SeaChangeTeachingModule:TheOceanisplanetEarth’slifesupportsystem

2

Contents1.BackgroundInformation 3

1.1.OceanLiteracy 3

1.2.Oceans&HumanHealth 4

2.TheoceanisplanetEarth’slifesupportsystem 5

3.Teacher’sNotes 7

4.Resources&Activities 9

4.1.Activity1:Climatechange 9

4.2.Activity2:Marinebiodiversity 13

5.AdditionalInformationandFurtherReading 17

6.Appendices 20

3

1.BackgroundInformationTheoceanmakesplanetEarthahabitableplacetoliveandthemarineenvironmentisasourceofvitalhumanhealthbenefits.Someoftheinvaluablebenefitsandservicestheoceanprovidesinclude:

Food:Seafoodisamajorfoodstapleandproteinsource.Transportation:90%ofallEUexternaltradeistransportedbyseaandEuropeanshipownerscontrolalmost40%oftheworldfleet.Recreation:Thebenefitsthatcanbederivedfromspendingtimearoundtheoceanareintangible.Marinetourismisthesecondmostvaluableworldmarineindustryaftershippingandtransport.Medicine:Biomedicalproductsderivedfrommarineplantsandanimalsprovideimportantmedicinalproductsandhealthbenefits.ClimateRegulation:Theoceanplaysakeyroleinclimateregulation-especiallyinbufferingtheeffectsofincreasinglevelsofgreenhousegases,suchascarbondioxide,intheatmosphereandbymoderatingrisingglobaltemperatures.Economy:Ocean-relatedindustriesproviderevenuethroughfishing,seafooddistribution,tourism,recreationandtransportation.AccordingtotheEUBlueGrowthprogramme,the‘blue’economyinEuroperepresents5.4millionjobsandgeneratesagrossaddedvalueofalmost€500billionayear,withfurthergrowthpossible.TheoceanisvitallyimportanttoEurope.The28MemberStateshavebetweenthemthelargestmaritimeterritoryintheworld(approximately3.9millionkm2)andallofusdependontheoceananditsresources.DespitetheimportanceofEurope’sseaareas,theirsustainabledevelopmentandprotectionfacesthreatsfromnaturalandhumanpressures.Bybetterunderstandingtherelationshipsbetweenourselvesandtheocean,wewillbebetterabletoprotectthesepreciousresources.

1.1.OceanLiteracyOceanliteracyisanunderstandingoftheocean’sinfluenceonyou—andyourinfluenceontheocean.Anocean-literateperson:

•understandstheEssentialPrinciplesandFundamentalConceptsabouttheocean;

•cancommunicateabouttheoceaninameaningfulway;and

4

•isabletomakeinformedandresponsibledecisionsregardingtheoceananditsresources

TheSevenPrinciplesofOceanLiteracy

1. TheEarthhasonebigoceanwithmanyfeatures.2. TheoceanandlifeintheoceanshapethefeaturesofEarth.3. Theoceanisamajorinfluenceonweatherandclimate.4. TheoceanmadeEarthhabitable.5. Theoceansupportsagreatdiversityoflifeandecosystems.6. Theoceanandhumansareinextricablyinterconnected.7. Theoceanislargelyunexplored

1.2.Oceans&HumanHealthHumanshavealtered-andwillcontinuetoalter-theirenvironment,whileremainingdependentuponmarineecosystemsassourcesoffood,waterandmaterials.Humanpopulationsarebothmovingto,andgrowingincoastalareasglobally.Consequently,thereisanincreasedrelianceon,anduseof,thesecoastalresources,rangingfromfishingandaquacultureactivitiestodesalinationfordrinkingwaterandrecreationaluseofbeachesandcoastalareas.Increasingourknowledgeoftheconnectionsbetweenhumanhealthandtheoceanhasmanypublichealthapplications,ultimatelyallowingusto:

•improveourunderstandingofthepotentialpublichealthbenefitsfrommarineandcoastalecosystems;•reducetheburdenofhumandiseaselinkedwithmarineenvironmentalcauses;and•anticipatenewthreatstopublichealthbeforetheybecomeserious.

Whatdowemeanby‘ocean&humanhealth’?Thereisincreasingrecognitionthatthehealthoftheoceanisinextricablylinkedtohumanhealthandwellbeing.Inotherwords,themarineenvironmentimpactshumanhealthinanumberofways.Theseimpactsareacomplexmixtureofnegativeinfluences(e.g.fromextremeweathereventssuchascyclonestowater-borneillnessesandpollution)andbeneficialfactors(e.g.fromnaturalproductsincludingseafoodtomarinerenewableenergyandwellbeingfrominteractionswithcoastalenvironments).Humansalsoimpacttheoceaninanumberofways.Throughouractivities,includingpollutionandoverfishing,aswellasglobalclimatechange,wearedirectlyandindirectlyaffectingthehealthoftheocean.Thisinturnhas

5

significantimplicationsforhumanhealth,particularlyiffuturepotentialmedicinesfromtheseas,aswellasimportantsourcesofproteininseafood,arelostduetocontaminationasaresultofhumanactivityandtheeffectsofclimatechange.Consideringthesefactorstogether,thestudyofhumanhealthandtheoceanisthestudyofallthewaysinwhichtheoceaninfluencesourhealthandwellbeing,andinturn,howweinfluencethehealthoftheocean.

