A lesson plan that I created throught the Virginia Scientists & Educators Alliance is now available! Check it out here: https://scholarworks.wm.edu/vasea_lessonplans/4/
& other lesson plans created by marine science graduate students: https://www.vims.edu/research/units/centerspartners/map/education/profdev/VASEA/lessons.php
Lesson Plan Overview:
This lesson plan was created for high school students (grades 9-12). The procedure for the lesson plan is broken into 4 parts. In part one, the instructor will capture the attention of students by reading aloud “an engaging introduction to phytoplankton” while also displaying supplemental figures that will help students visualize what phytoplankton are and how photosynthesis works.
The instructor will continue to engage students in visual learning in part two of the procedure, by presenting the powerpoint titled “Who’s that Phytoplankton?”. This presentation will prepare the class for the lesson by introducing them to harmful algal blooms; explaining what they are, how they impact the world, and the importance of monitoring their presence.
After the students have had a chance to visualize what phytoplankton are and comprehend the largescale impacts they can have on the environment as well as human life, then they will start thinking like a scientist in part four where they will dive into the literature of harmful phytoplankton, aka interpret the vocabulary terms and breakdown the background information that I’ve provided.
In part four, the students will complete a set of worksheets with 4 activities where they will apply the information they’ve acquired and perform observational, analytical, and critical thinking skills like a scientist.
In activity one, students will investigate the scene of a harmful algal bloom. The will assess an aerial image of a bloom by writing down observations they think may be important for identifying what phytoplankton may be responsible for the bloom. They will then use these observations and the phytoplankton identification guide to formulate a hypothesis about the bloom’s causative species.
In activity two, students will generate data by collecting a water sample from the bloom they observed and made inferences on in activity one and perform phytoplankton cell identifications and counts on the cells in their sample. And by this I mean students will ID and count cut out images of phytoplankton that you have placed in a reusable cup.
Activity 3 is geared towards your more creative students who will have the opportunity to apply key information from this lesson into a sort of art project. Students will invent and illustrate a blooming phytoplankton species. In this illustration they will integrate at least 3 adaptations that phytoplankton have to help them grow.
And lastly, activity 4 is a lesson reflection worksheet for them to demonstrate that they have understood the material.
Supplemental graphics for the lesson plan:
