Lecture Outlines Powerpoint Chapter 14 Earth Science, 12E Tarbuck
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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 ...................................................... -
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. -
The C-Floor and Zones
The C-Floor and zones Table of Contents ` ❖ The ocean zones ❖ Sunlight zone and twilight zone ❖ Midnight and Abyssal zone ❖ The hadal zone ❖ The c-floor ❖ The c-floor definitions ❖ The c-floor definitions pt.2 ❖ Cites ❖ The end The ocean zones 200 meters deep 1,000 Meters deep 4,000 Meters deep 6,000 Meters deep 10,944 meters deep Sunlight zone Twilight zone ❖ The sunlight zone is 200 meters from the ocean's ❖ The twilight zone is about 1,000 meters surface deep from the ❖ Animals that live here ocean's surface sharks, sea turtles, ❖ Animals that live jellyfish and seals here are gray ❖ Photosynthesis normally whales, greenland occurs in this part of the Shark and clams ocean ❖ The twilight get only a faint amount of sunlight DID YOU KNOW Did you know That no plants live That the sunlight zone in the twilight zone could be called as the because of the euphotic and means well lit amount of sunlight in greek Midnight zone Abyssal zone ❖ The midnight zone is ❖ The abyssal zone is 4,000 meters from 6,000 meters from the the ocean's surface ocean’s surface ❖ Animals that live in ❖ Animals that live in the the midnight zone Abyssal zone are fangtooth fish, pacific are, vampire squid, viperfish and giant snipe eel and spider crabs anglerfish ❖ Supports only ❖ Animals eat only the DID YOU KNOW invertebrates and DID YOU KNOW leftovers that come That only 1 percent of light fishes That most all the way from the travels through animals are sunlight zone to the the midnight zone either small or midnight zone bioluminescent The Hadal Zone (Trench ● The Hadal Zone is 10,944 meters under the ocean ● Snails, worms, and sea cucumbers live in the hadal zone ● It is pitch black in the Hadal Zone The C-Floor The C-Floor Definitions ❖ The Continental Shelf - The flat part where people can walk. -
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. -
Ocean Zones Adapted from USC Sea Grant “Island Explorers” by Dr
2011 COSEE-West Introduction to Ocean Zones Adapted from USC Sea Grant “Island Explorers” by Dr. Rachel Kennison, COSEE West Co- Director Grade: K-12 Group Size: 30 students Time: 55 minutes BACKGROUND In order to begin to understand life below the seafloor, it is essential to grasp that the ocean has many different habitats that are defined by the physical and chemical properties that exist at different depths. The purpose of this activity is to identify and describe different zones of the ocean and the organisms that live there. The ocean is divided into 5 main zones from the surface to the depths where light can no longer penetrate. These zones are characterized by different physical and chemical properties, such as quantity and quality of light, pressure and temperature. These properties affect what life forms can exist within those limitations. This activity introduces the microbial environment in the deep ocean, and can be the foundation to explain geothermal processes, and the evolution of bacteria. Labels and features to include on diagram: Photic (sunlit) zone Aphotic (no light) zone Neritic system Benthic realm Pelagic realm Bathyal zone Abyssal zone Hadal zone Shoreline Sea level Coral reef Continental Shelf Continental slope Continental rise Submarine Canyon Abyssal Plain Seamount Guyot Trench Mid-ocean Ridge Rift Valley Hydrothermal vent Sub-seafloor sediment Sub-seafloor aquifer A useful reference for your ocean zones diagram is at http://geosci.sfsu.edu/courses/geol102/ex9.html Two basic guides for the zones: (Source: Sea -
For Creative Minds
For Creative Minds The For Creative Minds educational section may be photocopied or printed from our website by the owner of this book for educational, non-commercial uses. Cross-curricular teaching activities, interactive quizzes, and more are available online. Go to ArbordalePublishing.com and click on the book’s cover to explore all the links. Deep Ocean Habitats Things change the deeper you go in the ocean: light disappears, temperatures grow increasingly colder, and pressure gets much higher. The amount of oxygen in the water sunlight zone decreases with depth but then gets higher again at the bottom! Because these changes twilight zone affect the types of organisms that can survive there, the ocean is divided into five layers by depth called life zones. Only the sunlight zone receives enough sunlight for algae to convert light into energy midnight zone (photosynthesis). Because almost all food webs start with plants or algae, this is the zone where the most animals live. The twilight zone still gets some sunlight, but not enough for photosynthesis. The animals that live here either travel to the sunlight zone to feed or depend on food falling from above. There is no light in the midnight zone. Most abyssal zone of the animals that live here produce their own light through bioluminescence. The abyssal zone is pitch black, almost freezing cold, and has little oxygen and incredibly high pressure, yet animals still live here. In the deep trenches is the hadal zone. It is like the abyssal zone, except with even more hadal zone immense -
