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lesson

MARINE ECOSYSTEMSANDBIODIVERSITY

Howdoesthediversityoflifecontributetomarineecosystems'resilience?

ACTIVITY1:OCEANABIOTICFACTORS |45MINS

DIRECTIONS1.Buildbackgroundontheabioticandbioticcomponentsofecosystems.

StatethattherootofthewordecologyistheGreekwordoikos,meaning“house.”Ecosystemliterallymeansa“systemofhouses.”Ecologyisthestudyofnature’shousesandtheorganismslivinginthem.Ask:Doesanyoneknowthescientifictermforthe“living”componentsofanecosystem?Elicitfromstudentsthatabioticfactorisanylivingcomponentoftheenvironmentandaskforexamples,suchasplants,animals,fungi,algae,andbacteria.Ask:Doesanyoneknowthescientifictermforthe“non-living”componentsofanecosystem?Elicitfromstudentsthatanabioticfactorisanynon-livingcomponentoftheenvironmentandaskforexamples,suchassunlight,temperature,moisture,windorwatercurrents,soiltype,andnutrientavailability.Displaytheillustrationofoceanabioticfactors.Tellstudentsthattheinteractionofmultiplebioticandabiotic,orphysical,factorsdetermineswhichspeciescansurviveinaparticularecosystem.

2.Havestudentsdefineabioticfactorsandphysicalprocessesthatimpact

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oceanecosystems.

Explaintostudentsthat,inthisactivity,theywilllearnmoreaboutabioticfactorsandphysicalprocessesthatimpactoceanecosystems.ArrangestudentsinsmallgroupsandgiveeachgrouptwoorthreeindexcardsandacopyoftheOceanAbioticFactorshandout.Readaloudthedirections.Explainthatstudentswillusethehandouttocreateconceptmapvocabularycardsandlearntheterms.Assigntwoorthreetermstoeachgroup.Ononesideofeachcard,havestudentsuseapenciltodividethecardintothreesections.Foreachsection,havethemrecordthefollowinginformation:

adefinitionofthetermintheirownwordsasymbolordrawingtorepresentthetermoneexampleofhowthetermaffectsorganismslivingintheocean

Aftertheyfinish,collectthecardsandpostthemontheboard.Asaclass,goovereachcardandmatchittoitscorrespondingterm/definition.Addressstudents'questions.

3.Havestudentsinvestigatetheabioticfactorsandphysicalprocessesofdifferentoceanecosystems.

Tellstudentsthattheywillnextlearnaboutthreedifferentoceanecosystems(rockyshore,coralreef,andopenocean)andidentifyabioticfactorsthataffecttheorganismslivinginthem.DistributeacopyofOceanEcosystemDescriptionstoeachsmallgroup.YoucanalsodistributecopiesofOceanEcosystemIllustrations,oryoucanprojecttheEcosystemIllustrationgalleryinstead.Assigneachgrouponeofthethreeecosystems.Havegroupsreadtheirassignedecosystem'sbriefdescriptionandlookatitsmatchingillustrationtolearnwhatabioticfactorsorphysicalprocessesimpactorganismsintheecosystem.Askgroupstolabelalloftheabioticfactorstheyseeintheillustration.Next,askgroupstolistotherabioticfactorsthatarenotseenintheillustration.Then

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provideeachgroupwithacopyoftheOceanAbioticFactorsChart.Havestudentsdecidewhichabioticfactorsareimpactingtheorganismsineachoftheecosystemsandplacecheckmarksnexttothosefactors.Thenhavestudentswriteoneormoreexamplesofhowthatfactorisimpactingorganismsintheecosystem.Facilitateasneeded,givingstudentsabout15minutesfortheirsmall-groupwork.Finally,asaclass,facilitateadiscussioninwhichstudentssharewhattheylearnedabouteachecosystem.Asexamplesofabiotic-bioticinteractionsaregiven,askvolunteerstofillintheOceanAbioticFactorsChartprojectedontheboard.

