New Zealand Deciduous Forest/Marianas Trench – US Virgin Islands Land/Aquatic

Environment – Himalayan Mountains/Caribbean Sea – Yosemite Boreal

Forest/Mediterranean Sea

World EcoTouch Project

August Urban – Alex LuuClayton Hutcheson – Aidan Brom

Table of Contents

1. Cover Page2. Table of Contents3. Flowchart

a. New Zealand Deciduous Forest / Marianas Trench – August Urbanb. Yosemite Boreal Forest / Mediterranean Sea – Clayton Hutcheson

4. Biome Lessonsa. Interactions of Plants and Animals

i. New Zealand Deciduous Forestii. Himalayan Mountains

iii. Yosemite Boreal Forestiv. US Virgin Islands Water

b. Climate Changei. Marianas Trench

ii. Himalayan Mountainsiii. Yosemite Boreal Forestiv. US Virgin Islands Water

c. Populationsi. New Zealand Deciduous Forest

ii. Caribbean Seaiii. Mediterranean Seaiv. US Virgin Islands Land

d. Biome Disturbances by Humansi. Marianas Trench

ii. Caribbean Seaiii. Mediterranean Seaiv. US Virgin Islands Land

5. 15 Plants and Animalsa. New Zealand Deciduous Forest / Marianas Trenchb. Himalayan Mountains / Caribbean Seac. Yosemite Boreal Forest / Mediterranean Sead. US Virgin Islands Water / Land

6. Food Websa. New Zealand Deciduous Forest / Marianas Trenchb. Himalayan Mountains / Caribbean Seac. Yosemite Boreal Forest / Mediterranean Sead. US Virgin Islands Water / Land

7. Seasonal Variation + Temperature Chartsa. New Zealand Deciduous Forest / Marianas Trenchb. Himalayan Mountains / Caribbean Seac. Yosemite Boreal Forest / Mediterranean Sead. US Virgin Islands Water / Land

8. Glossary9. Reference Pages10. Digital Copy of Project

Biome Location

Water/Aquatic Land/Terrestrial

Ocean Deciduous Forest

Marianas Trench

New Zealand Deciduous Forest

Education

Academics/Outdoor

Marianas Trench

New Zealand Deciduous Forest

Interactions of plants and

animals

Food web/ecosystem

s

Climate

Change

Population & Diversity

Disturbances of Biomes by Humans

BIOME AND ECOSYSTEM TOUR

Ecosystems of the Marianas

Trench

Ecosystems of the New Zealand

Deciduous Forest

The Climates

of the Marianas

Trench

Climates of the New

Zealand Deciduous

Forest

Populations and Diversity

of the Marianas

Trench

Populations and Diversity of the New

Zealand Deciduous

Forest

The affects humans

have on the Marianas

Trench

How humans

disturb the New

Zealand Deciduous

Forest

Biome location

Water /Aquatic Land/ Terrestrial

Sea Boreal Forest

Education

Academics/Outdoor

Mediterranean Sea

Yosemite Boreal Forest

Interactions of Plants and Animals

Climate Change

Population and Density

Disturbances of Biomes by Humans

The different factor of the Mediterranean sea

Climates of the Yosemite Boreal Forest

Populations and density of the Mediterranean Sea

Populations and Density of the Yosemite boreal forest

The affects humans have on the Mediterranean Sea

The effects humans have on the Yosemite Boreal Forest

Ecosystems of the Mediterranean Sea

Ecosystems of the Yosemite Boreal Forest

Biome and ecosystem tour

Yosemite Boreal ForestMediterranean

Sea

Biome LessonsLesson #1

New Zealand Deciduous Forest

Grades 11-12

Title: Ecosystem of the New Zealand Deciduous Forest

Opening: The New Zealand Deciduous Forest biome covers much of the north and south islands of New Zealand. Due to the tropical weather and frequent rainfall the vegetation is lush and green. The area has a large biodiversity, with many species of tree native to New Zealand such as the Rimu, Totara, Kauri, Kuripaka and Tuakura. There are no native land mammals to New Zealand but there is a wide variety of invertebrates, reptiles and birds which form vast communities of organisms. You, students as a group, will be studying the ecosystems of the forest floor, understory, and climate of the New Zealand deciduous forest.

Objectives: Students will learn about the different plants and animals in the ecosystem and be able to create a food web on the New Zealand deciduous forest. You will also be learning about how non-native land mammals have become an invasive species. Students will collect specimens of native forest invertebrates such as velvet worms and carnivorous snails and observe them in a controlled environment and later release them.

Materials:

Camping Equipment

Survival Hammock/Tent

Food Sleeping Bags Camera

Scientific Equipment

Specimen Containers Collection Equipment Safety Equipment

Background Skills: Students should be able to carefully collect specimens without harming themselves or the organism. If they do not know how to do so, they will be taught. Students must know to survive in a forest climate and not be afraid of the outdoor environment. They must be able to follow instructions and procedures and not stray from the camp or active area.

Procedure/Instructions:

1. Safety procedures, survival skills, and rules will be reviewed.2. Students will go camping in the forest wild for a week and observe the different types of

plant life and animals around them and mark on a map where they can find certain organisms and take pictures of them (without flash).

3. Students will have lectures at the end of each day, be presented with new vocabulary and present the pictures of organisms they have found.

4. Students will, as a group, collect specimens of carnivorous snail and velvet worm. They will film the organisms (both are predators) feeding on natural prey such as an earthworm.

5. Students will create a food web with the images of organisms they have collected.6. They will place the proper images of organisms in the correct trophic levels of the food

web.7. Students will make journal entries of what they have learned each night and then share

them with fellow classmates.

Classroom Management:

Students will have to remain in the enclosed area of the New Zealand Deciduous Forest and may not leave at any time. They will follow the rules and safety hazards as closely as possible and gather at a designated spot each day. They must respect the environment and not cause any harm or leave any trace that they were there.

Assessment: Students will be required to summarize what they learned during the days they spent and be able to distinguish the different flora and fauna of the New Zealand deciduous forest.

Homework: Students will be given a worksheet to review for the vocabulary. They will also need to create an ecological pyramid and a food web to show the energy flow between organisms.

Closure: Closure will be a full out discussion about the New Zealand deciduous forest ecosystem and new vocabulary that they have learned as well as anything new they have learned.

Lesson # 1

Himalayan Mountains

Title: Ecosystem of the Himalayan Mountains.

Opening: Welcome to the Himalayan Mountains, it has the highest Mountains peak in the world, Mount Everest. Its biome is growing heavily polluted, due to the popularity of climbing the mountains. Its habitat is in danger because of climate change, deforestation, overgrazing by domestic livestock and illegal poaching and wildlife trading threaten one of the biologically rich areas of the planet. Species living in the Himalayas includes black bears, musk, snow leopards, foxes, wolves, languor monkeys, red pandas, Himalayan tahrs, and martens.

Objective: Students will be studying different species of creatures in the Himalayas. They will learn the predator-prey relationship of the animals. They will be hiking and taking pictures. They will list any endanger species if available.

Materials:

Camping EquipmentTentFoodSnow ShoesCamerasWaterFirst- Aid kit

Back Ground Skills: Students need to have muscular leg endurance to walk the hard snow. They must follow instruction and procedure or they will be injured or worse.

Procedure/Instructions:

1. Safety procedures, survival skills, and rules will be reviewed.2. Students will be camping below for the mountain for 3-days and take picture of species if

available.3. They will be taking a fitness test to see if they can withstand walking the mountains; the one

who can’t do it will be staying at low-ground.

4. Students who are walking up the mountains need to use a walking stick; both groups will be taking picture of the landscape, ecosystem and importantly animals around them.

5. Students will come back 2- hours later, and then they will be printing out their pictures and make a food web out of it.

Classroom Management: Students need to stay in group at all times they must at least stay close to each other not a foot away. They will need to follow there guidance-instructor as closely as possible. At the end of the day they need to walk safely back to camp.

Assessment: Students will be writing a summary of what they learn about the ecosystem of the Himalayans.

Homework: Students will be given a worksheet with a picture of the animals. They must use the picture of any animals they took to complete the assignment. It is okay if they are not finished, the whole group we be discussed the worksheet and they will get the answers.

Closure: Closure will be a group discussion of what they learned during the trip. They will discussed what they like and don’t like in this trip, and tell us what we can do to improve our future trip.

Lesson #1

Yosemite Boreal Forest

Title: Ecosystem of Yosemite

Opening: Because Yosemite boreal forest is a highly elevated place we will need to be starting off the day by parachuting into the tall canopy of Giant Sequoias in our golden parachutes and begin our journey. Once we hit the ground we will start to study on how the animals interact with the humans and how humans interact with the animals. The animals that live there now are being reduced by the amount of space they all have because the humans are making new camp sites, back roads, hotels and new walking trails. And even though they are keeping most the trees, the humans are interacting with the animals and just giving them food. And because of that the animals are now trusting that humans will feed them. So that the animals will not be able to live in the wild without us witch messes with their food web.

Objectives: The students will be learning how the humans affect the whole ecosystems and there food web and to get them to think of ways we can reduce these problems

Materials: golden parachutes, maps of Yosemite, pen, paper, binoculars, tent, food and water

Background skills: Students will need to learn how to parachute. As well as not worried about getting close to animals and seeing them kill other animals. Also learn how to take data and put it into a graph and make percentages out of the data as well. And they must know not to touch the animals or plants and just to follow instructions.

Procedure/Instructions:

1. Safety procedures, survival skills, parachute lessons, and instructions will be revised and then they will take a test on these to see if they are capable of taking this journey for 2-3 weeks in the wild.

2. Students will parachute down from the plane to try and find the best place from up high where humans interact with the animals.

3. We will need to find the best place where we can be up close to the humans and animals and not bother ether one of them and camp there.

4. The students will be analyzing on how the much food a certain animal eats that is natural and how much food an animal eats that is from a human like plastic.

5. The students will take their data and put it into a graph and percentages.6. Once the students got the right mathematics down they can put their numbers together and see

what animals are more relied on humans then other animals.

Classroom management: Make sure the students have past their test and fallow all there instructions. The students need to stay away from the animals as much as possible and be sure to not give any animal any food at all. Make sure everything was left just how we got there.

Assessment: to be able to tell everyone what they did in the days we were there and understand how much humans can affect an ecosystems way of being

Homework: students will need to at least tell 5 different people about what they have leaned. And make sure to tell them about how the pollution is killing off animals.

Closure: to ask the students what they have learned from the project and see what they will do to change their habits with polluting.

Lesson #1US Virgin Islands water

Grades 10-12

Title: Interactions of plants and animals of the coast of the US Virgin Islands

Opening: The US Virgin Islands coast is home to many different species of fish. The reefs are mostly found in the shallow parts of the ocean. Coral reefs provide shelter to most of the fish in the ocean. Many new species are being found in the ocean off the Virgin Islands. The students will be learning about the types of fish that are supported by the coral reefs.

Objectives: The students will be observing the different types of fish that live in the water off the coast of the US Virgin Islands. They will learn about the predators that feed in the coral reefs.

Materials: snorkeling and scuba gear, swimsuits, underwater video cameras.

Background Skills: Students will need to know how to swim well, and deal with currents. They must have practiced with their scuba equipment in a pool before going out. Students will also receive a scuba/snorkel lesson.

Procedure/Instructions: 1. Students will receive their snorkeling/scuba lesson.2. Students will split into two groups and explore deep and shallow coral reefs.3. Each team will observe the types of plants and animals they see and record it.4. The students will split into groups of five and each use their film to put together a video.5. Students will present their videos in front of the class and explain what they saw.

Classroom Management: Students will be expected to stay in the area provided and if they do not it will result in confiscation of their equipment. Students should be respectful to the reefs and only in case of emergency step on them.Assessment: The students will be assessed by their experience and new knowledge of the coral reefs.Homework: students will be assigned a homework assignment in which they have to find the reasons for coral reefs slowly decreasing in number.

Closure: The students will get together and watch each group’s video and have a discussion on it.

Lesson #2

Deep Sea - Marianas Trench

College

Title: Climates and Ecosystems of the Marianas Trench Depths

Opening: The Marianas Trench is recorded as the deepest known point on Earth. At 36,201 ft., the Marianas Trench is formed by deep oceanic subduction plates. Unlike most underwater ecosystems, the Marianas Trench’s ecosystem exists at a very deep level called the hadopelagic zone, or the Challenger Deep. Here, organisms are very unique and strange, such as the Gulper Eel and Viper Fish. Many species exist at this depth, on the way down to the Challenger deep exists a large biodiversity as well. Students will learn about the different organisms in the depths of the Marianas Trench. Students will also learn about the mass temperature variation and climate change at different depths of the Marianas Trench.

Objectives: Students will study the different organisms found in the Marianas Trench. They will learn what organisms do to survive and how they have adapted to the harsh conditions of their environment. Students will also study the temperature variation at different depths and the rate of change in climate.

Materials:

Deep Sea Submersible (Equipment Included) Underwater Cameras Food Warm Clothes

Background Skills: Students will need to be free of any form of claustrophobia. Students will be traveling down to the depths of the Marianas Trench in a submersible. They must be familiar with how to operate a submersible; all students will receive a very in-depth lesson on how to do so and will be accompanied by an instructor on the descent.

Procedure/Instructions:

1. Students will receive a very detailed lesson on how to operate a submersible and the equipment it comes with.

2. Students will split into teams of two and each group will be accompanied by an instructor that knows how to operate a submersible.

3. All students and instructors will board a ship with submersibles on board.4. Students will review safety procedures with their instructors.5. Each group will board a submersible, and prepare for descent into the water and then

the Marianas Trench.6. All students will make a video of their undersea experience, focusing on what their

group finds.7. Once at an assigned depth, Students will photograph all organisms they encounter with

the underwater cameras on the submersible.8. Students will record their findings on the temperature variation and climate of the

Marianas Trench and later construct a graph on the temperature and climate variation.9. Students will use the photos they have taken to construct a food web of the ecosystems

of the Marianas Trench.10. Students will be given access to computers to edit their film into a documentary with

their own commentary and/or music in the background.11. Students will show their documentaries to the class and describe what organisms they

observed while making them and what place that organism holds in the ecological pyramid and food web of the Marianas Trench.

12. Students will also present their climate and temperature graphs to the class.

Classroom Management: Students will follow directions and orders exactly. They will follow the rules and safety hazards of operating a submersible as closely as possible and will respect the environment and organisms they encounter.

Assessment: Students will be assessed on their documentary and their understanding of the Marianas Trench ecosystems. Students will also present their food webs to the class. Students will also present their climate and temperature graphs to class.

Homework: Students will be given a worksheet to review for the vocabulary. They will also need to create an ecological pyramid and a food web to show the energy flow between organisms.

Closure: Students will engage in a full out discussion about the Marianas Trench and the various organisms they encountered, discuss new vocabulary they have learned as well as anything else they may have gained in knowledge.

Lesson 2

Himalayan Mountains

Title: Himalayan Climate and Resources

Opening: The Himalayan Climate consists of having effect of the Indian subcontinent and the Tibetan Plateau. They prevent frigid, try Artic wind blowing south which help South Asian become warmer. The weather includes heavy rainfall in the Terai Region. The Economic resource of the Himalayan includes rich arable land, extensive grassland and forest, workable, mineral deposit, and a tremendous potential of hydroelectric power that can be harnessed easily.

Objectives: Students will be traveling to different region in the Himalayas. In returning they will be collecting samples from each region. They will see if a tree is coniferous or deciduous, by analyzing the tree. By studying this they will learned about the ecosystem diversity. By collecting samples they will be thought if the resources are nonrenewable resources or renewable resources.

Materials:

Hiking BootsSnacks/waters/foodHiking stick.Clothes fit for the cold environment.Sample Collecting Kit.

Backgrounds skills: Students will need to know what samples are safe to pick up and which one are not. They must follow instructions and procedures.

Procedure:

1. Students will be split into groups; they will fly a helicopter to their region.2. Students will be given a sample kits, a sample kit must contains a pair of twigs, a tube, and a

small mallet.3. Students must use the pair of twigs and collect samples in the small tube.4. Item needed are dead organism, leaves, small rocks, soil, etc.5. When finish students must walk back to their starting zone.6. Students will then be given a laptop, they much research the resources that they find and

see if it is nonrenewable or renewable.

Classroom Management: Students need to be remained close each other at all times. If they see an animals they must remain calm and don’t move. They will follow the rules and safety hazards as much as possible. There will be no horseplay or they will be temporarily exported from the trip.

Assessment: Students will be required a guide of resources in the Himalayas, they will match any resources they see that they have collected.

Homework: Students will be given a worksheet to review for the quiz. The quiz will consist of resources in the Himalayas and they will match each one they recognized.

Closure: Closure will be a full out discussion about the Himalayas. They will tell us what they like from the trip, and what they don’t so we can improve our future ideas for children in the trips.

Lesson #2

Yosemite Boreal Forest

Title: Ecosystem of Yosemite Boreal Forest

Opening: In the winter as class we will go on a voyage to Yosemite Boreal Forest. We will be seeing the precipitation and temperature of Yosemite, and see if it is higher temperature or lower precipitation to see if there is any climate change at all. If the precipitation is lower that means there will be less water for the forest. And if the temperature is rising compared to last year that means the climate is changing. So the objective is to find out the levels of precipitation and temperatures compared to the last year. And if the climate is changing what kind of new animals will immigrate to Yosemite or what animals will emigrate out of Yosemite.

Objective: to find out if the precipitation and temperature is dangerously changing compared to last year’s numbers.

Materials: snow gear, water and food, pen and paper, change of close, walkie talkies thermometer, and precipitation test gear.

Background skills: students will need to know how to read a thermometer or how to test precipitation. They will also need good listening skills and good hand writing. Be able to perform well in the cold. And need to be very trustful.

Procedure/Instructions:

1. The students will take a lesson on how to take and read thermometer tests as well in taking precipitation test.

2. We will ride up into the mountains of Yosemite to take our first testing.3. Once we get to the bottom will take another test to see the differences of the top to the bottom

of the forest.4. After that we take those test three times a day on in the morning one in the afternoon and one

at night to the top of the mountain and to the bottom of the forest.5. Once the students got all their numbers and compared them to last year’s their work will be

done.

Classroom Management: I will walk the kids up the mountain once every day to help them take their tests, and bring them back down to take their tests. No one will ever leave my sight unless we are back at camp. We will have walkie talkies just in case anyone ever dose get lost.

Assessment: to make everyone understand how climate change can really affect our ecosystems.

Home Work: to take the test once we get back home and show the difference from Yosemite and Benicia.

Closure: to ask the students what they have learned from the project and see what they will do to change their habits with polluting.

Lesson #2US Virgin Islands water

Grades 9-12

Title: Climate Change of the US Virgin Islands coastOpening: The US Virgin Islands have many different species of fish that can be caught at different times of the year. Many people think that the US Virgin Islands is the best place in the world to fish. Some species of fish in the water of the US Virgin Islands are Blue Marlin, Barracuda, and Yellow fin Tuna. Students will be sent on a fishing trip where they will record the fish they catch and why they are feeding in that climate.Objectives: The students will be studying the different types of fish they catch and why they are there at that time of year. Students will be forced to catch and release the fish so the fish can swim back to their habitat.Materials: Fishing boat, Fishing poles and fishing gear, bait, food, drinksBackground Skills: The students will need to know basic fishing skills (provided), and how to swim in case of emergency.

Procedure: 1. Students will be given a lesson on how to tie fishing knots, cast and reel.2. Students will board the boat and drive to the fishing spot.3. The students will each throw in a pole and record the fish they catch.4. Students will make a chart of what fish they caught and why they are there in that time of

year.Classroom Management: Students will be expected to be safe and cautious at all times. Students will be asked to treat the fish respectfully and not cause them any unnecessary harm.Assessment: The students will be assessed on what types of fish are in the water at what times and why.Homework: Students will get in groups and discuss the fish they caught and write a paper on why they are there in that specific climate.

Closure: Students will have a discussion on why fish are important and why they move with climates.

Lesson #3

NEW ZEALAND DECIDUOUS FOREST

Grades 11-12

Title: Forest Layers of the New Zealand Deciduous Forest

Opening: The New Zealand Deciduous Forest biome covers much of the north and south islands of New Zealand. Due to the tropical weather and frequent rainfall the vegetation is lush and green. The area has a large biodiversity, with many species of tree native to New Zealand such as the Rimu, Totara, Kauri, Kuripaka and Tuakura. There are no native land mammals to New Zealand but there is a wide variety of invertebrates, reptiles and birds which form vast communities of organisms. You, students as a group, will be studying the different levels of the NZ Deciduous forest such as the canopy, undergrowth, and forest floor and collecting data on the population diversity found throughout the different levels.

Objectives: Students will learn about the different plants and animals in the ecosystem and be able to create a food web on the New Zealand deciduous forest. Students will travel through the forest levels by zip line and rappelling down trees. Students will photograph the biodiversity of native organisms in the various forest levels.

Materials:

Camping Equipment

Survival Hammock/Tent Food Sleeping Bags Camera

Climbing Equipment

Carabiners Rope Climbing Harness Helmet

Background Skills: Students should be able to carefully climb and rappel from trees. Students should also know how to carefully handle invertebrate organisms without harming themselves or the organism, how to survive in a forest climate and not be afraid of the outdoor environment. They must be able to follow instructions and procedures and not stray from the camp or active area.

Procedure/Instructions:

1. Safety procedures, survival skills, and rules will be reviewed.2. Helicopter deployment onto elevated platform above forest canopy3. Zipline down to campsite.4. Over the course of a week, Students will, as a group, rappel through different

levels of the forest growth and photograph the diversity of organisms they find.5. Students will take the photographs they’ve gathered and create a proper food

web of the forest levels with them.6. Students will share information about what they have done and learned each

night.Classroom Management:

Students will have to remain in the enclosed area of the New Zealand Deciduous Forest and may not leave at any time. They will follow the rules and safety hazards as closely as possible and gather at a designated spot each day. They must respect the environment and not cause any harm or leave any trace that they were there.

Assessment: Students will be required to summarize what they learned during the days they spent and be able to distinguish the different flora and fauna of the New Zealand deciduous forest levels.

Homework: Students will be given a worksheet to review for the vocabulary. They will also need to create a food web and ecological pyramid showing the population diversity of the New Zealand Deciduous Forest levels.

Closure: Closure will be a full out discussion about the New Zealand deciduous forest ecosystem and new vocabulary that they have learned as well as anything new they have learned.

Lesson#3

Title: Coral reefs of the Caribbean Sea

Opening: The Coral reefs of the Caribbean Sea is 9% of the world’s coral reefs. The over-wide size of the Caribbean is than the Indo Pacific Region. The reefs contains critical habitat to a varieties of species. The rich and varied biomes also possess “certain” regional characteristic. There are different types of reefs in the Caribbean. One is called the fringing reefs which encircle smaller island in the Caribbean like Aruba, Bonaire, Antigua, and the Cayman Islands. The entire region is home to two of the biggest reefs the largest (Belize Barrier Reef) is about 220km in length and runs from the Yucatan (southern Mexico). The biodiversity of the reefs contained 65 species of hard coral and perhaps 500-700 reefs associated species.

Objectives: Students will have a once in the life time opportunity to scuba dive in the Caribbean. They will need an underwater camera. By our guidance they will learn about the vast ecosystem of the sea. They will also be catching z00plankton to study the quality of the water.

Materials:

Underwater-cameraOxygen TankWetsuitFins

Background skills: Students must be brave, and show no sign of sea sickness. They must follow instructions and procedures.

Procedure/Instructions:

1. Safety procedures, survival skills, and rules will be reviewed.2. Students will be taking a swimming fitness test.3. Students will be prepared to wear there wet-suit and follow their guidance instructor direction.4. Students will swim with their guidance instructor, they will follow him or her as close as much.

5. Students will be taking pictures of the Coral reefs, and one person must try to find small plankton to capture.

6. 1-hour later students must follow their instructor back into the boats and give there instructor the samples they have collected.

Classroom Management: Students will have to remain with their instructor underwater at all time. They will follow the rules and safety procedure they must not get close to underwater animals.

Assessment: Students will be required to summarize what they learned during the trips and be able to distinguish the animals in the worksheet that we have given them.

Homework: Students must finish the worksheet that we have given them.

Closure: Students will tell us what they like and don’t like in the trip, and give us ideas that we can use to improve our future foundation performance.

Lesson #3

Mediterranean Sea

Title: Ecosystem of Mediterranean Sea

Opening: The Mediterranean has a large amount of populations in its sea. For my classes project we will be counting all of them. We have been given a device that has a radar on it and shows us how many species there are an what kind of species, in a 3 mile radius and the device will never count the same animal two times. The objective will be to count all the species and what kinds of species are there as well. This should be fun for all of the students and me.

Objective: to count all the species and what kinds of species are there as well.

Materials: Scuba gear, pen and paper, food and water, towels

Background skills: Must obey my rules and care about the environment, must know how to swim for an hour with no brakes. Know how to use their scuba gear just in case they fall off the boat.

Procedure/Instructions:

1. Students will have scuba lessons to learn how to uses their equipment exceptionally well counting the animal counter.

2. The students will be all on one boat.3. Half of the student will be shouting out what kind of species come up on the animal counter 4. The other group of students will be receiving the data and writing it all down for scientist to

research.5. I will take all of the student’s data and put it together to see if there is a healthy amount of

population in the water.

Classroom management: The class will need to stay near the photic zone and away from the estuaries. Make sure the students don’t touch the animals at all. And don’t let them run off any were. And make sure they are writing the right data down.

Assessment: Every day the students show me what kind of animals they have found and how many there are. Homework: To write a 5 page essay on what they have learned about the population of the Mediterranean Sea.

Closure: Students will be to present a 5 page essay to the school and to the news stations that will be recording them about what they have done and have learned.

Lesson #3US Virgin Islands Land

College

Title: Population and Diversity of the US Virgin Island landOpening: The US Virgin Islands land has many different types of species. Some of the species on the Islands are non- native species. Some of the animals that are found on the island include Fauna’s, Deer, Donkeys, Pelican, Hummingbirds, and Heron. The students will be hiking into the non-populated jungle of the St. John Island to study the different populations that live there.Objective: Students will learn about the different populations of animals on the island of St. John. Students will then make a diagram of the populations and diversity of the animals they see.Materials: Binoculars, food, water, video cameras, cameras, and notebooks.Background Skills: Students will want to be in shape and know general directions.Procedure/Instructions:

1. Safety procedure, survival skills and directions will be reviewed2. Students will leave camp at 6 AM and be returned to camp at 7 PM3. Students will observe the populations and diversity of the plants and animals they

see while hiking.4. Students will also record the populations the see in their notebooks to be prepared

for the project5. The student will be assigned groups to hike with.

Classroom Management: Student will remain in the area set out for them on the directions. The students will follow the rules as well as possible and make sure to record their observations. They must not harm the environment on their journey.Assessment: Students will have an open discussion of what they saw and how it applied to the populations.Homework: Students will be assigned a paper to write to the National Park to tell them what they can do to help the populations.Closure: Closure will be a review of the trip by the students.

Lesson #4

Deep Sea - Marianas Trench

College

Title: Human Effect on the Marianas Trench Depths

Opening: The Marianas Trench is recorded as the deepest known point on Earth. At 36,201 ft., the Marianas Trench is formed by deep oceanic subduction plates. Unlike most underwater ecosystems, the Marianas Trench’s ecosystem exists at a very deep level called the hadopelagic zone, or the Challenger Deep. Here, organisms are very unique and strange. The Benthic zone of the Marianas Trench houses many diverse single-cell microorganisms that are thought to be some of Earth’s earliest life forms, as well as a diverse species of invertebrates such as polychaetes.