2.TheoceanisplanetEarth’slifesupportsystemBackgroundInformationTheoceanplaysafundamentalroleinsupportinglifeonEarthbyregulatingourclimate.Itdoesthisbystoringandtransportinghugeamountsofheat,waterandgreenhousegases(suchascarbondioxide).Byabsorbingheataswellaslargeamountsofcarbondioxide,theoceanlessenstheeffectsofclimatechangeexperiencedonland.Climatechangereferstolong-termchangesintheEarth’sclimateasaresultofincreasedconcentrationsofatmosphericgreenhousegasesthroughhumanactivities,whichiswarmingtheplanet.Currentimpactsofclimatechangeincludesealevelrise,decreasingamountsofsnowandiceandchangesinrainfallpatternsandgrowingseasonsaswellasincreasedoccurrencesofextremeweatherevents.However,climatechangecomesatacosttooceanhealthandthereforehumanhealth.Wecanreducethestressweputontheoceanandlimitfurtherclimatechangebydecreasingourcarbonfootprint(ameasureofenvironmentalimpactinunitsofcarbondioxide).

Theoceanasclimateregulator&climatechangebuffer

● Oceancurrentsredistributeheataroundtheglobe.Forexample,wintersinNorthwestEuropeare5˚CwarmerthantheywouldotherwisebebecauseoftheGulfStream,anoceancurrentintheAtlanticthatdrawswarmtropicalwaternorthwards.Withoutcurrents,regionaltemperatureswouldbemoreextreme,i.e.extremelyhotattheequatorandfrigidtowardthepoleswiththeresultthatmuchlessofEarth’slandwouldbehabitable.

● Almostallrainthatfallsonlandcomesfromwaterevaporatedfromtheocean.Thiswaterhelpssupportalllifeonland,andwestoreittoprovidedrinkingwaterandirrigatecrops.

● Theoceancurrentlyplaysacriticalroleinreducingtheeffectsofclimatechangebyactingasabuffer.Withavolumeof252billionbilliongallonsofwater,theoceanactsas

6

avaststoreofheat,absorbingabout90%oftheadditionalheatasaresultofglobalwarmingandabout30%ofhumanemissionsofcarbondioxide.

Yourroleasresponsiblecitizens:reduceyourcarbonfootprint

Youcanhelptoprotecttheocean,planetEarth’slifesupportsystem.Sometipsbelowcanhelpyouidentifyhowtodoit:Travel:Usepublictransport,walkorcycleinsteadofdriving.Whenyoudoneedtouseacar,trytocarshare.

AtHome:Turndowntheheating,useenergyefficientlightbulbsandtakeshortershowers.

Atschooloratwork:Turnoffelectricalitems(e.g.lightsandcomputers)beforeyougohome.

Climatechangeaffectsmarinelife

● Increasesinwatertemperatureofjust1-2˚Ccancausecoralreefstobecomeseverelystressed,leadingtodeathifthermalstressisprolonged,therebyendangeringcoralreefecosystems.

● Marinespeciesmayrespondtooceanwarmingbyalteringtheirgeographicranges.Temperaturechangehasbeenlinkedtogeographicrangeextensionandcontractionsindiversemarineanimalandplantspecies,suchasseaweeds,invertebratesandfish.Forexample,intheNortheastAtlantic,someplanktonaremovingnorthwardsatarateof200-250kmperdecade.Asaresult,thedistributionoffishandotheranimalsthatfeedonthemmayalsochange.

● Carbondioxidereactswithseawatertoraiseacidity(oceanacidification)andreducestheavailabilityofcalciumcarbonateforplantsandanimalstomakecalcium-basedshells,reefsandexoskeletons(outerbodycoverings).Thiscouldhavesevereconsequencesformanymarineorganismssuchascoral,clams,mussels,seaurchins,barnacles,andsomemicroscopicplankton.

Climatechangeimpactsontheoceanalsoimpacthumanhealth

● Changesinthedistributionofmarinelifemeanthatthefishandshellfishweeatcouldbecomemoreabundantinsomepartsoftheworld,andlesssoinothers,withprofound

7

impactstocommercialfisheries.● Warmingseatemperaturescanleadtoanincreaseinthegrowthrateofmarine

pathogens(disease-causingmicroorganisms).WithinEurope,thereisconcernthatthebacteriaVibriovulnificusandVibrioparahaemolyticus,aleadingcauseofseafood-associatedillness,mayrepresentanincreasingclinicalproblemasaresultofincreasingwatertemperatures.

