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Deep Sea Invasion

Ideas from Teachers

(Gr. 9-12)
I have developed a lesson on the same topic as NOVA's "Deep Sea Invasion" program.

Topic: Algae, the Invader

Objectives

1. Explain the term invasive species and describe two examples of this phenomenon.

2. Describe the problem of Caulerpa taxifolia, stating the characteristics that contribute to the difficulties.

3. Compare the points of view of Meinesz and Domenge.

4. Describe the solutions that have been tried, and state the outcome of each.

Introduction

1. Do the NOVA Web Site's "Deep Sea Invasion" activity, "Matching Aliens with Impacts" as a class.

2. Write two paragraphs in answer to the question, "Which invasive species do you think did the most damage? Support your answer."

Presentation

1. Review the characteristics of algae, especially Chlorophyta.

2. Define vocabulary words related to ecology. (adaptation, ecosystem, niche, behavior, endangered, pollution, biome, extinct, population, climate, food chain, predation, climax, community, food web, species, community, habitat, succession, ecology, invasive species)

3. Watch NOVA's "Deep Sea Invasion" program.

4. Divide the class into five groups.

   Groups 1 and 2: Create a series of posters that will constitute a time line for the invasion of Caulerpa. Use the article "Chronology of an Invasion" from the NOVA "Deep Sea Invasion" Web site.

   Group 3: Make a bulletin board display showing the morphology and characteristics of Caulerpa taxifolia. Use information from the Monterey Bay National Marine Sanctuary Fact Sheet on Caulerpa taxifolia Web site. (bonita.mbnms.nos.noaa.gov/Research/techreports/Caulerpa.html)

   Group 4: Prepare a script for a television interview with Alexandre Meinesz, Francois Domenge, and Dan Simberloff. Use materials from NOVA's Web site.

   Group 5: Complete a Webquest to compare the chronologies and extents of the invasive species in the online activity with the invasion of Caulerpa. Use a good search engine such as Google or Altavista.

5. Have groups present their projects to the class.

Teaching Aids

• Text—Biology: An Everyday Experience, pp. 97-99
• Worksheets, handouts, and overheads
• Websites:
  www.pbs.org/wgbh/nova/algae
  www.mbnms.nos.noaa.gov/Research/techreports/Caulerpa.html

Application and Feedback

Closure—Class discussion: What is an invasive species? How do invasive species get started in their new environment? Is the outcome completely good or completely bad? How can we stop these kinds of incidents from occurring? Should we?

Classwork: Answer the following questions on NOVA's "Deep Sea Invasion" program:

1. Where did Alexandre Meinesz first see Caulerpe taxifolia? How did he know it didn't belong there?

2. How was the new Caulerpa different from tropical Caulerpa?

3. What effect did the new Caulerpa have on the sea around it? What chracteristic of the Caulerpa caused this effect?

4. What two things are so unusual about caulerpenine?

5. What did Francois Doumenge think?

6. What did Meinesz finally do about the problem to bring it people's attention?

7. Why is Caulerpa so difficult to eradicate?

8. How is Caulerpa's erratic spread (leaping from location to location) related to its method of reproduction?

9. How did the Caulerpa get into the Mediterranean?

10. List three ways that have been used to destroy Caulerpa, tell where each method was tried, and how successful it was.

Evaluation

Application and feedback activities, section quiz, chapter test.

Assignments

• Read textbook assignment and review notes.

• Write a list of twenty things you have learned from this unit.

Sent in by
Rosemarie Wilson
Ella T. Grasso Southeastern Regional Vocational Technical School
Groton, CT