Lesson 1 Content Section - What is Algae? A project supported by the European Union’s INTERREG IVA Programme managed by the Special EU Programmes Body. BioMara gratefully acknowledges the following funders: Flower Leaf Stem Roots Blade Air Bladder Stipe Rock Holdfast Midrib Thallus Frond Algae are organisms that are like plants and vegetables. They are commonly found living in the sea, rivers, lakes or ponds. All algae make energy from the sun. There are two different types of algae and they are called “Macroalgae” and “Microal- gae”. Macroalgae are commonly known as “seaweed”. The word “macro“ means big so you can think of a big plant that lives in the sea. Microalgae are often called “phyto- plankton”. The word “micro” means very small so you can think of a small plant that lives in the sea, rivers, ponds or lakes. They are so small that you will be unable to see them in the water with your eyes. They are normally viewed under a microscope. Macroalgae (Seaweed) is a multicellular organism. This means that they contain many cells that let the macroalgae func- tion. The main parts of the macroalgae are “the holdfast”, “the blade”, “the frond”, “the stipe”, “the thallus”, “the mid-rib” and “the air-bladders”. The holdfast has an appearance similar to the roots of plants but it does not provide any nutrients to the macroalgae. Nutrients are absorbed by the entire macroalga from the water. The holdfast provides support to the macroalga. The blade is like the leaf of a tree and the stipe is like the stem of a flower, if present. This is Algeena who will be giving us information on macroalgae. This is Mike who will be giving us information on microalgae. Lesson One. Page 1
Transcript
Lesson 1
Content Section - What is Algae?
A project supported by the European Union’s INTERREG IVA Programme managed by the Special EU Programmes Body.
BioMara gratefully acknowledges the following funders:
Plants and Seaweed
Flower
Leaf
Stem
Roots
Blade
Air Bladder
StipeRock
Holdfast
Midrib
Thallus
Frond
Algae are organisms that are like plants and vegetables. They are commonlyfound living in the sea, rivers, lakes or ponds. All algae make energy from the sun. There are two different types of algae and they are called “Macroalgae” and “Microal-gae”.Macroalgae are commonly known as “seaweed”. The word “macro“ means big so you can think of a big plant that lives in the sea.
Microalgae are often called “phyto-plankton”. The word “micro” means
very small so you can think of a small plant that lives in the sea, rivers, ponds or lakes. They are so small that you will be unable to see them in the water with your eyes. They are normally viewed under a microscope.Macroalgae (Seaweed) is a multicellular organism. This means that they contain
many cells that let the macroalgae func-tion. The main parts of the macroalgae are “the holdfast”, “the blade”, “the frond”, “the stipe”, “the thallus”, “the mid-rib” and “the air-bladders”. The holdfast has an appearance similar to the roots of plants but it does not provide
any nutrients to the macroalgae. Nutrients are absorbed by the entire macroalga from the water. The holdfast provides support to the macroalga. The blade is like the leaf of a tree and the stipe is like the stem of a flower, if present.
This is Algeena who will be giving us information on macroalgae.
This is Mike who will be giving us information on microalgae.
Lesson One. Page 1
Lesson One. Page 2
The stipe transports nutrients to the hold-fast. A collection of blades is known as a frond. The body of the macroalgae is known as the thallus. Some macroalgae have air-bladders to help them float. The air-bladders contain gas and help lift the macroalgae to the surface
so that the organisms can get sunlight. Other macroalgae that do not have air-bladders have long
stipes to help them float to the sur-face. Some macroalgae have a mid-
rib which are located in the centre of the fronds.Macroalgae are divided by their colour into brown, green and red macroalgae. The colour of the macroalgae are due to the different pigments within the organisms. There are brown, green and red pigments within the various macroalgae. All macroal-gae have green pigments so they can make energy from the sun.Maerl is another type of marine alga. It has a red colour and forms a tough crust. Maerl is small in size and you could hold it in your hand. Unlike other macroalgae they are not attached by a holdfast but live on
the sea bed with the sand.
Microalgae are small floating organisms that contain one cell and so are called “unicellular” organisms. The cell is sur-rounded by a cell wall. Microalgae can make their own energy and store their energy in the cell. Microalgae are different in their size, shape and colour. They are very small in size, usually one quarter of a millimetre.The colour of the microalgae cell depends on their pigments. They can either appear blue-green, yellow, brown or orange.
