DOCSLIB.ORG

Life in the Open Ocean

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Life in the Open Ocean G5 U6 OVR GRADE 5 UNIT 6 OVERVIEW Life in the Open Ocean Introduction Open ocean ecosystems are complex, self-sustaining, and interdependent communities of marine plants, bacteria, and animals. Commercial and recreational fi shing and tourism are prime benefi ciaries of open ocean ecosystems. Because this unit addresses complex interrelationships in open ocean ecosystems, students are initially made aware of the global importance of open oceans. Unlike the continents, which are surrounded by submerged continental shelves, the Hawaiian Islands were formed by volcanic lava fl ows that rose directly from the bottom of the ocean. Due to this, the nearshore shallow water areas surrounding the islands are very narrow and the deeper open ocean waters are much closer to land than their continental counterparts. Students study these nearshore and open ocean areas by exploring marine maps of the Hawaiian Islands. Students gain a better understanding of ecosystems by identifying plankton and its role in these ecosystems. They discover that phytoplankton are at the base of food chains and food webs in marine ecosystems. Students understand that phytoplankton are eaten by zooplankton (herbivores and fi rst-level consumers), which are eaten by small organisms, which, are in turn, eaten by larger organisms, such as sharks further up the food chain. Using Internet resources, students identify and list the islands’ most common types of sharks, recording relevant statistics prior to developing nearshore and open ocean energy pyramids. Students also note which animals are producers, consumers, or decomposers. Not much goes to waste in open ocean ecosystems. Students fi nd that marine snow (excess organic materials, including dead animals, plants, sediments, and fecal matter) aggregate and sink toward the dark ocean bottom where food is scarce. They learn that some deep-water animals depend on marine snow for subsistence, and that some species migrate upward in search of food. In culminating activities, students review the previous lessons and assess their understanding of the matter and energy cycle in open ocean ecosystems. 1 At A Glance Each Lesson addresses HCPS III Benchmarks. The Lessons provide an opportunity for students to move toward mastery of the indicated benchmarks. ESSENTIAL QUESTIONS HCPS III BENCHMARKS LESSON, Brief Summary, Duration What are the zones of the Science Standard 1: The Scientifi c Process: Lesson 1: Where in the World is the Open open ocean? Scientifi c Investigation: Ocean? SC.5.1.2 Formulate and defend conclusions The lesson begins with a hands-on activity where How much of the Earth does based on evidence. students discover that the Earth is 70% water and the ocean cover? 30% land. After the realization that the ocean is vast, Science Standard 2: Scientifi c Process: Nature the class will view a presentation that will introduce How do we describe the open of Science them to the parts or zones of the Open Ocean ocean around Hawai‘i? SC.5.2.1 Use models and/or simulations to and discuss why the Hawaiian Islands have no represent and investigate features of objects, continental shelf. Next, the class will be introduced events, and processes in the real world. to bathymetry and how it relates to the zones of the Open Ocean. To wrap the lesson up, students will Math Standard 1: Numbers and Operations: use a bathymetric map of the Hawaiian Islands to Number Sense: locate and describe inshore and offshore or open MA 5.1.1 Represent percent and ocean areas. ratio using pictures or objects. Two 45-minute periods Math Standard 10: Patterns, Functions and Algebra: Symbolic Representation: MA 5.10.2: Model problem situations with objects or manipulatives and use representations (e.g., graphs, tables, equations) to draw conclusions OVR 6 U 5 2 G 3 OVR 6 U ESSENTIAL QUESTIONS HCPS III BENCHMARKS LESSON, Brief Summary, Duration 5 G Where do sharks live? Science Standard 3: Life and Environmental Lesson 2: Sharks – The Top Predators of the Sciences: Open Ocean What is the role of sharks in 5.3.1 Describe the fl ow of energy among Sharks live in both inshore and offshore or the marine food chain? producers, consumers, and decomposers. open ocean waters. They are found in all the oceans of the world. Sharks are feared and often How does energy fl ow in a misunderstood. In this lesson, students investigate marine ecosystem? and research common