California Kelp Forest Restoration: Science and Activity Guide for

CALIFORNIA SCIENCECONTENT STANDARDS,with language arts, mathematics and history-social sciencestandards.

T h e i n t r o d u c t i o n t o t h eCalifornia Science Content Standards definesthe essential skills and knowledge in science that students are expected to acquire ateach grade level in the State of California. The con-tent within each grade level or span is organizedinto strands.

Science content strands forGrades K-5 are Earth Sciences, Life Sciences,Physical Sciences and Investigation andExperimentation. Science content strands areorganized with a concentration for Grades 6-8 inEarth Science, grade 7 in Life Sciences, andPhysical Sciences in grade 8.

SCIENCE SKILLS:Observing: using all five senses:

seeing, hearing, touching,smelling & tasting

Classifying: identifying like and unlike objects, grouping into sets

Measuring: using numbers to describe size, weight, quantity, volume or time

Organizing: analyzing and interpreting data

Inferring: drawing conclusionsfrom data

Predicting: forming hypotheses based on past observations and results

Experimenting: identifying and controlling variables in testing hypotheses

Deducing: deriving a conclusion from something knownor assumed

Communicating: verbal, written, or other methods of informing others about resultsand conclusions

Activities and Projects providing science skillsare indicated with this “seal” of approval.

C a l i f o r n i a K e l pForests Restoration Project

First Edition 2006© D a w n N . E r i c s o n

P u b l i s h e r

Manta Publications

www.mantapublications.com

http://www.mantapublications.com

1

The study of kelp and the kelp forest offers a unique opportunity to understand vital science concepts while having fun

learning about our own uniqueCalifornia environment.

Kelp is a valuable resource and an ecological treasure of our state.

Kelp forests provide food and shelter to vast anddiverse species of animals and plant life

both under the water and above. With the increase of human demandand the pollution of our oceans,

kelp forests and their delicate habitat are more vulnerable than ever and in dire need of

protection and restoration.

This guide will help teach both the natural history and the current scientific

understanding about this remarkable algae, and how we can preserve and restore

the forests of our oceans.

To study nature is to encourage stewardship.

Kelp Forest Lesson Plan and Science Activities

KELP FOREST CLASSROOM LECTURE................................3-7

LIFE HISTORY of the GIANT KELP....................................8-15

WILDLIFE of the KELP FOREST......................................16-18

KELP RESTORATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 - 22

KELP VOCABULARY...... ...... ...... ...... ...... ...... ....... ...... ...... ..23

KELP ORGANIZATIONS and PROGRAMS..............................24

2

KELP CONTENTS

The CALIFORNIA KELP FORESTSCIENCE & ACTIVITYGUIDE FOR TEACHERS

is designed and written to assist teachers of grades Kthrough 12. All blackand white pages, diagrams and work-

sheets may be reproduced for use inyour classroom.

Grade levels are indicatedwith type size and these codes:

LARGE TYPE: Primary Studies - (Pri.S) Grades K-5

SMALLER TYPE: Secondary Studies - (Sec.S) Grades 6-7 SMALLER TYPE: Advance Studies - (Adv.S) Grades 8-12

Dive in and discovergiant kelp,Macrocystis pyrifera.

(Pri.S, Sec.S & Adv.S)

Kelp Introduction

California is a unique and amaz-ing place on planet earth. Our state isrich with a variety of environments,from lush forests to vast deserts.However, just off the coast, only min-utes from the city, is something evenmore extraordinary. Perhaps you havenever even noticed it.

Have you ever gone swimming inthe ocean and gotten tangled in a massof brown seaweed, or stumbled over itstwisting fronds while running on thebeach? Perhaps you’ve noticed thesesame brown plants floating on the sur-face of the water all along the coast,with a pelican or sea otter floatingnearby? What we see on the surface ofthe water, or washed up on the beach,are just parts of a vast underwater for-est, existing beneath the waves,unseen and unnoticed by most of us.

Divers have compared thisunique underwater world to tropicalrain forests because- like their landcounterparts- kelp forests tower liketrees, growing to great heights and pro-viding food and shelter to an extensivevariety of animals and life. Theseunderwater plants are called kelp, andare not technically trees nor plants, butare classified as giant algae. There aremany types of kelp, but the largest andmost common algae here in Californiacan grow from depths of 30 feet alongthe coast and up to 80 feet aroundCalifornia’s offshore islands. Diversand scientists have counted more than800 species of marine life that live in ordepend on the kelp forests.

The great naturalist CharlesDarwin noticed the ecological impor-tance and value of the kelp forests asearly as 1834, but to this day there isstill much to learn and study aboutgiant kelp, Macrocystis pyrifera, andthere is a great need to protect it.

Kelp ForestLocations

Californiamay be a uniqueenvironment, bothon land and under-water, but it is not theonly place in the world withkelp. There are a few other places withthe necessary conditions for kelpgrowth, including the southern tips ofAfrica, Australia and New Zealand,along the west coasts of South Americaand, of course, North America. Alongthe coast from Baja California inMexico, to San Diego up to Santa Cruz,are lush kelp forests growing uniquelyabove the equator. California’s coastalwaters provide just theright conditions for kelpgrowth including cool tem-peratures, plenty of nutri-ents, wave motion, rockyareas and clear, cleanocean water.

Of course, the less polluted an area is, the betterthe kelp forests can thrive.Today’s healthiest kelp ecosys-tems are found outside such pollutedand murky waters like the SantaMonica Bay. In the clearer waters offthe coasts of Los Angeles, Oxnard andSanta Barbara lie the mostly uninhab-ited Channel Islands, surrounded bygiant kelp. Catalina Island is easy tovisit and enjoyed by many people forsnorkeling and scuba diving amongstthe swaying forests.

3

KELP FOREST CLASSROOM LECTURE

GiantKelp Lecture


Kelp Introduction

Kelp UsesThe utilization of seaweed dates

back to 600 B.C. when it was used asfood for both people and their domesti-cated animals, and as soil fertilizer,called potash. Later, kelp was harvest-ed and burned, with the ash used as asource of soda for pottery glazing andin the manufacturing of glass and soap.Kelp even ‘fought’ in the world wars,when the United States harvested thepotash salt for explosives.

Today, kelp is a billion-dollar-a-year industry. Marine algae, or sea-weeds, have so many uses that kelp isharvested by special barges out in theocean equipped with large cuttingracks which push through the kelpcanopy. The kelp fronds are cut to adepth of four feet below the surface. Inthis way, only the mature, older frondsare harvested, and the kelp can quick-ly regrow. The cut kelp is gathered onconveyers which carry it aboard thebarges, then it is unloaded on shore forprocessing.

From processed kelp, algin isderived. Algin is used as a thickener,emulsifier, gelling agent, and stabilizerin ice cream, beverages, drugs, cosmet-ics, paints, ceramics, insecticides, carpolishes, adhesives, and dental gelslike toothpaste. Kelp by-products putthe head on beer, thicken milkshakes,and smooth ice cream. Kelp is alsowoven into surgical thread. Kelp is arich source of iodine, potassium, phos-phorus, and vitamins A, B, C, D, E andG. In fact, all of these vitamins and min-erals are found in larger amounts inkelp than in any other vegetation onEarth. It is estimated that the averageAmerican consumer makes use of sea-weed in one form or another every day,many times a day.

However, current demand forkelp algin exceeds supply. Therefore,careful management of the kelp foresthas been developed with an under-standing of its delicate ecology.Protection of kelp from over-harvestingis one way of keeping our oceanshealthy and alive.

4


KELP CHIPSA seaweed recipe:

Seaweed as food goes back to600 B.C.! Frying chips of vegetables in oil has remaineda favorite way to preparea quick snack.

1. Clean and dry Macrocystis kelp blades.

2. Cut the kelp into chip size pieces.

3. Heat a frying pan,add several tablespoons of canola oil. Fry the kelpuntil crisp. Place on paper.

4. Eat! No salt needed. Munch or add to a salad made with sea lettuce.

Brand Name Algin Potassium Iodine

ice cream,puddings

beverages,beer

natural products

cosmetics

vitamins

toothpaste

paints

insecticides

other

SEAWEED SHOPPING name_______________________________date_____________Check list when finding products containing seaweed or algin.

A seaweed shopping

check list and a

seaweed recipe.

