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lesson
SymbioticRelationshipsinMarineEcosystemsInwhatcomplexwaysdodifferentspeciesinteractinordertosurvive?
Activity1:MarineEcologyVideoScavengerHunt|50mins
Directions1.IntroducetheactivityusingaKWLchart.ProvideeachstudentwithacopyoftheMarineEcologyVideoScavengerHuntworksheetanddividethemintogroupsoffour.GiveeachgroupalargesheetofpapertocreateaKWLchartbasedonthekeytermslistedatthetopoftheworksheet.Askgroupstodrawthe“K”columnoftheirchartandthendiscussandwritedownwhattheyKnowaboutthekeyterms.Observeandfacilitatestudentgroupsandthenhavethemdrawthe“W”columnontheirchart.AskthemtowritedownwhattheyWanttoknowaboutthekeyterms.Instructthemtolisttermstheyareunfamiliarwithorquestionstheymighthave.Insmallgroupsorasawholeclass,addressstudentquestions.
2.ShowstudentsthefourvideosandhavethemcompletetheVideoScavengerHuntworksheet.Readaloudthedirectionsfortheworksheet.Instructstudentstopaycloseattentiontothewaysinwhichspecies,populations,andcommunitiesoforganismsareinterdependentandinteractwithoneanotherandwiththeirenvironment.Then,foreachvideosegmentcompletethefollowingsteps:
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Asaclass,havestudentsusetheWaterPlanetMegaMap,includedintheWorldPhysicalMapMakerKit,togeolocatetheecosysteminthevideo(AntarcticOcean,IndianOcean,MontereyBay,California,UnitedStates,Everglades,Florida,UnitedStates).Introducethevideoandfocusstudentattentiononthefivekeytermstheywillneedtouseintheirdescriptionoftheecologicalconceptsaddressedinthevideo.Askstudentstocompletetheirworksheetsindividuallyastheywatchthevideoandafterwardreviewtheirresponsesasagroup.Askgroupstodrawthe“L”columnoftheirchartandthendiscussandwritewhattheyLearnedfromwatchingthevideo.
3.Haveawhole-classdiscussionaboutstudents’observationsandKWLcharts.Afterallthevideoshavebeenviewed,studentworksheetsarecompleted,andgroupdiscussionshaveconcluded,followupwithaclassdiscussion.Askeachgrouptoreportwhattheylearnedusingwhattheyhavewritteninthe“L”columnoftheircharts.Askiftherearestillthingstheywanttoknow.Clarifyanyquestionsormisconceptionsandaddressimportantecologicalprinciplesthatstudentsmayhaveoverlooked.
4.Concludetheactivityanddiscusshowhumansimpactmarineecosystems.Explaintostudentsthat,althoughthevideosrepresentverydifferentmarineecosystems,theecologicalthemes—especiallyinterdependenceandinteractions—aresimilarandareanessentialpartofcharacterizingandsupportingthesediverseecosystems.Askstudentstodiscussthewayshumansinteractwithandimpactmarineecosystemsinthevideos.Ask:Canyouthinkofwayshumansimpactothermarineecosystems?Explain.
InformalAssessment
Evaluatestudentcomprehension:
basedonstudents'writtenresponsesintheKWLchartsbyusingtheprovidedanswerkeytocheckstudents'completedworksheets
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ExtendingtheLearning
ChooseanotherNationalGeographicvideoaboutecosystemsandseeifstudentscanuseallofthekeytermstodescribetheecologicalprinciplespresentedinthevideo.