Hawaiian inshore and open ocean sharks. They investigate shark size, where they hunt for food, and what they eat; in doing so, students are able to describe where sharks fi t in the marine food chain as well as how energy fl ows through that ecosystem. What is plankton? Science Standard 3: Life and Environmental Lesson 3: What’s Missing from this Picture? Sciences: In this lesson, students view underwater images How does plankton support SC.5.3.1 Describe the fl ow of energy among showing fi sh and squid in the open ocean, and food webs in terms of the fl ow producers, consumers, and decomposers. compare these images with images of animals of energy? on land. They discover that visible plants are SC.5.3.2 Describe the interdependent conspicuously absent from the open ocean images. relationships among producers, consumers, This discovery provides the opportunity to introduce and decomposers in an ecosystem in terms and explore the role of plankton. Students add of cycles of matter. zooplankton and phytoplankton to their food chains and explore the role of a decomposer in a marine food web. One 45-minute period ESSENTIAL QUESTIONS HCPS III BENCHMARKS LESSON, Brief Summary, Duration How does marine snow play Science Standard 3: Life and Environmental Lesson 4: Marine Snow a role in the Open Ocean Sciences: In this lesson, students review the parts of the ocean ecosystem? 5.3.1 Describe the flow of energy among water column, which consists of the photic and producers, consumers, and decomposers. aphotic zones. These two zones play an important How does matter cycle role in the formation and distribution of marine snow. through producers, SC.5.3.2 Describe the interdependent Through a PowerPoint presentation, the students consumers, decomposers in relationships among producers, consumers, gain a better understanding how marine snow the open ocean? and decomposers in an ecosystem in terms forms, how it is distributed, and what role it plays in of cycles of matter. the Open Ocean food chain. The lesson ends with students completing a zonation exercise that will show that they can explain how marine snow forms and the role it plays in the marine ecosystem in terms of the cycles of matter. One 45-minute period How does matter cycle Science Standard 2: The Scientific Process: Culminating Lesson: Matter Cycles and Energy and energy flow in the Nature of Science Flow in the Open Ocean open ocean? SC.5.2.1 Use models and/or simulations to To refresh the information students learned represent and investigate features of objects, throughout this unit, the class will participate in a events, and processes in the real world. short review game. Students will then demonstrate what they have learned in this unit about the zones Science Standard 3: Life and Environmental of the Open Ocean, the organisms in the Open Sciences: Ocean and how matter cycles and energy flows SC.5.3.1 Describe the flow of energy among through a matching activity. producers, consumers, and decomposers. One 45-minute period SC.5.3.2 Describe the interdependent relationships among producers, consumers, and decomposers in an ecosystem in terms of cycles of matter. *“Hawaii Content & Performance Standards III Database.” Hawaii Department of Education. June 2007. Department of Education. 17 Dec. 2007. OVR 6 U 5 4 G G5 U6 OVR Benchmark Rubric I. HCPS III Benchmarks* Below is a general Benchmark Rubric. Within each lesson, there are other assessment tools and additional rubrics specifi c to the performance tasks within each lesson. Topic Scientifi c Inquiry Benchmark SC.5.1.2 Formulate and defend conclusions based on evidence Rubric Advanced Profi cient Partially Profi cient Novice Formulate and defend Formulate and defend Make conclusions that Make conclusions conclusions that are conclusions that are are partially supported by without evidence supported by detailed supported by evidence evidence evidence and make connections to the real world Topic Unifying Concepts and Themes Use models and/or simulations to represent and investigate Benchmark SC.5.2.1 features of objects, events, and processes in the real world Rubric Advanced Profi cient Partially Profi cient Novice Consistently select Use models and/or With assistance, use models Recognize examples of models and use models simulations to represent or simulations to represent or simulations that can be used and simulations to and investigate features features of objects, events, to represent features of objects, effectively represent of objects, events, or processes in the events, or processes and investigate and processes in the real world features of objects, real world events, and processes in the real world 5 G5 U6 OVR Topic Cycles of Matter and Energy Describe the cycle of energy among producers, consumers, Benchmark SC.5.3.1 and decomposers Rubric Advanced Profi cient Partially Profi cient Novice Explain and give detailed Describe the cycle of Describe a part of the Recognize an example of part examples of the cycle of energy among producers, energy cycle with an of an energy cycle energy among producers, consumers, and example (e.g., describe consumers, and decomposers one
