Symbiotic Relationships in Marine Ecosystems Activity 1 ... · Symbiotic Relationships in Marine...
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1 of 21 lesson Symbiotic Relationships in Marine Ecosystems In what complex ways do different species interact in order to survive? Activity 1: Marine Ecology Video Scavenger Hunt | 50 mins Directions 1. Introduce the activity using a KWL chart. Provide each student with a copy of the Marine Ecology Video Scavenger Hunt worksheet and divide them into groups of four. Give each group a large sheet of paper to create a KWL chart based on the key terms listed at the top of the worksheet. Ask groups to draw the “K” column of their chart and then discuss and write down what they Know about the key terms. Observe and facilitate student groups and then have them draw the “W” column on their chart. Ask them to write down what they Want to know about the key terms. Instruct them to list terms they are unfamiliar with or questions they might have. In small groups or as a whole class, address student questions. 2. Show students the four videos and have them complete the Video Scavenger Hunt worksheet. Read aloud the directions for the worksheet. Instruct students to pay close attention to the ways in which species, populations, and communities of organisms are interdependent and interact with one another and with their environment. Then, for each video segment complete the following steps: This website would like to remind you: Your browser (Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. ×
Transcript of Symbiotic Relationships in Marine Ecosystems Activity 1 ... · Symbiotic Relationships in Marine...
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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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