Lesson 1: Diving Into Ocean Ecosystems
Notes
Name: _________________________
The wide-open ocean holds many mysteries. Physics, chemistry, biology,
Date: ____________ Pd: ______
and Earth science concepts and ideas help scientists solve them.
The ocean is home to a wide variety of marine ecosystems, some of
which you will study in Lesson 1. In every ecosystem, whether land or marine, there is interaction between biotic and
abiotic factors.
Intro to Marine Ecosystem Project
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Consider the area where you live or go to school – your neighborhood. List 3 biotic and 3 abiotic factors in your
land-based neighborhood.
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Recall from Bio 1 – what is the difference between biotic and abiotic?
Biotic Factors
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•
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Abiotic Factors
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•
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Marine Ecosystem Project Your Ecosystem: _____________________
1.
Go to the Marine Ecosystems Project in the e-Tools and select the ecosystem you are assigned. Visit the accompanying website
links and read the sources given. You should also use reference materials in the classroom. In your notebook, take notes in your
own words that answer the following Questions:
 Describe your ecosystem. Which is it? What would it be like to live in your ecosystem?
 What are the major biotic factors in your ecosystem?
 What are the major abiotic factors in your ecosystem?
 Where in the world can your ecosystem be found? Include a map of the world indicating where your ecosystem can be
found.
 What are the dominant (main) animals and plants in your ecosystem? Include pictures — draw them or print them out
— to describe the animals and plants that live in your ecosystem.
 Describe the habitat in this ecosystem. Carefully consider the various components and determine what challenges an
organism might face in your ecosystem (e.g., extreme cold water temperatures, amount of light, etc.).
 How do humans impact this ecosystem? What are some problems that this ecosystem might face in the future because of
human activities?
 Identify interesting elements about your environment that you would like to share with the class.
2.
Scientists write research papers and create posters to communicate their research, including their observations and findings, and
present them at peer conferences and meetings. Other scientists will learn from their colleagues and ask additional research
questions. They will often pursue additional research as they seek answers to these questions. This is an important part of the
scientific process. Your poster on marine ecosystems will allow your peers to learn from your research and ask additional
questions about your work.
Once your research is complete, report your findings on a poster. The poster must answer all of the Questions above. Be
creative. Use visuals to help illustrate important points whenever possible. Draw pictures, make charts and tables and so on.
Keep in mind that the poster you create will be the source for teaching your “classroom scientific community” about the
ecosystem.
3.
Hang the poster in the classroom. On the Classroom World Map, illustrate the worldwide locations of the ecosystem your group
has studied. Label the ecosystem by creating a key.
Case Study 1 – Whale Falls
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While you watch, answer the following?’s:
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What do you observe happening?
__________________________________________________________________
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About how many diff types of organisms do you see? _____
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Do you think this is the result of a natural event of human activity? Why?
__________________________________________________________________
Whale Fall – One type of Ecological Succession
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Blue Whales are largest _______________ to have ever lived on Earth.
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Whales have the longest migration of all mammals.
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Ex: Humpback – 8000 km (~5000 miles)
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Average life span is longer than a human.
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When they die, they sink to seafloor. This is known as a _____________________.
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Introduces abundance of nutrients to a specific area
of the seafloor.
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Carcass at 40 tons can have 2-3000 kg of ____________ in skeleton.
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Use ROVs – (Remote Operated Vehicles) equipped with high def cameras to observe
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Variety of organisms decompose whale and move available nutrients into marine food web.
 What are lipids again? ____________
During a whale fall event organisms are grouped based on when they arrive and what they eat…..
Type 1: Background specialists
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Species that remove _____________ or ________________________ from carcass
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Arrive early and remain ____________ throughout entire decomposition
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Examples
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Deepwater fish
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Blob sculpin
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Snubnose eelpout
Type 2: Bone specialists
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Worms
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Shrimps
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Hagfishes
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Sleeper sharks
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Once flesh removed, these guys show up.
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Present for long period, living off oil in whale bone.
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Where do you think most of the oil in whales comes from? _____________
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60% of ________ can be oil! Example: _______________ Worm
Type 3: Species with unclear connections:
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Group is not seemingly dependent on whale fall
Interpreting Graphs:
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What do you notice about the groups of
organisms that are present at the whale
carcass over time?
___________________________________
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Can you explain the increase in bone specialists after Month
21?
__________________________________________
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How might you explain increase in background specialists
between Month 21 and 24?
_____________________________________________________________________
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How might you determine if your analysis in the questions above is accurate?
_____________________________________________________________________
Case Study 2 – Mangrove Restoration
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Have you ever been to a mangrove forest?
Circle: yes
no
Mangroves:
If so, share with
us! Where? _____________
If not, its ok we still love you
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Found along coast where fresh water meets
salt water
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Also known as “botanical “_______________”
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Subtropical and tropical latitudes near Equator
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Carribbean, Australia, India
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Cover ___ % of Earth’s coastlines
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Organisms can survive in ______________ water (slightly salty)
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4 main groups of mangroves
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Red mangroves
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Black mangroves
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White mangroves
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Buttonwoods
4 Functions:
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Provide a stabilizing barrier between land and water
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Reduce ______________ during storms and hurricanes
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Filter fresh water entering ocean from land
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Reduce _______________ (mercury, lead) and excess sediment
Mangrove Restoration
Photograph
A
Biotic Factors
Abiotic Factors
B
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How do the differences observed between A and B demonstrate succession?
_______________________________________________________________________
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Root word – succeed “to come after something”
Mangrove History
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1996 – Florida passed Mangrove Trimming and Preservation Act to preserve and protect mangroves as a
natural resource.
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Unfortunately, mangroves are in danger.
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Since 1980 – 20 % of world’s mangroves have been lost due to human activity and natural events.
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Scientist now know that mangroves can reestablish themselves in 15-30 years if area is left alone, not altered
by humans, and natural source of mangrove seeds.
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Based on your research of marine ecosystems, what are some of the problems that living things in the
ecosystem you studied have faced?
____________________________________________________________________
What are National Marine Sanctuaries?
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NMS and America’s underwater treasures
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System of ___ Marine Protected Areas (MPAs) and ___ National Marine Monument that encompass nearly
170,000 square km.
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Marine and Great Lake waters from Washington State to Florida Keys and from Lake Huron to American Samoa
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Scientists conduct formal research in sanctuaries to learn about the ecosystem and the organisms that inhabit
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You can’t protect something you don’t know
about!
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Actually a Marine National Monument (offer
more protection than NMS)
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Protect endangered species and historically
significant shipwrecks
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Northwest Hawaiian Islands
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Commercial fishing not allowed
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Range from <1 sq km to 362,074 sq km
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Tourism limited
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Largest is Papahanaumokuakea created during
George W. Bush’s term in 2006
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Florida Keys NMS is the most accessible to
visitors