Symbiotic Relationships in Marine Ecosystems Activity 1 ... · Symbiotic Relationships in Marine...

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lesson

SymbioticRelationshipsinMarineEcosystemsInwhatcomplexwaysdodifferentspeciesinteractinordertosurvive?

Activity1:MarineEcologyVideoScavengerHunt|50mins

Directions1.IntroducetheactivityusingaKWLchart.ProvideeachstudentwithacopyoftheMarineEcologyVideoScavengerHuntworksheetanddividethemintogroupsoffour.GiveeachgroupalargesheetofpapertocreateaKWLchartbasedonthekeytermslistedatthetopoftheworksheet.Askgroupstodrawthe“K”columnoftheirchartandthendiscussandwritedownwhattheyKnowaboutthekeyterms.Observeandfacilitatestudentgroupsandthenhavethemdrawthe“W”columnontheirchart.AskthemtowritedownwhattheyWanttoknowaboutthekeyterms.Instructthemtolisttermstheyareunfamiliarwithorquestionstheymighthave.Insmallgroupsorasawholeclass,addressstudentquestions.

2.ShowstudentsthefourvideosandhavethemcompletetheVideoScavengerHuntworksheet.Readaloudthedirectionsfortheworksheet.Instructstudentstopaycloseattentiontothewaysinwhichspecies,populations,andcommunitiesoforganismsareinterdependentandinteractwithoneanotherandwiththeirenvironment.Then,foreachvideosegmentcompletethefollowingsteps:

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Asaclass,havestudentsusetheWaterPlanetMegaMap,includedintheWorldPhysicalMapMakerKit,togeolocatetheecosysteminthevideo(AntarcticOcean,IndianOcean,MontereyBay,California,UnitedStates,Everglades,Florida,UnitedStates).Introducethevideoandfocusstudentattentiononthefivekeytermstheywillneedtouseintheirdescriptionoftheecologicalconceptsaddressedinthevideo.Askstudentstocompletetheirworksheetsindividuallyastheywatchthevideoandafterwardreviewtheirresponsesasagroup.Askgroupstodrawthe“L”columnoftheirchartandthendiscussandwritewhattheyLearnedfromwatchingthevideo.

3.Haveawhole-classdiscussionaboutstudents’observationsandKWLcharts.Afterallthevideoshavebeenviewed,studentworksheetsarecompleted,andgroupdiscussionshaveconcluded,followupwithaclassdiscussion.Askeachgrouptoreportwhattheylearnedusingwhattheyhavewritteninthe“L”columnoftheircharts.Askiftherearestillthingstheywanttoknow.Clarifyanyquestionsormisconceptionsandaddressimportantecologicalprinciplesthatstudentsmayhaveoverlooked.

4.Concludetheactivityanddiscusshowhumansimpactmarineecosystems.Explaintostudentsthat,althoughthevideosrepresentverydifferentmarineecosystems,theecologicalthemes—especiallyinterdependenceandinteractions—aresimilarandareanessentialpartofcharacterizingandsupportingthesediverseecosystems.Askstudentstodiscussthewayshumansinteractwithandimpactmarineecosystemsinthevideos.Ask:Canyouthinkofwayshumansimpactothermarineecosystems?Explain.

InformalAssessment

Evaluatestudentcomprehension:

basedonstudents'writtenresponsesintheKWLchartsbyusingtheprovidedanswerkeytocheckstudents'completedworksheets

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ExtendingtheLearning

ChooseanotherNationalGeographicvideoaboutecosystemsandseeifstudentscanuseallofthekeytermstodescribetheecologicalprinciplespresentedinthevideo.

