Chapter 10 an Introduction to Marine Ecology
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Grade 3 Unit 2 Overview Open Ocean Habitats Introduction
G3 U2 OVR GRADE 3 UNIT 2 OVERVIEW Open Ocean Habitats Introduction The open ocean has always played a vital role in the culture, subsistence, and economic well-being of Hawai‘i’s inhabitants. The Hawaiian Islands lie in the Pacifi c Ocean, a body of water covering more than one-third of the Earth’s surface. In the following four lessons, students learn about open ocean habitats, from the ocean’s lighter surface to the darker bottom fl oor thousands of feet below the surface. Although organisms are scarce in the deep sea, there is a large diversity of organisms in addition to bottom fi sh such as polycheate worms, crustaceans, and bivalve mollusks. They come to realize that few things in the open ocean have adapted to cope with the increased pressure from the weight of the water column at that depth, in complete darkness and frigid temperatures. Students fi nd out, through instruction, presentations, and website research, that the vast open ocean is divided into zones. The pelagic zone consists of the open ocean habitat that begins at the edge of the continental shelf and extends from the surface to the ocean bottom. This zone is further sub-divided into the photic (sunlight) and disphotic (twilight) zones where most ocean organisms live. Below these two sub-zones is the aphotic (darkness) zone. In this unit, students learn about each of the ocean zones, and identify and note animals living in each zone. They also research and keep records of the evolutionary physical features and functions that animals they study have acquired to survive in harsh open ocean habitats. -
Marine Nature Conservation in the Pelagic Environment: a Case for Pelagic Marine Protected Areas?
Marine nature conservation in the pelagic environment: a case for pelagic Marine Protected Areas? Susan Gubbay September 2006 Contents Contents......................................................................................................................................... 1 Executive summary....................................................................................................................... 2 1 Introduction........................................................................................................................... 4 2 The pelagic environment....................................................................................................... 4 2.1 An overview...................................................................................................................... 4 2.2 Characteristics of the pelagic environment ....................................................................... 5 2.3 Spatial and temporal structure in the pelagic environment ............................................... 6 2.4 Marine life....................................................................................................................... 10 3 Biodiversity conservation in the pelagic environment........................................................ 12 3.1 Environmental concerns.................................................................................................. 12 3.2 Legislation, policy and management tools...................................................................... 15 -
MARINE ENVIRONMENTS Teaching Module for Grades 6-12
MARINE ENVIRONMENTS Teaching Module for Grades 6-12 Dear Educator, We are pleased to present you with the first in a series of teaching and learning modules developed by the DEEPEND (Deep-Pelagic Nekton Dynamics) consortium and their consultants. DEEPEND is a research network focusing primarily on the pelagic zone of the Gulf of Mexico, therefore the majority of the lessons will be based around this topic. Whenever possible, the lessons will focus specifically on events of the Gulf of Mexico or work from the DEEPEND scientists. All modules in this series aim to engage students in grades 6 through 12 in STEM disciplines, while promoting student learning of the marine environment. We hope these lessons enable teachers to address student misconceptions and apprehensions regarding the unique organisms and properties of marine ecosystems. We intend for these modules to be a guide for teaching. Teachers are welcome to use the lessons in any order they wish, use just portions of lessons, and may modify the lessons as they wish. Furthermore, educators may share these lessons with other school districts and teachers; however, please do not receive monetary gain for lessons in any of the modules. Moreover, please provide credit to photographers and authors whenever possible. This first module focuses on the marine environment in general including biological, chemical, and physical properties of the water column. We have provided a variety of activities and extensions within this module such that lessons can easily be adapted for various grade and proficiency levels. Given that education reform strives to incorporate authentic science experiences, many of these lessons encourage exploration and experimentation to encourage students to think and act like a scientist. -
Environmental Science
LIVING THINGS AND THE ENVIRONMENT • Ecosystem: – All the living and nonliving things that ENVIRONMENTAL SCIENCE interact in a particular area – An organism obtains food, water, shelter, and other Populations and Communities things it needs to live, grow and reproduce from its surroundings – Ecosystems may contain many different habitats Science 7 Science 7 LIVING THINGS AND THE LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Habitat: • Biotic Factors: – The place and organism – The living parts of any lives and obtains all the ecosystem things it needs to survive – Example: Prairie Dogs – Example: • Hawks • Prairie Dog • Ferrets • Needs: • Badgers – Food • Eagles – Water • Grass – Shelter • Plants – Etc. Science 7 Science 7 LIVING THINGS AND THEIR LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Abiotic Factors: • Abiotic Factors con’t – Water: – Sunlight: • All living things • Necessary for require water for photosynthesis survival • Your body is 65% • Organisms which water use the sun form • A watermelon is the base of the 95% water food chain • Plants need water for photosynthesis for food and oxygen production Science 7 Science 7 1 LIVING THINGS AND THEIR LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Abiotic Factors Con’t • Abiotic Factors con’t – Oxygen: – Temperature: • Necessary for most • The temperature of living things an area determines • Used by animals the type of for cellular organisms which respiration can live there • Ex: Polar Bears do not live in the tropics • Ex: piranha’s don’t live in the arctic Science 7 Science -
What Happened When Wolves Were Reintroduced to Yellowstone Park?