Objectives: Students will study the different microorganisms and invertebrates found in the Marianas Trench Benthic Zone. This will be achieved through deep-sea excavation with a device similar to that pictured above.

Materials:

Deep Sea Excavation Device Ship to house and operate the DSED Hard Hat/Helmet Food Sea-worthy clothing

Scientific Equipment

Microscope Clean Containers

Background Skills: They must be familiar with working with microscopes and other scientific equipment used to study single-cell organisms and invertebrates. Students must know how to operate a DSED (Deep Sea Excavation Device) and how to properly obtain a benthic core sample.

Procedure/Instructions:

1. Students will receive a detailed lesson on how to operate a DSED mounted on the crane of the ship and the scientific equipment they will be using.

2. Safety procedures and hazards will be reviewed before commencing excavation.3. Students will lower the DSED into the depths of the Marianas Trench; at least to an

appropriate depth in order to gather a sample.4. Students will extract a benthos core sample from the seabed and bring it to the surface,

then onboard the ship.5. Students will collect samples from the extraction core and bring them into an on-ship

laboratory for testing.6. Students will test the sample for toxins found on the surface of the ocean to test if pollutants

reach such a depth, and to measure the effect humans have on the deep sea ecosystems of the Marianas Trench.

7. If any microscopic organisms are encountered, then they will be photographed through the microscope, labeled by species and added to class presentation.

8. Students will gather data and present their results to the class.Classroom Management: Students will follow directions and orders exactly. They will follow the rules and safety hazards of operating a DSED as closely as possible and respect the environment and organisms they encounter during and after sample gathering.

Assessment: Students will be assessed on their skills in operating a DSED and how precise they can be with their lab results. Students will present their lab results to the class.

Homework: All students will be given a worksheet to review for the vocabulary. They will also need to create a chart describing the toxicity levels of the benthos in the Marianas Trench. Students should also put together a short slideshow containing photos and identification of unicellular and multicellular organisms encountered while examining the core sample. Each student is required to have their own photographs.

Closure: Students will engage in a full discussion about the Marianas Trench and the unicellular organisms they encountered, if any. They will also discuss new vocabulary and skills they have learned as well as anything else they gained from the trip.

Lesson # 4 Caribbean Sea

Title: Human Impact on the Caribbean Sea

Opening: The Caribbean Sea is a sea in the Atlantic Ocean located in the tropics of the western hemisphere. It is bounded by Mexico and the Central America to the west and south-west. The ecosystem of the Caribbean Sea is home to 9% of the world Coral reefs. Its communities contains variety of species include branded shrimps, the Caribbean Dolphin and over 1000 species to be exact. The climate is clear and warm, (75 Fahrenheit/ 24Celcius) and less salty than the Atlantic.

Objectives: Students will be taking a sail boat and to fish for species of fish in the sea. They will try to evaluate any endangered species. We will be also sailing to zone that are pollutant.

Materials:

Sail BoatFishing RodCameraClothes suitable for the tripCommon Sense

Background Skills: Students will need to know how to use a fishing rod and don’t have seasickness. They must follow instructions and procedures.

Classroom Management: Students will have to remain in the boat at all times, and may not leave at any times. They will follow the boats safety procedure. They must respect the environment and not cause littering of any trace.

Assessment: Students will be required to making a foot chart the fished they captured.

Homework: Students will be given a worksheet to evaluate the environment of the Caribbean Sea. They will list idea why this part of the regions of the Caribbean is polluted.

Closure: Closure will be a full out discussion of what they like about the trip, and what they don’t. They will tell and give us idea of how we can improve it.

Lesson #4Mediterranean Sea

Title: Disturbances from Humans in the Mediterranean SeaOpening: The Mediterranean Sea has a vastly large biome and consists of numerous different species. Too see all the different species we will be scuba diving into their habitat. There are many different kinds of communities in the Mediterranean Sea full of benthos, carnivores, consumers, decomposers, herbivores, heterotrophes, omnivores, predators and producers. Our objective will be to see if any or all these different populations are being effected by global warming humans disturbing there biomes. And to distinguish if global warming is caused by pollution or the green house effect. As well as in finding out the disturbances from biomes and humans.Objectives: Will be to see if any or all these different populations are being effected by global warming. To research if the climate is changing sense the pollution has started many years ago.Materials: Scuba gear, pen and paper, food and water, towelsBackground skills: Must obey my rules and care about the environment, must know how to swim for an hour with no brakes. Know how to use their scuba gear.Procedure/Instructions:

1. Students will have scuba lessons to learn how to uses their equipment extremely well.2. The students will be in two different groups3. Half will be in the water seeing if that the organisms are acting suspicious or odd in any way and

seeing if the animals are close by any pollution, algae blooms or anything weird that will make the animals act differently or cause climate change.

4. The other group of students will be going to libraries, schools, to do research on the local areas for signs of pollution back in time.

5. I will take all of the student’s data and put it together to see if there are any relating pollutions that may cause climate change.

Classroom management: The class will need to stay near the photic zone and away from the estuaries. Make sure the students don’t touch the animals at all. And don’t let them run off any were. Assessment: Every day the students will show me what they have wrote down and see how much pollution was eaten compared to natural food. Homework: To write a 5 page essay on what they have learned about disturbances of biomes by humans.

Closure: Students will be to present a 5 page essay to the school and to the news stations that will be recording them.

Lesson #4US Virgin Islands Land

Grades 10-12

Title: Human Effects on the U.S. Virgin Islands land

Opening: Humans have impacted the U.S. Virgin Islands greatly. One species of bat called the Fisherman Bat has nearly gone extinct since humans started inhabiting the islands. The students will be studying the Fisherman Bat and what can be done to help save them.Objectives: Students will be studying the Fisherman Bat from a cave that we have found some in. The Students will be spending the night on a nearby beach with tents and camping equipment provided.Materials:

-Tents-Swimsuits-Night Vision Goggles

Background Skills: The students will need to know how to swim decently if the tide is high. They will also need to be silent so they don’t scare the bat.Procedure/Instructions:

1. The students will set up their tents and get their sleeping arrangements worked out2. Students will then walk to the cave and find a Fisherman Bat3. Students will wait until dark to put on their night vision goggles 4. Students will study how the bat feeds and where it lies in the food chain.5. Students will then make their way back to their tents.

Classroom Management: Students will be expected to be silent in the cave. If students are too loud the bat could hide and we could never find it again. The students will not be allowed to wander of in the cave in fear of losing them.

Assessment: The students will be assessed on the Fisherman Bat and the impact humans have on it.

Homework: The students will be assigned a project in groups of two, where they have to find the different places the Fisherman Bat has been found and how humans have impacted them there.

