SeaChangeTeachingModule:TheOceanisplanetEarth’slifesupportsystem
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Contents1.BackgroundInformation 3
1.1.OceanLiteracy 3
1.2.Oceans&HumanHealth 4
2.TheoceanisplanetEarth’slifesupportsystem 5
3.Teacher’sNotes 7
4.Resources&Activities 9
4.1.Activity1:Climatechange 9
4.2.Activity2:Marinebiodiversity 13
5.AdditionalInformationandFurtherReading 17
6.Appendices 20
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1.BackgroundInformationTheoceanmakesplanetEarthahabitableplacetoliveandthemarineenvironmentisasourceofvitalhumanhealthbenefits.Someoftheinvaluablebenefitsandservicestheoceanprovidesinclude:
Food:Seafoodisamajorfoodstapleandproteinsource.Transportation:90%ofallEUexternaltradeistransportedbyseaandEuropeanshipownerscontrolalmost40%oftheworldfleet.Recreation:Thebenefitsthatcanbederivedfromspendingtimearoundtheoceanareintangible.Marinetourismisthesecondmostvaluableworldmarineindustryaftershippingandtransport.Medicine:Biomedicalproductsderivedfrommarineplantsandanimalsprovideimportantmedicinalproductsandhealthbenefits.ClimateRegulation:Theoceanplaysakeyroleinclimateregulation-especiallyinbufferingtheeffectsofincreasinglevelsofgreenhousegases,suchascarbondioxide,intheatmosphereandbymoderatingrisingglobaltemperatures.Economy:Ocean-relatedindustriesproviderevenuethroughfishing,seafooddistribution,tourism,recreationandtransportation.AccordingtotheEUBlueGrowthprogramme,the‘blue’economyinEuroperepresents5.4millionjobsandgeneratesagrossaddedvalueofalmost€500billionayear,withfurthergrowthpossible.TheoceanisvitallyimportanttoEurope.The28MemberStateshavebetweenthemthelargestmaritimeterritoryintheworld(approximately3.9millionkm2)andallofusdependontheoceananditsresources.DespitetheimportanceofEurope’sseaareas,theirsustainabledevelopmentandprotectionfacesthreatsfromnaturalandhumanpressures.Bybetterunderstandingtherelationshipsbetweenourselvesandtheocean,wewillbebetterabletoprotectthesepreciousresources.
1.1.OceanLiteracyOceanliteracyisanunderstandingoftheocean’sinfluenceonyou—andyourinfluenceontheocean.Anocean-literateperson:
•understandstheEssentialPrinciplesandFundamentalConceptsabouttheocean;
•cancommunicateabouttheoceaninameaningfulway;and
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•isabletomakeinformedandresponsibledecisionsregardingtheoceananditsresources
TheSevenPrinciplesofOceanLiteracy
1. TheEarthhasonebigoceanwithmanyfeatures.2. TheoceanandlifeintheoceanshapethefeaturesofEarth.3. Theoceanisamajorinfluenceonweatherandclimate.4. TheoceanmadeEarthhabitable.5. Theoceansupportsagreatdiversityoflifeandecosystems.6. Theoceanandhumansareinextricablyinterconnected.7. Theoceanislargelyunexplored
1.2.Oceans&HumanHealthHumanshavealtered-andwillcontinuetoalter-theirenvironment,whileremainingdependentuponmarineecosystemsassourcesoffood,waterandmaterials.Humanpopulationsarebothmovingto,andgrowingincoastalareasglobally.Consequently,thereisanincreasedrelianceon,anduseof,thesecoastalresources,rangingfromfishingandaquacultureactivitiestodesalinationfordrinkingwaterandrecreationaluseofbeachesandcoastalareas.Increasingourknowledgeoftheconnectionsbetweenhumanhealthandtheoceanhasmanypublichealthapplications,ultimatelyallowingusto:
•improveourunderstandingofthepotentialpublichealthbenefitsfrommarineandcoastalecosystems;•reducetheburdenofhumandiseaselinkedwithmarineenvironmentalcauses;and•anticipatenewthreatstopublichealthbeforetheybecomeserious.
Whatdowemeanby‘ocean&humanhealth’?Thereisincreasingrecognitionthatthehealthoftheoceanisinextricablylinkedtohumanhealthandwellbeing.Inotherwords,themarineenvironmentimpactshumanhealthinanumberofways.Theseimpactsareacomplexmixtureofnegativeinfluences(e.g.fromextremeweathereventssuchascyclonestowater-borneillnessesandpollution)andbeneficialfactors(e.g.fromnaturalproductsincludingseafoodtomarinerenewableenergyandwellbeingfrominteractionswithcoastalenvironments).Humansalsoimpacttheoceaninanumberofways.Throughouractivities,includingpollutionandoverfishing,aswellasglobalclimatechange,wearedirectlyandindirectlyaffectingthehealthoftheocean.Thisinturnhas
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significantimplicationsforhumanhealth,particularlyiffuturepotentialmedicinesfromtheseas,aswellasimportantsourcesofproteininseafood,arelostduetocontaminationasaresultofhumanactivityandtheeffectsofclimatechange.Consideringthesefactorstogether,thestudyofhumanhealthandtheoceanisthestudyofallthewaysinwhichtheoceaninfluencesourhealthandwellbeing,andinturn,howweinfluencethehealthoftheocean.