ObjectivesSubjects&Disciplines
GeographyPhysicalGeography
ScienceBiologyEcologyOceanography
LearningObjectives
Studentswill:
usescientificterminologytodescribetheecologicalprinciplesoccurringinavarietyofmarineecosystemsinferthatdifferentmarineecosystemsarecharacterizedbythesameecologicalprocesses,includinginterdependence,nicheselection,andadaptationdescribespecificwaysinwhichspecies,populations,andcommunitiesoforganismsareinterdependentandinteractwithoneanotherandwiththeirenvironmentdiscusswaysinwhichhumansinteractwithandimpactmarineecosystems
TeachingApproach
Learning-for-use
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TeachingMethods
CooperativelearningDiscussionsInformationorganizationVisualinstruction
SkillsSummary
Thisactivitytargetsthefollowingskills:
CriticalThinkingSkillsAnalyzingApplyingUnderstanding
GeographicSkillsAcquiringGeographicInformationAnalyzingGeographicInformationOrganizingGeographicInformation
NationalStandards,Principles,andPractices
NationalGeographyStandards•Standard1:Howtousemapsandothergeographicrepresentations,geospatialtechnologies,andspatialthinkingtounderstandandcommunicateinformation•Standard14:Howhumanactionsmodifythephysicalenvironment•Standard8:ThecharacteristicsandspatialdistributionofecosystemsandbiomesonEarth'ssurface
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NationalScienceEducationStandards•(9-12)StandardC-4:Interdependenceoforganisms•(9-12)StandardD-1:Energyintheearthsystem•(9-12)StandardF-4:Environmentalquality
OceanLiteracyEssentialPrinciplesandFundamentalConcepts•Principle5d:Oceanbiologyprovidesmanyuniqueexamplesoflifecycles,adaptationsandimportantrelationshipsamongorganisms(suchassymbiosis,predator-preydynamicsandenergytransfer)thatdonotoccuronland.•Principle5f:Oceanhabitatsaredefinedbyenvironmentalfactors.Duetointeractionsofabioticfactorssuchassalinity,temperature,oxygen,pH,light,nutrients,pressure,substrateandcirculation,oceanlifeisnotevenlydistributedtemporallyorspatially,i.e.,itis“patchy”.SomeregionsoftheoceansupportmorediverseandabundantlifethananywhereonEarth,whilemuchoftheoceanisconsideredadesert.•Principle5i:Estuariesprovideimportantandproductivenurseryareasformanymarineandaquaticspecies.•Principle6e:Humansaffecttheoceaninavarietyofways.Laws,regulationsandresourcemanagementaffectwhatistakenoutandputintotheocean.Humandevelopmentandactivityleadstopollution(suchaspointsource,non-pointsource,andnoisepollution)andphysicalmodifications(suchaschangestobeaches,shoresandrivers).Inaddition,humanshaveremovedmostofthelargevertebratesfromtheocean.
Preparation
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Background&VocabularyBackgroundInformation
Marineecosystemsandtheorganisms,habitats,andrelationshipsthatcomprisethemarehighlydiverse,buttheecologicalprinciplesthatcharacterizethemaresimilar.Severalinteractingbioticandabioticcomponentsdeterminethetrophiccharacteristics,symbioticrelationships,adaptivestrategies,nicheselection,andinterdependentrelationshipsamongmarinecommunities.Humanscanimpacttheseecosystemsinpositiveandnegativeways,andtheimportanceofanthropogenicinteractionsisagrowingaspectofmarineresearch.
PriorKnowledge
["ecologicalprinciplesrelatedtofoodwebs,adaptations,nicheselection,andsymbioses","theinteractionsbetweenbioticandabioticecosystemcomponents"]
RecommendedPriorActivities
MarineFoodChainsandBiodiversityMarineFoodWebs
Vocabulary
Term PartofSpeech Definition
adaptation nounamodificationofanorganismoritspartsthatmakesitmorefitforexistence.Anadaptationispassedfromgenerationtogeneration.
apexpredator noun speciesatthetopofthefoodchain,withnopredatorsofitsown.Alsocalledanalphapredatorortoppredator.
aphoticzone nounthedeepestoceanzone,below914meters(3,000feet).Alsoknownasthemidnightorbathypelagiczone.