● Theimpactofchangingoceanconditionsonweatherpatternsalsohasconsequencesforfoodcropsgrownonlandthroughchangestorainfallpatterns,growingseasonsandtheoccurrenceofextremeweathereventssuchasdrought.Thiscanleadtofoodshortagesandincreasedfoodprices.

● Otherimpactsofchangingoceanconditionsincludechangesinthefrequencyandseverityoftropicalstorms,whichhavemajorconsequencesforhumanwellbeing.Atthecoast,increasesinsealevel,causedbythermalexpansionofseawater,andmeltingicecaps,couldhavemajorconsequencesforcoastalcitiesthroughincreasedriskofflooding(SeaChange,2015).

3.Teacher’sNotesThereareseveralthreatstotheEarthandtheocean.Thereforeitisimportanttoteachtheyoungergenerationsabouttheseissues.ThereisalsoanopportunityforteacherstoincorporatetheUnitedNationssustainabledevelopmentgoalswhileworkingonthisteachingmodule:ClimateactionandLifebelowwater.Makethepupilsawarethattheworktheydoonclimatechangeandmarinebiodiversityisofrealimportance,asshownintheUnitedNationssustainabilitygoalsfor2020(theyarepartoftheglobalpicture),andthatasustainableoceanisofimportancetooursocietaleconomies.WewouldliketoshowthattogetherwecanhelptoprotecttheoceanbyteachingandlearningaboutthetheplanetEarthasalifesupportsystem.Theactivitiesproposedinthispackfocuson:

1. ClimateChange2. MarineBiodiversity

TheaimistohelppupilsunderstandthelinksbetweentheoceanasplanetEarth’slifesupportsystemandhumanhealth.Theactivitiescanbeadaptedtoteachingpupilsaged6-14,andalignwiththefollowingOceanLiteracyEssentialPrinciples:

8

OLP#1:TheEarthhasonebigoceanwithmanyfeatures.Theactivitiesprovidetheopportunityforpupilstounderstandvariouspartsoftheoceanenvironmentandpromotetheunderstandingofinterconnectednessamongdifferentgeographiclocations.OLP#5:Theoceansupportsagreatdiversityoflifeandecosystems.Theactivitiesbringaquaticlifeintotheclassroommakingthepupilsbetterunderstandmarinebiodiversitywithindifferentecosystems.OLP#6:Theoceanandhumansareinextricablyinterconnected.Studyingclimatechangeandbiodiversityenhancesperspectivesabouthumanimpactsonmarineecosystems.

Keywords:OceanLiteracy,climatechange,acidocean,biodiversity,QuickResponse

LearningOutcomes• Recognisethattheoceanisimportanttohumankind• Explainthattheoceanprovidesmanyservices• Identifyhowtheoceanisaffectedbyclimatechange• Recognisethathumanshavealteredthemarineenvironment,sometimesharmfully• Explaincarbondioxideandgreenhousegases• Identifycarbonfootprintsanddescribehowonemaylowerthecarbonfootprint• Identifyandusekeyvocabularyassociatedwithclimatechangeandbiodiversity• Identifywhattypesofmarineorganismsliveunderthesurfaceofmarineecoregions• UseQuickResponse(QR)codestopresentresults• UseCollectiveIntelligencemethodtofacilitateconsultationsintheclassroom

9

4.Resources&Activities

4.1.Activity1:ClimatechangeAim:Thisactivityaimstounderstandhowimportanttheoceanisandwhattheconsequencesofclimatechangearefortheocean,marineorganismsandhumans.Thepupilswillgetachancetomeasuretheirowncarbonfootprintandidentifyactionsthatcanlowertheirfootprint.Olderpupilsmayworkinavirtuallab,investigatingoceanacidification.Twootherexercisesinvestigatecarbondioxideanditsimpact.LessonPlan:Step1.IntroducetheoceanStarttheactivitybyaskingthepupilstosharetheirknowledgeontheoceananddiscusstheimportanceoftheocean.Howdotheyfeelabouttheocean?Whataretheirexperiences?Mostquestionsinthisactivitycanbeaskedusing(ashort-version)oftheCollectiveIntelligencemethodology(CI)(Appendix1).

Showamovie(https://www.youtube.com/watch?v=kz9mknz1ISw)fromtheSeaforSocietyproject.Howdotheyfeelabouttheoceannow?

Foryoungerchildren,showthefollowingvideos:Bluesocietyanimatedseries(seeAppendix2;animatedseriesareavailableindifferentlanguages).Howdotheyfeelabouttheoceannow?

Pointoutthattheoceancovers71%oftheEarth’ssurfaceandinfluencesourweather.Mentionthathumanscangetbothgoodsandservicesfrommarineecosystems,suchasfoodandenergy.Thisiscalled“ecosystemservices”:canthepupilscomeupwithmoreexamples?

