Aquatic Ecosystems

Total Page:16

File Type:pdf, Size:1020Kb

Aquatic Ecosystems Aquatic Ecosystems The sea, once it casts its spell, holds one in its net of wonder forever. - Jacques Ives Cousteau 1 Aquatic Ecosystems ● Aquatic ecosystems, like those on land, have a series of abiotic factors that influence what organisms can survive there. ● Salinity is the amount of dissolved salt in the water. ● Salt is formed when rainwater dissolves rocks, releasing minerals into the water. 2 ● Water temperature, which is mostly influenced by sunlight. 3 ● Availability of sunlight, which decreases with water depth. Bering Sea, 1300 ft below the surface. Oceandoctor.org 4 ● Oxygen gas, which is dissolved in areas of turbulent water (waves and rapids). Whirlpool Rapids Gorge, Niagara River, NY 5 ● Plant nutrients such as nitrates and phosphates, which runoff from land. Algae Blooms, Western Lake Erie 6 ● Turbidity, or the cloudiness of the water, is caused by soil eroded from land. Confluence of Mississippi River(flows from right) and Minnesota River(flows from top) 7 Types of Aquatic Organisms ● Plankton are free-floating or weakly swimming. ● Phytoplankton are plant-like and include algae. ● Zooplankton are animal-like, including organisms like single-celled protozoa or jellyfish. ● Nekton are strong swimmers and consumers. ● Fish, whales, sea turtles, etc. 8 ● Benthos are bottom-dwellers that either anchor themselves to bottom structures or walk along the sea floor. ● Sea stars, lobsters, mussels, etc. ● Decomposers break down dead organisms and wastes into nutrients that can be re-used. ● Bacteria. 9 Lakes and Ponds ● Lakes and ponds contain standing water, some of which is too deep for emergent vegetation. ● Emergent vegetation includes plants that are rooted to the bottom and emerge above the water’s surface. ● Lakes are larger than ponds, but there is no strict defined boundary. 10 ● The littoral zone is near the shore and contains shallow, sunlit waters. ● Emergent plants are found in this zone. ● The limnetic zone is a photic open water area where rooted plants cannot survive. ● Floating phytoplankton are the only photosynthetic organisms found here. ● This zone extends only as deep as sunlight can penetrate. 11 ● The profundal zone, directly below the limnetic zone, is aphotic, meaning is receives no sunlight. ● The benthic zone is the bottom of the lake or pond. ● Profundal and benthic zones have no producers. ● Food webs are based around decomposers that feed from detritus (dead matter and waste) that falls down from above. ● Oxygen levels are low, limiting the size of any nekton. 12 ● Ecologists will classify lakes based on their nutrient levels and biological productivity. ● Oligotrophic lakes are very low in nutrients, limiting plankton populations and leaving the water very clear. McDonald Lake Glacier National Park Montana, United States 13 ● Eutrophic lakes have much greater concentrations of nutrients, resulting in heavy growth of phytoplankton. Chesapeake Bay Maryland, United States 14 Rivers and Streams ● Streams are narrow channels that carry small amounts of water. ● Rivers are wider and carry more water. ● Form when streams combine with runoff water from the surrounding land. Angel Falls, Bolivia 15 ● Rivers are divided into zones, each with different characteristics. 16 ● The source is the original point from which a river flows – a spring, lake, glacier, or wetland. ● Characteristics of sources include: ● High oxygen content ● Low nutrient levels ● Cold water temperature Source of the River Lison, Nans-sous-Sainte-Anne, France 17 ● As the water moves through the transition zone, the streams widen, become deeper, and are warmed by the sun. ● Oxygen levels decrease, temperature increases, and nutrient levels rise. ● Low-lying areas, called the floodplains, will occasionally flood and deposit material from upstream. 18 ● The river eventually ends at a larger body of water. This is called the river mouth. ● Freshwater mixes with saltwater, forming brackish water. Moore River meets the Pacific Ocean, Australia 19 Freshwater Inland Wetlands ● Freshwater wetlands have water that is regularly at or near the soil surface. ● Marshes are areas of low-lying wetland that do not support the growth of trees. ● Swamps are wetlands that do support trees and dense shrubs. ● Bogs have a floating mass of plant matter and a covering of Volo Bog sphagnum moss. Illinois, United States 20 ● The mosses found in bogs secrete an acid that lowers the pH of the water, slowing down decomposition significantly. ● Scientists have discovered “bog bodies,” remains of people preserved by the acids and other compounds released by the mosses in Tollund Man, a body discovered in 1950 of a man who bogs. died between 4-300 B.C.E. 21 Marine Ecosystems ● Marine ecosystems are in or near the oceans, and contain salty water. ● Sunlight and nutrients are the two factors that most limit life in marine ecosystems. ● The coasts tend to have the most biologically diverse ecosystems, with the open ocean having the least. 