ObjectivesSubjects&Disciplines

GeographyPhysicalGeography

ScienceBiologyEcologyOceanography

LearningObjectives

Studentswill:

usescientificterminologytodescribetheecologicalprinciplesoccurringinavarietyofmarineecosystemsinferthatdifferentmarineecosystemsarecharacterizedbythesameecologicalprocesses,includinginterdependence,nicheselection,andadaptationdescribespecificwaysinwhichspecies,populations,andcommunitiesoforganismsareinterdependentandinteractwithoneanotherandwiththeirenvironmentdiscusswaysinwhichhumansinteractwithandimpactmarineecosystems

TeachingApproach

Learning-for-use

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TeachingMethods

CooperativelearningDiscussionsInformationorganizationVisualinstruction

SkillsSummary

Thisactivitytargetsthefollowingskills:

CriticalThinkingSkillsAnalyzingApplyingUnderstanding

GeographicSkillsAcquiringGeographicInformationAnalyzingGeographicInformationOrganizingGeographicInformation

NationalStandards,Principles,andPractices

NationalGeographyStandards•Standard1:Howtousemapsandothergeographicrepresentations,geospatialtechnologies,andspatialthinkingtounderstandandcommunicateinformation•Standard14:Howhumanactionsmodifythephysicalenvironment•Standard8:ThecharacteristicsandspatialdistributionofecosystemsandbiomesonEarth'ssurface

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NationalScienceEducationStandards•(9-12)StandardC-4:Interdependenceoforganisms•(9-12)StandardD-1:Energyintheearthsystem•(9-12)StandardF-4:Environmentalquality

OceanLiteracyEssentialPrinciplesandFundamentalConcepts•Principle5d:Oceanbiologyprovidesmanyuniqueexamplesoflifecycles,adaptationsandimportantrelationshipsamongorganisms(suchassymbiosis,predator-preydynamicsandenergytransfer)thatdonotoccuronland.•Principle5f:Oceanhabitatsaredefinedbyenvironmentalfactors.Duetointeractionsofabioticfactorssuchassalinity,temperature,oxygen,pH,light,nutrients,pressure,substrateandcirculation,oceanlifeisnotevenlydistributedtemporallyorspatially,i.e.,itis“patchy”.SomeregionsoftheoceansupportmorediverseandabundantlifethananywhereonEarth,whilemuchoftheoceanisconsideredadesert.•Principle5i:Estuariesprovideimportantandproductivenurseryareasformanymarineandaquaticspecies.•Principle6e:Humansaffecttheoceaninavarietyofways.Laws,regulationsandresourcemanagementaffectwhatistakenoutandputintotheocean.Humandevelopmentandactivityleadstopollution(suchaspointsource,non-pointsource,andnoisepollution)andphysicalmodifications(suchaschangestobeaches,shoresandrivers).Inaddition,humanshaveremovedmostofthelargevertebratesfromtheocean.

Preparation

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Background&VocabularyBackgroundInformation

Marineecosystemsandtheorganisms,habitats,andrelationshipsthatcomprisethemarehighlydiverse,buttheecologicalprinciplesthatcharacterizethemaresimilar.Severalinteractingbioticandabioticcomponentsdeterminethetrophiccharacteristics,symbioticrelationships,adaptivestrategies,nicheselection,andinterdependentrelationshipsamongmarinecommunities.Humanscanimpacttheseecosystemsinpositiveandnegativeways,andtheimportanceofanthropogenicinteractionsisagrowingaspectofmarineresearch.

PriorKnowledge

["ecologicalprinciplesrelatedtofoodwebs,adaptations,nicheselection,andsymbioses","theinteractionsbetweenbioticandabioticecosystemcomponents"]

RecommendedPriorActivities

MarineFoodChainsandBiodiversityMarineFoodWebs

Vocabulary

Term PartofSpeech Definition

adaptation nounamodificationofanorganismoritspartsthatmakesitmorefitforexistence.Anadaptationispassedfromgenerationtogeneration.

apexpredator noun speciesatthetopofthefoodchain,withnopredatorsofitsown.Alsocalledanalphapredatorortoppredator.

aphoticzone nounthedeepestoceanzone,below914meters(3,000feet).Alsoknownasthemidnightorbathypelagiczone.

