Climate, Corals and Change (Adapted from the North Atlantic Stepping Stones 2005 Expedition)

2006 Exploring Ancient Coral Gardens

Climate, Corals and Change (adapted from the North Atlantic Stepping Stones 2005 Expedition)

FOCUS AUDIO/VISUAL MATERIALS Paleoclimatology  (Optional) Equipment for viewing downloaded images of the Davidson Seamount GRADE LEVEL 7-8 (Physical Science) TEACHING TIME One or two 45-minute class periods FOCUS QUESTION How can scientists obtain clues about past cli- SEATING ARRANGEMENT matic conditions from samples of living organisms Classroom style or fossils? MAXIMUM NUMBER OF STUDENTS LEARNING OBJECTIVES 30 Students will be able to explain the concept of “paleoclimatological proxies” and describe at KEY WORDS least two examples. Seamount Biogeography Students will be able to describe how oxygen iso- Climate change tope ratios are related to water temperature. Forcing factor Paleoclimatological proxy Students will be able to interpret data on oxy- Isotope gen isotope ratios to make inferences about the δ18O growth rate of deep-sea corals. BACKGROUND INFORMATION Students will be able to define “forcing factor” Seamounts are undersea mountains formed by and will be able to describe at least three forcing volcanic processes, either as isolated peaks or factors for climate change. as chains that may be thousands of miles long with heights of 3,000 m (10,000 ft) or more. Students will be able to discuss at least three Compared to the surrounding ocean waters, potential consequences of a warmer world cli- seamounts have high biological productivity, and mate. provide habitats for many species of plant, ani- mal, and microbial organisms. Recently, increas- MATERIALS ing attention is being directed toward deep water  Copies of “Oxygen Isotope Ratios in Coral coral species found on seamounts. In contrast to Samples, 1751 – 1995;” one copy for each shallow-water coral reefs, deep-sea coral commu- student nities are virtually unknown to the general public 1 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) Focus: Paleoclimatology oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Paleoclimatology

and have received much less scientific study. Yet, dioxide through the water column to eventually deep-water coral ecosystems may have a diversity penetrate deep into benthic sediments. While the of species comparable to that of corals reefs in actual impacts are not known, some scientists shallow waters. Because many seamount species speculate that since coral skeletons are made of are endemic (that is, they are found nowhere calcium carbonate, their growth would probably else), these ecosystems may be a unique feature decrease if more carbon dioxide were dissolved of seamounts, and are likely to be important in the ocean. for several reasons. First, because of their high biological productivity, these communities are The Davidson Seamount, located about 75 miles directly associated with important commercial southwest of Monterey, CA, was the first geologi- fisheries. Moreover, deep-sea corals have been cal feature to be described as a “seamount” in identified as promising sources for new drugs to 1933. The now-extinct volcanoes that formed treat cancer and other diseases, as well as natu- this and other nearby seamounts were different ral pesticides and nutritional substances. Recent from typical ocean volcanoes. While the typical discoveries suggesting that some corals may be undersea volcano is steep-sided, with a flat top hundreds of years old means that these organisms and a crater, seamounts in the Davidson vicin- can provide important records of past climactic ity are formed of parallel ridges topped by a conditions in the deep ocean. Apart from these series of knobs. These observations suggest that potential benefits, deep-sea corals are part of our the ridges were formed by many small eruptions world heritage—the environment we hand down that occurred 3 to 5 million years apart. Typical from one generation to the next. undersea volcanoes are formed by more violent eruptions that gush out lava more frequently over Despite their importance, there is growing concern several hundred thousand years. about the impact of human activities on these ecosystems. Commercial fisheries, particularly Although it was the first recognized seamount fisheries that use trawling gear, cause severe dam- and is relatively near the U.S. coast, the Davidson age to seamount habitats. Scientists at the First Seamount is still 99.98% unexplored. In 2002, International Symposium on Deep Sea Corals a NOAA-funded expedition to the Seamount (August, 2000), warned that more than half of the found a wide variety of organisms, including world’s deep-sea coral reefs have been destroyed. extensive deep-water coral communities. Among Ironically, some scientists believe that destruction many intriguing discoveries were observations of deep-sea corals by bottom trawlers is responsi- of animals that had never been seen live before, ble for the decline of major fisheries such as cod. as well as indications that some coral species may be several hundred years old (visit http: In addition to impacts from fisheries, deep-sea //oceanexplorer.noaa.gov/explorations/02davidson/davidson.html coral communities can also be damaged by and http://montereybay.noaa.gov/reports/2002/eco/ocean.html oil and mineral exploration, ocean dumping, for more information about the 2002 Expedition). and unregulated collecting. Other impacts may result from efforts to mitigate increasing levels The 2006 Exploring Ancient Coral Gardens of atmospheric carbon dioxide. One proposed Expedition is focussed on learning more about mitigation is to sequester large quantities of the deep-sea corals at Davidson Seamount, with four gas in the deep ocean, either by injecting liquid general goals: carbon dioxide into deep ocean areas where it • to understand why deep-sea corals live where would form a stable layer on the sea floor or by they do on the seamount; dropping torpedo-shaped blocks of solid carbon • to determine the age and growth patterns of