WeknowhowmuchoftheoceanthatcoverstheEarthbutalotoftheocean(95%)remainsunexplored.Whatdoesthatmean?Whatdifferencedoesitmakewhetherweknowordonotknowmoreabouttheocean?(ReadmoreontheNationalOceanicandAtmosphericAdministration(NOOA)website1.Askpupils:whatdoyouthinkwewillusetheoceanforinthefuture(completelynewthingsorimprovementsofexistingactivities)?

1http://oceanexplorer.noaa.gov/backmatter/whatisexploration.html

10

Step2.IntroduceclimatechangeTheclimatehaschangedbefore.What’ssospecialnow?Discussintheclassroom.Askpupilsanddiscuss:whatisclimatechange?Whatarethemostvisiblesignsofclimatechange?Canclimatechangeharmmarineorganisms?Whatcanwedotostopclimatechange?Peoplelivebytheocean:thecoastalareasareatriskfromeffectofclimatechange.Whataretheimpactsofclimatechange?

Howdoestheoceanrespondtoclimatechange?Howdoesthisaffectthemarineorganisms?

Toomuchatmosphericcarbondioxidewillhaveanegativeimpactontheocean.Whatisatmosphericcarbondioxide?Talktopupilsaboutgreenhousegases.Whatwouldhappeniftherewerenogreenhousegases?TheEarthwouldbeafrozenplanet.

Whatisacarbonfootprint?Whatis“my”carbonfootprint?Alsodiscusswhatcaneachandoneofustotoreduceourcarbonfootprint.Step3.InvestigateclimatechangeThepupilscaninvestigatetheirowncarbonfootprintusingacarboncalculator:http://web.stanford.edu/group/inquiry2insight/cgi-bin/i2sea-r2b/i2s.php?page=fpcalc#

Thepupilscaninvestigateoceanacidification(forolderpupilsandisavailableinSpanish,Portuguese,German,FrenchandEnglish):http://i2sea.stanford.edu/AcidOcean/AcidOcean.htm

http://www.virtualmarinescientist.com

Hands-onresources(Whatiscarbondioxide?):Pupilswillinvestigatecarbondioxidegas,astheyareblowingupaballoon.Theywillexperiencethatthesodiumbicarbonatewillreactwiththevinegartocreatecarbondioxide.Pupilswillalsoexperiencethatcarbondioxidedoesnotsmellanddoesnothaveacolour.ExplaintothepupilsthatcarbondioxideexistsintheatmosphereandisvitaltolifeonEarth.Alsoexplainthatcarbondioxideisproducedasawasteproduct(e.g.burningoffossilfuel)(Brieseman,2013).Hands-onresources(Breathein...breatheout...):Pupilswillinvestigatewhathappenswhenwaterchangesfromneutraltoacidic.Whenwe

11

breathe,wetakeinoxygenandbreatheoutcarbondioxide.Thisexperimentwillseethepupilsaddingcarbondioxideintoaglassofwaterbyblowingthroughastraw.Whatwillhappen,isthatsomeofthecarbondioxidebubblesdissolvesinthewater.Explaintothepupilsthatsomeofthedissolvedcarbondioxidecreatescarbonicacid(aweakacid)(Brieseman,2013).Materials(Whatiscarbondioxide?)(Brieseman,2013).

● Smallglassbottle● Vinegar● Funnel● 1tablespoonbakingsoda(sodiumbicarbonate)● Balloon● Tray

Protocol:

1. Putvinegarinabottle2. Useafunnel,addthesodiumbicarbonatetotheballoon3. Stretchtheneckoftheballoonoverthebottleandlifttheballoonsothesodium

bicarbonatefallsintothevinegar4. Theballooninflates

Materials(Breathein...breatheout...)(Brieseman,2013).

● Twoclearplasticcups● Astraw● BromothymolbluepHindicator● Water● Balloon● Tray

Protocol:

1. Halffilleachcupwithwater2. AddafewdropsofBromothymolbluetoeachcup3. Placeastrawintoonecupandgentlyblowbubblesintothewater.Inlessthana

12

minute,thewaterwillchangecolourtoagreenorpaleyellow4. Comparethetwocupsofwater

Carbonfootprintcalculator–ActivityLogSheet

1. Howdoesthecarbonfootprintcalculatorcalculatetheresults?2. Howcanyoueffectyourresults(lowerthem)?3. Whatwillyoudoinreallifetoloweryourimpact?

OceanAcidification(Urchinlarvaeexperiment)–ExperimentLogSheet

1. HowmuchhastheoceanpHchangedsince1800?Whatwillitlooklike2100?2. Howcanyoudeterminewhatwillhappentoorganismsifthecarbondioxidelevels

continuetoriseandtheoceangetsmoreacidic?3. Canyouformulateanyhypothesestotesthowacidificationmightimpactthesea

urchinslarvalstage?Whatiscarbondioxide?–ExperimentLogSheet

1. Describethechemicalreactionhappening2. What(andwhy)arethesubstancesleftintheglass?

Breathein...breatheout...–ExperimentLogSheet

1. Describethechemicalreactionhappening2. Discuss:howmuchoftheairyouexhaleiscarbondioxide?

13

4.2.Activity2:MarinebiodiversityAimThisactivityaimstointroducepupilstomarinebiodiversityandhowitdiffersindifferentregions.ThisexercisewillalsomakeuseofanInformationandCommunicationTechnology(ICT)tooltointroduceanelementoffuninpresentingresults.

