Download Ocean and Sustainability Curriculum for American Spaces by the

Ocean and Sustainability Curriculum for American Spaces
by the Smithsonian’s Ocean Portal
Nancy Knowlton, Sant Chair of Marine Science, Smithsonian’s
National Museum of Natural History
Emily Frost and Hannah Waters, Ocean Portal Producers
Send any questions or comments to [email protected], or contact us on Facebook
(http://facebook.com/OceanPortal) or Twitter (http://twitter.com/OceanPortal)
Guide for Facilitators
Introduction: The Ocean Portal is excited to work with the State Department to provide
ocean content for American Spaces around the world. We hope that this guide provides
you with inspiration and useful suggestions for teaching about the ocean, its creatures and
its value, in any coastal or inland setting.
Table of Contents
How To Use The Activity Guides .............................................................. 2
How To Use The Ocean Portal .................................................................. 2
Activity Guides
Introduction to the Ocean ........................................................................... 4
Coral Reefs ............................................................................................... 10
Overfishing ............................................................................................... 18
The Poles .................................................................................................. 25
Climate Change ........................................................................................ 33
Coastal Ecosystems .................................................................................. 41
Sea Turtles ................................................................................................ 49
Pollution ................................................................................................... 54
Sharks ....................................................................................................... 59
Bycatch ..................................................................................................... 64
Acidification ............................................................................................. 70
Wrap Up ................................................................................................... 77
Certificate of Course Completion ............................................................ 79
How to Use The Activity Guides
The Curriculum
The activity guides in this curriculum were designed to give students in American Spaces
an overview of many different ocean animals, ecosystems, and conservation issues. Many
of the activity guides were designed to interplay with one another. The purpose here is
twofold: to reinforce core ideas around ocean science and conservation, and to
demonstrate how all ocean issues are connected to one another and to people.
While designed to be used as a set (with a certificate of completion at the end), individual
activity guides can easily be used separately to teach about particular issues. Similarly,
single activities within a guide specific to one topic can be chosen and used on their own.
Our aim was to make as flexible a curriculum as possible to reflect the wide variation of
needs and wants among American Spaces around the world.
You can access this packet online anytime at the American Spaces page on the Ocean
Portal: http://ocean.si.edu/american-spaces. There, you can also find PDFs of each
activity guide, individual activites, and printible versions of Ocean Portal pages.
The Activity Guides
Each activity guide is broken up into different activities, listed with the approximate
amount of time needed for each. Activities include reading comprehension, reading and
discussion questions, vocabulary, and hands-on activities. Each guide typically has more
activities than you can use in an hour-long period; practitioners can pick the activities that
fit the needs of their space and students and ignore those that don’t look as appealing.
That said, it’s recommended that all activities begin with the suggested introductory
discussion to provide the topical background upon which the later activities draw.
The activities are designed to appeal to different age and reading levels, and also take
technological considerations into account. Each activity guide has a printible version that
can be presented without an internet connection. (Although if you do have internet
access, that is preferable to make full use of the Ocean Portal and its rich multimedia.)
At the end of each lesson, we've included a list of links to more background and other
activities you could use in your American Space, relevant to the lesson.
How to Use the Ocean Portal
The Ocean Portal is the Smithsonian’s website about the ocean, found at
http://ocean.si.edu. The homepage carousel highlights the most recent items we’ve
published, and the most recent blog posts appear in the left column below. The clickable
map sorts our site content based on ocean region (see more below). To the right of the
carousel, small boxes lead to information-rich fact sheets on different topics. “Today’s
Catch” updates every weekday with a photo or video, and the news feed below pulls in
2 news related to the ocean from reputable sources like National Geographic and the U.S.
National Oceanic and Atmospheric Administration (NOAA).
The site hosts a wide variety of informational content, all of which is designed to stay
relevant regardless of new ocean science findings. There are several ways to find
information on whatever topic you’re looking for. The dropdown navigation menu at the
top breaks the site up into five main categories, with additional dropdown options that
bring you to 39 categories based on ocean species, conservation issues, art, careers and
more. Clicking will lead to landing pages for each topic; some articles are featured at the
top, and all content in that category is displayed on a grid at the bottom.
The site can also be navigated by geographic region—a useful tool for finding stories in
the region of your American Space. Navigate to the Your Ocean map (accessible on the
homepage or at http://ocean.si.edu/your-ocean). Hovering over the map will highlight
different ocean regions. The five primary ocean regions (Atlantic, Pacific, Indian,
Southern, and Arctic) are further subdivided based on ocean temperature, which defines
ecosystems within those regions. Clicking on a region will lead you to a new page with
just those stories from that region listed at the bottom.
A third way to navigate the Ocean Portal is through the search function found at the top
of every page. Type in your search term and hit enter or search. The search results page
can be filtered more finely by checking boxes on the left. You can filter by content types
(e.g. blog post, slideshow, video, article), content topics (which match those in the
dropdown menu), by Ocean Portal-generated tabs (for other organizational categories), or
by grade level if you’re looking for lesson plans.
3 Introduction to the Ocean
American Spaces Activity Guide
by the Smithsonian Ocean Portal
For those of us who can't see the ocean from our windows, it's easy to forget the critical
role the ocean plays in human life. The salty water of the ocean covers more than 70
percent of the Earth's surface. Ocean plants produce about 50 percent of the planet's
oxygen. Seawater absorbs a third of the carbon dioxide we pump into the atmosphere.
And right in your kitchen, seaweed extract helps keeps your peanut butter and ice cream
creamy! So even though the ocean may be far away for some, the health of the ocean
affects us all, and we all have a role to play in caring for it.
Materials Needed:
Internet access (or pre-printed pages from Ocean Portal)
Activity handout for students
Pen/pencil or word processing program
Additional materials for hands on activities
Estimated time: 1 hour
Objectives:
-Understand that the ocean is vast and diverse.
-Understand how people are connected to the ocean
-Describe some ways that human actions can help the ocean
Activity 1: Intro Discussion (5-10 minutes)
Explore the ‘Your Ocean’ map on the Ocean Portal as a group or break out into small
groups (http://ocean.si.edu/your-ocean). If you don't have an internet connection, look at
the ocean on a map and look at photos of ocean life from books.
DISCUSSION QUESTIONS:
Is the ocean the same everywhere?
What are some differences you expect to see between different ocean regions?
What qualities do you expect have the greatest influence on ocean ecosystems in different
areas?
What connects you to the ocean?
Have you ever been to the ocean? How did is make you feel? What was your favorite
part?
Activity 2: Reading Comprehension (20 minutes)
Read about life on Planet Ocean (http://qrius.si.edu/jump/life-on-planetocean#.U_zuyrywJqo). Students should write down answers and then go over the
following questions as a group.
4 ANSWER KEY:
1. How deep is the deepest valley found in the ocean?
The deepest valley in the ocean is 10.9 km (6.8 miles) deep.
2. Where does more than 25 percent of marine life live in the ocean?
More than 25 percent of marine life can be found in and around coral reefs.
3. How much of the oxygen in the air we breathe is from the ocean? What makes the
oxygen?
Half of the oxygen we breathe (50%) in the atmosphere comes from plants, algae,
and bacteria in the ocean.
4. What types of ecosystems can protect coastlines from storms?
Seagrass beds and mangrove ecosystems found on shorelines can protect coasts
from severe storms that can cause erosion and destruction. Coral reefs also break
the power of the waves as they move towards the shore.
Activity 3: Beach, Stream or Trail cleanup (hands-on, location dependent, 1 hour to
half day)
Whether you live near the ocean or in the middle of a large city, your actions are
connected to the ocean. We rely on the ocean for oxygen, food and weather regulation
among many other things. We also can impact the ocean with our use of fossil fuels (like
gas, coal, oil), which have byproducts (like carbon dioxide) that increase its temperature
and acidity. And trash dumped anywhere—whether on the beach or on the side of the
road hundreds of miles inland—usually ends up in our waterways.
Locate a beach, stream or street where you can safely remove accumulated trash and use
this as a starting point for discussing how trash can end up in the ocean.
Beach cleanup: http://www.coastal.ca.gov/publiced/ccd/cleanup_educator_guide.pdf
MATERIALS NEEDED:
Work gloves
Trash collection containers (reusable bucket, plastic milk jug with the top cut off, reused
plastic shopping bags)
As containers are filled, dump them into a central collection site, such as a dumpster,
trashcan, or large trash bag.
5 Note: Future lessons use collected trash for art projects; wash and save your collection if
you intend to do these activities!
DISCUSSION QUESTIONS:
How does trash get to the ocean from far away?
Rain washes it into rivers, which run into the ocean.
Do certain kinds of trash travel faster than others?
Trash that floats, like drinking straws and other light plastics, reach the ocean
more quickly.
Why is trash in the ocean a problem?
It can entangle ocean animals, making it hard for them to swim, or animals may
eat the plastic. They can choke on it, or it fills their stomachs, causing them to
starve to death. And it has an impact everywhere in the world: trash has been
found frozen in ice in the Arctic, in the deep sea, and even in the relatively
“pristine” Southern Ocean.
Activity 4: Explore A Success Story
Read the article “Cabo Pulmo—Giving Optimism to Coral Reefs” individually or out
loud from the website (http://ocean.si.edu/ocean-news/cabo-pulmo-giving-optimismcoral-reefs) (or print out the PDF version). Discuss the following as a group:
• How can marine protected areas help ecosystems recover when so many ocean
animals can swim in and out of the protected space?
• How does enforcing the law play a part in the success of efforts to protect marine
species and ecosystems?
• How do scientists measure success of a marine protected area? Does counting
biomass make the most sense to you?
Activity 5: Waters of the Earth (Hands-on, 1-2 hours)
http://www.sea.edu/academics/k-12_detail/waters_of_the_earth
Earth as seen from space is clearly a water planet. About 70 percent of the surface of the
planet is covered by water. Water is found in the ocean, rivers, ponds, lakes,
groundwater, ice caps, glaciers, and in the atmosphere as water vapor and clouds. Water
changes state and moves from place to place through the water cycle of evaporation,
condensation, and precipitation. Although Earth's water supplies seem almost limitless
when viewed from an ocean beach, water forms only a thin film on the surface of the
6 planet. The average depth of the oceans is about 3.5 - 4.0 km, while the average radius of
earth is 6,371 km.
What to Expect: Some of these volumes are so small that the class will need to gather
around the display to see the water being added. The clear bottles with blue colored water
in them, clearly labeled, make a dramatic display for the school or community.
MATERIALS:
- Seven two-liter bottles
- Food coloring
- Water
- Labels for bottles
- Graduated cylinders or measuring cups
- Calibrated droppers for 1 ml.
PROCEDURE:
1. Color about 2 liters of water blue with food coloring.
2. Using the chart below, fill each two-liter bottle with the amount of water for each
category. For younger students: have students measure out the volumes, add each amount
to a separate bottle. (For older students: have students use these figures to calculate
volumes. Students can fill the bottles and set up a display for the school in a prominent
place.)
Type of Water
All of the Earth’s water
All Earth's salt water
(oceans)
All Earth’s fresh water
Fresh water locked up as ice
Underground fresh water
Surface fresh water
Water in soil and air
Percentage of Earth’s
Water Supply
100%
97.2 %
Volume of Water to Use in
Bottle
2000ml
1944 ml
2.8%
2.3%
0.4%
~0.05%
~0.01%
56 ml
46 ml
8 ml
1 ml
0.2 ml
DISCUSSION QUESTIONS:
1) What did you find surprising about this activity?
2) Was there more or less surface water than you expected?
7 3) What types of water can people and animals drink? Is that a lot or a little of the
world’s total?
EVALUATION:
1) Students can make a bar graph showing the percentages of water in different
forms.
2) Students can calculate volumes for each percentage, answering the question, "If
ocean water volume is about 1,360,000 km3, what is the volume of water in each
of the other categories?"
EXTENSIONS: Have students calculate the average volume of water used per person per
day in your community. How much water is used by the community annually?
Source: Demonstration set-up by Pete Barsness. Adapted from Project Wild Aquatic,
"How Wet is Our Planet." 1987, Western Regional Env. Ed. Council.
Activity 6: Review (5 minutes)
Group discussion to summarize the lesson
1. Why is the ocean important?
2. How are humans linked to the ocean, even if they don’t live near it?
3. What are some ways we can help the ocean?
Background & Media
The Census of Marine Life
http://ocean.si.edu/census-marine-life
5 Simple Things You Can Do For The Ocean
http://ocean.si.edu/ocean-news/5-simple-things-you-can-do-ocean
What’s Working When It Comes To The Ocean?
http://www.smithsonianmag.com/smithsonian-institution/whats-working-when-it-comesto-the-ocean-96611213/?no-ist=
Warming, Rising Acidity and Pollution: Top Threats to the Ocean
http://www.smithsonianmag.com/science-nature/warming-rising-acidity-and-pollutiontop-threats-to-the-ocean-96751835/
Additional Activities
Tide pool creative writing:
http://aquariumofthebay.org/assets/files/Tidepool%20Tales.pdf
8 Why do we explore the ocean?: http://ocean.si.edu/for-educators/lessons/why-do-weexplore-ocean
Macro and micro beach transects: http://5gyres.org/wpcontent/uploads/PDFs/5Gyres_PlasticBeachProject_Instructions.pdf
9 Introduction to the Ocean
American Spaces Student Worksheet
by the Smithsonian Ocean Portal
Those of us who can't see the ocean from our windows might feel disconnected from the
life there. It might seem that, because the ocean feels far away, its problems will only
harm people that make their living directly from the sea. But this isn’t true: the sea is far
more important than that.
It's easy to forget the critical role the ocean plays in human life. The salty water of the
ocean covers more than 70 percent of the Earth's surface. Ocean plants produce about
50% of the planet's oxygen. Seawater absorbs a quarter of the carbon dioxide we pump
into the atmosphere. And right in your kitchen, seaweed extract helps keeps your peanut
butter and ice cream creamy!
Objectives:
-Understand that the ocean is vast and diverse.
-Understand how people are connected to the ocean
-Describe some ways that human actions can help the ocean
Read about life on Planet Ocean (http://qrius.si.edu/jump/life-on-planetocean#.U_zuyrywJqo). Write down answers individually or in small groups, and then go
over the following questions as a group.
1. How deep is the deepest valley found in the ocean?
2. Where does more than 25 percent of marine life live in the ocean?
3. How much of the oxygen in the air we breathe is from the ocean? What makes the
oxygen?
4. What types of ecosystems can protect coastlines from storms?
Additional Reading and Media
Your Ocean interactive map
http://ocean.si.edu/your-ocean
The Census of Marine Life
http://ocean.si.edu/census-marine-life
5 Simple Things You Can Do For The Ocean
http://ocean.si.edu/ocean-news/5-simple-things-you-can-do-ocean
What’s Working When It Comes To The Ocean?
http://www.smithsonianmag.com/smithsonian-institution/whats-working-when-it-comesto-the-ocean-96611213/?no-ist=
Warming, Rising Acidity and Pollution: Top Threats to the Ocean
http://www.smithsonianmag.com/science-nature/warming-rising-acidity-and-pollutiontop-threats-to-the-ocean-96751835/
Coral Reefs
American Spaces Activity Guide
by the Smithsonian Ocean Portal
Coral reefs are the most diverse of all marine ecosystems. They teem with life, with
perhaps one quarter of all ocean species depending on reefs for food and shelter. Because
they are so diverse, coral reefs are often called the rainforests of the sea. Coral reefs are
also very important to people, providing food, protection of shorelines, jobs based on
tourism, and even medicines.
Materials Needed:
Internet access (or pre-printed pages from Ocean Portal)
Activity handout
Pen/pencil or word processing program
Additional materials for hands-on activities
Estimated time: 1 hour
Objectives:
-Understand what corals and coral reefs are
-Understand that coral reefs are the most diverse ocean ecosystem
-Explain how other ocean animals rely on coral reefs
Activity 1: Introduction to Coral Reefs (10-15 minutes)
As a group, look through the Bizarre and Beautiful Coral Reef Animals slideshow
(http://ocean.si.edu/slideshow/bizarre-and-beautiful-coral-reef-animals). Show the photos
on a projector or on individual computer monitors (or, if you have no computer access,
print off the PDF version of the slideshow), and read some of the captions aloud. This
part of the lesson is to get a sense of the diversity of life that lives on a coral reef, and
what a healthy coral reef looks like. Talk about the variety of animals portrayed—
different kinds (fish, slugs, turtles, crabs, etc.) and different sizes (very tiny to very big).
Talk through discussion questions as a group:
What was your favorite animal and why?
Did you notice coral in the pictures?
- Go back through pictures and point out the “living rock” in the background of nearly all
of them.
10 Activity 2: Reading Comprehension (15 - 20 minutes)
Read as far as you can through the Corals and Coral Reefs topic page
(http://ocean.si.edu/corals-and-coral-reefs). Students should write down answers and then
go over the following questions as a group.
QUESTIONS AND ANSWER KEY:
1. Are corals animals, vegetables, or minerals?
Corals are a combination of all three! The coral polyp is an animal related to sea
anemones. It has a symbiotic relationship with single-celled algae (called
zooxanthellae) that produces food for the coral by using the energy in sunlight, a
process called photosynthesis. They also build a small cup-shaped home for
themselves out of calcium carbonate, a mineral.
2. Label the parts of a coral on the diagram to the right.
3. What is the difference between a
coral animal and a coral reef?
The simplest coral animal
is made up of a single
polyp, which is typically
small and builds a cupshaped calcium carbonate
home. When polyps divide
to make new polyps, a
colony is formed. These
colonies cement together to
form large ridges just
below the ocean’s surface
that many other animals
live on and around. The
large ridges are called reefs.
coral polyp
zooxanthellae
4. Where are coral reefs found?
Corals are found across the world’s ocean, in both shallow and deep water, but
most reef-building corals are found in shallow tropical and subtropical waters.
However, there are also some reefs in deep water – they grow very slowly
because in the dark there are no algae to make food for them.
5. How do coral reefs help people?
11 Coral reefs provide food for people. They also help to protect our shorelines from
large storms and provide jobs within the tourism sector. Some medicines that we
use were even found by studying animals from coral reefs.
6. List three threats to coral reefs.
Any three of the following: Overfishing, destructive fishing practices, pollution, a
warming ocean, changing ocean chemistry (ocean acidification), invasive species.
7. What can you do to protect coral reefs?
Be careful not to touch or move any corals or animals living on reefs when you
are swimming; make sure to properly throw out or recycle any garbage; reduce
your carbon footprint; participate in beach cleanups; teach other people about
coral reefs and why they are important; don’t buy jewelry or souvenirs made from
coral or coral reef animals; don’t keep coral reef animals as pets unless you know
they are raised or collected sustainably.
VOCABULARY SCAVENGER HUNT:
1. Define "polyp"
The polyp is the simple structure of a coral animal. It has one open end, a mouth,
surrounded by tentacles with stinging cells that help the coral capture small
organisms for food.
2. Define "coral bleaching"
Coral bleaching occurs when water temperatures get too high and the small algae
that live in corals die, causing a normally colorful coral reef to turn white.
3. Define “sexual reproduction” and “asexual reproduction.” What is the difference?
Sexual reproduction occurs in corals when eggs are fertilized by sperm and
develop into free-swimming larvae.
Asexual reproduction occurs when coral polyps or colonies are formed by
budding, when a coral polyp reaches a certain size and divides, or by
fragmentation, when a part of a coral colony breaks off and forms a new colony.
In asexual reproduction, the new corals are clones of (genetically identical to) the
original animal, and are not formed by a fertilized egg.
12 Activity 3: Hands-on Reefs Unleashed (30-60 minutes, computer & internet connection
required)
Go to the Smithsonian Q?rius site: http://qrius.si.edu/do/reefs-unleashed
Watch Smithsonian marine biologist Nancy Knowlton explain how and why she and her
colleagues document the diversity of life in our planet's ocean.
Complete the identification challenge, finding life from plastic pieces left in the ocean.
Then move on to compare the different species and uncover their DNA secrets.
