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6430
  • OLP 2: The ocean and life in the ocean shape the features of Earth

    Many earth materials and biogeochemical cycles originate in the ocean. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid down the vast volume of siliceous and carbonate rocks. Sea level changes over time have expanded and contracted continental shelves, created and destroyed inland seas, and shaped the surface of land. Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean, and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents. The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs. Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

  • OLP 2.C

    Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents.

  • OLP 2.E

    Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

Ocean Literacy Principles

Parent Ocean Literacy Principles
Ocean Literacy Principles

 

 

 

Balanced and Unbalanced Forces

Forces acts on one particular object with both a strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. For example, when the ocean is still in a particular area, the forces are balanced and the sand will remain on the beach. If the energy stored in waves is active and the waves are strong, the beach may experience erosion as the sand particles are pulled off shore. Depending on the strength of the waves, the erosion on a beach may be more or less severe.

The Force of Waves

 

Most ocean waves are caused by wind (see The Forces of Wind topic). The type of waves tend to change with seasonal changes in wind. For example, during the winter, waves on the northern shores of the Hawaiian islands can be very large. The force of these large winter waves pry sand and rocks from the shore and carry them into deeper waters. In contrast, small summer waves on the northern Hawaiian shores are gentle, but the force of them helps to return sand and rocks back to shore. The opposite is true of southern shores in Hawaiʻi, which tend to have higher swells in the summer than in the winter.

Waves are strong. The force of waves can carry people, plants, animals, and trash (Fig. 1). The force of waves can also cause dramatic change to the beach and shore. Large, storm waves can pull the sand from a beach! Small waves can slowly build up and washing away of sand on a beach.

 

 

 

 

Wave-Coast Interactions

The study of wave and beach interactions contributes to our understanding of the processes of erosion (loss) and accretion (buildup). Sand erosion is often a problem for property owners because it removes valuable property (Fig. 2). Sand accretion can also be a problem; for example, a sandbar can block boat channels, and sand deposits can fill harbors.

 

 

 

 

In an undisturbed coastal area, sand stored on the low-lying coastal plain is released to the beach as sea level rises. This allows the beach to maintain a wide sandy shoreline even as a sinking island or rising sea level causes the beach to migrates landward. However, the hardening of the shoreline, which is the construction of vertical seawalls and revetments to protect coastal lands from marine erosion, protects the immediate area for a limited time but ultimately causes erosion by preventing waves from accessing sandy reservoirs (Fig. 3).

 

 

Studies conducted at the University of Hawai‘i show that hardening the shoreline of Oʻahu has caused 10.7 miles of beach to narrow and 6.4 miles to be lost. This is ~24% of the 71.6 miles of originally sandy shoreline on Oʻahu. The loss of beaches not only negatively impacts human activities and property but also affects the environment by smothering local marine life with eroded sediment and causing sewage spills into nearshore waters. In order to save beaches, scientists recommend replenishing sand, keeping coastal areas free of hardened structures and requiring large setbacks of new development. See the example photo taken at central Kailua beach on Oʻahu, showing adjacent property lots with sufficient and insufficient setback (Fig. 4).

The main causes of coastal erosion are:

  1. High waves and currents
  2. Human impacts
  3. Sea level rise

 

 

Wave Erosion Vocabulary:

  • Accretion: the process of growth or increase, typically by the gradual accumulation of additional layers or matter
  • Erosion: the process of eroding or being eroded by wind, water, or other natural agents
  • Revetment: a retaining wall or facing of masonry or other material, supporting or protecting a rampart, wall, etc.
  • Seawall: a wall or embankment erected to prevent the sea from encroaching on or eroding an area of land
  • Swell: a slow, regular movement of the sea in rolling waves that do not break
  • Waves: a long body of water curling into an arched form and breaking on the shore

 

6428
  • OLP 2: The ocean and life in the ocean shape the features of Earth

    Many earth materials and biogeochemical cycles originate in the ocean. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid down the vast volume of siliceous and carbonate rocks. Sea level changes over time have expanded and contracted continental shelves, created and destroyed inland seas, and shaped the surface of land. Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean, and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents. The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs. Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

  • OLP 2.C

    Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents.

  • OLP 2.E

    Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

Ocean Literacy Principles

Parent Ocean Literacy Principles
Ocean Literacy Principles

 

 

 

 

What do Plants Need to Grow?

Plants are organisms that photosynthesize—they use sunlight as their source of energy for growth and survival. There is a huge diversity of plants, from tiny microscopic algae, called phytoplankton (Fig. 1), to giant banyan trees (Fig. 2). Plants also grow in a wide variety of environments, from deserts to rainforests, in fresh and salt water, high on mountain tops, and low in valleys. Without the diversity of plants, life on Earth would not exist as we know it.

 

 

 

 

How is it possible that plants can survive in such different conditions? It’s simple really—plants get the materials they need to grow cheifly from air and water! Sunlight provides the energy plants need to convert water and carbon dioxide (CO2), a major component in air, to carbohydrates, such as sugars, in a process called photosynthesis (Fig. 3). Plants can then use these sugars to build and grow new material. So, where there is air, water, and sunlight, plants can grow!

 

Note: Soil is still critically important to the growth of plants in nature and to the growth of food crops. Check out this article by the National Science Foundation to learn more about how “Soils are complex ecosystems composed of organic matter, minerals, water, air – and billions upon billions of organisms. These ecosystems orchestrate the processes essential for plant growth, as well as food and fiber production.”

