A Handbook For Increasing Ocean Literacy

A Handbook for Increasing
Ocean Literacy
Tools for Educators and

Ocean Literacy Advocates
Acknowledgments
A Handbook for Increasing Ocean Literacy would not have been possible without Editors
the long-ago contributions of hundreds of ocean scientists and educators and
Catherine Halversen,
the support of several organizations that have provided backbone support to
Lawrence Hall of Science,
the initial development, continual updates, and ongoing dissemination of core
University of California
documents. The editors thank Craig Strang, Kathy DiRanna, and Jo Topps
Berkeley (emerita)
for allowing us to update and include the article on conceptual flow diagrams
in this publication. Additionally, the many individuals who contributed to Diana Payne, University of
the development and refinement of 28 conceptual flow diagrams deserve Connecticut, Connecticut Sea Grant
acknowledgement once more for their contributions; these diagrams are still
as useful today as they were more than a decade ago and have served ocean Sarah Schoedinger,
educators, curriculum developers, and others well in the intervening years. NOAA Office of Education
Finally, we also must acknowledge the work of 17 dedicated ocean literacy experts
Illustrations by
who gave many hours to the development of the NGSS-ocean literacy alignment.
Kaleigh Ballantine,
Individual and organizational contributors are included on NMEA’s Honor Roll
Oregon State University
for Ocean Literacy at www.marine-ed.org/ocean-literacy/honor-roll.
for NOAA Education
The editors also thank Bill Andrake, Lyndsey Manzo, Sarah Pedemonte,
Graphic design by
Pete Tebeau, Lynn Tran, and Lynn Whitley for assisting the editors with
Susie Morgan Creative
the creation of alternatives to the conceptual flow diagrams that will be
accessible to those who rely on screen reader assistance—no small task! Copyright of this material
belongs to the National
Finally, a special thanks belongs to the following organizations and networks
Marine Educators Association
for their past and ongoing support and promotion of the tools contained in
(NMEA). Material included
this handbook:
in this handbook is licensed
The NSF-funded Centers for Ocean Science Education Excellence under creative commons
license CC BY-NC-SA 4.0
The Lawrence Hall of Science
National Marine Educators Association (NMEA) Preferred Citation: Halversen, C.,
National Oceanic and Atmospheric Administration (NOAA) Schoedinger, S., & Payne, D.
(2021). A Handbook for Increasing
NOAA Sea Grant
Ocean Literacy: Tools for Educators
The College of Exploration
and Ocean Literacy Advocates.
This publication was supported by the eeBLUE partnership of the National National Marine Educators
Oceanic and Atmospheric Administration (NOAA) of the US Department Association, College Park, MD.
of Commerce and the North American Association of Environmental
Published by the National Marine
Education (NAAEE). This publication is an endorsed activity supporting
Educators Association (NMEA)
the UN Decade of Ocean Science for Sustainable Development.
www.oceanliteracyNMEA.org
Contact us
nmea@marine-ed.org
2 A Handbook for Increasing Ocean Literacy oceanliteracyNMEA.org

Fellow Ocean Enthusiasts,
Our one global ocean is the defining feature of our planet. It makes Earth
habitable, influences our weather and climate, and supports a great diversity
of life and ecosystems. While largely unexplored, the connection between
the ocean and humans is undeniable. These ideas are the foundation of what
has become an international effort to increase ocean literacy—to help each
of us understand the ocean’s influence on us and our influence on the ocean.
A Handbook for Increasing Ocean Literacy is a resource for

you to help teach, learn, and communicate about the ocean.
While originally intended for classroom teachers and informal
educators for educational materials, programs, exhibits, and
activity development in the United States, these resources
Marine educators participating

can be used by anyone, anywhere, who seeks to increase
in a pre-conference workshop, ocean literacy. In 2021, the United Nations launched the Decade
Designing Professional of Ocean Science for Sustainable Development 2021–2030. Ocean
Development to Support Ocean literacy has been integrated into the goals of and plans for the
Literacy. June 29, 2009 (Photo
Decade and this handbook has been recognized as a contribution
credit: Craig Strang)
toward achieving “…the ocean we want” now and in the future.
In 2004, the National Oceanic and Atmospheric Association (NOAA), the

National Science Foundation-funded Centers of Ocean Sciences Education
Excellence (COSEE), National Geographic Society, National Marine Educators
Association (NMEA), the College of Exploration, and the Lawrence Hall of
Science, University of California Berkeley convened a series of meetings
to define the most important ideas that the public should understand
about the ocean. These meetings resulted in the publication of the seminal
document, Ocean Literacy: The Essential Principles of Ocean Sciences K–12,
originally published in 2005.1 Upon publication of this guide, there
was broad recognition of the potential power of a consensus document
describing what every person should know about the ocean to be considered
science literate. There was also recognition of the limitations of such a
document that describes the ideal end state yet provides no road map for
how to get there. The stage was set for the development and publication
of the derivative document, The Ocean Literacy Scope and Sequence for
Grades K–12, which provides just such a road map. These two documents
ensured the inclusion of ocean science concepts in A Framework for K–12
Science Education, and ultimately the Disciplinary Core Ideas of the Next
Generation Science Standards (NGSS). While our community of ocean
1 This guide has been updated several times, most recently in 2021
and is now titled, Ocean Literacy: The Essential Principles and
Fundamental Concepts for Learners of All Ages (NOAA 2021)
oceanliteracyNMEA.org A Handbook for Increasing Ocean Literacy3

scientists and educators didn’t get all the desired changes to the final
Framework and NGSS, there are without a doubt more ocean concepts
in the final Framework report and NGSS than in the initial drafts.
The handbook includes the 28 conceptual flow diagrams of The Ocean Literacy National Marine Educators
Scope and Sequence for Grades K–12, an article explaining the theoretical Association (NMEA) is a
basis for the Scope and Sequence, the Ocean Literacy Alignment to Next dedicated, influential member-
Generation Science Standards, as well as brief explanations about how to use based organization of classroom
these tools, their origins, and purposes. It is meant to be used in conjunction teachers, informal educators,
with the Ocean Literacy: The Essential Principles and Fundamental Concepts university professors, scientists,
for Learners of All Ages (NOAA, 2021). It replaces the seminal publication and more from around the world
(now out of print), Ocean Literacy Campaign Special Report #3 (NMEA, 2010). working together to advance the
understanding and protection
This handbook is intended to foster the conversation on Ocean Literacy
of our freshwater and marine
and bring us closer to our collective goal of global ocean literacy.
ecosystems. From scientists
Ocean-literately yours, working in the deep sea to
Diana Payne, Catherine Halversen, and Sarah Schoedinger students studying underwater
Editors archeology in the Great Lakes,

NMEA members are dedicated
to making known the world
References of water, both fresh and salt.
National Marine Educators Association. (2010). NMEA Special For more information, please
Report #3: The Ocean Literacy Campaign. Retrieved from: visit www.marine-ed.org.
www.marine-ed.org/ocean-literacy/special-report
National Oceanic and Atmospheric Administration. (2021). Ocean Literacy:

The Essential Principles and Fundamental Concepts of Ocean Science for Learners of
All Ages. Washington, DC. Retrieved from: www.oceanliteracynmea.org/guide

Table of Contents
Developing the Ideas of Ocean Literacy

Using Conceptual Flow Diagrams 6
This article explains why conceptual flow diagrams, a key component of a scope
and sequence, facilitate the development of learners’ conceptual understanding
and organization of ocean sciences ideas embodied in the seven Essential
Principles of Ocean Literacy.
Marine educators discussing

Introduction to the Ocean Literacy
characteristics of effective
professional development at Scope and Sequence for Grades K–12 12
a pre-conference workshop,
Designing Professional This section introduces the reader to the organization of the scope and sequence
Development to Support Ocean and how to navigate the individual conceptual flow diagrams that show what
Literacy. June 29, 2009 (Photo learners should know at the end of 2nd, 5th, 8th, and 12th grades.
credit: Craig Strang).
Conceptual Flow Diagrams 16

» Grades K through 2 17
» Grades 3 through 5 31
Alignment of the Ocean Literacy

Framework to the NGSS 75
This section details the alignment between the Next Generation Science
Standards (NGSS) and the concepts included in the Ocean Literacy Guide and
Ocean Literacy Scope and Sequence for Grades K through 12.
About the Contributors and Credits 96

Developing the Ideas
of Ocean Literacy Using
Conceptual Flow Diagrams
By Craig Strang, Kathy DiRanna, Jo Topps
Upon publication of Ocean Literacy: The Essential Principles of Ocean

Sciences K–12,1 there was broad recognition of the potential power of
a consensus document describing what every person should know
about the ocean to be considered science literate. There was also
recognition of the limitations of such a document that describes the
ideal end state, yet provides no road map for how to get there. We
knew that ultimately we would need to craft a road map to provide
an answer to the question, “If students are to understand the Ocean
Literacy Principles by the end of grade 12, what would we need to
teach them in grades K through 2, in grades 3 through 5, in grades
6 through 8, and in grades 9 through 12 to help them reach that
goal?” The answer to that question—a scope and sequence—would
be of great interest to teachers and informal science educators,
but also to national and state standards committees, curriculum
Organizing the essential components of
developers, textbook writers, and assessment specialists. But what
effective professional development for
would be an effective way to represent this complex information so
educators at a pre-conference workshop,
that it would be comprehensive, understandable and accessible for
Designing Professional Development to
these different end users? For this answer, we turned to literature
Support Ocean Literacy. June 29, 2009
in learning, teaching, and teacher professional development.
(Photo credit: Craig Strang)
Research in the learning sciences (National Academies, 2018) reveal
that to develop competence in an area of inquiry, students must: (a)
have a deep foundation of factual knowledge, (b) understand facts
and ideas in the context of a conceptual framework, and (c) organize
knowledge in ways that facilitate retrieval and application. Thus to
facilitate the development of students’ conceptual understanding
and organization of ocean sciences ideas, the scope and sequence
should have a logical and coherent approach to building the complex
ideas of the Ocean Literacy Principles from one grade band to the
1 Since the publication of Ocean Literacy: The Essential Principles

of Ocean Sciences for Grades K–12 in 2005, there have been two
major updates to the Ocean Literacy Guide, one in 2013 and
one in 2020. The title changed to Ocean Literacy: The Essential
Principles of Ocean Sciences for Learners of All Ages in recognition
that the concepts contained in the guide were important
for informal as well as formal K through 12 education.

next. Conceptual flow diagrams (as shown on pages Concept Maps versus
16 to 74) offer a way to present and organize such a
Conceptual Flows
progression of ideas, and can be a versatile tool for
several reasons: they describe the developmentally Conceptual flow diagrams (using arrows or a tabular
appropriate concepts at each grade band, as well as the format) are a specialized and distinct form of concept
relationships among the concepts, in a graphical format; maps. Concept maps are graphical tools for organizing and
they provide a research-based example of a sequence representing knowledge that were developed in 1972 in
in which the concepts can be taught, beginning at the the course of Joseph Novak’s research program at Cornell
earliest grades; and the diagrams balance the need for University where he sought to follow and understand
clarity and utility with fidelity to learning theory and changes in children’s knowledge and understanding of
cognitive science. Additionally, we have developed a science (Novak & Musonda, 1991). The data from Novak’s
way to organize these concepts in a tabular format. This study indicated “the lasting impact of early instruction in
helps convey the connections and relationships between science and the value of concept maps as a representational
concepts, without relying on visual cues. As in the tool for cognitive developmental changes.” Novak’s
conceptual flow diagrams, strands of connected ideas concept maps include concepts, usually enclosed in
are organized under a topic title and brief description. circles or boxes, and relationships between concepts
Instead of using arrows to convey connections between indicated by a connecting line linking two concepts. Text
individual concepts, the tabular format stacks the on the connecting line, referred to as linking words or
concepts and subconcepts in rows and columns in the linking phrases, specify the relationship between the
order in which they should be presented (i.e., top row two concepts. Concepts are generally represented in a
to bottom row within a column, then left to right). This hierarchical fashion with the most inclusive, most general
means some concepts are repeated under each higher- concepts at the top of the map, and more specific concepts
level concept to convey the connections among them. arranged below. The hierarchical structure for a domain of
knowledge may be somewhat relative as it often depends
on the context in which that knowledge is being applied
Figure 1 or considered (Novak & Cañas, 2008; Novak & Gowin,
1984). The use of concept maps generally represents a
Shows the generic layout of conceptual flow constructivist approach to learning and teaching, as
diagrams developed by teachers to describe an it assists the learner in developing and displaying the
instructional sequence. trajectory of their understanding of new concepts and ideas.