2 3 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) Focus: Paleoclimatology oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Paleoclimatology

the bamboo coral; the sample has an 18O/ 16O ratio that is 10‰ • to improve the species list and taxonomy of less than SMOW. corals from the seamount; and • to share the exciting experience with the pub- In this lesson students will examine oxygen iso- lic through television and the Internet. tope data to look for trends and patterns in water temperature over a period of 244 years. Using information about coral growth rates to obtain clues about climate history is an example LEARNING PROCEDURE of “paleoclimatological proxies,” which are the 1. To prepare for this lesson, read the introductory remains of something that existed in the past essays for the 2006 Exploring Ancient Coral such as pollen grains, tree rings, lake sediments, Gardens Expedition at http://oceanexplorer.noaa.gov/ ice cores, or coral skeletons (for more informa- explorations/06davidson/welcome.html, and review the tion about paleoclimatological proxies, see http: NOAA Learning Object on deep-sea corals at //www.ngdc.noaa.gov/paleo/ctl/about2.html#proxies). http://www.learningdemo.com/noaa/.

One of the ways that corals are used as paleo- 2. Lead an introductory discussion of the Davidson climatological proxies is to measure the ratio of Seamount and the 2002 and 2006 Ocean oxygen isotopes in the coral skeleton. Oxygen Exploration expeditions to the area. You occurs in two common, stable isotopes: 16O, may want to show students some images which is most common, and 18O which is rela- from the 2002 Expedition Web site (http:// tively rare. Corals build their hard skeletons from oceanexplorer.noaa.gov/explorations/02davidson/davidson.html). calcium carbonate (CaCO3), which contains Tell students that branching corals are con- both isotopes of oxygen. The ratio of 18O to 16O spicuous features of biological communities on in carbonate samples is inversely related to the the Davidson Seamount, and that one reason water temperature at which the carbonates were scientists are interested in these corals is that formed; so high ratios of 18O mean lower water they can be used to obtain evidence of climate temperatures. changes that may have taken place in this region. Because the absolute abundance of an isotope is difficult to measure with sufficient accuracy, Be sure students understand the distinction the isotope ratios in a sample are compared between weather and climate: Weather is with those in a standard (“standard mean ocean the state of atmosphere-ocean-land conditions water,” SMOW), and the results are expressed (hot/cold, wet/dry, calm/stormy, sunny/cloudy) as delta values, abbreviated δ which is found by over relatively short periods such as hours or subtracting the isotopic ratio of the standard from days. Climate is weather patterns over a month, the isotopic ratio of the sample, dividing the result a season, a decade, a century from now or in by the ratio of the standard, and multiplying the past time periods. Climate may be thought of 1,000 to give a result in parts-per-thousand (‰; as “average weather conditions.” also called “parts-per-mille”): Lead a brief discussion of students’ ideas about δ18O = { [(18O/ 16O sample) - (18O/ 16O climate change, including possible causes for SMOW)] ÷ (18O/ 16O SMOW)} • 1000 such change, and the potential consequences of these changes to natural systems. Tell stu- By definition, δ18O is zero for standard mean dents that Earth’s climate has changed many ocean water. A value of δ18O = -10 thus means times in its 4,500 million-year history, and that

processes that cause climate change are called possible to distinguish portions of the skeleton “forcing factors.” Major forcing factors include that were formed in successive years. Students • astronomical factors such as the tilt of the should also understand that the outer portion Earth’s axis, rotation of the Moon around the of the skeleton is youngest (since the skeleton is Earth, and variations in the Earth’s orbit; produced by the living coral tissue on the out- • volcanic activity that alters the chemical com- side of the skeleton). position of the atmosphere; • biological activity that produces fluctuations 3. Provide each student group with a copy of in atmospheric carbon dioxide; “Oxygen Isotope Ratios in Coral Samples, • variations in solar output from the sun; 1751 – 1995.” Tell students that they are to • input of glacial water from large lakes; and examine these data for trends and patterns in • variations in ocean temperatures such as El the water temperature of the habitat from which Niño these samples were collected.

