DOCSLIB.ORG

Lesson Plans

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

LESSON PLANS mmmmmm UNIT 1 INTRODUCTION TO MARINE SCIENCE UNIT 2 KINGDOMS OF LIFE IN THE SEA UNIT 3 MARINE INVERTEBRATES UNIT 4 MARINE VERTEBRATES UNIT 5 THE WATER PLANET UNIT 6 ENERGY IN THE OCEAN UNIT 7 MARINE ECOLOGY UNIT 1 INTRODUCTION TO MARINE SCIENCE Chapter 1 / Exploring the Oceans INTRODUCTION In Chapter 1, the student learns about the history of ocean studies and travels, from exploratory worldwide sailing voyages to pioneering voyages into the ocean’s depths. The story of the Titanic is told to introduce the student to concepts—such as buoyancy—that are related to early ocean travel and to the more recent advances in technology that have enabled greater exploration of “inner space.” ■ The incentive for early ocean travel was usually the search for new trade routes, riches, and knowledge about new lands. ■ Technological innovations have increased scientific exploration of the oceans, facilitating charting of cur- rents, location of shipwrecks, and investigations into deep-sea life-forms and seafloor features. out of 10 times, the spot touched will be an LESSON 1 (page v: To the Student) ocean. Aim: What is marine science? 2. KEY QUESTION: Why is Earth called a “water planet”? Ask students to estimate what per- centage of Earth’s surface is water. Tell them Instructional Objectives that the ocean covers about 71 percent of Earth’s surface. Students will be able to: 3. WRITE THE AIM: What is marine science? 1. Define marine science. Explain that marine science is a field of knowl- 2. Distinguish between marine biology and edge about the ocean, composed of marine oceanography. biology and oceanography. 3. Explain why Earth is called a water planet. KEY QUESTIONS: What is marine biology? What is oceanography? Marine biology is the study of life in the ocean. Oceanography is the study Motivation for the Lesson / Do Now of the physical characteristics of the ocean, Show the class a map of Earth. Have each student such as temperature, pressure, density, salin- make a simple sketch of the oceans and conti- ity, light, sound, and movements of ocean nents. water. 4. Do one or more of the following activities to show how various scientific disciplines tie in Development of the Lesson with a study of the oceans: show a photograph 1. Have one student spin a globe of Earth while of a scuba diver to introduce the idea of pres- another student (blindfolded) points to a spot sure underwater (physics); discuss recent on the globe. Repeat 10 times. On average, 7 droughts, floods, and El Niño to illustrate the 3 4 Marine Science Teacher’s Manual influence of oceans on climate (meteorology); are metallic) one objects floats, while the other make “ocean water” by mixing sea salts with sinks. freshwater (chemistry). List and define on the board the following fields of science: biology Development of the Lesson (study of life); chemistry (study of matter in its 1. Ask students to drop different items into the molecular form); physics (study of energy and container of water, such as a paper clip, cork, forces); geology (study of formation and struc- pencil, pen, eraser, and so on. ture of Earth); meteorology (study of weather and climate); and astronomy (study of objects KEY QUESTION: Why do some objects float, and matter in outer space). while others sink? The coin sinks because it weighs more than the water it displaces. The aluminum-foil ball floats because it contains Summary of the Lesson air within its folds. Air weighs less than water; Marine science is an interdisciplinary field that is so the ball weighs less than the water it dis- concerned with the study of the ocean and all the places. living things found in it. This study encompasses 2. WRITE THE AIM: Why did the Titanic sink? research in the major scientific fields, such as biol- Have students examine the illustration of ogy, chemistry, physics, and Earth and space sci- Archimedes’ principle in Figure 1-1 on page 6. ences. Students will learn that the oceans have a ASK THE CLASS: (a) How much does the object great impact on life on land as well as on life in weigh in air? (35 grams); (b) How much does it the water. weigh in water? (15 grams); (c) What is the apparent loss of weight in water? (20 grams). Homework Assignment 3. Introduce the concept of buoyancy. The Read page v (To the Student) and pages 3–6. Answer ancient Greek scientist Archimedes discovered Section Review questions 1–3 on pages 6–7. that floating objects are supported by an upward force called buoyancy. He stated that (a) the buoyant force on any object is equal to the weight of the liquid that the object displaces; LESSON 2 (pages 4–6) and (b) an object immersed in a liquid