Activity 4: Explore A Success Story
Read the blog “The Reefs of American Samoa: A Story of Hope”
(http://ocean.si.edu/blog/reefs-american-samoa-story-hope) (or print off PDF version).
Discuss the following as a group:
• What are some threats to coral reefs in American Samoa?
• Why are reefs so important to Samoans?
• What are some of the impacts of runoff on coral reefs?
• How do you work to improve an ecosystem with so many various potential
stressors?
Activity 5: How Do Coral Reefs Form? (45 minutes)
Modified from National Park of American Samoa
http://www.nps.gov/npsa/forteachers/classrooms/how-do-coral-reefs-form.htm
Coral reefs provide a variety of habitats, each with its own set of characteristic species.
Different species of coral come in different shapes and forms. These activities will give
students an understanding of how coral reefs are formed. Starting from a single “polyp”
to a coral with skeleton attached, and finally to a coral reef. Students will identify three
different types of corals most commonly found in American Samoa and understand their
growth by applying hands-on activities.
OBJECTIVES:
Students will be able to:
1. Explain how coral reefs are formed.
2. Identify three shapes of corals.
3. Name three threats to coral reefs.
BACKGROUND:
The islands of American Samoa are blessed with an abundance of coral (over 250
species). Corals are animals like us, although that may not be readily apparent because
many look like rocks. In a sense, corals are indeed partly rock, because only the outer
thin layer of the coral is inhabited by the coral animal itself. In that way, corals are like
large trees: the inner part is hard and provides structural support, while the outer part is
13 the living, growing organism. And, like trees, most coral animals are permanently
attached to one spot on the reef.
The coral rubble that Samoans traditionally spread outside their houses and the coral
rocks along our beaches are old, dead pieces that broke off the reef during a storm, got
tumbled around and were tossed up on the beach. Living corals grow primarily on the
outer reef flat and in deeper water. Although they take varied shapes, the coral animals
inhabiting their surfaces are similar. They look somewhat like miniature sea anemones
(matamalu, ulumane in Samoan) or upside-down jellyfish (alualu) with short tentacles
that give the coral a slightly fuzzy appearance when the tentacles are extended.
Each single coral animal is called a polyp, but the coral branch or block we see on the
reef is not a single animal but a colony of hundreds or thousands of tiny polyps living
side by side, giving the appearance of being a single “coral.” The coral's short tentacles
can be pulled back into the hard part of the coral when the animal is disturbed or when
the coral is exposed at low tide, so even a live coral can look like a rock at such times.
It seems inconceivable that these tiny coral polyps can build the hard coral “rocks” that
we see on the reef. They do this by secreting layers of a hard substance (calcium
carbonate) beneath their living cells. It’s as if each tiny polyp built a rock-solid house for
itself but then, as it grows bigger, it decides to close off the bottom rooms in its house.
Then it grows some more and closes-off another layer of bottom rooms, and so on. In this
way, the coral polyp always lives in the outer, top layer, which has been built upon layers
and layers of rooms below.
Each polyp also cements its house to those of its adjacent neighbors, which strengthens
the whole structure, resembling a solidly built high-rise apartment complex. Adding on
these new rooms is a slow process. Growth varies from about 0.5 to 3 inches (12.7mm to
76.2mm) per year depending on the species. Over very long time periods, these corals
grow into massively strong reef structures that can bear the brunt of powerful waves that
crash upon them day after day. The largest corals on our reefs may be hundreds of years
old.
Corals are one of the few organisms on earth that continually build on top of their old
“houses,” forming such large solid structures. This is not like a bird that might build its
nest on top of another nest, because both of these nests decay and disappear in a short
time. In fact, most organisms on earth leave little trace after they die as their bones or
shells disintegrate (dust to dust). Not corals. They build structures much larger and
longer-lasting than the Egyptian pyramids. What other organism can do this (except
modern man with his steel and cement)?
MATERIALS:
Three different colors of clay
Scissors
Egg cartons
Tape
14 Paper
ACTIVITY 1: Shapes of Corals
Organize the class into four groups or more depending on how many students are in the
class.
1) Hand out three different colors of clay to each group. Tell each group that they are
going to form a type of coral using clay.
2) Have each group divide the clay into 10 little clay balls.
3) Let each group know that each color represents a certain type of coral. It would either
be massive, branch, or table coral.
4) Explain that the growing process of corals takes one year to grow to 0.5 to 3 inches
(12.7mm to 76.2mm).
5) Have them add on a layer for each year. This will give students an idea of how corals
grow
Ask: Name three threats that corals encounter. (Natural Disasters, Human Activities,
Global Warming)
Ask: What type of coral do you think would stand a better chance when encounter
hurricanes? (Massive) Why? Due to their form, they grow wider and more stable on the
ocean floor.
ACTIVITY 2: Build A Coral
Coral skeletons and reefs are composed of thousands or millions of coral polyps. In this
activity, students will create their own corals out of egg cartons. (Each egg cup holds a
single coral polyp.)
1. Begin by cutting the top half and the closing flap off an egg carton, leaving just the
section with the twelve egg cups. Place this upside down on a table and punch a hole in
the bottom of each egg cup with scissors. To shorten the activity, cut the egg cup tray into
thirds, giving each student a section of four egg cups rather than all twelve.
2. Cut a sheet of paper into three strips horizontally. Each strip will become a coral polyp.
15 Roll each strip into a tube about the diameter of your finger. Tape the tube to keep it from
unrolling and tape the bottom of the tube shut.
3. To make the tentacles of the polyp, make several cuts from the top of the tube, ¾ of the
way to the bottom of the tube. Get the tentacles to bend/curl by running each fringe over
the blade of a scissor or a metal ruler.
4. Insert one polyp tube in each egg cup, pulling it partway through the hole. Tentacles
should be on the top of the egg carton.
After each group builds their coral, ask them to come to the front of the class and place
their finished product together. The idea of reef building will be more clear to students
when their individual corals are placed together. Have students view massive coral reefs
on the slide presentation. Relate to the class how these massive reefs can exist from a tiny
polyp.
To discuss at intro or while students are building their corals:
- Although each polyp is a separate animal, the polyps are linked in a colony. The shape
of the egg carton suggests the channels that link neighboring polyps. Polyps in the colony
share food.
- Corals get food in two ways. Small zooplankton are captured by stinging cells on the
tentacles. They are then brought into the polyp where they are digested. You can simulate
this with the model. The simple digestive cavity of the polyp is basically a hollow cavity,
with one open end (surrounded by the tentacles). Coral also get food from their symbiotic
algae, the zooxanthellae, which live in their tissue.
- During daylight hours, coral polyps pull back as far as possible into their skeleton.
Living tissue always covers the entire coral colony. During the night the tentacles extend
to feed. You can show this by pulling the tube back.
CONCLUSION INQUIRY QUESTION:
How do coral reefs form?
STEWARDSHIP MESSAGE:
16 Our coral reefs are already affected by global warming and pollution, to name a few
threats. We need to take action now by not littering our ocean, and report any harmful
fishing methods such as fish poisoning substances and dynamite, etc.
Activity 6: Review (5 minutes)
Group discussion to summarize the lesson
1. Discuss the diversity found on coral reefs.
2. What is a coral? How does it relate to a coral reef?
3. How do other animals rely on coral reefs?
Background & Media
Video about connecting coral reef protected areas: http://ocean.si.edu/oceanvideos/connecting-coral-reefs
Article about Australia’s Great Barrier Reef: http://ocean.si.edu/blog/great-barrier-reefgoing-going-gone
Slideshow showing two views of coral reefs: http://ocean.si.edu/slideshow/two-viewscoral-reefs-thriving-and-threatened
Article on recovery of bleached Panamanian coral: http://ocean.si.edu/blog/pleasantsurprise-recovery-bleached-panamanian-corals
Article on boring sponges and their relationship to coral: http://ocean.si.edu/blog/oceanacidification-excites-boring-sponges
Article on marine protected areas and coral reefs: http://ocean.si.edu/ocean-news/havingyour-fish-and-eating-them-too
Additional activities
Have extra time? Try IDing life growing on an artificial reef on the National Museum of
Natural History Q?rius website: http://qrius.si.edu/do/part/identification-challenge
Symbiosis and Coral Anatomy: http://ocean.si.edu/for-educators/lessons/symbiosis-andcoral-anatomy
17 Coral Reefs
American Spaces Student Worksheet
by the Smithsonian Ocean Portal
Coral reefs are the most diverse of all marine ecosystems. They teem with life, with
perhaps one quarter of all ocean species depending on reefs for food and shelter. Because
they are so diverse, coral reefs are often called the rainforests of the sea. Coral reefs are
also very important to people, providing food, protection of shorelines, jobs based on
tourism, and even medicines.
Objectives:
-Understand that coral reefs are most diverse ocean ecosystem
-Understand what corals and coral reefs are
-Explain how other ocean animals rely on coral reefs
Read as far as you can through the Corals and Coral Reefs topic page
(http://ocean.si.edu/corals-and-coral-reefs). Write down answers individually or in small
groups, and then go over the following questions as a group.
1. Are corals animals, vegetables, or minerals?
2. Label the parts of a coral on the diagram to the right.
3. What is the difference between a coral animal and a coral reef?
4. Where are coral reefs found?
5. How do coral reefs help people?
6. List three threats to coral reefs.
7. What can you do to protect coral reefs?
Vocabulary scavenger hunt:
1. Define "polyp"
2. Define "coral bleaching"
3. Define “sexual reproduction” and “asexual reproduction.” What is the difference?
Additional Reading and Media
Bizarre and Beautiful Coral Reef Animals slideshow:
http://ocean.si.edu/slideshow/bizarre-and-beautiful-coral-reef-animals
Video about connecting coral reef protected areas: http://ocean.si.edu/oceanvideos/connecting-coral-reefs
Article about Australia’s Great Barrier Reef: http://ocean.si.edu/blog/great-barrier-reefgoing-going-gone
Slideshow showing two views of coral reefs: http://ocean.si.edu/slideshow/two-viewscoral-reefs-thriving-and-threatened
Article on marine protected areas and coral reefs: http://ocean.si.edu/ocean-news/havingyour-fish-and-eating-them-too
ID life growing on an artificial reef: http://qrius.si.edu/do/part/identification-challenge
Overfishing
American Spaces Activity Guide
by the Smithsonian Ocean Portal
Many human cultures from around the world have a deep connection to the ocean, and 3
billion people rely on fisheries for 20 percent of their protein. The ocean may seem like it
can provide an endless amount of fish, but the fact is that fish can’t reproduce fast enough
to keep up with modern fishing practices, particularly when combined with other threats
to the ocean such as warming waters, pollution and ocean acidification. Many fish
populations around the world are facing collapse due to large-scale trawling and other
types of commercial fishing. We have many challenges ahead to conserve the sea's
biodiversity, resources, and value to human culture and society, but also many
possibilities available right now to meet these challenges.
Materials Needed:
Internet access (or pre-printed pages from Ocean Portal)
Activity handout
Pen/pencil or word processing program
Additional materials for hands-on activities
Estimated time: 1 hour
Objectives:
-­‐ Understand various types of modern fishing
-­‐ Understand that fish populations can be easily harvested past the point of
sustainability if care isn’t taken to manage them wisely
-­‐ Explain some ways that fishing can be sustainable
Activity 1: Introduction to Overfishing (5-10 minutes)
As a group, look through the world fisheries slideshow
(http://ocean.si.edu/slideshow/world-fisheries-sea-table). Show the photos on a projector
or on individual computer monitors (or, if you have no computer access, print off the
PDF version of the slideshow), and read some of the captions aloud. This part of the
lesson will help to familiarize students with fisheries around the world.
If you have time, take a look at the Sustainable Seafood overview
(http://ocean.si.edu/sustainable-seafood) and talk through some of the ways that humans
are using technology to support fisheries and some solutions to the overfishing problem.
Talk through discussion questions as a group:
What are some of the various ways that fish are caught?
What is bycatch?
What food from the sea do you eat? Do you know how it is caught?
18 Activity 2: Reading Comprehension (10-15 minutes)
Read through the Helpful Herbivores article aloud as a group or have students read
individually. Students should write down answers and then go over the following
questions as a group.
http://ocean.si.edu/blog/helpful-herbivores
QUESTIONS AND ANSWER KEY:
1. How does seaweed harm coral?
Seaweed and corals both get their energy from sunlight. When seaweeds grow on
top of coral, it blocks the sunlight from reaching the corals—cutting off their
energy source and killing them. Seaweeds also produce chemicals that may cause
corals to get sick.
2. What kind of fish are important to protecting corals from seaweed and why?
Herbivorous fish like parrotfish are very important because they eat harmful
seaweed growth.
3. What causes seaweed to grow out of control on coral reefs?
Seaweed can grow out of control on coral reefs for many reasons. When nutrients
such as fertilizers are added to the water, it can help seaweed grow very fast—just
like when you add fertilizer to your lawn to make the grass grow better and more
quickly. Overfishing herbivorous fish can allow seaweed to grow out of control
because there is no longer a force removing excess seaweed, like a lawnmower on
land.
4. What is resilience and how does it help coral reefs?
If the reef isn’t healthy because of warm water, acidification, pollution and
overfishing and then a big disturbance—like a storm or disease—hits the coral, it
will make it harder for the coral and ecosystem to recover. Being able to bounce
back from a disturbance means that a coral reef is resilient. (Imagine trying to
clean up after a storm hits your house when you already have a broken leg—it
would be much more difficult.) This slow recovery of the coral gives the seaweed
a chance to overgrow the coral and take over the reef.
5. How can marine protected areas help stop seaweed growth?
19 Marine protected areas can help stop seaweed growth by creating a safe space
without human disturbance for a healthy reef to grow. For example, banning
fishing in an area of a coral reef allows seaweed-eating fish to thrive. Then those
fish can help clean up seaweed within the marine protected area, and swim out to
other areas and clean seaweed there too.
VOCABULARY SCAVENGER HUNT:
1. Define "ecological resilience"
(n) the ability of an ecosystem to rebound after a disturbance
examples: After a hurricane hits, a coral reef is able to grow back to a healthy
state
After a fire, the trees are able to grow back into a healthy forest
2. Define "herbivorous"
(adj) animals that only eat plants and never eat other animals/meat
3. Define “marine protected area”
(n) an area of ocean that is protected from human disturbances, such as fishing,
mining, swimming, and boating (there are different kinds of marine protected
areas that offer different levels of protection).
Activity 3: Fishing for the Future (hands-on, 30 – 45 min)
Adapted from WETA/PBS Marine Fisheries and Aquaculture Series:
http://ocean.si.edu/for-educators/lessons/fishing-future
Through a fishing simulation, students model several consecutive seasons of a
commercial fishery and explore how technology, population growth, and sustainable
practices impact fish catch and fisheries management. (Intended for grades 6-12)
OBJECTIVES:
Students will:
- Experience the “tragedy of the commons” as it relates to fishing resources. (The
“tragedy of the commons” occurs when resources—such as the water we drink,
and the fish we eat—shared by everyone (or held in common) are used at a rate
that exceeds the resources’ sustainable limit. Ultimately, as population grows and
consumption increases, the “commons” collapse. The phrase was first coined by
Garrett Hardin in 1968.)
- Consider social, environmental, and economic impacts of overfishing.
- Identify sustainable fishing practices.
20 MATERIALS:
Plain M&Ms (or other candy/nut) one 14-ounce bag for up to 30 students
Peanut M&Ms (or other candy/nut different than first item) one 14-ounce bag for up to
30 students
Small cups, 1 per student
Serving bowls, medium size, 1 per group
Spoons, 1 per group
Popsicle sticks, 2 per student
Watch, for timing activity
Handout Fishing Log, 1 per student
BEFORE YOU BEGIN:
1. Check for peanut allergies in your class. You can do the activity using only plain
M&Ms, if necessary, by selecting one color out as a special color.
2. For a class of 20, you will have five or six groups of three to four students each.
Each group will start with 20 plain and 10 peanut M&Ms. Count out the first round of
M&Ms and place them in cups or bags.
3. Copy the Fishery Facts and Fishing Log handouts.
THE ACTIVITY
1. Introduce and discuss the concept of sustainability using the following definition:
“Sustainability is meeting the needs of the present without limiting the ability of people,
other species, and future generations to survive.” Ask why sustainability might be an
important goal for a society and what might be difficult about realizing this goal.
2. Tell students that today they’re going to go fishing and explore some of these
sustainability issues.
3. Explain the game rules:
a. Each student will be a “fisher” whose livelihood depends on catching fish.
b. Peanut M&Ms represent the largest and most valuable fish (tuna,
swordfish, et cetera).
4. Plain M&Ms represent the next most-valuable fish (cod, salmon, et cetera).
a. Each fisher must catch at least two fish (large or small) in each round to survive
(i.e., get enough fish to either eat or sell).
21 b. When the fishing begins, students must use the “fishing rod” (popsicle stick) in
one hand to pick up “fish” (M&Ms) from the “ocean” (bowl) and deposit them
into their “boat” (cup).
c. The fish remaining in the ocean after each fishing season represent the breeding
population, and thus one new fish will be added for every fish left in the ocean
(bowl).
5. Divide the class into groups of three or four students and have each group choose an
ocean name such as North Atlantic, North Pacific, Arctic, Mediterranean, etc.
6. Give each group one serving bowl and each student one cup, one popsicle stick, and
one copy of the handout Fishing Log.
7. Put 20 plain and 10 peanut M&Ms in each group’s bowl.
8. Say “start fishing” and give the students 20 seconds for the first “season” of fishing.
9. Have each fisher count his or her catch (M&Ms in their cup) and record the data in
their Fishing Log.
10. Fishers who did not catch the two-fish minimum must sit out for the following round.
11.Add one new fish for every fish left in the ocean (bowl).
12.Allow fishers to use one popsicle stick in each hand during the second session to
represent “new technology.”
13.After the second fishing season, give one fisher from each group a spoon representing
more new fishing technology such as trawl nets, sonar equipment, etc. Continue the game
for round three.
14. Ask, “What happened when ocean group [name] ran out of fish? How are the fishers
going to survive now?” (One option is to move to another ocean.) Allow students to
“invade” other ocean groups when their ocean is depleted, but don’t tell them that they
can do this beforehand. Fishers may either go as a group to another ocean or they may
disperse to other oceans.
15.Repeat fishing, recording, and replenishing fish stocks until either sustainable fishing
is achieved or until all (or most) groups fish out their ocean.
REFLECTION:
1. Have students do a free-write on the following quote by John C. Sawhill, relating it to
the fishing activity: “In the end, our society will be defined not only by what we create,
22 but by what we refuse to destroy.” (John Sawhill is the former President and Chief
Executive Officer of The Nature Conservancy.)
2. Use the following sample questions to lead a discussion about the activity:
- How did you feel when you realized that you had depleted your fish stock?
- How did you feel when other fishers joined your ocean group?
- How does this activity relate to real ocean and fishery issues?
- What’s missing in this game? (Impacts to nonhuman animals that rely on fish for
their survival, population growth, et cetera.)
- What happens to a resource when you have infinite population growth, growing
technology, and a finite resource?
- Are there any commonly owned resources in our region or community? If so,
what are some similar issues around them, and how can they best be managed?
(Air is a commonly used resource—how do we deal with air pollution? Forestry
or animal grazing rights also sometimes create similar discussions. You might
also talk about city, national parks, and other public lands, and the competing uses
and needs.)
3. Have students brainstorm ways to have a sustainable fishery. What rules could be
developed? (For example, limits on type of equipment allowed, amount and type of fish,
shorter seasons.)