The latter variations are called “oscillations;” Explain that our primary interest is in changes in addition to the El Niño Southern Oscillation in temperature over time, rather than the actual (ENSO), the North Atlantic Oscillation (NAO) water temperatures. This means that we can and Pacific Decadal Oscillation (PDO) are analyze relative water temperature rather than also relevant forcing factors. During an ENSO absolute temperature (which can be very dif- event, for example, surface waters in the Pacific ficult to precisely determine). Tell students that Ocean are unusually warm and may block scientists have found that if water temperature the upwelling of cold deep-ocean water that increases by 1°C, the δ18O value will decrease normally occurs, particularly along the equator by 0.18‰. So the first task is to find the largest in the eastern half of the Pacific basin. During δ18O value. Since all of the values are negative, the 1982-83 El Niño event, interference with the largest value will be the one closest to zero. upwelling had enormous economic impact on Once students have found the largest δ18O the fishing industries in Ecuador and Peru due value (which is -3.11), they should subtract to the failed anchovy harvest that occurred this value from each of the other δ18O values when the fish unexpectedly migrated south into in the list to find the difference between these Chilean waters. In addition, unusually severe values and the smallest value. Next, they should weather hit Hawaii and Tahiti; monsoon rains divide each of these differences by -0.18 to fell over the central Pacific instead of the west- find the relative difference in water temperature ern Pacific, leading to droughts and disastrous between these samples. forest fires in Indonesia and Australia; and win- ter storms battered southern California, causing So, the calculation for the first row would be: widespread flooding across the southern United States. (-3.61) - (-3.11) = -0.50

Briefly review the concept of paleoclimatologi- -0.50 ÷ -0.18 = 2.78 °C cal proxies and how oxygen isotope ratios in coral skeletons can provide information about You will probably want to divide the list among temperatures when the skeletons were formed. the student groups to spread the work load Be sure students understand that coral skeletons (there are a total of 244 data points). Finally, often contain growth rings that are superficially have each group plot their data on a graph on similar to the growth rings of trees, so it is which the x-axis represents dates from 1751

4 5 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) Focus: Paleoclimatology oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Paleoclimatology

through 1995, and the y-axis represents the dif- intrude into freshwater ecosystems. ference in water temperature (which should be a maximum of about 6°C). Increased ocean temperature can dramatically alter marine ecosystems, and may result in 4. Ask students to describe the overall pattern of deadly stress to organisms such as shallow- temperature fluctuation during the period 1751 water corals that live in habitats where temper- through 1995, and to identify: atures are already near lethal levels. These tem- • The year of the minimum temperature; perature changes can lead to changes in ocean • The year of the maximum temperature; circulation. For example, such changes in the • The period of time (date range) when relative Atlantic Ocean could alter the flow of the Gulf temperature increases exceeded 5°C; and Stream and cause major air temperature altera- • The period of time (date range) when relative tions that would result in colder climates in temperature increases were less than 1°C. western European countries that are warmed by the Gulf Stream. Warmer temperatures can also Students should recognize that the data indicate increase wind speed and rainfall in hurricanes, that temperatures normally fluctuate from year increasing the severity of disturbance to coastal to year, as well as over longer time intervals ecosystems associated with these storms. At the (i.e., the really high temperatures occur at same time, the impacts of storm surges will be intervals of roughly 20 to 40 years. In addi- greater because of higher sea levels. tion, there is a progressive trend toward higher temperatures in the last 100 years, and these Changing climates are likely to produce signifi- higher temperatures occur more frequently. So, cant changes in runoff and river flows, which the maximum temperature occurred in 1974, will affect the influx of chemicals and sediments while the minimum temperature occurred in to estuaries and coastal waters. Because these 1835. Similarly, relative temperature increases ecosystems are important nursery habitats for exceeded 5°C between 1986 and 1995, and many species and help protect inland areas were less than 1°C between 1826 and 1835. from erosion by coastal storms, alterations in freshwater flow are likely to be accompanied 5. These data are consistent with a general warm- by stress to living organisms and human com- ing trend in the world’s climate. Lead a brief munities that depend upon these systems. discussion of some of the potential consequences of global warming. Some of the most THE BRIDGE CONNECTION profound consequences relate to sea ice, ocean www.vims.edu/bridge/ – In the “Site Navigation” menu temperature, sea level, and freshwater influx to on the left, click on “Ocean Science Topics,” then the oceans. “Atmosphere,” then “Global Climate Change” in the menu bar at the top of the page for links to Sea ice has a direct relationship to sea level resources about climate change. (sea level is lower when there is a lot of sea ice). Increased ocean temperature caused by a THE “ME” CONNECTION warmer climate, means less sea ice and higher Have students write a brief essay describing three sea levels. Disappearance of sea ice in arctic ways in which a warmer global climate might regions may result in extinction of species that affect them personally, and how information on depend upon this habitat (such as polar bears). previous climate change at the New England and Higher sea levels can increase coastal erosion, Corner Rise Seamount chains could help prepare destroy coastal habitats, and allow saltwater to for these changes.

