1. Objectives: (1) Look at plankton under microscopes and practice scientific drawing.
(2) Connect our knowledge and express your understanding of Harmful Algal Blooms.
Please fill in the questions on your entrance slip.

2. Did we grow a bloom? Nutrients Light Nutrients Light Nutrients Light
Retrieve the blooms before class and set them up where students can circulate through to look at them. Have students share their thoughts from the entrance slip: Did any of the conditions grow an algae bloom? How can you tell? Which ones?
In class yesterday we studied different algae blooms around the world. What are some things that you think are important in determining whether or not a bloom happens?

3. What makes a algae bloom harmful
What makes a algae bloom harmful? And how can we tell if a bloom is harmful or not?
There are estimated to be between 100, million species of algae! They come from all branches of the tree of life of eukaryotes and bacteria! Point out just animals for comparison.

4. Who are the harmful algae?
Amnesic Shellfish Poisoning (Domoic Acid):
The diatom Pseudo-nitzschia
Amnesic shellfish poisoning (ASP):
- Vomiting, abdominal cramps, diarrhea, headache, seizures, confusion, coma and, in some cases, death.
- Some survivors were left with a permanent and profound memory disorder.
Image from: The Phytoplankton Encyclopaedia Project
Amnesic shellfish poisoning (ASP):
Within 2 days: vomiting, abdominal cramps, diarrhea, headache, seizures, respiratory excretions, confusion coma and, in some cases, death. Some survivors were left with a permanent and profound memory disorder.
Image from:

5. Who are the harmful algae?
Paralytic shellfish poisoning (PSP):
- Numbness or tingling around the mouth that can spread to the neck and face.
- Headache, abdominal pain, nausea, vomiting, diarrhea, weakness, dizziness, double vision, loss of coordination, vertigo, and/or a “floating” sensation.
- Can result in death, but in most cases, recovery is rapid (1-3 days)
Paralytic Shellfish Poisoning (saxitoxins):
Several dinoflagellates including Alexandrium, Gymnodinium and Pyrodinium during “red tide” blooms:
Alexandrium
Image from WHOI
Paralytic shellfish poisoning (PSP):
Within 10 min to 2 hours: numbness or tingling around the mouth.
The numbness and tingling spread to the neck and face. Can have headache, abdominal pain, nausea, vomiting, diarrhea, weakness, dizziness, dysarthria, paresthesia, double vision, loss of coordination, vertigo or dizziness, and/or a “floating” sensation. Can result in death, but in most cases, recovery is rapid and complete with most symptoms resolving within 24–72 h.
Image from: serc.carleton.edu

6. Who are the harmful algae?
Ciguatera fish poisoning (Ciguatoxin):
The dinoflagellate Gambierdiscus spp
Ciguatera fish poisoning (CFP):
- 24 hrs: Nausea, vomiting, diarrhea, abdominal pain and/or neurologic symptoms.
- There have been reports of progression to respiratory distress, coma and death.
- Cold objects feeling hot and sometimes hot objects feeling cold.
Image from: Chinain et al. (2016). Update on ciguatera research in French Polynesia. SPC Fisheries Newsletter.

7. Microscope Lab
Image from Greig Steward at the University of Hawaii showing types of organisms in different size classes of plankton and the tools used to see them. Photosynthetic plankton, which includes some bacteria and some of the protists, are referred to as "phytoplankton". The "zooplankton" are all multicellular animals. We are going to explore samples of plankton from our bloom experiment and from a plankton net tow. Our goal is going to be to look closely at the organisms we can find, and we are going to do that by drawing them. Drawing makes us look carefully and closely to ID areas of interest and importance in different organisms that we might overlook if we were just taking a photo or just looking casually.
Have students pair up (there might need to be a few groups of 3). Pass out a plankton ID sheet to each group, pass out an activity page to each person (or it should be in their packets already). Activity should last

8. Microscope Lab Plankton tow at Puget Sound (Carkeek park)
Meadowbrook Pond, next to JAMS (not a plankton tow, just a scoop)
Plankton tow at Portage Bay (UW Marine Science Building Dock)
Photos of where we sampled

9. Microscope Lab and Scientific Drawing
Have students pair up (there might need to be a few groups of 3). Pass out a plankton ID sheet to each group, pass out an activity page to each person (or it should be in their packets already). While one person looks through the microscope the others should think about how they want to plan their drawing. They can start drawing one of the organisms in their ID guide. Students should think about how to compare the different organisms with different sizes. Have them not that most of the phytoplankton images come with a scale bar and that they could think about using one in their own drawings. Or that they should come up with another creative way to depict the relative sizes.