GiantKelp Lecture

(Sec.S & Adv.S)

Kelp Environment

California has an abundance of giantkelp along its coast. Scientists estimate that44,000 acres of ocean floor near California iscovered by this marine ecosystem. But whatmakes this particular patch of the ocean sowell suited for growing kelp? Giant kelp hasseveral requirements that must be met in orderto grow and flourish, and only a few places onthe planet are lucky enough to provide forthese needs:

1. Attachment SitesLike trees, giant kelp has a kind of root

system keeping it secured to one spot on theocean floor. But unlike trees, kelp does notgrow from out of the ground. Instead, its rootsact like grasping fingers that create a holdfast,usually onto a rock. Thus, rocky areas in shal-low coastal zones are the best places for thegiant kelp to grow. How well an individual kelpgrows depends on the quality and size of therock a young kelp attaches itself too. If the rockis too small, it will not be able to support andweight down the buoyancy of the growing kelp,and the two will float away or wash ashore.Thus, a large, durable rock will give the grow-ing plant a strong foundation from which togrow. Granite rocks are ideal, while softerrocks, like sandstone, present less secureattachment sites. The weak layers of sand-stone break easily and can be further weak-ened by the burrowing action of clams andmussels into the rock. Such rocks often easilybreak apart, especially during large winterstorms when waves thrash and pull at the kelp.

Occasionally, kelp can grow in sandyhabitats as well. The Channel Islands act as abarrier to the Santa Barbara coastline, protect-ing it from large ocean swells and heavy cur-rents. Its sandy outcrop once supported adense kelp forest. In the sheltered waters, kelpplants could settle on small shells or wormtubes, and extend their holdfasts like roots intothe sand. Each new kelp could then settle ontothe holdfast of the adult plants, thus developinga kelp forest. However, in Santa Barbara, manyof these kelp beds disappeared when they wereuprooted by the unusually large storms thataccompanied the “El Niño” of 1983, a phenome-non that produces destructively hot winds and

warm water. In the ever shifting sands, no oneknows if the kelp forests will ever regrow.

2. Cold WaterAlthough too cold for human comfort, a

kelp forest grows best where water tempera-tures remain below 70°F. Why does the waterhave to be so cold? The answer isn’t certain.However, nutrients in the water vary whenocean waters warm up, and that’s when thekelp forests appear to decline. Perhaps, in hightemperatures kelp can’t get the simple nutri-ents they need for photosynthesis and theystarve. It is also possible that the warmerwaters alter local winds and currents in such away that they block the upwelling of cold nutri-ent-rich water. Research has shown that largeadult kelp can withstand temperatures of up to74°F, but the youngest plants perish whenwater temperatures rise over 68°F.

In Southern California, kelp forests fol-low a regular cycle of development, growingbest during cold periods in the winter andspring, then deteriorating when water warmsup in the summer and fall. Extended periods ofwarm water conditions, like El Niño weather,cause long-term damage to the kelp forests.

Rain Water RunoffMeasure changes in pH as water runoff

travels from your school yard towards the ocean.

Materials: clean containers to collect watersamples, pH testing kit, graph paper

Background: As rainwater falls and movesacross a yard, down the driveway, and into astorm drain, it picks up pollutants. These pol-lutants come from many sources such as theexhaust and leaks from our cars, fertilizers onthe lawns, soil and dirt, and wastes from ani-mals. These pollutants can affect the pH of thewater, making it more acidic. pH is the meas-ure of how acidic or basic a solution is.Changes in pH can affect how chemicals dis-solve in the water and whether organisms canuse these chemicals to grow. Most aquaticorganisms prefer a pH range of 6.5–8.0 (with 1being most acidic, 14 being most basic, and 7being neutral).

Hypothesis: State a hypothesis about howthe pH readings of your water samples willchange as the water flows from the schoolyard down to a storm drain. Record your hypothesis.

5


Rain water runoff.

The CleanWater Act1972

The CleanWater Act is the cornerstone of surface waterquality protec-tion in theUnited States.Its intent is tosharply reducedirect pollutant dischargesinto water-ways, financemunicipalwastewatertreatmentfacilities, andmanage polluted runoff.

The goal is torestore andmaintain thechemical,physical, andbiologicalintegrity of thenation’swaters so thatthey can support “theprotection andpropagation offish, shellfish,and wildlifeand recreationin and on thewater.”

Remember,healthy watermeans healthypeople.

SEEING HEARING TOUCHING SMELLING TASTING

KELP FOREST CLASSROOM LECTURE OBSERVATION NOTEBOOK

DATE______________

My kitchentap water

DATE______________

My home’soutdoor water

DATE______________

My citystorm drainwater

DATE______________

Beach stormdrain water

DATE______________

Ocean water

DATE______________

Animal sightings

DATE______________

Bird sightings

DATE______________

Types of kelp onbeach or oceanwaters

DATE______________

Beach wildlife,crustacean orshell sightings

DATE______________

People sightings

DATE______________

POLLUTIONsightings

NAME

______________

______________

GRADE

______________

______________

SCHOOL

______________

______________

TEAM

MEMBERS

______________

______________

______________

______________

An observation

assignment.

6

*Don’t do it!

(Sec.S & Adv.S)

Kelp Environment

3. Salinity (Salt Content) Kelp is found only in the ocean. Rivers

and lakes are freshwater with zero salinity,while the ocean has a salinity of around 35parts per thousand (ppt) of water. From this wecan conclude: kelp needs salty water in orderto survive. If you were to place it in fresh water,kelp cells would quickly explode as the freshwater would rush into the cells and try toequalize the salt concentration. Reverse thiseffect and try putting kelp in super salty water(maybe 45 ppt) and the algae would quicklyshrivel as the water from the kelp cells wouldrush out of the cell into the saltier water.Luckily, the ocean’s salinity remains stable andkelp does not have to suffer from major salinitychanges.

4. Clear WaterLike plants, kelp thrives on sunlight.

But even on the most beautiful, sunny days,beneath the surface of the water it can quicklybecome dark. The canopy of the kelp aloneshades out 90% of the sunlight from everythingbelow it, including the plant itself. However, itis this same canopy that is reaching and grow-ing upward to the surface water, so it canabsorb as much light as possible.

Thus, the clarity of the water isextremely important. Muddy, cloudy water andpolluted water looks dark and prevents sunlight from penetrating downward. Clear waterensures that the maximum amount of light canreach even the deepest depths of the ocean tothe smallest kelp trying to grow 80 feet to theocean surface.

The color of water is also an importantindicator of water clarity. Throughout SouthernCalifornia, the water appears dark and green-ish. Greenish water is a sign that light is beingblocked and reflected back to the surface. Itmay also be an indication of the pollution andsediment making the water murky and dark.Towards Palos Verdes or the Channel Islands,however, the water takes on an aqua color. Thislight, bluish tint is a sure indicator that light ispenetrating deep into clearer waters.

5. Nutrient-Rich WaterIn addition to light, kelp forests need a

constant supply of fresh nutrient-rich water tosurvive. Kelp absorbs simple chemicals fromthe surrounding water, rich with oxygen, car-bon, nitrogen, and phosphorus needed forgrowth and carbon dioxide needed for photo-

synthesis. In calm water, rapidlygrowing kelp would quicklydeplete the nutrients intheir immediate sur-roundings. But themotion of the cur-rents, waves andupwelling throughoutthe ocean keeps thewealth of nutrients in con-stant circulation. Like rivers,ocean currents push the cold, nutri-ent-rich water through the kelp forest, replac-ing and carrying away the warm, nutrient-poorwater. The California Current brings cold,nutrient-rich water down from the north all theway to southern California. During the calm,warm periods of summer, these currents moveless rapidly and the growth of the giant kelp often slows down or stops completely.

Cold, nutrient-rich water does not onlymove along currents from North to South alongthe California coast. Upwelling also replacesthe warm, nutrient-poor water. Upwellingoccurs when deep, cold water rises to shallow-er depths carrying upward the nutrient-richdecay of dead plants and animals, abundantwith all the chemicals kelp forests need.

6. Waves and Water MotionWaves benefit the kelp community by

keeping in constant motion the cool, nutrient-rich ocean water. The entire kelp communitydepends on such water circulation to distributethe living plankton and decaying matter whichfilters down the water column to reach thesmaller animals. Water movement also carrieslarvae and spores as they settle on the oceanfloor and develop, helping to create such vastocean “forests”.