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autotroph nounorganismthatcanproduceitsownfoodandnutrientsfromchemicalsintheatmosphere,usuallythroughphotosynthesisorchemosynthesis.

biodiversity nounallthedifferentkindsoflivingorganismswithinagivenarea.

commensalismnounrelationshipbetweenorganismswhereoneorganismbenefitsfromtheassociationwhilenotharmingtheother.

decomposer noun organismthatbreaksdowndeadorganicmaterial.

ecosystem nouncommunityandinteractionsoflivingandnonlivingthingsinanarea.

foodchain noungroupoforganismslinkedinorderofthefoodtheyeat,fromproducerstoconsumers,andfromprey,predators,scavengers,anddecomposers.

foodweb nounallrelatedfoodchainsinanecosystem.Alsocalledafoodcycle.

habitat nounenvironmentwhereanorganismlivesthroughouttheyearorforshorterperiodsoftime.

marineecosystem noun communityoflivingandnonlivingthingsintheocean.

mutualism nounrelationshipbetweenorganismsofdifferentspecies,inwhichbothorganismsbenefitfromtheassociation.

niche noun roleandspaceofaspecieswithinanecosystem.

parasitism nounrelationshipbetweenorganismswhereoneorganism(aparasite)livesorfeedsontheother,usuallycausingharm.

trophiclevel nounoneofthreepositionsonthefoodchain:autotrophs(first),herbivores(second),andcarnivoresandomnivores(third).

Term PartofSpeech Definition

Funder

Activity2:Ecological

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Relationships|50mins

Directions1.Introducevocabularytermsrelatedtoecologicalinteractionsandsymbiosis.

Explainthatinthisactivitystudentswilluseaseriesofvideos,images,andscenariostoidentifyanddiscussexamplesofecologicalandsymbioticrelationshipsintheocean.Writethefollowingtermsontheboard:competition,predation,symbiosis,mutualism,commensalism,andparasitism.Donotincludethedefinitionsyet.First,askstudentstoidentifytherootwordsandbrainstormwhattypesofecologicalandsymbioticrelationshipsthetermsdescribe.Then,reviewthedefinitionsoftheterms.Pointoutthatthetermsymbiosisisanoverarchingtermformutualism,commensalism,andparasitismandthattheecologicalrelationshipspredationandcompetitionarenotgenerallyconsideredtobesymbiotic.

competition—whentwoormoreorganismsrelyonthesameenvironmentalresource

predation—behaviorofoneanimalfeedingonanother

symbiosis—thecloserelationshipoftwodissimilarorganisms

mutualism—asymbioticrelationshipwherebothorganismsbenefit

commensalism—asymbioticrelationshipwhereoneorganismbenefitsandonedoesnotbenefitbutisunharmed

parasitism—asymbioticrelationshipwhereoneorganismbenefitsandoneisharmed

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2.BuildbackgroundaboutNationalGeographicCrittercam.ExplaintostudentsthattheywillwatchfootagefromaNationalGeographicprojectcalledCrittercam.Crittercam’sgoalistohelpresearchersunderstandtheday-to-daylivesandecologicalrelationshipsofdifferentspecies.ScientistsfitwildanimalswithaGPStrackerandacombinationvideoandaudiorecorderwithenvironmentaldatainstrumentstomeasuresuchthingsasdepth,temperature,andacceleration—whichallowthestudyofanimalbehaviorwithoutinterferencebyhumanobservers.Askstudentstothinkaboutthebenefitsofstudyinganimalbehaviorandecologicalinteractionswithoutinterferencebyhumanobservers.

