2024 Shipboard Science Immersion

July 7, 2024 - ER92: night sampling and algal sampling

Ethan Jessing - STEM Teacher, Hull Prairie Intermediate, Perrysburg, OH

Our crew anchored the ship in the Western Basin sometime before sunset. The team of Lake Erie  Shipboard Science Immersion  (LESSI) participants were still eager from a day full of instructions, safety videos, and drills. The first sampling that occurred around 10:20pm was the first proof of our capability as a team, and as researchers in this new-to-us experience. Deploying the rosette, using the Phytoplankton net, and collecting our samples in the darkness of Lake Erie's night fall was thrilling.

With any new skill of science, our learning curve was made all the easier by our helpful Marine Techs, Scientists, and LESSI Coordinators. The delicate pieces and parts of the rosette truly took the consideration of careful fingers. Following the collection, the Cyano team began filtering water, calculating values on the PhytoPAM (a calculation of the ideal conditions and behavioral/metabolic reactions of the collected algae), and searching through the collected Zooplankton. Discovering the world of microorganisms and cells under the microscope never ceases to lose its wonder.

I think what makes this entire experience so unique is the lens for which the educators (both formal and non-formal) provide to the researchers and the wealth of knowledge that the researchers are able to impart. Never, in a million years, would I have the skill or opportunity to participate in such unique research. I compared it to playing with Dad's expensive RC car when you are young - For sure it's already exciting, but part of the thrill is the emotional glee you feel from playing (researching) with a toy (research tool) that is so expensive, not even your piggy bank could afford.

Water sampling is a key part of my classroom practice back home in Perrysburg, Ohio. However, we have yet to dive deep into the microscopic study of what lingers below the surface. Working alongside the scientists to collect the samples and analyze them in the lab has given me the confidence to guide these types of experiences with the 5th and 6th grade learners at Hull Prairie. This year, we will be sampling and "diving deeper" into our Trout-in-the-Classroom tank water.

Much like my own experience with water sampling and analysis, I hope my students feel the bewilderment that comes from "interacting" with the world of microorganisms. I hope they feel confident to pose questions about what they see, make guesses about what could be, and think deeper about the "small details" of our planet. I hope to make them care so deeply about our Earth, that there is no possible way they could neglect it.

I am immensely grateful for these types of experiences that build the confidence of teachers, re-ignite our own passions for science, and allow us to transfer that passion to our students. If the experience were to end right now, I would be fully thrilled and satisfied and amazed - But we still have 6 days left, and I can only imagine the type of educator I will be when I leave.

July 8, 2024 - ER59: rosette, water quality, and depth profile

Sarah Koch - Eighth Grade Science/HS Biology Teacher, Angola, IN

The rosette is a carousel of sampling bottles (called a Niskin) that open to take in water at set depths. This allows us to collect samples all along the water column. There is also a sensor attached that collects data on temperature, oxygen, conductivity, and chlorophyll of the water as the rosette descends and creates a graph. It is a quick way to get a picture of the water column and to see how the temperature and chlorophyll levels change as the rosette drops.

The experience of collecting samples in the night verses in the morning and during the middle of the day gave me a lot to think about in terms of what might be at certain depths at different times of the day. It hadn't occurred to me that time of day and sunlight exposure would affect where the algae would reside in the water column. I never imagined that algae were so motile!

I found it interesting that the water came out of the Niskins fairly clear and clean looking - even when we collected within an area that was extremely green looking from the surface. I spend my summers at our house on a small lake in Indiana and on most days, a sample from the water would provide floating materials of the bottom and the weeds which get churned up from boats, jet skis, and waves. Kids can look at mucky, murky water and know that it is not healthy. However, this water LOOKED clean to me! It is important to teach kids that the quality of the water can be affected even though it does not necessarily look dangerous to the naked eye. (This is why having them get involved in the testing is important so they understand and believe it!)

My students do water quality testing in a stream by our school using materials provided by  Hoosier Riverwatch . Along with some other simple tests, we test for temperature, pH (which can be indirectly related to conductivity) and dissolved oxygen just like what is done here. I think the students will be interested in knowing that some of the tests they do in our little watershed are also being done in the Great Lakes to monitor their quality.

I want my students to see that they are a part of a community of scientists who work together to collect and report data. I tell them that they are a part of a big picture of citizen scientists and trained scientists who are working to understand our impact on the watershed and to imagine and create ways of minimizing that impact together.