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autotroph nounorganismthatcanproduceitsownfoodandnutrientsfromchemicalsintheatmosphere,usuallythroughphotosynthesisorchemosynthesis.
biodiversity nounallthedifferentkindsoflivingorganismswithinagivenarea.
commensalismnounrelationshipbetweenorganismswhereoneorganismbenefitsfromtheassociationwhilenotharmingtheother.
decomposer noun organismthatbreaksdowndeadorganicmaterial.
ecosystem nouncommunityandinteractionsoflivingandnonlivingthingsinanarea.
foodchain noungroupoforganismslinkedinorderofthefoodtheyeat,fromproducerstoconsumers,andfromprey,predators,scavengers,anddecomposers.
foodweb nounallrelatedfoodchainsinanecosystem.Alsocalledafoodcycle.
habitat nounenvironmentwhereanorganismlivesthroughouttheyearorforshorterperiodsoftime.
marineecosystem noun communityoflivingandnonlivingthingsintheocean.
mutualism nounrelationshipbetweenorganismsofdifferentspecies,inwhichbothorganismsbenefitfromtheassociation.
niche noun roleandspaceofaspecieswithinanecosystem.
parasitism nounrelationshipbetweenorganismswhereoneorganism(aparasite)livesorfeedsontheother,usuallycausingharm.
trophiclevel nounoneofthreepositionsonthefoodchain:autotrophs(first),herbivores(second),andcarnivoresandomnivores(third).
Term PartofSpeech Definition
Funder
Activity2:Ecological
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Relationships|50mins
Directions1.Introducevocabularytermsrelatedtoecologicalinteractionsandsymbiosis.
Explainthatinthisactivitystudentswilluseaseriesofvideos,images,andscenariostoidentifyanddiscussexamplesofecologicalandsymbioticrelationshipsintheocean.Writethefollowingtermsontheboard:competition,predation,symbiosis,mutualism,commensalism,andparasitism.Donotincludethedefinitionsyet.First,askstudentstoidentifytherootwordsandbrainstormwhattypesofecologicalandsymbioticrelationshipsthetermsdescribe.Then,reviewthedefinitionsoftheterms.Pointoutthatthetermsymbiosisisanoverarchingtermformutualism,commensalism,andparasitismandthattheecologicalrelationshipspredationandcompetitionarenotgenerallyconsideredtobesymbiotic.
competition—whentwoormoreorganismsrelyonthesameenvironmentalresource
predation—behaviorofoneanimalfeedingonanother
symbiosis—thecloserelationshipoftwodissimilarorganisms
mutualism—asymbioticrelationshipwherebothorganismsbenefit
commensalism—asymbioticrelationshipwhereoneorganismbenefitsandonedoesnotbenefitbutisunharmed
parasitism—asymbioticrelationshipwhereoneorganismbenefitsandoneisharmed
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2.BuildbackgroundaboutNationalGeographicCrittercam.ExplaintostudentsthattheywillwatchfootagefromaNationalGeographicprojectcalledCrittercam.Crittercam’sgoalistohelpresearchersunderstandtheday-to-daylivesandecologicalrelationshipsofdifferentspecies.ScientistsfitwildanimalswithaGPStrackerandacombinationvideoandaudiorecorderwithenvironmentaldatainstrumentstomeasuresuchthingsasdepth,temperature,andacceleration—whichallowthestudyofanimalbehaviorwithoutinterferencebyhumanobservers.Askstudentstothinkaboutthebenefitsofstudyinganimalbehaviorandecologicalinteractionswithoutinterferencebyhumanobservers.