Trophic Cascades: What Happened When Wolves Were Reintroduced to Yellowstone Park? Lesson Question How did the reintroduction of wolves into Yellowstone Park affect the other animals and plants in the ecosystem? Lesson Tasks Students analyze data to determine the effect of wolves on Yellowstone’s elk population, on the plants that elk graze on, and on the animals that compete with elk for food. They write a report describing how the reintroduction of wolves has created a trophic cascade—not just a few direct changes in one food chain, but a series of indirect changes throughout the food web. Standards • HS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics NGSS Science and Engineering Practices • Constructing Explanations and Designing Solutions • Engaging in Argument from Evidence • Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. NGSS Disciplinary Core Ideas • LS2.C: Ecosystem Dynamics, Functioning and Resilience • ETS1.B: Developing Possible Solutions Crosscutting Concepts • Stability and Change, Patterns Connections to Nature of Science • Scientific Knowledge is open to revision in light of new evidence. • Most scientific Knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. Trophic Cascades: What Happened When Wolves Were Reintroduced to Yellowstone Park? TABLE OF CONTENTS OVERVIEW ........................................................... 3 INVESTIGATION ............................................... -
IPLS Pages 0110 Phes09 GRSW Ch15.QXD 5/9/07 3:37 PM Page 113
0110_phes09_GRSW_Ch15.QXD 5/9/07 3:37 PM Page 112 Name ___________________________ Class ___________________ Date _____________ Chapter 15 Ocean Water and Ocean Life Section 15.2 The Diversity of Ocean Life This section describes the diversity of organisms found in the ocean. Reading Strategy Building Vocabulary As you read, add definitions and examples to complete the table below. For more information on this Reading Strategy, see the Reading and Study Skills in the Skills and Reference Handbook at the end of your textbook. Definitions Examples Plankton: organisms that drift with bacteria ocean currents Phytoplankton: a. b. Zooplankton: c. d. Nekton: e. f. Benthos: g. h. 1. What organism directly or indirectly provides food for the majority © Pearson Education, Inc., publishing as Prentice Hall. All rights reserved. of organisms? Classification of Marine Organisms 2. How are marine organisms classified? Match each classification to its example. Classification Example 3. plankton a. adult sea star 4. nekton b. diatom 5. benthos c. salmon Marine Life Zones 6. What are the three factors used to divide the ocean into distinct marine life zones? Earth Science Guided Reading and Study Workbook ■ 112 IPLS Pages 0110_phes09_GRSW_Ch15.QXD 5/9/07 3:37 PM Page 113 Name ___________________________ Class ___________________ Date _____________ Chapter 15 Ocean Water and Ocean Life 7. Circle the letter of each sentence that is true about life in the ocean. a. In the euphotic zone, phytoplankton use sunlight to produce food. b. Phytoplankton is the basis of most oceanic food webs. c. Photosynthesis occurs from the surface to deep into the abyssal zone of the ocean. -
Evidence for Ecosystem-Level Trophic Cascade Effects Involving Gulf Menhaden (Brevoortia Patronus) Triggered by the Deepwater Horizon Blowout
Journal of Marine Science and Engineering Article Evidence for Ecosystem-Level Trophic Cascade Effects Involving Gulf Menhaden (Brevoortia patronus) Triggered by the Deepwater Horizon Blowout Jeffrey W. Short 1,*, Christine M. Voss 2, Maria L. Vozzo 2,3 , Vincent Guillory 4, Harold J. Geiger 5, James C. Haney 6 and Charles H. Peterson 2 1 JWS Consulting LLC, 19315 Glacier Highway, Juneau, AK 99801, USA 2 Institute of Marine Sciences, University of North Carolina at Chapel Hill, 3431 Arendell Street, Morehead City, NC 28557, USA; [email protected] (C.M.V.); [email protected] (M.L.V.); [email protected] (C.H.P.) 3 Sydney Institute of Marine Science, Mosman, NSW 2088, Australia 4 Independent Researcher, 296 Levillage Drive, Larose, LA 70373, USA; [email protected] 5 St. Hubert Research Group, 222 Seward, Suite 205, Juneau, AK 99801, USA; [email protected] 6 Terra Mar Applied Sciences LLC, 123 W. Nye Lane, Suite 129, Carson City, NV 89706, USA; [email protected] * Correspondence: [email protected]; Tel.: +1-907-209-3321 Abstract: Unprecedented recruitment of Gulf menhaden (Brevoortia patronus) followed the 2010 Deepwater Horizon blowout (DWH). The foregone consumption of Gulf menhaden, after their many predator species were killed by oiling, increased competition among menhaden for food, resulting in poor physiological conditions and low lipid content during 2011 and 2012. Menhaden sampled Citation: Short, J.W.; Voss, C.M.; for length and weight measurements, beginning in 2011, exhibited the poorest condition around Vozzo, M.L.; Guillory, V.; Geiger, H.J.; Barataria Bay, west of the Mississippi River, where recruitment of the 2010 year class was highest. -
