Transcript National Geographic - Roger Bacon High School

National Geographic
Oceans
1
Lesson 1: Activity 1
• What does the ocean mean to you?
– Spend 12 minutes free-writing on your journal sheet
• In your group use your map to do the following:
– Identify your location
– Identify the closest ocean
– Using arrows, symbols, & labels, illustrate the
following:
• What moves from you to the ocean?
• What moves from the ocean to you?
2
Sylvia Earle video
• View Sylvia Earle’s TED prize acceptance speech
•
•
for “her wish to protect our oceans”
http://www.ted.com/talks/sylvia_earle_s_ted_pri
ze_wish_to_protect_our_oceans.html
Class discussion questions:
– 1. What does it mean when the ocean is referred to
as “life support system”?
– 2. “Health of the ocean means health to us.” Do you
agree/disagree? Why?
– 3. New info learned from speech?
– 4. What are MPAs?
– 5. Sylvia Earle’s wish is to “ignite” everyone to do all
they can to reach the goal of global MPAs. What do
you think about that? Defend your response.
3
MPAs – Marine Protected Areas
• In your groups, answer the following
questions on the paper. (15 minutes)
– 1. Who owns the ocean?
– 2. Who has the right to use the ocean?
– 3. Who protects the ocean? From whom?
From what?
– 4. Who makes and enforces rules about the
ocean?
• Post in room & discuss. (15-20 minutes)
4
NOAA video on MPAs
• http://sanctuaries.noaa.gov/welcome.html
• Watch video, discuss these questions in your
group, then as a class. (20 minutes)
– 1. How many US National Marine Sanctuaries are
there?
– 2. Where are these located?
– 3. How many square miles do they cover?
– 4. Why did Congress begin establishing sanctuaries to
protect the ocean in 1972?
– 5. Why do you think these 14 specific locations were
selected?
– 6. Which sanctuary is also the nation’s 1st marine
national monument & one of the largest MPAs on
Earth?
– 7. Why is it important to establish sanctuaries or
protected areas in the ocean?
5
NOAA: MPA definition
• What is a Marine Protected Area?
• http://www.mpa.gov/aboutmpas/definition
/
• Video on MPAs
• http://mm.coexploration.org/video/tcoe/vt
w06/bbflv/index.html
– Handout: Q&A on MPAs
– Answer in groups & discuss in as a class (25
minutes)
6
Lesson 2: Activity 1
Mapping Marine Ecosystems
• Marine ecosystems include:
–
–
–
–
–
–
–
–
–
–
–
Sandy Shore
Coral Reef
Arctic (Polar Seas)
Kelp Forest
Mangrove Forest
Mudflat
Rocky Intertidal Zone
Salt March
Open Ocean (Pelagic)
Sea Floor (Benthic)
Hydrothermal Vent
• Websites:
http://education.onlinepd.nationalgeographic.com/mod/r
esource/view.php?inpopup=true&id=1034
7
What to do…
Break into 10 groups - QUICKLY
• Each student group will be assigned a marine
ecosystem; each group should read about their
ecosystem on pages 6-8. (please DO NOT WRITE on these pages)
Fill in page 9 for your group’s ecosystem. (Each
•
student will complete so they have the sheet) (~ NLT 10 min)
• When finished, choose a spokesperson to give a
•
brief overview of your ecosystem. (~6 min/each)
Homework: Marine Ecosystem Worksheet
– Determine what ecosystem you have & write in on
the top line;
– Identify where that ecosystem is found in the world
(remember there may be more than just one spot
where it is found).
– Color code the organisms and color them on the
sheet!
8
Lesson 2: Activity 2
• Videos:
Marine Food Chains & Biodiversity
http://education.onlinepd.nationalgeographic.com/mod/resource/view.php?inpopup=t
rue&id=1035
• A single drop of ocean water contains thousands
•
of organisms – bacteria, phytoplankton,
zooplankton – that are interacting to form the
base of the food web for the entire world ocean.
