Conservation Leaders – A Bountiful Second Week

When we reached the lab, Kalani gave us a brief overview of what she was researching, which was the cultivation of different species of seaweed. But before we actually got to look at the research being done, one student asked the question that was probably on everyone’s mind-”Can we take pictures.” The answer was a resounding “Yes.” The first area of the lab we entered was the area where they were cultivating adult specimens. We were shown three tanks of seaweed, each tank holding a different species. Kalani explained the cultivation and biology of seaweed in these tanks, explaining how since they were algae, all cells that made up the specimen were capable of doing photosynthesis.

The three species of seaweed were:

● Nereocystis: Brown algae called Bull Kelp. A lot of students were very familiar with this specific species.

● Dulse: A red algae known as “Bacon of the Sea.”

● Ulva: Green algae that is also known as “Sea Lettuce.”

This algae was enjoyed most by the majority of students during taste-testing. The second area was where they showed us tanks where they cultivated adolescent seaweed. And this area seemed to spark many of the students’ curiosity. One student asked why they separated adults and adolescents, and Kalani explained that it was so the adult specimens wouldn’t overtake and kill the younger specimens. Another student who was looking closely at the tanks noticed something and asked about it. “What is the brown stuff floating at the top of the tank?” This “brown stuff” was explained to be pieces of seaweed that were pushed to the top of the tank by the current. Another student asked about the filters that were in the tank, which were explained to help manage the light the seaweed were getting. Because while they need sunlight, too much sunlight can result in algae bleaching. After these questions, the students were allowed to get closer looks at the tanks via a bridge that stood between the tanks.

After this, we returned to the first area with the adult specimens. The anticipation in the students was palpable because when we had initially arrived, Alberto and Maura had explained we’d be able to taste the seaweed. That had sown the seeds of excitement among the group. And many of them asked if they could now try the seaweed. The answer was “Yes” once again. Kalani and Alberto/Maura actively encouraged it.

Almost immediately, students began feeling and examining the seaweed, as well as tasting each of the species. This hands-on experience led to even more questions among the students such as “Are all blades of seaweed unique?” The student who asked this question compared the blades of seaweed to human fingerprints. Another student asked “What causes the blades to be different shapes and sizes?” Kalani elaborated on what made blades of seaweed unique. One of these was environmental factors. Another was the nutrient requirements for seaweed.

Many of the students tried the seaweed, with the sea lettuce being most liked by the majority of students. My personal favorite was the dulse. After we finished interacting with the seaweed we returned to the classroom, and then made our way to the second lab with Adi. The second lab was much closer. This lab served as the home to seaweed pressings. The pressings were the main reason we were in the lab, though there were other forms of art in the lab as well such as resin preservations of seaweed and cyanotypes. In the lab, we were given multiple pressings to look at Adi explained the process of pressing. As she did, a student asked how they were able to identify different species of seaweed from the pressing, which provided a great segue to the next topic. Adi explained that they used something called a dichotomous key to identify the seaweed. She then gave out multiple pressings for the students to identify using a rudimentary dichotomous key. The students had to cooperate, working together to identify the species. As they did, they continued to ask questions like if the seaweed would continue to change color even after being pressed, with the answer being yes if exposed to sunlight. But after they were finished identifying the seaweed, they continued to ask questions. The curiosity of the students was far-reaching, with some asking to see other pieces of art scattered throughout the room and others asking about the culinary uses of seaweed. Adi answered all the questions happily.