Collecting water samples under the stars on a ship in Lake Erie is not a bad way to spend a summer vacation.

July 9, 2024 - Stone Lab: science cruise on small boat

Sarah Sato - Environmental Education Specialist, Pennsylvania Department of Conservation and Natural Resources ( PA DCNR ), Landenberg, PA

At  OSU/Ohio Sea Grant Stone Lab  on Gibralter Island, we boarded the Gibralter III. On the boat, we conducted multiple activities to collect data including taking wind direction, air temperature, turbidity levels, benthos, and more. We also used a fish trawl to collect a sample of fish in Sunny's Cove where we caught perch, white suckers, gobies and others which we used later in a dissection lab.

It was amazing to see the selection of fish that we caught with the fish trawl in such a short time. I did not know that Lake Erie contains over 50% of the fish found in the Great Lakes, and it is the largest source of commercial fishing in the Great Lakes (on the Canadian side). For the size of Lake Erie, it's incredible to think that is home to so many fish where lakes like Superior or Huron have a much lower number of fish.

Since most of the activities and sampling we did on the Gibralter III were so similar to the ones we were doing on the  R/V Lake Guardian , it was interesting to see how the samples and methods differed. The Gibralter III is a significantly smaller boat and the equipment was not as complex, but we were still able to perform the same types of tests.

We currently do not do much in the way of water quality monitoring at our park. We have a  USGS water monitoring station  in the park along our creek, and I think it would be interesting to take our own samples and compare the data. We could talk about the accuracy of the water monitoring station as well as the reliability of technology if the data differed.

I would hope participants in our programs would learn that it is easy to be a scientist and that everyone can do it. Also, many people ask about the USGS water monitoring station, so I would hope that this would help them understand how it works. Understanding the importance of water quality monitoring will hopefully help our park visitors realize that their water usage makes an impact on our creek's water quality.

July 9, 2024 - Stone Lab: landside and curriculum

Amanda Miller - Experience Manager at  Imagination Station Toledo , Toledo, OH

Today we were at Ohio Sea Grant's classroom building on  Stone Lab , Gibraltar Island. We played  The Watershed Game , dissected fish, talked through some grab-and-go  education kits , and tested our knowledge with " How well do you know the Great Lakes ?".

 The Watershed Game  really helped us think through how we can reduce pollution and improve resilience throughout the diverse areas in a watershed, but also challenged us to meet a collective goal of reducing pollution and increasing resilience. Representing different watershed areas (e.g., rural coast, agricultural, urban), we had several factors to consider (e.g., costs and benefits) for different projects we could do in our areas. After making decisions, we came back together to see if we met our goals and if not, then what adjustments needed to be made. Not only did we talk through the important topics of pollution and resilience, we also discussed the costs of projects and the importance of budgeting, and how and where that factors into decision-making.

Personally, I loved doing the fish dissection! It was really cool to do a dissection on a fish that we had just caught. I didn't realize that the neurons would still be firing, and because of this, I was able to feel its heart beat on my wrist.

I plan to use the "How well do you know the Great Lakes?" lesson to test people's knowledge in a fun, interactive, and somewhat challenging way. One could introduce the lakes and/or post images prior to playing, and then add or change the parameters and/or scale up or down the content to meet the needs of the learners. From a basic introduction to the Great Lakes, to testing their ability to create a map of the Great Lakes with no references - there is much diversity with this activity. This will help them retain the parameters being taught - total percentage of water, geography, commercial fisheries, pollution prevention, coastal resilience, and more!

July 10, 2024 - nearshore ER36: manta trawl, nearshore & offshore transect

Pam Patterson - Environmental Science, Applied Science, and Biology Teacher, Holland Central Schools, Holland, NY

The photo above shows the impressive manta trawl, a specialized device designed to capture floating debris from the lake surface. It features a box-shaped opening equipped with a flow meter to measure water throughput. Debris suspended on the lake's surface is collected by a fine mesh and funneled into a collection vessel. We deployed the manta trawl under the guidance of scientists and marine technologists across all three basins of Lake Erie—Western, Central, and Eastern—yielding a total of 8 samples, but this post relates to sampling at three times along a transect in Lake Erie's central basin, from the nearshore east of Cleveland (6), to offshore (7), and finally along the Canadian shoreline (8).

