Lesson #2 Ocean Floor Vocabulary

Name: ___________________________

1. Continental shelf: ___________________________________________________________________________ ___________________________________________________________________________ 2. Continental edge: ___________________________________________________________________________ ___________________________________________________________________________ 3. Continental slope: ___________________________________________________________________________ ___________________________________________________________________________ 4. Continental rise: ___________________________________________________________________________ ___________________________________________________________________________ 5. Abyssal plain: ___________________________________________________________________________ ___________________________________________________________________________ 6. Mid-ocean ridge: ___________________________________________________________________________ ___________________________________________________________________________ 7. Seamounts: ___________________________________________________________________________ ___________________________________________________________________________

Lesson #2 Ocean Floor Vocabulary Answers 1. Continental shelf: it extends in a gentle downward slope from the shorelines of the continents into the oceans. It covers about 5% of Earth’s surface. 2. Continental edge: is the point at which the shelf surrounding each continent begins to angel sharply downward toward the ocean depths. 3. Continental slope: is the cliff-like drop beyond the continental edge 4. Continental rise: stretches from the lower portion of the continent slop to the deepest part of the ocean 5. Abyssal plain: the bottom of the ocean that covers about 46% of Earth’s surface. Parts are flat, but others have deep canyons called trenches. 6. Mid-ocean ridge: the chain of underwater mountains. It is the longest mountain range in the world, passing through the Atlantic, Indian, and Pacific Oceans. 7. Seamounts: are free-standing mountains formed by volcanoes. These seamounts have been flattened because of wave action.

Lesson #2 - Graphing Data: Engaging activity (print on the white board) Distance from coast (km)

Distance from sea level to the ocean floor (m)

610

-5,988

620

-5,840

660

-4,965

695

-4,520

720

-2,333

750

-1,895

775

-1,754

810

-5,110

835

-5,840

850

-5,842

Lesson #4: Life in the Ocean

Name: ________________________

Organism: ___________________________

Organism: _____________________________

Organism: __________________________

Organism: _____________________________

Lesson #4: Life in the Ocean Notes -

Today more than ______________ species of plants and animals live in the ocean.

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These organisms can be divided into three groups according to the ________________ at which they live: 1. Plankton: a. Includes organisms that float on or near the surface and drift with the ocean currents b. There are two types of plankton: ______________ and ______________ . c. Phytoplankton are too small to see with a ___________________. d. Phytoplankton produce 80% of _________________ through ______________________. e. Zooplankton include ______________ forms of ocean creatures. When they mature, the adult organism will no longer be considered plankton. f.

Examples of zooplankton are: _____________, jellyfish, and ______________.

2. Nekton: a. Consists of all creatures that _________________ including __________________ such as squids and octopuses, all kinds of fish, and mammals such as ________________. b. Nekton can live at any ______________, from the surface to the ocean _____________. c. Most creatures stay where the water ________________ and other conditions are suitable for their ______________. 3. Benthos: a. Consists of plants and animals that live on the ______________ _____________ and do not _______________. b. The ocean floor starts at the ___________________ and goes to the _________________ parts of the ocean. c. Most members of this group live in _________________ water, where ___________ is plentiful and water is warmer. -

All __________ ____________ in the ocean start with __________________.

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All creatures need phytoplankton for the _________________ they produce.

Lesson #4: Life in the Ocean Notes Teacher Copy -

Today more than 200,000 species of plants and animals live in the ocean.

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These organisms can be divided into three groups according to the depth at which they live: 4. Plankton: a. Includes organisms that float on or near the surface and drift with the ocean currents b. There are two types of plankton: phytoplankton and zooplankton. c. Phytoplankton are too small to see with a microscope. d. Phytoplankton produce 80% of oxygen through photsynthesis. e. Zooplankton include larval forms of ocean creatures. When they mature, the adult organism will no longer be considered plankton. f.

Examples of zooplankton are :lobsters, jellyfish, and corals.