Load more

Recommended publications
  • Diversity and Community Structure of Pelagic Cnidarians in the Celebes and Sulu Seas, Southeast Asian Tropical Marginal Seas
    Deep-Sea Research I 100 (2015) 54–63 Contents lists available at ScienceDirect Deep-Sea Research I journal homepage: www.elsevier.com/locate/dsri Diversity and community structure of pelagic cnidarians in the Celebes and Sulu Seas, southeast Asian tropical marginal seas Mary M. Grossmann a,n, Jun Nishikawa b, Dhugal J. Lindsay c a Okinawa Institute of Science and Technology Graduate University (OIST), Tancha 1919-1, Onna-son, Okinawa 904-0495, Japan b Tokai University, 3-20-1, Orido, Shimizu, Shizuoka 424-8610, Japan c Japan Agency for Marine-Earth Science and Technology (JAMSTEC), Yokosuka 237-0061, Japan article info abstract Article history: The Sulu Sea is a semi-isolated, marginal basin surrounded by high sills that greatly reduce water inflow Received 13 September 2014 at mesopelagic depths. For this reason, the entire water column below 400 m is stable and homogeneous Received in revised form with respect to salinity (ca. 34.00) and temperature (ca. 10 1C). The neighbouring Celebes Sea is more 19 January 2015 open, and highly influenced by Pacific waters at comparable depths. The abundance, diversity, and Accepted 1 February 2015 community structure of pelagic cnidarians was investigated in both seas in February 2000. Cnidarian Available online 19 February 2015 abundance was similar in both sampling locations, but species diversity was lower in the Sulu Sea, Keywords: especially at mesopelagic depths. At the surface, the cnidarian community was similar in both Tropical marginal seas, but, at depth, community structure was dependent first on sampling location Marginal sea and then on depth within each Sea. Cnidarians showed different patterns of dominance at the two Sill sampling locations, with Sulu Sea communities often dominated by species that are rare elsewhere in Pelagic cnidarians fi Community structure the Indo-Paci c.
    [Show full text]
  • Methane Cold Seeps As Biological Oases in the High‐
    LIMNOLOGY and Limnol. Oceanogr. 00, 2017, 00–00 VC 2017 The Authors Limnology and Oceanography published by Wiley Periodicals, Inc. OCEANOGRAPHY on behalf of Association for the Sciences of Limnology and Oceanography doi: 10.1002/lno.10732 Methane cold seeps as biological oases in the high-Arctic deep sea Emmelie K. L. A˚ strom€ ,1* Michael L. Carroll,1,2 William G. Ambrose, Jr.,1,2,3,4 Arunima Sen,1 Anna Silyakova,1 JoLynn Carroll1,2 1CAGE - Centre for Arctic Gas Hydrate, Environment and Climate, Department of Geosciences, UiT The Arctic University of Norway, Tromsø, Norway 2Akvaplan-niva, FRAM – High North Research Centre for Climate and the Environment, Tromsø, Norway 3Division of Polar Programs, National Science Foundation, Arlington, Virginia 4Department of Biology, Bates College, Lewiston, Maine Abstract Cold seeps can support unique faunal communities via chemosynthetic interactions fueled by seabed emissions of hydrocarbons. Additionally, cold seeps can enhance habitat complexity at the deep seafloor through the accretion of methane derived authigenic carbonates (MDAC). We examined infaunal and mega- faunal community structure at high-Arctic cold seeps through analyses of benthic samples and seafloor pho- tographs from pockmarks exhibiting highly elevated methane concentrations in sediments and the water column at Vestnesa Ridge (VR), Svalbard (798 N). Infaunal biomass and abundance were five times higher, species richness was 2.5 times higher and diversity was 1.5 times higher at methane-rich Vestnesa compared to a nearby control region. Seabed photos reveal different faunal associations inside, at the edge, and outside Vestnesa pockmarks. Brittle stars were the most common megafauna occurring on the soft bottom plains out- side pockmarks.