Activity 4: Review (5 minutes)
Group discussion to summarize the lesson
1. What are some types of modern fishing and what species are caught?
2. Can fish be caught with no regulations?
3. What are some ways that fishing can be sustainable?
Background & Media
Video from PBS about overfishing around the world:
https://www.youtube.com/watch?v=zNai7VjxEGg
Sustainable Seafood Glossary of Terms: http://ocean.si.edu/ocean-news/sustainableseafood-glossary-terms
Atlantic Bluefin Tuna: http://ocean.si.edu/ocean-news/atlantic-bluefin-tuna-thunnusthynnus
Rough Going For Orange Roughy: http://ocean.si.edu/ocean-news/rough-going-orangeroughy
23 Additional activities
Game of Life: http://ocean.si.edu/for-educators/lessons/game-life
Marine Fisheries Collapse: http://www.nps.gov/olym/forteachers/classrooms/fte-sl18ofc.htm
Lobster math: http://www.gma.org/lobsters/activities/gonelobstering.html
Catch, Tag and Release: http://njseagrant.org/wpcontent/uploads/2014/03/catch_tag_and_release.pdf
Boom and Bust (exploring fisheries management):
http://oceanexplorer.noaa.gov/explorations/03mountains/background/education/media/mt
s_boombust.pdf
Net Results (modeling economics of fisheries): http://ocean.si.edu/foreducators/lessons/net-results
24 Overfishing
American Spaces Student Worksheet
by the Smithsonian Ocean Portal
Many human cultures from around the world have a deep connection to the ocean, and 3
billion people rely on fisheries for 20 percent of their protein. The ocean may seem like it
can provide an endless amount of fish, but the fact is that fish can’t reproduce fast enough
to keep up with modern fishing practices, particularly when combined with other threats
to the ocean such as warming waters, pollution and ocean acidification. Many fish
populations around the world are facing collapse due to large-scale trawling and other
types of commercial fishing. We have many challenges ahead to conserve the sea's
biodiversity, resources, and value to human culture and society, but also many
possibilities available right now to meet these challenges.
Objectives:
-­‐ Understand various types of modern fisheries
-­‐ Understand that fish populations aren’t endlessly sustainable
-­‐ Explain some ways that fishing can be sustainable
Read through the Helpful Herbivores article (http://ocean.si.edu/blog/helpful-herbivores).
Write down answers individually or in small groups, and then go over the following
questions as a group.
1. How does seaweed harm coral?
2. What kind of fish are important to protecting corals from seaweed and why?
3. What causes seaweed to grow out of control on coral reefs?
4. What is resilience and how does it help coral reefs?
5. How can marine protected areas help stop seaweed growth?
VOCABULARY SCAVENGER HUNT:
1. Define "ecological resilience"
2. Define "herbivorous"
3. Define “marine protected area”
Additional Reading and Media
World Fisheries from Sea to Table slideshow: http://ocean.si.edu/slideshow/worldfisheries-sea-table
Sustainable Seafood overview: http://ocean.si.edu/sustainable-seafood
Video from PBS about overfishing around the world:
https://www.youtube.com/watch?v=zNai7VjxEGg
Sustainable Seafood Glossary of Terms: http://ocean.si.edu/ocean-news/sustainableseafood-glossary-terms
Atlantic Bluefin Tuna: http://ocean.si.edu/ocean-news/atlantic-bluefin-tuna-thunnusthynnus
Rough Going For Orange Roughy: http://ocean.si.edu/ocean-news/rough-going-orangeroughy
Fishing for the Future, 8 of 8
Fishing Log
Ocean Group:
Fishers:
Record your group’s catch and fish left in ocean after each season:
Season
Catch
High Value Fish
Medium Value Fish
Total Catch
1
Fish Left in Ocean
2
Write a brief description of the status/health of your fishery:
Season
High Value Fish
Catch
Medium Value Fish
Fish Left in Ocean
Total Catch
3
4
Discuss changes in fishing practices or regulations. Are any fisheries in trouble? What did they do and
how did that impact your fishery?
Season
High Value Fish
Catch
Medium Value Fish
All Fish Left in Ocean
Total Catch
5
6
Write a brief description of the status or health of your fishery now:
How could you have made your fishing sustainable?
The Curriculum Guide ©2002 www.facingthefuture.org
The Poles
American Spaces Activity Guide
By the Smithsonian Ocean Portal
We often think of the poles together, but life and the physical characteristics of the Arctic
Ocean and Southern Ocean are vastly different. The Arctic Ocean covers the North Pole
and is mostly surrounded by land from northern Canada, Russia and Greenland. It's also
relatively calm because it’s largely covered by ice. Polar bears and walruses roam about.
The Southern Ocean, with no surrounding land as protection, is more turbulent. It
supports penguins and a large number of distinctive species because it has been isolated
for 30 million years.
Materials Needed:
Internet access (or pre-printed pages from Ocean Portal)
Activity handout
Pen/pencil or word processing program
Additional materials for hands on activities
Estimated time: 1 hour
Objectives:
-­‐ Understand the differences and similarities between the Arctic and Antarctic
-­‐ Learn about the variety of animals found in the poles and how they adapt to cold
-­‐ Explain how climate change will impact the poles
Activity 1: Introduction to the Poles (5-10 minutes)
Visit the Antarctic and Arctic as a group by reviewing two slideshows
(http://ocean.si.edu/ocean-stories/trip-south-antarctica-ross-sea and
http://ocean.si.edu/ocean-stories/under-arctic-ice). Show the photos on a projector or on
individual computer monitors (or, if you have no computer access, print off the PDF
version of the slideshow), and read some of the captions aloud. This part of the lesson
will help to familiarize students with the two Poles and help them get a sense of the
differences and similarities.
Watch a video highlighting the various kinds of sea ice: http://ocean.si.edu/oceanvideos/sea-ice-its-ever-changing-forms
Talk through discussion questions as a group:
What are some similarities between the Arctic and Antarctic? Some differences?
What are some of the different forms of sea ice?
25 Activity 2: Reading Comprehension (10-15 minutes)
Read through the Poles overview (online or from a printout of the PDF) as a group or
have students read individually. Students should write down answers and then go over the
following questions as a group.
http://ocean.si.edu/arctic-and-antarctic
QUESTIONS AND ANSWER KEY:
1. What forms the basis of the food web in the Arctic Ocean?
Ice-Algae and phytoplankton form the base of the food chain; they are eaten by
zooplankton, which in turn are eaten by larger animals like walrus and other marine
mammals. Organisms that aren’t eaten by larger fish and mammals eventually die and
sink to the bottom so animals that live on the sea floor eat are able to feed.
2. What isolates Antarctica from the other continents?
Antarctica is isolated from the rest of the continents by the Circumpolar Current,
which swirls clockwise around the landmass.
3. How do penguins in Antarctica handle the freezing temperatures?
Emperor penguins huddle together in groups in order to block the freezing winds
from one another. They take turns in the middle where they are protected from the
cold.
4. How many species can be found in both the Arctic and Antarctic? What are some of
these species?
Researchers taking part in the Census of Marine Life found over 200 species that
appeared to live in both polar seas, including cold-water worms, crustaceans, sea
cucumbers and pteropod snails. But, further genetic testing proved that they were
in fact, not the same species and that the miles between do make a difference.
Some animals make fantastically long migrations, moving from the Arctic to the
Antarctic and back again, living an endless polar summer.
5. What is sea ice? What are the different kinds of sea ice?
Sea ice is ice made from seawater. The first step in forming sea ice is the
formation of crystals and water slush called frazil ice. It then becomes a thin layer
of ice on the water’s surface called grease ice. Thicker pack ice then forms. Thick
sea ice (also called multi-year ice) remains frozen as ice over the summer and is at
least two years old. Thin sea ice breaks, melts and re-freezes every year.
6. How are the poles changing?
26 The typical ratio of thick and thin sea ice is changing now due to warmer water
and air temperatures.
VOCABULARY SCAVENGER HUNT
1. Define “glacial ice”: Glacial ice forms on land, and is made of freshwater snow
packed down tightly over many years.
2. Define “indigenous”: native to a particular area
3. Define “hemoglobin”: an iron-rich protein found in blood that carries oxygen
from the lungs throughout the body, and gives blood its red color.
4. Define “fast ice”: sea ice that is attached to the shore
Activity 3: Three Ice Realms (Hands-on Activity, 1-2 hours)
Adapted from NOAA Ocean Explorer lesson plan: http://ocean.si.edu/foreducators/lessons/realms-arctic-ocean-pelagic-benthic-and-sea-ice
Through reading comprehension and discussion students will learn about the different
layers of the polar Arctic Ocean: pelagic, benthic and sea ice.
Grade Level: 5-6
Learning Objectives:
- Students will be able to compare and contrast the pelagic, benthic and sea ice
realms of the Arctic Ocean.
- Students will be able to name at least three organisms that are typical of each of
these three realms.
- Students will be able to explain how the pelagic, benthic and sea ice realms
interact with each other.
Teaching Time: One or two 45-minute class periods, plus time for student research and
preparation
Seating arrangement: Three groups of students
Maximum Number of Students: 30
Background Information:
The Arctic Ocean is the most inaccessible and least-studied of all the Earth’s major
oceans. Although it is the smallest of the world’s four oceans, the Arctic Ocean has a
total area of about 14 million square kilometers (5.4 million square miles) or roughly 1.5
times the size of the United States. Its communities can be divided into three main
groups.
27 - The Sea-Ice Realm includes plants and animals that live on, in, and just under
the ice that floats on the Ocean's surface;
- The Pelagic Realm includes organisms that live in the water column between the
ocean surface and the bottom;
- The Benthic Realm is composed of organisms that live on the bottom, including
sponges, bivalves, crustaceans, polychaete worms, sea anemones, bryozoans,
tunicates, and ascidians.
These realms are linked in many ways, and food webs in each realm interact with those
of the other realms.
Sea ice provides a complex habitat for many species that are called sympagic, which
means "ice-associated." The ice is riddled with a network of tunnels called brine channels
that range in size from microscopic (a few thousandths of a millimeter) to more than an
inch in diameter. Some areas of Arctic sea ice persist throughout the year, and endemic
species (species that are not found anywhere else) have developed in the multi-year sea
ice of the deep ocean basins. Diatoms and algae inhabit these channels and obtain energy
from sunlight to produce biological material through photosynthesis (a process called
"primary production"). Bacteria, viruses, and fungi also inhabit the channels, and together
with diatoms and algae provide an energy source (food) for flatworms, crustaceans, and
other animals.
In the spring, melting ice releases organisms and nutrients that interact with the ocean
water below the ice. Large masses of algae form at the ice-seawater interface and may
form filaments several meters long. On average, more than 50% of the primary
production in the Arctic Ocean comes from single-celled algae that live near the iceseawater junction. This interface is critical to the polar marine ecosystem, providing an
energy source (food) for many organisms, as well as protection from predators. Arctic
cod use the interface area as nursery grounds, and in turn provide an important food
source for many marine mammals and birds, as well as migration routes for polar bears.
In the spring, the solid ice cover breaks into floes of pack ice that can transport
organisms, nutrients, and pollutants over thousands of kilometers. Partial melting of sea
ice during the summer months produces ponds on the ice surface called polynyas that
contain their own communities of organisms. Because only 50% of this ice melts in the
summer, ice flows can exist for many years and can reach a thickness of more than 2 m
(6 ft).
When sea ice melts, more sunlight enters the sea, and algae grow rapidly since the sun
shines for 24 hours a day during the summer. These algae provide energy for a variety of
pelagic organisms, including floating crustaceans and jellyfishes called zooplankton,
which are the energy source for larger pelagic animals including fishes, squids, seals, and
whales. When pelagic organisms die, they settle to the ocean bottom, and become the
28 energy source for inhabitants of the benthic realm. These animals, in turn, provide energy
for bottom-feeding fishes, whales, and seals.
This lesson is intended to introduce students to the "Three Realms" of marine life and to
the diversity of organisms that inhabit these realms.
Learning Procedure
1. To become more familiar with the Hidden Ocean expedition, you may want to visit the
expedition’s Web page
(http://oceanexplorer.noaa.gov/explorations/05arctic/welcome.html) for an overview of
the expedition and background essays.
You should also review the following essays from the 2002 Hidden Ocean Expedition:
•
Deep Sea Benthos
http://oceanexplorer.noaa.gov/explorations/02arctic/background/benthos/benthos.
html
•
Spineless Wonders: The Pelagic Fauna
http://oceanexplorer.noaa.gov/explorations/02arctic/background/fauna/fauna.html
•
Arctic Sea Ice: Channels of Life
http://oceanexplorer.noaa.gov/explorations/02arctic/background/sea_ice/sea_ice.h
tml
Use PDF versions of these web pages if no internet connection is available, found at the
end of this activity guide.
2. Briefly review the geography of the Arctic Ocean, highlighting the activities of the
Hidden Ocean expedition. Introduce the "three realms" of marine life. You may also want
to briefly discuss Arctic climate change and why it is so important to gather information
on the species that presently inhabit the three realms as soon as possible.
3. Divide students into three groups. Tell students that their assignment is to:
•
•
•
•
•
Research one of the three realms;
Find out what kinds of organisms inhabit their assigned realm;
Obtain a picture of each organism;
Work with other groups to assemble a collage that illustrates the inhabitants of the
three realms; and
Prepare a brief report describing their assigned realm and how it interacts with the
other two realms.
29 You may want to bring a bit of taxonomy into the lesson by having students include a
label on their images giving the classification of the organism (phylum and class) as well
as its common name.
4. Direct students to the Arctic Ocean Biodiversity Web site and to the Hidden Ocean
expedition pages on the Ocean Explorer Web site. Call students’ attention to the “Photo
and Video Log” section of the Ocean Explorer Web site, which contains images that they
may want to use for their collage.
5. Have each group present an oral summary of their written report, then lead a
discussion of students’ collage of the three realms. These reports and discussions should
include the following points:
•
Many inhabitants of the sea ice realm are endemic to this ecosystem.
•
Sea ice inhabitants include protozoa, turbellaria, nematodes, rotifers, and
amphipods; in the spring larvae and juveniles of benthic animals are also found in
the ice.
•
In addition to providing a feeding ground for larvae and juveniles of benthic
animals, the sea ice realm is linked to the pelagic realm by Arctic cod which feed
on the amphipods that inhabit the underside of ice floes; the cod, in turn, are an
important food source for seals, birds, whales, and predatory fishes.
•
Fauna of the pelagic realm (water column) are dominated by small crustaceans
and "jelly animals"; the latter are not well-known because they are usually
destroyed in sampling nets.
•
Pelagic realm inhabitants include protists, cnidaria, ctenophores, polychaetes,
pteropods, cephalopods, heteropods, cladocerans, ostracods, copepods, mysids,
amphipods, euphausiids, decapods, chaetognaths, tunicates, and fishes.
•
Inhabitants of the benthic realm are constrained by food supplies, because they
depend primarily on food particles that settle from higher in the water column or
that are transported from the continental slopes. This means that many other
organisms have had access to the food particles before they reach the bottom, so
benthic organisms are left with what has been missed or rejected by inhabitants of
the pelagic realm.
•
Benthic realm inhabitants include polychaetes, crustaceans, bivalves, fishes,
anemones, and tunicates. Shells of scaphopods and gastropods have also been
recovered from deep areas, but these may have been deposited from the
continental shelves.
30 Be sure students understand that the sea bottom page on the Arctic Ocean
Biodiversity web site includes images of organisms found in shallow waters as well
as those of the deep benthos.
The "Me" Connection:
Have students write a brief essay explaining why they think it is important (or not
important) to explore areas such as the Canada Basin. If some students believe these
activities are unimportant, point out that many of the most promising drugs for serious
human diseases (such as cancer) are being found in rather unimpressive organisms that
live in the deep sea.
Activity 4: Review (5 minutes)
Group discussion to summarize the lesson
1. What are some differences and similarities between the Arctic and Antarctic?
2. What are some animals found in the Arctic and Antarctic? How do they adapt to
the cold environment?
3. How will climate change impact the polar regions?
Background & Media
Video of receding ice cover in the Arctic over time: http://ocean.si.edu/oceanvideos/receding-ice-cover
Ice-loving Seals and the Loss of Sea Ice: http://ocean.si.edu/blog/ice-loving-seals-andloss-sea-ice
Climate Change at the Poles: http://ocean.si.edu/ocean-news/climate-change-poles
The Sant Ocean Hall, Life at the Poles Exhibit: http://ocean.si.edu/ocean-news/santocean-hall-life-poles-exhibit
Archaeologists Study Early Whaling Community in Quebec, Canada:
http://ocean.si.edu/ocean-news/archaeologists-study-early-whaling-community-quebeccanada
Cold-water Diving with WHOI: http://ocean.si.edu/ocean-videos/cold-water-diving-whoi
Additional activities
Where have all the glaciers gone? http://ocean.si.edu/for-educators/lessons/where-haveall-glaciers-gone
Expedition to the Poles: http://ocean.si.edu/for-educators/lessons/expedition-poles
31 Arctic Lesson Plans from NOAA: http://ocean.si.edu/ocean-news/arctic-lesson-plansnoaa
Forces of Change lesson plans: http://forces.si.edu/arctic/05_00_00.html
32 The Poles
American Spaces Student Worksheet
By the Smithsonian Ocean Portal
Most of you know that the Earth’s poles are cold. But did you know that there are
hundreds of organisms especially adapted to living in these extreme temperatures? Did
you know that the communities at the North and South poles are dramatically different
from each other? Or that there is a difference between sea ice, ice shelves, and icebergs?
We often think of the poles together, but life and the physical characteristics of the Arctic
Ocean and Southern Ocean are vastly different. The Arctic Ocean covers the North Pole
and is mostly surrounded by land from northern Canada, Russia and Greenland. It's also
relatively calm because it’s largely covered by ice. Polar bears and walruses roam about.
The Southern Ocean, with no surrounding land as protection, is more turbulent. It
supports penguins and a large number of distinctive species because it has been isolated
for 30 million years.
How do polar organisms adapt to these harsh climates? Icefish, for example, have
antifreeze in their blood, while Arctic terns fly from pole to pole, logging some 20,000
miles per year, in order to avoid the harsh polar winters. Polar bears and walruses in the
Arctic have thick layers of blubber that help them keep warm, but also provide them with
stores of energy.
Objectives:
-­‐ Understand the differences and similarities between the Arctic and Antarctic
-­‐ Learn about the variety of animals found in the poles and how they adapt to cold
-­‐ Explain how climate change will impact the poles
Read through the Poles overview (http://ocean.si.edu/arctic-and-antarctic) aloud as a
group or have students read individually. Students should write down answers and then
go over the following questions as a group.
1. What forms the basis of the food web in the Arctic Ocean?
2. What isolates Antarctica from the other continents?
3. How do penguins in Antarctica handle the freezing temperatures?
4. How many species can be found in both the Arctic and Antarctic? What are some of
these species?
5. What is sea ice? What are the different kinds of sea ice?
Vocabulary scavenger hunt:
1. Define “glacial ice”
2. Define “indigenous”
3. Define “hemoglobin”
4. Define “fast ice”
Additional Reading and Media
Video of receding ice cover in the Arctic over time: http://ocean.si.edu/oceanvideos/receding-ice-cover
Ice-loving Seals and the Loss of Sea Ice: http://ocean.si.edu/blog/ice-loving-seals-andloss-sea-ice
Climate Change at the Poles: http://ocean.si.edu/ocean-news/climate-change-poles
The Sant Ocean Hall, Life at the Poles Exhibit: http://ocean.si.edu/ocean-news/santocean-hall-life-poles-exhibit
Archaeologists Study Early Whaling Community in Quebec, Canada:
http://ocean.si.edu/ocean-news/archaeologists-study-early-whaling-community-quebeccanada
Cold-water Diving with WHOI: http://ocean.si.edu/ocean-videos/cold-water-diving-whoi
Arctic Sea Ice: Channels of Life
by Rolf Gradinger, Assistant Professor at the Institute of Marine Science, University of
Alaska in Fairbanks
NOAA Ocean Explorer
For use with the Smithsonian Ocean Portal American Spaces Poles activity guide
Original source:
http://oceanexplorer.noaa.gov/explorations/02arctic/background/sea_ice/sea_ice.html
Sea ice is a unique feature of the polar oceans. Its extent and thickness vary with the
seasons. Ice is mainly formed during the winter months and melts in summer. In the
Arctic, about 50% (7 million square km) of the winter sea ice melts during the warmer
months. Typically, the thickness of "level" sea ice ranges from 2 to 4 m.
A Complex Structure
When sea ice forms, small spaces
between the ice crystals remain and are
filled with a salty solution called brine.