LessonPlan

Step1IntroducemarinebiodiversityAskpupils:whatlivesundertheoceansurface?

Doanyofthepupilsknowwhatismeantbymarinebiodiversity?Explainwhatismeantby“marinebiodiversity”or“marinebiologicaldiversity”andthatitconcernsthediversityoflivingorganismsintheoceans.Askthepupils:Whyismarinebiodiversityimportant?

Explainwhyweneedtoprotectourmarinebiodiversity(theindividualspeciescollectivelymakeuptheecosystem)anduseitsustainably.Askifthepupilscanexplaintheconceptsustainability.Whatarethethreatstomarinebiodiversity(ReadmoreontheCoCoNetwebsite:http://coconet-fp7.eu/children/TeachersBoi.html)?Andwhyisitathreattohumans?Step2.InvestigatemarinebiodiversityTheteacherintroducesmarineecoregionsoftheWorld(MEOW,downloadpdfonhttps://www.worldwildlife.org/publications/marine-ecoregions-of-the-world-a-bioregionalization-of-coastal-and-shelf-areas).Dividethepupilsinsmallergroups–dividesomeofthemarineecoregionsoftheWorldamongthegroups.Pupilswillinvestigatetheirmarineecoregionusingresources(internet,mobilephones,etc.)available.Theywillanswerquestions(seeactivitylogsheet)andrecordanswersasvideopresentation(s)(ifpossible)andpresentitthroughQuickResponse(QR)codes.Theteacherplacesalargemaponthewall(showingregionalmarineecoregionsoftheWorld).QRcodesareprintedoutandplacedineachregion.PupilswilltaketurnsscanningQRcodesontheoceanmaptolearnabouttheirclassmatesregionalecosystems.Discuss:whatwerethedifferencesbetweentheregionalecosystems?

14

Materials

● Internet● Mobilephone(s)● Computer/iPad● Dropboxaccount(fortheclass)● Printer● Map● QRcodereader(downloadedapplication)● Stickytape

Protocol

1. Pupilsmakesashortvideopresentation2. Pupilswillsendtheirvideototheteacher,whowillthenupload(viacomputer/iPad)

itonaDropboxaccount(belongingtotheclass)www.dropbox.com(it’sfreetohaveabasicaccount).

3. Goto“camerauploads”inDropbox,selectmovieand“share”,“createalink”,“copy”thelink.

4. Gotohttp://www.qrstuff.com/(it’sfreetouse)andpastethelinkinthebox(markedyellow):

5. Press“DownloadQRcode”(markedinyellow)

6. Saveoropenthefile:

15

7. Here’stheQRcode!

8. PrintouttheQRcodesandplace(usingstickytape)itonamap9. Thepupils,witha(free)QRcodereaderinstalledintheirmobilephones,willtake

turnstoscanthemapandreceivethepresentationsontheirownphones.10. Theclassdiscussestheresults

Step3.Cross-bordercollaborationForteachersinterestedincollaboratingacrossbordersandahands-onpedagogicalproject,signuptojointheVIRTUEproject.

● anumberofCDsaremountedonarackandplacedindifferentunderwaterenvironmentsduringdifferentseasons.

● Analysingthegrowthoforganisms(biofouling)ondiscsandregisteringthefindingsinadatabaseoronpaperenablesthepupilstocompareanddiscusstheirresults.

● TheprojectmanagerhasanumberofSwedishschools(middleandhighschool)eagertomakecontactwithotherschools.

● Topicsthatcouldbediscussedcross-border:o biodiversityo climatechangeo oceanpollution

16

o future/survivaloftheoceansanditssustainability● Contacttheprojectmanager(virtue@science.gu.se):

Investigatemarinebiodiversity–ActivityLogSheet

● Investigateyourmarineecoregion:howmanyspeciescanbefound?(PupilscanusethecardsprovidedinAppendix3).

● Howmanyofthemarinespeciesarefoundonlyinyourmarineecoregion?● HowmuchoftheEarth’ssurfaceiscoveredbyyourregionalmarineecosystem?● Howmuch(percentage)doesyourmarineecoregionaccountforintermsoftheworld’s

oceansandseas?

