Cooperative Learning Jigsaw: Colorful Killers
Using a Cooperative Learning Jigsaw, students will describe the different harmful algal blooms (HAB's) that cause environmental and economic problems worldwide. When the toxic algae populations become high, they give the water distinctive colorful appearance based on the species.
The learners will:
  • Define species that are considered HAB's.
  • Discuss the harmul environmental effects of the HAB
  • Describe adverse health effects of the HAB
  • Describe the potential economic impact of the HAB
Access to a computer lab
1.  Assign groups that will research and become "experts" on one of the HAB's.
2.  Each individual of the group will define their harmful species, state the harmful environmental effects, adverse health effects and potential economic impact.
3.  The expert groups will then summarize and prepare presentations for their team.
State Standards
1.1.1- The student will recognize that real problems have more than one solution and decisions to accept one solution over another are made on the basis of many issues.
1.1.2- The student will modify or affirm scientific ideas according to accumulated evidence.
1.5.1- The student will demonstrate the ability to summarize data (measurements/observations).
1.5.2- The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
1.5.6- The student will read a technical selection and interpret it appropriately.
1.5.8- The student will describe similarities and differences when explaining concepts and/or principles.
1.7.1- The student will apply the skills, processes, and concepts of biology, chemistry, physics, and earth science to societal issues.
2.5.1- The student will investigate various physical cycles found in the natural world.
2.5.2- The student will analyze the effects of natural cycles on human activity.
3.2.2- The student will conclude that cells exist within a narrow range of environmental conditions and changes to that environment, either naturally occurring or induced, may cause changes in the metabolic activity of the cell or organism.
3.5.1- The student will analyze the relationships between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems.
3.5.2- The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stabilty of the ecosystem.
3.5.3- The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations.
3.5.4- The student will illustrate how all organisms are part of and depend on two major global food webs that are positively or negatively influenced by human activity and technology.
3.6.1- The student will analyze the consequences and/or trade-offs between technological changes and their effect on the individual, society, and the environment. They may select topics such as bioethics, genetic engineering, endangered species, or food supply. (NTB)
6.1.1- The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways. At least nitrogen cycle carbon cycle phosphorus cycle (rock/mineral) hydrologic cycle
6.2.1- The student will explain how organisms are linked by the transfer and transformation of matter and energy at the ecosystem level. At least Photosynthesis/respiration Producers, consumers, decomposers Trophic levels Pyramid of energy/pyramid of biomass
6.2.2- The student will explain why interrelationships & interdependencies of organisms contribute to the dynamics of ecosystems. At least Interspecific and intraspecific competition Niche Cycling of materials among organisms Equilibrium/cyclic fluctuations Dynamics of disturbance and recovery Succession: aquatic and terrestrial
6.2.3- The student will conclude that populations grow or decline due to a variety of factors. At least Linear/exponential growth Carrying capacity/limiting factors Species specific reproductive factors (such as birth rate, fertility rate) Factors unique to the human population (medical, agricultural, cultural) Immigration/emigration Introduced species
6.3.3- The student will evaluate the interrelationship between humans and land resources. At least wetlands soil conservation mining solid waste management land use planning human health
6.3.5- The student will evaluate the interrelationship between humans and energy resources. At least renewable nonrenewable human health
Lesson Resources