable tables for wheelchair users or those with physical access issues.
Teaching Strategies – open-ended questions, some multiple choice questions, extra time to
respond either verbally or with personal communication device; specially designed
communication boards and flip books for non-verbal responses; additional time to execute
activities. Participants subdivided into small groups (4 at a table) with one educator and an
assistant. Flexible approach to all activities (e.g. eliminating activities or re-calculating time
spent on each portion of the program; developing new methods for accomplishing physical tasks
based on trial and error, participant or chaperone suggestion)
Blind and Low Vision
Learning Environment – Shorter walking route to field sites; more time to move from site to site;
lengthened program; alternate indoor classroom.
Materials - Journal and other documents enlarged to Verdana 20 pt.; documents converted to
Braille; PowerPoint offered in a binder, with one slide per page; PowerPoint available in
electronic, accessible formats for personal viewing following the scheduled program.
Equipment/Assistive Technologies - Tape recorders to verbally record data. Braille embosser and
Braille translation software for converting text documents into Braille; Indiana University
software for converting PowerPoint into accessible formats. Ken-a-vision used to project
microscope image onto wall screen.
Teaching Strategies - Educator reads what is on each PowerPoint slide, and verbally describes
relevant pictures in detail. Hand-on-hand assistance with operating microscope controls. Verbal
description of plankton in sample, including color, shape, material, etc.
Deafness and Hearing Loss
Learning Environment – Seating and activities arranged to accommodate need for lip reading
and sign language presentation.
Materials/equipment – Sound field and assistive listening devices. Written and visual step by
step instructions for all procedures and activities. Journals with peel off picture and/or text labels
for recording information.
Teaching Strategies – Use of interpreter(s), who has been provided with key vocabulary ahead of
time. Educator speaks slowly and clearly, to accommodate interpreters, and those who lip read;
educator stands in a central, front of room location so all participants who lip-read can clearly
see the face of the educator. Educator physically demonstrates how to use various
tools/equipment, waiting between steps for interpreter to complete translation, and to wait for
any questions. Participants break up into small groups (4 or less) during activity, with assistant
working with each group, and interpreters moving from group to group as needed. Educator
refers to simplified and standard text and visual step-by-step instructions.
Age-Related Limitations
Note: All materials, equipment, assistive technologies, and teaching strategies described above
would be implemented based on the functional ability /disability (cognition, mobility, hearing,
vision) of the participant.
Content: High level, age appropriate content, closely related to expected life experiences of
participants.
Learning Environment – N/A
Materials - High level, high interest journals with large font, visually organized with a great deal
of white space separating text, images, answer boxes. Communication boards with text and
images serving as memory prompts, or for use in non-verbal response.
Equipment/Assistive Technologies – Sound field and assistive listening devices; Ken-a-vision
for projecting microscope image onto wall screen.
Teaching Strategies – slower pace of instruction (especially with those individuals with aphasia),
allowing extended time to ask and answer questions. Use of whiteboard to write down key
concepts during lecture/discussion phase of program. Relating science content to life
experiences. . Participants break up into small groups (4 or less) during activity to encourage
interaction and participation.