CONNECTIONS TO OTHER SUBJECTS make inferences about reproductive strategies English/Language Arts, Geography, Life Science in species that are endemic to seamounts, and explain the implications of endemic spe- ASSESSMENT cies on seamounts to conservation and extinc- Student participation in discussions and activities in tion of these species. Steps 2–4 provide opportunities for assessment. It’s OK To Be a Clod (http://oceanexplorer.noaa.gov/ EXTENSIONS explorations/03bump/background/edu/media/03cb_clod.pdf; 1. Log on to http://oceanexplorer.noaa.gov to keep (5 pages, 252k) (from The Charleston Bump up to date with the latest Davidson Seamount 2003 Expedition) Expedition discoveries, and to find out what researchers are learning about deep-water hard- Focus: Principles of solubility and measure- bottom communities. ments of water currents (Physical Science/ Earth Science) 2. Visit NOAA’s Climate Timeline and Paleoclimatology Web sites (http://www.ngdc.noaa.gov/ Students will be able to describe factors that paleo/ctl/index.html and http://www.ncdc.noaa.gov/paleo/ affect the solubility of a chemical substance in primer.html) for more information more information seawater and explain how information on the and activities related to paleoclimatology. solubility of a substance can be used to measure water currents. RESOURCES NOAA Learning Objects Design a Reef! (http://oceanexplorer.noaa.gov/ http://www.learningdemo.com/noaa/ – Click on the link to explorations/03mex/background/edu/media/mexdh_ “Lesson 3 – Deep-Sea Corals” for an interactive aquarium.pdf; (5 pages, 408k) (from the Gulf of multimedia presentation on deep-sea corals, as Mexico Deep Sea Habitats 2003 Expedition) well as Learning Activities and additional information on global impacts and deep-sea coral com- Focus: Niches in coral reef ecosystems (Life munities. Science)

Other Relevant Lesson Plans from the Ocean Exploration Students will compare and contrast coral com- Program munities in shallow water and deep water, Biological Communities of Alaska describe the major functions that organisms Seamounts (http://oceanexplorer.noaa.gov/ must perform in a coral ecosystem, and explorations/02alaska/background/edu/media/biocomm7_ explain how these functions might be provid- 8.pdf; 5 pages, 108k) (from the Exploring ed in a miniature coral ecosystem. Students Alaska’s Seamounts 2002 Expedition) will also be able to explain the importance of three physical factors in coral reef ecosystems Focus: Biological Communities of Alaska and infer the fundamental source of energy in Seamounts (Life Science) a deep-water coral community.

Students will be able to infer why biologi- Let’s Go to the Video Tape! (http:// cal communities on seamounts are likely to oceanexplorer.noaa.gov/explorations/03mex/background/ contain unique or endemic species, calculate edu/media/mexdh_letsgo.pdf; (7 pages, 552k) (from an index of similarity between two biological the Gulf of Mexico Deep Sea Habitats 2003 communities given species occurrence data, Expedition) 6 7 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) Focus: Paleoclimatology oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Paleoclimatology

Focus: Characteristics of biological com- Students will be able to describe typical munities on deep-water coral habitats (Life marine food webs, and explain why food is Science) generally scarce in the deep-ocean environment and discuss reasons that seamounts Students will recognize and identify some may be able to support a higher density of of the fauna groups found in deep-sea coral biological organisms than would appear to communities, infer possible reasons for be possible considering food available from observed distribution of groups of animals in primary production at the ocean’s surface. deep-sea coral communities, and discuss the meaning of “biological diversity.” Students Come on Down! (http://oceanexplorer.noaa.gov/ will compare and contrast the concepts of explorations/03mountains/background/education/media/ “variety” and “relative abundance” as they mts_comedown.pdf; (6 pages, 1Mb) (from the relate to biological diversity, and given abun- Mountains in the Sea 2003 Expedition) dance and distribution data of species, will be able to calculate an appropriate numeric Focus: Ocean Exploration indicator that describes the biological diversity of a community. Students will research the development and use of research vessels/vehicles used for A Matter of Density (http://oceanexplorer.noaa.gov/ deep ocean exploration; students will calcu- explorations/04mountains/background/edu/media/ late the density of objects by determining the MTS04.density.pdf; (6 pages, 416k) (from the mass and volume; students will construct a Mountains in the Sea 2004 Expedition) device that exhibits neutral buoyancy.