Conceptual flow diagrams were first developed by the K–12 Purpose of Conceptual
Alliance/WestEd in California in 1989, for use with teachers
Flow Diagrams
during professional development institutes conducted for
an NSF-funded statewide systemic initiative.2 Hundreds The conceptual flow diagram is a “backward-planning”
of teachers have used this model to develop conceptual tool. Starting with the end in mind and planning
flow diagrams to improve their content knowledge, their backwards (Wiggins & McTighe, 2005) is a means for
curriculum planning, and their instruction of complex setting comprehensible goals and designing better
science concepts. As a product, a conceptual flow diagram instruction. Teachers can array the big ideas that are
resembles a map of nested concepts. The biggest ideas important for students to know, the standards they are
are supported by small ideas, and those small ideas are responsible for teaching, and the content presented in
maintained by even smaller ideas that become learning the instructional materials into one comprehensive,
sequence concepts (see Figure 1). The conceptual flow sequential chart. As teachers identify and integrate these
diagram differs from a concept map in that it addresses three elements, the process of constructing a conceptual
concepts in a unit of instruction, and has both a hierarchy flow diagram enables teachers to clearly identify specific
of ideas (indicating the relationship between and among goals for student learning and progress. The conceptual
the ideas) and a direction, i.e., the sequence for instruction flow diagram assists learners by making them aware
of the unit. Conceptual flow diagrams are intended to of the links in the concepts they are addressing. Too
be read and taught from top to bottom and from left to often it is a mystery to students why they are learning
right. Concepts nested beneath other concepts, either what they are learning. As one teacher put it,
connected by arrows or in an individual column in
the tabular format, serve to elucidate and support the The conceptual flow diagram is a determination
concepts above. Concepts to the right, i.e., in another of where you are going in your teaching and
strand, or in the next column, build on those to the left, what you’re going to reflect on. You have to
and often move in a developmental sequence, especially
know what concepts are important and the order
in the early grades, from more concrete to more abstract.
in which they go to conceptualize the whole
The process of guiding teachers through the development learning. I put my conceptual flow on the wall for
of conceptual flow diagrams is described at length in
the kids so they learn where they’re going, too.
the book, Assessment Centered Teaching: A Reflective
Practice (DiRanna et al., 2008). The process of making
—Teacher Leader 1, NSF Center for Assessment
conceptual flow diagrams has also been adapted for a
& Evaluation of Student Learning
variety of purposes, including planning for classroom
instruction and assessment simultaneously, assisting Developing conceptual flow diagrams helps
in school district analysis, selection and adoption teachers build foundational knowledge about
of instructional materials, and helping curriculum the importance of helping students to construct
developers to design instructional materials. Given these conceptual frameworks rather than “learn” factual
versatile uses of conceptual flow diagrams to display information. When a conceptual flow is displayed in
and organize big ideas and concepts in a well-thought- the classroom, it allows both teachers and students
out progression of learning and teaching for different to connect new ideas and information, providing
educational purposes, we decided to use conceptual opportunities to learn with deeper understanding.
flow diagrams to represent the scope and sequence.
2 Since the time that the Ocean Literacy Scope and Sequence was developed, conceptual flow
diagrams have evolved to include an emphasis on 3-dimensional instruction articulated in
A Framework for K–12 Science Education, i.e., Scientific and Engineering Practices (SEPs), Disciplinary
Core Ideas (DCIs), and Crosscutting Concepts (CCCs) (National Research Council, 2012).

A completed conceptual flow diagram serves the to demonstrate their understanding about
following four purposes: by the time they leave grade (blank)?
1. Details the important concepts and 2. Individuals re-write and transfer each concept
linkages to other ideas; statement in complete sentences from their
narrative responses onto separate post-it notes
2. Identifies an instructional sequence for which
of three different sizes using the larger size
resources (e.g., textbooks, instructional
for the larger, more important concepts.
materials) can be used to support teaching;
3. Team members share their concepts on post-
3. Identifies important concepts for assessment
it notes with one another. They arrange the
of student understanding; and
notes into a collaborative draft conceptual
4. Eventually serves as the foundation of an flow diagram with larger concepts at the
assessment plan for the unit of instruction. top, and smaller, nested, supporting concepts
below. This step can take several hours.
Construction of Conceptual 4. Team members match their collaborative, draft
Flow Diagrams conceptual flow diagram to the concepts addressed in

the instructional materials and to the science content
Conceptual flow diagrams are designed by a standards and pedagogy used by team members.
team, often led by a facilitator knowledgeable
of the process. The process for a team of 2 to 5 5. Team members review the progression of concept
people to build a conceptual flow diagram for a clusters (each cluster is comprised of a large concept
unit of instruction includes these five steps: and the nested, smaller concepts below it) and place
them in an instructional sequence that provides
1. Individuals write a narrative response to strong links for student understanding (see Figure 2).
the question, “What should students be able
Figure 2
Sample of a first draft of the conceptual flow diagram for Principle 7 grades 6 through 8 developed at the first Ocean
Literacy Scope and Sequence working meeting in 2006.

Conceptual Flow and In a political climate that often stresses coverage of
Teacher Change material in preparation for state testing, teachers

appreciate the process that building conceptual flow
In addition to aiding teachers in curriculum diagrams provides because it focuses on conceptual
development, conceptual flow diagrams have been understanding of big ideas. One teacher explained,
used as a foundational process for developing
classroom assessment plans. A research study of teachers My district is into curriculum mapping and…
who received professional development on the building
I’m trying to cover the standards, but (by using
of conceptual flow diagrams found that most grade level
teams shifted over time toward a greater focus on big conceptual flow diagrams) you have to go
ideas by removing, adding or reorganizing learning deeper into the standards to assess the concepts
goals to focus on what was most important for students that are actually behind the understanding,
to learn. Another common shift was toward more
instead of just checking off standards.
coordinated relationships among big ideas and smaller
supporting concepts. Most teams increasingly represented —Teacher Leader 3, NSF Center for Assessment
conceptual relationships among unit goals rather & Evaluation of Student Learning
than as a list of sequential lesson topics. Paralleling
organizational shifts in the conceptual flow diagrams, all Based on the findings of Gearhart and Osmundson,
of the teachers’ assessment plans were more coherently the benefits of conceptual flow diagrams appear
organized in later portfolios. Assessment plans to go beyond assessment planning: teachers take
shifted from long lists of possible assessments toward ownership of their instruction by becoming better
judicious selection of a few key assessments for tracking consumers of instructional materials. As they grapple
student progress. Teachers indicated generally strong with important concepts and how they should be
understandings of how to use conceptual flow diagrams arranged in a meaningful sequence, teachers gain
to guide assessment decisions and to select their insight into how instructional materials are organized,
“juncture” assessments (Gearhart & Osmundson, 2009). which materials are designed to support students’
understanding of the big ideas, and which lessons,
I think teachers need to understand the resources, and assessments need to be revised. Teachers
conceptual flow of their curriculum…what can then modify their instruction and assessment
concepts they want students to learn; what practice to address any gaps or weaknesses.
concepts to assess with their students…

With a new focus on the concepts in the
then they can plan for teaching.
conceptual flow diagram, I was able to really
see my instructional materials. I mean, I knew
[Developing the Conceptual Flow] moved us
that our instructional materials were not often
from a list of topics to…nesting of important
perfect, but this really brought out where the
ideas. Identifying what really matters for
holes are, where I need to revise and what I
student understanding drives decisions
need to put in there to make sure the students
about…questions in the assessment.
understand the concept that I’m trying to teach.
—Teacher Leader 2, NSF Center for Assessment
& Evaluation of Student Learning —Teacher Leader 4, NSF Center for Assessment