Thus, sea ice consists of a mixture of ice
crystals and brine channels, which form
a three-dimensional network of tubes
with diameters of a few micrometers to
several cm. A specialized, sympagic
(ice-associated) community has adapted
to the variable conditions in this matrix.
In 1852, Sutherland was the first to
describe life in Arctic sea ice as "minute
vegetable forms of exquisite beauty.”
More than 100 years later, in 1985, Rita
Horner published the milestone book
Sea Ice Biota, which is till the standard
textbook concerning the history and
scientific progress of sea-ice research.
Since then, a wealth of new information
has been gathered concerning the
structural role of sea ice in both the
Arctic and Antarctic. Studying the deep
Arctic basins remained a challenge
because of its permanent multi-year ice
cover and many unsolved scientific
questions. American and Russian drifting
ice camps, such as T3 and NP22, produced
the first descriptions of the biota in these
deep basins. In 1994, the American trans-
A resin cast of the microscopic brine channel
system within the sea ice (modified after
Weissenberger et al. 1992). About 10 to 30% of the
ice volume is filled by a salty fluid (brine). The
fluid is found in channels and pockets between and
within the ice crystals, and forms the habitat for
specialized sea ice biota. The diameter of these
brine channels is normally less than 1 mm.
polar section revealed surprising insights into the biology of these areas, demonstrating
large regional differences within the central Arctic, and much higher biological activity in
the ice and the water column than was previously assumed.
A Microscopic Haven
Until recently, diatoms were considered to be the most important microorganisms inside
the ice in terms of abundance and productivity, but a greater complexity is now
appreciated. Several hundred unicellular species of algae are the main primary producers
in this environment. Largely based on studies of sea ice known as "coastal fast" and
"first-year level" ice, algal primary production contributes from 4 to 26% of the total
primary production in seasonally ice-covered Arctic waters. This fraction can be expected
to increase to 50% or more in perennially ice-covered waters due to the reduction in
shortwave radiation penetrating the water column.
The production of dissolved organic material within the ice, mainly from the waste of ice
algae, supports the growth of ice bacteria. Viruses and fungi also have a surprisingly high
biological diversity within this extreme
habitat. Small protozoans and
metazoans, in particular turbellarians,
crustaceans and rotifers, feed on ice
algae and may, in certain periods or
locations, restrict the development of
algae.
Unicelluar algae are the main primary producers in
sea ice. More than 200 diatom species are known to
grow in Arctic ice. Melosira arctica may grow within
the brine channels but also attaches to the bottom of
the ice floes. Image courtesy of Arctic Exploration
2002, Rolf Gradiner, NOAA/OER
Ice organisms tolerate a wide range of
environmental conditions and
experience rapid changes in light
intensity, temperature and salinity.
These fluctuations cause an uneven
distribution of the ice biota within the
floes, with the bulk of the organism
biomass concentrated in the lowermost
centimeters of ice floes. Strong
interactions between the ice biota and
plankton exist during periods of
complete ice coverage.
A unique, partially endemic fauna, comprising mainly tiny crustaceans (amphipods),
thrive permanently at the underside of the ice floes. Moving along the bottom of the ice,
they feed directly on the bottom community and use brine channels as shelter against
possible predators. They serve as mediators for particulate organic matter from the sea ice
to the water column and benthos (ocean bottom) through the release of wastes, and as
food for fish and seals.
Juvenile stages of zooplankton and meroplanktonic larvae of benthic organisms also enter
the brine channel network on shallow Arctic shelves to feed on the rich ice bottom
community while being relatively well protected from pelagic predators. In early spring,
when the water column is still devoid of food, calanoid copepods, such as Calanus
glacialis, perform diel (daily) vertical migrations from deeper parts of the water column
to feed on phytoplankton that accumulate just below the ice. Thus, ice production is
linked with the other Arctic marine realms
through sedimentation and life cycles.
A Little-known Realm
The multi-year sea ice cover of the high
Arctic, especially within the Canadian
Basin, has been poorly studied. It may be
that these areas, which form oases for
species aggregations and production in the
central Arctic, are the most sensitive to
global climate change -- yet we know very
The ice cover of the Arctic Seas consists of
little about them.
individual ice floes separated by areas of open
The extent of sea ice in the Arctic has
decreased by about 2.8% per decade since
1978. Ice-thickness studies by submarines
indicate a tremendous decrease in the
mean ice thickness and ice volume.
waters (leads or polynyas). Floe sizes range from
several m to km. In summer, light blue,
freshwater melt puddles may cover up to 60% of
the surface of the ice.
Arctic exploration will tackle questions concerning the existence of life in this unique
environment, looking for life on top of the ice, in its interior, and at the ice-ocean
boundary layer. These studies will help us to understand the marine biology of the Arctic
as a whole, and will also support climate predictions in an ever-changing world.
Life on the Arctic Deep Sea Floor
by Bodil Bluhm (Research Assistant Professor of Marine Biology at the School of
Fisheries and Ocean Sciences, University of Alaska in Fairbanks) and Katrin Iken
(Assistant Professor of Marine Biology at the University of Alaska, Fairbanks)
NOAA Ocean Explorer
For use with the Smithsonian Ocean Portal American Spaces Poles activity guide
Original source:
oceanexplorer.noaa.gov/explorations/02arctic/background/benthos/benthos.html
Rich benthic community in the European Arctic. Feather stars, basket stars, this particular sea cucumber (all in the group of echinoderms) and anemones prefer hard bottom as a substrate. . Image courtesy of Arctic Exploration 2002, v. Juterzenka, Piepenbu Animals that live on the sea floor are called benthos. Most of these animals lack a
backbone and are called invertebrates. Typical benthic invertebrates include sea
anemones, sponges, corals, sea stars, sea urchins, worms, bivalves, crabs, and many
more.
Recent research indicates that the diversity of species living in the deep-sea may rival the
species richness found in tropical coral reefs! At first, scientists found this puzzling
because we believed that few lifeforms could withstand the harsh, deep regions of the
oceans. However, now we know that marine benthic organisms are well adapted to their
environment and can live and thrive even in the cold dark waters of the deep sea.
These animals adapt to permanently low temperatures such as those found in the Arctic
by having low metabolic rates. This means that organisms in cold waters live and work at
a "lower speed” than organisms in warmer waters. This does not mean, however, that
deep-sea organisms do not do as well as organisms from warmer waters. Rather, coldadaptation means that these animals' enzymes and metabolic processes work best at
ambient low temperatures and at high pressure. Most marine invertebrates lack gas-filled
body compartments (like lungs in humans) that would collapse at high pressure. Thus,
most deep-sea organisms would die in tropical temperatures or if they were kept in an
aquarium. They would need to be kept in special pressurized tanks.
Many deep-sea organisms, including organisms in polar regions, also grow very slowly.
In fact, some arctic deep-sea organisms grow as much in 10 years as some tropical
organisms grow in one year! This means that polar and deep-sea species live to be much
older than tropical species. A polar sea urchin can get as old as your grandmother, but a
tropical one would likely die before its 10th birthday.
Going Hungry at Depth
Food availability strongly determines
how well Arctic benthic organisms and
communities will develop and grow.
Sunlight usually cannot reach below 200
ft, which prevents marine micro- and
macro-algae—significant food sources—
from growing on the deep sea floor.
Hence, sea floor animals depend
primarily on food particles that rain
down from the top of the water column
Brittle stars dominate vast areas of the investigated Arctic sea floor. The locally high a bundance and biomass is determined by the amount of food available and is sustained by only few species. Image courtesy of Arctic Exploration 2002, v. Juterzenka, Pi
or are transported downward along the
continental slopes. A good portion of
this “food rain” is eaten by animals in
the water column, leaving the deep-sea
creatures with what little remains.
Deep-sea areas, therefore, tend to be areas of limited food availability and often have
“bad quality” food. Moreover, ice-covered areas get even less algal production than nonice-covered areas, resulting in even less “food rain” for the Arctic deep-sea benthos.
So Much Research, So Little Knowledge
The Arctic Ocean is characterized by broad, shallow continental shelf areas (average
depth around 50m) which are often nutrient-rich and biologically active. Some shelf areas
of the North American Arctic are teeming with benthic life such as worms, bivalves and
crustaceans, which have been studied extensively. However, we know little about benthic
communities at deeper areas of the Arctic Ocean, especially the Canadian Basin with
depths around 3000 m. The long seasonal ice cover and the great depth render the sea
floor of the deep Arctic Ocean extremely hard and expensive to access and sample. Only
now do we have adequate ships and equipment to venture into these habitats – but the
deep Arctic Ocean remains a challenge.
Our Goals
For this expedition, we hope to observe and identify Arctic deep-sea fauna and explore
their food web. A remotely operated vehicle (ROV) on board will be our eye at the sea
floor. For the first time, we will see what kind of organisms manage to live in this
extreme habitat, and how abundant they are. These in situ (onsite) and real-time
observations also will tell us something about their lifestyle and hopefully their feeding
habits. By using ROV technology, we expect to discover species that have not yet been
seen in this area or may even be new to science. These collections may change our
current view of the seemingly impoverished Arctic deep-sea fauna.
Our second objective is to learn about the benthic food web of the deep Arctic benthic
community. Even with the use of an ROV, it will be a rare and lucky occasion if we are
able to observe this. Thus, to augment
our observational data, we plan to study
naturally occurring isotopes, in
particular carbon and nitrogen isotopes,
to determine relative trophic positions of
species on the broad scale of
communities or ecosystems. During this
expedition, we hope to trace food
sources and follow organic matter
flowing through the triangle of the
pelagic, the sea ice and the benthos. The
results will tell us which species feed on
relatively fresh material (good quality
These scientists are working on a box core. A box core food), which feed on other animals, and works like a cookie cutter for sediment. It removes a of the sea floor with a ll the animals in and on it. which survive on old, reworked detritus piece Here, the sample has been taken and the metal sides of (bad quality food). The food web
the core are screwed back togethe analysis of a whole ecosystem will help
us identify key players as well as environmental key factors in the largely unexplored
Arctic deep-sea ecosystem.
Click here for more information on recent expeditions studying deep-sea Benthos: Diving
to Extremes
Spineless Wonders: The Pelagic Fauna
by Russ Hopcroft (Assistant Professor at the Institute of Marine Science, University of
Alaska in Fairbanks)
NOAA Ocean Explorer
For use with the Smithsonian Ocean Portal American Spaces Poles activity guide
Original source:
http://oceanexplorer.noaa.gov/explorations/02arctic/background/fauna/fauna.html
For more than 100 years, we have
collected animals that drift in the water
column with plankton nets. These nets are
pulled blindly through the water,
collecting primarily the smaller, slower,
more numerous and more robust species.
Thus, we have been able to adequately
sample only a small fraction of the
diversity present in the pelagic realm. As
a result, we have a notable gap in our
understanding of the linkages between
algal production, the production of
planktonic herbivores, and in turn the
production of their predators in the
oceans. We are unable to accurately
predict when, where and how these softbodied animals regulate the flow of the
materials and energy through oceanic
food webs. In contrast, we know a great
deal about the more numerous crustacean
zooplankton
such as the copepods (the
Plankton nets are the most common tool employed
sea’s
insects)
and euphausiids throughout
in water column research. They have changed little
since this picture was taken 90 years ago. They do
the world's oceans.
not adequately collect the full range of organisms
that drift and swim throughout the oceans.
Remotely Operated Vehicles (ROVs) and
submersibles offer opportunities for direct
observations of the species that are normally missed by plankton nets because they are
either too rare, too fragile, or too fast for us to catch. Undersea vehicles have substantially
expanded our knowledge about behavior, biodiversity and vertical distribution of pelagic
animals. In addition, submersible tools can permit us to capture live, undamaged
specimens. ROVs and submersibles also allow us to make observations on finer scales of
space and time than is possible by plankton nets.
During this expedition, we will search the water column under the Arctic ice-sheet for
new species of gelatinous zooplankton and cephalopods. We will photograph living
animals and their behavior, and we will collect specimens for morphological analysis and
molecular fingerprinting. We also plan to assess the vertical distribution and abundance
of this fauna relative to that of potential prey and the
physical structure of the water column.
Pelagic Fauna in the Arctic
Gelatinous zooplankton are translucent creatures,
often vividly pigmented, as bizarre as they are
beautiful. These animals are ubiquitous in the oceans,
and many species have persisted for hundred of
millions of years. However, we know relatively little
about species such as ctenophores, siphonophores,
hydromedusae, scyphomedusae, pteropods,
heteropods, and pelagic tunicates like salps, doliolids, The large copepods, such as
pyrosomes and larvaceans. The most obvious
Neocalanus, are the best known
explanation for this disparity is their extreme fragility. players in Arctic and subarctic
pelagic ecosystems. Image courtesy
Collecting these animals with nets usually destroys
of Arctic Exploration 2002,
most soft-bodied species or breaks them into
NOAA/OER.
fragments that are usually ignored, discarded,
misidentified, or simply recorded as “jelly.”
Furthermore, conventional preservatives typically dissolve the natural rich iridescent
colors of live animals and often liquify them.
Therefore, it is not surprising that scientists underestimate the basic biodiversity as well
as the biomass and abundance of gelatinous animals, especially in Arctic seas.
Historically, some scientists assumed that these zooplankton are unimportant to
ecosystem function. However, recent investigations have demonstrated that these softbodied animals are capable of much higher rates of ingestion, growth, and reproduction
than crustaceans, which allows them to respond more rapidly to shifts in primary
productivity. This fact is especially true in Arctic polynyas, and large populations have
been recorded in the Bering Straits.
The physonect siphonophores are
actually colonies of individuals, each
specialized for different functions
such as swimming, feeding and
reproduction. Image courtesy of
Arctic Exploration 2002, Marsh
Youngbluth, NOAA/OER.
Until recently, the importance of large populations
of carnivorous species has been unappreciated in
Arctic surface waters. For example, in the eastern
Canadian high Arctic, we have estimated that the
ctenophores consume up to 9 percent of the
populations of the larger copepods every day. We
expect that other gelatinous predators, when
numerous, will have similar ecological impacts,
particularly medusae and perhaps siphonophores.
Several marine scientists have observed mounds of
jellyfishes several feet high extending for miles
along the shoreline near Barrow, Alaska.
On this expedition, we expect to find many
unidentified species of predators, including
ctenophores, siphonophores, hydromedusae, and scyphomedusae. These species feed on
copepods, euphausiids, larvaceans, other jellies, and fishes. When we learn more about
the diversity, occurrence and density of these groups, we will be better able to make
predictions about their impact on prey populations in the Arctic.
Presently, the number of species recognized for each group varies depending on the
source. A review of the major papers and monographs indicates six species of
ctenophores, 45 species of medusae, 12 species of siphonophores, four species of
pteropods and five species of larvaceans. Based on our submersible experience in other
oceans, we expect to find at least twice as many species in each group during this
expedition.
In contrast to the fragile gelatinous zooplankton, we
know even less about Arctic cephalopods because
they are adept at avoiding nets and trawls. We expect
to use the ROV as a beacon for pelagic cephalopods
that come to feed on fishes and crustaceans, which
will be dazed by the lights of the vehicle.
Observations of cephalopods in the water are
particularly useful because we can see swimming
behaviors and subtle taxonomic characters such as
color patterns and skin texture. Gentle collection of
specimens with ROV samplers also will provide us
with accurate records of size and other shape
measurements.
This small jelly has many small
golden droplets of oil. The larger
white spheres are eggs. Image
courtesy of Arctic Exploration 2002,
Kevin Raskoff, NOAA/OER.
Although cephalopods play an important role in
Arctic food webs as effective predators, we still know
little about cephalopod fauna. In fact, we know of
only seven cephalopod species that reside in the Arctic, and we know nothing about their
ecological roles. Recent research on Antarctic cephalopods has revealed a much higher
diversity than we first believed. We expect to find a similar case for the Arctic.
Click here for a list of pelagic fauna resources.
Climate Change
American Spaces Activity Guide
By the Smithsonian Ocean Portal
With over seven billion people, the impact of our collective actions
on planet Earth is huge. Coal, oil and natural gas (all fossil fuels that produce carbon
dioxide when burned) fuel almost everything that we do: driving cars, flying in planes,
and using electricity to power our lights and our electronics and heat and cool our
buildings. When carbon dioxide and other “greenhouse” gases are released into the
atmosphere, they trap the heat from the sun and warm the entire planet, both the
atmosphere and the ocean. The consequences of this warming are far-flung and not
totally understood, but include changes in weather patterns, rising seas, and much more.
Carbon dioxide also dissolves into the ocean, making it more acidic. Many of these
impacts will be long-lasting as carbon dioxide stays in the atmosphere for centuries.
The situation is not hopeless, however, and people are increasingly aware that we need to
do something in order to prevent catastrophic changes. There are ways that humans can
change in order to release less carbon dioxide into the atmosphere, including making use
of renewable energy sources like the wind and the sun. Other actions can reduce the
harm that is done by climate change.
Materials Needed:
Internet access (or pre-printed pages from Ocean Portal)
Activity handout
Pen/pencil or word processing program
Additional materials for hands on activities
Estimated time: 1 hour
Objectives:
-Understand that climate change is man made
-Understand the mechanisms of climate change
-Understand how impacts of climate change can be mitigated, reversed or changed
Activity 1: Introduction to Climate Change (10 minutes)
As a group, watch this video explanation of climate change and discuss the following
questions:
http://ocean.si.edu/ocean-videos/climate-change-game-tetris
•
•
•
•
Where does carbon dioxide come from?
Where does carbon dioxide get absorbed?
What are some things you do that use fossil fuels?
Talk about the impacts that increased carbon dioxide in our atmosphere may have
33 Activity 2: Reading Comprehension (10-15 minutes)
Read as far as you can through the Climate Change topic page
(http://ocean.si.edu/climate-change) (or print out the PDF) and use it to answer the
following questions.
QUESTIONS AND ANSWER KEY:
1. Why are carbon dioxide levels higher than they've been in 15 million years?
When people burn fossils fuels like coal and gas, carbon dioxide and other gases
are released into the atmosphere.
2. How do scientists know about the Earth’s past climate and carbon dioxide (CO2)
levels?
One way is through the study of cores from ice and ocean sediments. Like tree
rings, each layer in the core records what the planet was like at the time the layer
was created. Oxygen isotopes (which can be used to estimate temperature),
methane concentrations (methane is another kind of greenhouse gas), dust
content, even volcanic eruptions, can be understood from ice cores, and in the
sediment dead microorganisms such as foraminifera indicate what conditions in
the ocean were like.
3. What is a consequence of carbon dioxide dissolving into seawater?
Some of the carbon dioxide in the atmosphere comes in contact with the surface
of the ocean and gets dissolved in the seawater (more than one-fourth of the CO2
released), causing the chemistry of the water to shift and become more acidic,
called ocean acidification. This will impact the many animals that need less acidic
water to build their protective shells, like clams, oysters and pteropods. These
animals play important roles in the food chain and their loss could reverberate
throughout the ocean.
4. Why will climate change cause the sea level to rise?
Globally, sea level will rise for two reasons: 1) when water gets warmer it
expands (called thermal expansion) and 2) melting glaciers will add to the volume
of the oceans.
5. What are some of the ripple effects of climate change on animals and ecosystems?
Changes in temperature may force animals to move deeper or towards the poles to
avoid water that is too warm. This means that food sources in certain places will
change as plants and animals move into new territories, and there may be a
variety of impacts throughout the food chain.
34 VOCABULARY SCAVENGER HUNT:
1. Define “greenhouse effect”: the heating of the atmosphere caused by gases that
trap heat, like CO2, methane and nitrous oxide. This effect has kept the
atmosphere warm enough for the earth to sustain life, but excess gases being
released by human is causing the atmosphere and ocean to warm at unprecedented
rates.