Closure: The students will have a discussion on what they think can be done to save this species.New Zealand Deciduous Forest Food Web

Marianas Trench Food Web

Caribbean Sea Food Web

Himalayan Food Web

Yosemite boreal forest food web

Mediterranean Sea Food Web

Food Web US Virgin Islands Land

Pig

Snake

Lizard

Moth

Food Web for US Virgin Islands Water

Shark

Dolphin

Mackerel

Anchovies

Plankton

15 Plants and Animals15 Animals of the New Zealand Deciduous Forest

1. Black Robin2. Kākā3. Kākāpō (Night Parrot)4. Kea Parrot5. Kiwi (Bird)6. Kōkako7. Long-Tailed Bat8. New Zealand Parakeet (Kākāriki)9. Onychophora (Velvet Worm)10. Powelliphanta (Giant Carnivorous Snail)11. Short-Tailed Bat12. Takahē13. Tuatara Lizard14. Whio (Blue Duck)15. Yellow-eyed Penguin

15 Plants of the New Zealand Deciduous Forest

1. Cabbage Tree2. Chatham Island Christmas Tree (Ratuini)3. Dactylanthus4. Fuchsia5. Harakeke (Flax)6. Kakabeak Plant7. Kauri Tree8. Kiwi (Plant)9. Lancewood Tree10. Mahoe11. New Zealand Cedar12. Nikau Palm13. Podocarp Tree14. Rata Tree15. Wineberry Plant

15 Animals of the Marianas Trench

1. Black Swallower Fish2. Cookiecutter Shark3. Deep Sea Angler Fish4. Dragonfish5. Fangtooth6. Bobbit Worm7. Giant Isopod8. Giant Squid9. Gulper Eel10. Lantern Fish11. Sea Cucumber12. Tripod Fish13. Tube Worm14. Vampire Squid15. Viper Fish

15 Plants of the Marianas Trench

1. Beggiatoa (Bacteria)2. Caulerpa Seaweed3. Deep Sea Algae4. Deep Sea Coral5. Eelgrass6. Feather Boa Kelp7. Kelp8. Laminaria Seaweed9. Phytoplankton10. Poseidonia11. Red Eyelet Silk12. Sargassum13. Sea Lettuce14. Seagrass15. Seaweed

15 Animals in the Caribbean Ocean

Banded Coral Shrimps Blue Tang Caribbean Dolphin Christmas Tree worm Creole Wrasse Yellowtail Damsel Fish Gorgonian Green Moray Eel Nurse Shark Parrot Fish Queen Angelfish Spotted Drum Spotted Eagle Ray Spotted Moray Eel Squirrel Fish

15 Plants in the Caribbean Ocean

Algae Sea Grass Dictyota menstrualis Calcareous Algae Zooxanthellae Thalassia testudinum Symbiodinium trenchi Corraline Algae Halimeda Pencillus Corallina Rhizomes Mangroves Corals

15 Animals of the Himalayas

Black Bear Musks Snow Leopard Foxes Wolves Langur Monkeys Red Pandas Himalayan Tahrs Martens Himalayan Yak Golden Eagle Vultures Himalayan Monal Himalayan Marmot Red Panda

15 Plants of the Himalayas

Rhododentron Himalayan Balsam Himalayan Blackberry Orchids Begonias Blue Poppies Geranium Azaleas Alchemilla Androsace Diapensia Draba Gentiana Impatien Meconopsis

15 Animals at Yosemite Boreal Forest

1. Bob Cat2. Black Bear3. The Great Gray Owl4. Alpine Chipmunk5. Grants6. Toad7. Mule Deer8. Stellar Jay9. Coyote10. Squirrel11. Blue tailed skink12. Western pond turtle 13. Raccoons 14. Crows15. Mountain Quail

15 Plants at Yosemite Boreal Forest

1. Snow Plant2. Giant Sequoias3. California black oak4. Ponderosa Pine5. Incense-Cedar6. Mariposa Lily7. Shooting Star8. Dog Wood9. Monkey flower10. Manzanita11. Blue Oak12. Gray Pine13. Chamise14. Live Oak15. Red Fir

15 animals in the Mediterranean Sea

1. Brown Long-Eared Bat2. Lesser horseshoe bat3. Noctule Bat4. Serotine Bat5. Common Cockoo6. Black Throated Diver7. Great Flamingo8. Lesser Flamingo9. Adder10. Grass Snake11. Slow Worm12. Smooth Snake13. Common Toad14. Basking Shark15. Great White

15 Plants in the Mediterranean Sea

1 Common Yew2. Bee orchid3. Daffodil4. Neptune Grasse5. Water Penny6. White Lotus7. Water Hyacinth 8. Plankton9. Wasp Plants10. Skylarks11. Bamboo12. Sea Holly Flowers13. Wild Daisies 14. Portunous Pelagicus15. Posidonia oceanica

US Virgin Islands Land Animals

1. Red fruit bat2. Jamaican fruit bat3. Pied Billed Grebe4. Black Capped Petrel5. Red Billed Tropicbird6. White Tailed Tropicbird7. Deer8. Pigs9. Cattle10. Iguana11. Tree Boa12. Yellow Frog13. Bronze skink14. Boa15. Blind snake

US Virgin Islands Land Plants

1. Coconut Palm trees2. Red Turpentine Trees3. Mangroves4. Orchids5. Cactus6. Prickly pear7. Agaves8. Acacia Trees9. Hibiscus10. Poinsettia11. Allamandas12. Bougainvilleas13. Flamboyant Tree14. Mahogany Tree15. Bay Tree

US Virgin Islands Aquatic Animals

1. Mackerel2. Blue Marlin3. White Marlin4. Whelk5. Tiger Shark 6. Nurse Shark7. Blacktip Shark8. Yellowfin Tuna9. Sailfish 10. Conch11. Blackfin Tuna12. Rainbow Runner13. Yellowtail Snapper 14. Kingfish15. Bonefish

US Virgin Islands Aquatic Plants

1. Seagrass2. Mangroves3. Algae 4. Kelp5. Water lettuce6. Water Hyacinth7. Hard Coral8. Sea Anemone9. Sea whips 10. Sea Fans11. Sea Plumes12. Soft Coral13. Seaweed14. Brown seaweed15. Green Seaweed

Seasonal Variation for New Zealand

New Zealand’s weather through summer to winter shows a significant amount of fluctuation.

Summer- Weather stays lightly cool in the morning, later heating up to higher temperatures in the afternoon.

Winter- Weather stays cooler throughout the day, slowly climbing in temperature later in the afternoon.

Seasonal temperatures are higher on the North Island of New Zealand.

Precipitation for New Zealand

Summer- Precipitation is high, rainfall and humidity occurring on a regular basis.

Winter- Precipitation higher at times than summer levels, rain often equaling that of a torrential downpour for many hours at a time.

General precipitation is more common on the South Island of New Zealand.

Seasonal Variation of the Marianas Islands/Trench

Summer- Temperatures of the sea surrounding the Marianas Islands/ Trench remain at an average of high 28 degrees C, low of 27 degrees C.

Winter- Sea temperatures surrounding the Marianas Islands/Trench do not change much from summer variation.

This graph here shows a steady increase of temperature throughout the last 20 years, and a predicted growth through 2015. The graph below also shows general temperature variation.

Precipitation on the Marianas Islands/Trench

Summer- Precipitation in the spring and early summer months stays below 10cm. From the mid-summer months (June-Early September) the rainfall exponentially increases to almost 40cm.

Winter- Early to late winter months express a decline in precipitation from near 40cm to below 10cm.

This graph here represents temperature, precipitation, sunlight, wind speed, wet days and frost.

Season Variation in the Himalayan

Winters lasts from December to February, and summer from May to March. The rainy season in the Southwest monsoon is June to September. The post monsoon which is northeast monsoon in South India is in October and November. There is a heavy rainfall in the Northeastern Region, the western slopes of the Western Ghats and part of the Himalayas during the year. There is hardly rainfall in the Rajasthan, Kutch, and laddakh which are mountain ranges.

Season Variation in the Caribbean Sea

There are two season the dry and the wet. During the dry season (February to June), there will be often be weeks of clean sunny weather broken only by occasional rainfall. In the wet season (July until January) there will be plenty of sunshine, but with more frequent shower and occasionally rainy days with no sun. There is very little temperature difference between the season; you can expect 78* to 85*F (25*C to 29*C) year round.

Yosemite Boreal Forest Precipitation and Temperature

Yosemite temperature is very high in May to October and very low during November to April. In the winter the precipitation level is over a hundred mm. but in the summer the amount of water going there is extremely low number or none at all.

Mediterranean Sea Precipitation and TemperatureIn the winter the precipitation level is over a hundred mm. but in the summer the amount of water going there is extremely low number or none at all.

The precipitation level in the Mediterranean Sea has an extremely high precipitation level in October in particular and very low in July. Other than that it is consistent throughout the year.

The Mediterranean Seas temperature is scattered out throughout the year if you can see it looks just like a roller coaster. It’s low in winter and high in the summer.

The temperature in the US Virgin Islands doesn’t change dramatically during any part of the year. The highs and lows of temperature only change by around 13 degrees each month.

The sea temperature ranges from about 70 to 85 degrees. The temperature of this water is very warm compared to water temperature in other places.

GlossaryAbiotic Factor: Physical or nonliving factor that shapes ecosystemAcid Rain: rain containing nitric and sulfuric acidsAge-structure Diagram: graph of the number of males and females within different ageAgricultural: The practice of farmingAlgal Bloom: An immediate increase in the amount of algae and other products that results from a large input of a limiting nutrientAphotic Zone: permanently dark layer of the oceans below the photic zone.Aquaculture: Raising of aquatic animals for human consumption.Autotroph: Plants, algae, and certain bacteria that can capture energy from sunlight or chemicals and use that energy to produce food.Benthos: Organisms that live attached to or near the ocean floor.Biodiversity: biological diversity; the sum total of the variety of organisms in the biosphere.Biogeochemical cycles: process in which elements, chemical compounds, and other forms of matter are passed from one organism to another and from one part of the biosphere to another.Biological Magnification: increasing concentration of a harmful substance in organisms at higher trophic levels in a food chain or food web.Biomass: The total amount of living tissue within a given trophic level.Biome: a group of ecosystems that have the same climate and similar dominant communities.Biosphere: Contains the combined portions of the planet in which all life exists, including land, water, and air or atmosphere.Biotic Factor: biological influences on organisms within an ecosystem.Canopy: leafy tops of tall trees extending from 50 to 80 meters above the forest floor forming a dense covering.Carnivore: organisms that obtain energy by eating only animals.Carrying Capacity: largest number of individuals of a population that a given environment can support.Chemosynthesis: process by which some organisms, such as certain bacteria, uses chemical energy to produce carbohydrates.Climate: average year-after-year condition of temperature and precipitation in a particular region.Coastal Ocean: marine zone that extends from the low-tide mark to the end of the continental shelf.Commensalism: one member of the association benefits and the other is neither helped nor harmed.Communities: assemblages of different populations that live together in a defined area.Competitive exclusion principal: no two species can occupy the same niche in the same habitat at the same time.Coniferous: Trees that produce seed-bearing cones and most have leaves shaped like needles.Conservation: wise management of natural resources, including the preservation of habitats and wildlife.Consumer: organisms that rely on other organisms for their energy and food supply (also known as a heterotroph)Coral Reef: diverse and productive environment named for the coral animals that make up its primary structure.Deciduous: tree that sheds its leaves during a particular season each year.Decomposers: organisms that break down organic matterDeforestation: loss of forestsDemographic transition: change in a population from high birth and death rates to low birth and death rates.Demography: scientific study of human populations.Denitrification: the process of soil bacteria that converts nitrates into nitrogen gas.Density-dependent limiting factor: limiting factor that depends on population size.Density-independent limiting factor: limiting factor that affects all populations in similar ways, regardless of population size.

Desertification: a combination of farming, overgrazing and drought that turns once productive areas into deserts.Detritivores: feed on plant and animal remains and other dead matter. (Type of decomposer)Detritus: particles of organic material that provide food for organisms at the base of an estuary’s food web.Ecological pyramid: a diagram that shows the relative amounts of energy or matter contained within each trophic level in a food chain or food web.Ecological succession: series of predictable changes that occurs in a community over time.Ecology: scientific study of interactions among organisms and between organisms and their environment or surroundings.Ecosystem diversity: variety of habitats, living communities, and ecological processes in the living world.Ecosystem: scientific study of interactions among organisms and between organisms and their environment or surroundings.Emigration: movement of individuals out of an area.Endangered species: species whose population size is rapidly declining and will become extinct if the trend continues.Estuary: wetlands formed where rivers meet the ocean.Evaporation: process by which water changes from a liquid into an atmospheric gas.Exponential growth: growth pattern in which the individuals in a population reproduce at a constant rate.Extinction: disappearance of a species from all parts of its geographical range.Food chain: a series of steps in which organisms transfer energy by eating and by being eaten.Food web: feeding relationships among the various organisms in an ecosystem that form a network of complex relations.Genetic diversity: sum total of all the different forms of genetic information carried by all organisms living on earth today.Global warming: increase in the average temperatures on Earth.Green Revolution: the development of highly productive crop strains and the use of modern agricultural techniques to increase yields of food crops.Greenhouse Effect: natural situation in which heat is retained by this layer of greenhouse gases.Habitat Fragmentation: splitting of ecosystems into small fragments.Herbivore: organisms that rely on other organisms for their energy and food supply.Heterotroph: organisms that rely on other organisms for their energy for their food supply.Humus: a material formed from decaying leaves and other organic matter that makes soil fertile.Immigration: movement of individuals into an area occupied by an existing population.Invasive Species: Plants and animals that have migrated to places where they are not native.Kelp Forest: coastal ocean community named for its dominant organism- kelp, a giant brown alga.Limiting Factor: the factor that causes the growth of a population to decrease.Limiting Nutrient: single nutrient that either is scarce or cycles very slowly, limiting the growth of organisms in an ecosystem.Logistic growth: growth pattern in which a population’s growth rate slows or stops following a period of exponential growth.Mangrove Swamp: coastal wetland dominated by mangroves, salt-tolerant woody plants.Microclimate: the climate in a small area that differs from the climate around it.Monocultural: farming strategy in which large fields are planted with a single crop, year after year.Mutualism: both species benefit from the relationship.Niche: full range of physical and biological conditions in which an organism lives and the way in which the organism uses these conditions.Nitrogen Fixation: when bacteria that live in the soil and on the roots of plants called legumes convert nitrogen gas into ammonia.Nonrenewable resource: resource that cannot be replenished by natural processes.