Moderate size waves also help to“weed out” older kelp growth, allowing moresunlight to penetrate down to new growth andcreating a healthier forest. However, enormoussurging waves can be very destructive to a kelpforest. Rapidly moving water during stormsaccompanied by thrashing, pounding waves,tugs and tears at kelp forests, stripping awayfronds and sometimes ripping the entire hold-fast of a kelp plant away from the ocean floor.After such a storm, the beach will often trans-form overnight into masses of washed up andstranded seaweed, which provides shelter andnutrients to a whole new intertidal communityof land-dwelling organisms.


7

PacificOceanCurrents

8

Kelp FrondBlades and Stipe

may live up to 6 months.

Pneumatocysts Floats, or gas filled bladders.

Kelp Blade

Scimitar BladeWhere new blades are formed.

Kelp Stipe

Sporophyll Blades

Kelp Spores-Sporangia

Kelp HoldfastCan grow to 8 feet across.

Haptera

KelpCanopy

Mid-WaterZone

Sandyor

RockyBottom Holdfast

GIANT KELP Macrocystis pyrifera

FrondInitial


GIANT KELPMacrocystis pyrifera

California has up to twenty dif-ferent species of kelp. As you alreadyknow, the largest of these is the giantkelp, Macrocystis pyrifera. In fact, thiskelp is one of the most structurallycomplex marine “plant” on Earth,growing remarkably fast and reachingheights of up to 150 feet in less than ayear.

Giant kelp usually grows in shal-low depths ranging from 20 to 80 feet.Below 80 feet, light becomes limited,preventing the growth of most youngMacrocystis pyrifera. Given the rightamount of sunlight, temperaturesbetween 50° F and 65° F, and ample coldnutrient-rich water, the “branches” orfronds of kelp can grow up to two feetper day! Fronds have an average lifespan of 6 months as they grow and con-verge at the surface of the water into acanopy, absorbing light, and finallybeing pulled away by ocean currentsand waves. This process is calledsloughing, and new fronds continuous-ly develop and mature to replace theold. The kelp itself lives up to sevenyears, and it will continue to generate astronger and bigger holdfast and newfronds throughout its life. Adult kelpalso release hundreds of reproducingspores, helping to create an ongoingundersea forest of life.

Every winter the perennialMacrocystis pyrifera sloughs back,leaving only a few fronds on the kelpstipe and the kelp holdfast. Winterstorms between October and Marchcontribute to the decrease in size of thekelp canopy but generally spare theunderstory of fronds and blades whichremain and regenerate.

Throughout the year, manyspecies of fish depend on kelp forestsas nurseries for their young and

habitats for adults. Nearby intertidal communities of animals also rely onthe nutrients from the sloughing ofblades and shedding fronds. Severewinter storms or an El Niño season candisrupt the entire ecology and foodchain, often requiring two to threeyears to re-establish a disruptedecosystem and kelp forest.

THE THREE BASIC PARTSOF THE GIANT KELP:

The Holdfast, Stipe and Blademake up the three basic parts of giantkelp. From absorbing sunlight andnutrients in the water, to hanging on fordear life, each component does its partto produce strong and healthy kelp.

(Sec.S & Adv.S)

1. Kelp HoldfastWorking like the anchor of a boat

securing it against the surging waves, the hold-fast secures the kelp in place. Root-like inappearance (but not a root, because it doesn'tgather water and nutrients from the soil theway roots do) the holdfast holds tight to itsrocky home. Anchored to the rocks, tubewormreefs, or sandy ocean floor, the holdfast is amass of tangled, brightly hued haptera. Thehaptera’s stubby branches sprout from the bot-tom of the plant and intertwine and overgrowthe older ones. They grow down over the rocksurface, wedging themselves into any availablecrack or crevice giving the holdfast an upside-down cone shape. Snails, small crabs,shrimps, brittle stars and small worms takerefuge from predators inside the cavitiesbetween branches. Some lodgers eat the older,inner haptera and hollow out the inside of theholdfast. In this way, the holdfast provides asecure home for a multitude of creatures.

As a kelp’s holdfast ages, it may even-tually lose its grip to the ocean floor. Hungrytenants may eat too many of the new branches,or the oldest branches in the center may decayand fail. If the remaining branches don't holdfast, surging storm waves will pull the weak-ened holdfast free, setting the kelp adrift.

9

LIFE HISTORY of the GIANT KELP

A kelp stipemay grow up to 24 inches in 24 hours.

24 inches

GiantKelpLife

History

(Sec.S & Adv.S)

GIANT KELP (continued)

2. Kelp StipeSturdy and resilient, kelp stipes rise

like twisting vines to the surface of the waterwhile holding the whole plant together. Thekelp stipe is like the stem on a land plant butmuch more flexible like rubber so it can stretchup and down in the waves without breaking ortugging too strenuously on the holdfast grip-ping the ocean floor below. Besides being thesturdy anchor line for kelp, it is also an eleva-tor for passing nutrients from one end to theother, running between the canopy above andthe holdfast below. Kelp blades are attached tothe stipe along its entire length. A collection ofgrowing blades on the stipe is called a frond.Sugar energy (the product of photosynthesis)travels from fronds in the sunlit waters abovedown to the dimly lit lower portions of theplant. This process, called translocation,allows giant kelp to grow larger and faster thanany other kind of seaweed or plant.

Kelp stipes develop enlarged hollowfloats or pneumatocysts (pronounced “new-mat-o-sists”). A mixture of gases fills eachballoon- like float, allowing the stipe and blades to float towards the sunlit ocean surface wherethe plant can collect the most sunlight possiblefor photosynthesis.

3. Kelp BladeThe flattened, broad blade of kelp

grows rapidly. Like a leaf, its flat and wide sur-face area allows for a maximum absorption ofsunlight. Pneumatocysts- the round hollowbulbs at the base of each blade, like little bal-loons- makes the blades buoyant so that theyfloat toward the surface. Once at the surface,the kelp grows outward, creating a gorgeouscanopy and absorbing the maximum amount of light. Through translocation, the energy fromthis sunlight is transferred to the rest of theplant, all the way down to its holdfast.

The kelp blade performs photosynthe-sis whenever light is available. The blade cellsabsorb water and carbon dioxide from the sur-rounding seawater and use energy they collectfrom sunlight to make oxygen and food com-pounds like sugar, amino acids and other build-ing blocks of plants. The sugars provide nour-ishment for all parts of the plant, from thegrowing tips in the canopy to the establishedholdfast and developing fronds far below thesurface. The stipe helps transport this food towherever it is needed most. Surplus food isstored in the cells of the kelp plant, to be usedlater to make more blades, stipe and a thickerholdfast.

As a result of these stored sugars, kelpblades provide nutritious meals for countlesskelp forest fishes that nip at the blades, gettinglittle mouthfuls of the sweet-tasting blades.Snails and some other mollusks use razor-liketeeth, or radula, to scrape over the blades andstipe. Even if the blades are not being directlyeaten, they secrete nutrients into the waterserving as an additional food source to themany microscopic plankton floating throughthe sea.

The marginal spines and textured surfaces ofMacrocystis pyrifera blades increases turbu-lence as water flows over them and facilitatesthe uptake of carbon dioxide and other mole-cules from the water.


10

(Adv.S)

Giant Kelp Life Cycle andReproduction

Macrocystis pyrifera develops clustersof special reproductive blades called sporo-phylls near or above its holdfast. These sporo-phyll blades are responsible for spore produc-tion. By making spores, the first (microscopic)phase in the life cycle of the kelp begins. Darkpatches known as sori on these fertile bladesshow the location of the spore-making cellscalled sporangia. Each sporangium (smallerthan the eye can see) produces between 16 and32 spores.

A kelp plant in its prime produces hun-dreds of sporophylls that generate billions ofspores. Spores are tiny, smaller than the dot ofa period on this page. Released into the sur-rounding water, they are lively swimmers yetat the mercy of currents. A swarm of the swim-ming spores travel away from the parent plant.Carried by the currents and water movement,spores may travel a few feet or several yardsaway. Many are lost at sea or eaten by animals.Only a few of the lucky spores find themselvesstranded in calmer waters near the ocean bot-tom and settle down on a rock.