4.Havestudentsdiscusshowhumanscanimpacttheabioticfactorsandprocessesofoceanecosystems.

Emphasizethathumansshouldbelistedasabioticfactorandthattheycanimpacttheabioticfactorsandprocessesofoceanecosystems.Intheirsmallgroups,havestudentsidentifyanddiscussdifferentwayshumansareimpactingtheabioticfactorsintheirassignedecosystem.Afterafewminutesofsmall-groupdiscussions,bringtheclasstogetherforfurtherdiscussion.Ask:Whatarewaysinwhichhumanscanimpacttheabioticfactorsintheseoceanecosystems?Elicitanddiscussstudentresponses.Forexample,overhalfoftheAmericanpopulationliveswithin50milesofthecoast(NOAA,2008).Ask:Howcouldthisimpactcoastalecosystems?Elicitfromstudentsthatthiscoulddestroycoastalhabitat,increasepollution,strainwaterresources,andincreasenon-nativespecies.EncouragestudentstolistimpactsduetotheGulfoilspill,oceanwarming,andland-basedrunofffromnutrients/fertilizers,soil,andpollution.Explainthatallbioticandabioticfactorsareimportantbecausetheyareallinteractingtomaintainthehealthandbalanceofanecosystem.

InformalAssessment

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Leadadiscussioninwhichstudentscompareandcontrasttheabioticfactorsandphysicalprocessesimpactingthethreedifferentmarineecosystems.Askstudentstoanalyzeanddiscusswhichmarineecosystemisthemostinhospitableintermsofitsabioticcharacteristics.

ExtendingtheLearningUsetheNationalGeographicMapMakerInteractiveandthetemperature,chlorophyll,andsurfacecurrentslayerstodemonstratehowoneoceanbioticfactor,likechlorophyllconcentration,isaffectedbytwoabioticfactors,likeseasurfacetemperatureandcurrents.

OBJECTIVES

Subjects&DisciplinesGeographyPhysicalGeography

ScienceEarthscienceOceanography

LearningObjectivesStudentswill:

listabioticfactorsofoceanecosystemsidentifyanddescribeabioticfactorsandphysicalprocessesthatimpactoceanecosystemslistwayshumansinteractwithandimpactoceanecosystems

TeachingApproach

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Learning-for-use

TeachingMethodsCooperativelearningDiscussionsHands-onlearningInformationorganization

SkillsSummaryThisactivitytargetsthefollowingskills:

21stCenturyThemesGlobalAwareness

CriticalThinkingSkillsAnalyzingUnderstanding

GeographicSkillsAcquiringGeographicInformationAnalyzingGeographicInformation

NationalStandards,Principles,andPracticesNATIONAL GEOGRAPHY STANDARDS

•Standard1:Howtousemapsandothergeographicrepresentations,geospatialtechnologies,andspatialthinkingtounderstandandcommunicateinformation

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NATIONAL SCIENCE EDUCATION STANDARDS

•(9-12)StandardB-4:Motionsandforces•(9-12)StandardC-4:Interdependenceoforganisms•(9-12)StandardC-6:Behavioroforganisms

OCEAN LITERACY ESSENTIAL PRINCIPLES ANDFUNDAMENTAL CONCEPTS

•Principle1c:Throughouttheoceanthereisoneinterconnectedcirculationsystempoweredbywind,tides,theforceoftheEarth’srotation(Corioliseffect),theSun,andwaterdensitydifferences.Theshapeofoceanbasinsandadjacentlandmassesinfluencethepathofcirculation.•Principle5f:Oceanhabitatsaredefinedbyenvironmentalfactors.Duetointeractionsofabioticfactorssuchassalinity,temperature,oxygen,pH,light,nutrients,pressure,substrateandcirculation,oceanlifeisnotevenlydistributedtemporallyorspatially,i.e.,itis“patchy”.SomeregionsoftheoceansupportmorediverseandabundantlifethananywhereonEarth,whilemuchoftheoceanisconsideredadesert.•Principle6f:Coastalregionsaresusceptibletonaturalhazards(suchastsunamis,hurricanes,cyclones,sealevelchange,andstormsurges).