I always look at a unit now and make sure that References
it does flow conceptually. If not, then I rearrange DiRanna, K., Osmundson, E., Topps, J.,
Barakos, L., Gearhart, M., Cerwin, K.,
to make sure I include ideas that build upon one Carnahan, D., Strang, C. (2008). Assessment
another. I always make that a part of my science Centered Teaching: A Reflective Practice.
Thousand Oaks, California; Corwin Press.
teaching and I want to incorporate conceptual
flow diagrams into other content areas. Gearhart, M., & Osmundson, E.
(2009). Assessment Portfolios as
—Teacher Leader 5, NSF Center for Assessment Opportunities for Teacher Learning.
Educational Assessment. 14:1-24.
National Academies of Sciences, Engineering,
While collaborative development of working versions of and Medicine. (2018). How People Learn:
conceptual flow diagrams has been demonstrated as an Brain, Mind, Experience, and School.
Washington, DC, National Research
effective teacher professional development activity, involving
Council, National Academies Press.
hundreds of people in the development of a set of 28 completed
conceptual flow diagrams has, to say the least, never been National Research Council. (2012).
accomplished before. The Ocean Literacy Scope and Sequence for A Framework for K–12 Science Education:
Grades K–12 represents a new use of conceptual flow diagrams. Practices, Crosscutting Concepts, and Core
Ideas. Washington, DC: The National
In 2006, the authors and several other colleagues led a group
Academies Press.
of 46 ocean scientists and educators through the development
of the first Ocean Literacy conceptual flow diagrams. The Novak, J.D., & Cañas, A.J. (2008). The
process was uplifting and invaluable. Achieving a final product, Theory Underlying Concept Maps
and How to Construct and Use Them,
however, took considerable revision, iteration, and review
Technical Report Institute for Human
before consensus was reached on all 28 diagrams. In 2015,
and Machine Cognition CmapTools.
the Alignment of Ocean Literacy to the Next Generation Science
Standards was completed to detail the correlations between the Novak, J. D., & Gowin, D. B. (1984).
Next Generation Science Standards (NGSS)—specifically the Learning how to learn. New York, NY:
Cambridge University Press.
Disciplinary Core Ideas (DCI) and Performance Expectations
(PE)—and the concepts included in the Ocean Literacy: The Novak, J. D., & Musonda, D. (1991).
Essential Principles of Ocean Sciences for Learners of All Ages A twelve-year longitudinal study of science
and the Ocean Literacy Scope and Sequence for Grades K–12 concept learning. American Educational
Research Journal, 28(1), 117-153.
(Scope and Sequence). The alignment documents are organized
by grade band and provide a 4-point scale with a description Wiggins, G., & McTighe, J. (2005).
and explanation for each rating. Providing coherence across Understanding by Design, Expanded
the Ocean Literacy Framework and NGSS helps to leverage 2nd Edition. Alexandria, VA; Merrill Education/
our community’s work and make it more valuable and useful. ASCD College Textbook Series.
(See page 75 for the Alignment documents.) The Scope

and Sequence has become a catalyst for research about how
students form and revise their understanding of complex
ocean sciences concepts. Further, the Scope and Sequence
is a driving force in defining the content that students will
encounter in textbooks, curriculum materials, and assessments.
Editors’ Note: This article was updated to reflect

changes since the original 2010 publication. Any
errors are the responsibility of the editors.

Introduction to the
Ocean Literacy Scope
and Sequence for
Grades K through 12
The Ocean Literacy Scope and Sequence for Grades K–12 is a series
of 28 conceptual flow diagrams3 that represent and organize
the ideas of the seven Ocean Literacy Principles into four grade
bands—K through 2, 3 through 5, 6 through 8, and 9 through 12—
effectively showing what students should know at the end of 2nd,
5th, 8th, and 12th grades. This document provides specific guidance
to educators, standards committees, curriculum developers,
and scientists conducting outreach. It is one part of the Ocean
Literacy Framework which comprises four key documents:
» Ocean Literacy: The Essential Principles of Ocean Sciences

for Learners of All Ages;
» The Ocean Literacy Scope and Sequence for Grades K–12;
The freeware CmapTools was used in » Alignment of Ocean Literacy to the Next Generation Science
developing the conceptual flow diagrams Standards; and
(Photo credit: Craig Strang)
» International Ocean Literacy Survey.
The scope and sequence was developed iteratively and thoughtfully

with significant and substantive participation by hundreds of
scientists, science educators, and classroom teachers around the
country.4 Thus, it represents a community consensus regarding the
essential ideas in ocean sciences that all students should understand
by the end of Grade 12 and a road map for how to get there.
The scope and sequence conceptual flow diagrams provide

specific guidance to help educators as they work to grow their
learner’s conceptual understanding of essential ocean concepts.
Dive into the conceptual flow diagrams on the following pages.
To access online versions of the Framework documents, please

visit www.marine-ed.org/ocean-literacy/overview
3 See “Developing the Ideas of Ocean Literacy Using

Conceptual Flow Diagrams” in this handbook.
4 A more complete history is provided in the
introduction to this handbook.

The Ocean Literacy Scope and Sequence comprises 28 The essential principle as well as the grade level are
conceptual flow diagrams (hereafter referred to as listed at the top of the page. The diagram shows three
flows). There is one flow for each principle for each sets of text boxes (called strands) cascading down
grade band (K through 2, 3 through 5, 6 through 8, and the page. Each strand represents a topic related to
9 through 12). Each flow is read from top to bottom the essential principle and includes concepts and
and left to right and represents one possible way of supporting subconcepts focused on the topic.
breaking down and organizing the major concepts and
Conceptual flow diagrams can be used as a
supporting ideas for each principle for a grade band.
suggested instructional sequence, organizer of
ideas, and/or indicator of learning progression.
Figure 1
Strand A → Strand B → Strand C
Earth has one big ocean with many features.
Dashed lines lead to cross-referenced concept

statements in other essential principles.
In this flow for Principle 1, Grades 3 through 5, there are three strands of topics and five levels of ideas. Read the flow from top to
bottom and left to right, from Strand A (A1 to A5) to Strand B (B1 to B10) to Strand C (C1 to C5). Some of the concepts cross-reference
other concepts in other principles within that same grade band. These cross-references are connections between principles.

Figure 2
Earth has one big ocean with many features
Supporting ideas on
properties of ocean water
discussed in further detail
For Grades 3-5, concept A2 in Principle 1

is connected to concept B3 in Principle 3
Strand A of conceptual flow diagram of Principle 1 for Grades 3 to 5. Here is a breakdown of the components in a strand.
The strand is identified by topic for easy reference. The strand begins with a major concept and then nested below are two
levels of ideas that support the bigger idea. Supporting ideas can be examples, but not always.

How to Use the Alternative Form Strands of connected ideas are organized under a topic
of the Conceptual Flow Diagrams title and brief description. Instead of using arrows
to convey connections between individual concepts,
In addition to the conceptual flow diagrams of the concepts are stacked in columns in the order in which
Ocean Literacy Scope and Sequence for Grades K–12, they should be presented (i.e., top to bottom, then left
we also present the concepts in a tabular format. to right). This means some concepts are repeated under
This helps convey the connections and relationships each higher level concept to convey the connections
between concepts, without relying on visual cues. among them. As users of assistive technology navigate
the tables, the concepts become more and more specific.
Principle 1 GRADES 3 THROUGH 5
Principle 1: Earth has one big ocean with many features.