17

5.AdditionalInformationandFurtherReadingAustralianGovernmentGreatBarrierReefMarineParkAuthority(2016)ImpactsofClimateChangeonCorals.Availableat:http://www.gbrmpa.gov.au/managing-the-reef/threats-to-the-reef/climate-change/what-does-this-mean-for-species/corals

Azevedo,L.B.,DeSchryver,A.M.,Hendriks,A.J.,Huijbregts,M.A.J.(2015)CalcifyingSpeciesSensitivityDistributionsforOceanAcidification.EnvironmentalScience&Technology49(3):1495DOI:10.1021/es505485m

Baker-Austin,C.,Stockley,L.,Rangdale,R.andMartinez-Urtaza,J.(2010)EnvironmentaloccurrenceandclinicalimpactofVibriovulnificusandVibrioparahaemolyticus:aEuropeanperspective.EnvironmentalMicrobiologyReports.2,7–18.doi:10.1111/j.1758-2229.2009.00096.x.

Bates,A.E.,Pecl,G.T.,Frusher,S.,Hobday,A.J.,Wernberg,T.,Smale,D.A.,Sunday,J.M.,Hill,N.A.,Dulvy,N.K.,Colwell,R.K.,Holbrook,N.J.,Fulton,E.A.,Slawinski,D.,Feng,M.,Edgar,G.J.,Radford,B.T.,Thompson,P.A.,Watson,R.A.(2014)Definingandobservingstagesofclimate-mediatedrangeshiftsinmarinesystems.GlobalEnvironmentalChange.26,27-38.

Brieseman,C.(2013).Oceans.AnInquiryUnit.Availableat:http://seaweek.org.nz/wp-content/uploads/sites/26/2013/10/Ocean-Unit.pdfCLAMERClimateChangeandEuropeanMarineEcosystemResources.Availableat:http://www.vliz.be/projects/clamer/library.html

CLAMER/MarineBoardSpecialReport(2011)SynthesisofEuropeanResearchontheEffectsofClimateChangeonMarineEnvironments.Availableat:http://www.vliz.be/projects/clamer/images/stories/deliverables/clamer%20marine%20board%20special%20reported.pdf

ClimateChangefromtheBBCweathercentre.TheGulfStream.Availableat:http://www.bbc.co.uk/climate/impact/gulf_stream.shtml

ClimatechallengegamefromBBC:

http://www.bbc.co.uk/sn/hottopics/climatechange/climate_challenge/aboutgame.shtml

18

CoCoNetEducationalActivities.CoCoNetKids.Availableat:http://coconet-fp7.eu/children/TeachersBoi.htmlEuropeanEnvironmentAgency(2015)Climatechangeandtheseas.Availableat:http://www.eea.europa.eu/signals/signals-2015/articles/climate-change-and-the-seas

EuropeanMarineBoard(2013).Chapter3:ChangingOceansinachangingEarthsysteminNavigatingtheFutureIV,PositionPaper20.EuropeanMarineBoard,Ostend,Belgium.ISBN:9789082093100

IPCC(2013):ClimateChange2013:ThePhysicalScienceBasis.ContributionofWorkingGroupItotheFifthAssessmentReportoftheIntergovernmentalPanelonClimateChange[Stocker,T.F.,D.Qin,G.-K.Plattner,M.Tignor,S.K.Allen,J.Boschung,A.Nauels,Y.Xia,V.BexandP.M.Midgley(eds.)].CambridgeUniversityPress,Cambridge,UnitedKingdomandNewYork,NY,USA,1535pp,doi:10.1017/CBO9781107415324.Availableat:https://www.ipcc.ch/report/ar5/NationalOceanicandAtmosphericAdministration(NOOA)website:http://oceanexplorer.noaa.gov/backmatter/whatisexploration.html).Schulz,M.,Goose,H.,Hofmann,E.,LeTraon,P.-Y.,Lozier,S.,Salihoglu,B.,SousaPinto,I.(2015)5thEMBForumConsensusStatement:TheOcean-ClimateNexus—Thecriticalroleofoceanscienceinrespondingtoclimatechange.Chu,N.-C.,McDonough,N.(Eds).EuropeanMarineBoard,Ostend,Belgium.4pp.Availableat:http://www.marineboard.eu/ocean-climate-nexus/consensus-statementSeaChange,2015.Source:SeaChangeFactsheet“HumanHealth&theOcean”.Availableat:http://www.seachangeproject.eu/images/SEACHANGE/Media_Centre/HumanHealthOcean_Factsheet_set.pdfSpalding,M.D.,Fox,H.E.,Allen,G.R.,Davidson,N.,Ferdaña,Z.A.,Finlayson,M.,Halpern,B.S.,Jorge,M.A.,Lombana,A.,Lourie,S.A.,Martin,K.D.,McManus,E.,Molnar,J.,Recchia,C.A.andRobertson,J.(2007).MarineEcoregionsoftheWorld:abioregionalizationofcoastandshelfareas.BioScience57:573-583

19

FurtherReading

WhatisSeaChange?