PREPARATION

BACKGROUND&VOCABULARY

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BackgroundInformationMarineecosystemsarecomprisedofthelivingorganismsthathaveadaptedtotheabioticfactorsandphysicalprocessesthatcharacterizeeachecosystem.Bioticfactorsincludeplants,animals,fungi,algae,andbacteria.Abioticfactorsincludesunlight,temperature,moisture,windorwatercurrents,soiltype,andnutrientavailability.Oceanecosystemsareimpactedbyabioticfactorsinwaysthatmaybedifferentfromterrestrialecosystems.Humansarebioticcomponentsofmarineecosystemsandhaveasignificantimpactonthemaintenanceofhealthy,well-balancedoceanecosystems.

PriorKnowledge[]

RecommendedPriorActivitiesNone

Vocabulary

TermPartofSpeech

Definition

abiotic adjective lackingorabsentoflife.bioticfactornoun effectorimpactofanorganismonitsenvironment.

current nounsteady,predictableflowoffluidwithinalargerbodyofthatfluid.

ecosystem nouncommunityandinteractionsoflivingandnonlivingthingsinanarea.

nutrient nounsubstanceanorganismneedsforenergy,growth,andlife.

oxygen nounchemicalelementwiththesymbolO,whosegasformis21%oftheEarth'satmosphere.

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salinity noun saltiness.

substrate nounbaseofhardmaterialonwhichanon-movingorganismgrows.Alsocalledsubstratum.

temperaturenoundegreeofhotnessorcoldnessmeasuredbyathermometerwithanumericalscale.

tide nounriseandfalloftheocean'swaters,causedbythegravitationalpullofthemoonandsun.

wave noun movingswellonthesurfaceofwater.

TermPartofSpeech

Definition

FUNDER

ACTIVITY2:MARINEFOODCHAINSANDBIODIVERSITY |50MINS

DIRECTIONS1.Definetheroleofmarinemicrobes.Explaintostudentsthat,inasingledropofsaltwater,thousandsofmicrobes(tinyorganisms),includingbacteriaandphytoplankton(tinyfloatingplants),areinteractingtoformthebaseofthefoodwebfortheentireocean.Theoxygenandbiomasstheyproducealsosustainsterrestriallife.Tellstudentsthatphytoplankton(algae)takeinsunlight,nutrients,carbondioxide,andwatertoproduceoxygenandfoodforotherorganisms.Ask:Whatisthisprocesscalled?(photosynthesis)Explainthatothermicrobes,likemanybacteria,playaroleattheotherendofthefoodchainbybreakingdowndeadplantandanimalmaterialandchangingitintoaformthatcanbere-usedasnutrientsbyphytoplanktonandotherorganisms.Ask:Whatisthisprocesscalled?

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(decomposition)

2.WatchtheNationalGeographicvideo“TinyNewSeaSpeciesDiscovered.”

ShowstudentstheNationalGeographicvideo(2minutes,30seconds)“TinyNewSeaSpeciesDiscovered.”Ask:

WhatisthegoaloftheCensusofMarineLife?(forscientiststotrytouncoverasmuchaspossibleaboutdiversity,distribution,andabundanceoflifeintheoceanwithintenyears)Whathavescientistslearnedabouttheimportanceofmicrobesintheocean?(Microbesplayakeyroleinthewaynutrientsmovethroughtheocean.)Whatdoallmicrobesintheglobaloceancollectivelyweigh?(theequivalentof240billionAfricanelephants,orabout90percentofalltheocean’sbiomass)

Summarizethatmicrobes,includingphytoplanktonandbacteria,arethebeginningandend,respectively,ofoceanfoodchainsandarethereforeessentialcomponentsofmarineecosystems.