This remarkable endeavor was overseen by Dr. Sherri (Sam) Mason, a leading expert in plastic pollution and the newly appointed Director of Gannon University’s  Project NePTWNE , which focuses on measuring and mitigating plastic pollution in Lake Erie. Sam's passion and approachable demeanor were palpable in every interaction, whether one-on-one or in larger group settings. She serves as an exceptional role model and will be an inspiration for the budding scientists in my classroom. I can’t wait to share her story!

Among our many sampling experiences, this day was particularly memorable because it was impacted by the remnants of Hurricane Beryl, with rain and wave heights steadily increasing throughout the day. While my colleagues and I conducted sampling on the fan tail, the deck closest to the water at the stern, my group members meticulously sifted and examined our samples for microplastics (defined as plastic pieces less than 5mm [~ ½ inch] in length, predominated in our findings, with most measuring less than 1mm) under a microscope. As wave heights escalated, Captain Dean made the prudent decision to shorten our sampling time moving us inside the ship, a move that proved wise as water began to spill over the fan tail shortly thereafter. Following sampling, I attempted to assist with microscope work but found myself struggling with seasickness due to the ship's rocking motion. Admirably, my group members persevered in their counting despite the challenges posed by the storm. (NOTE: Subsequent discussions with Captain Dean and First Mate Dave later in the week revealed that the waves only peaked at 5 feet, but their impact felt amplified as waves hit us from the side. Anticipating worsening conditions with forecasts predicting 7-8 foot waves, Captain Dean navigated us towards shore, ensuring a safe arrival at our next destination: Erie, PA).

Under the guidance of Dr. Mason, we predicted we’d find the highest concentration of microplastics at site 6 and the lowest at site 7, based on Lake Erie's typical currents and population centers. However, our findings diverged from this expectation, mirroring unexpected outcomes observed in both the plankton and benthic groups for this transect. We humorously blamed the storm, whose waves may have contributed to differing results, but such unpredictability is integral to science. I look forward to sharing this insightful experience with my students, emphasizing the importance of all hypotheses and predictions, even when they challenge our expectations. I’m inspired to involve my students in citizen science related to microplastics in the upcoming years.

Also to note the ship's crew—from the cooks who served stellar food and provided engaging conversation, the deck hands and marine technicians with extensive scientific and equipment handling expertise, to our capable second mate, first mate, and captain—who functioned seamlessly as a well-oiled machine, patiently addressing our myriad questions. The marine techs also served as EMT’s, helping us with our sea sickness. I'm eager to share the wealth of career opportunities and adventures, such as Josh's encounter with 60-foot waves in the Pacific, and George's and Tamia's Alaskan expeditions, with my students.

Epilogue: The microplastic concerns in the Great Lakes are crucial knowledge about which everyone should spread awareness. The Great Lakes represent the largest freshwater system globally, and it is vital to safeguard them: every small effort makes a difference. Dr. Mason and her colleagues express this sentiment eloquently in the documentary  Ripples of Plastic .

July 10, 2024 - ER36: algal lab (Cyanos)

Jessica Kauffman - Professional Development Coordinator,  Erie 1 Board of Cooperative Educational Services (BOCES) , Buffalo, NY

The Cyano Lab is dedicated to exploring the types and measuring the levels of cyanobacteria and other plankton in the Lake Erie. We examined the water for the standard measurements, like chlorophyll concentration, nutrients, toxin concentration, photosynthetic yield and algae identification. We did this with pumps, microscopes and an instrument called a PhytoPAM.

As Dr. Derminio has said multiple times this week, "Lakes are not just lakes". The work we did in the lab really substantiated the truth of that. It took only seconds under the scope to find a plethora of microscopic life from one drop of lake water. Rotifers on the move, Dolichospermum and Microcystis and often their toxic bi-products present, and a diverse array of diatoms and dinoflagellates, and zooplankton floating around. It's these creatures that drive the lake to be living. But there are problems. The nutrient overload from runoff is making our beloved Lake Erie hypereutrophic. This allows cyanobacteria to grow and bloom (often producing toxins) and that's when we have the dreaded toxic algae blooms rendering our water dangerous, even deadly to all living things in and around the water, including us. This precarious situation can also be exacerbated by the invasive mussels taking too much of the phyto and zooplankton out of the water, while quite literally, spitting out cyanobacteria, allowing cyanobacteria to become the dominant base of the Lake Erie food web.

The question we are left with is "what do you do to fix the problem?" Interestingly, the answer is really not that simple. The most widely accepted idea is that we can use an algaecide in the layer that the algae is found. However, the complexity of biotic and abiotic factors make it difficult to predict exactly where and when blooms will occur. Complicating the scenario further is the fact that the algae can move up and down the water column and this phenomena isn't completely understood either. So, essentially we have a game of critter hide-and-go-seek.