Global Open Oceans and Deep Seabed (Goods) - Biogeographic Classification
CBD Distr. GENERAL UNEP/CBD/SBSTTA/14/INF/10 29 April 2010 ORIGINAL: ENGLISH SUBSIDIARY BODY ON SCIENTIFIC, TECHNICAL AND TECHNOLOGICAL ADVICE Fourteenth meeting Nairobi, 10-21 May 2010 Item 3.1.3 of the provisional agenda * GLOBAL OPEN OCEANS AND DEEP SEABED (GOODS) - BIOGEOGRAPHIC CLASSIFICATION Note by the Executive Secretary 1. The Executive Secretary is circulating herewith, for the information of participants in the fourteenth meeting of the Subsidiary Body on Scientific, Technical and Technological Advice, IOC Technical Series No.84 on Global Open Oceans and Deep Seabed (GOODS) - Biogeographic Classification, submitted by the United Nations Educational, Scientific and Cultural Organization/Intergovernmental Oceanographic Commission, pursuant to paragraph 6of decision IX/20. 2. This report was also considered by the CBD Expert Workshop on Scientific and Technical Guidance on the Use of Biogeographic Classification Systems and Identification of Marine Areas Beyond National Jurisdiction in Need of Protection, held in Ottawa, from 29 September to 2 October 2009. 3. The document is circulated in the form and language in which it was received by the Secretariat of the Convention on Biological Diversity. * UNEP/CBD/SBSTTA/14/1 /... In order to minimize the environmental impacts of the Secretariat’s processes, and to contribute to the Secretary-General’s initiative f or a C-Neutral UN, this document is printed in limited numbers. Delegates are kindly requested to bring their copies to meetings and not to request additional copies. Global Open Oceans and Deep Seabed (GOODS) biogeographic classification Global Open Oceans and Deep Seabed (GOODS) biogeographic classification Edited by: Marjo Vierros (UNU-IAS), Ian Cresswell (Australia), Elva Escobar Briones (Mexico), Jake Rice (Canada), and Jeff Ardron (Germany) UNESCO 2009 goods inside 2.indd 1 24/03/09 14:55:52 Global Open Oceans and Deep Seabed (GOODS) biogeographic classification Authors Contributors Vera N. -
Lesson Plan – Ocean in Motion
Lesson Plan – Ocean in Motion Summary This lesson will introduce students to how the ocean is divided into different zones, the physical characteristics of these zones, and how water moves around the earths ocean basin. Students will also be introduced to organisms with adaptations to survive in various ocean zones. Content Area Physical Oceanography, Life Science Grade Level 5-8 Key Concept(s) • The ocean consists of different zones in much the same way terrestrial ecosystems are classified into different biomes. • Water moves and circulates throughout the ocean basins by means of surface currents, upwelling, and thermohaline circualtion. • Ocean zones have distinguishing physical characteristics and organisms/ animals have adaptations to survive in different ocean zones. Lesson Plan – Ocean in Motion Objectives Students will be able to: • Describe the different zones in the ocean based on features such as light, depth, and distance from shore. • Understand how water is moved around the ocean via surface currents and deep water circulation. • Explain how some organisms are adapted to survive in different zones of the ocean. Resources GCOOS Model Forecasts Various maps showing Gulf of Mexico surface current velocity (great teaching graphic also showing circulation and gyres in Gulf of Mexico), surface current forecasts, and wind driven current forecasts. http://gcoos.org/products/index.php/model-forecasts/ GCOOS Recent Observations Gulf of Mexico map with data points showing water temperature, currents, salinity and more! http://data.gcoos.org/fullView.php Lesson Plan – Ocean in Motion National Science Education Standard or Ocean Literacy Learning Goals Essential Principle Unifying Concepts and Processes Models are tentative schemes or structures that 2. -
A Database for Ocean Acidification Assessment in the Iberian Upwelling