2. Define "foraminifera:" microscopic single-celled organisms that have lived in the
ocean for more than 500 million years and whose skeletons give clues about past
climates
Activity 3: Global Climate Change and Sea Level Rise (hands-on activity, 30-45
minutes over two classroom sessions or 4 hours)
From the California Academy of Sciences: http://ocean.si.edu/foreducators/lessons/global-climate-change-and-sea-level-rise
Objectives
In this lesson, students will:
1. Learn that ice formations on land will cause a rise in sea level when they melt, whereas
ice formations on water will not cause a rise in sea level when they melt.
2. Learn that ice is less dense than water.
3. Learn that ice displaces water equal to the mass of the ice.
4. Practice some of the steps involved in a science investigation.
Materials
2 identical clear food storage boxes (approximately 6 inches square) per group
8 sticks of classroom modeling clay per group
1 ruler per group
1 tray of ice cubes per group (may need to start storing ice cubes ahead of time)
1 liter of water per group
Sea Level Rise Worksheets (1 per student, at end of activity guide)
35 Vocabulary
Global climate change: the alteration of average global temperature, rainfall, and wind
patterns as a result of increased atmospheric greenhouse gases
Greenhouse gases: gases in Earth’s atmosphere that absorb and reradiate heat near the
surface of the planet
Density: a measurement of compactness. For solids, this is usually measured as mass per
unit volume. For substances dissolved in water, this is usually measured as parts per
thousand or million.
Displacement: the forced relocation of water due to a submerged or partially submerged
object occupying fluid space
Teacher Background
Global climate change is becoming a threat to our current way of life on Earth. One
consequence of climate change is the melting of ice caps, glaciers, and sea ice, including
polar ice in Greenland and Antarctica. Substantial melt of these massive glaciers will
cause a rise in sea level along coastlines throughout the globe.
This activity will explore how melting ice impacts sea level. Ice already in the oceans
does not contribute to sea level rise, but ice on land will contribute to sea level rise upon
melting. Greenland, for example, is covered by vast quantities of ice. The melting of this
ice will contribute to sea level rise. In contrast, the sea ice in the area of the North Pole is
floating in water and thus the melting of this ice will not contribute to sea level rise.
Why is this the case? When objects are totally submerged in water, they displace an
amount of water equal to their volume. However, because ice floats on water and is not
completely submerged, ice does not displace an amount of water equal to its volume.
Instead, it displaces less than its total volume of water. The water that floating ice
displaces is equal to the volume that the ice would take up if it melted and became water
again. In other words, floating ice displaces water equal to the mass of the ice. When ice
melts, the mass of the ice is conserved, but the crystal lattice structure of ice disappears
and the volume decreases and becomes equal to the volume of water it displaced in its ice
form. Therefore, when floating ice melts, the melted water is equal only to the volume of
the ice that was submerged. This means that when floating ice melts, it contributes no
additional volume to the body of water. We see this phenomenon when we let ice melt in
a glass of water. The water does not overflow because the ice has already displaced water
equal to the volume it will take up upon melting.
Activity
This activity can be performed as a demonstration or in student groups.
36 Introduction
Have a discussion about global climate change and its impact on sea level rise.
Ask students where there is a lot of ice in the world. Is the ice on land or on water? Does
it matter whether the ice is on land or water? Will one or both cause sea level to rise
when they melt?
Give each student the Sea Level Rise worksheet.
Guide students through the development of a question about the melting of ice and sea
level rise. Which type of melting will cause a greater increase in sea level?
Have each student make a prediction.
Explain the steps in the activity, and in the methods section of the worksheet have each
student write down, in their own words, the steps involved in this investigation. Go over
the steps slowly and in stages. Tell students they have to write clearly and with enough
detail so another student could follow the same steps. Or give students written
instructions.
Tell students that they will need to record their measurements and write down their
results, so to pay attention as they perform the investigation.
Procedure
1. Place half of the clay into one side of each box. Form the clay to represent land rising
out of the ocean. In one box, form a level place at the highest part as shown below. Make
rivers on the land if you like.
37 2. Place as many ice cubes as possible on the level place formed with the clay in the first
box.
3. Place the same number of ice cubes next to the clay in the second box, so that they are
resting on the bottom of the container.
4. Pour water into the container where the ice is resting on the bottom until the ice floats.
Be sure the ice is floating, not resting on the bottom. If this occurs, add more water.
5. Pour water into the second container with the ice resting on the clay (be careful not to
disturb the ice cubes) until the water levels in the two containers are approximately equal.
6. On their Sea Level Rise Worksheets, have students record initial measurements of
water height (in mm) using a ruler. For clarity, you may wish to draw a line in the clay
where the water height begins for each container.
7. Leave the setup. If possible, have students take measurements every hour and record
the results on their worksheets. You can also leave the setup for several hours or
overnight and just record the final measurement after the ice has melted.
38 8. Have students measure new water heights and make observations about what occurred
once the ice melted. Make sure students enter their measurements on their worksheets.
9. Have students include the answers to the following questions in their conclusions on
the worksheet.
• In which “situation” did the water level rise more?
• How do the results compare with your predictions?
• Why do you think this happened?
10. Use the information in the teacher background section to help students understand
their results.
11. Have another discussion about global climate change. Why might we be concerned
about sea level rise? (Coastal areas will be flooded. People will lose their homes. Some
fresh water resources will become too salty to use. Habitat loss will occur.) How can we
help slow this process by using less fossil fuel? (Take public transit instead of driving, eat
local foods, turn off lights and electrical equipment when not in use, plant a tree, reduce,
reuse and recycle.)
Activity 4: Review
Group discussion to summarize the lesson
1. What is the mechanism causing climate change?
2. How do we know climate change is caused by humans?
39 3. How can humans help to slow down the impacts of climate change?
Background & Media
Video on climate change impacts on glaciers and ice sheets: http://ocean.si.edu/oceanvideos/how-will-climate-change-affect-glaciers-and-ice-sheets
Climate change at the poles: http://ocean.si.edu/ocean-news/climate-change-poles
Foraminifer on the Seafloor [Video]: http://ocean.si.edu/ocean-videos/foraminiferaseafloor
Why Melting Glaciers Matter to the Coasts [Video]:
https://www.youtube.com/watch?v=lDZWWcAfn-c
Warming, Rising Acidity and Pollution: Top Threats to the Ocean
http://www.smithsonianmag.com/science-nature/warming-rising-acidity-and-pollutiontop-threats-to-the-ocean-96751835/
Additional activities
Social, economic and environmental consequences of arctic climate change:
http://ocean.si.edu/for-educators/lessons/social-economic-and-environmentalconsequences-arctic-climate-change
Man, It’s Hot: http://www.nps.gov/teachers/classrooms/man-its-hot.htm
Global Climate Game: http://ocean.si.edu/for-educators/lessons/global-climate-game
Global Warming Wheel Card Activity: http://ocean.si.edu/for-educators/lessons/globalwarming-wheel-card-activity
Climate Change Metaphors: http://ocean.si.edu/for-educators/lessons/climate-changemetaphors
Weather vs. Climate: http://www.nps.gov/depo/forteachers/classrooms/weather-vsclimate.htm
40 Climate Change
American Spaces Activity Guide
By the Smithsonian Ocean Portal
With over seven billion people, the impact of our collective actions
on planet Earth is huge. Coal, oil and natural gas (all fossil fuels that produce carbon
dioxide when burned) fuel almost everything that we do: driving cars, flying in planes,
and using electricity to power our lights and our electronics and heat and cool our
buildings. When carbon dioxide and other “greenhouse” gases are released into the
atmosphere, they trap the heat from the sun and warm the entire planet, both the
atmosphere and the ocean. The consequences of this warming are far-flung and not
totally understood, but include changes in weather patterns, rising seas, and much more.
Carbon dioxide also dissolves into the ocean, making it more acidic. Many of these
impacts will be long-lasting as carbon dioxide stays in the atmosphere for centuries.
The situation is not hopeless, however, and people are increasingly aware that we need to
do something in order to prevent catastrophic changes. There are ways that humans can
change in order to release less carbon dioxide into the atmosphere, including making use
of renewable energy sources like the wind and the sun. Other actions can reduce the
harm that is done by climate change.
Objectives:
-Understand that climate change is man made
-Understand the mechanisms of climate change
-Understand how impacts of climate change can be mitigated, reversed or changed
Read as far as you can through the Climate Change topic page
(http://ocean.si.edu/climate-change) (or print out the PDF) and use it to answer the
following questions.
1. Why are carbon dioxide levels higher than they've been in 15 million years?
2. How do scientists know about the Earth’s past climate and carbon dioxide (CO2)
levels?
3. What is a consequence of carbon dioxide dissolving into seawater?
4. Why will climate change cause the sea level to rise?
5. What are some of the ripple effects of climate change on animals and ecosystems?
VOCABULARY SCAVENGER HUNT:
1. Define “greenhouse effect”:
2. Define "foraminifera:"
Additional Reading and Media
Climate change as a game of tetris: http://ocean.si.edu/ocean-videos/climate-changegame-tetris
Video on climate change impacts on glaciers and ice sheets: http://ocean.si.edu/oceanvideos/how-will-climate-change-affect-glaciers-and-ice-sheets
Climate change at the poles: http://ocean.si.edu/ocean-news/climate-change-poles
Why Melting Glaciers Matter to the Coasts [Video]:
https://www.youtube.com/watch?v=lDZWWcAfn-c
Warming, Rising Acidity and Pollution: Top Threats to the Ocean
http://www.smithsonianmag.com/science-nature/warming-rising-acidity-and-pollutiontop-threats-to-the-ocean-96751835/
Sea Level Rise Worksheet
Name: ___________________
Date: ____________________
1. Question:
2. Prediction:
3. Methods:
4. Measurements (results):
Time (hours) Water Height (mm)
Floating ice Landlocked ice
0
1
2
3
5. Conclusions and Discussion:
Teacher and Student Services, 2008
Comments or notes:
Coastal Ecosystems
American Spaces Activity Guide
By the Smithsonian Ocean Portal
At the border between land and sea, coastal ecosystems like salt marshes, mangroves and
seagrass beds are where people and the ocean interact most. Along the coast, land plants
evolved to survive salt water. With their fast growth rates, these plants are an important
food source for the many adult and juvenile animals that live among them. Marsh and
seagrass blades and mangrove roots provide structure and habitat for organisms to grow
upon and hide behind, and for this reason they are important nurseries for fish we like to
eat. And once they die, the plant matter is broken down and eaten by another set of
organisms, many of them microscopic. These ecosystems also take carbon dioxide from
the atmosphere, helping to reduce global warming and ocean acidification.
But many coastal ecosystems are under threat. As people develop coastal areas, nutrients
from fertilizers are carried by runoff into these complex ecosystems. The nutrients
stimulate the growth of microbes that cover the leaves and make the water cloudy,
reducing the light that the seagrasses need to survive. Paved roads and poor construction
practices allow more sediment and dirt from land to flow into the water, blocking
sunlight the plants need to survive. In salt marshes, many of the plants are being replaced
by aggressive invasive species from around of the world, which support fewer kinds of
animal life. Many mangrove forests have been cut down to make way for aquaculture
ponds or buildings. In many places, however, people are beginning to realize the need for
regulations to protect these coastal ecosystems from destruction.
Materials Needed:
Internet access (or pre-printed pages from Ocean Portal)
Activity handout
Pen/pencil or word processing program
Estimated time: 1 hour
Objectives:
- Describe two kinds of coastal ecosystems.
- Explain how coastal ecosystems are important to ocean health.
- Describe two threats to coastal ecosystems.
Activity 1: Introduction to Coastal Ecosystems (5-10 minutes)
Mangrove ecosystems are based around mangrove trees, which have adapted to salt water
and support life in and out of the ocean.
Look through this slideshow of species that live in mangrove forests, above and below
water: http://ocean.si.edu/mangroves-photos-plants-and-animals (or use the PDF
version).
41 Spend some time looking at the second slide of mangrove roots underwater. How many
species can the students count?
Read some of the descriptions aloud, to give a sense of the diversity of life on mangroves.
Discussion questions:
• Had any students heard of or seen mangroves before?
• Were there more kinds of species than they expected?
• What did they learn from the photos?
Then, watch this short video about Smithsonian researcher Dr. Candy Feller:
http://ocean.si.edu/ocean-videos/investigating-nutrient-pollutions-impact-mangroves
Discussion questions:
• How do mangroves help people?
• What is runoff?
• How do nutrients hurt mangroves?
Activity 2: Reading Comprehension (20-25 minutes)
Read about seagrasses and seagrass beds (http://ocean.si.edu/seagrass-and-seagrass-beds)
(or use the PDF version). Students should write down answers and then go over the
following questions as a group.
1. Where are seagrasses and seagrass beds found?
On every continent except Antarctica along the coasts.
2. How do seagrasses reproduce?
Like land plants, pollinated flowers produce seeds—but it all happens underwater.
Male flowers release pollen into the water that often collects into stringy clumps
and, moved by the waves and currents, runs into and fertilizes female flowers.
3. Seagrass beds can support thousands of species. Briefly describe three ways that they
support this diverse food web.
Larger animals (like sea turtles and manatees) eat blades of seagrass directly.
When the blades die, they decay on the ground and are eaten by a variety of
organisms that thrive on rotting material (many of which are microscopic
bacteria). Small animals that eat these bacteria are drawn to the seagrass, and then
so are their predators in turn.
4. Why is seagrass known as the “lungs of the sea?”
42 Because they generate a lot of oxygen; one square meter of seagrass can generate
10 liters of oxygen every day!
5. What is the main culprit that has killed off 29 percent of the world’s seagrass beds in
the past century?
Nutrients, such as those from fertilizers and pollution, wash into the water and can
cause algal blooms, which block the necessary sunlight from reaching the
seafloor. Without sunlight, the seagrass plants die.
6. What is one way to protect and restore seagrass beds?
Replanting them by placing seeds directly in the seabed, growing seedlings in
aquaria and then planting them in the wild, or transplanting seagrasses from one
meadow to a new area.
7. Name two ways that mangrove forests and seagrass beds are similar, and one way that
they are different.
Mangroves and seagrass are both plants that provide structure to the ecosystem—
animals live on and among them. They are also both nurseries for fish and other
animals, and home to thousands of different species. They are different in that
mangrove trees grow above water, so also provide a home to land plants and
animals, while seagrasses are completely submerged.
VOCABULARY SCAVENGER HUNT:
1. Define “rhizome root system”
horizontal plant stems that run underground, and are able to come up to the
surface to sprout new shoots and roots.
2. Define “blue carbon”
The carbon stored in sediments from coastal ecosystems, including seagrass
meadows, mangrove forests, and salt marshes. As seagrass (and other plant
matter) dies and decays, it is buried under the sediment and stored there.
3. What is “killer algae?”
Killer algae is the nickname for an invasive seaweed (Caulerpa taxifolia). People
dumping their aquaria into the sea released the seaweed where it doesn’t belong.
It is growing over seagrass beds around the world, particularly in the
Mediterranean.
43 Activity 3: Oil's Impact on Black Mangrove Trees (30-45 min)
Adapted from National Geographic:
http://education.nationalgeographic.com/education/activity/oils-impact-black-mangrovetrees/?ar_a=1
MATERIALS:
Soil/sand mixture—purchased or what is available outside
Bendable straws
Rubber bands
Deep-dish lasagna pan
Pencils
Forks or whisks
Molasses
Red food coloring
Straight pins
Tablespoons
Transparent tape
Vegetable oil
Water
Writing paper
The health of mangrove ecosystems is directly connected to the health of other ocean
ecosystems. Mangrove trees build new islands, stabilize sediment, prevent erosion, and
reduce wave action. The roots provide habitat and serve as nursery grounds for many
species of marine organisms, some of which filter the water and keep it clear. When oil
enters into mangrove environments, it clogs the breathing pores located on the snorkel
roots of black mangrove trees. These trees then suffocate and die. Keeping oil out of
mangrove ecosystems is essential to the health of the ocean.
In this activity, students will build a model of black mangrove roots out of straws. After
testing how the roots continue to “breathe” above water, they will add oil to their
ecosystem to see how that affects the roots.
OBJECTIVES:
- explain how mangrove trees take in air in an anoxic environment (one with little or now
oxygen)
- describe some of the short-term effects of oil entering into a mangrove environment and
hypothesize about long-term effects
BACKGROUND:
Mangrove trees are adapted to survive low- and no-oxygen soil using specialized root
structures. Plants require oxygen in all living tissues including the underground roots. In
soils that are not waterlogged, air can flow between sediment grains to reach the roots.
44 However, in waterlogged soils, these spaces fill with water containing lower oxygen
levels than air.
To receive the oxygen they need, the roots of some mangrove tree species send up special
erect roots from underwater towards the surface. Called pneumatophores, these roots are
underwater during high tides and exposed to the open air during low tides. During low
tides, oxygen enters a mangrove through lenticels, thousands of cell-sized breathing pores
in the bark and roots. Lenticels close tightly during high tide, thus preventing mangroves
from drowning.
BUILDING THE MODEL:
Tell students that they will create a model of a black mangrove tree in a mudflat
environment. Explain that they will learn how a mangrove gets air in a healthy
environment and explore how oil affects mangrove health. Divide students into small
groups of 3-6 students each and have them move to their assigned stations where
materials are set out.
Have students place a mixture of sand and soil into the bottom of their pan. The pan
should be half filled. Then have students pour water into the pan, covering all of the
soil/sand mixture. The mixture should absorb the water. Keep filling with water until the
mixture is saturated with water and there is ¼ inch (6.35 mm) of water over the soil/sand
mixture.
Ask students to group six straws together—placing the flexible portions of the straws at
the bottom. Have students use 1-3 rubber bands to secure the straws above the flexible
45 portion to create the “trunk” of their tree. Have students secure a piece of tape over each
of the straws’ openings near the bend. Have students use pins to poke 8-12 holes in each
straw from the flexible section down. Most of the holes should be made in the side of the
straws, with a couple at the bottom through the tape. Explain that these holes simulate the
lenticels on the roots of the black mangrove tree.
After the holes have been made, have students fully stretch and then bend the straws so
that the “roots” of the tree are sticking upward like the pneumatophores or snorkel roots
of the black mangrove tree.
Have each group choose one student to try to suck air through the top of the “tree.” Ask
the student to describe to the other group members how the air flowed through the trunk.
Write down their observations.
46 Have students carefully “plant” their tree in the sediment in the tray. Instruct them to
keep the lenticels of the snorkel roots as clear of dirt and water as possible. Explain that
this is how a black mangrove tree “breathes” in a low- or no-oxygen environment. Have
the same student suck through the straws again to ensure that the snorkel roots are still
working. Write down their observations.
Prompt students to gently rock their tray back and forth to simulate waves and tidal
changes. Explain that the rocking should cause the water to slosh but should be gentle
enough to leave the sediment in place. Have the same student suck through the straws
again to ensure that the pneumatophores are still working. Ask the student to describe
how the air flowed through the trunk to the other group members. Write down their
observations.
THE OIL SPILL DEMONSTRATION:
Tell students that they will simulate an oil spill. Have students measure six tablespoons of
vegetable oil and use a fork or a whisk to mix it with 5-6 drops of food coloring and two
tablespoons of molasses. Explain to students that the oil and molasses represent crude oil
and the food coloring represents chemicals trapped inside of the oil. Make sure they
understand that the food coloring will not mix completely with the oil.
Next, have students carefully pour half of the oil substance into the water. Ask students to
gently rock their tray back and forth to simulate waves and tidal changes. Have students
observe whether or not the oil is sticking to the roots of the tree. Explain that the texture
of their model tree is smooth; plastic is not as rough and porous as real mangrove roots.
In a real mangrove ecosystem, the oil would stick to the roots of the tree like glue. Ask
students to have one group member rub the pneumatophores with the oil mixture until it
thickly covers the roots. Have the same student that has been sucking through the straws
try to do so again. Ask the student to describe how the air flowed through the trunk to the
other group members. Write down their observations.
DISCUSSION QUESTIONS:
- What do you think will happen to a mangrove tree that has roots covered in oil?
Then explain to students that dishwashing soap is an effective way of removing
oil from wildlife, although it takes a lot of time.
- After learning about mangrove environments, would it be possible to remove oil from
all pneumatophores of all mangrove trees with soap?
