1. EARTH Summer 2007

2. Day 1: Intro to why we are starting with this activity and into long term semester project, students : Iron fertilization in the news | Back to topBack to top USA Today : (04/02/07) Project aims to ‘seed’ oceans to heal them Project aims to ‘seed’ oceans to heal them Science Daily: (03/01/07) Iron in Northwest Rivers Fuels Phytoplankton, Fish Populations Iron in Northwest Rivers Fuels Phytoplankton, Fish Populations Ocean Conservancy—Blue Planet Magazine: (Fall 2006) Pumping Iron Pumping Iron National Geographic News: (6/9/04) Can Iron-Enriched Oceans Thwart Global Warming? Can Iron-Enriched Oceans Thwart Global Warming? BrightSurf.com: (4/19/04) Effects of ocean fertilization with iron to remove carbon dioxide from the atmosphere reported Effects of ocean fertilization with iron to remove carbon dioxide from the atmosphere reported Science a GoGo: (4/19/04) Fertilization Of Phytoplankton Not A Solution For CO2 Removal Fertilization Of Phytoplankton Not A Solution For CO2 Removal

3. The Biological Pump (Day 2) NICE OVERVIEW FOR TEACHER I cut and pasted these on the handout for this activity for student reference Used this one on handout for student reference (came back to with assessment) Each student used own computer until 2 nd part Great PP. Would be good to use when covering nutrient cycling in an environmental or biology class. PP did not go into detail for some of the questions

4. QUESTIONS (we will discuss these questions as a class on Day 3): What are the primary factors regulating phytoplankton growth? How do nutrients (like trapped/sequestered carbon) find their way back to the surface (the PP)? What does SOFeX stand for? What role do you think iron plays in plant/phytoplankton growth? What would be the temperature effect on the earth if there was less CO 2 in the atmosphere? What does HNLC stand for? What seems to be the effect of adding Iron (Fe) to the ocean’s water? What are the chemical abbreviations for the following: Nitrogen? Iron? Silicon? Carbon? What is the problem the scientists are trying to understand? Changed the questions for my classes a bit to better fit our sequence Some of the original questions would be tough without having gone further into SOFeX or background articles.

5. Day 3 Reviewed question answers with two other students then we had a class discussion over them MOVING into Part II The SOFeX Expedition

6. GREAT OVERVIEW OF EXPEDITION (TABS at top of page allow students to access more information) Can get to these sites from tabs on web addresses above BUT breaking them up like this is much more manageable Students were already in their groups to discuss

8. I had students in groups of 3 put together a PP that answered the following questions: How did the scientists go about their work? What results were obtained? What kind of training did the people on the trip have? What kinds of equipment did they use? Also, give a short description of the function of each piece of equipment that you mention. You should talk about at least three pieces of equipment. What are some of the difficulties they encountered? Relate your articles from last week to the conclusions of this research project. They had two class periods (45 minute classes) to put them together. In retrospect: I would have each group pick one question and expand on it (become experts). It was tedious for all of us to sit through 7 or 8 PP on the same information. I would also give them the rubric for PP, perhaps show a video on Global Warming, for H/W become experts on their topic, talk about GW second class, give them 3 rd class to put it all together and then have them present the 4 th class

9. 3 rd Part to THE IRON STORY Lots of graphs (a bit hard to interpret) Lots of links, some good general info

10. MIGHT NEED HELP INTERPRETING THESE GRAPHS

11. AFFECTS

12. THIS PART IS BIT CONFUSING. THE SAME WEBSITES ON #2 and #3 #4 says to follow procedures (which are after Assessment)

13. THIS PART MAKES LOTS OF SENSE AND IS EASY TO FOLLOW TWO SUMMARY QUESTIONS GET LOST AT THE END

14. Overall Hot topic (in the news) Great for coast or mid-continent areas Easy fit for biology, environmental or even earth science (chem and physics could be a bit tougher) Lesson is well thought out and thorough  Takes quite a bit of time to cover, but any of the 3 sections could be stand-alone  interpreting graphs might need a lot of assistance

15. PowerPoint used in class after students have read Pumping Iron Article Right click to watch