Once securely in place on the oceanfloor, each spore will slowly, over the next fewdays, divide to form a tiny chain of cells. Thissmall chain is the next stage of the “invisible”phase of the kelp’s life story: the gametophytephase. Some of the tiny chains will becomemale plants that produce sperm while the oth-

ers become females and produce eggs.Chemical signals from an egg cause spermto be released from the male plant. Spermswarm toward the female’s egg, drawn byits chemical perfume. Only one sperm cansuccessfully unite with the egg. Once fertil-ized, the egg grows into an embryo andeventually develops a single blade-like struc-ture: a sporophyte. At this phase, one can final-ly witness the growth of the kelp with theirnaked eye, watching as the blade growsupward and produces other, newer blades.

The sporophyte will extend upwardtoward the sunlight at the surface of thewater, creating new blades and stipe. Thetip of each stipe, where tiny new blades areforming and are still attached to one anoth-er, is called the scimitar blade. It will contin-ue to grow, repeatedly splitting and formingmore blades and creating fronds, thickeningand developing the buoyant pneumatocystsuntil eventually it becomes a maturekelp, reaching up to the surface.

At this stage, while it mayappear that all young sporo-phytes will mature into giantkelp, the holdfasts of theseyoung can crowd a rock likerival siblings. The fastest-growing plants shade outtheir neighbors in a race forsunlight and space.

In about one year, a100-foot-tall mature giantkelp may preside over its kelpforest domain.

Sporophyll bladesand sori

Spores

GiantKelpLifeCycle

11


Gametophyte phase

A young sporophyte

Scimitar blade


HABITATS

A habitat is the part of anecosystem where an organism spendsits life: where it collects food andretreats for shelter. For the dolphin, theentire ocean makes up its habitat. Forothers, like the bryozoan, a singleblade of kelp is its home. The kelp plantsupports and sustains the habitats of awide variety of unique animals. In fact,the kelp forests can be divided intothree very different habitats: the kelpcanopy, the mid-water zone, and theholdfast. Each zone throughout the

kelp forest provides food and shelterfor a completely different variety of ani-mals. And many of the animals sharehabitats, interacting with one anotherand often influencing each other’s kelpforest ecology and survival.

The Kelp CanopyThe canopy zone is at the sur-

face of the water. This buoyant layer ofkelp can grow to over 50 feet, some-times twice the length of its heightfrom the ocean floor, and is easily visi-ble from the shore. The long fronds ofthe kelp spreads out and entwines toform a dense floating mat, creating ashadowy forest below. Thus, thecanopy accounts for 95% of the kelpphotosynthesis, absorbing the mostdirect sunlight.

The canopy provides shelter, hid-ing places, camouflage and food for amultitude of organisms, including fronddwellers: kelp crabs, Melibe nudi-branchs, kelp isopods, hydroids, bry-ozoan colonies, black sea hares, pipefish and Norris’ kelp snails.

Surface-dwelling fishes likegiant kelpfish, topsmelt, anchovies andsardines feed on the small snails,isopods and crabs that crawl about andfeed on the blades and stipe of thecanopy layer. Several species of youngrockfish find food and protection from


KelpCanopy

Sandyor

RockyBottom Holdfast

12

GiantKelpHabitats

predators for a few weeks before they take up residence on the sea floor. Thecanopy also provides a resting place forsea otters and food for sea gulls, peli-cans, great blue herons, great egretsand cormorants.

Mid-water ZoneBeneath the sun-drenched

canopy of kelp on the surface, we reachthe mid-water zone where there arefewer hiding places. Here, the kelp ismade up mostly of stipes connectingthe canopy all the way down to theholdfast and creating an open zone forboth predators and prey to swimthroughout. Dolphins, sea lions, harborseals, bat rays and other large preda-tors search for food, chasing schools offish all through the swaying kelp.Opaleye, senoritas and blacksmith arecommon fish that school together forprotection, and feed on kelp blades andfloating plankton. Kelp bass are bothpredators and prey, and easily findshelter in the kelp as camouflage,while snails make their homes glidingup and down and feeding on the stipes.

Kelp HoldfastThe holdfast at the base of the

kelp does more than just secure it tothe ocean floor: here we find the secrethiding places of many shy and secre-tive little animals, protected by theknotty branches and tangled fingers ofthe haptera. Anemones, brittle stars,juvenile kelpfish, bryozoans, hydroids,shrimp, amphipods and other youngfish all take up residency in the safetyof the holdfast, where there’s alwaysplenty of food drifting about at the bot-tom of the ocean.

Nearby, surrounded by rockyoutcroppings and competing forcrevices, there are even more dwellers.Lobsters, bat stars, octopus, seaurchins, and fish- like the bluebandedgoby, garibaldi, moray eel, cabezon,and sheephead- make the rocky bottom

zone of the kelp forest their home. Sea anemones and plant-like gorgonianscolorfully dot the ocean floor in rockyareas, while in more sandy zones of thekelp forest, bat rays, guitarfish, andround stingrays bury themselves in thesand for shelter. Bat stars and seacucumbers move slowly across thesand or holdfast. Senorita fish hide byquickly disappearing with a dive intothe sandy bottom. At night, leopardsharks, swell sharks, horn sharks andothers will ascend from resting amongthe rocks, and begin their hunts aroundthe holdfast zone.


California Coastal Kelp Habitats

Along with attached-growingkelp, two other important kelp habitatsinclude drift kelp and kelp wracks.These habitats, like the kelp growingin the forests, provide refuge and foodto a variety of marine species.

Drift KelpThe fronds and blades of the

upper canopy are often pulled or rippedaway from the body of the kelp duringstorms and heavy surge. Before thesebroken and floating masses of seaweedcan be washed to shore, they some-times create the basis of a transientmarine community. Drifting off to sea,they become home to a variety of openwater animals. Shrimp and small fishseek out the shelter they find beneaththe kelp, which can also attract largerfish like tuna and sunfish. Fishermen


13

DriftKelp

drift- which they often call a kelppaddy- and take advantage by droppingtheir fishing lines nearby. If a kelp driftdies, losing its buoyancy, then it sinksto the ocean floor to become part ofanother important food chain, feeding

animals like abalone, urchin,snails and sea cucumbers.

Kelp WrackWalking along the beach, or

exploring a tide pool, it’s common tocome across tattered kelp fronds - akelp wrack washed up on the shore. Asyou come closer, dozens of kelp fliesrise up and then return to feeding onthe rotting kelp. Such kelp also attractsbeach hoppers and other small shoreanimals. These become prey to crus-taceans and mollusks that reside alongthe surf, attracting in turn, the manybirds that feed on them. Meanwhile,the kelp wrack breaks down from thebeating of the waves and bleaching ofthe sun, becoming food for bacteria andsmaller animals. Its nutrients continueto be recycled into the subtidal commu-nity over a 20 to 23 day decomposition.


Kelp Classification

There are at least 20 differentspecies of kelp growing along theCalifornia coastline. There are largekelp, like the giant kelp, while othersare smaller and may live in shallowerwaters among the crashing, surgingwaves along rocky shores. One of themore common companions to the giantkelp is called the feather boa which cangrow up to 30 feet in length. It is oftenfound around the outer and inner

fringes of giant kelp forests. Because ofits more rugged structure, it can han-dle the pounding and thrashing ofwaves much better than the largerkelp.

Even more hardy in the rougherwater is a palm-tree-looking kelp, aptlynamed the sea palm. Small in size-growing up to 3 feet in height- it is veryflexible and can bend completely over,allowing it to withstand the poundingsurf of even the largest waves. It is thehardiest kelp, growing where otherscan’t in shallow, sunlit waters off thecoast.

Along the floor of the kelp forest,and covering both rocks and shells allalong the coast, are several species ofred algae. Their abundance gives theocean floor a red appearance. Giantkelp appears brown, and there aresome algae species that are green.

(Adv.S)

AlgaeGiant kelp is just one member of the

group of “plants” called algae. Algae are differ-ent than vascular land plants, which haveroots, stems, leaves and flowers. Algae have noleaves, no stems or flowers, and no roots. Kelp,also called seaweed, is an algae- nonvascularand living in water.

Water-dwelling “plants”, such as giantkelp, are entirely exposed to water at all times.Also, all of their parts can perform photosyn-thesis, unlike the trunks, stems and roots of aland plant or tree. That’s the differencebetween vascular plants and nonvascularalgae.

There are three kinds of algae: red,green and brown, so named because of the pri-mary color they appear to our naked eye. Theircolors are determined by the pigment the plantproduces to catch sunlight.

Giant kelp are in the order of brownalgae called the Laminariales. These brownalgae all share the same life cycle and begin asa single leaf-like blade from which they growinto different forms.