In the modern day science classroom and with the idea of using phenomena to drive instruction, this is the perfect scenario to introduce students to. The question being "How do we better understand the living lakes to better maintain healthy water for generations to come?" Through this lens, teachers can explore the  Next Generation Science Standards (NGSS)  - everything from ecosystem dynamics, cycling of matter, biodiversity, to ancestry, human impact, hydrology, and chemical properties and reactions. There is enough here to develop a course, or acceptably just a microscope lab. Students can ask their own driving questions and explore solutions, just like scientists are diligently exploring in labs as we speak.

Most obviously, students would walk away from an experience like this with new skills and new knowledge and that is good. But this kind of learning experience could be profound. Students, as scientists, would walk away understanding the complexities of the natural world, specifically our living lakes. Additionally, diving into this topic would promote curiosity and a solution-focussed approach. Another toxic bloom rendering our waters unusable, like Toledo experienced in 2014, is inevitable. Preparing future generations to understand the complexities of this phenomena and how to approach solutions is imperative.

July 10, 2024 - ER38: PONAR/Drop-down camera

Adam Philpott - Science Teacher, Pickerington HS North, Pickerington, OH

At this station we did the rosette, plankton net,  PONAR grab , drop-down camera, and manta trawl. The sediment from the PONAR grab was a soft, smooth, gray clay, that was metallic in smell and contained a few invertebrates. Unfortunately, the video from the drop-down camera as of 08:40 7/12 is unavailable due to water getting into the camera.

I learned just how much the lake bottom can vary and that some organisms that I can find in the shallow riffle section of streams can also be found 20+m under water in low O2 conditions. I also learned from Megan O'Brien, ORISE Research Participant at EPA and Lead Scientist aboard the  R/V Lake Guardian , that Zebra mussels have been nearly completely outcompeted by Quagga mussels. This is something I don't think the general public knows.

I find the process of filtering the sediment for organisms and shells to be a simple and useful tool to learn what benthic organisms are in a certain location. I learned that places in the lake that are not very far from each other can have very different types of sediment from a coarse sand and pebbles to very fine clay.

I don't have either of the tools used in this activity and they are prohibitively expensive, but some of the photos of the lake bottom along with the temp and DO data compared to the stream bottoms my students survey could be useful for encouraging conversations about why the differences exist.

I hope my learners will gain perspective about the benthic organisms that live in the Great Lakes from my participation in this opportunity. I also hope that better understand the differences and similarities between lake organisms and those we study in the streams at home. Additionally, I hope my learners gain an understanding about how DO and Temp affect what benthic organisms can live in a location.

 Drone footage in this video 

July 10, 2024 - in middle of lake between ER38 and the city of Erie, PA: plastics lab (Nurdles)

Brienne May - 5th Grade Teacher, Franklin Regional School District, Murrysville, PA

To this point, five samples have been collected using the manta trawl. Each sample was distinct and unique from the moment it was brought into the lab. We quickly noticed that some samples contained a plethora of organic material like grasses and algae, and others were much more sparse. After collecting the samples, they were rinsed of organic debris, filtered through sieves to separate the samples by size, and processed with hydrogen peroxide to break down the organic material and reveal the microplastics contained within.

We worked alongside Dr. Sherri (Sam) Mason, renowned researcher of microplastic pollution, to sort our processed samples into preliminary categories based on size: greater than 4.75mm, between 1 and 4.75mm, and 0.355 to 1mm. Next, we took our size categorized petri dishes and worked to identify debris as either organic or plastic. Finally, we removed the identified plastic from the petri dishes and stored them in separate vials. As we removed plastic from the petri dishes, we used a simple flow chart to label our plastics as pellets, fragments, foams, films, or lines and kept a tally of our finds.

The most surprising part to me was the size of the microplastics. We took a petri dish that appeared to be empty and free of any debris aside from a bit of water, placed it under the microscope, and found a rainbow of plastics that were invisible to the naked eye.

Microplastic pollution is a problem that is going to be imporant for our students to understand. After this experience, I've realized it's difficult to comprehend the scale of the pollution without seeing it firsthand. My students are already involved in regular water quality testing and reporting for our two campus creeks. I plan to make a simple plastic collection device using fine netting and an old pool skimmer that students can use to collect samples from the top of the creek. From there, we can use a classroom microscope to search for any pieces and classify them.