22 Coastal Wetlands ● At the mouth of some rivers, sediment carried by the river will be deposited and form a landmass called a delta. ● Estuaries are bodies of water partially-enclosed within deltas where seawater mixes with freshwater. 23 ● A salt marsh is a coastal wetland regularly flooded by tides, and dominated by herbs, grasses, and shrubs. Low salt marsh, Great Bay, New Hampshire Photo from New Hampshire Division of Forests and Lands. 24 ● Sea grass beds are wetlands with submerged plants that have long, narrow leaves that resemble grasslands. Sea grass bed, Bermuda. Photo from Government of Bermuda Ministry of Environment and Planning. 25 ● Mangrove swamps have trees with complex root systems that can filter salt and withstand flooding and wave action. Mangrove swamp, Florida Everglades. 26 Ecosystem Services of Wetlands ● Wetlands are biodiverse, meaning they support a wide variety of species of animals, plants, fungi, and protists. ● Wetlands protect against flooding by absorbing and retaining excess water. ● Wetlands trap pollutants, resulting in cleaner water that flows out of them. 27 Marine Aquatic Zones ● In the coastal zone, life is plentiful due to an abundance of sunlight and nutrients. ● About 90% of the ocean’s biodiversity is found in this zone. 28 ● Rocky shores are found on coasts with heavy wave activity. ● Sandy shores are found in areas with gentler wave action or that are sheltered. ● Black sand is made from eroded volcanic rock. ● Brown sand is made from eroded granite. ● White sand is made from eroded coral. Mindanao Island, Philippines 29 ● The intertidal zone is submerged during high tide and exposed during low tide. ● The tides are caused by the gravitational pull of the moon and sun. 30 ● Tidal range is the vertical difference between high and low tide. ● The Bay of Fundy in Canada has the greatest tidal range at 16.3 meters – taller than a 3-story building. 31 Shallow Seas ● Shallow seas are areas within the coastal zone between the continental shelf and the intertidal zone. ● Reach a maximum depth of about 200 meters. ● Receive enough sunlight to support photosynthetic plankton and algae. 32 Coral Reefs ● Coral reefs are shallow sea ecosystems made from the skeletons of small animals called coral polyps that live in the warm coastal waters of the tropics and subtropics. ● Coral polyps are a form a plankton that have a mutualistic relationship with algae. ● The coral provides a home, the algae produce 90% of the polyp’s food through photosynthesis. 33 Open Ocean ● The open ocean is the sunlit top layer of the ocean beyond the continental shelves. ● Largest part of the ocean. ● Moving away from the coast, the availability of nutrients decreases rapidly, greatly limiting the growth of photosynthetic plankton. ● The open ocean is sometimes referred to as a “marine desert” due to the relative lack of life. 34 ● The characteristics of the water in the open ocean change as you move downwards. ● The photic (sunlight) zone contains sufficient sunlight for photosynthesis. ● The dysphotic (twilight) zone sunlight, but not enough for photosynthesis. ● The aphotic (midnight) zone is in complete darkness. 35 ● Many species living in the aphotic and dysphotic zones are bioluminescent, meaning they can produce and emit light. ● Light is produced through chemical reactions or by symbiotic bacteria. ● The light can help to find prey or attract mates. 36 ● The abyssal plain is the sea floor. ● Food webs in the abyssal plain are based on scavenging and decomposition instead of photosynthesis. 37 ● Marine snow is a shower of organic material that falls from the open water into the abyssal plain. ● Decomposers and scavengers consume this material. 38 ● Hydrothermal vents are fissures in the ocean floor where heated water and minerals are released into the water. ● Certain organisms can use these compounds as a source of energy, in a process called chemosynthesis. 39.