TheSeaChangeprojectaimstoestablishafundamental“SeaChange”inthewayEuropeancitizensviewtheirrelationshipwiththesea,byempoweringthem,asOceanLiteratecitizens,totakedirectandsustainableactiontowardsahealthyocean,healthycommunitiesandultimatelyahealthyplanet.SeaChangewillcreateadeeperunderstandingofhowthehealthofEuropeancitizensdependsonthehealthofourocean,andhowthehealthofouroceandependsontheactionsofourcitizens.Formoreinformationontheproject,andwaysinwhichyoucangetinvolved,pleasevisithttp://www.seachangeproject.eu/http://www.seachangeproject.eu/.OceanLiteracyforEmpoweredCitizensMostEuropeancitizensarenotawareofthefullextentofthemedical,economic,social,politicalandenvironmentalimportanceoftheOceantoEuropeandindeedtotherestoftheworld.Manyofusarenotawareofhowourday-to-dayactionscanhaveacumulativeeffectonthehealthoftheOcean–anecessaryresourcethatmustbeprotectedforalllifeontheplanetEarthtoexist.Inotherwords,Europeancitizenslackasenseof“OceanLiteracy”-anunderstandingoftheocean’sinfluenceonusandourinfluenceontheOcean.ANOCEAN-LITERATEPERSON:-Understandstheimportanceoftheoceantohumankind-Cancommunicateabouttheoceaninameaningfulway-Isabletomakeinformedandresponsibledecisionsregardingtheoceananditsresources.

20

6.AppendicesAppendix1.CollectiveIntelligencemethodology(short-version)Material:

● white/blackboard● pencils● A4-sheets(whiteandyellow)● Post-itnotes(small)

Protocol:

1. ArrangetablestobeinU-seating(ifpossible).2. Theteacherwillaskatriggerquestion(e.g.whatdoweusetheOceanfortoday/inthe

future?)?Thetriggerquestionwillbewrittenonawhite/blackboard.3. Thepupilswillhave5minutestowriteshort(ormakedrawings)answers(onawhiteA4

sheet)tothetriggerquestion.Theywillselectonquestionandwritethisonayellow4sheetandputthisuponthewall.Allpupilswillexplaintheiranswers.

4. Giveallpupilsthreesmallpost-itnotes(nothingshouldbewrittenonthepost-its).Askthemtoplacethemontheanswersthattheylikedthemost(theyareallowedtoplacemorethanonepost-itonananswer).

5. Theteacheridentifiesthemost“popular”answers.Applaudsallround.

21

Appendix2.BlueSocietyAnimatedSeries

Episode1:TheOcean&Oxygen

● Englishversion● Frenchversion● Greekversion● Italianversion● Polishversion● Portugueseversion● Spanishversion● Swedishversion● Dutchversion● Norwegianversion● Hebrewversion

Episode2:TheOcean&Freshwater

● Englishversion● Frenchversion● Greekversion● Italianversion● Polishversion● Portugueseversion● Spanishversion● Swedishversion● Dutchversion● Norwegianversion● Hebrewversion

Episode3:TheOcean&Food

● Englishversion● Frenchversion● Greekversion● Italianversion● Polishversion● Portugueseversion● Spanishversion

22

● Swedishversion● Dutchversion● Norwegianversion● Hebrewversion

Episode4:TheOcean&Leisure

● Englishversion● Frenchversion● Greekversion● Italianversion● Polishversion● Portugueseversion● Spanishversion● Swedishversion● Dutchversion● Norwegianversion● Hebrewversion

Episode5:TheOcean&ManufacturedGoods

● Englishversion● Frenchversion● Greekversion● Italianversion● Polishversion● Portugueseversion● Spanishversion● Swedishversion● Dutchversion● Norwegianversion● Hebrewversion

Episode6:TheOcean&Culture

● Englishversion● Frenchversion● Greekversion● Italianversion● Polishversion● Portugueseversion

23

● Spanishversion● Swedishversion● Dutchversion● Norwegianversion● Hebrewversion

Episode7:TheOcean&Communication

● Englishversion● Frenchversion● Greekversion● Italianversion● Polishversion● Portugueseversion● Spanishversion● Swedishversion● Dutchversion● Norwegianversion● Hebrewversion

Appendix3.MarineBiodiversityPrintablecards

24

Cardsforuseinfoodbiodiversityactivities.Print,fold(sotheclueisontheback)andcut-outtouse.

Barnacle

Barnaclesattachtohardsurfacesandusetheirlegstocatchtinyparticlesoffood,includingplankton

fromthewateraroundthem.

Seasquirts

Seasquirtsaresessileanimalsandgrowingindividually(solitary)orformingcolonies.Thebodyresemblesasackandhasaprotectivecover,calledthemantle.Seasquirtsarefilterfeedersandusually

hermaphroditicbutmanycanalsoreproduceasexually.Aslarvaetheyaresmallandfree

swimming.

25

Mossanimals(Photo:AndersLarsson)

Bryozoansareaseparategroupthatformscolonies,likecorals,andoftenoccursonwormor

musselshells,stones,rocks,sandgrainsorseaweed.Mossanimalseatdifferenttypesofsingle-celled

algae,withthehelpofaringoftentaclesaroundthemouth.

Harbourporpoise

Theharbourporpoisehuntsforsmallfishlikesandeelsusingsound.