3.Introducetrophiclevelvocabulary.Ask:Whatisafoodchain?Askstudentstolisttheorganismsinaterrestrialoraquaticfoodchainthattheyarefamiliarwith.Explaintostudentsthatthetrophiclevelofanorganismisthepositionitoccupiesonthefoodchain.Anorganism’strophiclevelismeasuredbythenumberofstepsitisawayfromaprimaryproducer/autotroph(photosynthesizer).Writethetrophiclevelsanddefinitionslistedbelowontheboard,leavingofftheexamplesprovided.Havestudentstrytoidentifythetrophiclevelforeachoftheorganismsontheirlist.Invitevolunteerstosharetheiranswerswiththeclass.Discussthecorrectanswers.Nextaskstudentstobrainstormoceanexamplesofeachtrophiclevelandwritetheircorrectresponsesontheboard.Eventually,addalloftheexampleslistedbelow.

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primaryproducer/autotrophs—organisms,likeplants,thatproducefood.Examples:phytoplankton,algaeprimaryconsumer/heterotroph—ananimalthateatsprimaryproducers.Examples:mussels,oysters,krill,copepods,shrimpsecondaryconsumer/heterotroph—ananimalthateatsprimaryconsumers.Examples:blueclawcrab,lobster,seastar,humpbackwhale,silversidetertiaryconsumer/heterotroph—ananimalthateatssecondaryconsumers.Examples:shark,dolphinapexpredator/heterotroph—ananimalatthetopofthefoodchainwithnopredators.Examples:shark,dolphindecomposer/detritivores—organismsthatbreakdowndeadplantandanimalmaterialandwastesandreleaseitagainasenergyandnutrientsintheecosystem.Examples:bacteria,fungi,worms,crabs

4.HavestudentswatchtheNationalGeographicvideo“Krill.”Explaintostudentstheyaregoingtowatchavideothathighlightsamarinefoodchain.Tellstudentsthatwhiletheyarewatchingthefilm,theyaregoingtowriteexamplesoforganismsfromeachtrophiclevel.Whenthefilmisover,theywillidentifyeachorganism’strophiclevelusingtheinformationfromtheboard.ShowstudentstheNationalGeographicvideo(2minutes)“Krill.”Afterthevideoisover,allowstudentsacoupleofminutestoproperlyidentifythetrophiclevelsofeachoftheorganismsshowninthefilm.Ask:

Whatistheultimatesourceofenergyinthisecosystem?(thesun;photosynthesis)Whatistheprimaryproducerinthevideo?(phytoplanktonandotheralgae)Whatistheprimaryconsumerinthevideo?Isitanherbivoreorcarnivore?(krill;herbivore)Whatsecondaryandtertiaryconsumersareshowninthevideo?Aretheyherbivoresorcarnivores?(anchovies,sardines,birds,salmon,tuna,humpbackandbluewhales;carnivores)

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5.Havestudentscreatefoodchains.Remindstudentsthatfoodchainsconnectorganismsthroughenergytransferamongproducers,consumers,anddecomposers.Theseenergylevelsarecalledtrophiclevels.Asignificantamountofenergyislostbetweentrophiclevels.Dividestudentsintofivegroups.Assigneachgrouponeofthefollowingmarineecosystems:

CoralReefKelpForestOpenOceanRockyShoreSandyShore

HavegroupsidentifythegeographiclocationsoftheirmarineecosystemsontheirWorldPhysicalTabletopMaps,includedinthePhysicalWorldMapMakerKit.ThengiveeachgroupitsassignedMarineEcosystemCardsHandout,andeachstudentaFeedingFrenzyworksheet.Havestudentscutouttheecosystemcards,discusstheactivityasagroup,andthenindividuallycompletetheFeedingFrenzyworksheet.