Recommended publications
  • Pond and Lake Ecosystems a Pond Or Lake Ecosystem Includes Biotic
    Pond and Lake Ecosystems A pond or lake ecosystem includes biotic (living) plants, animals and micro-organisms, as well as abiotic (nonliving) physical and chemical interactions. Pond and lake ecosystems are a prime example of lentic ecosystems. Lentic refers to stationary or relatively still water, from the Latin lentus, which means sluggish. A typical lake has distinct zones of biological communities linked to the physical structure of the lake. (Figure below) The littoral zone is the near shore area where sunlight penetrates all the way to the sediment and allows aquatic plants (macrophytes) to grow. Light levels of about 1% or less of surface values usually define this depth. The 1% light level also defines the euphotic zone of the lake, which is the layer from the surface down to the depth where light levels become too low for photosynthesizers. In most lakes, the sunlit euphotic zone occurs within the epilimnion. However, in unusually transparent lakes, photosynthesis may occur well below the thermocline into the perennially cold hypolimnion. For example, in western Lake Superior near Duluth, MN, summertime algal photosynthesis and growth can persist to depths of at least 25 meters, while the mixed layer, or epilimnion, only extends down to about 10 meters. Ultra-oligotrophic Lake Tahoe, CA/NV, is so transparent that algal growth historically extended to over 100 meters, though its mixed layer only extends to about 10 meters in summer. Unfortunately, inadequate management of the Lake Tahoe basin since about 1960 has led to a significant loss of transparency due to increased algal growth and increased sediment inputs from stream and shoreline erosion.
    [Show full text]
  • 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.
    [Show full text]
  • Lake Ecology
    Fundamentals of Limnology Oxygen, Temperature and Lake Stratification Prereqs: Students should have reviewed the importance of Oxygen and Carbon Dioxide in Aquatic Systems Students should have reviewed the video tape on the calibration and use of a YSI oxygen meter. Students should have a basic knowledge of pH and how to use a pH meter. Safety: This module includes field work in boats on Raystown Lake. On average, there is a death due to drowning on Raystown Lake every two years due to careless boating activities. You will very strongly decrease the risk of accident when you obey the following rules: 1. All participants in this field exercise will wear Coast Guard certified PFDs. (No exceptions for teachers or staff). 2. There is no "horseplay" allowed on boats. This includes throwing objects, splashing others, rocking boats, erratic operation of boats or unnecessary navigational detours. 3. Obey all boating regulations, especially, no wake zone markers 4. No swimming from boats 5. Keep all hands and sampling equipment inside of boats while the boats are moving. 6. Whenever possible, hold sampling equipment inside of the boats rather than over the water. We have no desire to donate sampling gear to the bottom of the lake. 7. The program director has final say as to what is and is not appropriate safety behavior. Failure to comply with the safety guidelines and the program director's requests will result in expulsion from the program and loss of Field Station privileges. I. Introduction to Aquatic Environments Water covers 75% of the Earth's surface. We divide that water into three types based on the salinity, the concentration of dissolved salts in the water.
    [Show full text]
  • Freshwater Ecosystem: Part 2
    Paper : 12 Principles of Ecology Module : 22 Types of Ecosystems: Aquatic Ecosystem-Fresh Water Ecosystem: Part 2 Development Team Principal Investigator : Prof. Neeta Sehgal Department of Zoology, University of Delhi Co-Principal Investigator : Prof. D.K. Singh Department of Zoology, University of Delhi Paper Coordinator : Prof. D.K. Singh Department of Zoology, University of Delhi Content Writer : Dr. Sushma Bhardwaj , Deshbandhu College, DU Ms. Harshita Mishra, Research Scholar, DU Content Reviewer : Prof. K.S. Rao Department of Botany, University of Delhi 1 Principles of Ecology ZOOLOGY Aquatic Ecosystem: Freshwater Ecosystem: Part 2 Description of Module Subject Name ZOOLOGY Paper Name Zool 12 Principles of Ecology Module Name/Title Types of Ecosystems: Aquatic Ecosystem Module Id M22: Aquatic Ecosystem: Freshwater Ecosystem: Part 2 Keywords Lentic, lotic, community, lake, temperate lake, zone, eutrophy, Langmuir circulation Contents 1. Learning Objectives 2. Introduction 3. The Lentic Aquatic System 3.1. Zonation in Lentic Systems 3.2. Characteristics of Lentic Ecosystem 3.3. Lentic Community 3.3.1. Communities of the littoral zone 3.3.2. Communities of Limnetic Zone 3.3.3. Communities of Profundal Zone 4. Lake Ecosystem 4.1. Thermal Properties of Lake 4.2. Seasonal Cycle in Temperate Lakes 4.3. Biological Oxygen Demand 4.4. Eutrophy and Oligotrophy 4.5. Langmuir Circulation and the Descent of the Thermocline 4.6. Types of Lakes 5. State of Freshwater Ecosystems in Present Scenario 5.1. Causes of Change in the properties of freshwater bodies 5.1.1. Climate Change 5.1.2. Change in Water Flow 5.1.3. Land-Use Change 5.1.4.