My students will benefit from my participation in this experience because I have a deeper understanding of scientific explorations, water quality, and water issues like invasive species, microplastics, and algal blooms that I will bring directly to them. This experience has been transformative for me as a teacher and I hope to use the skills I learned and perspective I gained to further my students' understand and awareness of water quality issues.

July 11, 2024 - Presque Isle State Park Barracks Beach and the Tom Ridge Environmental Center, Erie, PA: beach clean up and "Pieces to Pie"

Lara Roketenetz - Director,  University of Akron Field Station , Akron, OH

We had a busy schedule for our port stop in Erie, PA! We got picked up from the ship and were expertly guided through town by proud hometown gal and one of the scientists on the ship, Dr. Sherri (Sam) Mason! Our first stop was Barracks Beach which is located close to the entrance of  Presque Isle State Park  along the narrowest part of the peninsula. This park gets over 4,000,000 visitors a year! It was a very blustery day since we were still feeling the after-effects of Hurricane Beryl. We first learned about the types of pollution we might find on the beach (top item predicted was cigarette butts - ewww!) and then hit the 'wrack line' (the area where waves are depositing litter) to start our collective effort to leave Erie (the city and the lake) a little better than we found it. After scouring the sand for fragments of plastic and nurdles (pre-production plastic pellets), we brought our spoils back to the  Tom Ridge Environmental Center  (TREC). This amazing facility, managed by the  Pennsylvania Department of Conservation and Natural Resources  (PA DCNR) hosts a ton of beautiful interpretive exhibits about the Great Lakes and Presque Isle and even has a top notch  Natural History Museum  (curated by  Pennsylvania Sea Grant  staffer, Mark Lethaby) with voucher and outreach specimens in the basement! We next sorted the beach debris into several categories so we could determine the percentages of each type of trash that littered the shore of our great Lake Erie.

Beach cleanups and the data collected by organizations like  Alliance for the Great Lakes  and  Surfrider Foundation  are important ways to assess what is entering Lake Erie from the land and water that make up the larger watershed. This data is essential for understanding where and how plastic pollution is making its way into our waterways so that we can design effective upstream solutions for reducing and recovering plastic waste before it gets to the lake.

The amount of nurdles on this beach was surprising! We all collected several vials of them to take back and share with our learners. We wondered if the choppy waves generated by Hurricane Beryl were responsible for moving more of these lightweight nurdles from areas west of Erie, PA, such as Cleveland and Painesville, OH, where additional plastic production facilities are located. We also collected lot of intact items like flip-flops, bottles, and beach toys. Removing these items from the beach meant that they wouldn't break apart further through mechanical and chemical degradation into microplastics - tiny particles of plastic that never entirely go away and will continue to pollute our lakes and the oceans forever. We can all help prevent microplastics by picking up after ourselves after a day at the beach, making sustainable choices, and limiting our consumption of single-use plastics whenever we can.

Beach cleanups are effective at raising awareness of plastic pollution to learners and the general public through an experiential and place-based activity. Sorting the garbage in a collective manner (rather than just filling out an individual data sheet) was a great way to see the difference that we made on the beach for that one snapshot in time. Having learners investigate their own watershed, participate in a beach or river cleanup, sort the garbage and record the findings, brainstorm upstream solutions, participate in community advocacy, and make something tangible out of the garbage like Pieces of Pie (pie chart showing percentages of each type of litter) or an art project would be an excellent way of engaging students through an impactful cross-cutting curriculum.

I would first hope that students gain a better understanding and appreciation for their own watershed and the aquatic ecosystems within it. I want them to see and learn about the beauty and uniqueness of our natural world first and foremost! Then I would hope that students would begin to see the magnitude of the problem of plastic pollution in not only the oceans, but our freshwater ecosystems as well and want to take action to protect these amazing natural resources in their own backyards. Once they see that we all live in a watershed and that the land and water throughout the planet are connected, then they can start to propose innovative solutions to positively impact our waterbodies both locally and globally. Learn, love, act, protect!

You can learn more about beach cleanups in your area by looking up additional information on  Alliance for the Great Lakes ,  Surfrider Foundation ,  Nurdle Patrol ,  Drink Local Drink Tap ,  Trash Fish ,  Eriesponsible ,  Keep the Lakes Great ,  Erie Litter Critters , and the many other organizations dedicated to protecting our Lake Erie.