6.Haveawhole-classdiscussionaboutthemarineecosystemsandfoodchains.InvitesmallgroupstosharetheircompletedFeedingFrenzyworksheetswiththewholeclass.Revieweachofthefivefoodchains,aswellastheecosystemsinwhicheachfoodchainislikelytobefound.Ask:

Lookingacrossthedifferentfoodchains,whichoftheorganismscanmaketheirownfoodthroughphotosynthesis?Comparethefoodchainstoterrestrialfoodchainsyoumayknow.Howarethemarinefoodchainsthesame?Howaretheydifferent?Howmighthumansbeapartofthefoodchains?

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ModificationInStep1,usealocalfoodchainexampletocementstudentcomprehension.

ModificationInStep5,insteadofsmallgroupworkanddiscussions,youmaychoosetoturntheFeedingFrenzyactivityintoagameformatwithrulesandpoints.

InformalAssessmentUsetheprovidedFeedingFrenzyAnswerKeytoassessstudents'comprehension.

ExtendingtheLearningHavestudentsusetheirfoodchaincardstocreatefoodwebs.Discusstheroleeachorganismplaysinthefoodweb.

OBJECTIVES

Subjects&DisciplinesGeographyPhysicalGeography

ScienceBiologicalandlifesciencesEcologyOceanography

LearningObjectivesStudentswill:

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summarizetheroleofphotosynthesisanddecompositionwithinfoodchainsdistinguishbetweendifferenttrophiclevelsanddescribeexamplesoffoodchainsinmajormarineecosystemsorderorganismsinafoodchainbytrophiclevels

TeachingApproachLearning-for-use

TeachingMethodsBrainstormingCooperativelearningDiscussionsHands-onlearningMultimediainstruction

SkillsSummaryThisactivitytargetsthefollowingskills:

21stCenturyStudentOutcomesLearningandInnovationSkillsCommunicationandCollaboration

CriticalThinkingSkillsAnalyzingUnderstanding

GeographicSkillsAcquiringGeographicInformationAnsweringGeographicQuestions

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NationalStandards,Principles,andPracticesNATIONAL GEOGRAPHY STANDARDS

•Standard8:ThecharacteristicsandspatialdistributionofecosystemsandbiomesonEarth'ssurface

NATIONAL SCIENCE EDUCATION STANDARDS

•(9-12)StandardC-4:Interdependenceoforganisms•(9-12)StandardD-1:Energyintheearthsystem

OCEAN LITERACY ESSENTIAL PRINCIPLES ANDFUNDAMENTAL CONCEPTS

•Principle5a:OceanliferangesinsizefromthesmallestvirustothelargestanimalthathaslivedonEarth,thebluewhale.•Principle5b:Mostlifeintheoceanexistsasmicrobes.Microbesarethemostimportantprimaryproducersintheocean.Notonlyaretheythemostabundantlifeformintheocean,theyhaveextremelyfastgrowthratesandlifecycles.•Principle5d:Oceanbiologyprovidesmanyuniqueexamplesoflifecycles,adaptationsandimportantrelationshipsamongorganisms(suchassymbiosis,predator-preydynamicsandenergytransfer)thatdonotoccuronland.

PREPARATION

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BACKGROUND&VOCABULARY

BackgroundInformationMarinemicrobesincludetinyphotosyntheticphytoplankton(algae)andbacteriathatformthebaseofmarinefoodchains,becomingfoodforprimaryandsecondaryconsumerslikezooplankton,smallfish,andfilterfeeders.Tertiaryconsumersandapexpredators,includingbigfish,marinemammals,andhumans,formthetoptrophiclevels.Decomposers,includingbacteria,completethefoodchainbybreakingdownorganicmaterialandreleasingitasnutrientsandenergy.Marinebiodiversityandtrophicrelationshipsdefineavarietyofmarinefoodchainsandinterconnectthemincomplexoceanicfoodwebs.