2.TheoceanisplanetEarth’slifesupportsystemBackgroundInformationTheoceanplaysafundamentalroleinsupportinglifeonEarthbyregulatingourclimate.Itdoesthisbystoringandtransportinghugeamountsofheat,waterandgreenhousegases(suchascarbondioxide).Byabsorbingheataswellaslargeamountsofcarbondioxide,theoceanlessenstheeffectsofclimatechangeexperiencedonland.Climatechangereferstolong-termchangesintheEarth’sclimateasaresultofincreasedconcentrationsofatmosphericgreenhousegasesthroughhumanactivities,whichiswarmingtheplanet.Currentimpactsofclimatechangeincludesealevelrise,decreasingamountsofsnowandiceandchangesinrainfallpatternsandgrowingseasonsaswellasincreasedoccurrencesofextremeweatherevents.However,climatechangecomesatacosttooceanhealthandthereforehumanhealth.Wecanreducethestressweputontheoceanandlimitfurtherclimatechangebydecreasingourcarbonfootprint(ameasureofenvironmentalimpactinunitsofcarbondioxide).
Theoceanasclimateregulator&climatechangebuffer
● Oceancurrentsredistributeheataroundtheglobe.Forexample,wintersinNorthwestEuropeare5˚CwarmerthantheywouldotherwisebebecauseoftheGulfStream,anoceancurrentintheAtlanticthatdrawswarmtropicalwaternorthwards.Withoutcurrents,regionaltemperatureswouldbemoreextreme,i.e.extremelyhotattheequatorandfrigidtowardthepoleswiththeresultthatmuchlessofEarth’slandwouldbehabitable.
● Almostallrainthatfallsonlandcomesfromwaterevaporatedfromtheocean.Thiswaterhelpssupportalllifeonland,andwestoreittoprovidedrinkingwaterandirrigatecrops.
● Theoceancurrentlyplaysacriticalroleinreducingtheeffectsofclimatechangebyactingasabuffer.Withavolumeof252billionbilliongallonsofwater,theoceanactsas
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avaststoreofheat,absorbingabout90%oftheadditionalheatasaresultofglobalwarmingandabout30%ofhumanemissionsofcarbondioxide.
Yourroleasresponsiblecitizens:reduceyourcarbonfootprint
Youcanhelptoprotecttheocean,planetEarth’slifesupportsystem.Sometipsbelowcanhelpyouidentifyhowtodoit:Travel:Usepublictransport,walkorcycleinsteadofdriving.Whenyoudoneedtouseacar,trytocarshare.
AtHome:Turndowntheheating,useenergyefficientlightbulbsandtakeshortershowers.
Atschooloratwork:Turnoffelectricalitems(e.g.lightsandcomputers)beforeyougohome.
Climatechangeaffectsmarinelife
● Increasesinwatertemperatureofjust1-2˚Ccancausecoralreefstobecomeseverelystressed,leadingtodeathifthermalstressisprolonged,therebyendangeringcoralreefecosystems.
● Marinespeciesmayrespondtooceanwarmingbyalteringtheirgeographicranges.Temperaturechangehasbeenlinkedtogeographicrangeextensionandcontractionsindiversemarineanimalandplantspecies,suchasseaweeds,invertebratesandfish.Forexample,intheNortheastAtlantic,someplanktonaremovingnorthwardsatarateof200-250kmperdecade.Asaresult,thedistributionoffishandotheranimalsthatfeedonthemmayalsochange.
● Carbondioxidereactswithseawatertoraiseacidity(oceanacidification)andreducestheavailabilityofcalciumcarbonateforplantsandanimalstomakecalcium-basedshells,reefsandexoskeletons(outerbodycoverings).Thiscouldhavesevereconsequencesformanymarineorganismssuchascoral,clams,mussels,seaurchins,barnacles,andsomemicroscopicplankton.
Climatechangeimpactsontheoceanalsoimpacthumanhealth
● Changesinthedistributionofmarinelifemeanthatthefishandshellfishweeatcouldbecomemoreabundantinsomepartsoftheworld,andlesssoinothers,withprofound
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impactstocommercialfisheries.● Warmingseatemperaturescanleadtoanincreaseinthegrowthrateofmarine
pathogens(disease-causingmicroorganisms).WithinEurope,thereisconcernthatthebacteriaVibriovulnificusandVibrioparahaemolyticus,aleadingcauseofseafood-associatedillness,mayrepresentanincreasingclinicalproblemasaresultofincreasingwatertemperatures.