The oxygen and biomass they produce sustains
terrestrial life as well.
– What is the goal of the Census of Marine Life?
– What have scientists learned about the importance of
microbes in the ocean?
– What do all microbes in the global ocean collectively
weigh?
What is a Food Chain?
9
Vocabulary
• Trophic level – position an organism occupies in a food web.
• 1 producer/autotroph - organism that produces food.
Ex: algae, plants
• 1 consumer/heterotroph – an animal that eats 1
producers. Ex: oysters, krill, shrimp
• 2 consumer/hetertroph – animal that eats 1 consumers.
Ex: lobster, seastar, humpback whale
• 3 consumer/heterotroph – animal that eats 2
consumers. Ex: shark, dolphin
• Apex predator – animal at the top of the food chain with no
predators. Ex: shark, dolphin
• Decomposer/detritivores – organisms that feed on
dead plant/animal matter & wastes,releasing it again as energy &
nutrients into ecosystem. Ex: bacteria, fungi, worms, crustaceans
10
More about the food chains in the ocean
• Videos:
http://education.onlinepd.nationalgeographic.com/mod/resource/vie
w.php?inpopup=true&id=1035
• What is the ultimate source of energy in
this ecosystem?
• What is the 1 producer in the video?
• What is the 1 consumer in this video? Is
it a herbivore or a carnivore?
• What is the 2 & 3 consumers shown in
this video?
11
Photosynthesis & Chemosynthesis
• What is photosynthesis?
• Where does photosynthesis occur
in the ocean?
• What is chemosynthesis?
• Where does chemosynthesis
occur in the ocean?
12
Marine Ecosystems
• Marine ecosystems include:
–
–
–
–
–
–
–
–
–
–
–
Sandy Shore
Coral Reef
Arctic (Polar Seas)
Kelp Forest
Mangrove Forest
Mudflat
Rocky Intertidal Zone
Salt March
Open Ocean (Pelagic)
Sea Floor (Benthic)
Hydrothermal Vent
• The ecosystems in bold yellow are the 5 used in the next
•
activity
Students will be placed into 5 groups; arrange
yourselves quickly/quietly.
13
Feeding Frenzy Activity
(L1:A2)
• Each group will get a set of organism cards (in a
•
ziploc baggie) for one marine ecosystem
On the Feeding Frenzy Sheet, arrange these
organisms in order of Apex Predator (first) to
Decomposer (last). Write your group members names on
sheet & write in organism’s name in the block. Return cards to
baggie. (~10 min)
• Choose a group member to present your
•
ecosystem to the class (~3 min)
When finished, consider the following:
– Which organisms make their own food?
– Compare these to terrestrial food chains. How are
marine food chains similar/different?
– How might humans be a part of a marine food chain?
14
Lesson 2: Activity 3
Marine Food Webs
• What is the difference between a “food chain” & a “food
web”?
• Food chain: a group of organisms related by their
•
•
•
•
feeding patterns, esp predator/prey relationships
Food web: a related food chains within an ecosystem
In a food web, note that organisms may obtain energy
from more than one source & may have more than 1
predator; relationships may become quite complex.
http://www.arctic.noaa.gov/images/arctic_marine_food_
web.jpg
Looking at the Arctic Marine Food Web, what
relationships do you see? What types of organisms do
you see? What happens if there is a disruption
anywhere in this web?
15
Food Web Activity
• Work in the same groups as “Feeding Frenzy” activity; each group
member will get 2 organisms from your ecosystem to research
• Research should include the following:
–
–
–
–
–
–
Common & scientific names of organisms
Physical characteristics of organisms
Description of organisms habitat
List of predators (if applicable)
List of prey (if applicable)
One fun fact about each organism
• The research gathered should be put on the “Marine
Organism Note-taking” sheet; use 1 sheet for each
•
•
organism
Place this information on an index card; include a picture
of the organism & write the info neatly/legibly.
Homework: You may use references in the room and
the internet at home to complete this; make sure you
bring in your completed index cards or the next step in
the activity will be incomplete!