5. Nekton: a. Consists of all creatures that swim including invertebrates such as squids and octopuses, all kinds of fish, and mammals such as whales. b. Nekton can live at any depth, from the surface to the ocean floor. c. Most creatures stay where the water pressure and other conditions are suitable for their needs. 6. Benthos: a. Consists of plants and animals that live on the ocean floor and do not swim. b. The ocean floor starts at the shoreline and goes to the deepest parts of the ocean. c. Most members of this group live in shallow water, where food is plentiful and water is warmer. -

All food chains in the ocean start with phytoplankton.

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All creatures need phytoplankton for the oxygen they produce.

Annotated Bibliography: Ganeri, A. (1994). The oceans atlas (pp. 1-63). London: Dorling Kindersley. Rationale: This non-fiction children’s book touches on many aspects of the ocean that are mentioned throughout the unit on oceanography such as the ocean floor, creatures of the ocean, and ocean currents. Each page is loaded with information. If students are interested in learning more about the ocean, this is a great book for them! Summary: The Oceans Atlas is filled with computer-generated maps of the sea floor that reveal the secrets of the deep. Each illustration has very detailed captions.

Lambert, D. (1987). Our world: seas and oceans (pp. 1-44). Morristown, NJ: Silver Burdett Press. Rationale: I chose this book because it was an easy reading informational book. Each page tells the reader what the page will be focused on. The book does include information not covered in this unit; however, I feel that students who find an interest in oceanography will also appreciate the content in this book. Summary: This non-fiction book examines the world’s oceans, their physical features, plant and animals life, and the relationship that humans have with the environment.

Parker, J. (1999). Saving our world: oceans (pp. 1-30). Brookfield, CT: Copper Beech Books. Rationale: This book compiles pictures and information together as one in an appealing way. Topics found in this book are ocean water, life in the oceans, oceans treasures, poisoning the ocean, and be environmental. I appreciated this book because it concluded with the call to take care of the ocean environment. Summary: This book looks at precious resources, examines how they benefit us, ways in which we harm them, and what we can do to protect them for the future.

Parker, S. (2008). Oceans (pp. 1-30). Laguna Hills, CA: QEB Publishing. Rationale: This is a very attractive book because the pictures used are very realistic. The pages are full of color and cool shapes that draw the reader’s attention to the page. Along with presenting factual information, this non-fiction book focuses on cool facts about the ocean. I chose this book for its content, its pictures, and its aesthetic appeal. Summary: Oceans will test your knowledge of the ocean as you encounter factual information that seems out of this world!

Simon, S. (1990). Oceans (pp. 1-30). New York: Morrow Junior Books. Rationale: This book about oceans has amazing picture quality. The content is broader and the pages are less overwhelming compared to other books that I have chosen. I like this book for its large pictures and simplistic text. Summary: Texts and photos display physical characteristics and life forms of the ocean. The book is praised for its full-color photographs.

Wells, S. (1991). The illustrated world of oceans (pp. 1-60). Boston: Houghton Mifflin Rationale: This is an amazing non-fiction book that contains a plethora of information about the ocean. Each page has colorful illustrations and detailed captions that help the reader to explore the ocean. Summary: This book is an exciting, original exploration of the wonder of the world’s oceans featuring a handy atlas-like format and spectacular maps and diagrams.

Websites: 1. This website, belonging to the Monterey Bay Aquarium, features all kinds of oceans animals. The information from this website will be used as students become more aware of life in the ocean by researching an ocean animal of their choice. http://www.montereybayaquarium.org/animals/AnimalDetails.aspx?legacyid=9 2. This website also focuses on the animals of the ocean. Students are encouraged to use this site as well in finding information about their ocean animal. http://www.allthesea.com/Deep-Sea-Fish.html 3. This movie clip from National Geographic is an overview of the ocean. It talks about water in the ocean, life found in the ocean, and other areas of oceanography. The movie clip will be playing at the end of the unit, on the last lesson as a wrap-up of the unit. At the end of the movie, the viewers are called to take care of their environment. I thought that this was an appropriate end. http://video.nationalgeographic.com/video/player/places/parks-and-nature-places/oceans/oceansoverview.html