PriorKnowledge[]

RecommendedPriorActivitiesMappingMarineEcosystemsMarineFoodWebs

Vocabulary

TermPartofSpeech

Definition

apexpredator nounspeciesatthetopofthefoodchain,withnopredatorsofitsown.Alsocalledanalphapredatorortoppredator.

autotroph nounorganismthatcanproduceitsownfoodandnutrientsfromchemicalsintheatmosphere,usuallythroughphotosynthesisorchemosynthesis.

coralreef nounrockyoceanfeaturesmadeupofmillionsofcoralskeletons.

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decomposer noun organismthatbreaksdowndeadorganicmaterial.

decomposition nounseparationofachemicalcompoundintoelementsorsimplercompounds.

detritivore noun organismthatconsumesdeadplantmaterial.

ecosystem nouncommunityandinteractionsoflivingandnonlivingthingsinanarea.

foodchain noungroupoforganismslinkedinorderofthefoodtheyeat,fromproducerstoconsumers,andfromprey,predators,scavengers,anddecomposers.

foodweb nounallrelatedfoodchainsinanecosystem.Alsocalledafoodcycle.

heterotroph nounorganismthatcannotmakeitsownnutrientsandmustrelyonotherorganismsforfood.

hydrothermalvent

nounopeningontheseafloorthatemitshot,mineral-richsolutions.

kelpforest noununderwaterhabitatfilledwithtallseaweedsknownaskelp.

marineecosystem

noun communityoflivingandnonlivingthingsintheocean.

microbe noun tinyorganism,usuallyabacterium.openocean noun areaoftheoceanthatdoesnotborderland.

photosynthesisnounprocessbywhichplantsturnwater,sunlight,andcarbondioxideintowater,oxygen,andsimplesugars.

phytoplankton nounmicroscopicorganismthatlivesintheoceanandcanconvertlightenergytochemicalenergythroughphotosynthesis.

trophiclevel nounoneofthreepositionsonthefoodchain:autotrophs(first),herbivores(second),andcarnivoresandomnivores(third).

TermPartofSpeech

Definition

FUNDER

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ACTIVITY3:MARINEFOODWEBS |1HR

DIRECTIONS1.Buildbackgroundaboutmarinetrophicpyramidsandfoodwebs.

Reviewwithstudentsthatfoodchainsshowonlyonepathoffoodandenergythroughanecosystem.Inmostecosystems,organismscangetfoodandenergyfrommorethanonesource,andmayhavemorethanonepredator.Healthy,well-balancedecosystemsaremadeupofmultiple,interactingfoodchains,calledfoodwebs.Askvolunteerstocometothefrontoftheroomanddrawapyramidandaweb.Explainthattheshapesofapyramidandawebaretwodifferentwaysofrepresentingpredator-preyrelationshipsandtheenergyflowinanecosystem.Foodchainsareoftenrepresentedasfoodpyramidssothatthedifferenttrophiclevelsandtheamountofenergyandbiomasstheycontaincanbecompared.IntheMarinePyramidsgallery,displaytheMarineFoodPyramid.Ask:Basedonthisfoodpyramid,doyouthinktherearemoretoppredators(grayreefsharks,bluefintuna)thanproducers(phytoplankton,seagrass,algae)?Whyorwhynot?ThendisplaytheMarineEcologicalPyramidandaskthesamequestion.Leadstudentstoobservethedifferencesbetweenthetwographics.Theecologicalpyramidshouldhelpthemtoseethatwhilethetraditionalfoodpyramiddisplaysthetrophiclevelsandspecificorganisms,itdoesnotaccuratelydisplaytheproportionofenergylossandbiomassrequiredbetweentrophiclevels.Finally,displaytheWhatWeEatMakesADifferencegraphicandexplainthatonaverage,only10percentofenergyandbiomassinonetrophiclevelispassedtothenexthigherlevel.

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2.Havestudentsanalyzeamarinefoodwebexample.