Ecologically Or Biologically Significant Areas in the Pelagic
Ecologically or Biologically Significant Areas in the Pelagic Realm: Examples & Guidelines Workshop Report INTERNATIONAL UNION FOR CONSERVATION OF NATURE Report of a scientific workshop organized by the Global Ocean Biodiversity Initiative (GOBI) and the Marine Geospatial Ecology Lab (MGEL) at Duke University, in Sidney, B.C., Canada, from May 12th–14th, 2011. The designation of geographical entities in this book, and the presentation of the material, do not imply the expression of any opinion whatsoever on the part of IUCN concerning the legal status of any country, terri- tory, or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. The views expressed in this publication do not necessarily reflect those of IUCN. Published by: IUCN, Gland, Switzerland Copyright: © 2011 International Union for Conservation of Nature and Natural Resources Reproduction of this publication for educational or other non-commercial purposes is authorized without prior written permission from the copyright holder provided the source is fully acknowledged. Reproduction of this publication for resale or other commercial purposes is prohibited without prior written permission of the copyright holder. Citation: Dunn, D.C. (ed.), Ardron, J., Ban, N., Bax, N., Bernal, P., Bograd, S., Corrigan, C., Dun- stan, P., Game, E., Gjerde, K., Grantham, H., Halpin, P.N., Harrison, A.L., Hazen, E., Lagabrielle, E., Lascelles, B., Maxwell, S., McKenna, S., Nicol, S., Norse, E., Palacios, D., Reeve, L., Shillinger, G., Simard, F., Sink, K., Smith, F., Spadone, A., Würtz, M. (2011). Ecologically or Biologically Significant Areas in the Pelagic Realm: Ex- amples & Guidelines – Workshop Report. Gland, Switzerland: IUCN. -
CHAPTER 5 Ecopath with Ecosim: Linking Fisheries and Ecology
CHAPTER 5 Ecopath with Ecosim: linking fi sheries and ecology V. Christensen Fisheries Centre, University of British Columbia, Canada. 1 Why ecosystem modeling in fi sheries? Fifty years ago, fi sheries science emerged as a quantitative discipline with the publication of Ray Beverton and Sidney Holt’s [1] seminal volume On the Dynamics of Exploited Fish Populations. This book provided the foundation for how to manage fi sheries and was based on detailed, mathe- matical analyses of the dynamics of individual fi sh populations, of how they grow and how they are affected by fi shing. Fisheries science has developed and matured since then, and remarkably much of what has been achieved are modifi cations and further developments of what Beverton and Holt introduced. Given then that fi sheries science has developed to become one of the most data-rich, quantita- tive fi elds in ecology [2], how well has it fared? We often see fi sheries issues in the headlines and usually in a negative context and there are indeed many threats to the sustainability of ocean resources [3]. Many, judging not the least from newspaper headlines, consider fi sheries manage- ment a usual suspect in connection with fi sheries collapses. This may lead one to suspect that there is a problem with the science, but I hold this to be an erroneous conclusion. It should be stressed that the main problem is not to be found in the computational aspects of the science, but rather in how management advice actually is implemented in praxis [4]. The major force in fi sh- eries throughout the world is excessive fi shing capacity; the days with unexploited resources and untapped oceans are over [5], and the fi shing industry is now relying heavily on subsidies to keep the machinery going [6]. -
OCN 201 Spring 2011 Exam 3 (75 Pts) True Or False (1 Pt Each)