3.HavestudentsuseaCrittercamvideotoidentifyecologicalrelationships.ShowstudentstheNationalGeographicvideo“FishThievesTakeRareSeals’Prey”(3.5minutes),inwhichanendangeredHawaiianmonksealpreysuponandcompetesforfishandinvertebratesontheseafloorat80meters(262feet)deep.Ask:Whatistheecologicalrelationshipbetweenthemonksealandtheoctopus/eel/triggerfish?(predator/prey)Ask:Whatistheecologicalrelationshipbetweenthemonksealandthejacks/sharks?(competition)Askstudentstoagainthinkaboutanddiscussthebenefitsofstudyinganimalbehaviorandecologicalinteractionswithoutinterferencebyhumanobservers.ElicitfromstudentsthatCrittercamallowsresearcherstoexaminethebehaviorandinteractionsofmarinespeciesthattheynormallywouldbeunabletoobserve.

4.Havestudentsviewvideostoidentifysymbioticrelationships.Showstudentsthethreevideosofdifferentmarinespeciesinteractions.Aftereachvideo,havetheclassidentifyanddiscussthesymbioticrelationshipstheyobserved.

“CaribbeanCleaners”(2.5minutes)—mutualism

“GivingFishaBath”(5.5minutes)—parasitism

“ClownfishandSeaAnemonePartnership”(1.5minutes)—mutualism

Ask:Whattypeofsymbioticrelationshipwasnotshowninthevideos?

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(commensalism)

5.UseaNationalGeographicimagetoexplorecommensalismanddiscusstheoriginsofCrittercam.Displaytheimage“lemonshark”intheresourcecarouselandhavestudentsobserveitclosely.Ask:Otherthantheshark,arethereanyotherorganismsyousee?Elicitfromstudentsthatthesharkandtheremoras,thesmallerfishbelowtheshark,haveasymbioticrelationshipcalledcommensalism,wheretheremorasbenefitfromholdingontotheshark,butneitherspeciesisharmed.TellstudentsthatthiscommensalrelationshipiswhyGregMarshall,marinebiologistandfilmmaker,inventedCrittercam.In1986,asharkapproachedhimduringadivenearBelize.Marshallnoticedaremoraclingingtoashark,andashewatchedthesharkdisappear,itoccurredtohimthatifhecouldputacameraintheplaceoftheremora,hecouldseetheshark'sbehaviorunfoldwithoutdisturbingtheshark.ExplainthatwithCrittercam,Marshalllearnedthatremorasattachthemselvestopredatoryfishlikesharksfortworeasons:afreerideandprotectionduetohangingontoafearedpredator.Thesharkisnotaffectedintheprocesssinceremoraseatonlyleftoverfoodfromtheshark.

6.Havestudentsreadstatementsandidentifytypesofecologicalinteractions.GiveeachstudentacopyoftheSymbioticInteractionsworksheet.Readaloudthedirections.Tellthemthattheyshouldbeabletoprovidereasonsfortheirchoices.Discusstheanswersasaclass.Havestudentsexplainwhytheyclassifiedthedifferentscenariosasonetypeofsymbiosisandnottheothers.Ask:Howdoecologicalrelationshipsshapethemarineecosystem?Whyisitimportanttoidentifyandunderstandtheserelationships?

InformalAssessment

Usetheprovidedanswerkeytocheckstudents'completedworksheetforaccuracy.Askstudentstoorallyexplainwhytheylabeledeachmutualism,commensalism,orparasitism.

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ExtendingtheLearning

Havestudentsidentifyonenewmarine-relatedexampleforeachoftheecologicalrelationshipsdiscussedinthisactivity:predation,competition,mutualism,commensalism,andparasitism.Discusstheexamplesasaclass.