July 11, 2024 - Erie, PA: City of Erie Wastewater Treatment Plant, Erie Maritime Museum, and Ripples of Plastic film screening

Kate Krischke-Grobart - AP Environmental Science Teacher, Waukegan High School, Waukegan, IL

The  Erie Litter Boom  is an innovative environmental project aimed at capturing floating trash and debris in Erie's waterways before it reaches Lake Erie. This initiative helps protect the local ecosystem and promotes cleaner, healthier water for the community. The  Erie Maritime Museum  in Erie, Pennsylvania, offers an engaging look into the region's maritime history, including the significant Battle of Lake Erie. Currently, the museum features the " Treasures of NOAA's Ark " exhibit, where visitors can explore artifacts and stories from the  National Oceanic and Atmospheric Administration .  Ripples of Plastic  is a thought-provoking documentary that explores the pervasive issue of plastic pollution in our Great Lakes and its impact on the local ecosystem. Through compelling visuals and expert interviews, the film highlights the urgent need for global action to address this environmental crisis.

While visiting the City of Erie wastewater treatment plant, I learned that studying microplastics led researchers to investigate macroplastics, understanding their pathways into aquatic ecosystems. This study highlighted the need for comprehensive strategies to halt plastic pollution at its source, emphasizing the importance of waste management and public education in mitigating environmental impacts.

Learning about how the litter boom impacts Erie by reducing plastic pollution in local waterways and then watching the film Ripples of Plastic beautifully connects the town's environmental actions with global efforts. The local initiative underscores the importance of community-driven solutions in combating plastic waste, while the film broadens this perspective by illustrating how individual actions collectively contribute to global environmental challenges. Together, they inspire a deeper understanding of the interconnectedness between local actions and the broader movement towards sustainability worldwide.

I will use the Ripples of Plastic film in the classroom to engage students in discussions about the relevance of plastic pollution and its impact on our local environment. By showcasing pollution concerns that affect their own backyard, the film will deeply resonate with students, fostering a sense of responsibility and urgency to address environmental issues.

Through this experience ideally, students will be inspired to explore solutions and advocate for sustainable practices to reduce plastic waste in their communities.

July 12, 2024 - ER63: plankton net

Alyssa Mills - Stewardship Assistant,  Ohio Natural Areas and Preserves Association  /  Killbuck Watershed Land Trust , OH

Plankton sampling at ER63 commenced at 9:30 AM using the plankton winch aboard the R/V Lake Guardian. The net was lowered from the starboard side, marking the start of our sampling activities in the eastern basin for the day. Able-bodied seamen coordinated with the captain to operate the plankton winch, while marine technicians assisted teachers in safely deploying, retrieving, and cleaning the net. After hosing off excess water, the sample collected in the detachable cod end at the net's bottom was transferred to a lab container. This careful process ensures that the accumulated plankton slurry is preserved and ready for analysis in the laboratory.

This marks my fourth occasion observing, assisting with, and photographing this process, and with each instance, I find myself learning something new. Collaborating with ship's Chemical Hygiene Officer, Kathleen Marshall, I obtained the  Great Lakes National Program Office , Standard Operating Procedure (GLNPO SOP) outlining the standard procedures for field sampling and preserving zooplankton samples during the Great Lakes open water surveys. A significant aspect of my learning involved understanding the SOP and the specific micron sizes used for sampling at this site. The process involves conducting two sampling tows at each station:one from 20 meters below the water surface to the top using a 63-μm net, and another from 100 meters deep. After retrieval, the net is carefully washed with a garden hose to collect organisms into a sample bucket, which is then concentrated and transferred to storage bottles for preservation.

What stands out most about this sampling activity is the meticulous care taken in every step to collect and preserve zooplankton samples. From the precise depths targeted for each tow to the detailed methods of analysis in the lab, the process ensures accurate and thorough data collection for scientific study. This level of methodological rigor underscores the importance of maintaining sample integrity and quality in marine ecological research. I can't wait to return home and continue to research the methodology.