- If oil contaminates a large mangrove ecosystem, what could it mean for the organisms
that depend on the mangrove trees for food and substrate?
- If mangrove trees stabilize sediment and keep islands intact, what will happen if lots of
mangrove trees die?
47 - What is the best way to save a mangrove forest during an oil spill?
Explain to students that the best way to keep mangroves and other estuary
environments safe during an oil spill is to keep the oil out. Cleanup teams use
booms as barriers to try to keep oil out of fragile and vulnerable ecosystems like
mangrove forests.
Activity 4: Wrap-up Discussion (5 minutes)
Group discussion to summarize the lesson
1. Describe two kinds of coastal ecosystems.
2. Explain how coastal ecosystems are important to ocean health.
3. Describe two threats to coastal ecosystems.
Background and Media:
Mangrove Forest overview: http://ocean.si.edu/mangroves
Slideshow of Mangrove plants and animals: http://ocean.si.edu/mangroves-photos-plantsand-animals
Additional Activities:
Life of the Salt Marsh activity: http://www.nps.gov/asis/forteachers/classrooms/life-ofthe-salt-marsh.htm
A variety of seagrass lesson plans:
http://www.teachoceanscience.net/teaching_resources/education_modules/seagrass/acces
s_classroom_resources/
48 Coastal Ecosystems
American Spaces Activity Guide
By the Smithsonian Ocean Portal
At the border between land and sea, coastal ecosystems like salt marshes, mangroves and
seagrass beds are where people and the ocean interact most. Along the coast, land plants
evolved to survive salt water. With their fast growth rates, these plants are an important
food source for the many adult and juvenile animals that live among them. Marsh and
seagrass blades and mangrove roots provide structure and habitat for organisms to grow
upon and hide behind, and for this reason they are important nurseries for fish we like to
eat. And once they die, the plant matter is broken down and eaten by another set of
organisms, many of them microscopic. These ecosystems also take carbon dioxide from
the atmosphere, helping to reduce global warming and ocean acidification.
But many coastal ecosystems are under threat. As people develop coastal areas, nutrients
from fertilizers are carried by runoff into these complex ecosystems. The nutrients
stimulate the growth of microbes that cover the leaves and make the water cloudy,
reducing the light that the seagrasses need to survive. Paved roads and poor construction
practices allow more sediment and dirt from land to flow into the water, blocking
sunlight the plants need to survive. In salt marshes, many of the plants are being replaced
by aggressive invasive species from around of the world, which support fewer kinds of
animal life. Many mangrove forests have been cut down to make way for aquaculture
ponds or buildings. In many places, however, people are beginning to realize the need for
regulations to protect these coastal ecosystems from destruction.
Objectives:
- Describe two kinds of coastal ecosystems.
- Explain how coastal ecosystems are important to ocean health.
- Describe two threats to coastal ecosystems.
Read about seagrasses and seagrass beds (http://ocean.si.edu/seagrass-and-seagrass-beds)
(or use the PDF version). Write down answers individually or in small groups, and then
go over the following questions as a group.
1. Where are seagrasses and seagrass beds found?
2. How do seagrasses reproduce?
3. Seagrass beds can support thousands of species. Briefly describe three ways that they
support this diverse food web.
4. Why is seagrass known as the “lungs of the sea?”
5. What is the main culprit that has killed off 29 percent of the world’s seagrass beds in
the past century?
6. What is one way to protect and restore seagrass beds?
7. Name two ways that mangrove forests and seagrass beds are similar, and one way that
they are different.
VOCABULARY SCAVENGER HUNT:
1. Define “rhizome root system”
2. Define “blue carbon”
3. What is “killer algae?”
Additional Reading and Media
Mangrove Forest overview: http://ocean.si.edu/mangroves
Slideshow of Mangrove plants and animals: http://ocean.si.edu/mangroves-photos-plantsand-animals
Sea Turtles
American Spaces Activity Guide
by the Smithsonian Ocean Portal
There are seven species of sea turtles, which are marine reptiles that need to breathe air to
survive. Six of the seven species are found in US and other waters, while the flatback
turtle is only found in the Indian Ocean and western Pacific Ocean near Australia and
Indonesia. Most of their lives are spent at sea, with some species diving to depths of 900
meters (3000 feet). They return to the shore to lay eggs, often making long journeys to go
to specific beaches year after year.
Currently all six of the species found in US waters are listed as endangered under the
Endangered Species Act, and those six are also found on the IUCN Red List, where their
listings range from Vulnerable to Critically Endangered. Human activities pose a number
of threats to sea turtles. The animals can become entangled in fishing gear, or wrapped up
in marine debris. They often mistake pieces of plastic trash for food, causing illness or
death. Coastal habitat destruction can impact their nesting grounds that they return to year
after year. Poaching of adults and eggs continues to be an issue and the warming sea
impacts their typical cues for coming to shore and laying eggs.
Materials Needed:
Internet access (or pre-printed pages from Ocean Portal)
Activity handout
Pen/pencil or word processing program
Estimated time: 1 hour
Objectives:
- Know the different species of sea turtles
- Understand the impacts that humans can have on sea turtles
- Understand how climate change impacts sea turtles
Activity 1: Introduction to Sea Turtles (5-10 minutes)
Watch this video about a sea turtle hospital from National Geographic:
http://ocean.si.edu/ocean-videos/sea-turtles-return-sea
Discussion questions:
What are some of the big threats to sea turtles?
Why do you think sea turtles are particularly vulnerable to human threats?
Why is saving even one sea turtle important to their species' survival?
49 Activity 2: Reading Comprehension (10-15 minutes)
Look through the seven sea turtle species slideshow (http://ocean.si.edu/meet-seven-seaturtle-species) (or use the PDF version). Students should write down answers and then go
over the following questions as a group.
QUESTIONS AND ANSWER KEY:
1. How deep can turtles dive?
Sea turtles can dive to depths of up to 3000 feet, or 900 meters.
2. List three threats that sea turtles face.
Sea turtles can become entangled in fishing gear or other kinds of marine debris.
They often mistake pieces of plastic trash for food, causing illness or death.
Coastal habitat destruction can impact their nesting grounds that they return to
year after year. Poaching of adults and eggs continues to be an issue and the
warming sea impacts their typical cues for coming to shore and laying eggs.
3. What do green sea turtles eat?
Green sea turtles mostly eat plants like algae and seagrass. Eating all those greens
turns the turtle’s fat green, which is where their name comes from.
4. What makes the leatherback sea turtle different from other sea turtle species?
Instead of the hard bony shell that other sea turtles have, the leatherback has a
thick leathery outer covering. This allows them to swim and eat in colder waters
than the other sea turtle species.
VOCABULARY SCAVENGER HUNT:
1. Define "carapace" – The carapace of a turtle is its hard outer covering.
2. Define "arribada”– An arribada is Spanish for “arrival by sea.” Kemp’s ridley sea
turtles will arrive at the same beach at the same time every year by the thousands to nest.
50 Activity 3: Climate Change and Sea Turtles (hands-on activity, internet connection
required, 1 hour)
Adapted from Jean-Michel Cousteau: Ocean
http://www.pbs.org/kqed/oceanadventures/educators/amazon/climateconundrum.html
Objective
Students will be able to describe how turtle populations may be affected by climate
change and develop a solution to the problems turtles could face as a result of climate
change.
MATERIALS
"Hot Turtles" video
Pencils
Erasers
5-8 poster boards (one for every 4-5 students)
Markers/crayons
Colored construction paper
Scissors
Glue/glue sticks
Computers (optional)
BACKGROUND FOR INSTRUCTORS:
Read the article "Turtles Take the Heat," on the Ocean Adventures Web site at
www.pbs.org/kqed/oceanadventures/episodes/amazon/indepth-turtles.html
For information on climate change, visit the Ocean Portal climate change page at
https://ocean.si.edu/climate-change.
PROCEDURE:
Discuss the concept of climate change with your students. (If you've already completed
the American Spaces Climate Change Lesson, do a quick review and move on to turtles.)
What is climate change? How could it affect our lives? How might it affect the lives of
wild animals? Would it affect sea turtles? How?
View the short video "Hot Turtles" on the Ocean Adventures web site
(www.pbs.org/kqed/oceanadventures/video/hotturtles) with your students.
Discuss what the students learned from the video about how climate change could skew
the gender ratio in the Amazon River's turtle populations. Why would this happen? What
would happen to the turtle populations as a result? Talk about how this issue isn't specific
to river turtles in the Amazon, but concerns freshwater and sea turtles worldwide.
Tell the students to imagine that they are scientists who are very concerned about the
survival of turtle species, and as such, they must come up with a solution to help save
turtle populations if we experience an increase in our average global temperature.
51 Break students into groups of four or five and have them first discuss potential solutions,
then decide which solution they think will work best. In designing their solutions, the
students should keep the following in mind:
- Turtles dig nests in the sand, and they lay their eggs at specific times during the
year and usually at night.
- The length of the incubation period of turtle eggs depends on the species, but it
is usually several weeks.
- The number of eggs a turtle lays also depends on the species, but can be up to
200.
- Turtle eggs have many predators, including small mammals, lizards, birds and
humans.
Have each group use the poster board and art supplies to illustrate its agreed-upon
solution.
Have each group prepare a three- to five-minute presentation to share its solution with the
entire class the following day.
You may wish to use part of the class period on the second day for students to complete
their posters and prepare their presentations.
ASSESSMENT:
Did the students come up with a solution that would help save turtle populations? Did
they clearly illustrate and describe their solution on their poster and in their presentation?
EXTENSION IDEAS:
Instead of having the students create man-made solutions, have them come up with
specific characteristics and traits that would be beneficial for turtles to have with a
change in average global temperature. (Through natural selection, which traits would
become more common over time?)
Have students research the nesting behavior of a particular species of sea turtle for use
with this lesson.
Take a field trip to a local zoo, aquarium or other nature center that has river turtles or sea
turtles on exhibit to learn more about them.
Activity 4: Review (5 minutes)
Group discussion to summarize the lesson
1. What are the seven species of sea turtles?
2. How do humans impact sea turtles?
3. How specifically does climate change impact sea turtles?
52 Background & Media
Loggerhead turtle escapes from fishing net: http://ocean.si.edu/ocean-photos/loggerheadescapes-fishing-net
Surveying Life On Sea Turtles: http://ocean.si.edu/blog/surveying-life-sea-turtles
Tagging and Tracking Ocean Animals: http://ocean.si.edu/blog/tagging-and-trackinganimals-underwater
Additional activities
Web-based turtle maze: http://www.nps.gov/webrangers/activities/turtlehurdles/
53 Sea Turtles
American Spaces Student Worksheet
by the Smithsonian Ocean Portal
There are seven species of sea turtles, which are marine reptiles that need to breathe air to
survive. Six of the seven species are found in US and other waters, while the flatback
turtle is only found in the Western Indo-Pacific. Most of their lives are spent at sea, with
some species diving to depths of 900 meters (3000 feet). They return to the shore to lay
eggs, often making long journeys to go to specific beaches year after year.
Currently all six of the species found in US waters are listed as endangered under the
Endangered Species Act, and those six are also found on the IUCN Red List, where their
listings range from Vulnerable to Critically Endangered. Human activities pose a number
of threats to sea turtles. The animals can become entangled in fishing gear, or wrapped up
in marine debris. They often mistake pieces of plastic trash for food, causing illness or
death. Coastal habitat destruction can impact their nesting grounds that they return to year
after year. Poaching of adults and eggs continues to be an issue and the warming sea
impacts their typical cues for coming to shore and laying eggs.
Objectives:
- Know the different species of sea turtles
- Understand the impacts that humans can have on sea turtles
- Understand how climate change impacts sea turtles
Look through the seven sea turtle species slideshow (http://ocean.si.edu/meet-seven-seaturtle-species). Write down answers individually or in small groups, and then go over the
following questions as a group.
1. How deep can turtles dive?
2. List three threats that sea turtles face.
3. What do green sea turtles eat?
4. What makes the leatherback sea turtle different from other sea turtle species?
VOCABULARY SCAVENGER HUNT:
1. Define "carapace"
2. Define "arribada”
Additional Reading and Media
Crowds Cheer as Turtles Return to the Sea (Video): http://ocean.si.edu/ocean-videos/seaturtles-return-sea
Loggerhead turtle escapes from fishing net: http://ocean.si.edu/ocean-photos/loggerheadescapes-fishing-net
Surveying Life On Sea Turtles: http://ocean.si.edu/blog/surveying-life-sea-turtles
Tagging and Tracking Ocean Animals: http://ocean.si.edu/blog/tagging-and-trackinganimals-underwater
Pollution
American Spaces Activity Guide
by the Smithsonian Ocean Portal
Ocean pollution can take many forms: oils spills, sewage and agricultural runoff, trash
dumping and small bits of plastic are just a few types. Many of the items we purchase and
consume everyday are packaged in plastic that is then quickly thrown away. Only a small
percentage of that plastic is recycled. Even trash that starts on land ends up in the ocean
as it moves through rivers, drains and watersheds to the sea. It is not clear how many tons
of plastic wind up in the ocean every year, but one researcher estimates that there are
over 300 billion pounds (136 billion kgs) of plastic in the ocean (that is 42 lbs or 19 kgs
of plastic for every human on the planet!).
Not only does trash wash up on our shores and beaches, but once in the ocean, larger
plastic pieces are broken down into smaller and smaller pieces. These small pieces are
perfectly sized for fish and other animals to mistakenly eat since it looks like their next
meal. Ingesting or getting tangled in plastic can kill these important ocean animals.
Ocean waves and currents move the plastic and other trash to central ocean gyres (ringlike systems of ocean currents), where they are trapped on or near the surface in the
middle of the oceans in areas referred to as “garbage patches”. This pollution problem is
one that we can solve. Think about what you can do to reduce the amount of plastic you
throw away.
Materials Needed:
Internet access (or pre-printed pages from Ocean Portal)
Activity handout
Pen/pencil or word processing program
Additional materials for hands on activities
Estimated time: 1 hour
Objectives:
- Understand the various types of pollution that impact the ocean
- Know what marine debris is and be able to describe a gyre
- Understand that regional cleanup efforts can help make a difference
Activity 1: Introduction to Ocean Pollution (5-10 minutes)
As a group watch the video and read the blog “Witness to a Plastic Invasion”
http://ocean.si.edu/blog/witness-plastic-invasion
Discussion questions:
At the start of the video, what did you think was floating at the surface?
When did you realize what it was?
How did that make you feel?
What do you use in your everyday life that is made of plastic and discarded? Did you see
any of those items in the video?
54 What can you do to reduce your use of plastic?
Activity 2: Reading Comprehension (10-15 minutes)
Read about ocean pollution and stories of successfully removing plastic from the ocean:
http://ocean.si.edu/ocean-news/fighting-plastic-every-angle. Students should write down
answers and then go over the following questions as a group.
QUESTIONS AND ANSWER KEY:
1. How can even small pieces of plastic harm the ocean and animals in the ocean?
Many of the pieces of plastic in the ocean are small, which can be a danger to
fish, seabirds, sea turtles and other animals that consume the plastic, thinking that
it is food. The plastic can harm them directly in their stomachs, and even go on to
harm humans that consume the fish through the chemicals that plastics absorb.
2. How much trash did volunteers with the International Coastal Cleanup in 2013
collect? What was the most common item of trash?
Volunteers in 2013 collected 12,329,332 pounds of trash from coasts and beaches
around the world. The most common item of trash found were cigarette butts—
they collected over 2 million.
3. What are discarded nets in the ocean being turned into? How is this helpful?
A group in the Philippines, called Net-works is collecting discarded “ghost nets”
that are harming ocean animals and ecosystems and turning them into carpets that
can be used in homes and businesses. This helps in two ways, by removing the
harmful nets from the ocean and by then recycling them into a useful product that
provides income to the people involved.
4. How much did plastic bag consumption drop in Ireland after implementing a bag
tax?
After the bag tax was implemented, plastic bag use went down in Ireland by 90
percent.
VOCABULARY SCAVENGER HUNT:
Define the following:
1. Define “ghost nets”
Discarded or lost fishing nets or lines that remain in the ocean and continue to
unintentionally catch fish, get caught on coral, or otherwise harm the ecosystem.
55 2. What is a “bag tax”
A bag tax is a fixed amount of money that people are charged to “buy” a plastic
bag. In this case, the tax is used as a deterrent to using plastic bags and
encourages recycling and reusable bag use.
Activity 3: Does it sink or swim? (hands-on activity, 1 hour if students do cleanup; 2030 minutes if trash is collected ahead of time)
Activity adapted from the Bishop Museum:
http://www.bishopmuseum.org/research/nwhi/debriact.html
Grades: 3 – 6
Students will perform experiments to examine if debris will float, or blow in the wind.
The effects of these characteristics on the marine debris are then discussed.
FOCUS QUESTION: What characteristics of trash affect the likelihood that it will
become marine debris?
KEY CONCEPTS: Debris that floats or is easily blown around is more likely to become
marine debris. The choices we make affect the environment.
OBJECTIVES:
Students will be able to:
Define marine debris.
Categorize different types of debris.
Determine how a material can influence what becomes marine debris.
MATERIALS:
Notebook or journal
Deep pan or sink
Fan
Water
BACKGROUND: Marine debris is trash that is found in or by the sea. Any object foreign
to the marine ecosystem can be considered marine debris, but the term is usually reserved
for human-created trash.
Two major factors that affect if an item will enter the marine environment are buoyancy
and the ability to be blown by the wind. As a rule of thumb, if the item can fly and float it
is more likely to enter the marine environment and end up on our beaches. Plastics
readily fly and float, and decompose very slowly. Not surprisingly, plastics are one of the
most frequently collected types of marine debris.
56 Negligence in disposal (from land and sea) is a large cause of the problem. In 1991 the
Center Marine Conservation (CMC) listed the 12 most frequently collected marine debris
items as being:
1. cigarette butts
2. plastic pieces
3. foam plastic pieces
4. plastic food bags and wrappers
5. paper pieces
6. glass pieces
7. plastic caps and lids
8. metal beverage cans
9. glass beverage bottles
10. plastic straws
11. plastic beverage bottles
12. foam plastic cups
PREPARATION AND PROCEDURE:
A variety of marine debris items should be collected from local beaches (or, if a beach is
unavailable, a local park or other outdoor public space). Glass bottles or worn beach glass
(smooth edges) should be included for the discussion but should not be gathered by the
students to prevent accidents in transportation and collection. (If there is not enough time
for students to collect trash, the teacher can do it ahead of time.) Collectors should wear
gloves.
Have the students separate the trash into different piles (plastic, glass, rubber, metal,
paper, wood, and cloth).
Have the students address the following questions:
Will the item float or sink?
How do you think that this item ended up or could end up in the ocean?
What plants or animals could be affected by the presence of this item?
Test each of the items for buoyancy in the pan. Record the results. Have the students
address the following questions:
Which items do they think will be blown around easily?
Is there a group of items that behaves similarly (glass or metal, etc.)?
How far do they think the item can travel?
Discuss the impact humans have on their surrounding environment. Brainstorm ideas
about how people can help reduce the amount debris in our oceans. Every one of us
makes daily choices about products we buy, where to discard trash, and if we want to
help clean up a mess that someone else left. The debris that is in the marine environment
affects different animals and plants depending on the different material, shape and size on
the item.
57 Activity 4: Turning Trash Into Treasure (hands-on activity, 45 minutes)
Together, or in small groups, read through and look at pictures about Washed Ashore:
http://ocean.si.edu/ocean-stories/washed-ashore-beach-trash-ocean-art
Washed Ashore turns recycled ocean trash into beautiful sculptures. Conduct a
beach/stream cleanup (see 'Introduction to the Ocean' for activity), or use the same
materials from previous activity. Clean the plastic trash found during the cleanup in
soapy water, discard any dangerous items, and distribute with paper and glue to create
your own Washed Ashore art.