    [Show full text]
  • Reproduction in Plants Which But, She Has Never Seen the Seeds We Shall Learn in This Chapter
    Reproduction in 12 Plants o produce its kind is a reproduction, new plants are obtained characteristic of all living from seeds. Torganisms. You have already learnt this in Class VI. The production of new individuals from their parents is known as reproduction. But, how do Paheli thought that new plants reproduce? There are different plants always grow from seeds. modes of reproduction in plants which But, she has never seen the seeds we shall learn in this chapter. of sugarcane, potato and rose. She wants to know how these plants 12.1 MODES OF REPRODUCTION reproduce. In Class VI you learnt about different parts of a flowering plant. Try to list the various parts of a plant and write the Asexual reproduction functions of each. Most plants have In asexual reproduction new plants are roots, stems and leaves. These are called obtained without production of seeds. the vegetative parts of a plant. After a certain period of growth, most plants Vegetative propagation bear flowers. You may have seen the It is a type of asexual reproduction in mango trees flowering in spring. It is which new plants are produced from these flowers that give rise to juicy roots, stems, leaves and buds. Since mango fruit we enjoy in summer. We eat reproduction is through the vegetative the fruits and usually discard the seeds. parts of the plant, it is known as Seeds germinate and form new plants. vegetative propagation. So, what is the function of flowers in plants? Flowers perform the function of Activity 12.1 reproduction in plants. Flowers are the Cut a branch of rose or champa with a reproductive parts.
    [Show full text]
  • Feeding-Dependent Tentacle Development in the Sea Anemone Nematostella Vectensis
    bioRxiv preprint doi: https://doi.org/10.1101/2020.03.12.985168; this version posted March 12, 2020. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY 4.0 International license. Feeding-dependent tentacle development in the sea anemone Nematostella vectensis Aissam Ikmi1,2*, Petrus J. Steenbergen1, Marie Anzo1, Mason R. McMullen2,3, Anniek Stokkermans1, Lacey R. Ellington2, and Matthew C. Gibson2,4 Affiliations: 1Developmental Biology Unit, European Molecular Biology Laboratory, 69117 Heidelberg, Germany. 2Stowers Institute for Medical Research, Kansas City, Missouri 64110, USA. 3Department of Pharmacy, The University of Kansas Health System, Kansas City, Kansas 66160, USA. 4Department of Anatomy and Cell Biology, The University of Kansas School of Medicine, Kansas City, Kansas 66160, USA. *Corresponding author. Email: [email protected] 1 bioRxiv preprint doi: https://doi.org/10.1101/2020.03.12.985168; this version posted March 12, 2020. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY 4.0 International license. Summary In cnidarians, axial patterning is not restricted to embryonic development but continues throughout a prolonged life history filled with unpredictable environmental changes. How this developmental capacity copes with fluctuations of food availability and whether it recapitulates embryonic mechanisms remain poorly understood. To address these questions, we utilize the tentacles of the sea anemone Nematostella vectensis as a novel paradigm for developmental patterning across distinct life history stages.
    [Show full text]
  • 8.4 the Significance of Ocean Deoxygenation for Continental Margin Mesopelagic Communities J
    8.4 The significance of ocean deoxygenation for continental margin mesopelagic communities J. Anthony Koslow 8.4 The significance of ocean deoxygenation for continental margin mesopelagic communities J. Anthony Koslow Institute for Marine and Antarctic Studies, University of Tasmania, Hobart, Tasmania, Australia and Scripps Institution of Oceanography, University of California, SD, La Jolla, CA 92093 USA. Email: [email protected] Summary • Global climate models predict global warming will lead to declines in midwater oxygen concentrations, with greatest impact in regions of oxygen minimum zones (OMZ) along continental margins. Time series from these regions indicate that there have been significant changes in oxygen concentration, with evidence of both decadal variability and a secular declining trend in recent decades. The areal extent and volume of hypoxic and suboxic waters have increased substantially in recent decades with significant shoaling of hypoxic boundary layers along continental margins. • The mesopelagic communities in OMZ regions are unique, with the fauna noted for their adaptations to hypoxic and suboxic environments. However, mesopelagic faunas differ considerably, such that deoxygenation and warming could lead to the increased dominance of subtropical and tropical faunas most highly adapted to OMZ conditions. • Denitrifying bacteria within the suboxic zones of the ocean’s OMZs account for about a third of the ocean’s loss of fixed nitrogen. Denitrification in the eastern tropical Pacific has varied by about a factor of 4 over the past 50 years, about half due to variation in the volume of suboxic waters in the Pacific. Continued long- term deoxygenation could lead to decreased nutrient content and hence decreased ocean productivity and decreased ocean uptake of carbon dioxide (CO2).