There are at least 20 different speciesof kelp (members of the order Laminariales)growing along the California coast. These mag-nificent amber brown seaweeds form some ofthe most structurally complex habitats in theocean making homes for thousands of species.


KelpWrack

14

Kelp wrackis an importantelement of the beachecosystem.

But many ofour localbeaches aregroomed orracked to look“pretty” forbeach touristand visitorswhile decimatingthe natural beach habi-tat.


1

2

3

4

5

6

8

7

9

11

10

KELPCOLOR

&QUIZ1. Bull kelp

Nereocystis luetkeana

2. Seersucker kelpCostaria costata

3. Giant kelpMacrocystis pyrifera

4. Sea palm Eisenia arborea

5. Elk kelpPelagophycus porra

6. Feather boa kelpEgregia menziesii

7. Ribbon kelpAlaria marginata

8. Pterygophoracalifornica

9. Ulva augusta

10. Rhodymenia californica

11. Sea lettuce Ulva california

15

Enlarge this illustration

155% and print on

11 x 17 paper -

as a QUIZ &

COLORING PAGE

WILDLIFE of the KELP FOREST

16

1

3

4

5

7

6

2

12

8

9

10

1316

1715

14

20

19

2122

18

23

11

WILDLIFEC O L O R

& Q U I Z

1. Bat rayMyliobatis californica

2. GaribaldiHypsypops rubicundus

3. KelpfishHeterostichus rostratus

4. Pacific barracudaSphyraena argentea

5. SheepheadSemicossyphus

pulcher

6. Bay pipefishSyngnathus

leptorhynchus

7. Kelp bassParalabrax clathratus

8. SenoritaOxyjulis californica

9. BlacksmithChromis punctipinnis

10. Sea urchinStrongylocentrotus

purpuratus

11. Northern anchovyEngraulis mordax

12. Harbor sealPhoca vitulina

13. Shovelnose guitarfish

Rhinobatos productus

14. Leopard shark Triakis semifasciata

15. Ochre sea starPisaster ochracens

16. Bat starAsterina miniata

17. Giant sea starPisaster giganteus

18. Horn shark Heterodontus francisci

19. CabezonScorpaenichthys

marmoratus

20. California lobsterPanulirus interruptus

21. Sea hareAplysia californica

22. Kelp crabPugettia producta

22. Red abaloneHaliotis rufescens

Enlarge this illustration

155% and print on

11 x 17 paper -

as a QUIZ &

COLORING PAGE

(Sec.S & Adv.S)

Kelp Isopods, Bryozoans andHydroids

Kelp blades provide a home for agroup of microscopically small ani-mals called bryozoans. Plant-like inappearance, the bryozoans attachthemselves in large interconnect-ed colonial groups to their bladehome. The bryozoan is a filterfeeder. It captures food by expand-ing a funnel-shaped set of tentaclescalled the lophophore which drawsin small plankton to the bryozoan’smouth.

Bryozoans begin their lives asfree-swimming larvae and are a part ofthe ocean’s zooplankton. They settle ona kelp blade to live their entire livesattached there. In colonies, these bry-ozoans then reproduce by budding. Inbudding, the adult organism grows asmall copy of itself on the side of itsbody. This new animal builds its ownhome next to its parent. Then theprocess is repeated over and over againuntil a colony of bryozoans begins todevelop in a circular pattern on a blade.Eventually the bryozoans produce eggsand sperm and create free-swimminglarvae which leave the kelp blade insearch of a new blade to live on wherethey will create yet another colony.

Another common kelp bladeinhabitant is the kelp isopod, Idotea.Usually an inch in size, these animalsscoot around on the blades that float onthe ocean surface. If you were to swimthrough a canopy of kelp, you mightfind yourself covered in these tinyorganisms. They march around on thefloating blades eating holes in the kelpand blending in perfectly, camouflagedand unseen by their predators: rock-fish, kelp bass and other kelp forestfish.

Drifting through a kelp canopy are a vast variety of microscopic animal

larvae waiting discovery under themicroscope. Many settle into place andsecure themselves onto a blade. Thetiny hydroid, Eucopella Sp., appears like

a tiny stalked flower. The hydroid dividesand spreadsacross a kelpblade like amicroscopicgarden.


Under the Microscope

17

Bryozoan colony

GiantKelp&

Wildlife


PREDATORS of the KELP FOREST

Sea UrchinsPredators, like wolves on land or

sharks in the ocean, play an invaluablerole in their environments, keepingpopulations in check and creating amore healthy ecosystem of life byweeding out the sickly prey. Sea otters,spiny lobsters and sheephead- the pri-mary predators of sea urchins- used tokeep the urchin populations at a con-trolled and healthy number, ensuring ahealthy kelp forest. But as early as the1800s, hunters had driven otters tonear extinction, and today they can nolonger be found in Southern California.Spiny lobsters and sheephead havealso become scarce from over-fishingaround our California kelp forests.

Without their key predators, seaurchins have become overpopulated.With their incessant appetites, theycan destroy a kelp forest leavingdesert-like areas known as urchin bar-rens. Where once there was an entireecosystem of life thriving amongst akelp forest, now there are desert-likebarren reefs, rocks and sand beds.

Sea urchins have been especial-ly troubling to Southern California’skelp forest since the 1950s, when citiesalong the coast began pumpinguntreated sewage directly into theocean. This raw pollution decreasedwater clarity and inhibited kelpgrowth. Meanwhile urchins prospered, impervious to the filthy water.

Normally sea urchins hide in thecracks and crevices of rocks, eating thebits of kelp that float by. But with theshortage of kelp plants, urchins begana slow-motion march in search of food.Battalions as dense as 200 urchins persquare yard munched on the holdfastsof surviving kelp, setting entire kelpforests adrift.

Biologists have tried to controlsea urchin populations by poisoningthem with quicklime, and even sendingvolunteer divers on killing missions.But these efforts are generally unsuc-cessful. However, it now appears thathuman appetites are the best hope forkelp. In recent years, the Japanesedesire for urchin roe (a delicacy calleduni) has turned the creatures into athriving fishing industry in California.Unfortunately, these divers collect onlythe larger red urchins, leaving behindthe small purple urchins which contin-ue to feast on the kelp. The problem isfar from solved.

It’s important to see how every-thing is connected, and how our deci-sions- like pumping sewage into theocean- affects hundreds of otherspecies down the line.

A number of human factors set inmotion the decline of the kelp forests:the over-hunting and over-fishing ofurchin predators, the harvesting ofkelp, and the pollution of coastalwaters. Polluted urban runoff andcoastal development can also impairthe successful proliferation of kelp dueto the burial or scouring of juvenilekelp by sedimentation.

People clearly play an important role in the healthof our kelp forest environment.


18

SeaOtter

Purplesea urchin

Strongylocentrotuspurpuratus

4 inches

Red sea urchin

Strongylocentrotusfranciscanus

5 inches

(Adv.S)

CLEAN WATER and KELP FOREST

CONCERNS

There has been growing concernamong scientists about the overall decline ofkelp and animal species along our Californiacoast. Clearly, we are able to see changes in theenvironment. But how do scientists prove this?What do scientists measure to see if theirhypotheses are correct?

Temperature - When you don’t feel well, chancesare the first thing someone does is take your tem-perature. Scientists measure water temperaturefor several reasons. First, the temperature of ahabitat determines the kinds of animals that cansurvive there. If the temperature gets too hot ortoo cold for some organisms, they die.Temperature also can affect the chemistry of thewater. For example, warm water holds less oxygenthan cold water. (And everybody needs oxygen!)

Dissolved oxygen - Just like human beings,aquatic life needs oxygen to survive. Scientistsmeasure DO (pronounced dee-oh) - dissolved oxy-gen. This tells them how much oxygen is availablein the water for fish and other aquatic organismsto breathe. Healthy waters generally have high lev-els of DO (some areas, like swamps, naturally havelow levels of DO). Several factors can affect howmuch DO is in the water including temperatureand pollution in the water.

pH - The p stands for “potential of” and the H isfor hydrogen. Scientists measure pH to determinethe concentration of hydrogen in the water (pHranges from 0 (very acidic) to 14 (very basic), with7 being neutral. Most waters range from 6.5 to 8.5.Changes in pH can affect how chemicals dissolvein the water and whether organisms are affectedby them. High acidity can be deadly to fish andother aquatic organisms.