Name:________________________ Exam: ____A____ ID: ______________________________ OCN 201 Spring 2011 Exam 3 (75 pts) True or False (1 pt each). A = TRUE; B = FALSE 1. According to the “serial endosymbiosis theory”, prokaryotes developed when eukaryotes lost their organelles. 2. The aphotic zone of the ocean is in the epipelagic. 3. Amino acids (one of the building blocks of life) have been found in meteorites. 4. Bioluminescence occurs only in the deep sea. 5. Phytoplankton are photoautotrophs. 6. Marine snow is a source of organic carbon to the deep sea. 7. Tropical oceans have very low productivity for most of the year because they frequently mix below the critical depth year-round. 8. Larger organisms are more abundant than smaller ones in the ocean. 9. Ctenophores (comb jellies) propel themselves by pulsing their bell, just like jellyfish. 10. Corals have only one opening to their digestive cavity. 11. Many animals in the very deep sea are red or black. 12. The “deep scattering layer” moves toward the sea surface during the day. 13. In fisheries, the maximum sustainable yield is the amount of fish that must be caught to keep up with the current rate of inflation. 14. Geological evidence indicates that life on earth began at least 3.5 billion years ago. 15. Light and nutrients are the two main things limiting primary productivity in the ocean. 16. Areas of the ocean with upwelling tend to have high productivity. 17. Some bacteria are photoautotrophs. p. 1 of 6 18. Nudibranchs are a type of flatworm 19. Whales are nekton. 20. -
Chapter 36D. South Pacific Ocean
Chapter 36D. South Pacific Ocean Contributors: Karen Evans (lead author), Nic Bax (convener), Patricio Bernal (Lead member), Marilú Bouchon Corrales, Martin Cryer, Günter Försterra, Carlos F. Gaymer, Vreni Häussermann, and Jake Rice (Co-Lead member and Editor Part VI Biodiversity) 1. Introduction The Pacific Ocean is the Earth’s largest ocean, covering one-third of the world’s surface. This huge expanse of ocean supports the most extensive and diverse coral reefs in the world (Burke et al., 2011), the largest commercial fishery (FAO, 2014), the most and deepest oceanic trenches (General Bathymetric Chart of the Oceans, available at www.gebco.net), the largest upwelling system (Spalding et al., 2012), the healthiest and, in some cases, largest remaining populations of many globally rare and threatened species, including marine mammals, seabirds and marine reptiles (Tittensor et al., 2010). The South Pacific Ocean surrounds and is bordered by 23 countries and territories (for the purpose of this chapter, countries west of Papua New Guinea are not considered to be part of the South Pacific), which range in size from small atolls (e.g., Nauru) to continents (South America, Australia). Associated populations of each of the countries and territories range from less than 10,000 (Tokelau, Nauru, Tuvalu) to nearly 30.5 million (Peru; Population Estimates and Projections, World Bank Group, accessed at http://data.worldbank.org/data-catalog/population-projection-tables, August 2014). Most of the tropical and sub-tropical western and central South Pacific Ocean is contained within exclusive economic zones (EEZs), whereas vast expanses of temperate waters are associated with high seas areas (Figure 1). -
The Incredible Lightness of Being Methane-Fuelled: Stable Isotopes Reveal Alternative Energy Pathways in Aquatic Ecosystems and Beyond
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Frontiers - Publisher Connector REVIEW published: 11 February 2016 doi: 10.3389/fevo.2016.00008 The Incredible Lightness of Being Methane-Fuelled: Stable Isotopes Reveal Alternative Energy Pathways in Aquatic Ecosystems and Beyond Jonathan Grey * Lancaster Environment Centre, Lancaster University, Lancaster, UK We have known about the processes of methanogenesis and methanotrophy for over 100 years, since the days of Winogradsky, yet their contributions to the carbon cycle were deemed to be of negligible importance for the majority of that period. It is only Edited by: in the last two decades that methane has been appreciated for its role in the global Jason Newton, carbon cycle, and stable isotopes have come to the forefront as tools for identifying Scottish Universities Environmental Research Centre, UK and tracking the fate of methane-derived carbon (MDC) within food webs, especially Reviewed by: within aquatic ecosystems. While it is not surprising that chemosynthetic processes David Bastviken, dominate and contribute almost 100% to the biomass of organisms residing within Linköping University, Sweden Blake Matthews, extreme habitats like deep ocean hydrothermal vents and seeps, way below the reach Eawag: Swiss Federal Institute of of photosynthetically active radiation, it is perhaps counterintuitive to find reliance upon Aquatic Science and Technology, MDC in shallow, well-lit, well-oxygenated streams. Yet, apparently, MDC contributes to Switzerland