The two main types of microalgae are “Diatoms” and “Dinoflagellates”.
Diatoms are a type of microalgae. They have different shapes. Some are shaped like spheres, elliptical (shaped like a rugby ball), triangles and other diatoms may be shaped like a stars. They contain tiny amounts of oil within their cell. The oil helps them move within the water to find their food and nutrients. They are weak swimmers so the water currents help them to move. A diatom cell is surrounded by a silica shell which makes the cell wall. The silica looks like glass and is used to protect the cells. The cell wall within the diatom is like a box with an overlapping lid. They cannot move themselves so they float free.
The second type of microalgae are called dinoflagellates. Most dinoflagellates have two “flagella” which appear like short tails that help them move through the water. One flagellum is wrapped around the cell and the other is visible and helps the microalgae move. They can also use the oil within their cell to sink or swim.Dinoflagellates are surrounded by a tough shell which they use for protection.Certain types ofdinoflagellates glow in the dark at night when disturbed. Diatoms and dinoflagellates grow very quickly and large amounts are called algal bloom.Algal blooms can cause problems for the environment. Both of these microalgae have the ability to cause food poisoning. Shell-fish may eat the microalgae as their food and if humans then eat the shellfish they may get sick. Some algal blooms are very beneficial to the environment making huge amounts of food for fish.
Lesson One. Page 3
Brief Summary
Aim: The overall aim of this lesson is to introduce algae and distinguish between the different types of algae.
Algae are divided into macroalgae which are commonly known as seaweed and microalgae which are sometimes known as phytoplankton. Both macroalgae and microalgae produce oxygen.
Marcoalgae are large algae and they look like plants. They are multicel-lular as they contain many cells. They contain a “holdfast” which can be at-tached to sand, boats or rocks. They contain a “stipe” similar to a stem of plants. They contain “blades” similar to leaves of a plant and a collection of blades are called “fronds”. Some macroalgae have “air-bladders” this helps them float to the surface to catch the sun. Other macroalgae have no “air-bladders” just long flexible stipes.Macroalgae are divided into brown, green and red macroalgae. The different colours are due to the pigments brown, green and red pigments within the macroalgae. There is another type of marine alga which is called “Maerl”. These are very small and are unattached to rocks so they live on the sea bed. They have a hard calcium crust and are red or brown in colour. Whenever they die they lose their colour and turn grey.
Microalgae are much smaller organisms. They can only be seen under a microscope. They are unicellular which means they have only one cell. They are like floating plants and they are unattached. There are two common types of microalgae. Diatoms are one variety and they have oil within their bodies. This helps them to float. Dinoflagelletes are another variety of microalgae which have “flagella”. The flagella help the dinoflagellates to swim. Certain varieties of dinoflagellates glow in the dark at night when disturbed.
Activity Section – Lesson 1 – What is Algae?
Lesson One. Page 4
Learning Outcomes: ► Explain briefly what algae is and to describe the structure of macroalgae and flower. ► Describe the difference between algae and flower. ► Describe the two different varieties of algae by providing details about the colours of macroalgae and the two different varieties of microalgae.
Introduction:Recall the structure of plants/ flowers. (Use an example of a real plant or flower).Teacher will explain by the use of an image the difference between macroalgae (seaweed) and microalgae (phytoplankton).Pupils will observe that macroalgae and microalgae have different features.Older pupils may discuss in their own words features of macroalgae (seaweed) and microalgae.
Activities:Activity 1- Label the different parts of macroalgae (seaweeds) and a flower.Activity 2. Select the key words in the box associated with macroalgae, microalgae and flower.Activity 3. Show the different varieties of macroalgae and microalgae.Activity 4. CrosswordActivity 5. Compare the length of different varieties of macroalgae. Draw a graph of the different lengths.
► Teacher will test the knowledge of pupils by getting them draw their own dia-gram of a flower and macroalgae and label it.
► Teacher and class discuss the differences between plants and algae. Teacher will write on the board the answers from the pupils. If required the teacher will show the class the images of macroalgae and microalgae as a visual aid.
► Pupils will discuss the different varieties of macroalgae and microalgae and also the sizes of macroalgae (if Activity- 5 is completed).
Final Activity This will depend on the age of the class and the activity
chosen and focus of the lesson.Teacher briefly revises the main learning objectives.
