Forests Under the Sea

Unit Overview

Forests Under the Sea is an interdisciplinary, tech-based unit designed to introduce middle to high school students to the hidden world of giant kelp forests.  Forests Under the Sea encourages students to understand the biology of these underwater forest ecosystems through reading, drawing, observing, constructing models, and the use of technology.  The unit builds knowledge and understanding of kelp ecosystems from the biology of a single plant, to the ecology of a kelp forest, including a comparison of kelp forests with the more familiar tropical rain forests of the world.  By the end of the unit, students will have built a model kelp forest in their classroom based, created a "kelp creature" PowerPoint project, and designed a kelp forest/tropical rain forest comparison poster.  The entire unit should take 15-30 class periods, depending on age and ability, as well as the teacher’s selection of activities and depth of instruction.  The unit is inspired by the Jason XIV curriculum, From Shore to Sea.  If interested, see The Jason Project and register for the Jason XIV Plus curriculum for additional activities.

Lesson 1 

The goal of lesson one is to introduce students to the species biology of giant kelp algae.  Students express their previous knowledge of giant kelp algae, list things they would like to learn about giant kelp, observe and press specimens of live kelp (if available), view kelp forest video and internet sites, write poems about kelp, complete a structure/function table for kelp anatomy/physiology, and begin constructing a model kelp forest in their classroom.

Lesson 2

The goal of lesson two is to introduce students to the life cycle of giant kelp algae.  Students will use internet sites to complete a labeled schematic of a single kelp plant’s life cycle, enact the cycle using role play, and if available, participate in the Channelkeeper organization’s “eco cart” program.

Lesson 3

The goal of lesson three is to introduce students to the ecology of the giant kelp forest.  Students begin by visiting several websites at which they observe kelp forests and the species that live within them.  Students create a PowerPoint presentation on a single kelp forest-dependent marine species.  A paper model of this species is then added to the classroom kelp forest model.  Students draw a sketch or picture of the kelp forest ecology from their species’ perspective.

Lesson 4

The goal of the fourth and final lesson is for students to make cognitive connections between the biologically diverse tropical terrestrial forests of the world with the similarly diverse giant kelp marine forests.  Students will make a Venn diagram and create a poster showing the similarities and differences between these two forest ecosystems.

Assessment

The unit uses a variety of learning modalities for students to express their knowledge and understanding.  Teachers thus have the opportunity to assess student work incrementally as the unit progresses.  They may collect each assignment and provide written feedback as well as monitor individual and group work and give verbal feedback.  Lastly, the final lesson encourages students to synthesize their knowledge and provides the teacher a final assessment of student comprehension.  In all cases, students are encouraged to assess their own and their peers’ work both formally and informally. 

Software & Materials Used

In the best of situations, all students should have individual access to computers, speedy internet connections, and Microsoft PowerPoint software to complete the activities of the unit.  In the absence of this, the creative teacher can piece together appropriate portions of the unit by printing out handouts.  Many of the website resources could be shared with the class as a whole with the use of a classroom LCD projector and the teacher’s computer.  PowerPoint presentations also require the use of a classroom LCD projector.  Of course, library resources and traditional research can be conducted and similar projects constructed in the absence of electronic technology.  Lastly, basic classroom materials such as construction paper, scissors, glue, index cards, and magic colored markers/pencils should be available.

In order to access Internet movies recommended by this site you will need to have RealOne Player or Windows Media installed on your computer.  It may be downloaded for free from the RealOne Player website using the link below. (hyperlink)

California Content Standards Met

6th grade Ecology (Life Science)

• Organisms in ecosystems exchange energy and nutrients among themselves and with the environment.  As a basis for understanding this concept:
• Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.
•  Students know populations of organisms can be categorized by the functions they serve in an ecosystem.
• Students know different kinds of organisms may play similar ecological roles in similar biomes.

7th grade Life Science

• All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope.  As a basis for understanding this concept:
• Students know that as multicellular organisms develop, their cells differentiate.
• A typical cell of any organism contains genetic instructions that specify its traits.  Those traits may be modified by environmental influences.  As a basis for understanding this concept:
• Students know the differences between the life cycles and reproduction methods of sexual and asexual organisms.
• The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function.  As a basis for understanding this concept:
• Student know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism.
• Students know organ systems function because of the contributions of individual organs, tissues, and cells.  The failure of any part can affect the entire system.
•  Students will:
• Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.
•  Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge.
• Communicate the steps and results from an investigation in written reports and oral presentations.

9th-12th grade Biology

• (Ecology)  Stability in an ecosystem is a balance between competing effects.  As a basis for understanding this concept:
• Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.
• Students know a vital part of an ecosystem is the stability of its producers and decomposers.

National Science Standards