Plants in the Ocean

In the marine environment, there are three general types of plants: sea grasses, macroalgae (seaweed), and microscopic phytoplankton (Fig. 4). None of these marine plants require soil to grow!  In fact, phytoplankton drift through the water and obtain their nutrients directly through their cell walls. Macroalgae are anchored to the sea floor, but they don’t have roots; they obtain all their nutrients from the water directly through their tissues. Sea grasses, on the other hand, have roots just like plants on land, and they take up nutrients from their roots. But, sea grasses are generally found in very sandy environments, which may have low amounts of important nutrients, so sea grasses also take up nutrients directly through their leaves.

 

 

Although marine plants have adapted to living in the water, land plants use soil for structure, water retention, and nutrient access. But, is soil necessary for land plant growth? No! Farmers and home gardners are using hydroponic systems to provide plants the benefits of soil to grow food in tight spaces and with less pests!

Hydroponic Systems

Hydroponics is a method of growing plants without soil. In hydroponic systems, oxygenated and nutrient enriched waters are delivered directly to plant roots. Although most plants grow in soil, the soil itself is not necessary to plant growth. Plants actually need the nutrients and water within the soil. In addition, plants need sunlight and carbon dioxide (CO2). Plants get carbon dioxide mainly from the air (or from the water if they are aquatic plants). This means that the carbon used to make up the biomass, or volume and weight of plants and trees, comes chiefly from the air!

 

 

The term hydroponics comes from the latin root words hydro and ponos, meaning water and labor. In hydroponic systems, water does the work of delivering nutrients to plants—instead of soil! There are many different types of hydroponic systems, with a range of complexity and expense. As long as water can be circulated throughout the roots, plants will be able to grow.

Examples of some systems are:

  • Series of pipes, with roots submerged in highly oxygenated and nutrient enriched water (Fig. 4).
  • Vertically hanging with roots exposed to water spray/flow (Fig. 5).
  • Use of root supports other than soil that allow for consistent water flow. For example cinder, coconut husks, vermiculite, or gravel.

 

 

 

Nutrient Levels

To grow plants hydroponically, it is helpful to maintain proper nutrient levels. For small scale systems, pre-mixed plant food is an easy way to add additional nutrients (available at a local plant nursery or hardware store). Generally, a nutrient mix contains a balance of the three main elements important for plant growth: nitrogen (N), phosphorus (P), and potassium (K). Other nutrients may include calcium (Ca), magnesium (Mg), sulphur (S), iron (Fe), manganese (Mn), copper (Cu), zinc (Zn), molydenum (Mo), boron (B), and chlorine (Cl).

pH Levels

In addition to nutrients, it is important to ensure the pH is balanced. The pH is a measure of how acidic or alkaline a solution is. Note that the pH scale scale is logarithmic, so the differences at the high and low ends of the scale are more extreme than in the middle (Fig. 6).

 

 

As plants extract nutrients from the water, the water will become less acidic and the pH will increase. This change in acidity affects the plants’ ability to take up the essential nutrients. In fact, if the pH gets too high or too low, plants will stop being able to take in nutrients, leading to a nutrient deficiency within the plants. Generally, the optimum range of pH for plants grown hydroponically is between 5.5 and 6.5, but this may vary across plant species. For more information on the ideal pH of a hydroponic solution, refer to resources such as Perfecting the pH of your Hydroponic Nutrient Solution.

 

Hydroponics Vocabulary

  • Acidic: a substance having the properties of an acid, with a pH below 7
  • Alkaline: a substance having the properties of an alkali, with a pH greater than 7.
  • Biomass: the total mass of organisms in a given area or volume.
  • Carbohydrate: an organic compounds occurring in foods and living tissues and including sugars, starch, and cellulose.
  • Carbon Dioxide (CO2): a colorless, odorless gas made of one carbon atom and two oxygen atoms bonded together. CO2 is produced by plants and animals during cellular respiration. CO2 is also producedby burning carbon and organic compounds. CO2 is naturally present in air and is absorbed by plants during photosynthesis.
  • Hydroponics: a method for growing plants in water without using soil.
  • Macroalgae: Also known as seaweed; large algae, often living attached in dense beds, such as kelp.
  • Nitrogen (N): a colorless, odorless unreactive gas that forms about 78% of the earth’s atmosphere. The most important of nitrogen is in creating ammonia, which in turn is used to make fertilizer. Liquid nitrogen is also used as a refrigerant for very low temperatures.
  • pH: potential hydrogen ion concentration (see pH scale).
  • pH scale: a scale used to express the acidity or alkalinity based on the number of hydrogen ions in a solution. On the pH scale of 1-14, 7 is neutral; lower values are more acid and higher values more alkaline. (Note: The pH scale is logarithmic, so the distance between values is not linear. pH also depends on temperature.)
  • Phosphorus (P): phosphorus is an essential plant nutrient (often the limiting nutrient), and the bulk of all phosphorus production is in concentrated phosphoric acids for agriculture fertilizers.
  • Photosynthesis: the process by which green plants and some other organisms use sunlight to synthesize foods from carbon dioxide and water.
  • Phytoplankton: plankton consisting of microscopic plants
  • Potassium (K): an essential plant nutrient and is required in large amounts for proper growth and reproduction of plants and is commonly considered as the “quality nutrient.” In photosynthesis, potassium regulates the opening and closing of stomata, and therefore regulates CO2 uptake.
6426
  • OLP 2: The ocean and life in the ocean shape the features of Earth

    Many earth materials and biogeochemical cycles originate in the ocean. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid down the vast volume of siliceous and carbonate rocks. Sea level changes over time have expanded and contracted continental shelves, created and destroyed inland seas, and shaped the surface of land. Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean, and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents. The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs. Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

  • OLP 2.C

    Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents.

