CURRICULUM MEDIA GROUP. S.M.A.R.T.box. Standards-based MediA Resource for Teachers. Aquatic Biomes. Teacher s Guide A DIVISION OF FILMS MEDIA GROUP

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1 CURRICULUM MEDIA GROUP S.M.A.R.T.box Standards-based MediA Resource for Teachers TM Aquatic Biomes Teacher s Guide A DIVISION OF FILMS MEDIA GROUP

2 INTRODUCTION This Teacher s Guide provides information to help you get the most out of Aquatic Biomes, one program in the five-part series Biomes. The contents of this guide allow you to prepare your students before viewing the program, and to present follow-up activities to reinforce the program s key learning points. The series is designed to give students a clear understanding of the definition of a biome a distinct ecological community of plants and animals that live together in, and are well adapted to, a particular physical environment as it applies to five different types of biomes and their subcategories. This engaging video encourages students to move beyond a simplified view of the environment to a deeper level of understanding: that the global ecosystem is made up of interdependent ecological communities populated with their own particular life forms and vulnerable to damage by both natural forces and human activity. This program introduces students to a variety of the world s aquatic biomes. LEARNING OBJECTIVES After viewing the program, students will be able to: Describe an aquatic biome and how life-forms develop within this biome. Identify the two types of aquatic biomes and observe the regions they encompass. Explain the different types of marine zones and the characteristics that define each zone with respect to environmental conditions and life-forms which reside there. Identify the different types of freshwater regions and the environmental conditions and the life-forms that are characteristic of one. Understand the importance of evolution and adaptation for aquatic species. EDUCATIONAL STANDARDS National Standards This program correlates with the National Science Education Standards developed by the National Academies of Sciences, Project 2061 Benchmarks for Science Literacy from the American Association for the Advancement of Science, and the National Geography Standards from The National Geographic Society. The content has been aligned with the following educational standards and benchmarks from these organizations. Understand the behavior of organisms. Understand the diversity and adaptations of organisms. Understand matter, energy, and organization in living systems. Identify populations and ecosystems. Understand the interdependence of organisms. Understand the structure and function in living systems. Describe populations, resources, and environments. Understand the characteristics and spatial distribution of ecosystems on Earth s surface. Understand the physical processes that shape the patterns of Earth s surface. Understand how to analyze the spatial organization of people, places, and environments on Earth s surface. Understand how physical systems affect human systems. Understand how human actions modify the physical environment. 2 Understand that in all environments freshwater, marine, forest, desert, grassland, mountain, and others organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. Understand that ecosystems can be reasonably stable over hundreds or thousands of years. Understand that as any population of organisms grows, it is held in check by one or more environmental factors: depletion of food or nesting sites, increased loss to increased numbers of predators, or parasites. Understand that like many complex systems, ecosystems tend to have cyclic fluctuations around a state of rough equilibrium. In the long run, however, ecosystems always change when climate changes or when one or more new species appear as a result of migration or local evolution.

3 Understand that human beings are part of the earth s ecosystems. Human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems. Understand the changes that occur in the meaning, use, distribution, and importance of resources. Reprinted with permission from National Science Education Standards 1999 by the National Academy of Sciences, courtesy of the National Academies Press, Washington, D.C. Reprinted with permission from Benchmarks for Science Literacy 1993 by Project 2061 and the American Association for Advancement of Science, courtesy of Oxford University Press, New York, NY. The National Geography Standards reprinted with permission from the National Geographic Society. Standards correlations were done independently by Curriculum Media Group. English Language Arts Standards The activities in this Teacher s Guide were created in compliance with the following National Standards for the English Language Arts from the National Council of Teachers of English. Use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries. Read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace. Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, copyright 1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission. Technology Standards The activities in this Teacher s Guide were created in compliance with the following National Education Technology Standards from the National Education Technology Standards Project. Develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. Practice responsible use of technology systems, information, and software. Use technology to locate, evaluate, and collect information from a variety of sources. The National Education Technology Standards reprinted with permission from the International Society of Technology Education. PROGRAM OVERVIEW This video is designed to raise and refine a student s awareness of the environment. More specifically, it is designed to help students understand that the environment is not a monolithic whole. Rather, it is a collection of different biomes unique ecological communities, each populated with its own life forms and each vulnerable to unique stresses, whether natural or man-made. Ranging from rivers and lakes to wetlands and intertidal zones, to coral reefs and kelp forests, marine ecosystems are as diverse as the life-forms that inhabit them. This program introduces students to a variety of the world s aquatic biomes. The characteristics of saltwater and freshwater environments are clearly described, as are the plants and animals that call these watery regions home. The importance of evolution and adaptation for aquatic species is emphasized. 3