The ocean, which covers 70% of Earth’s surface, is the defining feature of the planet.
Properties of Ocean Water — A Ocean Circulation — B Geographic and Geologic Features — C
97% of all water on Earth is The ocean is a single, huge, interconnected body of water that The ocean floor has a variety of geological and
salt water in the ocean. circulates through all the ocean basins and continents. geographical features comparable to those on land.
A1 A4 B1 B6 C1 C2 C5
Only 3% of all water Salinity and The ocean, the largest Water in the ocean is constantly The ocean has The ocean floor has other The features
on Earth is fresh temperature reservoir of water on Earth, is moving and mixing vertically many basins. They features such as mountains, of the ocean
water stored in lakes, vary integral to the water cycle. and horizontally. are called the plains, valleys, volcanoes, floor influ-
rivers, underground throughout Pacific, Atlantic, canyons, trenches, and ridges. ence ocean
aquifers, glaciers, the ocean. Indian, Arctic, and circulation
and other places. Southern basins. patterns.
A2 A5 B2 B3 B7 B9 B10 C3 C4
Most of all the fresh The movement Water circu- Lakes and gla- Wind- and Tides move Waves The highest The lowest
water in the world of ocean water lates from ciers are connect- density- ocean water crash on mountain point on Earth
is stored in ice as currents is land to the ed to the ocean driven higher the shore on Earth is is in the ocean.
caps and glaciers partly driven ocean and via watersheds currents and lower, moving in the ocean. It is called
by these dif- back via that are made up move ocean covering and It is called the Mariana
ferences in watersheds of rivers, streams, water and uncov- mixing Hawaii, an Trench, and is
salinity and and the and groundwater. around ering the the water. island in the located in the
temperature. water cycle. Earth. shoreline. Pacific Ocean. Pacific Ocean.
A3 B4 B8
Fresh water melting Watersheds Organisms
from glaciers contrib- drain water travel on
utes to the ocean and from inland currents.
can change its salinity to the ocean.
and temperature and
cause sea level to rise.
B5
Runoff from
watersheds
32 A Handbook for Increasing Ocean Literacy impacts the ocean. oceanliteracyNMEA.org

Conceptual Flow Diagrams
Principle 1 Principle 2 Principle 3 Principle 4
Principle 5 Principle 6 Principle 7

GRADES K THROUGH 2 Principle 1
oceanliteracyNMEA.org A Handbook for Increasing Ocean Literacy 17

Principle 1 GRADES K THROUGH 2
Properties Geologic
Geographic
of Ocean Ocean Circulation — C Features
Features — B
Water — A —D
Ocean water There is one Water in the ocean moves from place to place. The ocean
has unique big ocean that floor has many
properties. covers most of features similar
Earth’s surface. to those on land.
A1 B1 C1 C2 C3 C4 D1
The ocean Different parts Water travels Tides move Wind moves Moving The ocean
is salty. of the world between the water higher huge amounts ocean water floor has
ocean have ocean, the sky and lower, of surface water transports plains, valleys,
different names, and the land, covering and from one place living things mountains, and
and all these (e.g., most rivers uncovering to another around the volcanoes.
different parts flow into the the shoreline. around Earth. world.
are connected ocean and most
to each other. rain that falls
on land comes
from the ocean).

earth
earth
earth
earth earth

Principle 2: The ocean and life in the ocean shape the features of Earth.
Erosion and Changing Coastlines — A

Moving water can cause coastal build up and erosion, carrying earth materials
from one place to another and shaping the shoreline.
A1 A4
Shorelines are built up by earth materials brought to the shore by rivers and waves. Erosion is the wearing away
of rocks, soil, shells, and other
earth materials and features.
A2 A3 A5
Some earth materials from the ocean, Some earth materials from the land, Waves can break down and wear
such as sand, shells, corals, and rocks, such as rocks, sand, and soils, are away cliffs, beaches, and materials
are carried to the shore by waves. carried to the shore by rivers. brought to the shore, changing
the shape of the shoreline.
A6
Rocks, shells, corals, plants, and other
materials can be broken down into sand.


Principle 3: The ocean is a major influence on weather and climate.
Weather and Water Cycle — A

Local weather, including precipitation, fog, and wind, can be caused by the ocean — no matter where you live.
A1
Most precipitation on Earth comes from water that evaporated from the ocean.
A2 A3 A4
When water evaporates and Most of the water in lakes, ponds, Most of the water from land and
condenses, clouds form, which rivers, and the ground comes from in the atmosphere eventually
can lead to precipitation. water that evaporated from the ocean returns to the ocean as run-off
and fell to the land as precipitation. from rivers or precipitation.


Principle 4: The ocean makes Earth habitable.

A B
Life as we know it does not Almost all the water on
exist without water. Earth is in the ocean.

(e.g., to find and capture prey).

Principle 5: The ocean supports a great diversity of life and ecosystems.
Diversity of
Diversity of Life — A
Ecosystems — B
There is a great diversity of organisms in the ocean. The ocean holds a great
diversity of unique
environments and habitats
where organisms live.
A1 A4 B1
More different kinds of organisms are Ocean organisms have a There are distinct and unique
found in the ocean than on land. variety of different structures ocean habitats throughout
and behaviors that help them the ocean and on the
to survive in the ocean. coast, offshore, in the deep
ocean, and at the surface.
A2 A3 B2
Many groups of organisms Ocean life ranges in size from Organisms living in different
exist only in the ocean. the tiniest organisms to the kinds of places in the ocean
largest animal on Earth. have different adaptations
in structure and behavior,
which help them to survive
in their habitat, (e.g., to
find and capture prey).


Principle 6: The ocean and humans are inextricably interconnected.
Where
Uses of the Ocean — A People Human Impact on the Ocean — C
Live — B
Humans benefit from the ocean. People inhabit Humans impact the ocean.
many different
areas of Earth,
but most live
near the coast.
A1 A2 A3 A4 A5 B1 C1 C3 C5
The ocean The The ocean is a The ocean People use Living near Human Human People can keep the ocean healthy.
is a place ocean major source is a place the ocean for the coast has activities, both activities
where provides of the water in where transportation. benefits, but inland and sometimes
people much of the water cycle, people also risks on the coast, pollute the
go for the food which provides work. from storms. can change ocean.
recreation. we eat. precipitation the shape of
for plants beaches and
and animals, other shorelines.
including people.
C2 C4 C6 C7 C8
Beaches may Storm People can People can Ocean
be made bigger drains and keep the protect ocean resources
or smaller rivers carry shoreline animals and are limited,
by activities, pollutants, clean seaweeds by so people
such as the trash, and by not not collecting need to
construction sediments from littering, by them, and by use these
of river dams, inland and picking up keeping their resources
harbors, and coastal areas litter and habitats safe wisely.
houses. to the ocean. recycling. and healthy.


Principle 7: The ocean is largely unexplored.
Life on Earth Depends

People Explore the Ocean — B
on the Ocean — A
All living things depend People have always been interested in the ocean. People explore
on resources from the the ocean to answer questions they have about it.
ocean, such as oxygen,
food, water, energy, etc.
A1 B1 B3 B4
Ocean resources are People are still discovering People explore the People use creativity,
limited. People need to new things about the ocean through many curiosity, tools, and
learn about these resources ocean all the time. different hobbies and technology to make better
through exploration and careers: scientists, fishers, observations of the ocean.
scientific investigation. engineers, surfers,
swimmers, photographers,
filmmakers, artists, and
explorers all spend time
exploring the ocean.
B2
Ocean exploration helps
us understand the health
of the ocean and find new
medicines, food for humans,
and new sources of energy
(e.g., oil, gas, and wind).

GRADES 3 THROUGH 5 Principle 1
Earth has one big ocean with many features.