  • OLP 2.E

    Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

Ocean Literacy Principles

Parent Ocean Literacy Principles
Ocean Literacy Principles

 

What is Matter?

 

Matter is everything around you. Matter takes up space and has mass. Even when matter is too small to see, it can be detected by weighing with very sensitive scales or by studying the matter’s effects on other objects.

 

Matter is conserved—the amount stays the same—even when it changes form, or is broken down into parts too small to see. For example, water can change from a solid to a liquid, or to a gas, but in each form, the amount of matter stays the same.

Matter is described by the types of atoms it contains. The state of matter is described and predicted by the types, interactions, and motions of the atoms within it (Fig. 2).

 

 

Matter in the Sea

 

The ocean covers 70% of Earth’s surface (Fig. 3). Seawater is a dynamic chemical mixture that has constant input of matter from the land, atmosphere, and living things. Sometimes we can see some of the materials in the ocean. For example, when rainwater flows over the land, it dissolves substances from soil and rocks. Runoff carries these materials directly into the ocean or into streams and rivers that empty into the ocean (Fig. 4).

 

 

However, most particles in the ocean are invisible to the naked eye. Rain falling into the ocean carries gases and small particles of soot and dust. Atmospheric gases mix and dissolve into seawater, especially when winds and waves churn the ocean surface. Seawater also dissolves materials from the ocean bottom, as well as materials released by underwater volcanoes and hydrothermal vents. The constant addition of dissolved substances into the ocean over billions of years has made the ocean salty.

Salinity

Salt is a mineral made up of sodium (Na) and chloride (Cl), forming the compound NaCl. We often refer to the amount of salt (or salinity) in solution as the amount of salt in 1,000 g of water, or ‘parts per thousand’ (ppt). The ocean has an average salinity about 35 ppt, which is mostly NaCl but also includes other salts in addition to NaCl such as magnesium. The salinity around the globe changes depending on other factors such as freshwater input or runoff from land (Fig. 5). Input from various sources increases the amount of dissolved matter in the ocean and can influence the salinity.

 

 

 

About 97% of all the water on Earth is salty, or saline. In fact, many lakes are salty! You can’t see saltiness just by looking because salts are dissolved. Most of the water on earth, including in oceans, lakes, rivers, and ponds, contains many different solutes. In the solution of seawater, water is the solvent, salt is the solute, and the resulting saltwater is the solution (Fig. 6). Water is a very good solvent.

 

 

Salt is a common substance that we are familiar with in many forms, such as table salt, rock salt, and sea salt. When seawater evaporates, salt is left behind. If seawater evaporates from a surface with a slight curve, such as a watch glass or a shallow tidepool, the puddle of water will get progressively smaller. Different types of salts will settle out depending on their solubility, causing distinct rings (Fig. 7). Each ring is made up of different types of salts, from the original seawater mixture.

 

 

 

 

Salt Harvesting

Traditionally, salt was harvested from either solar evaporation ponds or rock deposits. Salt evaporation ponds are shallow, artificial basins designed to extract salt from salty water through natural evaporation. As the water dries up, salt crystals are harvested by raking. Salt evaporation ponds are almost entirely located in warm climates, where there is high evaporation and low precipitation (little rain). Today, seawater is sometimes filtered to remove impurities before solar evaporation. To learn more about salt harvesting in Hawai’i, click on the Traditional Ways of Knowing special feature below.

 

 

The Salt of the Sea Vocabulary

  • Atoms: the basic units of matter and the defining structure of elements.
  • Dissolve: to mix with a liquid and become part of the liquid
  • Mass: the quantity of matter which a body contains.
  • Matter: physical substance in general that occupies space and possesses mass, (especially as distinct from energy).
  • NaCl: Sodium chloride, commonly known as salt.
  • Runoff: the draining away of water (or substances carried in it) from the surface of an area of land, a building or structure, etc.
  • Saline: a solution containing salt.
  • Salinity: the saltiness or amount of salt dissolved in a body of water.
  • Solute: substances that are dissolved in a solvent, like elements and compounds
  • Solvent: liquids that dissolve other substances.
  • Solubility: a property referring to the ability for a given substance (the solute) to dissolve in a solvent.
  • Solution: a mixture of a solvent and solutes.

 

6425
  • OLP 2: The ocean and life in the ocean shape the features of Earth

    Many earth materials and biogeochemical cycles originate in the ocean. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid down the vast volume of siliceous and carbonate rocks. Sea level changes over time have expanded and contracted continental shelves, created and destroyed inland seas, and shaped the surface of land. Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean, and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents. The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs. Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

  • OLP 2.C

    Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents.

  • OLP 2.E

    Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

Ocean Literacy Principles

Parent Ocean Literacy Principles
Ocean Literacy Principles

 

Energy in Everyday Life

In ordinary language, people speak of “producing” or “using” energy. However, we when we say “produce energy” we actually mean to convert energy from one form into another. For example, the stored energy of water behind a dam is released when the water flows downhill and drives a turbine generator (Fig. 1A). Similarly, windmills allow us to capture energy when the wind is blowing (Fig. 1B).

 

 

Energy in Your Food

 

All of the energy we get from food can be traced back to the sun! Plants use energy from the sun to convert water and carbon dioxide into usable sugars, a process called photosynthesis. Those plants may then be eaten by bugs, who are eaten by animals, who are then eaten by larger animals. So, the whole process is powered by the sun!