Focus: Temperature, density, and salinity in Biodiversity of Deep Sea Corals (http: the deep sea (Physical Science) //oceanexplorer.noaa.gov/explorations/03mountains/ background/education/media/mts_deepseacoral.pdf; (3 Students will be able to explain the relation- pages, 1Mb) (from the Mountains in the Sea ship among temperature, salinity, and densi- 2003 Expedition) ty; and, given CTD (conductivity, temperature, and density) data, students will be able to Focus: Deep-sea corals calculate density and construct density pro- files of a water column. Students will also be Students will research life found on tropical able to explain the concept of sigma-t, and coral reefs to develop an understanding of explain how density differences may affect the biodiversity of the ecosystem; students will the distribution of organisms in a deep-sea research life found in deep-sea coral beds to environment. develop an understanding of the biodiversity of the ecosystem; students will compare the Food Web Mystery (http://oceanexplorer.noaa.gov/ diversity and adaptations of tropical corals to explorations/03mountains/background/education/media/ deep-sea corals. mts_foodweb.pdf; (4 pages, 1Mb) (from the Mountains in the Sea 2003 Expedition) Treasures in Jeopardy (http:// oceanexplorer.noaa.gov/explorations/05deepcorals/ Focus: Food webs in the vicinity of seamounts background/edu/media/05deepcorals_treasures.pdf; (6 (Life Science) pages, 299k) (from the Florida Coast Deep Corals 2005 Expedition)

6 7 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) Focus: Paleoclimatology oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Paleoclimatology

Focus: Conservation of deep-sea coral com- http://oceanexplorer.noaa.gov/explorations/02davidson/davidson.html munities (Life Science) – Daily logs, photos, video clips, and backgrounds essays on the 2002 Davidson Students will compare and contrast deep-sea Seamount Expedition coral communities with their shallow-water counterparts and explain at least three benefits http://montereybay.noaa.gov/reports/2002/eco/ocean.html – Web associated with deep-sea coral communities. page from the Monterey Bay National Students will also describe human activities Marine Sanctuary describing the 2002 that threaten deep-sea coral communities and exploration of the Davidson Seamount describe actions that should be taken to protect resources of deep-sea coral communities. http://www.mbari.org/ghgases/ – Web page from the Monterey Bay Aquarium Research Institute How Am I Supposed to Eat THAT? (http: describing MBARI’s work on the Ocean //oceanexplorer.noaa.gov/explorations/03bump/background/ Chemistry of Greenhouse Gases, includ- edu/media/03cb_eatthat.pdf; (4 pages, 248k) (from ing work on the potential effects of ocean The Charleston Bump 2003 Expedition) sequestration of carbon dioxide

Focus: Feeding adaptations among benthic http://seamounts.edsc.edu/main.html — Seamounts Web organisms (Life Science) site sponsored by the National Science Foundation Students will be able to describe at least three nutritional strategies used by benthic Pickrell, J. 2004. Trawlers Destroying Deep-Sea organisms typical of deep-water coral commu- Reefs, Scientists Say. National Geographic nities and describe physical adaptations asso- News. http://news.nationalgeographic.com/news/2004/ ciated with at least three nutritional strategies 02/0219_040219_seacorals.html used by benthic organisms. http://www.mcbi.org/Current_Magazine/Current_Magazine.htm – A Other Links and Resources special issue of Current: the Journal of http://www.ngdc.noaa.gov/paleo/ctl/resource.html – The Climate Marine Education on deep-sea corals. TimeLine’s Resource section provides links to sources of information and references, Morgan, L. E. 2005. What are deep-sea corals? including ideas for further inquiry into cli- Current 21(4):2-4; available online at http: mate processes and their human dimension. //www.mcbi.org/Current_Magazine/What_are_DSC.pdf

http://www.ncdc.noaa.gov/paleo/primer.html – NOAA’s Reed, J. K. and S. W. Ross. 2005. Deep-water Paleoclimatology Web site reefs off the southeastern U.S.: Recent discoveries and research. Current 21(4): Felis, T., J. Pätzold, Y. Loya, M. Fine, A. H. Nawar, 33-37; available online at http://www.mcbi.org/ and G. Wefer. 2000. A coral oxygen isotope Current_Magazine/Southeastern_US.pdf record from the northern Red Sea document- ing NAO, ENSO, and North Pacific telecon- Frame, C. and H. Gillelan. 2005. Threats to deep- nections on Middle East climate variability sea corals and their conservation in U.S. since the year 1750. Paleoceanography, 15, waters. Current 21(4):46-47; available 679-694 – The technical journal article on online at http://www.mcbi.org/Current_Magazine/ which this lesson is based. Threats_Conservation.pdf