Properties of Ocean Water — A Ocean Circulation — B Geographic and Geologic Features — C
97% of all water on Earth is The ocean is a single, huge, interconnected body of water that The ocean floor has a variety of geological and
salt water in the ocean. circulates through all the ocean basins and continents. geographical features comparable to those on land.
A1 A4 B1 B6 C1 C2 C5
Only 3% of all water Salinity and The ocean, the largest Water in the ocean is constantly The ocean has The ocean floor has other The features
on Earth is fresh temperature reservoir of water on Earth, is moving and mixing vertically many basins. They features such as mountains, of the ocean
water stored in lakes, vary integral to the water cycle. and horizontally. are called the plains, valleys, volcanoes, floor influ-
rivers, underground throughout Pacific, Atlantic, canyons, trenches, and ridges. ence ocean
aquifers, glaciers, the ocean. Indian, Arctic, and circulation
and other places. Southern basins. patterns.
A2 A5 B2 B3 B7 B9 B10 C3 C4
Most of all the fresh The movement Water circu- Lakes and gla- Wind- and Tides move Waves The highest The lowest
water in the world of ocean water lates from ciers are connect- density- ocean water crash on mountain point on Earth
is stored in ice as currents is land to the ed to the ocean driven higher the shore on Earth is is in the ocean.
caps and glaciers partly driven ocean and via watersheds currents and lower, moving in the ocean. It is called
by these dif- back via that are made up move ocean covering and It is called the Mariana
ferences in watersheds of rivers, streams, water and uncov- mixing Hawaii, an Trench, and is
salinity and and the and groundwater. around ering the the water. island in the located in the
temperature. water cycle. Earth. shoreline. Pacific Ocean. Pacific Ocean.
A3 B4 B8
Fresh water melting Watersheds Organisms
from glaciers contrib- drain water travel on
utes to the ocean and from inland currents.
can change its salinity to the ocean.
and temperature and
cause sea level to rise.
B5
Runoff from
watersheds
32 A Handbook for Increasing Ocean Literacy impacts the ocean. oceanliteracyNMEA.org

Rock Cycle — A Erosion — B

Many rocks found on land were formed in the ocean. The movement of water erodes and deposits materials that shape the coastline.
A1 A5 B1 B7 B9
Some rocks found on land were formed Some rocks found The movement of water can break down cliffs, rocks, Rivers carry Waves and
from compacted ocean sediments. on land were and other beach materials, which constantly changes sediments currents move
formed in the the appearance and location of the shoreline. downstream sediment along
ocean by underwa- to the ocean. the coastline.
ter volcanic activity.
A2 A3 B2 B8 B10
Sediment is made Dead organisms Beaches are made from different materials, such Sediments are Large amounts
up of materials that that fall into the as sand, rocks, silt, and organic material. deposited at the of sediment
sink to the bottom ocean sediments mouths of rivers, from one
of the ocean, which may become fossils. contributing area can be
may include the to formation deposited in
shells of dead of coastlines. other locations
ocean organisms. along the coast.
A4 B3 B4 B5 B5
Marine fossils can Rocks and minerals Shells and other Most sand on most Most sand on most
be found on land from the shoreline hard materials ocean beaches ocean beaches
in places that used and from inland from once-living comes from rivers. comes from rivers.
to be covered by are broken down organisms are
the ocean, (e.g., the into pebbles, sand, broken down into
Rocky Mountains). silt, and smaller sand, silt, and
materials. smaller materials.
B6 B6 B6 B6
Sand grains come Sand grains come Sand grains come Sand grains come
in many shapes, in many shapes, in many shapes, in many shapes,
sizes, and colors sizes and colors sizes and colors sizes and colors
that provide clues that provide clues that provide clues that provide clues
to their origin. to their origin. to their origin. to their origin.



Nearly all the water on Earth is stored in the ocean. The ocean, which covers over 70% of Earth’s
surface, controls the weather by dominating Earth’s energy and water systems.
Weather — A Water Cycle — B

The ocean absorbs and holds much of the The ocean is an integral part of the water cycle. Solar
solar energy that reaches Earth. energy absorbed by the ocean drives the water cycle.
A1 A3 B1 B2 B4
The ocean The uneven heating of Earth causes convection Solar energy Water in the Most of the
absorbs and currents, the movement of air and ocean warms water air eventually water on land
holds more heat water, from one place to another. in the ocean cools, condenses returns to the
than the land. and causes it into clouds, ocean through
to evaporate. and returns river runoff.
Most water in to the ocean
the air comes or the land as
from the ocean. precipitation.
A2 A4 A5 A6 B3
The ocean Ocean currents Warm ocean The ocean Most of the
moderates move heat water warms provides the fresh water on
coastal weather throughout the air. The energy for wind, Earth comes
because the ocean basins, warm air rises, which can from water that
temperature which in turn, creating a low produce severe evaporated
of air masses affects Earth’s pressure area. weather, such from the
over the ocean weather. Winds are set as hurricanes tropical ocean.
fluctuates in motion as and cyclones.
less than the air moves from
temperature high-pressure
of air masses to low-pressure
over the land. areas.


Origins of Life — A Oxygen Production — B

There is evidence that life Most of the oxygen in the atmosphere
started in the ocean. originally came from the activities of
photosynthetic organisms in the ocean.
A1 B1
There is fossil evidence that the Some organisms on land and in
first organisms on Earth were the ocean use carbon dioxide,
bacteria that lived in the ocean. water, and sunlight to make their
own food. This process is called
photosynthesis, and it releases oxygen.

availability
of food, high and low
tides, and escape
from predators.

