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Open ocean or pelagic organisms live in four major biozones known as the epipelagic, mesopelagic, bathypelagic, and abyssopelagic zones. Several scientists define these zones with the following depths: the epipelagic zone (0-100 meters) is the zone in which sufficient light penetrates to allow photosynthesis. The mesopelagic zone extends from depths of approximately 200 meters to 1000 meters. The bathypelagic zone extends from 1000 meters to 3000 meters, and the abyssopelagic zone extends from 3000 meters to the bottom. The physical environment of these zones varies with the availability of light, oxygen and food resources, pressure levels, and temperature. These physical factors allow a great diversity of organisms. Some organisms may be found in only one zone, while others inhabit more than one zone.
Under these varying conditions, marine organisms have adapted and survived. To survive, these organisms must secure food, avoid predation, and successfully reproduce. Adaptive features may include size, coloration, defensive and reproductive strategies, bioluminescence, and specialized teeth and jaws. Due to the limited amount of food in the lower zones, larger organisms tend to live in the upper zones, while organisms living in deep water tend to be smaller.
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Students will be able to do the following:
- Identify and diagram the biozones.
- Discover that organisms have adapted to different biozones.
- Identify some features that help organisms adapt to certain biozones.
- Design and manufacture either in a two- or three-dimensional model, an organism that lives in one of the biozones.
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- Paper
- Pencils
- Poster board
- Markers
- Reference material
- Field guide
- Resources for research
- Colored pictures of different organisms (best if laminated so they can be used for more than one class)
- Post-it® glue (so students can change locations)
You may want to include organisms that are not found in the ocean.
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Activity
- Divide students into cooperative learning groups of approximately five students.
- Provide each group with a large poster board or sheet of paper, markers, research material, field guide, or textbook.
- The students will draw a large diagram of the biozones in their cooperative groups and continue their research and description of the characteristics of each zone.
- If time permits, allow the different groups to exchange their diagrams and information.
- Give each group a variety of organisms based on the organisms's adaptation to the biozones. The groups will discuss the zone in which each organism could live and then place the organism within the correct zone (or zones). Near the end of the period, cooperative groups should discuss their choices with the other groups. Each group will design and construct a replica of its organism including the adaptations the organism has evolved to survive in its environment.
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- The two- or three-dimensional organisms the students created could be displayed as an ocean museum.
- The students could write a story about each of the organisms.
- The students could design a costume for their imaginary sea organism and have a fashion show with "sea" music. Students could give their organism a scientific name, a biome, and state what it eats.
- Students could study the origins and meanings of scientific words and names.
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- Evaluate students by time on task, feedback, and interest of the students.
- Administer a pretest to assess background knowledge and a posttest to assess knowledge gained through the exercise. The pretests and posttests could also be used as components of student performance assessment if desired.
- The student will design an organism that would live in a certain zone and give it to another student to see if that student can name the biozone in which the organism would live.
- Give a rubric in advance and then use it as a guide for grading.
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Marine & Aquatic Habitats Activities - Diversity and Adaptations