Lesson 3: Protecting Ocean Hotspots

Name: ______Date: ______

Engage

Think about the ocean and the seafloor.

1. Draw a sketch of what you picture when you think about the seafloor. Answers will vary widely.

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Explore

2. When your teacher projects the Pacific Ocean map, observe it carefully. Describe what you see.

Students should note that much of the ocean basin is a flat plain, but that there are lots of other

features as well. These features include seamounts, the continental shelf and slope, islands, etc.

Read the following:

The ocean is Earth’s final frontier. According to NOAA, the ocean’s average depth is 4.3 kilometers, which is 2.65 miles. This means that on average there are 4,300 meters, or over 14,000 feet, of water above the seafloor. This deep and flat area of the ocean is called the abyssal plain. Some areas, such as those along coastlines, are much shallower. There also are underwater mountains that stretch up from the abyssal plain towards the ocean surface. These features are called seamounts. The tops of seamounts can reach very close to the sea surface. Other areas are much deeper. The deepest spot in the ocean is the Mariana Trench, with a water depth of 6.8 miles or 10,924 meters, or over 35,566 feet.

Many organisms live in the ocean’s deepest areas and on its surface, but scientists are still learning about them all. The description of the ocean’s depth and seafloor features is called bathymetry.

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3. In the chart below, name, sketch, and describe each feature from the slides shared by your teacher.

Feature Sketch Description Depth Name

Seamount Mountain rising from the at any depth just deep abyssal plain below the surface to the sea floor

Continental Shelves Flat areas near the edges of 0 – 200 m continents

200 – 2000m

Continental Slope s Drop offs from the continental shelf to seafloor

Abyssal Plain s Seafloor – mostly flat 2000 m +

Banks Undersea Hill rising from a 200 m to just Continental Shelf below the surface

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Name: ______Date: ______

Use the Albatross Tracking and Bathymetry Maps provided by your teacher to answer the following questions.

4. What seafloor features can you observe on your map?

Answers include: continental shelf, continental slope,

seamounts, abyssal plain, bank

5. The dots on the map indicate noon locations of tracked Black-footed Albatross. Follow the directions for each step below, and record your findings in the data table.

a. Count the total number of dots on each map.

b. Count the number of dots located in shallow water when the birds were either over ocean shaded 0 – 200 or shaded 200 – 2000. These shallow areas include continental shelf, continental slope, seamounts, and banks.

c. Count the number of dots located in the deep water. These are areas with depths over 2000m, on the abyssal plain.

6. Find the percentage of the total time that the albatross spent in both shallow vs deep water. Record each percentage in the data table.

d. To calculate the time spent in shallow water:

e. To calculate the time spent in deep water:

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Location Percentage of Number of Dots Counts Time Spent Japan Trench 49 (including 1 dot close but not on island) Alaska Slope 30 100% (the total Total California Slope 40 amount of time) Seamount 10 (NOT including 1 dot on the island) Japan Trench 37 75% Alaska Slope 24 80% Shallow Water California Slope 25 62% Seamount 4 40% Japan Trench 10 25% Alaska Slope 6 20% Deep Water California Slope 15 38% Seamount 6 60%

• Approximate counts for each handout (allow differences based on map interpretation). • Average percent of time tracked in shallow water was ~64% and deep water ~36%.

7. Did the albatross spend more time in shallow water or deep water? Use your data to support your answer.

All of the sample tracks reveal birds spending more time in shallow water, except for the seamount

track. Be sure students are using data from their charts to support their answers.

8. Write your data in the class data table on the board.

9. In the North Pacific, 87% of the ocean is deep and 13% is shallow. According to the class data, are these birds spending about 87% of their time in deep water? How do you know?

Based on the class averages, the tracked birds spent only about 35% of their time in deep water, although deep water covers about 87% of the Pacific Ocean.

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Name: ______Date: ______

10. Scientists compare habitat use with habitat availability to measure “preference” and identify “hotspots”. For instance, when you are at a restaurant, all the food on a menu is availability, and what people order is preference. On your maps, circle any “hotspots” for your albatross. Hotspots are areas where an albatross spent a lot of time (multiple days) or that an albatross repeatedly visited. A “coldspot” is an area they traveled through in route to another destination but did not stay long.

11. How can you explain your findings? Why do you think albatross select or prefer certain areas

Students may not know the answer at this point. The goal of this question is to get them thinking.

12. Seamount habitats make up approximately 5% of the sea floor. Explore the Seamount track and count the number of locations over the Kammut Guyot feature. Does the albatross spend more than 5% of its time on top of this seamount? If so, why?

This albatross spent 40% of its time over the seamount.

The Kammut Guyot seamount was closer to this bird’s nest on Kure Atoll than other productive features such as the shelf/slope habitats.