Activity 5: Review (5 minutes)
Group discussion to summarize the lesson
1. What are different kinds of ocean pollution?
2. What is an ocean gyre and how does it relate to plastic pollution?
3. What can you do to help reduce or clean up plastic pollution?
Background & Media
Read more about marine debris: http://ocean.si.edu/blog/ocean-trash-marine-debrisshore-sea
5 Gyres: Understanding Plastic Pollution Through Exploration, Education and Action
http://5gyres.org/
Laysan Albatrosses’ Plastic Problem (slideshow): http://ocean.si.edu/laysan-albatrossplastic-problem
Gulf Oil Spill page: http://ocean.si.edu/gulf-oil-spill
Additional activities
Decorate reusable bags for shopping: http://ocean.si.edu/blog/teaching-your-studentsabout-marine-debris-classroom-activity
Different types of marine debris: http://wwwtc.pbs.org/kqed/oceanadventures/educators/pdf/OceanAdv-WhatYouEat.pdf
Self-contained oil spill kit: http://ocean.si.edu/for-educators/lessons/self-contained-gulfoil-spill-kit
Estuaries and oil spills: http://njseagrant.org/wpcontent/uploads/2014/03/EstuariesandOilSpills.pdf
58 Pollution
American Spaces Student Worksheet
by the Smithsonian Ocean Portal
Ocean pollution can take many forms: oils spills, sewage and agricultural runoff, trash
dumping and small bits of plastic are just a few types. Many of the items we purchase and
consume everyday are packaged in plastic that is then quickly thrown away. Only a small
percentage of that plastic is recycled. Even trash that starts on land ends up in the ocean
as it moves through rivers, drains and watersheds to the sea. It is not clear how many tons
of plastic wind up in the ocean every year, but there are one researcher estimates that
there are over 300 billion pounds of plastic in the ocean.
Not only does trash wash up on our shores and beaches, but once in the ocean, larger
plastic pieces are broken down into smaller and smaller pieces. These small pieces are
perfectly sized for fish and other animals to mistakenly eat since it looks like their next
meal. Ingesting or getting tangled in plastic can kill these important ocean animals.
Ocean waves and currents move the plastic and other trash to central ocean gyres (ringlike systems of ocean currents), where they are trapped on or near the surface in the
middle of the oceans in areas referred to as “garbage patches”. This pollution problem is
one that we can solve. Think about what you can do to reduce the amount of plastic you
throw away.
Objectives:
- Understand the various types of pollution that impact the ocean
- Know what marine debris is and be able to describe a gyre
- Understand that regional cleanup efforts can help make a difference
Read about ocean pollution and stories of successfully removing plastic from the ocean:
http://ocean.si.edu/ocean-news/fighting-plastic-every-angle. Write down answers
individually or in small groups, and then go over the following questions as a group.
1. How can even small pieces of plastic harm the ocean and animals in the ocean?
2. How much trash did volunteers with the International Coastal Cleanup in 2013
collect? What was the most common item of trash?
3. What are discarded nets in the ocean being turned into? How is this helpful?
4. How much did plastic bag consumption drop in Ireland after implementing a bag
tax?
VOCABULARY SCAVENGER HUNT:
1. Define “ghost nets”
2. What is a “bag tax”
Additional Reading and Media
Witness to a Plastic Invasion: http://ocean.si.edu/blog/witness-plastic-invasion
Washed Ashore: Beach Trash to Ocean Art: http://ocean.si.edu/ocean-stories/washedashore-beach-trash-ocean-art
Read more about marine debris: http://ocean.si.edu/blog/ocean-trash-marine-debrisshore-sea
5 Gyres: Understanding Plastic Pollution Through Exploration, Education and Action
http://5gyres.org/
Laysan Albatrosses’ Plastic Problem (slideshow): http://ocean.si.edu/laysan-albatrossplastic-problem
Cleaning up beaches in Bonaire: http://ocean.si.edu/ocean-photos/cleaning-bonairesbeaches
Sharks
American Spaces Activity Guide
by the Smithsonian Ocean Portal
Sharks and their relatives, the rays, are cartilaginous fish – their skeletons (like our noses
and ears) are made of cartilage rather than bone. There are more than 500 species of
sharks swimming in the world’s ocean. They range in size from the length of a human
hand to more than 39 feet (12 meters) long, and are found in just about every kind of
ocean habitat, including the deep sea, open ocean, coral reefs, and under the Arctic ice.
Yet when most people think of sharks, a single image comes to mind: a large, sharptoothed and scary beast. That generalization downplays their variety, their important role
in keeping ocean ecosystems in balance, and the trouble sharks are in around the world.
An estimated 100 million sharks are killed by fisheries every year, largely to make soup
out of their fins. Sharks reproduce very slowly, and these actions have decreased many
shark populations by 90 percent since large-scale fishing began. To protect them,
communities and companies around the world are enacting science-based fisheries
management policies, setting up shark sanctuaries, and banning the practice of shark
finning and the trade of shark fins.
Materials Needed:
Internet access (or pre-printed pages from Ocean Portal)
Activity handout
Pen/pencil or word processing program
Additional materials for hands on activities
Estimated time: 1 hour
Objectives:
- Describe 3 shark species that look and live very differently.
- Describe what would happen if all sharks went extinct.
- Explain what human activities threaten sharks, why sharks are especially vulnerable,
and what people can do to help.
Activity 1: Introduction to Sharks (5-10 minutes)
Start off with some basic discussion questions for the whole group. Write down student
responses on the board, a big piece of paper, or have a student be a scribe.
1. When you think of sharks, what is the first thing that comes to mind?
2. Challenge responses that think about sharks stereotypically.
- Did lots of words for great whites or other big predatory sharks come up? Tell
the students that there are more than 500 species of shark, and half of them are
less than 1 meter (3 feet) long. Only about 12 shark species are potentially
dangerous to humans.
59 - Are there lots of fear words, like "shark attack," "scary," "killer," etc? Remind
them that, on average, only four people in the world are killed every year by
sharks. Ask for examples of activities that kill more than four people worldwide
every year, such as drowning, dog bites, lightning strikes, car accidents, bike
accidents.
Next, provide some inspiration to add to the list of words describing sharks. As a group,
look through the Spectacular Shark Pictures slideshow (http://ocean.si.edu/spectacularshark-pictures). Show the photos on a projector or on individual computer monitors (or, if
you have no computer access, print off the PDF version of the slideshow), and read some
of the captions aloud. As you go, ask students to add new words and phrases to the list to
expand your crowd-sourced definition for sharks. Anything goes here: qualitative
descriptions like "beautiful" or "graceful" or "small," as well as facts like "unique rough
skin" or "threatened by people."
Then wrap it up: how did the words change? Did it change the students' opinions of
sharks?
Activity 2: Reading Comprehension (10-15 min)
Read as far as you can through the Sharks topic page (http://ocean.si.edu/sharks) and use
it to answer the following questions. Students should write down answers and then go
over the following questions as a group.
QUESTIONS AND ANSWER KEY:
1. Name two defining characteristics of sharks.
Acceptable answers: Skeletons made of cartilage; unlimited teeth; 5-7 pairs of gill
slits that help them to breathe.
2. Describe three species or groups of sharks you had never heard of before this
class. If you can, draw a picture.
Pretty much anything goes! There is a list of the nine shark orders, and many
students will get their answers from that list. But there are also many other shark
species mentioned or featured in the article that could make great examples.
3. List the hunting and feeding adaptations of two sharks.
Examples of good answers: Carpet sharks (or wobbegongs) hide in the mud and
sneak up on their prey; the thresher shark slaps fish with its long tail to stun and
catch them; sawsharks have a saw-like snout to dig up invertebrates from the
seafloor; whale sharks feed on plankton; cookie-cutter sharks take small bites
from big fish.
60 4. List two threats to sharks.
- Overfishing, often just for their fins
- Bycatch – when sharks are accidentally caught by fishermen looking for another
type of fish
5. Name two ways countries and companies are protecting sharks.
Acceptable answers: banning shark finning (the removal of a shark's fins at sea);
banning the trade or sale of shark fins; banning shark fin soup; creating shark
sanctuaries where shark fishing is illegal or limited; creating new kinds of fishing
lines and nets that don't kill as many sharks
6. Have any laws been passed in your country? [Check out the country list in the
video at the bottom of the page, or look it up online.]
VOCABULARY SCAVENGER HUNT:
1. Define "denticles"
The tooth-like scales that cover a shark's skin
2. Define "shark finning"
The practice of slicing off a shark’s fin and discarding the rest of the still-living
body, often by dumping it back into the ocean. This kills the shark.
Activity 3: Video: What If There Were No Sharks? (10-15 min)
Let's learn a bit more about what how sharks help their ecosystems.
Watch this video from PBS Digital Studios: http://ocean.si.edu/ocean-videos/what-ifthere-were-no-sharks
Discussion questions:
1. What would happen if there were no sharks?
2. In the video, the host Joe Hansen says that in Palau, a shark is worth $2 million alive
because of tourism (see footage at 2 min 42 sec). How could a living shark be worth that
much money?
Activity 4: Shark Design Challenge
Original lesson: http://www.pbs.org/wgbh/nova/education/activities/2316_sharkatt.html
OBJECTIVE:
61 To design a solution to help surfers avoid being attacked by sharks.
MATERIALS:
Shark Dodging handout
PROCEDURE:
1. Some scientific data in this program indicates that sharks may attack humans because
humans resemble common prey. Scientists in California point out that a person paddling
on a surfboard might resemble a seal or a sea lion and that the method of biting used by
sharks in this situation seems to indicate that they mean to "taste," rather than devour, the
person.
2. If this theory is correct, what recommendations do students have for protecting surfers
from cases of "mistaken identity"?
3. Copy and distribute the "Shark Dodging" activity sheet, and challenge students to
design a method or a piece of equipment for surfing that would help surfers avoid being
attacked by a shark.
ACTIVITY ANSWERS:
Student solutions to this challenge will vary widely. Some students may think about
changing the shape of the surfboard to look less like sharks' prey. Other students may
think of putting shark repellent on the surfboard or of adding a texture or sharp objects to
the bottom of the board to make it more difficult for sharks to bite. Other answers might
include painting the bottom of the surfboard to look like driftwood, seaweed, or other
non-food floating objects. Still other students may think to add some kind of beacon that
emits a sound to ward off sharks. When evaluating their solutions, check to be sure that
students have a reason (based on information they have learned about shark behavior) for
adding a particular feature to their surfboard design.
Activity 5: Review (5 minutes)
Group discussion to summarize the lesson:
1. What are some shark species you learned about today that you'd never heard of
before? Name them and give a fact about them
2. What would happen if all sharks went extinct? How would that affect people that
live near the ocean and people that live far away?
3. What human activities threaten sharks?
4. What can you do to help sharks?
Background & Media
Shark finning: Sharks turned prey: http://ocean.si.edu/ocean-news/shark-finning-sharksturned-prey
62 Short video about how a scientist is using DNA to catch shark poachers:
http://ocean.si.edu/ocean-videos/shark-dna-helps-catch-poachers
Great white shark overview article: http://ocean.si.edu/great-white-shark
Blog post about what it's like to go swimming with sharks:
http://ocean.si.edu/blog/swimming-sharks
Radio show about the slow-moving Arctic Greenland shark: http://ocean.si.edu/oceansounds/greenland-shark-one-species-time
X-rays of sharks and rays show their cartilaginous skeletons:
http://ocean.si.edu/slideshow/x-rays-fish-reveal-diversity
Changing shark fear to fascination, an essay by teenage shark filmmaker Madison
Stewart: http://ocean.si.edu/blog/shark-girl-changing-shark-fear-fascination
Video about the harm done to sharks by shark nets installed at beaches:
http://ocean.si.edu/ocean-videos/protecting-sharks-how-nets-hurt
Relative risks of shark attack: http://www.flmnh.ufl.edu/fish/sharks/attacks/relarisk.htm
Additional Activities:
Weave a Food Web activity:
http://cabrillomarineaquarium.org/_publications/LessonPlan-SharkBingo-JAWsomeActivities.pdf
63 Sharks
American Spaces Student Worksheet
by the Smithsonian Ocean Portal
There are more than 500 species of sharks swimming in the world’s ocean. They range in
size from the length of a human hand to more than 39 feet (12 meters) long, and are
found in just about every kind of ocean habitat, including the deep sea, open ocean, coral
reefs, and under the Arctic ice.
Yet when most people think of these cartilaginous fish, a single image comes to mind: a
large, sharp-toothed and scary beast. That generalization downplays their variety, their
important role in keeping ocean ecosystems in balance, and the trouble sharks are in
around the world. An estimated 100 million sharks are killed by fisheries every year,
largely to make soup out of their fins. Sharks reproduce very slowly, and these actions
have decreased many shark populations by 90 percent since large-scale fishing began. To
protect them, communities and companies around the world are enacting science-based
fisheries management policies, setting up shark sanctuaries, and banning the practice of
shark finning and the trade of shark fins.
Objectives:
- Describe 3 shark species that look and live very differently.
- Describe what would happen if all sharks went extinct.
- Explain what human activities threaten sharks, why sharks are especially vulnerable,
and what people can do to help.
Read as far as you can through the Sharks topic page (http://ocean.si.edu/sharks). Write
down answers individually or in small groups, and then go over the following questions
as a group.
1. Name two defining characteristics of sharks.
2. Describe three species or groups of sharks you had never heard of before this class. If
you can, draw a picture.
3. List the hunting and feeding adaptations of two sharks.
4. List two threats to sharks.
5. Name two ways countries and companies are protecting sharks.
VOCABULARY SCAVENGER HUNT:
1. Define "denticles"
2. Define "shark finning"
Additional Reading and Media:
Spectacular Shark Pictures slideshow: http://ocean.si.edu/spectacular-shark-pictures
What If There Were No Sharks? (video): http://ocean.si.edu/ocean-videos/what-if-therewere-no-sharks
Shark finning: Sharks turned prey: http://ocean.si.edu/ocean-news/shark-finning-sharksturned-prey
Blog post about what it's like to go swimming with sharks:
http://ocean.si.edu/blog/swimming-sharks
X-rays of sharks and rays show their cartilaginous skeletons:
http://ocean.si.edu/slideshow/x-rays-fish-reveal-diversity
Changing shark fear to fascination, an essay by teenage shark filmmaker Madison
Stewart: http://ocean.si.edu/blog/shark-girl-changing-shark-fear-fascination
Shark Dodging
Shark Attack!
As this program describes, one of the problems faced by surfers is that sharks may
mistake surfboards for seals or sea lions. What would you propose surfers do? Stay out
of the water? You bet. But surfers going in at a safe area might still want some
protection in case a shark happened by. What kind of surfboard would you design for
them? Is there anything you could change about a surfboard’s shape that would not
alter how well it performs? What other features might you add to a surfboard to help
surfers avoid sharks?
Make your design changes on the surfboard (top and bottom view) pictured on this
page. Include notes about the various features and why you have included them.
23
Bycatch
American Spaces Activity Guide
by the Smithsonian Ocean Portal
When people go out fishing, they are often looking for a
specific kind of fish or sea animal—but it's nearly impossible to catch just what you're
looking for. Pulling a net through the water catches all the animals in its path, not just the
tasty fish. Baited hooks attract seabirds, sharks and other animals along with the big tuna
or swordfish that are being sought.
All the animals that are caught unintentionally and by accident are called bycatch, and it's
widely considered a big waste of ocean resources and animal life. Some animals are able
to survive being caught in a net and thrown back overboard, but many others aren't.
Materials Needed:
Internet access (or pre-printed pages from Ocean Portal)
Activity handout
Pen/pencil or word processing program
Additional materials for hands on activities
Estimated time: 1 hour
Objectives:
- Explain the concept of "bycatch" and why it is wasteful/harmful
- Explain how bycatch affects the students lives
- Describe ways to reduce bycatch
Activity 1: Introduction to Bycatch (5-10 min)
As a group, look through the Bycatch slideshow (http://ocean.si.edu/slideshow/bycatch).
(Or print the PDF version.) This isn't necessarily going to be easy: lots of images of dead
animals caught in nets. Flip through the slideshow, ask students to describe the images
and how they make them feel. Why does this happen? Why is it a bad thing? Should
something be done about it?
Then define bycatch: when fishing gear unintentionally catches animals unwanted by the
fisherwoman/man. Sometimes these animals can be thrown back alive and survive, but
other times it hurts them, changes their behavior, or kills them. The FAO estimates that
7.3 million tons of unwanted sea creatures are thrown away every year
(http://www.fao.org/fishery/topic/14832/en); NOAA estimates that 1 ton of bycatch is
thrown out for every 4 tons of target fish caught.
DISCUSSION QUESTIONS:
1. Why would fishermen only want to catch certain fish?
64 2. Do you know of any specific fisheries that are known for bycatch?
- A famous one is when dolphins are caught by the tuna fishing industry. The
realization that many dolphins were being killed led to the labeling of "dolphinsafe tuna."
3. Reference the photos to talk about some common types of bycatch, such as turtles,
sharks, seabirds, whales, and dolphins. Why do you think these animals are often killed
when caught in nets?
- These animals are frequent victims because they need to come to the surface to
breath (whales, seabirds, dolphins, turtles) or need to keep swimming to continue
breathing (like many species of sharks). Other answers: large fins/wings/feet can
get tangled in nets or rope that wouldn't catch smaller fish; seabirds dive down for
prey attached to longlines and the hooks pierce their beaks.)
- Smaller fish are frequently caught as well, but are harder to keep track of. It's
likely that many of these animals die while fishermen sort out larger animals.
4. What are the impacts of accidentally catching and killing larger animals? How about
smaller ones?
5. How does bycatch affect people that live by the ocean and in landlocked areas?
6. How does bycatch affect you?
Look at this map:
65 What type of bycatch is common in your area of the world?
A: Seabirds, B: Marine Mammals, C: Sea Turtles (1990-2008) (from:
http://www.pnas.org/content/111/14/5271.abstract) (PDF version of handout available)
Activity 2: Reading Comprehension (10-15 min)
Read the story of shark recovery on the coast of California (http://ocean.si.edu/oceannews/good-bye-gillnet-hello-shark-recovery) and use it to answer the following
questions. Students should write down answers and then go over the following questions
as a group.
66 QUESTIONS AND ANSWER KEY:
1. What kinds of fish were gillnets targeting off the California coast? What animals
were being impacted in addition to the targets?
Fishermen were using gillnets to catch valuable fish like halibut and sea bass. But
the gillnets were unintentionally impacting shark populations as well as the
targeted fish.
2. Why were nets in coastal areas making species especially vulnerable?
Shallow coastal areas are where sea bass gather to reproduce safely and sharks
use the areas to give birth to their live young. This means that gillnets interfered
with maintaining the larger population of the species over time.
3. Who came together to propose a gillnet ban?
Environmental activists and sport fishers came together to ban the use of gillnets
by commercial fishers. Both groups wanted to see that the sharks and fish were
around for years to come as top predators.
VOCABULARY SCAVENGER HUNT:
1. Define “gill net”
A gill net is a net used for fishing that has floats at the top and weights at the
bottom so that they hang vertically in the water, often stretching for miles.
Activity 3: Designing a Better Net (30-40 min)
MATERIALS:
Plastic bags
Netting
Various art supplies (paper, pipe cleaners, popsicle sticks, felt, etc.)
Recyclables like bottles, pieces of plastic (cleaned beforehand)
Glue
Paper and pencil (for planning their designs)
Inventors around the world are coming up with new kinds of nets and traps to reduce
bycatch. The challenge is to build a net that catches the species you want to trap, but not
others.
Brainstorm as a class, and write the ideas on the board. What are some ways you could
create a better net? Some ideas if they are slow to talk: escape hatches in nets for
unwanted fish that retains the target species; adding features to traps or nets that drive
large animals away like lights or sound alarms; nets that break when a large animal
struggles; different size mesh. Even basic behavioral changes by fishermen like setting
67 nets in areas with fewer mammals, birds and turtles or setting nets at different times (like
at night) when seabirds are less active are good ideas.