16
Complete the Food Webs!
• In your group, organize your organism index
•
cards into trophic levels and then using string
connect interdependent species. (~10-12 min)
As a class, view the different ecosystems and
food webs within
– What is similar to all of them? Dissimilar?
– What questions might you have about these webs?
• You will need your food web for homework
•
questions, so you may want to copy it on a
sheet of paper before it is set aside.
Homework: Complete the worksheet questions
to turn in tomorrow.
17
Lesson 4: Activity 1
• Listen to NPR Podcast – “Ocean Priorities”
– As you listen to the podcast, take notes on your
journal page
• http://education.onlinepd.nationalgeographic.com/mod/resource/view.php?i
npopup=true&id=1038
• Podcast Discussion Questions:
– What is meant by the title ocean priorities?
– What do the guests mean when they state that the
ocean is not a luxury item?
• Global map of human impacts to marine
ecosystems – chloropleth map
• http://ebm.nceas.ucsb.edu/GlobalMarine/models/model/j
pg/model_high_res.jpg
18
Human Impact Map
Discussion Questions
• What color represents marine ecosystems with
•
•
•
•
•
very low human impact?
What color represents marine ecosystems with
very high human impact?
What color appears to dominate throughout the
World Ocean?
Which areas appear to have the lowest human
impact?
Select one area that has low or very low human
impact. Why do you think that is?
Select one area that has high or very high
human impact. Why do you think that is?
19
NOAA video –
Human impact on oceans
• http://www.nnvl.noaa.gov/MediaDetail.php?Medi
•
•
•
•
aID=131&MediaTypeID=2
NOAA Video Discussion Questions:
What percentage of the world’s ocean is
unaffected by human impacts?
What region has the highest concentration of
Marine Protected Areas in the world?
Consider the ending statement “Imagine if these
protected areas were as common in the rest of
the ocean?”
– What would need to change?
– What areas would you protect first?
20
Homework
• LA Times Articles
– http://www.latimes.com/news/local/la-oceans-series,0,7783938.special
– This is a 5-part series entitled “Altered
Oceans”
• Log on to the website above to read the
articles
– As you read, take notes on these articles in
your Oceans journal
– We will discuss the articles & your personal
thoughts/ideas/concerns tomorrow.
21
Lesson 4: Activity 2
• List human threats to marine ecosystems
– Make list on board
• Watch the 3 videos on the following site:
• http://education.onlinepd.nationalgeographic.com/mod/r
esource/view.php?inpopup=true&id=1039
• Videos include: “Predators Among Us”, “Arabian
‘Sea Cows’ Going Hungry?” and “Coral Reefs.”
– Take notes in your Ocean Journals as you
watch.
– What was the main threat in each video?
22
Stakeholder –
individual, group, or
organization that stands to gain/lose from the
success/failure of a project
• Divide into 3 groups – 1/threat from previous videos
• In your group:
•
– Brainstorm a list of stakeholders involved in your
issue
– Include how you think each stakeholder may
gain/lose
Some examples of possible stakeholders:
– Citizen, consumer, land owner, recreational user, scientist,
conservationist, environmentalist, industry rep, coastal
developer, government organization, policy maker, economist,
journalist, historian
• Take about 10 minutes to compile your list. We will
discuss as a class & place the lists on the board.
23
Ocean Threats & Stakeholders
• In your Ocean Journal, generate some questions you may
have concerning to the threats to our ocean with the
various stakeholders in mind.
– What is the relationships between the stakeholders and the
threats?
– Take about 10 minutes to generate some questions.
• Discussion Questions:
• Which stakeholders may share the same perspective on a threat?
• Which stakeholders are likely to have opposite perspectives on a
•
•
•
•
threat?
How can one stakeholder influence an environmental management
decision or debate?
Which stakeholder is likely to have a similar perspective to your
own?
What are your primary questions or concerns about the threat you
explored?
Do you consider yourself as a stakeholder? Why/Why not?
24
25
26
27
28