 

The food we eat fuels our body to grow, heal, stay warm, and gives us energy throughout the day. In our everyday lives, we might eat a chicken that ate a caterpillar that ate a leaf that grew through photosynthesis. The labels on our food provide an ingredient list and nutrition facts to help us know what we are eating (Fig. 2).

Food Chains

Food chains are simplistic models that describe the feeding relationships among various species of organisms in an ecological community. Food chains are useful tools for understanding the trophic levels of organisms in an ecological community. Arrows are used to represent the transfer of energy from each level in a linear way (Fig. 3).

 

 

In this food chain example, the algae represent the primary producers, which are autotrophic organisms that make their own food by converting the energy from sunlight into food energy. Consumers are heterotrophic organisms that cannot produce their own food and must obtain food by eating other things. The sea urchin is a herbivore, an eater of plants or algae, and is a primary consumer in this example. Carnivores eat herbivores and other types of carnivores. The octopus is a carnivore, and because it is the first carnivore in the food chain, it is also a primary carnivore. The eel is a secondary carnivore. And finally, the ulua is the top predator in this food chain example because no other consumer eats it.

Food Webs

In a given ecosystem or community, many different food chains can be combined into a food web (Fig. 4). Food webs give a more realistic picture of feeding relationships.

 

 

Consider, for example, the food chain described above. In reality, the algae is eaten by sea urchins as well as by a variety of different species of fish and other invertebrates. In a food web diagram, many arrows can be used to point from the algae to multiple different organisms that feed on it. Likewise, other types of consumers eat sea urchins and octopus and eels. Many arrows can be drawn to account for the feeding relationships of the various organisms in the coral reef community.

 

 

 

The Transfer of Energy

Plants capture energy directly from the sun. All food sources can be traced back to plants. As the primary producers, plants sit at the base of the energy pyramid (Fig. 5). The different parts of the pyramid are called trophic levels. Only a fraction of energy actually gets transferred from one trophic level to the next. Most often, some energy is used to do work and some energy is lost as heat to the surrounding environment. The same idea can be applied to the energy our bodies need to survive. Each successively higher trophic level has less and less energy available. In a majority of communities, the drop in energy available at each trophic levels is reflected as a drop in the relative abundance (number of organisms) and total biomass (amount of living matter per unit area) of organisms. This is depicted by the smaller and smaller trophic levels within the pyramid.

 

 

Conservation of Energy

Energy is conserved over time. Although some energy is lost as heat when animals digest their food, heat is also a form of energy. And, heat is an important type of energy for keeping mammals, like humans, warm. But, even when energy is lost as heat to the environment, the energy itself is not destroyed.

 

For example, when wood burns, most of the energy in the wood matter is converted into heat. Some of that heat will escape, and some may be captured to do work, like cooking or warming a house. And, some of the energy and matter from the wood will be left over in the form of ash (which can be added to soil and the remaining energy used by some organisms).

Energy from the Sun Vocabulary

  • Autotrophic: any organism capable of self-nourishment by using inorganic materials as a source of nutrients and using photosynthesis or chemosynthesis as a source of energy, as most plants and certain bacteria.
  • Carbon dioxide (CO2): a colorless, odorless gas made of one carbon atom and two oxygen atoms bonded together. CO2 is produced by plants and animals during cellular respiration. CO2 is also producedby burning carbon and organic compounds. CO2 is naturally present in air and is absorbed by plants during photosynthesis.
  • Carnivore: animals that feed primarily or exclusively on animal matter.
  • Consumers: an organism requiring complex organic compounds for food which it obtains by preying on other organisms or by eating particles of organic matter
  • Energy Pyramid: a graphical model of energy flow in a community.
  • Food Chain: simplistic linear models that describe the feeding relationships among various species of organisms in an ecological community.
  • Food Web: The combination of many different food chains in a given ecosystem or community that give a more realistic picture of the feeding relationships.
  • Herbivore: animals that eat only plants
  • Heterotrophic: organisms that obtain nourishment from the ingestion and breakdown of organic matter, such as plants and animals
  • Photosynthesis: the process by which green plants and some other organisms use sunlight to synthesize foods from carbon dioxide and water. Photosynthesis in plants generally involves the green pigment chlorophyll and generates oxygen as a byproduct.
  • Predator: an organism that primarily obtains food by the killing and consuming of other organisms
  • Primary Consumer: an animal that feeds on primary producers; herbivore.
  • Primary Producers: any green plant or any of various microorganisms that can convert light energy or chemical energy into organic matter.
  • Secondary Consumer: an animal that feeds only upon herbivores; carnivore.
  • Trophic Levels: any class of organisms that occupy the same position in a food chain, as primary consumers, secondary consumers, and tertiary consumers.
6424
  • OLP 2: The ocean and life in the ocean shape the features of Earth

    Many earth materials and biogeochemical cycles originate in the ocean. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid down the vast volume of siliceous and carbonate rocks. Sea level changes over time have expanded and contracted continental shelves, created and destroyed inland seas, and shaped the surface of land. Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean, and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents. The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs. Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

  • OLP 2.C

    Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents.

  • OLP 2.E

    Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

Ocean Literacy Principles

Parent Ocean Literacy Principles
Ocean Literacy Principles

PS3: Energy
How is energy transferred and conserved?

PS3.D. Energy in Chemical Processes and Everyday Life: How do food and fuel provide energy? If energy is conserved, why do people say it is produced or used?