Diversity of Ecosystems — A Diversity of Life — B

The ocean supports a great diversity of interconnected and interdependent ecosystems, each defined The ocean provides most of Earth’s living space and supports a great diversity
by the interaction of the physical environment and the community of organisms living there. of life from the surface, through the water column, and down to the sea floor.
A1 A3 A4 A5 A9 B1 B6
Coastal ocean Estuaries — Coral reefs are The open ocean ecosystem consists of the There are The great diversity of ecosystems in the ocean There are
ecosystems, (e.g., shallow coastal productive eco- surface, mid-water, and deep parts of the deep ocean provides opportunities for organisms to develop a many groups
rocky seashores, ecosystems systems found ocean away from the coast and sea floor ecosystems great diversity of adaptations, many of which are of organisms
kelp forests, and where fresh wa- in clear, warm, bottom. Each of these areas is made up of that are in- unique to organisms living in the ocean. that occur in the
surface waters ter from rivers nutrient-poor, entirely different physical characteristics dependent of ocean that do not
around the Arctic mixes with salt tropical water. and diverse communities of organisms. energy from occur on land or
and Antarctic) that water from the Algae living sunlight and in fresh water,
support the most ocean — are inside the coral photosynthet- such as sea stars,
life are mainly important nurs- provide them ic organisms. squid, jellyfish,
located in sunlit ery grounds for with some of corals, many
areas where the many different the nutrients types of worms,
water is cold and ocean organisms. that they need and seaweeds.
nutrient-rich. to survive.
A2 A6 A7 A8 A8 B2 B5 B7
Phytoplankton, The sunlit surface The middle Deep water Deep water There are adaptations and life histories Organisms The ocean
the base of most layers of the ocean layers are ecosystems ecosystems that exist only in the ocean, due to unique in the ocean supports a
ocean food webs, ocean are where important living below 1,000 below 1,000 environmental and physical properties, exhibit an tremendous
flourish in coastal the sun’s energy spaces for many meters are meters are such as salinity, pressure, temperature, amazing variety variety of sizes of
surface waters is captured by organisms, such in complete in complete light, and density, that are associated of life cycles. organisms, from
where there are photosynthetic as large fish and darkness darkness with living in a liquid environment. Some undergo extremely small
plenty of nutrients phytoplankton jellyfish. There and under and under metamorphosis to the largest
and sunlight. (algae and is not enough extreme extreme and have animal ever to
bacteria). This light to support pressure. pressure. planktonic live on Earth.
layer only extends photosynthesis phases, some
down about here. This zone lay eggs, and
200 meters. extends from others nurse
200 meters down their young.
to 1,000 meters.
B3 B4 B8
Adaptations that help Migration (both Most of the
some organisms survive horizontal and organisms in
in the ocean include: vertical) is a strategy the ocean are
blubber to retain heat, used by marine microscopic.
fins for swimming, organisms to help them Photosynthetic
gills for removing respond to daily and microbes are the
oxygen from water, seasonal changes in most abundant
collapsible lungs for ecosystems, such as forms of life
deep diving, and acute the availability of food, in the ocean.
hearing under water. high and low tides, and
escape from predators.

Putting plastics Marine debris,

and chemical including
pollution into plastics,
the ocean can entangles
harm fish and and/or strangles
shellfish and ocean life,
the people introduces
eating them. chemical
pollutants,
and can become
a hazard to
navigation.

Principle 6: The ocean and humans are inextricably connected.
Uses of the Ocean — A Where People Live- B Human Impact on the Ocean — C
The ocean provides basic support for all life, including human life. The ocean has always influenced Humans impact the ocean in positive and negative ways.
where the majority of the
human population lives.
A1 A3 A4 A5 A6 B1 B3 B4 C1 C5 C7 C9 C12
The ocean is The fresh- Humans Most of the Humans The ocean People contin- Living The trash and pollutants people Ocean Individuals Public knowledge and National
an import- water that use the oxygen use the has influ- ue to live near near the put into the environment affects resources can take opinion can great- and interna-
ant source humans ocean as humans ocean for enced the the ocean ocean the ocean and life in the ocean. are finite action to ly affect the choices tional laws
of food for need is a source breathe inspira- evolution of because of exposes and should protect the that people make define how
humans. formed as a for comes from tion, recre- transporta- access to people to be respect- ocean. about the ocean. we protect
part of the minerals, photosynthet- ation, and tion through- resources, tsunamis, ed and the ocean.
water cycle energy ic organisms discovery. out human transporta- hurri- cared for
when water resourc- that live in history. tion, com- canes, and by people.
evaporates es, and the ocean. merce, jobs, severe
from the medi- recreation, storms.
ocean and cines. scenery, and
returns to moderate
land as rain. weather.
A2 B2 C2 C3 C4 C6 C8 C10 C11 C13

Food from Major coastal Putting Marine Pollution Overfishing Individuals Everyone School Laws create
the ocean in- cities grow plastics and debris, from can lead can help pro- can learn clubs and marine
cludes organ- out of ports, chemical including cars and to the tect the ocean and influ- afterschool sanctuaries,
isms, such which pollution plastics, en- factories extinction by picking ence other groups can reserves,
as fish, crab, supported into the tangles and/ contributes of species. up trash, people help edu- and marine
and oysters, the transport ocean or strangles to global riding their about the cate and protected
as well as and trade of can harm ocean life, climate bikes,using wise use involve the areas that
prepared goods and fish and introduces change. public trans- and pro- community are intended
products resources. shellfish chemical pol- portation, tection of about the to keep
that contain and the lutants, and and eating the ocean. wise use and these ocean
organisms, people can become seafood protection areas safe
such as algae. eating them. a hazard to that is not of the ocean. and healthy.
navigation. overfished.

Human interest has led to the

exploration of and research
about the ocean and its
resources. However, less than
20% of the ocean is mapped,
observed, and explored.

People Explore the Ocean — A Ocean Exploration Requires Collaboration — B Ocean Exploration Requires Technological Innovations — C
Human interest has led to the exploration of and research Ocean exploration is a collaborative process. It requires people with Ocean exploration requires people to use creativity and knowledge to
about the ocean and its resources. However, less than 20% different areas of expertise and from different places and/or countries develop specialized tools because the ocean is so vast and the human
of the ocean has been mapped, observed, and explored. to work together, share knowledge, and use many types of technology body and senses are not well adapted for life under water.
to build a better understanding of the complex ocean system.
A1 A4 B1 B4 C1
People explore the ocean The future health of the People develop areas of expertise Communication of accurate Humans require specialized equipment for immersion in the water or for
to learn and discover more ocean and our ability to for careers and/or hobbies in ocean and timely information by gathering information about the ocean without actually going under water.
about it for many different use it and benefit from its exploration. These careers and collaborative teams enables
political, economic, scientific, resources depends on our hobbies include scientists, engineers, the public to make informed
and social reasons. understanding of the ocean. filmmakers, photographers, divers, decisions that promote
architects, boat crews, and technicians. sustainability of the ocean.
A2 A3 A5 A6 B2 B3 C2 C3 C4 C5 C6 C7
In the past, Today we The ocean The ocean Scientists Engineers Humans are Human eyes Humans Humans are Humans are Ocean scientists
people explore the affects all will provide specialize specialize in adapted to are adapted require adapted to adapted to and engineers
explored ocean for life on Earth future in different different aspects of breathe air, to function a certain living on survive within develop
the ocean reasons, such as: because generations aspects of ocean ocean exploration and thus in the air, amount of land, and a particular specialized
for reasons to understand the ocean with many exploration through the require and thus light to see, thus require range of technology
that included the climate, interacts opportunities through the variety of topics special require and thus special tools temperatures, that allows
discovering to assess the with all for variety of science they study breathing special require for protection and thus the collection
new land, health of the other Earth exploration, topics they study (e.g., chemical, equipment tools to see special from require special of complex
locating ocean, to find systems: the discovery, (e.g., weather, mechanical, to explore under water lights to see increasing equipment information
trading medicine and atmosphere, inquiry, and climate, animals, and electrical under water (e.g., masks, deep in the pressure as for protection over large
routes, food for humans, biosphere and investigation. algae, geology). engineering). (e.g., snorkels, cameras). ocean (e.g., we explore from the cold areas of the
searching and to search lithosphere. They share their They share their SCUBA gear). dive lights). deeper into temperatures ocean without
for gold for sources of expertise as expertise as the ocean in the ocean actually going
and silver, energy (e.g., they work with they work with (e.g., human- (e.g., wetsuits, under water
spreading petroleum, other scientists other engineers occupied dry suits, themselves, such
religion, and natural gas, and engineers. and scientists. submersibles). submersibles). as satellites,
expanding wind, wave and sensors,
political tidal power). computers,
power. and robots.