    [Show full text]
  • Coastal and Marine Ecological Classification Standard (2012)
    FGDC-STD-018-2012 Coastal and Marine Ecological Classification Standard Marine and Coastal Spatial Data Subcommittee Federal Geographic Data Committee June, 2012 Federal Geographic Data Committee FGDC-STD-018-2012 Coastal and Marine Ecological Classification Standard, June 2012 ______________________________________________________________________________________ CONTENTS PAGE 1. Introduction ..................................................................................................................... 1 1.1 Objectives ................................................................................................................ 1 1.2 Need ......................................................................................................................... 2 1.3 Scope ........................................................................................................................ 2 1.4 Application ............................................................................................................... 3 1.5 Relationship to Previous FGDC Standards .............................................................. 4 1.6 Development Procedures ......................................................................................... 5 1.7 Guiding Principles ................................................................................................... 7 1.7.1 Build a Scientifically Sound Ecological Classification .................................... 7 1.7.2 Meet the Needs of a Wide Range of Users ......................................................
    [Show full text]
  • 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.
    [Show full text]
  • THE CASE AGAINST Marine Mammals in Captivity Authors: Naomi A
    s l a m m a y t T i M S N v I i A e G t A n i p E S r a A C a C E H n T M i THE CASE AGAINST Marine Mammals in Captivity The Humane Society of the United State s/ World Society for the Protection of Animals 2009 1 1 1 2 0 A M , n o t s o g B r o . 1 a 0 s 2 u - e a t i p s u S w , t e e r t S h t u o S 9 8 THE CASE AGAINST Marine Mammals in Captivity Authors: Naomi A. Rose, E.C.M. Parsons, and Richard Farinato, 4th edition Editors: Naomi A. Rose and Debra Firmani, 4th edition ©2009 The Humane Society of the United States and the World Society for the Protection of Animals. All rights reserved. ©2008 The HSUS. All rights reserved. Printed on recycled paper, acid free and elemental chlorine free, with soy-based ink. Cover: ©iStockphoto.com/Ying Ying Wong Overview n the debate over marine mammals in captivity, the of the natural environment. The truth is that marine mammals have evolved physically and behaviorally to survive these rigors. public display industry maintains that marine mammal For example, nearly every kind of marine mammal, from sea lion Iexhibits serve a valuable conservation function, people to dolphin, travels large distances daily in a search for food. In learn important information from seeing live animals, and captivity, natural feeding and foraging patterns are completely lost.
    [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]
  • Morphology and Significance of the Luminous Organs in Alepocephaloid Fishes
    Uiblein, F., Ott, J., Stachowitsch,©Akademie d. Wissenschaften M. (Eds), Wien; 1996: download Deep-sea unter www.biologiezentrum.at and extreme shallow-water habitats: affinities and adaptations. - Biosystematics and Ecology Series 11:151-163. Morphology and significance of the luminous organs in alepocephaloid fishes Y. I. SAZONOV Abstract: Alepocephaloid fishes, or slickheads (two families, Alepocephalidae and Platytroctidae), are deep-sea fishes distributed in all three major oceans at depths of ca. 100-5000 m, usually between ca. 500 and 3000 m. Among about 150 known species, 13 alepocephalid and all (ca. 40) platytroctid species have diverse light organs: 1) postcleithral luminous gland (all platytroctids); it releases a luminescent secredon which presumably startles or blinds predators and allows the fish to escape; 2) relatively large, regulär photophores on the head and ventral parts of the body in the alepocephalid Microphotolepis and in 6 (of 14) platytroctid genera. These organs may serve for countershading and possibly for giving signals to other individuals of the same species; 3) small "simple" or "secondary" photophores covering the whole body and fins in 5 alepocephalid genera, and a few such structures in 1 platytroctid; these organs may be used for Camouflage in the glow of spontaneous bioluminescence; 4) the mental light organ in 2 alepocephalid genera from the abyssal zone (Bathyprion and Mirognathus) may be used as a Iure to attract prey. Introduction Alepocephaloid fishes, or slickheads, comprise two families of isospondyl- ous fishes (Platytroctidae and Alepocephalidae). The group is one of the most diverse among oceanic bathypelagic fishes (about 35 genera with 150 species), and these fishes play a significant role in the communities of meso- and bathypelagic animals.
    [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]
  • 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
    [Show full text]