Learning goals by the end of grade 5: The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use—for example, the stored energy of water behind a dam is released so that it flows downhill and drives a turbine generator to produce electricity. Food and fuel also release energy when they are digested or burned. When machines or animals “use” energy (e.g., to move around), most often the energy is transferred to heat the surrounding environment.

The energy released by burning fuel or digesting food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (Boundary: The fact that plants capture energy from sunlight is introduced at this grade level, but details of photosynthesis are not.)

It is important to be able to concentrate energy so that it is available for use where and when it is needed. For example, batteries are physically transportable energy storage devices, whereas electricity generated by power plants is transferred from place to place through distribution systems.

LS1.C. Organization for Matter and Energy Flow in Organisms: How do organisms obtain and use the matter and energy they need to live and grow?

Learning goals by the end of grade 5: Animals and plants alike generally need to take in air and water, animals must take in food, and plants need light and minerals; anaerobic life, such as bacteria in the gut, functions without air. Food provides animals with the materials they need for body repair and growth and is digested to release the energy they need to maintain body warmth and for motion. Plants acquire their material for growth chiefly from air and water and process matter they have formed to maintain their internal conditions (e.g., at night).

Ocean Literacy Principles

Principle 1: The Earth has one big ocean with many features.

Ocean Literacy Fundamental Concept: Most of Earth’s water (97%) is in the ocean. Seawater has unique properties. It is salty, its freezing point is slightly lower than fresh water, its density is slightly higher, its electrical conductivity is much higher, and it is slightly basic. Balance of pH is vital for the health of marine ecosystems, and important in controlling the rate at which the ocean will absorb and buffer changes in atmospheric carbon dioxide. (OLP1e)

Ocean Literacy Fundamental Concept: The ocean is connected to major lakes, watersheds, and waterways because all major watersheds on Earth drain to the ocean. Rivers and streams transport nutrients, salts, sediments, and pollutants from watersheds to coastal estuaries and to the ocean. (OLP1g)

Principle 5: The ocean supports a great diversity of life and ecosystems.

Ocean Literacy Fundamental Concept: Ocean biology provides many unique examples of life cycles, adaptations, and important relationships among organisms (symbiosis, predator-prey dynamics, and energy transfer) that do not occur on land. (OLP5d)

 

These concepts will be explored in this unit through the following activity and investigation:

ACTIVITY: Understanding Food Webs

ACTIVITY: Reappearing Salt

 

6483
  • OLP 2: The ocean and life in the ocean shape the features of Earth

    Many earth materials and biogeochemical cycles originate in the ocean. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid down the vast volume of siliceous and carbonate rocks. Sea level changes over time have expanded and contracted continental shelves, created and destroyed inland seas, and shaped the surface of land. Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean, and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents. The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs. Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

  • OLP 2.C

    Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents.

  • OLP 2.E

    Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

Ocean Literacy Principles

Parent Ocean Literacy Principles
Ocean Literacy Principles
5PS_Thumbnail_Intro

Introduction to Energy and Matter

PS3: Energy How is energy transferred and conserved? PS3.D. Energy in Chemical Processes and Everyday Life: How do food and ...
Read More
5PS Intro Thumbnail

Energy from the Sun

Energy in Everyday Life In ordinary language, people speak of “producing” or “using” energy. However, we when we say "produce ...
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5PS_T2_Thumbnail

Matter in the Sea

What is Matter? Matter is everything around you. Matter takes up space and has mass. Even when matter is too ...
Read More
6422
  • OLP 2: The ocean and life in the ocean shape the features of Earth

    Many earth materials and biogeochemical cycles originate in the ocean. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid down the vast volume of siliceous and carbonate rocks. Sea level changes over time have expanded and contracted continental shelves, created and destroyed inland seas, and shaped the surface of land. Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean, and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents. The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs. Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

  • OLP 2.C

    Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents.

  • OLP 2.E

    Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

Ocean Literacy Principles

Parent Ocean Literacy Principles
Ocean Literacy Principles

 

 

 

A Quest to Understand Aquaculture

A.Q.U.A. is an easy-to-follow aquaculture curriculum created to educate residents in Hawaiʻi and U.S. Affiliated Pacific Islands about aquaculture. Go to page 22 for the start of the aquaponics background and activity that guides students to develop a large school-sized aquaponics system. 

The Movement of Matter

 

Ecosystems are complex, interactive systems that include both biological communities (biotic) and physical (abiotic) components of the environment. Ecosystems are sustained by the continuous flow of energy, originating primarily from the sun, and the recycling of matter and nutrients within the system (Fig. 1).

Trophic Levels

Trophic levels are a way to group species into broad categories based on their energetic, or food resource, contribution to the community.

 

Only a fraction of energy actually gets transferred from one trophic level to the next. Therefore each successively higher trophic level has less and less energy available (Fig. 2). In a majority of communities, the drop in energy at each trophic levels is reflected as a drop in the relative abundance (number of organisms) and total biomass (amount of living matter per unit area) of organisms representing the different trophic levels. For example, in a terrestrial grassland community, plants are very abundant with high biomass, followed by lower amounts of herbivores like mice, grasshoppers, and deer, and even less of carnivores like owls, foxes, and wolves.