DisplaytheCoralReefFoodWebgallery.Scrollthroughtheillustrationsandhavestudentsreadthecaptions.Ask:Howarefoodwebssimilartoordifferentfromfoodpyramids?Whydofoodwebshavearrowsbetweenorganismsandnotjuststraightlines?(Arrowsrepresenttheflowofenergyandbiomassbetweentrophiclevels.)Besuretopointouttheroleofdecomposersandprovideexamples.Althoughdecomposersareincludedinfoodwebs,theyareabsentinfoodpyramids.

3.Havestudentsresearchmarineorganisms.

Tellstudentsthattheywillbuildtheirownmarinefoodwebfortwointerrelatedecosystems:mangrovesandcoralreefs.Havestudentsworkinpairsorindividually.Assigneachpairanorganism,andhavethemusethemangroveandcoralreefecosystemillustrationsintheMarineEcosystemsgalleryforreference.DistributeacopyoftheMarineOrganismNotetakingworksheet.Havestudentpairsusetheschoolcomputerlaband/orprovidedInternetresourcestoresearchtheirorganismandcompletetheworksheet.Aftercheckingtheworksheetsforcompletionandaccuracy,giveeachstudentpairanindexcardtoillustrateitsorganismandrecordthefollowinginformation:

commonnameoforganismlistofpredators,ifapplicablelistofprey,ifapplicable

Iftimeislimited,letstudentsprintimagesoftheirorganismsratherthandrawingthem.

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4.Havestudentscreateawhole-classfoodwebdisplay.

Afterallstudentshavecompletedtheirworksheetsandmadetheirorganismindexcards,askstudentstopresenttheirorganismsonetrophiclevelatatime,graduallybuildingthewhole-classfoodwebdisplay.Afterallthecardsarecorrectlyplacedonthedisplay,havestudentsconnectinterdependentspecies(predator-preyrelationships)usingstringorthread.Ifpossible,turnthestringorthreadintoarrowsandremindstudentsthattheyrepresenttheflowofenergyandbiomassfromoneorganism(trophiclevel)toanother.Promptstudentstorecognizetrophicrelationshipsbetweenthemangroveandcoralreefecosystems.

5.Haveawhole-classdiscussionaboutthefoodwebdisplay.

Allowplentyoftimefordiscussion.Analyzethefoodwebdisplayasyoudiscusstheinterconnectednessofspecieswithinandbetweenthemangroveandcoralreefecosystems.Ask:

Whattwoecosystemsarerepresentedinthisinterconnectedfoodweb?Whichspeciesareonlypredators?Whichareonlyprey?Whichareboth?Whatwouldhappentothefoodwebifonespeciesweretobecomeendangeredorextinct?Whichspecieswouldbeaffected?Whichecosystemwouldbeaffected?Whyisphytoplanktonsoimportanttomarinefoodwebs?Whathappenstotheamountofenergy/biomassthatistransferredfromonetrophicleveltothenext?Whatrolesdohumansplayinmarinefoodwebs?Howcanhumanactionsupsetthebalanceofanoceanecosystem?

InformalAssessment

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Students'ecosystemscanbeevaluatedontheplacementofeachorganismintothepropertrophiclevelandonthelabelingofhowenergymovesthroughtheecosystem.Duringtheclassdiscussiontheteachershouldpromptstudentstotalkabouttheamountofenergythatislostbetweentrophiclevelsusingtheirorganismsasexamples.Thekeypointofthisactivityishowmuchenergyisretainedandlostbetweeneachlevelofthefoodweb.

ExtendingtheLearningAshomeworkoranindependentproject,havestudentsresearchadifferentmarineecosystemandconstructafoodweborfoodpyramidtorepresentthatecosystem.