10. Hitchcock's The Birds
In the wee hours of the morning on August 18, 1961, the residents of Capitola, California were awakened by a surreal phenomenon: Thousands of crazed sooty shearwaters were flying erratically through the streets, disgorging bits of fish, and crash landing, kamikaze-like into street lamps and rooftops. A few brave souls ventured outside to investigate, but immediately retreated. The birds, upon seeing the light from their flashlights, flew directly toward them.
The story was front-page news in the Santa Cruz Sentinel by morning. “Residents […] were awakened at about 3 a.m. today by a rain of birds, slamming against their homes,” a bewildered reporter wrote. “Dead, and stunned sea birds littered the streets and roads in the foggy, early dawn.”
A few days later, famed filmmaker Alfred Hitchcock phoned the paper to request a copy of the article. He was researching a new thriller, based on a novel by Daphne du Maurier. Within two years, The Birds hit the silver screen, terrifying audiences across the nation with the story of crazed seabirds pelting the residents of a small, coastal town in northern California.
From: The Dish on Science: The Birds Revisited
Given what we've learned about HABs this week, how can we explain this behavior?
"The Birds" revisited:
Only show the first minute of the clip.
In the wee hours of the morning on August 18, 1961, the residents of Capitola, California were awakened by a surreal phenomenon: Thousands of crazed sooty shearwaters were flying erratically through the streets, disgorging bits of fish, and crash landing, kamikaze-like into street lamps and roof tops. A few brave souls ventured outside to investigate, but immediately retreated. The birds, upon seeing the light from their flashlights, flew directly toward them.
The story was front-page news in the Santa Cruz Sentinel by morning. “Residents […] were awakened at about 3 a.m. today by a rain of birds, slamming against their homes,” a bewildered reporter wrote. “Dead, and stunned sea birds littered the streets and roads in the foggy, early dawn.”
A few days later, famed filmmaker Alfred Hitchcock phoned the paper to request a copy of the article. He was researching a new thriller, based on a novel by Daphne du Maurier. Within two years, The Birds hit the silver screen, terrifying audiences across the nation with the story of crazed seabirds pelting the residents of a small, coastal town in northern California.

11. "The Birds" stomachs
From Bargu et al "Mystery behind Hitchcock's birds". Nature Geosciences
They used microscopy (just like what we did but more powerful) to see what caused the crazy birds. Scanning electron microscopy images of zooplankton gut contents collected in July–August 1961 from Monterey Bay, California. a, Overview image showing the relative abundance of Pseudo-nitzschia. b,c, P. turgidula and d,e, P. pseudodelicatissima – the two most abundant Pseudo-nitzschia species found in the zooplankton. Notice the presence of poroid rows within the striae of the latter two species; a central nodulus (c.n.) is also present in both. Both features were used to help identify the species.

12. Split into six groups As a group, draw a Conceptual Model
What processes caused the 2015 closure of razor clam fisheries in WA?
Things to think about?
What ingredients do algae need to bloom?
Where do these ingredients come from?
What makes an algal bloom “harmful”?
What is the fate of these harmful products?
Have students shout out ideas they think that our models need to include

13. Model Revision
3 min: By yourself to sketch out what you think your final model should look like
12 min: Then with your group, make your final model.
While you're working as a group, each group will come up to the board and add something to our class model.
Have one person in each group designated to be the 'reporter' in our final group discussion.
Then: As a whole class we'll talk about the model on the board and you'll have a chance to add other missing pieces and ask questions.
Roles: Someone to make sure we've got all the ideas from the word bank.
Someone to make sure everyone is participating.
Timer.
Someone to re-state ideas.
Someone to share out at the end (this person will come up to the front where we have the big drawing).