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Lesson 17: Plankton Marine Biology

What exactly are plankton?. Plankton are weakly swimming or drifting organisms

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Lesson 17: Plankton Marine Biology

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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 Teacher’s 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.Teacher’s 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 Teacher’s 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.Teacher’s 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 Teacher’s 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: 1987 Photographer: Captain Robert A. Pawlowski, NOAA CorpsTeacher’s 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 Teacher’s 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 2010Teacher’s 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 Collect Location: Southeast of Charleston, South Carolina Photo Date: 2003 August 7 Photographer: Jerry Mclelland Credit: 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 10

    11. How do scientists identify plankton? Scientists collect samples and carefully observe their characteristics They communicate these observations with sketches and photographs Today, you’re the scientist! 11

    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. 12

    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 Plankton Specimen #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 Identified Specimen #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) 27

    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 Collect Location: Southeast of Charleston, South Carolina Photo Date: 2003 August 10 Photographer: Jerry Mclelland Credit: 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. 32

    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 Sanctuary Photographer: Jamie Hall 33

    34. Specimen #9 Moon Jelly Gelatinous zooplankton Common in temperate and tropical waters Stinging cells are not toxic and don’t 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 Staff Credit: Florida Keys National Marine Sanctuary (moon jelly) 34

    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

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