ObjectivesSubjects&Disciplines

GeographyPhysicalGeography

ScienceEarthscienceOceanography

LearningObjectives

Studentswill:

describepossibleecologicalrelationshipsbetweenspeciesthatliveincloseproximitytoeachotherdefinesymbioticrelationshipsasmutualistic,parasitic,orcommensalisticclassifysymbioticrelationships

TeachingApproach

Learning-for-use

TeachingMethods

DiscussionsHands-onlearning

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Visualinstruction

SkillsSummary

Thisactivitytargetsthefollowingskills:

CriticalThinkingSkillsAnalyzingApplyingRememberingUnderstanding

GeographicSkillsAnalyzingGeographicInformationAnsweringGeographicQuestions

NationalStandards,Principles,andPractices

NationalGeographyStandards•Standard8:ThecharacteristicsandspatialdistributionofecosystemsandbiomesonEarth'ssurface

NationalScienceEducationStandards•(9-12)StandardC-4:Interdependenceoforganisms•(9-12)StandardC-5:Matter,energy,andorganizationinlivingsystems•(9-12)StandardC-6:Behavioroforganisms

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OceanLiteracyEssentialPrinciplesandFundamentalConcepts•Principle5d:Oceanbiologyprovidesmanyuniqueexamplesoflifecycles,adaptationsandimportantrelationshipsamongorganisms(suchassymbiosis,predator-preydynamicsandenergytransfer)thatdonotoccuronland.•Principle5e:Theoceanisthree-dimensional,offeringvastlivingspaceanddiversehabitatsfromthesurfacethroughthewatercolumntotheseafloor.MostofthelivingspaceonEarthisintheocean.•Principle5f:Oceanhabitatsaredefinedbyenvironmentalfactors.Duetointeractionsofabioticfactorssuchassalinity,temperature,oxygen,pH,light,nutrients,pressure,substrateandcirculation,oceanlifeisnotevenlydistributedtemporallyorspatially,i.e.,itis“patchy”.SomeregionsoftheoceansupportmorediverseandabundantlifethananywhereonEarth,whilemuchoftheoceanisconsideredadesert.•Principle5g:Therearedeepoceanecosystemsthatareindependentofenergyfromsunlightandphotosyntheticorganisms.Hydrothermalvents,submarinehotsprings,andmethanecoldseepsrelyonlyonchemicalenergyandchemosyntheticorganismstosupportlife.

Preparation

Background&VocabularyBackgroundInformation

Symbiosisisanecologicalrelationshipbetweentwospeciesthatliveincloseproximitytoeachother.Organismsinsymbioticrelationshipshaveevolvedtoexploitauniquenichethatanotherorganismprovides.Theserelationshipsare

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basedontheadvantagesthatcanbegainedbyfindingandusingapreviouslyunexploitedniche.Competitionandpredationareecologicalrelationshipsbutarenotsymbiotic.Predationdoesnotoccuroveralongperiodoftime,andcompetitionisanindirectinteractionoverresources.

PriorKnowledge

[]

RecommendedPriorActivities

CreateanImaginaryMarineEcosystemMarineEcologyVideoScavengerHunt

Vocabulary

Term PartofSpeech Definition

commensalismnounrelationshipbetweenorganismswhereoneorganismbenefitsfromtheassociationwhilenotharmingtheother.

mutualism nounrelationshipbetweenorganismsofdifferentspecies,inwhichbothorganismsbenefitfromtheassociation.

parasitism nounrelationshipbetweenorganismswhereoneorganism(aparasite)livesorfeedsontheother,usuallycausingharm.

predator noun animalthathuntsotheranimalsforfood.prey noun animalthatishuntedandeatenbyotheranimals.

symbiosis nountwoormoredistinctorganismslivingtogetherforthebenefitofoneorboth.

Funder

Activity3:CreateanImaginary

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MarineEcosystem|2hrs

Directions1.Reviewvocabulary.Explaintostudentsthattheywillworkinsmallgroupstocreateanimaginarymarineecosystemillustratingthevarioustrophiclevels,adaptations,symbioticrelationships,andnichesofacommunityofmarineorganismslivinginthatecosystem.Writethefollowingvocabularytermsontheboardandaskstudentstodefinethemandgiveexamples:

abioticandbioticfactorsfoodwebadaptation,niche,habitatsymbiosis:mutualism(bothbenefit);parasitism(onebenefits/oneharmed);commensalism(onebenefits/oneunharmed)trophiclevels:producer(autotroph);primary/secondary/tertiaryconsumer(heterotroph);herbivore,carnivore,omnivore,decomposer,parasite,apexpredator

2.Introducetheactivity.