4 MAIN TOPICS Topic 1: The Basics This section describes the four basic variables that affect life in a given environment: the presence or absence of light, available nutrients, temperature, and water availability. Topic 2: Types of Aquatic Biomes This section describes the two types of aquatic biomes freshwater and marine (saltwater) and the bodies of water that fall under each type. Topic 3: Defining Characteristics This section describes the factors that determine an aquatic biome s category, including depth of water, flow of water, and zones. Topic 4: Flora and Fauna This section describes how each category of aquatic biome shelters different animal and plant life. Topic 5: The Human Factor This section describes threats to aquatic biomes from humans. FAST FACTS Water is the major factor determining the kind of life that can survive in a given biome. Seventy-five percent of the Earth s surface is covered with water. Out of every hundred gallons of water on earth, only three gallons are freshwater. Ninety-nine percent of all freshwater is frozen in glaciers or runs in underground aquifers. Only eight tablespoons of every hundred gallons of water on earth is available surface water. An aquatic biome is one that is permanently dominated by the presence of water. Wetlands are also known as fens, marshes, bogs, swamps, moors, prairie potholes, bottomland, playa lakes, and vernal pools. Freshwater wetlands have the greatest species diversity of all biomes. Freshwater wetlands are found in every climate and on every continent except Antarctica. Phytoplankton tiny sea creatures produce 80% of Earth s oxygen. VOCABULARY TERMS aquifer: A water-bearing rock, group of rocks, or rock formation. benthic: Of, relating to, or occurring at the bottom of a body of water. biodiversity: The variety of organisms found within a specific geographic region. biome: A distinct ecological community of plants and animals that live together in, and are well adapted to, a particular physical environment. detritus: Disintegrated matter; debris. limnetic: Of, relating to, or inhabiting the open water of a body of fresh water. littoral: Of, relating to, or situated or growing on or near a shore, especially the sea. pelagic: Of, relating to, or living or occurring in the open sea. phytoplankton: Microscopic floating aquatic plants. profundal: Of, relating to, or inhabiting the depths of a body of freshwater. zooplankton: Floating, often microscopic aquatic animals. 4 PRE-PROGRAM DISCUSSION QUESTIONS 1. Why are there more types of plants and animals in some places than in others? 2. Is there any place on Earth where no plants or animals can survive? 3. What s the most important factor in determining what kind of life an area of our planet can support? 4. Why is water so important to life on Earth? 5. What types of organisms inhabit saltwater environments? 6. What types of organisms inhabit freshwater environments?