    [Show full text]
  • Comparison of Littoral and Limnetic Zooplankton Communities of Lake Mead
    Publications (WR) Water Resources 5-1987 Comparison of littoral and limnetic zooplankton communities of Lake Mead Patrick Joseph Sollberger University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/water_pubs Part of the Biology Commons, Environmental Indicators and Impact Assessment Commons, Environmental Monitoring Commons, Fresh Water Studies Commons, Natural Resources and Conservation Commons, Terrestrial and Aquatic Ecology Commons, and the Water Resource Management Commons Repository Citation Sollberger, P. J. (1987). Comparison of littoral and limnetic zooplankton communities of Lake Mead. Available at: https://digitalscholarship.unlv.edu/water_pubs/84 This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in Publications (WR) by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. QL. Comparison of Littoral and Limnetic Zooplankton Communities of Lake Mead by x Patrick Joseph Sollberger A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Biological Sciences Department of Biological Sciences University of Nevada, Las Vegas May, 1987 UNIVERSITY OF NEVADA, LAS VEGAS LIBRARY thesis of Patrick Joseph Sollberger for the degree of tester of Science in the Biological Sciences is approved.
    [Show full text]
  • Aquatic Ecosystem Part 1 a SHORT NOTE for B.SC ZOOLOGY
    2020 Aquatic ecosystem part 1 A SHORT NOTE FOR B.SC ZOOLOGY WRITTEN BY DR.MOTI LAL GUPTA ,H.O.D ,DEPARTMENT OF ZOOLOGY,B.N.COLLEGE,PATNA UNIVERSITY [Type the author name] DEPARTMENT OF ZOOLOGY,B.N COLLEGE, P.U 4/16/2020 Aquatic ecosystem part 1 2 1 Department of zoology,B.N College,P.U Page 2 Aquatic ecosystem part 1 3 Contents 1. Learning Objectives 2. Introduction 3. The Lentic Aquatic System Zonation in Lentic Systems Characteristics of Lentic Ecosystem Lentic Community Communities of the littoral zone Communities of Limnetic Zone Communities of Profundal Zone 4. Lake Ecosystem Thermal Properties of Lake Seasonal Cycle in Temperate Lakes Biological Oxygen Demand Eutrophy and Oligotrophy Langmuir Circulation and the Descent of the Thermocline Types of Lakes 5. State of Freshwater Ecosystems in Present Scenario Causes of Change in the properties of freshwater bodies Climate Change Change in Water Flow Land-Use Change Changing Chemical Inputs Aquatic Invasive Species Harvest Impact of Change on Freshwater Bodies Physical Transformations 6. Summary 2 Department of zoology,B.N College,P.U Page 3 Aquatic ecosystem part 1 4 1. Learning Objectives After the end of this module you will be able to 1. Understand the concept of fresh water ecosystem. 2. Understand the characteristics of the Lentic ecosystems. 3. Know the communities of lentic ecosystems and their ecological adaptations. 4. Know properties of Lake Ecosystems and their types. 5. Understand the major changes that are causing the threats to freshwaters ecosystems. 2. Introduction Freshwater ecology can be interpreted as interrelationship between freshwater organism and their natural environments.