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Explain

Ocean Productivity and Food

You are now very familiar with seafloor features, such as seamounts and continental shelves and slopes. You have also identified areas that albatross visit over and over again. Seafloor features can affect how much food is available in different areas. Diatoms are one of the most Albatross take advantage of this. common types of phytoplankton.

Food provides both energy and nutrients. Imagine you are eating a cheeseburger with lettuce and tomato on a bun. In each bite, you are getting protein, carbohydrates, fat, vitamins (like Vitamins A and C) and minerals (like calcium and potassium). The food gives you the energy you need to do your life activities, like walking, breathing, and pumping your blood. The nutrients are used for life activities and to build body structures, including muscles and bones.

Both energy and nutrients can be hard to get in the ocean. Almost all of the energy available to ocean organisms comes from the sun. Tiny plant-like organisms called phytoplankton capture the sun’s energy. They use the sun’s energy to create sugar in a process called photosynthesis.

Phytoplankton make fats and oils. These compounds store the sugar, or chemical energy. Ocean grazers eat the sugars and fats, just like cows or grasshoppers eat plants on land. The grazers are then eaten by other predators, like squid and small fish, which receive the energy and nutrients. But, the sun only lights the top layer of the ocean (photic zone). Therefore, organisms living in deep water must travel to the surface to eat or get energy from the organisms living in the sunlit areas above them. Luckily for them, dead organisms and other waste (poop, skeletons) sink down. Deep ocean organisms eat these materials for their energy.

Like you, phytoplankton need nutrients for their life activities, including photosynthesis. Land plants, which also do photosynthesis, get their nutrients from the soil. Soil is made up of pieces of rock and broken-down plant material. The remains of living organisms are broken down by decomposition. Decomposition makes the nutrients in the dead organisms available in the soil. In the ocean, when organisms die, they sink deeper into the water. Decomposition happens in the deep water. That means that the nutrients become available where there is no sunlight. Remember, though, that phytoplankton live near the ocean’s surface because they need sunlight. Therefore, the nutrients from decomposition are not available to them.

In certain areas of the ocean, however, deep water containing lots of nutrients is brought up to the surface, where phytoplankton live. This process is called upwelling.

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Credit: NOAA

Upwelling can happen for several reasons. Some upwelling is caused by the makani, the wind. When wind consistently blows parallel to a coastline, it pushes water away from the coast. This movement pulls up nutrient-rich water from down below (about 100 - 200 m deep) to replace the water at the surface. This type of upwelling occurs along the West Coast of the U.S. and many other coastlines. Water moves up the continental slope and onto the continental shelf. Upwelling can also happen in the open ocean, when deep-water currents encounter a seamount. Water flowing around a large obstacle, like an underwater mountain, will be pushed upwards and mix the nutrients into the surface waters. These are the two reasons why upwelling often happens near continental slopes and near seamounts.

Upwelling gives lots of nutrients to phytoplankton. These tiny organisms photosynthesize and reproduce very quickly. Phytoplankton are eaten by other organisms, which also get eaten by larger predators. Energy and nutrients are passed to organisms higher up the food chain, including mōlī (Laysan albatross), koholā (whales), and honu (sea turtles). Lots of phytoplankton means that lots of energy and nutrients are available to the ecosystem.

13. How might areas of upwelling affect albatross?

Upwelling brings needed nutrients up from deep water, which fuel phytoplankton growth. In turn, the plankton fuel the food chain, providing lots of feeding opportunities for albatross and other marine life

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Name: ______Date: ______

14. Were the hotspots that you identified areas in which you would expect upwelling? How do you know?

According to the text above, upwelling occurs near continental shelves and slopes, where wind

blowing along a coastline can push water offshore and cause upwelling. Around seamounts.

upwelling occurs when deep water currents encounter this geologic obstacle.

Elaborate

Protecting Ocean Habitats

United States National Marine Sanctuaries and Marine Monuments are often compared with National Parks because they protect underwater treasures. These treasures include marine animal habitats and important cultural areas like shipwrecks.

National Marine Sanctuaries and Monuments are marine protected areas (MPAs). Creating MPAs is one of the ways in which we can care for, mālama, our ocean, kai. In our studies of albatross, we will focus on some of the sanctuaries and monuments in the Pacific Ocean.

15. Read the following passage, which introduces some of the Marine Protected Areas in the Pacific Ocean. In the data table, take notes about each.

Marine Protected Description of Important Facts / Ideas Areas Location (Answers will vary) Olympic Coast NMS Coast of WA state Protects kelp forests, deep water corals, and shipwrecks.