Nutrients - Just as nutrients are critical for you togrow (check out the nutrition label on a box ofcereal- all essential nutrients), nutrients are criti-cal to plants and animals, too. The two majornutrients scientists measure are nitrogen andphosphorus. The presence of too many nutrientscan hurt aquatic organisms by causing too muchalgae to grow in the water. Nutrients can alsoaffect pH, water clarity and temperature, andcause water to smell and look bad.

Toxic Substances - Scientists also test for manyharmful (toxic) pollutants like metal, pesticides,and oil. For example, scientists are finding mercu-ry in certain types of fish. Such toxins get into our

waters from rain run-off and storm drains. Whenwe carelessly pollute, such toxins come back toharm us down the line, like when we get sick fromeating sick fish.

Turbidity - Scientists measure the clarity of water to determine how many particulates (tinylittle particles of stuff) are floating around. Ifyou’re standing in the surf on a calm summer day,you might be able to see to the bottom. That’s lowturbidity. On the other hand, if you visit the beachafter a rainstorm when all the particulates andmuck has been stirred up, you won’t be able to seethe bottom; that’s high turbidity.

Bacteria - Scientists sample for certain types ofbacteria that are found only in the intestinal tractof animals and humans. These bacteria, calledfecal coliforms, are not necessarily harmful, butthey usually hang out with some bad characterslike viruses and pathogens, which can make yousick. The major sources of fecal coliforms are peo-ple’s failing septic systems, wastewater treatmentplant discharges, and animal waste (including cowmanure and your doggy’s droppings).

Visual surveys - Not all measurements are chem-ical or physical. Scientists take measurements ofthe landscape surrounding a wetland to determinethings like the amount of trees and shrubs along awaterway, the amount of shade that is created bytrees overhanging streams, and woody debris(sticks and leaves) in the streams. The more vege-tation, tree cover, and woody debris, the morehealthy a habitat is for wildlife and fish. Vegetationcan trap pollutants before they enter the ocean.And tree cover can help regulate a healthy watertemperature, which is important to trout and otherfish that need cold water to survive.

Biological sampling - Scientists determine thehealth of waters by counting individual fish, plantsand by taking samples of smaller organisms calledmacroinvertebrates (mack-row-in-ver-tuh-bretts).Macroinvertebrates include things like snails,worms, fly larvae, and crayfish (“crawdads”). Youcan find them under rocks and tree roots in thewater. These critters tell a story about the healthof the stream. Some of them love to live in waterthat’s dirty, so if scientists find a lot of those in asample, they know there’s a problem. Other organ-isms can survive only in water that’s very clean, sofinding those means the water is probably healthy.

KELP RESTORATION

19

Red abaloneHaliotis rufescens

EPAUnited StatesEnvironmentalProtectionAgency

WETLANDS,OCEANS andWATERSHEDS

www.epa.gov

GiantKelp

Concerns

(Adv.S)

Kelp CultivationIn order to culture giant kelp, an “Eco-Kart”

(a specially designed cold-water aquarium system)is utilized. The system’s compact and mobile profileis perfect for a classroom setting.

Attempting to mimic the natural marineconditions along our coast, the aquarium systemincorporates wide-spectrum and fluorescent light-ing, a timer, a water chiller and thermostat, and asubmersible pump.

Water is re-circulated through a “Sump toTray” system. An additional tray (used for sporing)creates a cold water bath complex. For more detailedinformation concerning the Eco-Kart, please refer toits operating manual.

One of the biggest obstacles in culturingalgae in a laboratory or classroom setting is thepresence of contaminants. Once introduced, theseunwanted organisms (both animals and algae) canout-compete giant kelp for space, light, and nutri-ents. For this reason, it is imperative that everyeffort is made to keep the aquarium system and thefollowing culturing materials clean. Only nutrient-enriched artificial seawater made from deionizedwater should be used for cultivation.

Some other simple tips for reducing the pos-sibility of contaminant’s include:- All glassware should be sterilized in boiling water.- Wipe down work areas and Eco-Kart system witha 10% bleach solution.- Keep students fingers and hands out of the Eco-Kart’s water.- Keep the system’s trays covered with acrylicsheets.

Materials:Chilled aquarium system, or an “Eco-Kart”Refrigerator (15° C)Artificial, nutrient-enriched seawater *Ceramic tile stripsCompound microscopeScissorsAluminum foilPaper towelsSqueeze bottlesPlastic tubs or traysSlides (scraped on one side)Mason jars50ml graduated cylinder500ml Erlenmeyer flask1ml pipettesHemacytometerToothbrushes

*Artificial Seawater:To artificial seawater with a salinity of ~35ppt,50µM of Nitrates (NO3) and 6.25µM of Phosphates(PO4) should be added.

Example: For 100 liters of artificial seawater, 0.425 grams of NO3and 0.135 grams of PO4 would be added.

Methods:Day 1 - Sporophyll Preparation

Numerous healthy sporophylls of a giantkelp (Macrocystis pyrifera) will be delivered to yourclassroom by the Keeper program staff in your area.Most likely, these sporophylls were collected the daybefore and possess noticeable Sori (dark stains con-taining zoospores) on their surface.

These sporophylls must be kept in cold sea-water in order to avoid excessive premature sporerelease.

1. Once in the classroom, place the sporophylls intoa clean plastic tray or tub.

2. Using a toothbrush, lightly scrub the sporophyllsto ensure removal of all debris, removing alldiatoms, bryozoans, and other encrusting organ-isms.

3. Using chilled artificial seawater in a squeeze bot-tle, rinse the sporophylls off over the plastic tub. It isimperative that the now clean sporophylls are notplaced back in the tub.

4. Next, take a paper towel and gently dry the sporo-phylls.

5. Wrap the dry sporophylls in a fresh paper towelmaking a kelp burrito and moisten the towel withseawater.

6. Wrap again in aluminum foil and place in a refrig-erator (15° C) overnight, allowing for photoshock tooccur.

Biological Significance of PhotoshockKelp wrack that was washed ashore becomesstressed because of the dry conditions. Theovernight light-cycle, combined with the stressfuldesiccation situation, induces the kelp plant torelease zoospores upon water contact. Waves wash-ing on shore during high tide will carry thezoospores out to sea and ensure the kelp’s germ-linesurvival.

Day 2 - Spore Release & Count1. Remove the sporophyll from the refrigerator andplace in mason jars filled with chilled artificial sea-water. After 2 hours, the seawater will begin to turnyellow-brown due to the release of zoospores. Underthe microscope, these zoospores will appear asbean-shaped, flagellated organisms. Zoospores areonly capable of swimming for approximately 24hours.

2. Remove the sporophylls from the mason jars, butallow the jars to sit for another hour to allow algalmucous and contaminant’s to settle to the bottom.

3. Decant the top half of the jar’s contents into a500ml Erlenmeyer flask. This is the spore solutionthat you will use to make the appropriate inoculumdilution.

KELP RESTORATION

20

GiantKelp

Cultivation

Day 2- (continued)4. Obtain a clean hemacytometer and some sterilepipettes.

5. Withdraw one pipette-full of spore solution and fillthe hemacytometer in the following manner: place acover slip on the hemacytometer. Carefully touch theedge of the cover slip with your pipette tip and allowthe chamber to fill by capillary action.

6. Place the hemacytometer under the microscope.Count the number of spores found on the grid in the

following manner:

This is the small 4x4 gridin which you count!

1. Count enough of these squares untilyou think you have a representative number ofcounts. Clean your hemacytometer.

2. Put another sample in and count the number ofspores. Do enough samples until you feel that thenumbers you are getting are in the same range.

3. Obtain an average of all these numbers. Use the following calculation as a guide:

Example:Sample #1 count average = 16Sample #2 count average = 19Sample # 3 count average = 22Average: (16 + 19 + 22)/ 3 = 19

If you obtained four samples, divide the sum of yournumbers by four, if five samples, by five etc.

4. Divide the average number of spores per grid by 4and this will give you the number that is the numberx 106 of spores per milliliter.Example:

Average spore count was 19 (see above), so19/4 is 4.75. The initial concentration of the spore solution will then be 4.75 x 106 spore/ml.

5. Dilute your spore solution to 1 x 104. You can usethe following equation to make the dilution:

Example: Concentration of B (final concentration you want) = 1 x 104Volume of B (final volume you want) = 6,000mlConcentration of A (concentration you have now) = 4.75 x 106Volume of A (unknown) = ???