Incorporating this sampling activity into classroom or program activities with ONAPA and the Killbuck Watershed Land Trust will provide learners with hands-on experience in understanding freshwater ecology firsthand. They will explore the diversity and ecological significance of zooplankton in local watersheds, lakes, wetlands, bogs, and fens across Ohio. I intend to pursue using these activities and am even interested in interpreting them on a smaller scale, such as manually collecting water samples in cups, for a DIY approach at ONAPA/KWLT bioblitz. This immersive experience not only enriches participants' ecological knowledge but also instills a deeper sense of stewardship and conservation values for their local environment. Through education initiatives aimed at the public, volunteers, interns, and seasonal staff, these organizations emphasize the importance of monitoring biological communities and controlling invasive species. Learners frequently encounter new topics, such as benthic macroinvertebrates, offering abundant opportunities to delve into the complexities of local watersheds. I hope this experience will inspire participants to ask their own questions and engage actively in environmental stewardship, potentially catalyzing ongoing monitoring and exploration efforts in the Killbuck Watershed and beyond.

The organizations I work for educate the public, volunteers, interns, and seasonal staff about the importance of monitoring biological communities, conservation of Ohio's natural resources, and invasive species control. I'm also co-facilitating a watershed themed teacher  North Eastern Ohio Education Association  (NEOEA) day at Twinsburg High School in Twinsburg, OH this fall. Benthic macroinvertebrate topics are frequently a new topic for learners and there's a lot to dive into when it comes to exploring local watersheds. Hopefully they'll be motivated to ask questions about the intersection of environmental stewardship and benthic macros, perhaps even spurring ongoing monitoring our stewardship sites and getting folks out to explore more Ohio watersheds. Involvement in citizen science, litter cleanups, and an increase in awareness of the role of these organisms play would all be outstanding outcomes.

July 12, 2024 - ER10: benthos lab (Dreissenids)

Rebecca Sinclair - Learning Specialist,  Shedd Aquarium , Chicago, IL

Five of us have come together from across the Great Lakes states to study benthic organisms, those organisms that live in the sediment at the bottom of the lake. Lake Erie is made up of three different basins, which have significantly different depths, water profiles, and benthic ecosystems. Unfortunately, all of these basins and their native organisms have been severely impacted by non-native and invasive zebra and quagga mussels. To study these organisms, we literally had to COUNT them. After obtaining a sediment sample using a PONAR grab, most of our time was spent in the lab sifting through it, finding, identifying, counting, and sometimes measuring all of the organisms that we could find.

Our lab work centered on counting and measuring zebra and quagga mussels shells of both live and dead mussels, enabling us to get a snapshot of the health of the mussel population in each basin. We could then compare this to the other types of organisms that we were finding, such as chironomids (midge larvae), oligachaetes (worms), clams, snails, and more. This was detailed work, as we sifted through trays full of sediment, but we were able to explore how the differences in the basins impacted the types of organisms that we found and how these organisms reflected the water quality of each area.

I was very surprised by the difference in shell morphology that we observed in the mussel populations between basins. In the western basin in shallower and more algal-dense waters, we found much smaller mussels, while in the deeper eastern basin, we found significantly larger mussels with an unusual coloration on their outer shells. While we discussed possible explanations for this differences with our scientist Megan O'Brien, I was left with many more questions and a desire to continue exploring these morphological differences.

I hope to provide learners the opportunity to explore benthic communities in the classroom. In various programs at the aquarium, we often discuss water quality and how this impacts fish populations in various local waterways. By including studies of the benthos, we can widen learners' understandings of the ecosystem as a whole and how the introduction of non native invasive mussels impacts the food chain starting at the very bottom. Learners can work in teams to explore benthic samples and take on different roles (i.e., recorder, counter, identifier, microscope operator), rotating throughout to experience each role and to each participate in the identification. This allows students to act like a scientist and to collect real data to expand their understanding of local ecosystems.

Looking eye-to-eye with organisms that normally live 60m below the surface of Lake Erie is an amazing experience, and one that I hope to share with my learners. There is a huge difference between seeing a picture of a quagga mussel on a list of Great Lakes non native and invasive species, and seeing the siphons of a live mussel actively intake and expel water in a tray in front of you. Through this experience, I have been able to gain the skills and resources to share this experience with my learners as we explore local Chicago waterways and the depths of Lake Michigan.

July 12, 2024 - ER15: M&Ms and shrinking cups

Laura Elwood - 9-12th grade Biology (including AP and IB) teacher, Notre Dame Preparatory, Pontiac, MI

The first activity at ER15 was the M&M drop to determine water clarity, transparency, and turbidity. We were placed in groups of three and were given three of each color (blue, brown, green, orange, red, and yellow) peanut M&Ms. We then went to the side of the boat - one person would drop an M&M over the side, the second person would start the timer when the first person said “go”, and the third person would watch the M&M go down in the water until they couldn't see it anymore and tell the second person “stop” who would then record the time. This activity was repeated for all the colors at multiple stations across Lake Erie's three distinct basins: Monday ER59, Tuesday off the Gibraltar III at Stone Lab, Wednesday ER36, and Friday ER15.