    [Show full text]
  • A Primer on Limnology, Second Edition
    BIOLOGICAL PHYSICAL lake zones formation food webs variability primary producers light chlorophyll density stratification algal succession watersheds consumers and decomposers CHEMICAL general lake chemistry trophic status eutrophication dissolved oxygen nutrients ecoregions biological differences The following overview is taken from LAKE ECOLOGY OVERVIEW (Chapter 1, Horne, A.J. and C.R. Goldman. 1994. Limnology. 2nd edition. McGraw-Hill Co., New York, New York, USA.) Limnology is the study of fresh or saline waters contained within continental boundaries. Limnology and the closely related science of oceanography together cover all aquatic ecosystems. Although many limnologists are freshwater ecologists, physical, chemical, and engineering limnologists all participate in this branch of science. Limnology covers lakes, ponds, reservoirs, streams, rivers, wetlands, and estuaries, while oceanography covers the open sea. Limnology evolved into a distinct science only in the past two centuries, when improvements in microscopes, the invention of the silk plankton net, and improvements in the thermometer combined to show that lakes are complex ecological systems with distinct structures. Today, limnology plays a major role in water use and distribution as well as in wildlife habitat protection. Limnologists work on lake and reservoir management, water pollution control, and stream and river protection, artificial wetland construction, and fish and wildlife enhancement. An important goal of education in limnology is to increase the number of people who, although not full-time limnologists, can understand and apply its general concepts to a broad range of related disciplines. A primary goal of Water on the Web is to use these beautiful aquatic ecosystems to assist in the teaching of core physical, chemical, biological, and mathematical principles, as well as modern computer technology, while also improving our students' general understanding of water - the most fundamental substance necessary for sustaining life on our planet.
    [Show full text]
  • An Introduction to the Processes, Problems, and Management of Urban Lakes
    GEOLOGICAL SURVEY CIRCULAR 601-K An Introduction to the Processes, Problems, and Management of Urban Lakes An Introduction to the Processes, Problems, and Management of Urban Lakes By L. J. Britton, R. C. Averett, and R. F. Ferreira WATER IN THE URBAN ENVIRONMENT G E 0 l 0 G I C A l S U R V E Y C I R C U l A R 601-K 1975 United States Department of the Interior ROGERS C. B. MORTON, Secretary Geological Survey V. E. McKelvey, Director First printing 1975 Second printing 19 77 Free on application to U.S. Geological Survey, National Center, Reston, Va 22092 CONTENTS Page Page Glossary of selected terms ....................... IV Planning and management of watersheds and lakes Conversion factors ............................. VI for water quality control--Continued Abstract ..................................... 1 Watershed management . 13 Man and his lakes .............................. 1 Lake management . 13 What this report is all about ...................... 2 Water quality control . 13 Physics, chemistry, and biology of lakes ............ 2 Algal blooms . 13 Physical characteristics ..................... 2 Light penetration ...................... 2 Anaerobic conditions . 14 Temperature ......................... 3 Fish kills . 15 Suspended sediment ................... 5 Sediment deposition . 15 Morphology .......................... 5 Summary of management options . 15 Chemical characteristics ..................... 5 Conducting lake studies . 15 Major chemical constituents ............. 5 Measuring the properties of lakes . 16 Minor chemical
    [Show full text]
  • Wave Equations Matt Am Rtin Royal Holloway, University of London
    The Goose Volume 15 | No. 1 Article 38 9-1-2016 Wave Equations Matt aM rtin Royal Holloway, University of London Part of the Critical and Cultural Studies Commons, Literature in English, North America Commons, Nature and Society Relations Commons, Place and Environment Commons, and the Poetry Commons Follow this and additional works at / Suivez-nous ainsi que d’autres travaux et œuvres: https://scholars.wlu.ca/thegoose Recommended Citation / Citation recommandée Martin, Matt. "Wave Equations." The Goose, vol. 15 , no. 1 , article 38, 2016, https://scholars.wlu.ca/thegoose/vol15/iss1/38. This article is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in The Goose by an authorized editor of Scholars Commons @ Laurier. For more information, please contact [email protected]. Cet article vous est accessible gratuitement et en libre accès grâce à Scholars Commons @ Laurier. Le texte a été approuvé pour faire partie intégrante de la revue The Goose par un rédacteur autorisé de Scholars Commons @ Laurier. Pour de plus amples informations, contactez [email protected]. Martin: Wave Equations skerry bride = beach breacher = strand strider = whale wake = trilobite’s headstone = acrobattleship = baker of laver bread = moray eel yawn = blade in fjord-scabbard = captain cook’s skillet = fiddler crab tremolo = cliff licker = dying undine = cove carver = dolphin’s counterpane = estuary’s peristalsis = grammar lesson at the school of fish = halibuttress = icebreak-dancer = ghost porpoise
    [Show full text]
  • The Ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots Simone Borg
    Conservation of the Marine Environment and the Exploitation of the seabed - The ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots Simone Borg To cite this version: Simone Borg. Conservation of the Marine Environment and the Exploitation of the seabed - The ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots. Patrick Chaumette. Transforming the Ocean Law by Requirement of the Marine Environment Conservation - Le Droit de l’Océan transformé par l’exigence de conservation de l’environnement marin., Marcial Pons, 2019, 978-84-9123-635-1. halshs-02396008 HAL Id: halshs-02396008 https://halshs.archives-ouvertes.fr/halshs-02396008 Submitted on 11 Dec 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. CHAPTER 3 CONSERVatION OF THE MARINE ENVIRONMENT AND THE EXPLOItatION OF THE SEABED «The Ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots» Simone Borg Resident Professor and Head, Department of Environmental Law and Resources Law, Resident Professor Department of International Law, Faculty of Laws, University of Malta, Malta Visiting Professor IMO International Maritime Law Institute, Malta RÉSUMÉ: L’application d’une approche intégrée est largement reconnue comme un aspect essentiel de toute politique et de tout régime juridique pour la conserva- tion des ressources naturelles.