26

Marinebristleworms(Photo:MikaelOlsson)

Tubewormsareagroupofmarinebristleworms(Polychaeta),thatliveintubesbuiltbythemselves.Thesetubescanbeconstructedofmucusmixedwithstoneandsandandgluedtovarioussurfaces.Theycanalsobecalcificandpermanentlyattachedonforexamplemusselsandlargebrownalgae.

Greenseaweed

Greenseaweedusesenergyfromthesunandlivesattachedtohardsurfaces.

Commonstarfish

Starfisheatanimalssuchasmusselsbyprizingopentheirshellswiththeirstrongarms.

27

Seaanemone(Photo:MikaelOlsson)

Anemonesaretypicallyapolypwithstingingcellsintheirtentacles.Thestingingcellsparalyzeand

captureprey,whichisthenmovedwiththeaidoftentaclestothemouthandmeltedinacentralbodycavity.Anemoneshavea"baseplate"thatitusesto

attachitselftorocksorsimilarsurfaces.

Hydroids

(Photo:MikaelOlsson)

Mosthydroidsliveincolonieswheremanyindividualsworktogether.Thecolonyconsistsofgeneticallyidenticalindividuals,calledpolyps.Thecoloniesmaylookdifferentandbeconstructedinverydifferentways,whichmeansthathydroidscanbeverydifferentfromeachother.Therefore,itisdifficulttodeterminethespecies.Hydroidscansitonshells,stonesandseaweed.

Seaslug(Onchidorisbilamellata)

Thisseaslugisspeciallyadaptedtofeedexclusivelyonbarnacles.

28

Zooplankton

Zooplanktonareanimalswhicharetransportedaroundonoceancurrents.Theymaybethelarvaeoflargeranimalsincludingfish,crabsandsnails,ormayalwaysbeplankton.Theyusuallyfeedonphytoplanktonorotherspeciesofzooplankton.

Phytoplankton

Phytoplanktonaretinyplants,whicharetransportedonoceancurrents.Theyobtainenergy

fromsunlight.

Bottlenosedolphin

Thebottlenosedolphinusessoundtohuntformediumtolargefishlikewhiting.

29

Keelworm

Keelwormslivepermanentlyattachedtohardsurfacescatchingandeatingfoodpassinginthe

water,includingplankton.

Whiting

Thewhitinghuntsforsmallanimalsincludingfishlikesandeels,crustaceanslikecrabs,wormsand

bivalveslikemusselsandclams.

Greyseal

Thegreysealdivesbelowthesurfacetohuntforfishlikewhitingandlargecrustaceans(crabsand

lobsters).

30

Compassjellyfish

Thecompassjellyfishusesitsstingingtentaclestocapturesmallanimalslikesandeelsfloatingpastin

thewater.

Rossworm

Rosswormsmakeprotectivetubesfromsandandeatplanktonandparticlesofdeadplantsand

animalsfromthewateraroundthem.

Wrasse

Wrassehavestrongteethtocrushandeatsmall,shelledanimals(e.g.hermitcrab).

31

CommonLobster

Lobstersusetheirstrongclawstocrushtheshellsoftheanimalstheyfeedonincludingclams,mussels

andcrabs.

Oarweed

Oarweedisalargeseaweedthatlivesatorjustbelowthelowtidemark.Itusesenergydirectlyfrom

thesun.

Sandstar

Sandstarsareactivepredatorsandhuntforclamsandothersmallanimalsburiedunderthesand.

32

Bass

Bassactivelyhuntforsmallfishlikesandeelsandothersmallanimalslikecrabs.

Congereel

Congereelseatarangeofsmallerfishandinvertebratessuchascrabsandbivalves(e.g.

musselsandclams).

Baskingshark

Thebaskingsharkswimsthroughthewaterwithitsmouthwideopen,sievingplanktontoeat.

33

Commonmussel

Musselsusestrongthreadstoattachthemselvestohardsurfacesandfilterfoodfromthewateraround

them,includingplankton.

Sandeel

Sandeelshuntforsmallanimalsincludingzooplankton.

Velvetswimmingcrab

Velvetswimmingcrabsareactivepredatorsandusetheirsharpclawstotearapartsmallanimalslikemusselsandsmallcrabsandbreaktheirshells.

34

Greenseaweed

Greenseaweedusesenergyfromthesunandlivesattachedtohardsurfaces.

Ediblecrab

Ediblecrabsusetheirpowerfulclawstocrushtheshellsoftheirprey.Theyeatavarietyofsmallanimals,likemusselsandothersmallcrabs,and

seaweed.

Plaice

Plaiceliehiddenontheseabedreadytoambushsmallanimalssuchasshrimpsandsmallerfishlikesandeels.Theyalsoeatwormsandbivalveslike

clams.

35

Hermitcrab

Hermitcrabsarescavengersandeatdeadplantsandanimalsontheseabed.Theyevenusetheshellsof

deadsnailstoprotecttheirownsoftbodies.