 

 

Food Webs in the Ocean

 

In the ocean, food webs can be complex with many overlapping layers (Fig. 3). Plankton are a diverse groups of tiny organisms that live in every part of the ocean. Phytoplankton are primary producers that create and store energy through photosynthesis that is then passed on to other creatures. Phytoplankton form the base of the food web. Zooplankton are animal plankton that do not photosynthesize. A next step in the food web occurs when herbivorous zooplankton, or primary consumers, eat phytoplankton. The herbivores are consumed by carnivores, or secondary consumers, which are then fed upon by successively larger animals. Thus, the energy captured by the primary producers is passed up the food web. When organisms die, decomposers help break down their matter and return it for use by primary producers.

 

Check out the interactive food web game at the bottom of the page to test your knowledge!

Movement of Matter in a Fish Tank

The rocks in an aquarium play an important role in providing a lot of surface area for beneficial bacteria to live on. These beneficial bacteria are decomposers that help cycle nutrients and matter within a fish tank. The first step in movement of matter within a fish tank is the food fed to the fish—which adds matter to the tank. Fish food contains energy in the form of chemical bonds that make up carbohydrates, proteins, and fats. After the fish eats and digests the food; some of the energy is lost as heat, some of the energy and matter is used to help the fish maintain and grow its body, and the rest of the digested food energy and matter is excreted by the fish.

Fish excrete carbon dioxide (CO2) through their gills. The CO2 released by the fish is used as a carbon source by the algae and plants in the tank. Fish also release energy and nitrogen containing compounds when they poop. The nitrogen released by fish is in the form of ammonia (NH3), which is toxic to fish. However, the bacteria inside the tank help to recycle the nitrogen into usable plant fertilizer. First, ammonia (NH3) is turned into ammonium ion (NH4+) in water and then bacteria convert it into nitrites (NO2–) in a process called nitrification. In the next step, another bacteria converts the nitrites into nitrates (NO3–). The resulting nitrates are then used as fertilizers by aquatic plants and algae.

Using Knowledge of Ecosystem Cycling

Knowledge of food webs and the movement of matter is important to understanding how we can manage and maximize our own food production. With ocean food webs, for example, understanding the connectivity at each level allows fishers to maintain sustainable harvest practices. If they take too much of one type of fish, it can lead to a cascading effect that influences other levels. Aquaponics is another method that sustainably produces food.

 

What is Aquaponics?

Aquaponics is a system that combines aquaculture and hydroponics to raise aquatic animals and grow plants. These two systems work symbiotically to provide ideal conditions in which the animals have clean water and the plants get the proper nutrients. There are lots of designs for aquaponic systems, both large and small scales, but the concept is always the same. Water from the aquaculture system, or fish tank, is pumped to the hydroponic system. This water is rich in nutrients from the fish or animal excretions and the plants readily take them in to use for growth. The water is them recirculated back to the tank, providing clean water for the animals.

 

 

 

 

 

 

 

Aquaponic Systems

Aquaponic systems have two main parts; a tank for the aquatic animals and a system for the plants. While aquaculture and hydroponics systems work seperately, combining them allows for the natural flow and cycle of nutrients between plants and animals. Bigger systems are often more complex, requiring pumps and sometimes filters. Smaller systems can work with plant roots simply resting atop the fish tank, absorbing nutrients through the roots that are growing directly into the tank.

Follow the prompts in the interactive game below to learn about food webs in the ocean.
You may need to enable Flash, refresh, or change browsers to view the interactive feature below.

Note: If you cannot view the entire interactive on your screen, press Ctrl-Minus (-) on a PC and Command-Option-Minus (-) on a Mac to zoom out.

 

Ecosystem Cycling Vocabulary

  • Abiotic: relating to non-living aspects of an environment.
  • Abundance: the relative representation of a species in a particular ecosystem.
  • Aquaponics: any system that combines aquaculture (raising aquatic animals such as snails, fish, crayfish or prawns in tanks) with hydroponics (cultivating plants in water).
  • Biomass: the total mass of organisms in a given area.
  • Biotic: relating to living features of an environment.
  • Carnivores: animals that feed primarily or exclusively on animal matter.
  • Cascading effect: an inevitable and sometimes unforeseen chain of events due to an act affecting a system.
  • Consumer: an organism requiring complex organic compounds for food which it obtains by preying on other organisms or by eating particles of organic matter.
  • Decomposer: an organism that breaks down dead or decaying organisms (ex. soil microbes and fungi).
  • Food Web: the combination of many different food chains in a given ecosystem or community that give a more realistic picture of the feeding relationships.
  • Herbivores: animals that eat only plants.
  • Hydroponics: a method of growing plants without soil. In hydroponic systems, nutrient rich waters are delivered directly to plant roots.
  • Photosynthesis: the process by which plants convert water and carbon dioxide into carbohydrates, using sunlight as the source of energy.
  • Phytoplankton: the component of plankton consisting of microscopic plants.
  • Plankton: a diverse group of animals (zooplankton) and plants (phytoplankton) that freely drift in the water.
  • Primary consumers: an animal that feeds on primary producers; herbivore.
  • Primary producers: organisms that produce biomass through photosynthesis and chemosynthesis in a community or group of communities.
  • Secondary consumer: a carnivore that feeds only upon herbivores.
  • Trophic level: any class of organisms that occupy the same position in a food chain, as primary consumers, secondary consumers, and tertiary consumers.
  • Zooplankton: the heterotrophic form of plankton.
6421
  • OLP 2: The ocean and life in the ocean shape the features of Earth

    Many earth materials and biogeochemical cycles originate in the ocean. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid down the vast volume of siliceous and carbonate rocks. Sea level changes over time have expanded and contracted continental shelves, created and destroyed inland seas, and shaped the surface of land. Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean, and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents. The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs. Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

  • OLP 2.C

    Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents.