● Theimpactofchangingoceanconditionsonweatherpatternsalsohasconsequencesforfoodcropsgrownonlandthroughchangestorainfallpatterns,growingseasonsandtheoccurrenceofextremeweathereventssuchasdrought.Thiscanleadtofoodshortagesandincreasedfoodprices.
● Otherimpactsofchangingoceanconditionsincludechangesinthefrequencyandseverityoftropicalstorms,whichhavemajorconsequencesforhumanwellbeing.Atthecoast,increasesinsealevel,causedbythermalexpansionofseawater,andmeltingicecaps,couldhavemajorconsequencesforcoastalcitiesthroughincreasedriskofflooding(SeaChange,2015).
3.Teacher’sNotesThereareseveralthreatstotheEarthandtheocean.Thereforeitisimportanttoteachtheyoungergenerationsabouttheseissues.ThereisalsoanopportunityforteacherstoincorporatetheUnitedNationssustainabledevelopmentgoalswhileworkingonthisteachingmodule:ClimateactionandLifebelowwater.Makethepupilsawarethattheworktheydoonclimatechangeandmarinebiodiversityisofrealimportance,asshownintheUnitedNationssustainabilitygoalsfor2020(theyarepartoftheglobalpicture),andthatasustainableoceanisofimportancetooursocietaleconomies.WewouldliketoshowthattogetherwecanhelptoprotecttheoceanbyteachingandlearningaboutthetheplanetEarthasalifesupportsystem.Theactivitiesproposedinthispackfocuson:
1. ClimateChange2. MarineBiodiversity
TheaimistohelppupilsunderstandthelinksbetweentheoceanasplanetEarth’slifesupportsystemandhumanhealth.Theactivitiescanbeadaptedtoteachingpupilsaged6-14,andalignwiththefollowingOceanLiteracyEssentialPrinciples:
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OLP#1:TheEarthhasonebigoceanwithmanyfeatures.Theactivitiesprovidetheopportunityforpupilstounderstandvariouspartsoftheoceanenvironmentandpromotetheunderstandingofinterconnectednessamongdifferentgeographiclocations.OLP#5:Theoceansupportsagreatdiversityoflifeandecosystems.Theactivitiesbringaquaticlifeintotheclassroommakingthepupilsbetterunderstandmarinebiodiversitywithindifferentecosystems.OLP#6:Theoceanandhumansareinextricablyinterconnected.Studyingclimatechangeandbiodiversityenhancesperspectivesabouthumanimpactsonmarineecosystems.
Keywords:OceanLiteracy,climatechange,acidocean,biodiversity,QuickResponse
LearningOutcomes• Recognisethattheoceanisimportanttohumankind• Explainthattheoceanprovidesmanyservices• Identifyhowtheoceanisaffectedbyclimatechange• Recognisethathumanshavealteredthemarineenvironment,sometimesharmfully• Explaincarbondioxideandgreenhousegases• Identifycarbonfootprintsanddescribehowonemaylowerthecarbonfootprint• Identifyandusekeyvocabularyassociatedwithclimatechangeandbiodiversity• Identifywhattypesofmarineorganismsliveunderthesurfaceofmarineecoregions• UseQuickResponse(QR)codestopresentresults• UseCollectiveIntelligencemethodtofacilitateconsultationsintheclassroom
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4.Resources&Activities
4.1.Activity1:ClimatechangeAim:Thisactivityaimstounderstandhowimportanttheoceanisandwhattheconsequencesofclimatechangearefortheocean,marineorganismsandhumans.Thepupilswillgetachancetomeasuretheirowncarbonfootprintandidentifyactionsthatcanlowertheirfootprint.Olderpupilsmayworkinavirtuallab,investigatingoceanacidification.Twootherexercisesinvestigatecarbondioxideanditsimpact.LessonPlan:Step1.IntroducetheoceanStarttheactivitybyaskingthepupilstosharetheirknowledgeontheoceananddiscusstheimportanceoftheocean.Howdotheyfeelabouttheocean?Whataretheirexperiences?Mostquestionsinthisactivitycanbeaskedusing(ashort-version)oftheCollectiveIntelligencemethodology(CI)(Appendix1).
Showamovie(https://www.youtube.com/watch?v=kz9mknz1ISw)fromtheSeaforSocietyproject.Howdotheyfeelabouttheoceannow?
Foryoungerchildren,showthefollowingvideos:Bluesocietyanimatedseries(seeAppendix2;animatedseriesareavailableindifferentlanguages).Howdotheyfeelabouttheoceannow?
Pointoutthattheoceancovers71%oftheEarth’ssurfaceandinfluencesourweather.Mentionthathumanscangetbothgoodsandservicesfrommarineecosystems,suchasfoodandenergy.Thisiscalled“ecosystemservices”:canthepupilscomeupwithmoreexamples?
WeknowhowmuchoftheoceanthatcoverstheEarthbutalotoftheocean(95%)remainsunexplored.Whatdoesthatmean?Whatdifferencedoesitmakewhetherweknowordonotknowmoreabouttheocean?(ReadmoreontheNationalOceanicandAtmosphericAdministration(NOOA)website1.Askpupils:whatdoyouthinkwewillusetheoceanforinthefuture(completelynewthingsorimprovementsofexistingactivities)?
1http://oceanexplorer.noaa.gov/backmatter/whatisexploration.html
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Step2.IntroduceclimatechangeTheclimatehaschangedbefore.What’ssospecialnow?Discussintheclassroom.Askpupilsanddiscuss:whatisclimatechange?Whatarethemostvisiblesignsofclimatechange?Canclimatechangeharmmarineorganisms?Whatcanwedotostopclimatechange?Peoplelivebytheocean:thecoastalareasareatriskfromeffectofclimatechange.Whataretheimpactsofclimatechange?
Howdoestheoceanrespondtoclimatechange?Howdoesthisaffectthemarineorganisms?
Toomuchatmosphericcarbondioxidewillhaveanegativeimpactontheocean.Whatisatmosphericcarbondioxide?Talktopupilsaboutgreenhousegases.Whatwouldhappeniftherewerenogreenhousegases?TheEarthwouldbeafrozenplanet.
Whatisacarbonfootprint?Whatis“my”carbonfootprint?Alsodiscusswhatcaneachandoneofustotoreduceourcarbonfootprint.Step3.InvestigateclimatechangeThepupilscaninvestigatetheirowncarbonfootprintusingacarboncalculator:http://web.stanford.edu/group/inquiry2insight/cgi-bin/i2sea-r2b/i2s.php?page=fpcalc#
Thepupilscaninvestigateoceanacidification(forolderpupilsandisavailableinSpanish,Portuguese,German,FrenchandEnglish):http://i2sea.stanford.edu/AcidOcean/AcidOcean.htm
http://www.virtualmarinescientist.com
Hands-onresources(Whatiscarbondioxide?):Pupilswillinvestigatecarbondioxidegas,astheyareblowingupaballoon.Theywillexperiencethatthesodiumbicarbonatewillreactwiththevinegartocreatecarbondioxide.Pupilswillalsoexperiencethatcarbondioxidedoesnotsmellanddoesnothaveacolour.ExplaintothepupilsthatcarbondioxideexistsintheatmosphereandisvitaltolifeonEarth.Alsoexplainthatcarbondioxideisproducedasawasteproduct(e.g.burningoffossilfuel)(Brieseman,2013).Hands-onresources(Breathein...breatheout...):Pupilswillinvestigatewhathappenswhenwaterchangesfromneutraltoacidic.Whenwe
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breathe,wetakeinoxygenandbreatheoutcarbondioxide.Thisexperimentwillseethepupilsaddingcarbondioxideintoaglassofwaterbyblowingthroughastraw.Whatwillhappen,isthatsomeofthecarbondioxidebubblesdissolvesinthewater.Explaintothepupilsthatsomeofthedissolvedcarbondioxidecreatescarbonicacid(aweakacid)(Brieseman,2013).Materials(Whatiscarbondioxide?)(Brieseman,2013).
● Smallglassbottle● Vinegar● Funnel● 1tablespoonbakingsoda(sodiumbicarbonate)● Balloon● Tray
Protocol:
1. Putvinegarinabottle2. Useafunnel,addthesodiumbicarbonatetotheballoon3. Stretchtheneckoftheballoonoverthebottleandlifttheballoonsothesodium
bicarbonatefallsintothevinegar4. Theballooninflates
Materials(Breathein...breatheout...)(Brieseman,2013).
● Twoclearplasticcups● Astraw● BromothymolbluepHindicator● Water● Balloon● Tray
Protocol:
1. Halffilleachcupwithwater2. AddafewdropsofBromothymolbluetoeachcup3. Placeastrawintoonecupandgentlyblowbubblesintothewater.Inlessthana
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minute,thewaterwillchangecolourtoagreenorpaleyellow4. Comparethetwocupsofwater
Carbonfootprintcalculator–ActivityLogSheet
1. Howdoesthecarbonfootprintcalculatorcalculatetheresults?2. Howcanyoueffectyourresults(lowerthem)?3. Whatwillyoudoinreallifetoloweryourimpact?
OceanAcidification(Urchinlarvaeexperiment)–ExperimentLogSheet
1. HowmuchhastheoceanpHchangedsince1800?Whatwillitlooklike2100?2. Howcanyoudeterminewhatwillhappentoorganismsifthecarbondioxidelevels
continuetoriseandtheoceangetsmoreacidic?3. Canyouformulateanyhypothesestotesthowacidificationmightimpactthesea
urchinslarvalstage?Whatiscarbondioxide?–ExperimentLogSheet
1. Describethechemicalreactionhappening2. What(andwhy)arethesubstancesleftintheglass?
Breathein...breatheout...–ExperimentLogSheet
1. Describethechemicalreactionhappening2. Discuss:howmuchoftheairyouexhaleiscarbondioxide?
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4.2.Activity2:MarinebiodiversityAimThisactivityaimstointroducepupilstomarinebiodiversityandhowitdiffersindifferentregions.ThisexercisewillalsomakeuseofanInformationandCommunicationTechnology(ICT)tooltointroduceanelementoffuninpresentingresults.
LessonPlan
Step1IntroducemarinebiodiversityAskpupils:whatlivesundertheoceansurface?
Doanyofthepupilsknowwhatismeantbymarinebiodiversity?Explainwhatismeantby“marinebiodiversity”or“marinebiologicaldiversity”andthatitconcernsthediversityoflivingorganismsintheoceans.Askthepupils:Whyismarinebiodiversityimportant?
Explainwhyweneedtoprotectourmarinebiodiversity(theindividualspeciescollectivelymakeuptheecosystem)anduseitsustainably.Askifthepupilscanexplaintheconceptsustainability.Whatarethethreatstomarinebiodiversity(ReadmoreontheCoCoNetwebsite:http://coconet-fp7.eu/children/TeachersBoi.html)?Andwhyisitathreattohumans?Step2.InvestigatemarinebiodiversityTheteacherintroducesmarineecoregionsoftheWorld(MEOW,downloadpdfonhttps://www.worldwildlife.org/publications/marine-ecoregions-of-the-world-a-bioregionalization-of-coastal-and-shelf-areas).Dividethepupilsinsmallergroups–dividesomeofthemarineecoregionsoftheWorldamongthegroups.Pupilswillinvestigatetheirmarineecoregionusingresources(internet,mobilephones,etc.)available.Theywillanswerquestions(seeactivitylogsheet)andrecordanswersasvideopresentation(s)(ifpossible)andpresentitthroughQuickResponse(QR)codes.Theteacherplacesalargemaponthewall(showingregionalmarineecoregionsoftheWorld).QRcodesareprintedoutandplacedineachregion.PupilswilltaketurnsscanningQRcodesontheoceanmaptolearnabouttheirclassmatesregionalecosystems.Discuss:whatwerethedifferencesbetweentheregionalecosystems?
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Materials
● Internet● Mobilephone(s)● Computer/iPad● Dropboxaccount(fortheclass)● Printer● Map● QRcodereader(downloadedapplication)● Stickytape
Protocol
1. Pupilsmakesashortvideopresentation2. Pupilswillsendtheirvideototheteacher,whowillthenupload(viacomputer/iPad)
itonaDropboxaccount(belongingtotheclass)www.dropbox.com(it’sfreetohaveabasicaccount).
3. Goto“camerauploads”inDropbox,selectmovieand“share”,“createalink”,“copy”thelink.
4. Gotohttp://www.qrstuff.com/(it’sfreetouse)andpastethelinkinthebox(markedyellow):
5. Press“DownloadQRcode”(markedinyellow)
6. Saveoropenthefile:
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7. Here’stheQRcode!
8. PrintouttheQRcodesandplace(usingstickytape)itonamap9. Thepupils,witha(free)QRcodereaderinstalledintheirmobilephones,willtake
turnstoscanthemapandreceivethepresentationsontheirownphones.10. Theclassdiscussestheresults
Step3.Cross-bordercollaborationForteachersinterestedincollaboratingacrossbordersandahands-onpedagogicalproject,signuptojointheVIRTUEproject.
● anumberofCDsaremountedonarackandplacedindifferentunderwaterenvironmentsduringdifferentseasons.
● Analysingthegrowthoforganisms(biofouling)ondiscsandregisteringthefindingsinadatabaseoronpaperenablesthepupilstocompareanddiscusstheirresults.
● TheprojectmanagerhasanumberofSwedishschools(middleandhighschool)eagertomakecontactwithotherschools.
● Topicsthatcouldbediscussedcross-border:o biodiversityo climatechangeo oceanpollution
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o future/survivaloftheoceansanditssustainability● Contacttheprojectmanager([email protected]):
Investigatemarinebiodiversity–ActivityLogSheet
● Investigateyourmarineecoregion:howmanyspeciescanbefound?(PupilscanusethecardsprovidedinAppendix3).
● Howmanyofthemarinespeciesarefoundonlyinyourmarineecoregion?● HowmuchoftheEarth’ssurfaceiscoveredbyyourregionalmarineecosystem?● Howmuch(percentage)doesyourmarineecoregionaccountforintermsoftheworld’s
oceansandseas?
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5.AdditionalInformationandFurtherReadingAustralianGovernmentGreatBarrierReefMarineParkAuthority(2016)ImpactsofClimateChangeonCorals.Availableat:http://www.gbrmpa.gov.au/managing-the-reef/threats-to-the-reef/climate-change/what-does-this-mean-for-species/corals
Azevedo,L.B.,DeSchryver,A.M.,Hendriks,A.J.,Huijbregts,M.A.J.(2015)CalcifyingSpeciesSensitivityDistributionsforOceanAcidification.EnvironmentalScience&Technology49(3):1495DOI:10.1021/es505485m
Baker-Austin,C.,Stockley,L.,Rangdale,R.andMartinez-Urtaza,J.(2010)EnvironmentaloccurrenceandclinicalimpactofVibriovulnificusandVibrioparahaemolyticus:aEuropeanperspective.EnvironmentalMicrobiologyReports.2,7–18.doi:10.1111/j.1758-2229.2009.00096.x.
Bates,A.E.,Pecl,G.T.,Frusher,S.,Hobday,A.J.,Wernberg,T.,Smale,D.A.,Sunday,J.M.,Hill,N.A.,Dulvy,N.K.,Colwell,R.K.,Holbrook,N.J.,Fulton,E.A.,Slawinski,D.,Feng,M.,Edgar,G.J.,Radford,B.T.,Thompson,P.A.,Watson,R.A.(2014)Definingandobservingstagesofclimate-mediatedrangeshiftsinmarinesystems.GlobalEnvironmentalChange.26,27-38.
Brieseman,C.(2013).Oceans.AnInquiryUnit.Availableat:http://seaweek.org.nz/wp-content/uploads/sites/26/2013/10/Ocean-Unit.pdfCLAMERClimateChangeandEuropeanMarineEcosystemResources.Availableat:http://www.vliz.be/projects/clamer/library.html
CLAMER/MarineBoardSpecialReport(2011)SynthesisofEuropeanResearchontheEffectsofClimateChangeonMarineEnvironments.Availableat:http://www.vliz.be/projects/clamer/images/stories/deliverables/clamer%20marine%20board%20special%20reported.pdf
ClimateChangefromtheBBCweathercentre.TheGulfStream.Availableat:http://www.bbc.co.uk/climate/impact/gulf_stream.shtml
ClimatechallengegamefromBBC:
http://www.bbc.co.uk/sn/hottopics/climatechange/climate_challenge/aboutgame.shtml
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CoCoNetEducationalActivities.CoCoNetKids.Availableat:http://coconet-fp7.eu/children/TeachersBoi.htmlEuropeanEnvironmentAgency(2015)Climatechangeandtheseas.Availableat:http://www.eea.europa.eu/signals/signals-2015/articles/climate-change-and-the-seas
EuropeanMarineBoard(2013).Chapter3:ChangingOceansinachangingEarthsysteminNavigatingtheFutureIV,PositionPaper20.EuropeanMarineBoard,Ostend,Belgium.ISBN:9789082093100
IPCC(2013):ClimateChange2013:ThePhysicalScienceBasis.ContributionofWorkingGroupItotheFifthAssessmentReportoftheIntergovernmentalPanelonClimateChange[Stocker,T.F.,D.Qin,G.-K.Plattner,M.Tignor,S.K.Allen,J.Boschung,A.Nauels,Y.Xia,V.BexandP.M.Midgley(eds.)].CambridgeUniversityPress,Cambridge,UnitedKingdomandNewYork,NY,USA,1535pp,doi:10.1017/CBO9781107415324.Availableat:https://www.ipcc.ch/report/ar5/NationalOceanicandAtmosphericAdministration(NOOA)website:http://oceanexplorer.noaa.gov/backmatter/whatisexploration.html).Schulz,M.,Goose,H.,Hofmann,E.,LeTraon,P.-Y.,Lozier,S.,Salihoglu,B.,SousaPinto,I.(2015)5thEMBForumConsensusStatement:TheOcean-ClimateNexus—Thecriticalroleofoceanscienceinrespondingtoclimatechange.Chu,N.-C.,McDonough,N.(Eds).EuropeanMarineBoard,Ostend,Belgium.4pp.Availableat:http://www.marineboard.eu/ocean-climate-nexus/consensus-statementSeaChange,2015.Source:SeaChangeFactsheet“HumanHealth&theOcean”.Availableat:http://www.seachangeproject.eu/images/SEACHANGE/Media_Centre/HumanHealthOcean_Factsheet_set.pdfSpalding,M.D.,Fox,H.E.,Allen,G.R.,Davidson,N.,Ferdaña,Z.A.,Finlayson,M.,Halpern,B.S.,Jorge,M.A.,Lombana,A.,Lourie,S.A.,Martin,K.D.,McManus,E.,Molnar,J.,Recchia,C.A.andRobertson,J.(2007).MarineEcoregionsoftheWorld:abioregionalizationofcoastandshelfareas.BioScience57:573-583
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FurtherReading
WhatisSeaChange?
TheSeaChangeprojectaimstoestablishafundamental“SeaChange”inthewayEuropeancitizensviewtheirrelationshipwiththesea,byempoweringthem,asOceanLiteratecitizens,totakedirectandsustainableactiontowardsahealthyocean,healthycommunitiesandultimatelyahealthyplanet.SeaChangewillcreateadeeperunderstandingofhowthehealthofEuropeancitizensdependsonthehealthofourocean,andhowthehealthofouroceandependsontheactionsofourcitizens.Formoreinformationontheproject,andwaysinwhichyoucangetinvolved,pleasevisithttp://www.seachangeproject.eu/http://www.seachangeproject.eu/.OceanLiteracyforEmpoweredCitizensMostEuropeancitizensarenotawareofthefullextentofthemedical,economic,social,politicalandenvironmentalimportanceoftheOceantoEuropeandindeedtotherestoftheworld.Manyofusarenotawareofhowourday-to-dayactionscanhaveacumulativeeffectonthehealthoftheOcean–anecessaryresourcethatmustbeprotectedforalllifeontheplanetEarthtoexist.Inotherwords,Europeancitizenslackasenseof“OceanLiteracy”-anunderstandingoftheocean’sinfluenceonusandourinfluenceontheOcean.ANOCEAN-LITERATEPERSON:-Understandstheimportanceoftheoceantohumankind-Cancommunicateabouttheoceaninameaningfulway-Isabletomakeinformedandresponsibledecisionsregardingtheoceananditsresources.
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6.AppendicesAppendix1.CollectiveIntelligencemethodology(short-version)Material:
● white/blackboard● pencils● A4-sheets(whiteandyellow)● Post-itnotes(small)
Protocol:
1. ArrangetablestobeinU-seating(ifpossible).2. Theteacherwillaskatriggerquestion(e.g.whatdoweusetheOceanfortoday/inthe
future?)?Thetriggerquestionwillbewrittenonawhite/blackboard.3. Thepupilswillhave5minutestowriteshort(ormakedrawings)answers(onawhiteA4
sheet)tothetriggerquestion.Theywillselectonquestionandwritethisonayellow4sheetandputthisuponthewall.Allpupilswillexplaintheiranswers.
4. Giveallpupilsthreesmallpost-itnotes(nothingshouldbewrittenonthepost-its).Askthemtoplacethemontheanswersthattheylikedthemost(theyareallowedtoplacemorethanonepost-itonananswer).
5. Theteacheridentifiesthemost“popular”answers.Applaudsallround.
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Appendix2.BlueSocietyAnimatedSeries
Episode1:TheOcean&Oxygen
● Englishversion● Frenchversion● Greekversion● Italianversion● Polishversion● Portugueseversion● Spanishversion● Swedishversion● Dutchversion● Norwegianversion● Hebrewversion
Episode2:TheOcean&Freshwater
● Englishversion● Frenchversion● Greekversion● Italianversion● Polishversion● Portugueseversion● Spanishversion● Swedishversion● Dutchversion● Norwegianversion● Hebrewversion
Episode3:TheOcean&Food
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Episode4:TheOcean&Leisure
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Episode5:TheOcean&ManufacturedGoods
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Episode6:TheOcean&Culture
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Episode7:TheOcean&Communication
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Appendix3.MarineBiodiversityPrintablecards
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Cardsforuseinfoodbiodiversityactivities.Print,fold(sotheclueisontheback)andcut-outtouse.
Barnacle
Barnaclesattachtohardsurfacesandusetheirlegstocatchtinyparticlesoffood,includingplankton
fromthewateraroundthem.
Seasquirts
Seasquirtsaresessileanimalsandgrowingindividually(solitary)orformingcolonies.Thebodyresemblesasackandhasaprotectivecover,calledthemantle.Seasquirtsarefilterfeedersandusually
hermaphroditicbutmanycanalsoreproduceasexually.Aslarvaetheyaresmallandfree
swimming.
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Mossanimals(Photo:AndersLarsson)
Bryozoansareaseparategroupthatformscolonies,likecorals,andoftenoccursonwormor
musselshells,stones,rocks,sandgrainsorseaweed.Mossanimalseatdifferenttypesofsingle-celled
algae,withthehelpofaringoftentaclesaroundthemouth.
Harbourporpoise
Theharbourporpoisehuntsforsmallfishlikesandeelsusingsound.