    [Show full text]
  • The Open Ocean
    THE OPEN OCEAN Grade 5 Unit 6 THE OPEN OCEAN How much of the Earth is covered by the ocean? What do we mean by the “open ocean”? How do we describe the open oceans of Hawai’i? The World’s Oceans The ocean is the world’s largest habitat. It covers about 70% of the Earth’s surface. Scientists divide the ocean into two main zones: Pelagic Zone: The open ocean that is not near the coast. pelagic zone Benthic Zone: The ocean bottom. benthic zone Ocean Zones pelagic zone Additional Pelagic Zones Photic zone Aphotic zone Pelagic Zones The Hawaiian Islands do not have a continental shelf Inshore: anything within 100 meters of shore Offshore : anything over 500 meters from shore Inshore Ecosystems Offshore Ecosystems Questions 1.) How much of the Earth is covered by the ocean? Questions 1.) How much of the Earth is covered by the ocean? Answer: 70% of the Earth is covered by ocean water. Questions 2.) What are the two MAIN zones of the ocean? Questions 2.) What are the two MAIN zones of the ocean? Answer: Pelagic Zone-the open ocean not near the coast. Benthic Zone-ocean bottom. Questions 3.) What are some other zones within the Pelagic Zone or Open Ocean? Questions 3.) What are some other zones within the Pelagic Zone or Open Ocean? Answer: Photic zone- where sunlight penetrates Aphotic zone- where sunlight cannot penetrate Neritic zone- over the continental shelf Oceanic zone- beyond the continental shelf Questions 4.) What is inshore? What is offshore? Questions 4.) What is inshore? What is offshore? Answer: Inshore: anything within 100 meters of shore Offshore: anything over 500 meters from shore .
    [Show full text]
  • COURSE OUTLINE Marine Biology
    COURSE OUTLINE Marine Biology Rutherford High School Rutherford, New Jersey 1 I. BASIC PHILOSOPHY Recognizing that a student's attitudes or feelings about marine biology are just as important in the long run as his or her acquisition of specific concepts, it is our goal to instill in our students the belief that marine biology is an exciting, relevant, human activity that can be enjoyable to study. To this end, the extensive use of laboratory experimentation, demonstrations and other hands-on activities are an integral part of the course. II. METHODS EMPLOYED direct teacher instruction demonstrations laboratory experiments mini-activities (e.g. simulations) and laboratories computer-assisted instruction cooperative learning - problem solving filmstrips and videos library research problem and question & answer sessions homework III. TEXT An Introduction to the Biology of Marine Life James L. Sumich Wm. C. Brown Company, 1988. IV. OBJECTIVES 1. GENERAL OBJECTIVES A. To introduce students to the marine environment and its indigenous organisms. B. To develop an understanding of man’s effect on the marine environment. C. To develop an awareness of the career possibilities available to students in this area. 2. SPECIFIC OBJECTIVES A. To study the principles, concepts and facts through which the student can better understand and appreciate the nature of the sea and its inhabitants. 2 B. To acquaint the student with the interrelationships of plants and animals and the environment within the sea. C. To develop an understanding of man’s effect on the balance of nature in the marine environment. D. To explore the wise and effective use of the natural resources of the sea as a food source.
    [Show full text]