Watch a couple of these videos for some inspiration and review:
A Better Fish Trap animation: http://vimeo.com/64724770
Viva La Tortuga! https://www.youtube.com/watch?v=yqC9kWUI8k8
Reducing Bycatch (cod/haddock) http://ocean.si.edu/ocean-videos/reducing-bycatch
Saving Sea Turtles http://oceantoday.noaa.gov/savingseaturtles/welcome.html
DISCUSS: Before making their designs, what did the inventors have to know? They had
to know a little bit about the species they want to catch and those they didn't. For
example, the better fish trap inventor knew that the fish she wanted to save were narrow,
so she made narrow slits; the NOAA inventors knew that cod swim down and haddock
swim up.
ACTIVITY: Gather many art supplies, plastic bags, and netting to have students design
their own better nets. Make sure they choose ahead of time what kinds of ocean species
they are targeting; trying to catch small fish and release large ones or vice versa is a good
challenge, or they can choose their own behavioral differences within reason. Depending
on class level, they can all try to improve on a basic trawl net (which like a plastic bag
would scoop up everything in its path and is pulled by a boat) or try a variety of nets.
If no art supplies are available, this activity can be done using pencil and paper. It can be
done individually or in small groups.
Present the ideas to the class.
At the end, emphasize that this is an active problem and this is an area where new
inventors are greatly needed to help solve bycatch problems in local communities.
Watch videos here if they weren't watched earlier!
Activity 4: Review (5 minutes)
Group discussion to summarize the lesson
1. What is bycatch? Why is it harmful?
2. How does bycatch affect your life?
3. What are some ways to reduce bycatch?
Background & Media
Clip from The Deadliest Catch TV show on the Discovery Channel, showing all the other
animals caught by King Crab fishermen: http://www.discovery.com/tv-shows/deadliestcatch/videos/by-catch.htm
68 Video from NOAA about how researchers rescue whales entangled in fishing gear:
http://ocean.si.edu/ocean-videos/whale-rescue
Additional Activities:
Experiment that demonstrates the effects of different fishing methods on bycatch:
http://www-tc.pbs.org/kqed/oceanadventures/educators/pdf/OceanAdv-Catch.pdf
69 Bycatch
American Spaces Student Worksheet
by the Smithsonian Ocean Portal
When people go out fishing, they are often looking for a specific kind of fish or sea
animal—but it's nearly impossible to catch just what you're looking for. Pulling a net
through the water catches all the animals in its path, not just the tasty fish. Baited hooks
attract seabirds, sharks and other animals along with the big tuna or swordfish that are
being sought.
All the animals that are caught unintentionally and by accident are called bycatch, and it's
widely considered a big waste of ocean resources and animal life. Some animals are able
to survive being caught in a net and thrown back overboard, but many others aren't.
Objectives:
- Explain the concept of "bycatch" and why it is wasteful/harmful
- Explain how bycatch affects their lives
- Describe ways to reduce bycatch
Read the story of shark recovery on the coast of California (http://ocean.si.edu/oceannews/good-bye-gillnet-hello-shark-recovery). Write down answers individually or in
small groups, and then go over the following questions as a group.
1. What kinds of fish were gillnets targeting off the California coast? What animals
were being impacted in addition to the targets?
2. Why were nets in coastal areas making species especially vulnerable?
3. Who came together to propose a gillnet ban?
VOCABULARY SCAVENGER HUNT:
1. Define “gill net”
Additional Reading and Media:
Clip from The Deadliest Catch TV show on the Discovery Channel, showing all the other
animals caught by King Crab fishermen: http://www.discovery.com/tv-shows/deadliestcatch/videos/by-catch.htm
Video from NOAA about how researchers rescue whales entangled in fishing gear:
http://ocean.si.edu/ocean-videos/whale-rescue
Ocean Acidification
American Spaces Activity Guide
by the Smithsonian Ocean Portal
Ocean acidification is a significant and harmful consequence of excess carbon dioxide in
the atmosphere that we don't easily see or feel because its effects are happening
underwater. Around one-third of the carbon dioxide (CO2) released by burning coal, oil
and gas doesn't stay in the air, but instead dissolves into the ocean. In the past 200 years
alone, ocean water has become 30 percent more acidic—faster than any known change in
ocean chemistry in the last 50 million years.
This relatively quick change doesn’t give marine life much time to adapt. In fact, the
shells of some animals are already dissolving in the more acidic seawater, and that’s just
one way that acidification may affect ocean life. Some organisms will survive or even
thrive under the more acidic conditions but many others will struggle to adapt, and some
may even go extinct. These impacts will spread far beyond the sea. Beyond lost
biodiversity, acidification will affect fisheries and aquaculture, threatening food security
for millions of people, as well as tourism and other sea-related economies.
Materials Needed:
Internet access (or pre-printed pages from Ocean Portal)
Activity handout
Pen/pencil or word processing program
Additional materials for hands on activities
Estimated time: 1 hour
Objectives:
- Explain ocean acidification.
- Explain how ocean acidification will affect marine animals.
- Explain how ocean acidification will affect people
Activity 1: Introduction to Ocean Acidification (5-10 minutes)
Watch this video as a group: http://ocean.si.edu//ocean-videos/ocean-acidification-drfrancisco-chavez
Discussion Questions:
•
•
•
•
•
Name one thing you learned from the video.
What did the scientist Dr. Chavez collect? What did he want to do with it?
Why do scientists care how much CO2 is found in seawater?
What happens to shells in water with more CO2?
What ecosystems will feel the first effects of acidification? What larger impacts
will that have?
70 Activity 2: Reading Comprehension (15-20 min)
Read as far as you can through the Ocean Acidification topic page
(http://ocean.si.edu/ocean-acidification) and use it to answer the following questions.
Students should write down answers and then go over the following questions as a group.
QUESTIONS AND ANSWER KEY:
1. Define carbon dioxide, including how it causes global warming and ocean
acidification.
Carbon dioxide is an airborne molecule required by plants to grow and exhaled by
animals (including people) when we breathe. The burning of coal, gas and other
fossil fuels releases carbon dioxide, which traps the sun’s heat like a greenhouse.
Around 30 percent of this carbon dioxide has dissolved into the ocean, making the
water more acidic.
2. How has the ocean's pH changed since the industrial revolution? How much is it
expected to change by the end of the century?
The pH of the ocean has dropped from 8.2 to 8.1 since the Industrial Revolution,
and is expected to drop to 7.8 or 7.7 by the end of this century.
3. That doesn't seem like a very big drop in pH. Why does a small change in pH and
acidity matter?
pH is measured by a logarithmic scale, which means that counting up or down—
say, from pH 4 to pH 5—measures a ten-fold change in the number of acidic
molecules in the water. Any change in pH is much larger than if the numbers were
just counted up on the number line. As such, many chemical reactions required
for life are sensitive to "small" changes in pH. For example, a drop in blood pH of
just 0.2 or 0.3 can cause comas or death.
4. Name two threats to corals from ocean acidification.
- Ocean animals will have trouble building their calcium carbonate skeletons
- Young corals (larvae) may have trouble finding a good place to settle down on
the reef
5. How is ocean acidification expected to affect plants?
Because they use carbon dioxide during photosynthesis to take the sun’s energy
and turn it into food, many sea plants will grow better under ocean acidification.
But some sea plants have skeletons and they will be hurt by ocean acidification.
6. Name three ways you can help to slow ocean acidification and climate change.
71 Any three of the following:
- use less energy at home
- bike or walk instead of driving
- use public transportation
- support clean energy projects
- tell your friends
VOCABULARY SCAVENGER HUNT:
1. Define "pteropod"
Also called sea butterflies, pteropods are tiny swimming snails that live in the
Arctic and Antarctic. Their shells are already dissolving because of ocean
acidification.
2. Define "pH scale"
The pH scale measures how acidic or basic a solution is. The lower the pH, the
more acidic the solution.
Activity 3: Eggshell acidity experiment (15-20 min)
Adapted from COSEE: http://www.cisanctuary.org/ocean-acidification/PDFsWorkshopPage/Hands_on_acivities/OA_Shells.pdf
This activity will show what happens to shells and skeletons in seawater, using eggshells.
For an extended version, place shells, stones and other objects in acids and take
observations each day/week to see how different acids affect different objects.
BACKGROUND:
Shells serve as a protective structure for both marine and terrestrial organisms. Marine
ecosystems that depend upon calcium-carbonate to make shells and skeletons, such as
coral reefs or oyster beds, can be impacted by changes in ocean pH due to increased
carbon dioxide. In experimental conditions under very high levels of CO2, shells of
clams, oysters, corals, snails and sea urchins dissolve. If these organisms are unable to
build or repair their shells and skeletons due to increased acidification caused by
industrial emissions, deforestation and other human activities, they will cease to exist in
these environments or become much less common.
These results do not occur for all organisms. In experimental conditions, extreme
increases in carbon dioxide result in crabs, lobsters, temperate sea urchins, limpets, and
calcifying algae all building thicker shells with the more acidic conditions, although they
need more energy to do this. Some organisms are able to adapt more rapidly than others,
some will leave an environment if they cannot adapt, and others may cease to exist in that
environment. Nutrient levels, water temperature, food availability and habitat changes
72 also can have an impact. Efforts to reduce that impact have the greatest chance of
preserving some of these habitats and species.
MATERIALS:
- pieces of empty clean chicken eggshell (these are abundant, calcified shells and serve as
a proxy for marine shells)
- lemon juice, vinegar, cola, ammonia, water, soap and other household solutions
- pH test strip, pH probe, or red cabbage juice indicator
- a small dish for each sample
- medicine dropper or plastic pipette
- scale if you choose to measure the changes
- magnifying lens
PROCEDURE:
1. Predict the effect of the solutions on the pieces of shell. What will happen if I put a
piece of eggshell in cola, water, soap, etc? Which solution will have the greatest effect on
the shell?
2. Put a separate piece of shell into each small dish. Keep one piece in a dish on its own
as a control. Weigh the shell in advance if you will be measuring the change in the shell.
3. Use the dropper to place a few drops of the selected liquid on the shell piece. Use a
different piece of shell for each liquid. Label the dish with the type of liquid you used.
4. Watch what happens. What do you observe? Which liquids react with the shell first?
5. From your observation on the eggshell, what might be some consequences of ocean
acidification for animals with shells? How might you test this hypothesis?
EXTENSIONS:
1. Allow the pieces to sit, checking back on them through the day. If the liquid is safe to
touch, touch the pieces of shell at the end of the experiment.
2. Dry and weigh the sample at the end and compare the weight before and after exposure
to the solution(s).
3. Place real shells from the beach in the solutions and leave them there, taking
observations and photos every week to keep track of the changes.
EXPLANATION:
This activity allows you to see firsthand the effects ocean acidification can have on
calcifying organisms. When exposed to vinegar, which is an acid, the calcified eggshell
produces CO2 bubbles as it dissolves. The shells and skeletons of live calcifying
organisms can be similarly affected as the ocean acidifies. If shell-building organisms are
affected then all of the organisms that depend on them will also be impacted.
73 DISCUSSION QUESTIONS:
- What happened to the eggshell? How about the seashell? What do you think will
happen to the seashell after a few weeks in the cup?
- Is the ocean as acidic as these liquids?
- Create a list of ocean creatures that have similar shells. (e.g. mussels, clams, corals,
snails, sea urchins, lobsters, etc.) What do you think will happen to their shells? Then
what will happen to the animal?
- Confirm that scientists expect that many animals' shells will dissolve, which
makes them more likely to be eaten or crushed and grow more slowly. But
emphasize that there is a lot of variation among different species that we don’t
understand, and it's likely that some species will be able to adapt. (See
background for this activity.) Scientists are still trying to figure that out, and could
use their help!
Activity 4: Video on Human Impacts (20 min)
As a group watch this video about acidification and its effects on many people and
industries, including oyster farming
Video is 9:00 - http://bcove.me/6ntxr4qy
DISCUSSION QUESTIONS:
1. In 2008, what happened off the northwest coast of the U.S.?
The oyster industry almost collapsed.
2. What was the culprit that was hurting the oysters and oyster farmers?
Carbon dioxide dissolving into seawater makes it become more acidic. This
acidification was killing the baby oysters, as it prevented them from growing their
shells. (EMPHASIZE THIS: The first impacts of acidification that we'll see will
likely happy to baby animals or small ones (like pteropods). Acidification can
prevent baby shelled animals from growing the shell they need to get established,
killing them before they grow up. Acidification can also hurt baby animals that
don't grow shells (like fish) by interfering with their sense of "smell" in the
water.)
3. What did oyster farmer Kathleen Nisbet's family do to save their business? Is this a
good or a bad solution?
Her family moved their hatchery (where they grow the baby oyster "seed") to
Hawaii to escape the more acidic ocean water. This solution helps their business
in the short term and allows people to keep eating oysters. But it doesn't fix the
acidity of the ocean.
74 4. Oyster farmer Kathleen Nisbet says that "the ocean affects our lives; it affects
everything around us." What are some ways the ocean affects everything around us?
- It helps us to breathe! Tiny ocean animals (phytoplankton) produce half of the
planet's oxygen that we need to breathe
- Regulates our climate
- The food we eat! at least 1 billion people rely on seafood as their main source of
protein. But that's not all. Around 1/3 of the world's fishery catch is ground up
into food for chickens, pigs, and farmed fish. And many other ingredients come
from the ocean; for example, algae and kelp are used to make peanut butter,
soymilk and frozen foods.
- Medicines. Many new medicines are found in ocean animals like sponges, and
fight diseases like cancer, Alzheimer's, viruses, and others.
- It's a beautiful place to visit and live!
5. How do scientists study the future effects of acidification, like the effects on king
crabs?
In the laboratory, they can raise animals in seawater with higher acidity expected
in 20, 40, or 100 years and see how they fare. (King crabs, for example, did not
survive very well, and acidification may destroy their populations and the fishing
industry they support.)
6. Why are there bubbles in some coral reefs in Papua New Guinea? Why do scientists
study acidification in these areas?
The carbon dioxide from the seeps dissolves into the water. So in these areas, the
water is naturally more acidic, making a "natural laboratory" for studying
acidification.
(More information and photos on these seeps: http://ocean.si.edu/blog/sneakpeek-future-coral-reefs-acidifying-ocean)
Activity 5: Review (5 minutes)
Group discussion to summarize the lesson.
1.
2.
3.
4.
What is ocean acidification?
Name three ways ocean acidification will affect marine animals.
Name three ways ocean acidification will affect people.
What can you do to help?
Background & Media
Researcher-written blog post about ocean acidification may speed up some destroyers of
shelled organisms: http://ocean.si.edu//blog/ocean-acidification-excites-boring-sponges
75 Smithsonian scientist-written blog post about her work studying acidification at carbon
dioxide seeps in Papua New Guinea: http://ocean.si.edu/blog/sneak-peek-future-coralreefs-acidifying-ocean
Short article on why it's hard to study ocean acidification: http://ocean.si.edu/oceannews/searching-ocean-acidification-signal
Farming Oysters Despite Acidic Seas [Video]: http://ocean.si.edu/ocean-videos/farmingoysters-despite-acidic-seas
Additional Activities:
Activity measuring how temperature affects CO2 solubility:
http://www.carboeurope.org/education/CS_Materials/CO2solubility.pdf
76 Ocean Acidification
American Spaces Student Worksheet
by the Smithsonian Ocean Portal
Ocean acidification is a significant and harmful consequence of excess carbon dioxide in
the atmosphere that we don't see or feel because its effects are happening underwater.
Around one-third of the carbon dioxide (CO2) released by burning coal, oil and gas
doesn't stay in the air, but instead dissolves into the ocean. In the past 200 years alone,
ocean water has become 30 percent more acidic—faster than any known change in ocean
chemistry in the last 50 million years.
This relatively quick change doesn’t give marine life much time to adapt. In fact, the
shells of some animals are already dissolving in the more acidic seawater, and that’s just
one way that acidification may affect ocean life. Some organisms will survive or even
thrive under the more acidic conditions but many others will struggle to adapt, and some
may even go extinct. These impacts will spread far beyond the sea. Beyond lost
biodiversity, acidification will affect fisheries and aquaculture, threatening food security
for millions of people, as well as tourism and other sea-related economies.
Objectives:
- Explain ocean acidification.
- Explain how ocean acidification will affect marine animals.
- Explain how ocean acidification will affect people
Read as far as you can through the Ocean Acidification topic page
(http://ocean.si.edu/ocean-acidification). Write down answers individually or in small
groups, and then go over the following questions as a group.
ANSWER KEY:
1. Define carbon dioxide, including how it causes global warming and ocean
acidification.
2. How has the ocean's pH changed since the industrial revolution? How much is it
expected to change by the end of the century?
3. That doesn't seem like a very big drop in pH. Why does a small change in pH and
acidity matter?
4. Name two threats to corals from ocean acidification.
5. How is ocean acidification expected to affect plants?
6. Name three ways you can help to slow ocean acidification and climate change.
VOCABULARY SCAVENGER HUNT:
1. Define "pteropod"
2. Define "pH scale"
Additional Reading and Media:
Ocean Acidification with Dr. Francisco Chavez (video):http://ocean.si.edu//oceanvideos/ocean-acidification-dr-francisco-chavez
Researcher-written blog post about ocean acidification may speed up some predators of
shelled organisms: http://ocean.si.edu//blog/ocean-acidification-excites-boring-sponges
Smithsonian scientist-written blog post about her work studying acidification at carbon
dioxide seeps in Papua New Guinea: http://ocean.si.edu/blog/sneak-peek-future-coralreefs-acidifying-ocean
Article on why it's hard to study ocean acidification: http://ocean.si.edu/oceannews/searching-ocean-acidification-signal
Video acidification's effects on people and industries: http://bcove.me/6ntxr4qy
Ocean Wrap-Up
American Spaces Activity Guide
By the Smithsonian Ocean Portal
Materials Needed:
Construction paper
Various art supplies
Tape or glue
Markers
Internet access or books about ocean ecosystems and animals
Estimated time: 1 hour
Objectives:
- Review what was learned about ocean ecosystems in past weeks
- Research organisms that live in different ecosystems
- Discuss local solutions to global problems
Final Art Project (hands-on, 1 hour)
Split the class into groups of 3-5 people each, so that there are at least 3 groups (if
possible). Each group will be assigned or choose an ocean ecosystem that they are going
to focus on during the activity, and present about to the class. Good ecosystem choices
are:
- Coral reefs
- Seagrass beds
- Mangrove forests
- Arctic ice
Each group will be tasked with creating a mural for their ecosystem. The background can
be cut out of construction paper or drawn with marker. Regardless, students should spend
no more than 5-7 minutes building the background. The rest of the class time should be
spent on the details.
For each ecosystem, the general landscape should include:
- Coral reefs: Underwater landscape with large coral structure
- Seagrass beds: Underwater landscape with seagrass drawn at a large scale and small
scale (close up)
- Mangrove forests: Mangrove trees should grow out of the water with their roots in the
water, with the roots large enough for detail
- Arctic ice: Above and below the ice should be visible
These setups are designed to highlight the multiple habitats within any given ecosystem,
and give space for students to fill them.
77 For the next 30 minutes (leaving 10-15 minutes at the end for presentations), students
should research and create organisms specific to the ecosystem. They can draw this on
paper and cut-out and tape them onto their murals, or create them in 3-D and find a way
to attach them to the paper. For each organism, they should be able to name it and explain
an adaptation that allows it to live in the habitat that it does. Aim for each student to
make at least three organisms, and to vary them in their size and habitat. The more the
better!
When there are 10-15 minutes remaining, students should each present their ecosystem to
the class, telling their facts about the organisms and adaptations. Additionally, they
should note what local action can be done to help preserve the systems and their
organisms.
If possible, display the murals in a public space and allow students to continue working
on them if they wish.
Additional Resources
Coral reefs: http://ocean.si.edu/corals-and-coral-reefs
Seagrass beds: http://ocean.si.edu/seagrass-and-seagrass-beds
Mangroves: http://ocean.si.edu/mangroves
Arctic ice: http://ocean.si.edu/poles
78 Certificate of Completion
is hereby granted to
to certify that they have com pleted the Sm ithsonian Ocean
Portal course in ocean science and conservation for the
US Departm ent of State's Am erican Spaces
Instructor Signature / Date
Student Signature / Date