Discovering Optimal Environments for Brine Shrimp

Overview

Students will learn about the best environment for the hatching and survival of brine shrimp by coming up with and designing their own experiments. The student designed experiments will test the growth of brine shrimp in different environments.

Time

Several class periods are needed for this experiment.

Grade Level

This experiment is suited best for grades 7th through 9th.

Core Curriculum Fulfilled

This experiment fulfills the following Salt Lake City School District Core Curricula:

• Standard 2, objective 2a
• Standard 2, objective 2f
• Standard 4, objective 2b

Objective/Goal

The goal of this experiment is to have the kids organize and plan out their own experiment. They will not only learn the process of science experimentation and design but also what environments are best for the growth of brine shrimp.

Materials Needed

Each group will need the following materials:

• Six clean water containers (water bottles work great)
• Different kinds of water (salt water, distilled water, fresh water, river water, Great Salt Lake water, etc) This will largely depend on the science experiment the students want to pursue.
• Labels (masking tape will work)
• Marker

Other materials may be needed. Materials for this experiment largely depend on the individual groups and the experiment they design.

Procedure

Day One:

• Teach kids about brine shrimp. What brine shrimp are; how they reproduce and grow; life cycle; optimal environments for survival; etc.
• Introduce the question, “What is the optimal environment for the hatching and survival of brine shrimp?”
• Explain the assignment of coming up with an experiment to test possible environments.
• Students will come up with their own variables. E.g. light source, salinity, food, temperature, water level, etc.
• Assign students to think about what question they would like answered.

Day Two:

• Students learn a bit more about experimental design and experimental controls and variables.
• In groups (usually about 4) students design an experiment. They present ideas to the class so that peer review and teacher feedback are received.
• They will need to decide on a variable for the experiment.
• Students will test 3 variations of that variable. For example if their variable is salinity, then they could test Great Salt Lake North arm salinity, South arm salinity, and perhaps ocean water salinity.
• They will do 2 containers per variation. (6 bottles total per group)
• On poster board, students write out their question, variables, controls, and draw their 3 bottles (multiplied by two).
• Before leaving class students will tell the teacher what materials they will need so that all necessary materials can be prepared. If desired materials are not common, such as bleach, oil, seaweed, etc., students may be assigned to bring their own desired materials.

Day Three

• Students put together their experiments. They will also need to add Cysts. (brine shrimp eggs)

In the following week, students will then be able to observe brine shrimp growth in their containers. Continue observation for desired amount of time. Experiment may be followed with worksheets and graphs showing each group’s results.

Possible Vocabulary Associated with this Experiment

• Brine shrimp
• Cysts
• Stasis
• Salinity
• Experimental Control
• Variables

Suggestions:

The following are suggestions from West Fellows who have done this project:
“Next time I’ll limit what they can choose as their variables. It’s tough because you want them to own the project and think about possible variables, but I think there are ways to keep them from doing [something like] soda pop. For example, I could make it clear that what they choose has to be realistic. That is, it’s a reality that salinity levels affect their survival, so explore that. It’s also a reality that pollution can make it into the lake, so what kinds of pollution can they think of to test. So, in short, make sure that what they are choosing answers a real and possible question.”