appears to lose weight, and that apparent weight loss Why did the Titanic sink? Aim: is equal to the weight of the liquid displaced. These ideas are known as Archimedes’ principle. Instructional Objectives 4. KEY QUESTION: How does Archimedes’ principle Students will be able to: explain how the Titanic sank? A steel ship floats 1. Define buoyancy (and Archimedes’ principle). because it is constructed to have many air- filled compartments. The Titanic sank because 2. Explain why some objects sink, while others its air-filled compartments filled with water float. after a collision with an iceberg. The added 3. Explain what happened to the Titanic when it weight of the water combined with the weight hit the iceberg. of the ship became greater than the buoyant force supporting the ship, thus causing it to Motivation for the Lesson / Do Now sink rapidly. Drop a coin such as a quarter and a ball of alu- Summary of the Lesson minum foil into a large container of water. Have students observe what happens to each object in An object sinks when the weight of the object is the water. They should note that (although both greater than the buoyant force that supports the UNIT 1 / INTRODUCTION TO MARINE SCIENCE 5 object. An object floats when its weight is less Development of the Lesson than the buoyant force that supports the object. 1. Organize the class into eight groups, each with a team leader. Walk around the room and Homework Assignment have each team leader choose from a con- tainer a piece of paper that has the name of an Answer Chapter Review questions 9–12 on page early navigator or explorer on it. 24. Read pages 7–10 (top of page). Answer Section Review questions 1–3 on page 10. 2. WRITE THE AIM: What is known about the early ocean explorers and navigators? Students should complete their review of pages 7–10. Then stu- dents should write as much information as possible in their notebooks about their group’s (pages 7–10) LESSON 3 assigned explorer. When they are ready, have Aim: What is known about the early ocean the team leaders go up to the board to record explorers and navigators? the facts on a chart, as shown below. (Check for accuracy.) All students should copy the completed chart into their notebooks. Instructional Objectives 3. KEY QUESTION: What were the routes taken by Students will be able to: the early navigators and explorers? Distribute copies of world maps on which students can 1. Identify the early ocean navigators and ocean draw lines to show the approximate paths explorers. sailed by each explorer. Have students write 2. Describe the accomplishments of these early the appropriate explorer’s name on each line. explorers. 4. KEY QUESTION: What have you learned about 3. Explain what motivated the early explorers to the early explorers? Have each group prepare a travel by sea. brief summary. Call on a student from each team to read their summary aloud to the class. Motivation for the Lesson / Do Now Have students review pages 7–10 in their text- Summary of the Lesson books; ask them to look at Figure 1-2 on page 9, which illustrates the path of Magellan’s historic A sense of adventure, combined with the oppor- attempt to circumnavigate the globe. tunity to expand trade routes, conquer lands, and Explorer/Navigator Country of Origin Lands Explored The Vikings Scandinavian countries Newfoundland, Canada Batholomeu Dias Portugal South Africa Christopher Columbus Spain/Italy Bahamas John Cabot England Labrador, Canada Vasco Núñez de Balboa Spain Panama Ferdinand Magellan Portugal Americas to Philippines Giovanni da Verrazano Italy North America (east coast) Jacques Cartier France Canada (east coast) 6 Marine Science Teacher’s Manual obtain great wealth, motivated the early explor- Development of the Lesson ers to search for new lands by sailing the oceans. 1. Organize the class into six groups, each with a team leader. Walk around the room and have each team leader choose from a con- Homework Assignment tainer a piece of paper that has the name of an Read pages 10–13. Answer Section Review ques- early ocean scientist on it. tions 1–3 on page 14 (at top of page). 2. WRITE THE AIM: What do we know about the early scientific exploration of the ocean? Students should complete their review of pages 10–13. Then students should write as much informa- tion as possible in their notebooks about their LESSON 4 (pages 10–13) group’s assigned ocean scientist. When they are ready, have the team leaders go up to the Aim: What do we know about the early sci- board to record the facts on a chart, as shown entific exploration of the ocean? below. (Check for accuracy.) All students should copy the completed chart into their notebooks.
Recommended publications
  • A CM Mag Final 1G