Therefore(1 x 104)(6,000) = (4.75 x 106)(UnknownVolume) Unknown Volume = 12.6ml

This means that to 5,987.4 ml (6,000-12.6) of artificialseawater, you would add 12.6ml of spore solution cre-ating the appropriate inoculum solution.

6. Place the 6,000ml inoculum solution into the“Sporing Tray” of the aquarium along with ceramictile strips and a few scraped slides. The sporing tray

acts as a cold-water bath system and minimizes dis-turbance to settling spores. The aquarium thermostatshould be set to 15° C with a 1° deviation. Also, theaquarium lights should remain off for this initial 24-hour period.

Day 3 - Waiting 24 hours

Day 4 - Tile Transfer1. After 24 hours, the tiles and slides are transferredout of the sporing tray and into the regular, circulat-ing tray. Additional artificial seawater should beadded at this time to compensate for removal of thesporing tray.

2. The light source should be turned on and set to a 14hr on/10 hr off light cycle.

3. The aquarium thermostat should remain set at 15°Cwith a 1° deviation.

Day 5-30 - Kelp Growth & SystemMaintenance1. Water changes of approximately 2 gallons shouldbe made to the culturing system twice a week. It isbest to add new artificial seawater directly to the sys-tem’s sump after draining out the “old” water.

2. Kelp growth and development can be monitoredthrough the use of the inoculated slides. The inoculat-ed slides should be removed carefully by the teacheror supervising adult in order to avoid accidentallywiping off the settled kelp spores.

WARNING!!! Keeping inoculated slides out of theEco-Kart or aquarium system for more than a fewminutes will kill the developing kelp plants.Within a few days, zoospores should begin to showformation of a germination tube. At first, this appearssimply as a bump, but eventually elongates to form atube. Within two weeks, male and female gameto-phyte appear from a bulge at the end of the germina-tion tube. The gametophyte will appear as spherical,oval, or teardrop shaped forms. The male gameto-phyte tends to be small, lumpy and pale green. Themore conspicuous female gametophyte is large andhas rounded blobs that are yellow or golden. Thefemales will produce eggs after 10-14 days. Theseeggs will protrude out of an empty cell wall.Fertilization will occur after the egg is extruded and aresultant embryo is formed. As the embryonic sporo-phyte develops, mitotic division is rampant resultingin a “corn on the cob” microscopic appearance. Withina month, kelp sporophyte in the form of a single bladeshould be visible with the naked eye.

Day 2- (continued)4. Obtain a clean hemacytometer and some sterilepipettes.

5. Withdraw one pipette-full of spore solution and fillthe hemacytometer in the following manner: place acover slip on the hemacytometer. Carefully touch theedge of the cover slip with your pipette tip and allowthe chamber to fill by capillary action.

6. Place the hemacytometer under the microscope.Count the number of spores found on the grid in the

following manner:

This is the small 4x4 gridin which you count!

1. Count enough of these squares untilyou think you have a representative number ofcounts. Clean your hemacytometer.

2. Put another sample in and count the number ofspores. Do enough samples until you feel that thenumbers you are getting are in the same range.

3. Obtain an average of all these numbers. Use the following calculation as a guide:

Example:Sample #1 count average = 16Sample #2 count average = 19Sample # 3 count average = 22Average: (16 + 19 + 22)/ 3 = 19

If you obtained four samples, divide the sum of yournumbers by four, if five samples, by five etc.

4. Divide the average number of spores per grid by 4and this will give you the number that is the numberx 106 of spores per milliliter.Example:

Average spore count was 19 (see above), so19/4 is 4.75. The initial concentration of the spore solution will then be 4.75 x 106 spore/ml.

5. Dilute your spore solution to 1 x 104. You can usethe following equation to make the dilution:

Example: Concentration of B (final concentration you want) = 1 x 104Volume of B (final volume you want) = 6,000mlConcentration of A (concentration you have now) = 4.75 x 106Volume of A (unknown) = ???

Therefore(1 x 104)(6,000) = (4.75 x 106)(UnknownVolume) Unknown Volume = 12.6ml

This means that to 5,987.4 ml (6,000-12.6) of artificialseawater, you would add 12.6ml of spore solution cre-ating the appropriate inoculum solution.

6. Place the 6,000ml inoculum solution into the“Sporing Tray” of the aquarium along with ceramictile strips and a few scraped slides. The sporing tray

acts as a cold-water bath system and minimizes dis-turbance to settling spores. The aquarium thermostatshould be set to 15° C with a 1° deviation. Also, theaquarium lights should remain off for this initial 24-hour period.

Day 3 - Waiting 24 hours

Day 4 - Tile Transfer1. After 24 hours, the tiles and slides are transferredout of the sporing tray and into the regular, circulat-ing tray. Additional artificial seawater should beadded at this time to compensate for removal of thesporing tray.

2. The light source should be turned on and set to a 14hr on/10 hr off light cycle.

3. The aquarium thermostat should remain set at 15°Cwith a 1° deviation.

Day 5-30 - Kelp Growth & SystemMaintenance1. Water changes of approximately 2 gallons shouldbe made to the culturing system twice a week. It isbest to add new artificial seawater directly to the sys-tem’s sump after draining out the “old” water.

2. Kelp growth and development can be monitoredthrough the use of the inoculated slides. The inoculat-ed slides should be removed carefully by the teacheror supervising adult in order to avoid accidentallywiping off the settled kelp spores.

WARNING!!! Keeping inoculated slides out of theEco-Kart or aquarium system for more than a fewminutes will kill the developing kelp plants.Within a few days, zoospores should begin to showformation of a germination tube. At first, this appearssimply as a bump, but eventually elongates to form atube. Within two weeks, male and female gameto-phyte appear from a bulge at the end of the germina-tion tube. The gametophyte will appear as spherical,oval, or teardrop shaped forms. The male gameto-phyte tends to be small, lumpy and pale green. Themore conspicuous female gametophyte is large andhas rounded blobs that are yellow or golden. Thefemales will produce eggs after 10-14 days. Theseeggs will protrude out of an empty cell wall.Fertilization will occur after the egg is extruded and aresultant embryo is formed. As the embryonic sporo-phyte develops, mitotic division is rampant resultingin a “corn on the cob” microscopic appearance. Withina month, kelp sporophyte in the form of a single bladeshould be visible with the naked eye.

21

Concentration of B x Volume of B (ml) = Concentration of A x Volume of A (ml)

KELP RESTORATION

First blade split

KELP RESTORATIONKelp Cultivation Data Sheet

NAME:

______________

______________

GRADE:

______________

SCHOOL:

______________

TEAM of

OBSERVERS:

______________

______________

______________

______________

Da te T ime Tempe ra t u r e o f t h e t ank ( °C ) :

Using a microscope, look at a slide fromthe tank using the 10x objective lens.

Draw your observations :

Now switch to the 40x lens.


Can you identify what stage of development the microscopic kelp is in? Circle One: Zoospore Male Gametophyte Female Gametophyte Sporophyte

Can you detect any contaminants(organisms that we don’t want growing)on your slide?


Da t e T ime Tempe ra t u r e o f t h e t ank ( °C ) :

Using a microscope, look at a slide fromthe tank using the 10x objective lens.


Now switch to the 40x lens.


Can you identify what stage of development the microscopic kelp is in? Circle One: Zoospore Male Gametophyte Female Gametophyte Sporophyte

Can you detect any contaminants(organisms that we don’t want growing)on your slide?