Cordell Bank NMS on the continental shelf Protects a bank on the continental shelf that his north of San Francisco home to cold-water corals, fish, and more

Gulf of the Farallones near Farallon Islands Protects a variety of ecosystems including open NMS near San Francisco ocean, reefs, and wetlands. Monterey Bay NMS off central Coast of Only MPA to protect a seamount. Also protects a California canyon and kelp forest. Channel Islands NMS Channel Islands off of Protects diverse ecosystems including sandy Southern California bottom, rocky reef, and kelp forest. Hawaiian Humpback Near main Hawaiian Protects breeding ground for humpback whales Whale NMS Islands Papahānaumokuākea Northwest Hawaiian Protects culturally and biologically important MNM Islands areas.

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Name: ______Date: ______

U.S. National Marine Sanctuaries (NMS) and Marine Monument near the West Coast and Hawai‘i

Along the coast of Washington State is the Olympic Coast NMS, which protects lush kelp forests, deep water corals, and over 150 shipwrecks. The sanctuary covers over 3,000 square miles of ocean, and includes productive waters important for marine mammals such as sea otters and orcas, and seabirds including albatross and gulls.

The Cordell Bank NMS is named for a rocky habitat, or “bank”, that sticks up above the sandy seafloor. This bank is home to cold-water corals, algae, fish, and many other organisms. Marine mammals and seabirds, such as whales, seals and sea lions, murres, albatross and shearwaters, frequent this sanctuary to feed themselves and their young. The sanctuary protects 529 square miles of waters northwest of San Francisco.

Located near Cordell Bank and just beyond the city of San Francisco is the Gulf of Farallones NMS, named for its location near the Farallon Islands. The sanctuary protects several different ecosystems including wetlands, the open ocean and reefs, within it’s nearly 1,300 square miles of waters. Like Cordell Bank, the Gulf of the Farallones NMS is located in very productive waters that provide food for many seabirds and marine mammals.

Monterey Bay NMS covers over 6,000 square miles of ocean and is home to numerous marine mammals, seabirds, fish, plants, and invertebrates such as sea stars, anemones, and corals. It includes one of the largest kelp forests and near-shore underwater canyons in the United States. Also, it protects the Davidson Seamount, the only seamount inside a NMS. It is located off the Central Coast of California.

In Southern California, one finds the Channel Islands NMS. This sanctuary protects the Santa Barbara Channel and areas surrounding the Channel Islands. Protected ecosystems include rocky intertidal, kelp forests, rocky reefs, sandy bottom and open ocean. Species include over 60 types of seabirds, many invertebrates, fish, and marine mammals. Channel Islands NMS protects 1,500 square miles of ocean.

The Hawaiian Humpback Whale NMS is found in the warm waters near the main Hawaiian Islands. It protects an important breeding ground for humpback whales, which are affected by human activities including collisions with boats, entanglement in fishing gear, noise pollution, and water quality issues.

North of the main Hawaiian Islands lies the Northwestern Hawaiian Islands, or, ancestral islands, of the Papahānaumokuākea Marine National Monument (pronounced Pa-pa-hah-now-mo-koo-ah-keh-ah). This Monument protects 140,000 square miles of the Pacific Ocean. Habitats protected include coral reefs, open ocean, and sandy beaches. Over 7,000 marine species make their homes within the Monument.

U.S. National Marine Sanctuaries protect ocean areas by limiting pollution, damage to coral and rocky seabeds, and some extractive activities such as oil drilling. The National Marine Monument can also restrict fishing and recreational boating. Papahānaumokuākea also protects important cultural areas for Native Hawaiians.

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Name: ______Date: ______

16. Answer the following questions based on the information above and your data table:

a. Which is the largest national marine sanctuary or monument?

Papahānaumokuākea Marine National Monument.

b. Which national marine sanctuary or monument is most interesting to you? Why?

Answers will vary. Be sure students support their answers with evidence from the text.

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Albatross are very vulnerable to human activities. These seabirds are often accidentally snared on fish hooks. They can also be tangled in fishing line. Other pollutants, including plastic trash and oil spills, can affect their nutrition and health.

17. Based on the albatross hotspots you identified, draw an area in which you would recommend creating a protected area specifically to protect albatross.

Answers will vary. Discuss students’ suggestions as a class.

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18. Why would creating a national marine sanctuary to protect albatross be a challenge? What human activities might conflict with an area like this? Why?

Many human activities occur in the ocean. Some of these are compatible with MPAs, and others

are not. Activities include fishing, recreational boating, shipping, oil/gas drilling, swimming.

Stake-holders would have different perspectives on what the new MPA would mean for them.

Evaluate

Return to your sketch in Question 1.

1. What do you think about this sketch now?

Answers will vary, but the goal is that students now see seafloor features as more diverse and

important to marine organisms.

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Name: ______Date: ______

2. Draw a new sketch of the seafloor, including features that you are now more familiar with. Label these features. Features may include trenches, seamounts, continental slopes or shelves.

3. Which features might result in upwelling?

All of the above mentioned, except for trenches.

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