    A CM Mag Final 1G

    CONSTRUCTION CONSTRUCTION MANAGEMENT DEPARTMENT ❙ COLLEGE OF ARCHITECTURE AND ENVIRONMENTAL DESIGN ❙ CAL POLY ❙ FALL 2008 TES CM CELEBRA COMPLETION OF RAISING NEW FACILITIES THE THE ROOF CM Department Head’s Message Celebrating ‘Innovation’ New magazine heralds opening of new CM facilities Welcome to the Construction Innovator – been possible without the generous support of a new format for news about the Cal Poly industry and alumni donors. Construction Management Department and its Our students continue to impress us with students and alumni. At a transitional period their talent, commitment and achievements. in the life of our department, we are introduc- 2007-2008 saw the largest CM graduating class ing this publication to keep all of you – our ever, and all are enjoying great opportunities as alumni, supporters and friends – up to date with they join the ranks of nearly 2,000 department the many changes on campus. alumni who work nationwide. It was a year of In recent years, “Innovation” has become a extraordinary success in student competitions. central theme of our department and our fac- Altogether, nearly 100 students traveled out of ulty. Each of us has strived to be a leader state to conferences and competitions. in selected areas of construction innovation by Our graduates have big dreams as they join developing a recognized expertise in integrated the ranks of their alumni colleagues, and this is project delivery methods, job site management, reflected in the stories of their collegiate expe- sustainability, specialty construction, housing rience. In this issue, you will read about four issues or construction materials. Research, generations of CM alumni: leaders in the con- development, and teaching in these and other struction of this country’s iconic buildings, Department Head Al Hauck core disciplines will be enhanced by the new community activists, educators and young Construction Innovations Center.
  • Grade 3 Unit 2 Overview Open Ocean Habitats Introduction

    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.
  • City of South San Francisco Sewer System Management Plan (SSMP) Development Guide

    City of South San Francisco Sewer System Management Plan (SSMP) Development Guide

    CITY OF SOUTH SAN FRANCISCO SEWER SYSTEM MANAGEMENT PLAN (SSMP) June 2014 (Revised) Prepared by B.T.C.- Batis Training and Consulting 172 Randall Ave., Vacaville, CA. 95687 City of South San Francisco Sewer System Management Plan (SSMP) Development Guide TABLE OF CONTENTS SECTION ………………………………………………………………………………………. PAGE Introduction ………………………………………………………………………………………. 4 System Overview ………………………………………………………………………………... 4 SSMP Background ……………………………………………………………………………… 4 Map of the City of South San Francisco Wastewater System ……………………………. 5 SSMP Development Plan and Implementation Schedule …………………………………... 5 Appendix A – Submitted SSMP Development Forms …………………………………......... 6 Element I – Goals ............................................................................................................ 7 I.1 SSMP Goals ………………………………………………………………………………….. 7 Element II – Organization .................................................................................................. 7 2.1 District Organization ……………………………………………………………………....... 7 Public Works Department Organization Structure …………………………………………… 8 2.2 Description of General Responsibilities of Public Works Personnel …………………... 9 Element III – Regulatory Requirements for Legal Authority ……………………………. 11 RWQCB Requirements …………………………………………………………………………. 11 SWRCB Requirements ………………………………………………………………………….. 11 Water Quality Control Ordinance Chapter – 14.08.010 ……………………………………… 11 Wastewater Discharge Permits – 14.08.100 …………………………………………………. 12 14.08.110 Sewer design and construction …………………………………………………….
  • 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?

    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

    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.
  • San Francisco Weekend Gateway

    San Francisco Weekend Gateway

    WEEKEND GETAWAY THURSDAY — CHECK IN • Relax in Bob's Bar with a honey infused cocktail from the honey of the rooftop beehives or a local craft beer. SATURDAY • Stretch your legs by walking a few blocks through colorful • Start the morning with a walk over to the Ferry Building Chinatown on Grant Street. to pick up a bite to eat from a local vendor at the Farmers Market • During your stroll, explore the many shops and treat yourself to a traditional Cantonese Style Dinner. • Hop on the Cable Car in front of the hotel and enjoy spectacular views of the city. FRIDAY • Shop in Union Square at some of the best department • Start your day with a workout in the fitness center before stores and exclusive designer boutiques. indulging in breakfast at Bob's Steak & Chop House. • Head over the Golden Gate Bridge to get the perfect San • Start the morning adventure with a visit to Alcatraz via Francisco photo. ferry ride from Pier 33. • Grab dinner in downtown San Francisco, America's new • Enjoy a bowl of classic San Francisco clam chowder in foodie capital. Fisherman's Wharf at Pier 39. • Visit the Sea Lions at the Fisherman's Wharf and stroll SUNDAY - CHECK OUT around the waterfront marketplace. • Sleep in and enjoy breakfast in bed and the Sunday • Warm up from the San Francisco fog with an Irish Coffee newspaper delivered right to you room. by the Buena Vista. • Head back to the hotel, but make a quick stop to see Lombard Street, one of the crookedest streets in the world.
  • HOLT Earth Science