22

KELP VOCABULARY

algae single or multicellular photosynthetic organism;primarily aquatic, such as seaweed

algin substance found in marine algae, especially giant kelp; used as a stabilizer, emulsifier, and thickening agent in foods such as ice cream and toothpaste

blade leaf-like appendage of algae

bryozoan microscopic aquatic invertebrates that live in colonies on rocks or seaweed

canopy upper growth of kelp blades that reaches the water surface

crustacean external skeleton arthropodslike lobsters, crabs, shrimp

detritus dead organic material

echinoderms marine invertebrates with a “spiny-skin” or skeleton plates which support the animals body; can be fused together as in a sea star or joined into a rigid shell as in a sea urchin

ecosystem components of the environment including the living and non-living parts of land, streams, rivers, and oceans

habitat the home or environment where a plant or animal lives

food chain ongoing cycle in which each organism or animal eats the next one in the sequence and is in turn eaten by another further up the chain

haptera branching root-like strands that anchor a kelp plant to the substrate

holdfast haptera base which secures kelp to the substrate, usually a rock

invertebrate animals without a spinal column or backbone such as jellyfish, urchins, sea stars

kelp large brown algae, somtimes called seaweed

kelp wrack dying or dried kelp that has been pushed ashore by waves, winds and currents

photosynthesisprocess by which plants and algae use solar energy (sunlight) to convert carbon dioxide and water into oxygen and the chemical energy of sugars

plankton free-floating aquatic lifeformsthat are often microscopic in size

phytoplankton planktonic plants

zooplankton planktonic animals

pollution contamination by manmade waste

predator an animal that preys on otheranimals for food

pneumatocystgas-filled bladder or float thatgives buoyancy to giant kelp

sanctuary a protected habitat

scimitar bladethe tip of a blade with newly forming blades

seaweed general term for marine algae

spore a cell that can germinate into a new individual plant

sporophyll specialized reproductive kelpblades that produce spores

stipe stem-like part of the kelp

upwelling the movement of deep cool, nutrient-rich ocean water up to the surface waters

23

GiantKelp

Vocabulary

KELP ORGANIZATIONS & PROGRAMS

Reference Books& Writings:Marine Algae of California

by Abbott and HollenbergStanford University Press

SeaLife, Smithsonianby Waller, Dando and Burchett

The Amber Forest by McPeak, Glantz and Shaw Watersport Publishing, Inc. 1988

Kelp Forest by Connor and BaxterMonterey Bay Aquarium

Seaweeds of the Pacific Coastby Mondragon and MondragonA Sea Challengers Publication

KELP ORGANIZATIONS & KELP EDUCATION

California Science Center700 State DriveLos Angeles, CA 90037323-724-3623 www.californiasciencecenter.org

Natural History Museum of Los Angeles900 Exposition BoulevardLos Angeles, CA 90007213 -763-3348www.nhm.org

Cabrillo Marine Aquarium 3720 Stephen White DriveSan Pedro, CA 90731(310) 548-7562www.cabrilloaq.org

Heal the Bay3220 Nebraska AvenueSanta Monica, CA 90404(800) HEAL-BAY www.heathebay.org

Channel Island National Marine Sanctuary3600 S. Harbor Boulevard Ste.217Oxnard, CA 93035(805) 382-6151www.cinms.nos.noaa.gov

Aquarium of the Pacific100 Aquarium WayLong Beach, CA 90802562-590-3100www.aquariumofpacific.org

California Coastkeeper Alliance2515 Wilshire Blvd.Santa Monica, CA 90403www.cacoastkeeper.org.

Santa Monica BaykeeperP.O. Box 10096Marina del Rey, CA 90295(310) 305-9645 www.smbaykeeper.or

San Diego Baykeeper2924 Emerson Street, Suite 220San Diego, CA 92106(619) 758-7743 www.sdbaykeeper.org

Ventura Coastkeeper3600 S. Harbor Blvd. Suite 218Oxnard, CA 93-35(805) 382-4540 www.wistoyo.org

CALIFORNIA KELP FOREST

24

The missionof the

NaturalHistory

Museum ofLos AngelesCounty is to

inspire wonder,discovery andresponsibilityfor our naturaland cultural

worlds.

At theCaliforniaScienceCenter

we aspire tostimulate

curiosity andinspire sciencelearning ineveryone by creating fun,memorableexperiences,because wevalue science

as an indispensable

tool forunderstandingour world,

accessibilityand

inclusiveness,and enrichingpeople’s lives.

*COSEE-West: A Center for OceanSciences Education Excellence*The Division of Ocean Sciences inthe National Science Foundation

funds the Centers for Ocean Sciences EducationExcellence (COSEEs) nationwide to facilitate collabo-rations and communications between ocean scienceresearchers and educators. One of these centers isCOSEE-West, a collaboration between the University ofSouthern California and the University of CaliforniaLos Angeles. Research-oriented marine science facutyat USC and UCLA partner with local school districtsand informal science centers to create a network ofoceanographic researchers, K-12 educators, andinformal science educators to disseminate informationabout ocean sciences as broadly as possible throughoutthe greater Los Angeles area.

Project AWARE and Kids AWAREAquatic world wareness,responsibililty & education.www.projectaware.org

Enter the River of WordsEnvironmental Poetry and ArtContest. River of Words® promoteswatershed awareness and environmentalliteracy through art and poetry. Their"Watershed Explorer" curriculum (K-12)

supports their free, annual youth poetry and art contest, conducted in affiliation with The Library ofCongress. Girl Scouts can also earn two patches, theWater Drop Patch and the Watershed Patch, developedby River of Words and the US EPA. This innovative non-profit organization was founded in 1995 by then - US Poet Laureate Robert Hass and writer Pamela Michael. Visit http:/www.riverofwords.org,send an email [email protected], or call (510) 548-POEM

California Coastal Art & Poetry ContestThe California Coastal Commission invites

California students in kindergarten through 12thgrade to submit artwork or poetry with a Californiacoastal or marine theme to the annual contest. Forcontest deadlines, rules, entry form and awards, visithttp://www.coastal.ca.gov/publiced/poster/poster.html,email [email protected], or call (800) Coast-4U.

CALIFORNIA KELP FORESTPROJECT PARTICIPANTS:Scientific Advisors,Contributors and Acknowledgements:

Scientific advisors:

Charles D. Kopczak ph.d.: kelp ecology

Jeffrey A. Seigel ph.d.: vertebrates-fishes

Daniel Gotshall: fisheries biologist

Book editing: Dr. Kelp Charles D. Kopczak ph.d.

Writing and editing: Dominique NavarroIllustrations: Dawn E. Navarro

Project advisor: Tom Ford: captain kelp

Laura Bodensteinerkelp cultivating advisor: Colleen Wisniewskidesign & book production: manta publicationselectronic production: Morgan GarrardPrinting consultant: Peter Praed

Kelp forest lesson plan

A special thank you to Ken Vanderveen,Science Teacher at Lincoln Middle School SMSD

Printed in the USA by Ojai printing, Ojai, California

www.santamonicabay.org

www.smepd.org

www.smbas.org

www.laaudubon.orgwww.healthebay.org

www.cacoastkeeper.org

CALIFORNIA KELP FOREST,Science and Activity Guide for Teacherswas funded by theSanta Monica Bay Restoration Commission PIE GRANT 2005-2006

“Keepers dowhat we dobecause werecognize thatnature enrich-es us. It is ourinfrastructure.It enriches usaestheticallyandrecreationally,culturally, and spiritually, andhistorically. Itconnects us toour history,and to who we are as apeople, to thecommon bondthat we haveas Americans.When wedestroy nature,we diminishourselves andwe impoverishour children.”

Robert F.Kennedy, Jr.Founder and Presidentof theWaterkeeperAlliance

www.nhm.org

www.californiasciencecenter.org

www.blueocean.org

www.usc. edu/org/seagrant

www.mantapublications.com

© 2006-Dawn Navarro Ericson

www.projectaware.org

www.smbaykeeper.org

www.cabrilloaq.org

Fresh Inspiration for Ocean Conservation

Dive in and discover giant kelp,Macrocystis pyrifera.

January 2006

Dear School Principals,

The California Kelp Forest Program features Californiaís kelp forest marine ecosystem. The study of kelp andthe kelp forest offers a unique opportunity to understand vital science concepts while having fun learning about theSouthern California environment.

Each school will receive four natural history posters of the California Kelp Forest. The posters display logosand web sites of organizations in Los Angeles and Santa Monica that can support science teachers with classroomactivities. Additionally, the posters provide information on comprehensive study programs within the Los Angeles area.Please distribute these posters to science teachers, the school librarian, and other appropriate staff.

Schools will also receive one single copy of the Science and Activity Guide For Teacher-California Kelp Forest.The guide provides current educational information. While this guide is very useful, alignment of this resource to thegrade level science California content standards is essential. For additional resources to support the science contentstandards, please contact a Mathematics Science Technology (MST) Center or local district Science Expert/Specialist.It is recommended that the Science and Activity Guide For Teacher-California Kelp Forest be placed in the professionalresource library.

For assistance or further information please contact Norma Baker, Director, Elementary Programs at(213) 241-6444 or Todd Ullah, Director, Secondary Science at (213) 241-6880.

California Kelp Forest Restoration: Science and Activity Guide for

Documents

Transcript of California Kelp Forest Restoration: Science and Activity Guide for