Fellow names: Sara Painter and Vanessa Thulsiraj
Title of Lesson: Stay in the zone
Grade Level: 7th Life Science and 9th Earth Science
Subject(s): Oceanography and the structure and function of organisms
Summary:
The students will learn about the different ocean zones. The lab activity will focus on the
photic zone and the students will use the tools provided to create the slowest sinking
plankton.
Time required/planned for: 50 minutes
Group Size: 3-4 students
Cost to implement:
$1-3 dollars per group depending upon supplies purchased (see below)
Learning Goals:
After this lesson, students should be able to:
1. Describe the physical properties and the location of each ocean zone
2. Give examples of animals that live in each ocean zone
3. Explain why plankton need to stay in the photic zone
4. Describe traits of plankton that help them stay in the photic zone.
Level of inquiry:
The students will not be given instructions on how to make plankton but instead will have to
devise their own methods with the goal of creating the slowest sinking plankton. The
students will have to work with their group members and use the materials provided to try
and create the best plankton.
Introduction / Motivation:
Introduction - 10 min (See Powerpoint)
Discussion on ocean zone and the types of organisms that live in each zone
- Start by showing the students an image with each of the zones labeled. Tell the
students the name of each zone and the depths of each:
o Have the students hypothesize about characteristics of each zone by asking
them which they think would be the warmest, coldest, darkest, etc. and why
they think so.
- Discuss the typical characteristics of each zone (e.g. temp level, currents, light, etc.)
o Ask the students to hypothesize about the types of animals that live in each
zone or the types of adaptations they think an animal would need to live in
each zone.
- Show students some pictures of organisms that live in each zone and discuss
adaptations.
Introduce plankton:
- Discuss the two types of plankton (phytoplankton and zooplankton)
- Ask the students which zone they would expect phytoplankton to live in and why?
o Lead the students to the answer - - the photic zone so they can
photosynthesize!
- Discuss the sinking problem
Procedure:
15 min - Introduce the activity: Build-a-plankton
Instruct each group or each student to build his or her own plankton. Tell them the goal is
to create the slowest sinking plankton.
- Each group will need:
o 2L soda bottle with the top ¼ cut off
o Paperclips
o Rubber bands
o Toothpicks
o Straws (cut into pieces)
o Flagging tape
o Small metal washers
o Big metal washers
o Packing peanuts
o String
5-10 min – races
- Each group has one representative come to the front of the class
- Each group has 15 sec to tell the class what they used and why
- At the same time, each group releases their plankton into large graduated cylinder,
and the last to sink wins.
Safety Issues: none
Lesson Closure:
5 min - wrap up
1. Which was slowest, fastest, why?
(Plankton sink less by increasing their surface area and/or decreasing their density.)
2. Which plankton is the best adapted?
3. Big picture
- Discuss how half of the earth’s o2 comes from phytoplankton
- Ask the students to hypothesize about what would happen if all the plankton sank
out of the photic zone.
Is this lesson based upon or modified from existing materials? If yes, please
specify source(s) and explain how related:
http://marinediscovery.arizona.edu/lessonsF00/bryozoans/2.html
Original lesson idea from MARE at Lawrence Hall of Science:
http://lawrencehallofscience.org/mare/
Specifically,
http://mare.lawrencehallofscience.org/curriculum/teacher-guides/gr5-openocean/description
See Activity 6: The Great Plankton Race (from Fifth Grade MARE Curriculum, Open Ocean)
References:
Marine Activities, Resources & Education (MARE) at Lawrence Hall of Science, Regents of
University of California
Attachments:
PowerPoint: Stay in the Zone
List CA Science Standards addressed:
High school Earth Science:
5.d. Students know properties of ocean water, such as temperature and salinity, can be
used to explain the layered structure of the oceans, the generation of horizontal and vertical
ocean currents, and the geographic distribution of marine organisms.
Seventh Grade Life Science:
3.e. Students know that extinction of a species occurs when the environment changes and
the adaptive characteristics of a species are insufficient for its survival.