8 9 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) Focus: Paleoclimatology oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Paleoclimatology

Roberts, S. and M. Hirshfield. Deep Sea Corals: Content Standard G: History and Nature of Science Out of sight but no longer out of mind. • Nature of science http://www.oceana.org/uploads/oceana_coral_report.pdf — Background on deep-water coral reefs OCEAN LITERACY ESSENTIAL PRINCIPLES AND FUNDAMENTAL CONCEPTS http://www.oceanicresearch.org/ – The Oceanic Research Essential Principle 1. Group Web site; lots of photos, but note The Earth has one big ocean with many features. that they are very explicit about their copy- • Fundamental Concept b. An ocean basin’s rights; check out “Cnidarians: Simple but size, shape and features (such as islands, Deadly Animals!” by Jonathan Bird, which trenches, mid-ocean ridges, rift valleys) vary provides an easy introduction designed for due to the movement of Earth’s lithospheric classroom use plates. • Fundamental Concept h. Although the ocean http://oceanexplorer.noaa.gov/gallery/livingocean/livingocean_ is large, it is finite and resources are limited. coral.html – Ocean Explorer photograph gallery Essential Principle 5. http://oceanica.cofc.edu/activities.htm – Project Oceanica The ocean supports a great diversity of life and ecosystems. Web site, with a variety of resources on • Fundamental Concept c. Some major groups ocean exploration topics are found exclusively in the ocean. The diversity of major groups of organisms is much NATIONAL SCIENCE EDUCATION STANDARDS greater in the ocean than on land. Content Standard A: Science As Inquiry • Fundamental Concept d. Ocean biology pro- • Abilities necessary to do scientific inquiry vides many unique examples of life cycles, • Understandings about scientific inquiry adaptations and important relationships among organisms (such as symbiosis, preda- Content Standard B: Physical Science tor-prey dynamics and energy transfer) that • Properties and changes of properties in matter do not occur on land. • Fundamental Concept e. The ocean is three- Content Standard C: Life Science dimensional, offering vast living space and • Structure and function in living systems diverse habitats from the surface through the • Populations and ecosystems water column to the seafloor. Most of the living space on Earth is in the ocean. Content Standard D: Earth and Space Science • Fundamental Concept f. Ocean habitats are • Structure of the Earth system defined by environmental factors. Due to interactions of abiotic factors such as salin- Content Standard E: Science and Technology ity, temperature, oxygen, pH, light, nutrients, • Understandings about science and technology pressure, substrate and circulation, ocean life is not evenly distributed temporally or spa- Content Standard F: Science in Personal and Social tially, i.e., it is “patchy.” Some regions of the Perspectives ocean support more diverse and abundant • Populations, resources, and environments life than anywhere on Earth, while much of • Natural hazards the ocean is considered a desert. • Risks and benefits • Science and technology in society Essential Principle 6. The ocean and humans are inextricably interconnected.

• Fundamental Concept b. From the ocean standing of those resources and their poten- we get foods, medicines, and mineral and tial and limitations. energy resources. In addition, it provides • Fundamental Concept d. New technologies, jobs, supports our nation’s economy, serves sensors and tools are expanding our ability as a highway for transportation of goods and to explore the ocean. Ocean scientists are people, and plays a role in national security. relying more and more on satellites, drifters, • Fundamental Concept c. The ocean is a buoys, subsea observatories and unmanned source of inspiration, recreation, rejuvenation submersibles. and discovery. It is also an important element • Fundamental Concept f. Ocean exploration in the heritage of many cultures. is truly interdisciplinary. It requires close col- • Fundamental Concept e. Humans affect the laboration among biologists, chemists, clima- ocean in a variety of ways. Laws, regula- tologists, computer programmers, engineers, tions and resource management affect what geologists, meteorologists, and physicists, is taken out and put into the ocean. Human and new ways of thinking. development and activity leads to pollution (such as point source, non-point source, and noise pollution) and physical modifications FOR MORE INFORMATION (such as changes to beaches, shores and riv- Paula Keener-Chavis, Director, Education Programs ers). In addition, humans have removed most NOAA Office of Ocean Exploration of the large vertebrates from the ocean. Hollings Marine Laboratory • Fundamental Concept g. Everyone is respon- 331 Fort Johnson Road, Charleston SC 29412 sible for caring for the ocean. The ocean 843.762.8818 sustains life on Earth and humans must live in 843.762.8737 (fax) ways that sustain the ocean. Individual and [email protected] collective actions are needed to effectively manage ocean resources for all. ACKNOWLEDGEMENTS This lesson plan was produced by Mel Goodwin, Essential Principle 7. PhD, The Harmony Project, Charleston, SC The ocean is largely unexplored. for the National Oceanic and Atmospheric • Fundamental Concept a. The ocean is the last Administration. If reproducing this lesson, please and largest unexplored place on Earth—less cite NOAA as the source, and provide the follow- than 5% of it has been explored. This is the ing URL: http://oceanexplorer.noaa.gov great frontier for the next generation’s explor- ers and researchers, where they will find great opportunities for inquiry and investiga- tion. • Fundamental Concept b. Understanding the ocean is more than a matter of curiosity. Exploration, inquiry and study are required to better understand ocean systems and processes. • Fundamental Concept c. Over the last 40 years, use of ocean resources has increased significantly, therefore the future sustainability of ocean resources depends on our under-

