LESSON TWO - The Needs of Living Things - OceanLink

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help your students understand these processes. You can use a computer linked to a LCD projectorat the front of the classroom to go through the steps (1-4) all together, or alternatively get thestudents to go through the steps on their own or in small groups at the computer.7. Task the students to complete the Photosynthesis vs Chemosynthesis Worksheet.8. Re-visit the site characteristics of each of the NEPTUNE Canada Nodes the students researched inthe previous lesson, and explain that both the Endeavour Ridge Node and the Barkley CanyonNode are examples of two under-sea habitats that support ecosystems that thrive without sunlight.The Folger Passage Node is found at much shallower depths, and therefore has photosyntheticorganisms at the base of the food web, like the ones we are familiar with.9. Using the Background Information on Exploring Symbiosis given above, go over what symbiosismeans with your students, explaining the three ways in which these symbiotic relationships exists.Optional: Symbiotic Relationships Activity (Reference: Adapted from Ohio Department of Educationhttp://www.edquest.ca/pdf/7final03key.pdf• Task the students to complete the Pre-Assignment, the Activity, and the Post-Assignment,or• Chose the activities that are most appropriate for you students10. Re-visit the topic of survival needs of living things. In general, the survival needs of organismsinclude an energy source, oxygen, water, and shelter.11. Divide the class into three groups. Each group should be assigned to one of the NEPTUNECanada Nodes (you could use the same groups from the discussion in Lesson One, or form newgroups).12. Provide each group with a list of organisms found at their underwater ecosystem (download fromSOLE Website - Organism Lists). This copy is for the teacher only, as an aid to help with thecreation of the Critter Cards. Only provide the students with the name of the organism.13. Get each student to choose one organism from the list, ensuring that there are no duplicateorganisms, and each trophic level (producer, secondary consumer, and tertiary consumer) isappropriately represented.14. Using the SOLE Website and other resources on the Web, task the students to go on a quest todiscover the following information about their organism:• Pictures of the organism• Common Name• Scientific Name• How the organism gets the basic requirements for life: energy, shelter, oxygen, and waterStudents should make rough notes and sketches in their notebooks as their research progresses.Hint: In the underwater ecosystems that we’ve been studying, all the organisms get their need foroxygen from the water (dissolved). Also, since the organisms are already in water, get the studentsto figure out what temperature (hot, cold etc.) and chemical make-up of water they require.15. Give each student a copy of the Critter Card Template. The students should work on completing aCritter Card for their organism, including a colour drawing on the front.
Lesson Two – The Needs of Living Things 7 Science on the Leading Edge (S.O.L.E.)-16. Follow-up this activity with a discussion of ways in which these unique underwater ecosystems areable to meet the needs of the organisms that live there.17. Inform the student that they will be learning about Food Webs and Trophic Levels in the finallesson (Lesson Three), and adding to their Critter Card. Therefore, they need to keep their CritterCards safe from harm until then!Discussion:• Open discussion about the ways in which these unique underwater ecosystems are able tomeet the needs of the organisms that live there, include topics such as biotic and abioticfactors, limiting factors, depth, light, oxygen levels, sulfur levels, metals, energy source,symbiosis, competition, predator-prey relationships, and reproduction.• Hold a round-table discussion and/or debate based on what students learned in this lessonusing the following statement: Some scientists believe in the possibility that Earth itselfmight have started in the sulfurous cauldron around hot vents. Vent environments minimizeoxygen and radiation, which can damage primitive molecules. They believe that many ofthe primordial molecules needed to jump-start life could have formed in the subsurface ofthe ocean floor from the interaction of rock and circulating hot water driven by hydrothermalsystems (Source: OceanExplorer http://oceanexplorer.noaa.gov)Extension and Resources:• ART – engage the students to draw and colour a picture that describes themselves and theirrelationship to the ecosystems they live in. Include the elements that they believe areneeded for their own survival.• for more information on Cold Seeps and V-clams, check out College of Marine Science:Project Oceanography http://www.marine.usf.edu/pjocean/packets/sp02/sp02u2p4.pdf-References:B.C. Science PROBE 7 Textbook, Nelson (2005)Dive and Discover (Wood’s Hole Oceanographic Institute): http://divediscover.whoi.edu/NEPTUNE Canada: http://www.neptunecanada.ca (up to date, not as student-friendly)Wood’s Hole Oceanographic Institute: http://www.whoi.edu/College of Marine Science: Project Oceanographyhttp://www.marine.usf.edu/pjocean/packets/sp02/sp02u2p4.pdf-OceanExplorer http://oceanexplorer.noaa.govOhio Department of Education http://www.edquest.ca/pdf/7final03key.pdf
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LESSON TWO - The Needs of Living Things - OceanLink

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