The data collected from the M&M lab showed that the brown M&M disappeared first, while the yellow, followed by green, and then orange were the easiest to see and allowed us to track them the longest. Even though the amount of time may have changed between the three basins, the overall color trend stayed the same. I found it most interesting that even though the length of time increased, the overall trend stayed the same. We also looked at data from similar studies in salt water, pools, and other freshwater lakes/ponds to compare the results. I would have thought that different bodies of water would have had different materials dissolved in them, or that shadows and cloud cover may impact how long you could see the M&M in the water. The M&M activity is an easy way to do these measurements without a Secchi disc. This is also easy enough that it is repeatable in multiple bodies of water or at different depths in the same body of water. Additionally, it is a great activity to practice graphing and analyzing graphs.

As a result of doing the M&M activity, I hope that learners can determine why different colors have different amounts of time that you can see them in the water, as well as external factors that may impact the depth you can see. I also hope they can see the importance of graphing the averages and are able to read and analyze the graph that created from the data.

 The Incredible Shrinking Cups  was our second activity at ER15, in the deepest part of the lake. We were each provided a Styrofoam cup to decorate, and then measured the height, mass, and volume of the cup before placing it into a mesh laundry bag. The laundry bag was attached to the rosette and lowered to the bottom of Lake Erie. When it returned to the surface, we again measured the height, mass, and volume. The shrinking cups activity demonstrated that as pressure increased, the volume and mass decreased ( Boyle's Law ).

I was shocked at how much the cups flattened and changed shaped. Even though the cups looked about the same size when you took them out of the bag, the data collection showed a clear change in volume, height, and mass. The Lake Guardian team provides a unique opportunity for learners  to participate  in this activity too - students can create their cups and send them to the ship to deploy to the bottom of Lake Superior. The cups will be returned to the students to measure and analyze the results. Even though the students might not be able to go to the lake, they can still do the activity and work with real scientists to see Boyle’s Law in real life.

As a result of doing the shrinking cups activity, I hope that students can come to the conclusions of Boyle's law and see that as pressure increases the volume decreases. I also hope they realize that science is done through community effort and that scientists collaborate when appropriate and possible.

July 13, 2024 - Port of Cleveland: wrap-up and resources

Sabrina Deschamps - Community Outreach Interpreter and Science Project Facilitator,  Huron-Clinton Metroparks , New Boston, MI

We've reached the end of our week long journey through Lake Erie. From a beginning filled with nerves and uncertainty to an ending overflowing with camaraderie and laughter, 15 educators from across the Great Lakes states shared an unforgettable experience learning about the Great Lakes and the science happening within them. Standing side-by-side with scientists researching about cyanobacteria, benthic macroinvertebrates, and microplastic, we gained new insights and perspectives on the factors effecting our Great Lakes. Along with the science, we learned how to integrate these practices with our students and audiences with the hopes of instilling the same knowledge and awareness we've gained during our week together.

I learned SO MUCH from this experience that it's hard to summarize it in a few sentences. Everyday I learned something new. The biggest thing I learned is how much more there is still to learn about the Great Lakes. I'm inspired to discover more and share what I've learned with others.

Prior to this workshop, I had no idea about the microplastic pollution in the Great Lakes. I knew a lot about plastic pollution in the ocean but not about what was going on in our own "backyards". Being a part of the Nurdles lab team gave me new insight to this issue and has motivated me to work even harder at reducing the amount of plastic I purchase and use in my life. It has also inspired me to take my own samples when I'm out on the water!

I will share this experience with my students to show them the opportunities that are available to them. I think it's important for our students to see their teachers doing the work that is constantly encouraged for them to do outside the classroom. I will also incorporate a lot the activities we did together into my lessons.

I hope that our learners will develop the same appreciation and understanding of the Great Lakes like we all did during this workshop. I also hope that they will see the value of the Great Lakes and the services they provide to region and the United States.

I am extremely grateful for this experience. To say that it was life changing is an understatement. From the work we did with the scientists to the time we all spent together between our busy schedule, it truly felt like a once-in-a-lifetime experience. I made new friendships and discovered new interests that I wouldn't have otherwise. Even though it doesn't fully express my gratitude, from the bottom of my heart, thank you!