10 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) Focus: Paleoclimatology oceanexplorer.noaa.gov oceanexplorer.noaa.gov Focus: Paleoclimatology

Oxygen Isotope Ratios in Coral Samples, 1751 – 1995 (based on Felis, et al., 2000. Retrieved from NOAA’s Paleoclimatology Web site, http://www.ncdc.noaa.gov/paleo/primer.html)

These data are values of δ18O from a coral core which was collected from a 2.6-m- high coral colony (Porites sp.) in the northern Red Sea at Ras Umm Sidd (27°50.9’N, 34°18.6’E) in the Ras Mohammed National Park near the southern tip of the Sinai Peninsula (Egypt) in November. 1995. Each data value represents calcium carbonate that was deposited in July of the year indicated.

Our primary interest is in changes in temperature over time, so we can analyze relative water temperature; that is, differences between the temperature of each sample and the lowest temperature in the data set. Scientists have found that if water temperature increases by 1°C, the δ18O value will decrease by 0.18‰.

First task is to find the largest δ18O value, which corresponds to the lowest temperature.

Next, subtract this value from each of the other δ18O values in the list to find the difference between these values and the smallest value. Fill in the result in Column 3.

Finally, divide each of these differences by -0.18 to find the relative difference in water temperature (°C) between these samples.

Year δ18O δ18O - minimum δ18O Column 3 ÷ 0.18 (=°C above minimum) 1751 -3.61 ______1752 -3.5 ______1753 -3.59 ______1754 -3.37 ______1755 -3.51 ______1756 -3.54 ______1757 -3.36 ______1758 -3.45 ______1759 -3.97 ______1760 -3.68 ______1761 -3.32 ______10 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) oceanexplorer.noaa.gov Focus: Paleoclimatology oceanexplorer.noaa.gov Focus: Paleoclimatology

1762 -3.67 ______1763 -3.46 ______1764 -3.34 ______1765 -3.85 ______1766 -3.55 ______1767 -3.82 ______1768 -3.47 ______1769 -3.57 ______1770 -3.84 ______1771 -3.57 ______1772 -3.64 ______1773 -3.63 ______1774 -3.83 ______1775 -3.78 ______1776 -3.51 ______1777 -3.58 ______1778 -3.48 ______1779 -3.53 ______1780 -3.67 ______1781 -3.5 ______1782 -3.7 ______1783 -3.58 ______1784 -3.65 ______1785 -3.86 ______1786 -3.75 ______1787 -3.65 ______1788 -3.52 ______1789 -3.78 ______1790 -3.56 ______1791 -3.54 ______1792 -4.01 ______1793 -3.76 ______1794 -3.81 ______1795 -3.79 ______1796 -3.83 ______1797 -3.62 ______2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) oceanexplorer.noaa.gov Focus: Paleoclimatology oceanexplorer.noaa.gov Focus: Paleoclimatology

1798 -3.96 ______1799 -3.57 ______1800 -3.75 ______1801 -3.56 ______1802 -3.67 ______1803 -3.71 ______1804 -3.86 ______1805 -3.75 ______1806 -3.6 ______1807 -3.71 ______1808 -3.67 ______1809 -3.31 ______1810 -3.67 ______1811 -3.79 ______1812 -3.92 ______1813 -3.45 ______1814 -3.92 ______1815 -3.43 ______1816 -3.68 ______1817 -3.44 ______1818 -3.47 ______1819 -3.68 ______1820 -3.66 ______1821 -3.66 ______1822 -3.54 ______1823 -3.53 ______1824 -3.47 ______1825 -3.45 ______1826 -3.27 ______1827 -3.59 ______1828 -3.8 ______1829 -3.84 ______1830 -3.75 ______1831 -3.69 ______1832 -3.38 ______1833 -3.34 ______2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) oceanexplorer.noaa.gov Focus: Paleoclimatology oceanexplorer.noaa.gov Focus: Paleoclimatology