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Marinebristleworms(Photo:MikaelOlsson)
Tubewormsareagroupofmarinebristleworms(Polychaeta),thatliveintubesbuiltbythemselves.Thesetubescanbeconstructedofmucusmixedwithstoneandsandandgluedtovarioussurfaces.Theycanalsobecalcificandpermanentlyattachedonforexamplemusselsandlargebrownalgae.
Greenseaweed
Greenseaweedusesenergyfromthesunandlivesattachedtohardsurfaces.
Commonstarfish
Starfisheatanimalssuchasmusselsbyprizingopentheirshellswiththeirstrongarms.
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Seaanemone(Photo:MikaelOlsson)
Anemonesaretypicallyapolypwithstingingcellsintheirtentacles.Thestingingcellsparalyzeand
captureprey,whichisthenmovedwiththeaidoftentaclestothemouthandmeltedinacentralbodycavity.Anemoneshavea"baseplate"thatitusesto
attachitselftorocksorsimilarsurfaces.
Hydroids
(Photo:MikaelOlsson)
Mosthydroidsliveincolonieswheremanyindividualsworktogether.Thecolonyconsistsofgeneticallyidenticalindividuals,calledpolyps.Thecoloniesmaylookdifferentandbeconstructedinverydifferentways,whichmeansthathydroidscanbeverydifferentfromeachother.Therefore,itisdifficulttodeterminethespecies.Hydroidscansitonshells,stonesandseaweed.
Seaslug(Onchidorisbilamellata)
Thisseaslugisspeciallyadaptedtofeedexclusivelyonbarnacles.
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Zooplankton
Zooplanktonareanimalswhicharetransportedaroundonoceancurrents.Theymaybethelarvaeoflargeranimalsincludingfish,crabsandsnails,ormayalwaysbeplankton.Theyusuallyfeedonphytoplanktonorotherspeciesofzooplankton.
Phytoplankton
Phytoplanktonaretinyplants,whicharetransportedonoceancurrents.Theyobtainenergy
fromsunlight.
Bottlenosedolphin
Thebottlenosedolphinusessoundtohuntformediumtolargefishlikewhiting.
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Keelworm
Keelwormslivepermanentlyattachedtohardsurfacescatchingandeatingfoodpassinginthe
water,includingplankton.
Whiting
Thewhitinghuntsforsmallanimalsincludingfishlikesandeels,crustaceanslikecrabs,wormsand
bivalveslikemusselsandclams.
Greyseal
Thegreysealdivesbelowthesurfacetohuntforfishlikewhitingandlargecrustaceans(crabsand
lobsters).
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Compassjellyfish
Thecompassjellyfishusesitsstingingtentaclestocapturesmallanimalslikesandeelsfloatingpastin
thewater.
Rossworm
Rosswormsmakeprotectivetubesfromsandandeatplanktonandparticlesofdeadplantsand
animalsfromthewateraroundthem.
Wrasse
Wrassehavestrongteethtocrushandeatsmall,shelledanimals(e.g.hermitcrab).
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CommonLobster
Lobstersusetheirstrongclawstocrushtheshellsoftheanimalstheyfeedonincludingclams,mussels
andcrabs.
Oarweed
Oarweedisalargeseaweedthatlivesatorjustbelowthelowtidemark.Itusesenergydirectlyfrom
thesun.
Sandstar
Sandstarsareactivepredatorsandhuntforclamsandothersmallanimalsburiedunderthesand.
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Bass
Bassactivelyhuntforsmallfishlikesandeelsandothersmallanimalslikecrabs.
Congereel
Congereelseatarangeofsmallerfishandinvertebratessuchascrabsandbivalves(e.g.
musselsandclams).
Baskingshark
Thebaskingsharkswimsthroughthewaterwithitsmouthwideopen,sievingplanktontoeat.
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Commonmussel
Musselsusestrongthreadstoattachthemselvestohardsurfacesandfilterfoodfromthewateraround
them,includingplankton.
Sandeel
Sandeelshuntforsmallanimalsincludingzooplankton.
Velvetswimmingcrab
Velvetswimmingcrabsareactivepredatorsandusetheirsharpclawstotearapartsmallanimalslikemusselsandsmallcrabsandbreaktheirshells.
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Greenseaweed
Greenseaweedusesenergyfromthesunandlivesattachedtohardsurfaces.
Ediblecrab
Ediblecrabsusetheirpowerfulclawstocrushtheshellsoftheirprey.Theyeatavarietyofsmallanimals,likemusselsandothersmallcrabs,and
seaweed.
Plaice
Plaiceliehiddenontheseabedreadytoambushsmallanimalssuchasshrimpsandsmallerfishlikesandeels.Theyalsoeatwormsandbivalveslike
clams.
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Hermitcrab
Hermitcrabsarescavengersandeatdeadplantsandanimalsontheseabed.Theyevenusetheshellsof
deadsnailstoprotecttheirownsoftbodies.