Nutrients: all the chemical substances that an organism needs to sustain life.Omnivore: organisms that obtain energy from both plants and animals.Ozone layer: atmospheric layer in which ozone gas is relatively concentrated.Parasitism: one organism lives on or inside another organism and harms it.Permafrost: a layer of permanently frozen subsoil.Photic zone: well-lit upper layer of the oceans.Photosynthesis: process by which plants and some other organisms use light energy to convert water and carbon dioxide into oxygen and high energy carbohydrates such as sugars and starches.Phytoplankton: population of algae and other small, photosynthetic organisms found near the surface of the ocean and forming part of plankton.Pioneer Species: the first species to populate an area.Plankton: general term for the tiny, free floating organisms that live in both freshwater and saltwater environments.Polar Zone: cold areas where the sun’s rays strike earth at a very low angle.Pollutant: harmful material that can enter the biosphere through the land, air or waterPopulation Density: number of individuals per unit of area.Populations: groups of individuals that belong to the same species and live in the same area.Predation: interaction in which organisms capture and feed on another organismPredator-prey relationship: mechanism of population control in which a population is regulated by predators.Primary Productivity: the rate at which organic matter is created by producers.Primary succession: succession that occurs on surfaces where no soil exists.Producers: organisms that can capture energy from sunlight or chemicals and use it to produce food from inorganic compounds.Renewable resource: resource that can regenerate quickly and that is replaceable.Resource: any necessity of life, such as water, nutrients, light, food or space.Salt marsh: temperate-zone estuary dominated by salt-tolerant grasses above the low-tide line and by sea grasses underwater.Secondary succession: when the disturbance is over, community interactions tend to the restore the ecosystems to its original condition.Smog: a mixture of chemicals that occurs as a grey-brown haze in the atmosphere.Soil erosion: the wearing away of surface soil by water and wind.Species diversity: number of different species in the biosphere.Species: a group of organisms so similar to one another that they can breed and produce fertile offspring.Sustainable development: a way of using natural resources without them deleting them and of providing for human needs without causing long-term environmental harmSymbiosis: any relationship in which two species live closely together.Taiga: biome that is along the northern edge of the temperate zone and have dense evergreen forests of coniferous trees.Temperate zones: sit between polar zones and the tropics.Transpiration: the process of water evaporating from the leaves of plants into the atmosphere.Trophic level: each step in a food chain.Tropical zone: near the equator between 23.5ᵒ North and 23.5ᵒ South.Understory: second layer of shorter trees and vines.Weather: day-to-day condition of Earth’s atmosphere at a particular time and placeWetland: ecosystem in which water either covers the soil or is present at or near the surface of the soil for at least part of the year.Zonation: prominent horizontal banding of organisms that live in a particular habitat.Zooplankton: tiny animals that form part of the plankton.

Reference Page – August Urban

Brockie, B – March 1, 2009 – Native Plants and Animals – Te Ara – The Encyclopedia of New Zealand – Retrieved October 17, 2012http://www.teara.govt.nz/en/native-plants-and-animals-overview/2

Deciduous Forest – Blue Planet Biomes – Retrieved October 19, 2012http://www.blueplanetbiomes.org/deciduous_forest.htm

Kunze, J - Feb 16, 2012 – Marianas Trench - Prezi– Retrieved November 1, 2012http://prezi.com/qqnysmuvpu-7/marianas-trench-deep-ocean-biome/

Mayer, G – 2011 – Onychophora – Onychophora Website – Retrieved October 18, 2012http://www.onychophora.com/

McLintlock, A. H. – April 23, 2009 – Forests, Indigenous – An Encyclopedia of New Zealand – Retrieved October 17, 2012http://www.teara.govt.nz/en/1966/forests-indigenous/1

Nelson, R – March 30, 2012 – Deep Sea Biome – Untamed Science – Retrieved October 19, 2012http://www.untamedscience.com/biology/world-biomes/deep-sea-biome

New Zealand Government – Kokako – Department of Conservation – Retrieved October 24, 2012http://www.doc.govt.nz/conservation/native-animals/birds/land-birds/kokako/

New Zealand Government – Kakapo – Department of Conservation – Retrieved October 24, 2012http://www.doc.govt.nz/conservation/native-animals/birds/land-birds/kakapo/

Pillai, M – 2012 – Deciduous Forest Biome – Buzzle – Retrieved Oct 20, 2012http://www.buzzle.com/articles/deciduous-forest-biome.html

University of Delaware – Trieste – UD College of Marine Studies – Retrieved Oct 23, 2012http://www.ceoe.udel.edu/extreme2004/geology/trieste.html

Reference Page – Alex Luu

1. http://ambergrisdivers.com/category/caribbean-sea-life/ 2. http://www.blueplanetbiomes.org/himalayanalpine_plant_page.htm 3. http://www.britannica.com/EBchecked/topic/95846/Caribbean-Sea/33221/http://www.east-

buc.k12.ia.us/00_01http://www.caribbeanseaadventures.com//bw/kg/ 4. http://www.himalayanadventure.com/ 5. http://library.thinkquest.org/10131/geology.html 6. http://www.kwintessential.co.uk/articles/nepal/Animals-in-the-Himahttp 7. http://oak.ucc.nau.edu/wittke/Tibet/Himalaya.html 8. http://www.news.com.au/breaking-news/world/himalayas-rich-habitat-in-danger/story-e6frfkui-

12257599855009. http://www.oceanweather.com/about/papers/Wave%20Climate%20Study%20of%20the

%20Caribbean%20Sea.pdf10. http://www.usm.edu/marineeducation/old/coralreef/31.pdf

Reference Page – Clayton Hutcheson

http://www.blueplanetbiomes.org/med_chaparral.htm

Reference Page – Aidan Brom

http://www.nps.gov/viis/naturescience/plants.htm

http://www.virgin.islands.national-park.com/hike.htm#boat

http://www.vinow.com/general_usvi/flora_fauna/

http://smilinglizard.com/birds.htm

http://www.vinow.com/general_usvi/more_info/fishing/

http://coris.noaa.gov/about/eco_essays/virgin_islands/vg_eco.html

http://www.wri.org/publication/content/7907

http://www.vifishandwildlife.com/

http://www.islands.org/viers/

http://www.nps.gov/viis/naturescience/animals.htm

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