3.HavestudentsuseaCrittercamvideotoidentifyecologicalrelationships.ShowstudentstheNationalGeographicvideo“FishThievesTakeRareSeals’Prey”(3.5minutes),inwhichanendangeredHawaiianmonksealpreysuponandcompetesforfishandinvertebratesontheseafloorat80meters(262feet)deep.Ask:Whatistheecologicalrelationshipbetweenthemonksealandtheoctopus/eel/triggerfish?(predator/prey)Ask:Whatistheecologicalrelationshipbetweenthemonksealandthejacks/sharks?(competition)Askstudentstoagainthinkaboutanddiscussthebenefitsofstudyinganimalbehaviorandecologicalinteractionswithoutinterferencebyhumanobservers.ElicitfromstudentsthatCrittercamallowsresearcherstoexaminethebehaviorandinteractionsofmarinespeciesthattheynormallywouldbeunabletoobserve.
4.Havestudentsviewvideostoidentifysymbioticrelationships.Showstudentsthethreevideosofdifferentmarinespeciesinteractions.Aftereachvideo,havetheclassidentifyanddiscussthesymbioticrelationshipstheyobserved.
“CaribbeanCleaners”(2.5minutes)—mutualism
“GivingFishaBath”(5.5minutes)—parasitism
“ClownfishandSeaAnemonePartnership”(1.5minutes)—mutualism
Ask:Whattypeofsymbioticrelationshipwasnotshowninthevideos?
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(commensalism)
5.UseaNationalGeographicimagetoexplorecommensalismanddiscusstheoriginsofCrittercam.Displaytheimage“lemonshark”intheresourcecarouselandhavestudentsobserveitclosely.Ask:Otherthantheshark,arethereanyotherorganismsyousee?Elicitfromstudentsthatthesharkandtheremoras,thesmallerfishbelowtheshark,haveasymbioticrelationshipcalledcommensalism,wheretheremorasbenefitfromholdingontotheshark,butneitherspeciesisharmed.TellstudentsthatthiscommensalrelationshipiswhyGregMarshall,marinebiologistandfilmmaker,inventedCrittercam.In1986,asharkapproachedhimduringadivenearBelize.Marshallnoticedaremoraclingingtoashark,andashewatchedthesharkdisappear,itoccurredtohimthatifhecouldputacameraintheplaceoftheremora,hecouldseetheshark'sbehaviorunfoldwithoutdisturbingtheshark.ExplainthatwithCrittercam,Marshalllearnedthatremorasattachthemselvestopredatoryfishlikesharksfortworeasons:afreerideandprotectionduetohangingontoafearedpredator.Thesharkisnotaffectedintheprocesssinceremoraseatonlyleftoverfoodfromtheshark.
6.Havestudentsreadstatementsandidentifytypesofecologicalinteractions.GiveeachstudentacopyoftheSymbioticInteractionsworksheet.Readaloudthedirections.Tellthemthattheyshouldbeabletoprovidereasonsfortheirchoices.Discusstheanswersasaclass.Havestudentsexplainwhytheyclassifiedthedifferentscenariosasonetypeofsymbiosisandnottheothers.Ask:Howdoecologicalrelationshipsshapethemarineecosystem?Whyisitimportanttoidentifyandunderstandtheserelationships?
InformalAssessment
Usetheprovidedanswerkeytocheckstudents'completedworksheetforaccuracy.Askstudentstoorallyexplainwhytheylabeledeachmutualism,commensalism,orparasitism.
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ExtendingtheLearning
Havestudentsidentifyonenewmarine-relatedexampleforeachoftheecologicalrelationshipsdiscussedinthisactivity:predation,competition,mutualism,commensalism,andparasitism.Discusstheexamplesasaclass.