Lesson One. Page 5
I can identify and discuss the purpose, key words and main ideas of the text. LIT 1-04a
I can find, select, sort and use information for a specific purpose. LIT 1-14a
I can estimate how long an object is. MNU 1-11a
I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains. MNU 1-20a
I can sort living things into groups and explain my decisions. SCN 1-01a
I can identify and discuss the purpose, main ideas and supporting detail contained within the text. LIT 2-04a
I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a
I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure.MNU 2-11a
I can interpret and draw conclusions from the information displayed. MNU 2-20a
I can relate physical and behavioural characteristics to their survival or extinction SCN 2-01a
Curriculum Links
Literacy and EnglishListening and Talking -Finding and using information
ReadingFinding and using information
Numeracy and MathematicsNumber, Money, MeasureMeasurementInformation HandlingData Analysis
SciencesPlanet EarthBiodiversity and Interdependence
Literacy and EnglishListening and TalkingFinding and using information
ReadingFinding and using information
Numeracy and MathematicsNumber, Money, MeasureMeasurement
Information HandlingData Analysis
SciencesPlanet EarthBiodiversity and Interdependence
Level 1
Level 2
Skills: Observe, record, present findings, report and classify.
ScotlandCurriculum for Excellence
Lesson One. Page 6
Ask questions that will satisfy his/her curiosity andwonder. Develop comprehension strategies.Spell correctly a range of familiar, important and regularlyoccurring words.
Estimate, measure and record length using metre and centimetre.
Represent, read and interpret simple tables and interpretcharts.
Recognise and describe the parts of some living things.
Observe similarities and differences among plants and animals in different local habitats.
Become aware of new words.
Understand the relationship between text and illustration.
Measure length using appropriate metric units.
Organise, represent and interpret data.
Become familiar with the characteristics of some majorgroups of living things. Investigate the influence of various features on plants.
Ireland
EnglishOral LanguageReadingWriting
MathematicsMeasures – Length
Data- Representing and interpreting data
Social Environmental and Scientific Education(SESE)ScienceLiving things –Plants and AnimalsGeographyEnvironmental awarenessand care -Caring for my locality
English Oral Language-Confidence in using language Reading-Receptiveness to language
MathematicsMeasures-Length
Representing and interpreting data
Social Environmental andScientific Education (SESE)Science- EnvironmentalAwareness
Geography
National Council for Curriculum Assessment (NCCA)
First Class, Second Class
Skills: Record, present findings, sort and group features.thinking, problem solving, working with others and managing information.
Third class, Fourth class, Fifth class
Lesson One. Page 7
Participate in talking and listening in learning.
Read, explore, understand and make use of traditional textexplore and interpret a range of visual text.
Use a variety of skills to spell words.
Understand and use the language associated with length.
Discuss and interpret the data extract information from charts.
How plants rely on each other within the natural world.
Identify ways in which living things depend on and adapt to their environment.
Identify and ask appropriate questions to seekinformation.Represent their understanding of text in a rangeways including visual and oral.
Use a variety of skills to spell words correctly.
Understand the relationship between units and convert onemetric unit to another.
Classify, record and present dataexplain their work orally and draw conclusions.
How living things rely on each other within the naturalworld.
Identify ways in which plants and animals depend onfeatures and materials in places.
Northern Ireland
Language and LiteracyTalking and listening
Reading
Writing
Mathematics and NumeracyMeasures
Handling Data
The World Around UsInterdependence
Place
Language and LiteracyTalking and listening
Reading
Writing
Mathematics andNumeracyMeasures
Handling Data
The World Around UsInterdependence
Place
Council for Curriculum Examination and Assessment (CCEA)
Skills: Thinking, problem solving, working with others and managing information.
Key Stage 1
Key Stage 2
Lesson One. Page 8
Label the different parts of macroalgae (seaweeds) and a flower.
Ask the pupils to label the appropriate parts of the macroalgae and flower by using the key
words in the table.
Activity 1.
THALLUS
FROND
FLOWER
STEM
BLADE ROOTS
LEAF AIR BLADDER
STIPE HOLDFAST
Name
Lesson One. Page 9
Select the key words in the box associated with macroalgae, microalgae and flower.
Show the different varieties of macroalgae and microalgae.
Draw two headings on the board or a large page.
Label the first heading as “macroalgae” and label the other heading as “microalgae”.
The teacher will cut out the images on page 11 and provide the pupils with various photographs of either macroalgae or microalgae labelled a-l.