Dividestudentsintosmallgroupsanddistributethetwoworksheets:ImaginaryMarineEcosystemInstructions&OrganismDescriptionsandImaginaryMarineEcosystemAnalysis.Alsogiveeachgroupmarkersandtwopiecesofbutcherpaper.Readaloudthedirections.Clarifythatstudentswillcreateatleasteightdifferentorganismstoinhabittheirimaginaryecosystem.Sixmustberealmarineorganismsandliveinthesamerealworldecosystem.Theothertwomustbeorganismsthatstudentsinvent.Usetheworksheettoreviewwhatstudentsshouldincludeforeachorganism,usingtheterrestrialexampleprovided.Next,explainthatstudentswillcreateanimaginaryecosystemillustration.Theillustrationwillincludealleightorganismsandtheimportantabioticcomponentsoftheecosystem,includingwater,sediment,rock,energysource,andotherhabitat

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featuressuchasoceanfloorfeatures.Then,explainthatstudentswillcreateanimaginaryecosystemfoodweb.Tellstudentstolabeleachorganismbynameandtrophiclevelandtousedifferentcoloredarrowstorepresenteachtrophiclevel.Emphasizetheimportanceofusingarrowstoshowtheproperflowofenergybetweenorganismsandtrophiclevels.Ifneeded,refertothetwoprovidedexamplesofrockyintertidalfoodwebdiagramsasexamples.Finally,explainthatstudentswillanswerthequestionsontheImaginaryMarineEcosystemAnalysisworksheetandpresenttheirecosystemstotheclass.

3.Givesmallgroupstimetocompletetheactivity.Answeranyquestionsstudentsmayhave.Intheirsmallgroups,givestudents1hour,30minutestocompletetheproject,whichincludesorganismdescriptions,anecosystemdrawing,afoodweb,andanalysisquestions.Remindthemofthetimeperiodicallyandmakesurethattheyaremakingappropriateprogress.

4.Havegroupssharetheirecosystemsanddiscussthem.Withapproximately20minutesofclasstimeremaining,askgroupstopresentanddiscusstheirimaginarymarineecosystemstotherestoftheclass.Allowotherstudentstoaskquestionsabouteachecosystemandtheirimaginaryorganisms.Towrapuptheactivityandassessstudentcomprehension,askstudentstodiscussquestion#11fromtheImaginaryMarineEcosystemAnalysisworksheet.Ask:Howdoecologicalandsymbioticrelationshipsshapeyourimaginarymarineecosystem?Whyisitimportanttounderstandtheserelationships?Displayeachgroup’sworkintheclassroomandrefertothemthroughouttheremainderoftheunit.

Modification

Astimeallows,challengestudentstocreateadditionalimaginaryorganismsfortheirecosystems.

Tip

Havestudentsmarktheirinventedorganismswithanasterisktoavoidmisconceptionsabouttherealversusimaginedones.

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Modification

Youmaychoosetomodifytheactivityasneededbasedontimeconstraints,groupsizes,andstudentbackgroundknowledge.Forexample,theorganismsandecosystemsusedcanbebasedonthoseprovidedinLesson2:MarineEcosystemsandBiodiversity.

InformalAssessment

Checkstudents'completedImaginaryEcosystemAnalysisworksheetforaccuracyandcomprehension.

ExtendingtheLearning

Havestudentsaddhumanstotheirimaginaryecosystemsanddiscusstherolesandimpactshumansmighthavewithintheecosystem.