    HOLT Earth Science

    HOLT Earth Science Directed Reading Name Class Date Skills Worksheet Directed Reading Section: What Is Earth Science? 1. For thousands of years, people have looked at the world and wondered what shaped it. 2. How did cultures throughout history attempt to explain events such as vol- cano eruptions, earthquakes, and eclipses? 3. How does modern science attempt to understand Earth and its changing landscape? THE SCIENTIFIC STUDY OF EARTH ______ 4. Scientists in China began keeping records of earthquakes as early as a. 200 BCE. b. 480 BCE. c. 780 BCE. d. 1780 BCE. ______ 5. What kind of catalog did the ancient Greeks compile? a. a catalog of rocks and minerals b. a catalog of stars in the universe c. a catalog of gods and goddesses d. a catalog of fashion ______ 6. What did the Maya track in ancient times? a. the tides b. the movement of people and animals c. changes in rocks and minerals d. the movements of the sun, moon, and planets ______ 7. Based on their observations, the Maya created a. jewelry. b. calendars. c. books. d. pyramids. Copyright © by Holt, Rinehart and Winston. All rights reserved. Holt Earth Science 7 Introduction to Earth Science Name Class Date Directed Reading continued ______ 8. For a long time, scientific discoveries were limited to a. observations of phenomena that could be made with the help of scientific instruments. b. observations of phenomena that could not be seen, only imagined. c. myths and legends surrounding phenomena. d. observations of phenomena that could be seen with the unaided eye.
  • Andrew Oliphant

    Andrew Oliphant

    Andrew J. Oliphant Curriculum Vitae Professor Department of Geography & Environment Ph: (415) 405 2143 San Francisco State University Fax: (415) 338 6243 San Francisco, CA 94132 e-mail: [email protected] Education 2001 Ph.D. Department of Geography, University of Canterbury 1996 M.S. (First Class) Department of Geography, University of Canterbury 1994 B.A. Department of Geography, Massey University 1989 B.A. English Literature, Maori Language, University of Canterbury Professional Experience 2011 - Professor Department of Geography & Environment San Francisco State University, San Francisco, California 2007-2011 Associate Professor Department of Geography and Human Environmental Studies San Francisco State University, San Francisco, California 2002-2007 Assistant Professor (Tenure Track) Department of Geography and Human Environmental Studies San Francisco State University, San Francisco, California 2001- 2012 Adjunct Faculty, Summer Field Course, Montana Environmental Science Program Indiana University, Bloomington, Indiana 2000-2002 Postdoctoral Fellow Atmospheric Science Program, Department of Geography Indiana University, Bloomington, Indiana 1996-1999 Lecturer, M.S. thesis advisor, Teaching Assistant Department of Geography University of Canterbury, Christchurch, New Zealand - 1 - Honors and Awards 2013, 2018 Water Research and Policy Initiatives research award 2005, 2009 San Francisco State University President’s Sabbatical Award 2002, 2006 San Francisco State University Vice President’s Assigned Time Award 1997 New Zealand Royal
  • Fog Gardening Favorites-1

    Fog Gardening Favorites-1

    Helen Crocker Russell Library of Horticulture in San Francisco Botanical Garden at Strybing Arboretum www.sfbotanicalgarden.org Our Favorite Resources: Gardening in San Francisco’s Fog Belt The New Sunset Western Garden Book: The Ultimate Gardening Guide. (New York, NY: Time Home Entertainment Inc., 2012) Our west coast gardening bible. A dictionary of concise plant profiles including handy plant lists ranging from recommendations for butterfly gardens to the top picks for shade. The Trees of Golden Gate Park and San Francisco by Elizabeth May McClintock. (Berkeley: Heyday Books, Clapperstick Institute, c2001) Renowned botanist Elizabeth McClintock shares her fount of knowledge on the canopy of trees in Golden Gate Park. Plants and Landscapes for Summer-Dry Climates of the San Francisco Bay Region edited by Nora Harlow. (Oakland, Calif.: East Bay Municipal Utility District, c2004) Includes growing information on a wide selection of drought-tolerant plants for home gardens. Trees of the California Landscape: a Photographic Manual of Native and Ornamental Trees by Charles R. Hatch. (Berkeley: University of California Press, c2007) An indispensible resource for tree identification. Includes close up photos and photo identification keys. California Native Plants for the Garden by Carol J. Bornstein. (Los Olivos, Calif.: Cachuma Press, c2005) A must-have resource for growing natives at home! The Trees of San Francisco by Michael Sullivan. (San Francisco: Pomegranate, c2004) A great resource for street tree identification and selection. Includes tree walking tours of San Francisco. Golden Gate Gardening: the Complete Guide to Year-Round Food Gardening in the San Francisco Bay Area and Coastal California by Pamela Peirce.
  • Can't Catch My Breath! a Study of Metabolism in Fish. Subjects

    Can't Catch My Breath! a Study of Metabolism in Fish. Subjects

    W&M ScholarWorks Reports 2017 Can’t Catch My Breath! A Study of Metabolism in Fish. Subjects: Environmental Science, Marine/Ocean Science, Life Science/ Biology Grades: 6-8 Gail Schweiterman Follow this and additional works at: https://scholarworks.wm.edu/reports Part of the Marine Biology Commons, and the Science and Mathematics Education Commons Recommended Citation Schweiterman, G. (2017) Can’t Catch My Breath! A Study of Metabolism in Fish. Subjects: Environmental Science, Marine/Ocean Science, Life Science/Biology Grades: 6-8. VA SEA 2017 Lesson Plans. Virginia Institute of Marine Science, College of William and Mary. https://doi.org/10.21220/V5414G This Report is brought to you for free and open access by W&M ScholarWorks. It has been accepted for inclusion in Reports by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Can’t catch my breath! A study of metabolism in fish Gail Schwieterman Virginia Institute of Marine Science Grade Level High School Subject area Biology, Environmental, or Marine Science This work is sponsored by the National Estuarine Research Reserve System Science Collaborative, which supports collaborative research that addresses coastal management problems important to the reserves. The Science Collaborative is funded by the National Oceanic and Atmospheric Administration and managed by the University of Michigan Water Center. 1. Activity Title: Can’t Catch My Breath! A study of metabolism in fish 2. Focus: Metabolism (Ecological drivers); The Scientific Method (Formulating Hypothesis) 3. Grade Levels/ Subject: HS Biology, HS Marine Biology 4. VA Science Standard(s) addressed: BIO.1. The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations (including most Essential Understandings and nearly all Essential Knowledge and Skills) BIO.4a.
  • IPLS Pages 0110 Phes09 GRSW Ch15.QXD 5/9/07 3:37 PM Page 113

    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.
  • Harmful Algal Blooms (Habs) and Desalination: a Guide to Impacts, Monitoring, and Management

    Harmful Algal Blooms (Habs) and Desalination: a Guide to Impacts, Monitoring, and Management

    Manuals and Guides 78 Harmful Algal Blooms (HABs) and Desalination: A Guide to Impacts, Monitoring, and Management Edited by: Donald M. Anderson, Siobhan F.E. Boerlage, Mike B. Dixon UNESCO Manuals and Guides 78 Intergovernmental Oceanographic Commission Harmful Algal Blooms (HABs) and Desalination: A Guide to Impacts, Monitoring and Management Edited by: Donald M. Anderson* Biology Department, Woods Hole Oceanographic Institution Woods Hole, MA 02543 USA Siobhan F. E. Boerlage Boerlage Consulting Gold Coast, Queensland, Australia Mike B. Dixon MDD Consulting, Kensington Calgary, Alberta, Canada *Corresponding Author’s email: [email protected] UNESCO 2017 Bloom prevention and control 7 BLOOM PREVENTION AND CONTROL Clarissa R. Anderson1, Kevin G. Sellner2, and Donald M. Anderson3 1University of California, Santa Cruz, Santa Cruz, CA USA 2Chesapeake Research Consortium, Edgewater MD USA 3Woods Hole Oceanographic Institution, Woods Hole MA USA 7.1 Introduction ........................................................................................................................................... 205 7.2 Bloom prevention .................................................................................................................................. 207 7.2.1 Nutrient load reduction .................................................................................................................. 207 7.2.2 Nutrient load .................................................................................................................................