5 POST-PROGRAM DISCUSSION QUESTIONS 1. Why is water so important to life on Earth? 2. Some of the first civilizations sprung up around sources of water. What peoples were they? Where did they arise? 3. In both the ocean and the rainforest, the forms of life found at the uppermost levels receiving the most sunlight are quite different from those at the deepest and darkest levels. What other similarities can you think of between oceans and rainforests? 4. What is your family s source of water? Does it come from a well? From a city reservoir? From somewhere else? 5. What do you know about how we maintain a clean supply of water for our cities and towns? 6. What value do you see in maintaining a diversity of life in the ocean? GROUP ACTIVITIES Local Biomes Contact a national, state, or local park agency (such as a watershed, nature reserve, or ecology center) or a group like the Audubon Society and find out if they have naturalist programs for students. Visit a local habitat (e.g., wetland, forest, or meadow) with a professional or volunteer naturalist. Find out what plants and animals form the ecosystem and how they interact with each other. Ask questions such as: Have there been surveys of the area to inventory the species? (For example, for a wetland area, do they know what amphibians live there and how abundant they are?) Are there any threatened or endangered species in the area? What are the main threats to the area? What is being done to conserve the ecosystem? Microscopic Life Visit one or more aquatic biomes in your area such as a pond, lake, stream, marsh, ocean, etc. Collect water samples from each of these locations. Using a microscope, see how many different types of organisms you can find. Document your findings by drawing small illustrations for each species. Can you identify any of them? Which sample had the most organisms present? Which one had the most variety? Create a chart to present your findings. INDIVIDUAL STUDENT PROJECTS Recovering Species Support the recovery process for an endangered species in the United States by using media. Contact the federal and state agencies in charge of recovery of endangered species. (For most species, the federal agency is the Fish and Wildlife Service and the state agency is the Department of Wildlife or the Department of Game. For marine species, the federal agency is the National Marine Fisheries Service. The federal agencies, and some state agencies, have websites on the Internet.) a) Find out what threatened or endangered species live in your state and select one of these species. b) Ask for a copy of the recovery plan for the species. If there is no recovery plan, ask why. (Not all listed species have a plan, even though the Endangered Species Act requires one for every listed species.) c) Find out what programs the agency has initiated to help the species recover and what the status of these programs is. d) Make a list of ways citizens can support recovery efforts for this species. e) Try to get your list published in a local or school newspaper. INTERNET ACTIVITIES Types of Water Use the Internet to find out about the many different types of water that are available. Then, visit a local grocery store to see how many kinds you can find bottled for consumers. How are these waters different from one another? Summarize your findings in a short paper. The Clean Water Act Visit the U.S. Environmental Protection Agency s Watershed Academy website to learn about the Clean Water Act ( Then, test your knowledge of this law by taking the online Fact or Fiction quiz. 5

6 ASSESSMENT QUESTIONS Q: How much of the Earth s surface is covered by water? (a) 75% (b) 50% (c) 90% (d) 55% A: (a) 75% Feedback: About 75% of the Earth s surface is covered by water. Q: An aquatic biome is an area that is. (a) dry and arid (b) permanently covered in snow (c) always cold (d) permanently dominated by the presence of water A: (d) permanently dominated by the presence of water Feedback: An aquatic biome is an area that is permanently dominated by the presence of water. Q: What are the two basic types of aquatic biome? (a) Littoral and limnetic (b) Freshwater and marine (c) Cold and warm (d) Surface and deep water A: (b) Freshwater and marine Feedback: The two basic types of aquatic biome are saltwater (marine) and freshwater. Q: What percentage of Earth s water is fresh, i.e. containing less than 1% salt? (a) 3% (b) 5% (c) 20% (d) 50% A: (a) 3% Feedback: Only 3% of the Earth s water is fresh. Q: Out of every hundred gallons of fresh water, roughly how much is surface water that is available for use? (a) 2 cups (b) 2 tablespoons (c) 8 tablespoons (d) 8 gallons A: (c) 8 tablespoons Feedback: Only about 8 tablespoons out of every hundred gallons of freshwater is surface water available for use. Q: Which of the following is not a zone in a pond or lake? (a) Pelagic (b) Littoral (c) Limnetic (d) Profundal A: (a) Pelagic Feedback: Pelagic refers to an ocean zone. Q: Which of the following is not one of the three primary zones in an ocean or sea? (a) Pelagic (b) Littoral (c) Benthic (d) Profundal A: (d) Profundal Feedback: Profundal refers to a pond or lake zone. 6 Q: What is a coral reef primarily composed of? (a) Rocks (b) The skeletons of a variety of small animals (c) Starfish (d) Compressed shells A: (b) The skeletons of a variety of small animals Feedback: A coral reef is primarily composed of the skeletons of a variety of small animals.