ObjectivesSubjects&Disciplines

GeographyPhysicalGeography

ScienceBiologicalandlifesciencesEcologyOceanography

LearningObjectives

Studentswill:

describetheabioticandbioticcomponentsofamarineecosystemlistseveralmarineorganismsandexplaintheirtrophicrelationshipsusingafoodweb

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describetheadaptationsandnichesofseveralmarineorganismspredicttheeffectsabioticchangesortrophicimbalancesmighthaveuponanecosystemasawhole

TeachingApproach

Learning-for-use

TeachingMethods

BrainstormingCooperativelearningDiscussionsInformationorganization

SkillsSummary

Thisactivitytargetsthefollowingskills:

21stCenturyStudentOutcomesLearningandInnovationSkills

CommunicationandCollaborationCreativityandInnovation

LifeandCareerSkillsInitiativeandSelf-Direction

CriticalThinkingSkillsAnalyzingApplyingCreatingUnderstanding

GeographicSkillsAnsweringGeographicQuestions

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NationalStandards,Principles,andPractices

NationalGeographyStandards•Standard14:Howhumanactionsmodifythephysicalenvironment•Standard8:ThecharacteristicsandspatialdistributionofecosystemsandbiomesonEarth'ssurface

NationalScienceEducationStandards•(9-12)StandardC-4:Interdependenceoforganisms•(9-12)StandardD-1:Energyintheearthsystem•(9-12)StandardF-4:Environmentalquality

OceanLiteracyEssentialPrinciplesandFundamentalConcepts•Principle5d:Oceanbiologyprovidesmanyuniqueexamplesoflifecycles,adaptationsandimportantrelationshipsamongorganisms(suchassymbiosis,predator-preydynamicsandenergytransfer)thatdonotoccuronland.•Principle5e:Theoceanisthree-dimensional,offeringvastlivingspaceanddiversehabitatsfromthesurfacethroughthewatercolumntotheseafloor.MostofthelivingspaceonEarthisintheocean.•Principle5f:Oceanhabitatsaredefinedbyenvironmentalfactors.Duetointeractionsofabioticfactorssuchassalinity,temperature,oxygen,pH,light,nutrients,pressure,substrateandcirculation,oceanlifeisnotevenlydistributedtemporallyorspatially,

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i.e.,itis“patchy”.SomeregionsoftheoceansupportmorediverseandabundantlifethananywhereonEarth,whilemuchoftheoceanisconsideredadesert.•Principle5i:Estuariesprovideimportantandproductivenurseryareasformanymarineandaquaticspecies.

Preparation

Background&VocabularyBackgroundInformation

Marineecosystemsandtheorganismsandhabitatsthatcomprisethemarehighlydiverse.Theyaremadeupofseveralinteractingbioticandabioticcomponentsthatdefinethetrophiccharacteristics,symbioticrelationships,adaptivestrategies,andnicheselectionthatexistwithindifferentecosystems.Alterationsofabioticconditionsorfoodwebscausedbynaturalandanthropogenicfactorscanresultinnegativeeffects—includingecosystemimbalances—thatcandisrupttheentiremarineecosystem.

PriorKnowledge

["ecologicalprinciplesrelatedtofoodwebs,adaptations,nicheselection,symbioses","interactionsbetweenbioticandabioticecosystemcomponents"]

RecommendedPriorActivities

EcologicalRelationshipsMarineEcologyVideoScavengerHunt

Vocabulary

Term PartofSpeech Definition

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adaptationnounamodificationofanorganismoritspartsthatmakesitmorefitforexistence.Anadaptationispassedfromgenerationtogeneration.

foodchain noungroupoforganismslinkedinorderofthefoodtheyeat,fromproducerstoconsumers,andfromprey,predators,scavengers,anddecomposers.

foodweb noun allrelatedfoodchainsinanecosystem.Alsocalledafoodcycle.

habitat nounenvironmentwhereanorganismlivesthroughouttheyearorforshorterperiodsoftime.

marineecosystemnoun communityoflivingandnonlivingthingsintheocean.

niche noun roleandspaceofaspecieswithinanecosystem.trophiclevel noun

oneofthreepositionsonthefoodchain:autotrophs(first),herbivores(second),andcarnivoresandomnivores(third).

Term PartofSpeech Definition

Funder

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