1834 -3.24 ______1835 -3.11 ______1836 -3.52 ______1837 -3.48 ______1838 -3.69 ______1839 -3.57 ______1840 -3.7 ______1841 -3.74 ______1842 -3.6 ______1843 -3.29 ______1844 -3.92 ______1845 -3.65 ______1846 -3.72 ______1847 -3.51 ______1848 -3.73 ______1849 -3.6 ______1850 -3.75 ______1851 -3.88 ______1852 -3.69 ______1853 -3.86 ______1854 -3.7 ______1855 -3.82 ______1856 -3.71 ______1857 -3.71 ______1858 -3.46 ______1859 -3.7 ______1860 -3.72 ______1861 -3.72 ______1862 -3.64 ______1863 -3.65 ______1864 -3.75 ______1865 -3.9 ______1866 -3.82 ______1867 -3.73 ______1868 -3.79 ______1869 -4.01 ______2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) oceanexplorer.noaa.gov Focus: Paleoclimatology oceanexplorer.noaa.gov Focus: Paleoclimatology

1870 -3.88 ______1871 -3.7 ______1872 -3.75 ______1873 -3.74 ______1874 -3.52 ______1875 -3.38 ______1876 -3.68 ______1877 -3.92 ______1878 -3.91 ______1879 -3.83 ______1880 -3.78 ______1881 -3.72 ______1882 -3.58 ______1883 -3.35 ______1884 -3.57 ______1885 -3.8 ______1886 -3.65 ______1887 -3.79 ______1888 -3.85 ______1889 -3.75 ______1890 -3.94 ______1891 -3.94 ______1892 -3.78 ______1893 -3.62 ______1894 -3.7 ______1895 -3.82 ______1896 -4.09 ______1897 -3.92 ______1898 -3.64 ______1899 -3.78 ______1900 -3.76 ______1901 -3.77 ______1902 -3.72 ______1903 -3.62 ______1904 -3.7 ______1905 -3.86 ______2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) oceanexplorer.noaa.gov Focus: Paleoclimatology oceanexplorer.noaa.gov Focus: Paleoclimatology

1906 -3.63 ______1907 -3.63 ______1908 -3.83 ______1909 -3.8 ______1910 -3.79 ______1911 -3.87 ______1912 -3.87 ______1913 -3.69 ______1914 -3.54 ______1915 -3.93 ______1916 -3.77 ______1917 -3.86 ______1918 -3.69 ______1919 -3.84 ______1920 -3.55 ______1921 -3.58 ______1922 -3.76 ______1923 -3.84 ______1924 -3.9 ______1925 -3.76 ______1926 -3.69 ______1927 -3.53 ______1928 -3.93 ______1929 -3.84 ______1930 -3.66 ______1931 -3.84 ______1932 -4 ______1933 -3.81 ______1934 -3.88 ______1935 -3.9 ______1936 -4 ______1937 -3.8 ______1938 -3.85 ______1939 -4.08 ______1940 -3.79 ______1941 -3.87 ______2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) 2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) oceanexplorer.noaa.gov Focus: Paleoclimatology oceanexplorer.noaa.gov Focus: Paleoclimatology

1942 -3.82 ______1943 -3.59 ______1944 -3.85 ______1945 -3.68 ______1946 -3.9 ______1947 -3.74 ______1948 -3.66 ______1949 -3.53 ______1950 -3.85 ______1951 -3.73 ______1952 -3.89 ______1953 -3.77 ______1954 -3.92 ______1955 -3.74 ______1956 -4.03 ______1957 -3.89 ______1958 -3.78 ______1959 -3.74 ______1960 -3.66 ______1961 -4.05 ______1962 -3.97 ______1963 -3.94 ______1964 -3.92 ______1965 -3.81 ______1966 -3.82 ______1967 -3.94 ______1968 -3.77 ______1969 -3.93 ______1970 -3.85 ______1971 -3.85 ______1972 -3.67 ______1973 -3.75 ______1974 -4.19 ______1975 -3.87 ______1976 -3.76 ______1977 -3.97 ______2006 Exploring Ancient Underwater Coral Gardens Expedition – Grades 7-8 (Physical Science) oceanexplorer.noaa.gov Focus: Paleoclimatology

1978 -3.85 ______1979 -3.97 ______1980 -3.92 ______1981 -4.03 ______1982 -3.97 ______1983 -3.71 ______1984 -3.78 ______1985 -4.08 ______1986 -3.88 ______1987 -3.76 ______1988 -4.02 ______1989 -3.9 ______1990 -3.85 ______1991 -3.68 ______1992 -3.79 ______1993 -3.9 ______1994 -3.92 ______1995 -4.12 ______