7 Q: What percentage of Earth s oxygen is produced by phytoplankton in the sea? (a) 10% (b) 80% (c) 50% (d) 100% A: (b) 80% Feedback: About 80% of the earth s oxygen is produced by phytoplankton. Q: What is the major factor determining the kind of life that can survive in a given biome? (a) sunlight (b) carbon (c) soil (d) water A: (d) water Feedback: Water is the major factor in determining the types of species a biome can support. ADDITIONAL RESOURCES WorldBiomes Sea World Government Science Portal U.S. Environmental Protection Agency Aquatic Ecosystem Restoration Foundation Environmental Impacts of Aquaculture, by Kenneth D. Black (Editor). CRC Press, ISBN: Oceans: Biomes of Nature Series, by Don P. Rothaus & Jim Rothaus. Child s World, ISBN: Aquatic Biomes: Exploring Earth s Water-Based Ecosystems, by Pat Ward. Mark Twain Media, ISBN: OTHER PRODUCTS Aquatic Environments: Streams and Rivers If water is the lifeblood of the Earth, then streams and rivers are the Earth s arteries. This program examines research techniques suitable for use in moving water environments, while presenting approaches to evaluating stream health. Item no: 11658, Aquatic Environments: Riparian Areas, Lakes, and Marshes Lakes, marshes, and the lands that border them are home to a rich variety of plants and animals. This program describes research techniques that are used for exploring still water environments while presenting approaches to evaluating stream health. Item no: 11659, Using Natural Resources Wisely In this program, experts from industry and academia provide background on energy conservation, while real-world examples prompt viewers to use natural resources thoughtfully. Surprising facts, such as how some appliances use electricity even when turned off; scientific information, including lighting and window technologies that can save energy; and suggestions on how to become more self-sufficient, as by capturing sunlight with photovoltaic energy cells, are offered. Item no: 11467,

8 State of the Planet: Biosphere in the Balance Deforestation, global warming, depletion of aquifers, rising sea levels, and mass extinctions how much longer can Earth compensate for these damaging forces? In this timely three-part series, David Attenborough and some of the world s leading experts on environmental matters consider what is probably the most important issue of the 21st century: the future of life on this planet. A BBC Production. The series includes Is There a Crisis? Biodiversity in Decline; Why Is There a Crisis? Environmental Exploitation; and The Future of Life: Searching for Solutions Item no: 11971, Ecology: Life at the Edge of the Sea This Science Screen Report explores the challenges that marine plants and animals face in rocky shoreline areas, and vividly illustrates the diversity of those life forms. Examining crustaceans, gastropods, mollusks, and other shoreline creatures, the program shows how tide pools form a marine sub-habitat, and how rocky shore dwellers have evolved specific abilities to survive powerful waves and gather food from the ebb and flow of tides. The medicinal value of certain tidal zone organisms is also discussed in detail. A viewable/printable instructor s guide is available online. Produced in association with the Accreditation Board for Engineering and Technology and the Junior Engineering Technical Society. (25 minutes) 2001 Item no: 34215, Shoreline Habitats This Science Screen Report shows how human interests and the needs of aquatic life can be balanced. It describes the efforts of scientists, engineers, farmers, and fishermen to address shoreline habitat problems and support endangered species. Citing ways these cooperative efforts have succeeded for example, by rehabilitating gray seal populations, redesigning dikes to aid migratory birds, and protecting seabeds during cockle harvests this program demonstrates the fragility and importance of the Earth s wetlands. A viewable/ printable instructor s guide is available online. Correlates to National Science Education Standards. Produced in association with the Accreditation Board for Engineering and Technology and the Junior Engineering Technical Society. (17 minutes) 2003 Item no: 34205,

9 CURRICULUM MEDIA GROUP 200 American Metro Blvd, Suite 124 Hamilton, NJ Phone Fax A DIVISION OF FILMS MEDIA GROUP COPYRIGHT 2004 PACKAGE 10/2010