Stick blu tak or sellotape to the back of each photograph.
Ask the pupils to locate them underneath the correct heading.
Ask the pupils why they located certain images under the macroalgae/ microalgae section.
Ask the pupils to name the three different colours of macroalgae.
Ask the pupils to name the two different types of microalgae.
Activity 3.
Lesson One. Page 11
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Lesson One. Page 13
Activity 4-Crossword
1. What is the name of the small red macroalgae that develop a hard crust? (5 letters)
2. What is the name of the part of the macroagae that attaches itself to a rock or boat? (8 letters)
3. What is the name used to describe the body of the macroalgae? (7 letters)
4. What helps dinoflagellates swim and moves towards their food? (8 letters)
5. Name a type of microalgae? (6 letters)
6. Where do both macroalgae and microalgae live? (3 letters)
7. Give the scientific word for seaweed? (10 letters)
8. What is the name of the structure on some mac roalgae that help them float? (10 lettters)
9. Name the environmental condition which arises when there is an excessive growth of dinoflagellates? (11 letters)
10.What is the structure on a flower similar that resembles the blade on macroalgae? (4 letters)
11. What is the name of the substances that gives both plants and algae their colour? (7 letters)
12. What is the name of the instrument that you look through to view microalgae? (10 letters)
13. What is the name of the structure of the macroalgae that resembles the leaf? (5 letters)
14. How many cells do each microalgae have? (3 letters)
15. What do microalgae have inside their bodies to help them float? ( 3 letters)
16. What is the name of the structure of a flower that is similar to the stipe of a macroalgae? (4 letters)
17. What is another name often used to describe the body of the macroalgae? (5 letters)
18. What is the name of the part of the macroalgae that consists of many blades? (5 letters)
19. What is the common name of macroalgae? (7 letters) 20. Name another place that algae is also found? (5 letters)
Name
Lesson One. Page 14
Compare the length of different varieties of macroalgae. Draw a graph of the different lengths.
To measure the length of various macroalgae.
Materials: ruler in centimetres and millimetres
Method:The length of the macroalgae are given in the table below.
1 metre = 100 centimetres.Graph the different lengths of the macroalgae on graph paper.Draw a bar chart to show the different lengths of the macroalgae. This will show the tallest and the smallest of the macroalgae.(Labelled diagram of bar chart y-axis length, x-axis name of macroalgae)
Teacher can show the real images of each species to the pupils.(The length shown in the table below is an estimated length)
Recording Sheet for the lengths of Macroalgae
Activity 5: Name
Macroalgae Length
Laminaria digitata/ Oarweed 1 metre (m)
Saccharina latissima/ Seabelt 4 metres (m)
Ascophyllum nodosum/ Knotted Wrack 1 metre (m)
Fucus vesiculosus/ Bladderwrack 1 metre (m)
Chondrus crispus/ Irish Moss 20 centimetres (cm)
Palmaria palmata/ Dulse 40 centimetres (cm)
Ulva lactuca/ Sea lettuce 18 centimetres (cm)
Flower
Leaf
Stem
Roots
Blade
Air Bladder
Stipe
Holdfast
Thallus
Frond
Lesson One. Page 15
Answer sheet -Lesson 1 – What is Algae?
Activity 1 - Label the different parts of macroalgae (seaweeds) and a flower.
Lesson One. Page 16
Activity 2 –
Select the key words in the box associated with macroalgae, microalgae and flower.
List the differences between macroalgae, microalgae and a flower.
Answer: Macroalgae (seaweed) have blades, holdfast, stipe, air bladders, fronds, thallus. They have no root system and they do not get their nutrients from the soil.
Microalgae have just one cell and they are able to float in the water. Some microalgae have flagella to help them swim towards their food. They absorb their nutrients through their cell wall.
Flowers have stems, leaves, roots, root system that provides them with nutrients from the soil.
Flowers, macroalgae and microalgae all provide oxygen for the environment.
Activity 3 - Show the different varieties of macroalgae and microalgae.
The colours of macroalgae are red, green and brown
The two different varieties of microalgae are diatoms and dinoflagellates.
Diatom cells can be joined together or can have spines to provide protection. They come in a variety of shapes spheres, triangle, elliptical, or like star. They are very pretty and have a silica wall which appears like glass.
Dinoflagellates can swim with the help of the flagella. Look carefully for the flagella. It appears like a small tail. They appear as individual cells swimming alone.