  • OLP 2.E

    Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

Ocean Literacy Principles

Parent Ocean Literacy Principles
Ocean Literacy Principles

 

LS1: From Molecules to Organisms: Structures and Processes
How do organisms live, grow, respond to their environment, and reproduce?

LS1.C Organization for Matter and Energy Flow in Organisms: How do organisms obtain and use the matter and energy they need to live and grow?

Learning goals by the end of grade 5: Plants acquire their material for growth chiefly from air and water. Plants also need light and minerals to photosynthesize. Plants use matter they have formed through photosynthesis to maintain their internal conditions (e.g., at night). Animals cannot photosynthesize and must take in food. Most animals also need to take in air and water. Anaerobic life, such as bacteria in the gut, functions without air. Food provides animals with the materials they need for body repair and growth and is digested to release the energy they need to maintain body warmth and for motion.

LS2: Ecosystems: Interactions, Energy, and Dynamics:
How and why do organisms interact with their environment and what are the effects of these interactions?

LS2.A Interdependent Relationships in Ecosystems: How do organisms interact with the living and nonliving environments to obtain matter and energy?

Learning goals by the end of grade 5: Food webs help show how organisms are related. The food of most animals can be traced back to plants. Some animals eat plants for food, and other animals eat animals that eat plants. Both types of animals are called “consumers.” Some organisms, such as fungi and bacteria, break down dead plants and animals. These organisms are called “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil for plants to use.

Organisms can survive only in environments where their particular needs are met. A healthy ecosystem is one in which multiple species are able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.

LS2.B Cycles of Matter and Energy Transfer in Ecosystems: How do matter and energy move through an ecosystem?

Learning goals by the end of grade 5: Matter cycles between the air and soil. Matter moves between plants, animals, and microbes as these organisms live and die. Organisms obtain gases, water, and minerals from the environment and release waste matter (gas, liquid, or solid) back into the environment.

Ocean Literacy Principles

Priciple 4: The ocean makes the Earth habitable.

Ocean Literacy Fundamental Concept: The ocean provided, and continues to provide, water, oxygen, and nutrients and moderates the climate needed for life to exist on Earth. (OLP4c)

Principle 5: The ocean supports a great diversity of life and ecosystems.

Ocean Literacy Fundamental Concept: Ocean life ranges in size from the smallest living things, microbes, to the largest animal on Earth, blue whales. (OLP5a)

Ocean Literacy Fundamental Concept: Most of the organisms and biomass in the ocean are microbes, which are the basis of all ocean food webs. Microbes are the most important primary producers in the ocean. They have extremely fast growth rates and life cycles, and produce a huge amount of the carbon and oxygen on Earth. (OLP5b)

Ocean Literacy Fundamental Concept: Ocean biology provides many unique examples of life cycles, adaptations, and important relationships among organisms (symbiosis, predator-prey dynamics, and energy transfer) that do not occur on land. (OLP5d)

These concepts will be explored in this unit through the following activities and investigations:

 

 

 

 

 

 

 

 

 

 

6482
  • OLP 2: The ocean and life in the ocean shape the features of Earth

    Many earth materials and biogeochemical cycles originate in the ocean. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid down the vast volume of siliceous and carbonate rocks. Sea level changes over time have expanded and contracted continental shelves, created and destroyed inland seas, and shaped the surface of land. Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean, and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents. The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs. Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

  • OLP 2.C

    Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents.

  • OLP 2.E

    Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

Ocean Literacy Principles

Parent Ocean Literacy Principles
Ocean Literacy Principles
5LS_Intro_Thumbnail_Final

Introduction to Movement of Matter and Ecosystem Cycling

LS1: From Molecules to Organisms: Structures and Processes How do organisms live, grow, respond to their environment, and reproduce? LS1.C ...
Read More
5LS T2 Thumbnail

Ecosystem Cycling

A Quest to Understand Aquaculture A.Q.U.A. is an easy-to-follow aquaculture curriculum created to educate residents in Hawaiʻi and U.S. Affiliated Pacific Islands ...
Read More
5LST2_Thumbnail

Materials for Plant Growth

What do Plants Need to Grow? Plants are organisms that photosynthesize—they use sunlight as their source of energy for growth ...
Read More
6420
  • OLP 2: The ocean and life in the ocean shape the features of Earth

    Many earth materials and biogeochemical cycles originate in the ocean. Many of the sedimentary rocks now exposed on land were formed in the ocean. Ocean life laid down the vast volume of siliceous and carbonate rocks. Sea level changes over time have expanded and contracted continental shelves, created and destroyed inland seas, and shaped the surface of land. Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean, and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents. The ocean is the largest reservoir of rapidly cycling carbon on Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs. Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

  • OLP 2.C

    Erosion—the wearing away of rock, soil and other biotic and abiotic earth materials—occurs in coastal areas as wind, waves, and currents in rivers and the ocean and the processes associated with plate tectonics move sediments. Most beach sand (tiny bits of animals, plants, rocks, and minerals) is eroded from land sources and carried to the coast by rivers; sand is also eroded from coastal sources by surf. Sand is redistributed seasonally by waves and coastal currents.

  • OLP 2.E

    Tectonic activity, sea level changes, and the force of waves influence the physical structure and landforms of the coast.