ObjectivesSubjects&Disciplines
GeographyPhysicalGeography
ScienceEarthscienceOceanography
LearningObjectives
Studentswill:
describepossibleecologicalrelationshipsbetweenspeciesthatliveincloseproximitytoeachotherdefinesymbioticrelationshipsasmutualistic,parasitic,orcommensalisticclassifysymbioticrelationships
TeachingApproach
Learning-for-use
TeachingMethods
DiscussionsHands-onlearning
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Visualinstruction
SkillsSummary
Thisactivitytargetsthefollowingskills:
CriticalThinkingSkillsAnalyzingApplyingRememberingUnderstanding
GeographicSkillsAnalyzingGeographicInformationAnsweringGeographicQuestions
NationalStandards,Principles,andPractices
NationalGeographyStandards•Standard8:ThecharacteristicsandspatialdistributionofecosystemsandbiomesonEarth'ssurface
NationalScienceEducationStandards•(9-12)StandardC-4:Interdependenceoforganisms•(9-12)StandardC-5:Matter,energy,andorganizationinlivingsystems•(9-12)StandardC-6:Behavioroforganisms
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OceanLiteracyEssentialPrinciplesandFundamentalConcepts•Principle5d:Oceanbiologyprovidesmanyuniqueexamplesoflifecycles,adaptationsandimportantrelationshipsamongorganisms(suchassymbiosis,predator-preydynamicsandenergytransfer)thatdonotoccuronland.•Principle5e:Theoceanisthree-dimensional,offeringvastlivingspaceanddiversehabitatsfromthesurfacethroughthewatercolumntotheseafloor.MostofthelivingspaceonEarthisintheocean.•Principle5f:Oceanhabitatsaredefinedbyenvironmentalfactors.Duetointeractionsofabioticfactorssuchassalinity,temperature,oxygen,pH,light,nutrients,pressure,substrateandcirculation,oceanlifeisnotevenlydistributedtemporallyorspatially,i.e.,itis“patchy”.SomeregionsoftheoceansupportmorediverseandabundantlifethananywhereonEarth,whilemuchoftheoceanisconsideredadesert.•Principle5g:Therearedeepoceanecosystemsthatareindependentofenergyfromsunlightandphotosyntheticorganisms.Hydrothermalvents,submarinehotsprings,andmethanecoldseepsrelyonlyonchemicalenergyandchemosyntheticorganismstosupportlife.
Preparation
Background&VocabularyBackgroundInformation
Symbiosisisanecologicalrelationshipbetweentwospeciesthatliveincloseproximitytoeachother.Organismsinsymbioticrelationshipshaveevolvedtoexploitauniquenichethatanotherorganismprovides.Theserelationshipsare
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basedontheadvantagesthatcanbegainedbyfindingandusingapreviouslyunexploitedniche.Competitionandpredationareecologicalrelationshipsbutarenotsymbiotic.Predationdoesnotoccuroveralongperiodoftime,andcompetitionisanindirectinteractionoverresources.
PriorKnowledge
[]
RecommendedPriorActivities
CreateanImaginaryMarineEcosystemMarineEcologyVideoScavengerHunt
Vocabulary
Term PartofSpeech Definition
commensalismnounrelationshipbetweenorganismswhereoneorganismbenefitsfromtheassociationwhilenotharmingtheother.
mutualism nounrelationshipbetweenorganismsofdifferentspecies,inwhichbothorganismsbenefitfromtheassociation.
parasitism nounrelationshipbetweenorganismswhereoneorganism(aparasite)livesorfeedsontheother,usuallycausingharm.
predator noun animalthathuntsotheranimalsforfood.prey noun animalthatishuntedandeatenbyotheranimals.
symbiosis nountwoormoredistinctorganismslivingtogetherforthebenefitofoneorboth.
Funder
Activity3:CreateanImaginary
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MarineEcosystem|2hrs
Directions1.Reviewvocabulary.Explaintostudentsthattheywillworkinsmallgroupstocreateanimaginarymarineecosystemillustratingthevarioustrophiclevels,adaptations,symbioticrelationships,andnichesofacommunityofmarineorganismslivinginthatecosystem.Writethefollowingvocabularytermsontheboardandaskstudentstodefinethemandgiveexamples:
abioticandbioticfactorsfoodwebadaptation,niche,habitatsymbiosis:mutualism(bothbenefit);parasitism(onebenefits/oneharmed);commensalism(onebenefits/oneunharmed)trophiclevels:producer(autotroph);primary/secondary/tertiaryconsumer(heterotroph);herbivore,carnivore,omnivore,decomposer,parasite,apexpredator
2.Introducetheactivity.