OBJECTIVES

Subjects&DisciplinesGeographyPhysicalGeography

ScienceBiologicalandlifesciencesEcologyOceanography

LearningObjectivesStudentswill:

createafoodwebdisplaytoillustratethetrophicrelationshipsbetweenmarineorganismsidentifycommonorganismslivinginamarineecosystemresearchecologicalfactsaboutmarineorganismsprepareillustratedcardsdepictingmarineorganismsandtheirpredator-prey

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relationships

TeachingApproachLearning-for-use

TeachingMethodsBrainstormingCooperativelearningDiscussionsInformationorganizationResearch

SkillsSummaryThisactivitytargetsthefollowingskills:

21stCenturyStudentOutcomesLearningandInnovationSkillsCommunicationandCollaboration

CriticalThinkingSkillsAnalyzingCreatingUnderstanding

GeographicSkillsAcquiringGeographicInformationAnalyzingGeographicInformationOrganizingGeographicInformation

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NationalStandards,Principles,andPracticesNATIONAL GEOGRAPHY STANDARDS

•Standard8:ThecharacteristicsandspatialdistributionofecosystemsandbiomesonEarth'ssurface

NATIONAL SCIENCE EDUCATION STANDARDS

•(9-12)StandardC-4:Interdependenceoforganisms•(9-12)StandardC-5:Matter,energy,andorganizationinlivingsystems•(9-12)StandardC-6:Behavioroforganisms•(9-12)StandardD-1:Energyintheearthsystem

OCEAN LITERACY ESSENTIAL PRINCIPLES ANDFUNDAMENTAL CONCEPTS

•Principle5d:Oceanbiologyprovidesmanyuniqueexamplesoflifecycles,adaptationsandimportantrelationshipsamongorganisms(suchassymbiosis,predator-preydynamicsandenergytransfer)thatdonotoccuronland.•Principle6b:Fromtheoceanwegetfoods,medicines,andmineralandenergyresources.Inaddition,itprovidesjobs,supportsournation’seconomy,servesasahighwayfortransportationofgoodsandpeople,andplaysaroleinnationalsecurity.

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PREPARATION

BACKGROUND&VOCABULARY

BackgroundInformationEverylivingthingintheoceandependsonenergy.Whenanecosystemisinbalance,allorganismshavesufficientenergyandfoodtosurvive.Whenanimbalanceoccurs,everyorganisminthefoodwebsuffers.Foodpyramidsandfoodwebsareusedtorepresenttheserelationshipsandshowhowenergyandfood(biomass)istransferredandlostbetweentrophiclevels.

PriorKnowledge["foodwebsandtrophiclevels"]

RecommendedPriorActivitiesMappingMarineEcosystemsMarineFoodChainsandBiodiversity

Vocabulary

TermPartofSpeech

Definition

biomass noun livingorganisms,andtheenergycontainedwithinthem.commonname

nounnon-scientificnameofaspecies,orwhattheorganismisusuallycalled.

decomposernoun organismthatbreaksdowndeadorganicmaterial.

ecosystem nouncommunityandinteractionsoflivingandnonlivingthingsinanarea.

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foodchain noungroupoforganismslinkedinorderofthefoodtheyeat,fromproducerstoconsumers,andfromprey,predators,scavengers,anddecomposers.

foodpyramid

noundiagramofahealthydietthatshowsthenumberofservingsofeachfoodgroupapersonshouldeateveryday.

foodweb nounallrelatedfoodchainsinanecosystem.Alsocalledafoodcycle.

habitat nounenvironmentwhereanorganismlivesthroughouttheyearorforshorterperiodsoftime.

predator noun animalthathuntsotheranimalsforfood.prey noun animalthatishuntedandeatenbyotheranimals.

producer nounorganismonthefoodchainthatcanproduceitsownenergyandnutrients.Alsocalledanautotroph.

scientificname

nounthename,usuallyinLatin,ofanorganism'sgenusandspecies.

trophiclevel

nounoneofthreepositionsonthefoodchain:autotrophs(first),herbivores(second),andcarnivoresandomnivores(third).

TermPartofSpeech

Definition

FUNDER

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