Ocean Literacy Principles

Parent Ocean Literacy Principles
Ocean Literacy Principles

 

 

Humans Depend on Earth’s Resources

 

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many resources—including air, water, soil, minerals, metals, energy, plants, and animals. As the human population grows, the consumption of natural resources also grows. Some of these resources are renewable over human lifetimes, and some are nonrenewable (Fig. 1). A dependence on nonrenewable resources can lead to dire consequences for the sustainability of communities and the ecosystems they interact with. Our reliance on resources that we use only one time, especially those made of durable materials like plastics, contribute heavily to pollution such as marine debris. Many negative effects of human activities are reversible with responsible management. For example, communities are treating sewage, reducing usage, and reusing and recycling materials. Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste. Individuals and communities can also contribute to protecting the environment by managing their own resource use and waste produciton.

Marine Debris

 

One of the most prevalent human impacts across our global oceans is marine debris (Fig. 2). Marine debris comes in all shapes and sizes, from large fishing nets to microplastics. Marine debris can impact the environment, navigation safety, the economy, and the health of humans, plants, and animals. Understanding where marine debris comes from can help us to reduce the production of debris, remove existing debris from the aquatic environment, and recycle the debris that we’ve already produced.

 

 

Microplastics

 

Microplastics are small particles of plastic material less than 5mm in length. Microplastics often find their way into the ocean and onto the beach (Fig 3.). There are both primary and secondary forms of microplastic. Primary microplastics are those that are already 5mm or less in size (such as microfibers from clothing, microbeads, and plastic pellets). Secondary microplastics are those that are created by the degradation of larger plastic materials. Since plastic does not readily breakdown, plastic materials persist in the environment for thousands of years. Plastics often carry persistent organic pollutants (POPs) that can bioaccumlate through the food web when ingested by animals. Additionally, ingested microplastics are difficult or impossible to process, and eating plastics can cause starvation in animals that cannot pass the materials through their digestive system.

Microplastic curriculum
Are you a teacher who is thinking about incorporating microplastics into their lesson plans? Or an informal educator looking for microplastics activities to do with youth?

Check out the microplastic curriculum materials currated by Florida Sea Grant.

Marine Debris in Hawai’i

Coastal areas and island nations are particularly exposed to the challenges that come from marine debris. Ocean circulation systems create gyres that collect and concentrate marine debris. The Great Pacific Garbage Patch is a well known example of a collection of marine debris in the Pacific Ocean between Hawaiʻi and California (Fig. 4). The Hawaiian Island chain sits in the center of the North Pacific Gyre and acts as a fine toothed comb, sifting out debris as it cycles through.

 

 

Reducing Marine Debris

Efforts to prevent plastic pollution and remove microplastics in Hawai’i are underway through direct removal projects and policy to prevent future plastic use. On December 4, 2019, the strongest single-use plastic ban in the nation was approved by the Honolulu City Council. This ban, called Bill 40, will comprehensively phase out single-use plastics (such as take-out containers) across Oahu by 2022. Check out the overview attached below for more information:

 

 

 

Organizations such as the Surfrider Foundation work to protect oceans and coastlines through policy and science. For example, the Seed project is using innovative methods of buoyant seperation to remove microplastics (Fig. 5). Check out Seed.world to learn more about what they do and how you can participate!

Recycling

Most people think all plastics can go into the recycling bin but in reality, less than 9% of recycled material is actually “recycled”. This causes a huge problem at facilities and also gives people the false idea that what they are throwing away is being recycled. Plastic products generally have a recycling code to help you determine if it is recyclable. See examples below (Fig. 6):

 

Recycling in Hawaiʻi

To learn more, check out Hawaii.gov for details of your specific county. Opala.org has some educational tools and other recourses for individuals living on Oʻahu. Below is a recycling and disposal guide:

 

 

Recycled Art

 

Using recycled products to create art has been on the rise as a method to raise awareness and inspire communities to reduce waste production. One organization, Washed Ashore, builds and exhibits aesthetically powerful art to educate a global audience about plastic pollution in the ocean and waterways and spark positive changes in consumer habits, such as the jellyfish sculpture to the left (Fig. 7). Check out their site for more curriculum materials. Check out examples of recycled art all over the world and plan to create your own in the further investigation below.

NOAA Marine Debris Program

The National Oceanic and Atmospheric Administration Marine Debris Program has developed some tools for educators, including an educators guide, monitoring toolkit, and presentation (attached below).

 

 

 

 
Marine Debris Vocabulary

  • Bioaccumulation: the gradual accumulation of substances, such as pesticides or other chemicals in an organism
  • Great Pacific Garbage Patch: a collection of marine debris in the North Pacific Ocean
  • Gyre: a circular pattern of currents in an ocean basin.
  • Marine Debris: is any persistent solid material that is manufactured (or processed) and disposed of, or abandoned, in the marine environment or the Great Lakes.
  • Microplastics: extremely small pieces of plastic debris in the environment resulting from the disposal and breakdown of consumer products and industrial waste.
  • Nonrenewable Resource: a finite resource of economic value that cannot be readily replaced by natural means at a quick enough pace to keep up with consumption.
  • Persistent organic pollutants (POPs): a hazardous organic chemical compound that is resistant to biodegradation and thus remains in the environment for a long time.
  • Pollution: the presence in or introduction into the environment of a substance or thing that has harmful or poisonous effects.
  • Recycling: the action or process of converting waste into reusable material.
  • Renewable Resource: a substance of economic value that can be replaced or replenished in less time than it takes to draw the supply down.
  • Sustainability: avoidance of the depletion of natural resources in order to maintain an ecological balance