Dividestudentsintosmallgroupsanddistributethetwoworksheets:ImaginaryMarineEcosystemInstructions&OrganismDescriptionsandImaginaryMarineEcosystemAnalysis.Alsogiveeachgroupmarkersandtwopiecesofbutcherpaper.Readaloudthedirections.Clarifythatstudentswillcreateatleasteightdifferentorganismstoinhabittheirimaginaryecosystem.Sixmustberealmarineorganismsandliveinthesamerealworldecosystem.Theothertwomustbeorganismsthatstudentsinvent.Usetheworksheettoreviewwhatstudentsshouldincludeforeachorganism,usingtheterrestrialexampleprovided.Next,explainthatstudentswillcreateanimaginaryecosystemillustration.Theillustrationwillincludealleightorganismsandtheimportantabioticcomponentsoftheecosystem,includingwater,sediment,rock,energysource,andotherhabitat
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featuressuchasoceanfloorfeatures.Then,explainthatstudentswillcreateanimaginaryecosystemfoodweb.Tellstudentstolabeleachorganismbynameandtrophiclevelandtousedifferentcoloredarrowstorepresenteachtrophiclevel.Emphasizetheimportanceofusingarrowstoshowtheproperflowofenergybetweenorganismsandtrophiclevels.Ifneeded,refertothetwoprovidedexamplesofrockyintertidalfoodwebdiagramsasexamples.Finally,explainthatstudentswillanswerthequestionsontheImaginaryMarineEcosystemAnalysisworksheetandpresenttheirecosystemstotheclass.
3.Givesmallgroupstimetocompletetheactivity.Answeranyquestionsstudentsmayhave.Intheirsmallgroups,givestudents1hour,30minutestocompletetheproject,whichincludesorganismdescriptions,anecosystemdrawing,afoodweb,andanalysisquestions.Remindthemofthetimeperiodicallyandmakesurethattheyaremakingappropriateprogress.
4.Havegroupssharetheirecosystemsanddiscussthem.Withapproximately20minutesofclasstimeremaining,askgroupstopresentanddiscusstheirimaginarymarineecosystemstotherestoftheclass.Allowotherstudentstoaskquestionsabouteachecosystemandtheirimaginaryorganisms.Towrapuptheactivityandassessstudentcomprehension,askstudentstodiscussquestion#11fromtheImaginaryMarineEcosystemAnalysisworksheet.Ask:Howdoecologicalandsymbioticrelationshipsshapeyourimaginarymarineecosystem?Whyisitimportanttounderstandtheserelationships?Displayeachgroup’sworkintheclassroomandrefertothemthroughouttheremainderoftheunit.
Modification
Astimeallows,challengestudentstocreateadditionalimaginaryorganismsfortheirecosystems.
Tip
Havestudentsmarktheirinventedorganismswithanasterisktoavoidmisconceptionsabouttherealversusimaginedones.
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Modification
Youmaychoosetomodifytheactivityasneededbasedontimeconstraints,groupsizes,andstudentbackgroundknowledge.Forexample,theorganismsandecosystemsusedcanbebasedonthoseprovidedinLesson2:MarineEcosystemsandBiodiversity.
InformalAssessment
Checkstudents'completedImaginaryEcosystemAnalysisworksheetforaccuracyandcomprehension.
ExtendingtheLearning
Havestudentsaddhumanstotheirimaginaryecosystemsanddiscusstherolesandimpactshumansmighthavewithintheecosystem.