Earth Syst. Sci. Data, 12, 2647–2663, 2020 https://doi.org/10.5194/essd-12-2647-2020 © Author(s) 2020. This work is distributed under the Creative Commons Attribution 4.0 License. ARIOS: a database for ocean acidification assessment in the Iberian upwelling system (1976–2018) Xosé Antonio Padin, Antón Velo, and Fiz F. Pérez Instituto de Investigaciones Marinas, IIM-CSIC, 36208 Vigo, Spain Correspondence: Xosé Antonio Padin ([email protected]) Received: 13 March 2020 – Discussion started: 24 April 2020 Revised: 21 August 2020 – Accepted: 30 August 2020 – Published: 4 November 2020 Abstract. A data product of 17 653 discrete samples from 3343 oceanographic stations combining measure- ments of pH, alkalinity and other biogeochemical parameters off the northwestern Iberian Peninsula from June 1976 to September 2018 is presented in this study. The oceanography cruises funded by 24 projects were primarily carried out in the Ría de Vigo coastal inlet but also in an area ranging from the Bay of Biscay to the Por- tuguese coast. The robust seasonal cycles and long-term trends were only calculated along a longitudinal section, gathering data from the coastal and oceanic zone of the Iberian upwelling system. The pH in the surface waters of these separated regions, which were highly variable due to intense photosynthesis and the remineralization of organic matter, showed an interannual acidification ranging from −0:0012 to −0:0039 yr−1 that grew towards the coastline. This result is obtained despite the buffering capacity increasing in the coastal waters further inland as shown by the increase in alkalinity by 1:1±0:7 and 2:6±1:0 µmol kg−1 yr−1 in the inner and outer Ría de Vigo respectively, driven by interannual changes in the surface salinity of 0:0193±0:0056 and 0:0426±0:016 psu yr−1 respectively. -
Oceans 11 Teaching Resources Vol 1
Oceans 11 A Teaching Resource Volume 1 1 Foreword Oceans 11 curriculum was developed by the Nova Scotia Department of Education as part of a joint project with the federal Department of Fisheries and Oceans. This curriculum reflects the framework described in Foundation for the Atlantic Canada Science Curriculum. Oceans 11 satisfies the second science credit requirement for high school graduation. Oceans 11 includes the following modules: Structure and Motion, Marine Biome, Coastal Zone, Aquaculture, and Fisheries. Oceans 11: A Teaching Resource, Volume 1 is intended to complement the curriculum guide, Oceans 11. The sample activities in this resource address the outcomes described in Oceans 11 for the three compulsory modules: Structure and Motion, Marine Biome, and Coastal Zone. Oceans 11: A Teaching Resource, Volume 2 is intended to complement Oceans 11. The sample activities in it address the outcomes for the modules Aquaculture and Fisheries. Teachers may choose to do one of these units or to divide their class into groups that focus on a unit. 2 Contents Structure and Motion Introduction Materials The Ocean Industry in Nova Scotia The Ocean Industry in Nova Scotia, Teacher Notes When Humans and the Ocean Meet When Humans and the Ocean Meet, Teacher Notes Bodies of Water Bodies of Water, Teacher Notes Bathymetric Profile Sketching Bathymetric Profile Sketching, Teacher Notes Water Facts Water Facts, Teacher Notes Comparing Densities of Fresh Water and Seawater Comparing Densities of Fresh Water and Seawater, Teacher Notes The Effects -
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 . -
Marine Science
ICES Journal of Marine Science ICES Journal of Marine Science (2014), 71(4), 907–908. doi:10.1093/icesjms/fst219 Contribution to the Themed Section: ‘Larval Fish Conference’ Introduction The early life history of fish—there is still a lot of work to do! Howard I. Browman* and Anne Berit Skiftesvik Downloaded from Institute of Marine Research, Austevoll Research Station, 5392 Storebø, Norway *Corresponding author: tel: +47 9886 0778; e-mail: [email protected] Browman, H. I., and Skiftesvik, A. B. 2014. The early life history of fish—there is still a lot of work to do! – ICES Journal of Marine Science, 71: 907–908. http://icesjms.oxfordjournals.org/ Received 6 November 2013; accepted 16 November 2013; advance access publication 9 January 2014. The themed set of articles that follows this introduction contains a selection of the papers that were presented at the 36th Annual Larval Fish Conference (ALFC), convened in Osøyro, Norway, 2–6 July 2012. The conference was organized around four theme sessions, three of which are represented with articles in this collection: “Assessing the relative contribution of different sources of mortality in the early life stages of fishes”; “The contribution of mechanistic, behavioural, and physiological studies on fish larvae to ecosystem models”; “Effects of oil and natural gas surveys, extraction activity and spills on fish early life stages”. Looking back at the main themes of earlier conferences about the early life history of fish reveals that they were not very different from those of ALFC2012. Clearly, we still have a lot of work to do on these and other topics related to the biology and ecology of fish early life stages.