ObjectivesSubjects&Disciplines
GeographyPhysicalGeography
ScienceBiologicalandlifesciencesEcologyOceanography
LearningObjectives
Studentswill:
describetheabioticandbioticcomponentsofamarineecosystemlistseveralmarineorganismsandexplaintheirtrophicrelationshipsusingafoodweb
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describetheadaptationsandnichesofseveralmarineorganismspredicttheeffectsabioticchangesortrophicimbalancesmighthaveuponanecosystemasawhole
TeachingApproach
Learning-for-use
TeachingMethods
BrainstormingCooperativelearningDiscussionsInformationorganization
SkillsSummary
Thisactivitytargetsthefollowingskills:
21stCenturyStudentOutcomesLearningandInnovationSkills
CommunicationandCollaborationCreativityandInnovation
LifeandCareerSkillsInitiativeandSelf-Direction
CriticalThinkingSkillsAnalyzingApplyingCreatingUnderstanding
GeographicSkillsAnsweringGeographicQuestions
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NationalStandards,Principles,andPractices
NationalGeographyStandards•Standard14:Howhumanactionsmodifythephysicalenvironment•Standard8:ThecharacteristicsandspatialdistributionofecosystemsandbiomesonEarth'ssurface
NationalScienceEducationStandards•(9-12)StandardC-4:Interdependenceoforganisms•(9-12)StandardD-1:Energyintheearthsystem•(9-12)StandardF-4:Environmentalquality
OceanLiteracyEssentialPrinciplesandFundamentalConcepts•Principle5d:Oceanbiologyprovidesmanyuniqueexamplesoflifecycles,adaptationsandimportantrelationshipsamongorganisms(suchassymbiosis,predator-preydynamicsandenergytransfer)thatdonotoccuronland.•Principle5e:Theoceanisthree-dimensional,offeringvastlivingspaceanddiversehabitatsfromthesurfacethroughthewatercolumntotheseafloor.MostofthelivingspaceonEarthisintheocean.•Principle5f:Oceanhabitatsaredefinedbyenvironmentalfactors.Duetointeractionsofabioticfactorssuchassalinity,temperature,oxygen,pH,light,nutrients,pressure,substrateandcirculation,oceanlifeisnotevenlydistributedtemporallyorspatially,
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i.e.,itis“patchy”.SomeregionsoftheoceansupportmorediverseandabundantlifethananywhereonEarth,whilemuchoftheoceanisconsideredadesert.•Principle5i:Estuariesprovideimportantandproductivenurseryareasformanymarineandaquaticspecies.
Preparation
Background&VocabularyBackgroundInformation
Marineecosystemsandtheorganismsandhabitatsthatcomprisethemarehighlydiverse.Theyaremadeupofseveralinteractingbioticandabioticcomponentsthatdefinethetrophiccharacteristics,symbioticrelationships,adaptivestrategies,andnicheselectionthatexistwithindifferentecosystems.Alterationsofabioticconditionsorfoodwebscausedbynaturalandanthropogenicfactorscanresultinnegativeeffects—includingecosystemimbalances—thatcandisrupttheentiremarineecosystem.
PriorKnowledge
["ecologicalprinciplesrelatedtofoodwebs,adaptations,nicheselection,symbioses","interactionsbetweenbioticandabioticecosystemcomponents"]
RecommendedPriorActivities
EcologicalRelationshipsMarineEcologyVideoScavengerHunt
Vocabulary
Term PartofSpeech Definition
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adaptationnounamodificationofanorganismoritspartsthatmakesitmorefitforexistence.Anadaptationispassedfromgenerationtogeneration.
foodchain noungroupoforganismslinkedinorderofthefoodtheyeat,fromproducerstoconsumers,andfromprey,predators,scavengers,anddecomposers.
foodweb noun allrelatedfoodchainsinanecosystem.Alsocalledafoodcycle.
habitat nounenvironmentwhereanorganismlivesthroughouttheyearorforshorterperiodsoftime.
marineecosystemnoun communityoflivingandnonlivingthingsintheocean.
niche noun roleandspaceofaspecieswithinanecosystem.trophiclevel noun
oneofthreepositionsonthefoodchain:autotrophs(first),herbivores(second),andcarnivoresandomnivores(third).
Term PartofSpeech Definition
Funder
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