lithospheric

Principle 1 GRADES 6
K THROUGH 8
2

Geologic Features — A Properties of Ocean Water — B Ocean Circulation — C

The size and shape of the ocean has changed over geologic 97% of all water on Earth is ocean water, which The ocean is one interconnected body of water that is integral to the water
time and continues to move and change. has unique chemical and physical properties. cycle; and is in constant motion in a global circulation system.
A1 A7 B1 B3 C1 C6 C9
Motion along the margins of lithospheric plates During various times Salts enter Density differences A global ocean circulation system is generated from Currents transport heat, All major watersheds,
creates physical features on the ocean floor and land. in Earth’s geologic the ocean via between masses of water tides and different types of currents moving the water. nutrients, and organisms from the Amazon
history, all of the erosion from can cause currents. throughout the ocean. River to melting
continents have land, volcanic glaciers, mix fresh and
been joined into emissions, salt water when they
one supercontinent. reactions at the meet the ocean, which
A giant ocean sea floor, and contributes to the density
circulated around atmospheric differences that set ocean
the supercontinent. deposition. currents in motion.
A2 A8 B2 B4 C2 C3 C4 C7 C8 C10 C11
Many of the physical features on the ocean The supercontinent The freezing The density of ocean water Deep ocean The wind, combined with Tides are Upwelling, which Currents are As water Sea
floor are the result of the constant motion of the broke apart along point of increases as salinity (amount currents Earth’s rotation (Coriolis mainly occurs mostly on especially travels level
lithospheric plates that make up Earth’s crust. rift valleys to ocean water of dissolved salts) increases are driven effect), drives surface caused by the west coasts, brings important through the rises as
create new, smaller decreases and as temperature decreases. by density currents in circular gravitational nutrients from in moving watersheds, glaciers
continents and as salinity differences gyres in each ocean interaction deep water to the young it collects melt.
ocean basins now increases; the between basin; clockwise in the between sunlit surface organisms nutrients, salts,
known as the Pacific pH of ocean masses of Northern Hemisphere and Earth, the zone where (larvae and sediments and
Ocean, Atlantic water is more ocean water. counter-clockwise in the moon and photosynthetic juveniles) pollutants and
Ocean, etc. basic than Southern Hemisphere. the sun. primary to populate carries them
fresh water. producers grow. new areas. into the ocean.
A3 A4 A5 A9 B5 B6 C5 C5 C5
New lithospheric Plate Features on the The continents are The salinity of The Ocean Ocean circulation is Ocean
crust is generated movement ocean floor are still in motion today. ocean water temperature circulation influenced by the position circulation is
at spreading is primarily highly varied, and can change due of ocean is influenced of basins, continents, and influenced by
centers while older, caused include trenches, to adding or water can by the other geologic features. the position
denser crust is by the rift valleys, mid- removing water change due to position of basins,
recycled into the convection ocean ridges, (e.g., evaporation, warming and of basins, continents,
Earth’s interior at of hot fluids seamounts, melting glaciers, cooling (e.g., continents, and other
subduction zones, below islands, and or inflow from heat from the and other geologic
creating various Earth’s continental rivers, streams, sun or contact geologic features.
physical features. crust. shelves. and rainfall). with ice). features.


Geologic Change — A Rock Cycle — B

Many changes in geologic features occur where the ocean meets the land. Many of the rocks exposed on land were formed in the ocean.
Plate Tectonics
A1 A13 B1 B2 B3
— A19
Many landforms are the result of a combination of constructive and destructive forces where the ocean meets the land. The surface of the land is Tectonic activity Some igneous Some Many sedimentary rocks are formed in
shaped by sea level changes. between oceanic rocks are formed metamorphic the ocean from organic sediments.
and continental in the ocean in rocks are
plates can result volcanoes, at formed in the
in volcanoes, hot spots, and at ocean (e.g., at
earthquakes, and mid-ocean ridges. subduction
mountain forma- zones).
tion near the coast.
A2 A8 A14 B4
Weathering is the breaking down of rocks, soils, and minerals Erosion and deposition of rocks, sediments, and Sea level is affected by changes Many marine organisms form carbonate
through physical, chemical, and biological processes. other particles by wind, rain, waves, ice, gravity, in climate and tectonic activity. and silicate skeletal structures, which
or living organisms can alter coastlines. contribute to the formation of sedimentary
rocks, reefs, and stromatolites.
A3 A6 A7 A9 A10 A15 A18 A18 B5 B9

Biological weathering is Chemical weathering breaks Physical Powerful storms Beach profiles change Variations in Tectonic activity Tectonic activity Some organisms, such as The skeletal
caused by living organisms down and alters the chemical weathering of can cause drastic seasonally due to different global climate causes uplift causes uplift and cyanobacteria, coralline structures
(e.g., when sea urchins composition of rocks and rocks can be short- and longwave action and water flow. affect the volume and subduction, subduction, which algae, and corals construct formed by some
grind holes in rocks). minerals through hydrolysis, caused by freeze- term changes of water in the which results results in relative complex structures (e.g., organisms (e.g.,
oxidation, and acidification. thaw cycles, salt to coastlines. ocean by changing in relative sea sea level changes. stromatolites and reefs). mollusk shells,
crystallization, the size of polar level changes. foraminifera,
hydraulic action, ice caps and cocoliths,
pressure release, glaciers, resulting radiolaria, and
wind abrasion, in relative sea- diatom cell
and/or thermal level changes. walls) sink and
expansion. are deposited
on the ocean
floor, eventually
forming
sedimentary
rocks.
A4 A5 A4 A5 A5 A11 A12 A16 A16 A16 B6 B8

Organisms Cracks in Organisms Cracks in Cracks in rock Powerful Sediment Changes in Changes in Changes in sea level Lime-secret- Coral
can release rock become can release rock become become sites winter wave deposits sea level can sea level can can create, destroy, ing cyano- reefs are
organic sites where organic sites where where further action removes from rivers create, destroy, create, destroy, expose, and cover bacteria trap produced
acids that further acids that further weathering sediment from replace sand expose, and cover expose, and cover landforms, such as sediments by living
can increase weathering can increase weathering is more likely shorelines. removed by landforms, such landforms, such continental shelves, and form organisms
chemical is more likely chemical is more likely to occur. Gentle summer waves and as continental as continental islands, marine large mounds that
weathering. to occur. weathering. to occur. wave action re- currents. shelves, islands, shelves, islands, terraces, beaches, called secrete an
builds beaches. marine terraces, marine terraces, and inland seas. stromatolites. exoskeleton
beaches, and beaches, and of calcium
inland seas. inland seas. carbonate.
A17 A17 A17 B7

Fossilized marine Fossilized marine Fossilized marine Stromatolites
organisms, organisms, organisms, ancient are a major
ancient coral ancient coral coral reefs, and component
reefs, and beaches reefs, and beaches can be of the fossil
can be found on beaches can be found on land, record for
land, far from found on land, far from current the first
current coastlines. far from current coastlines. 3.5 billion
coastlines. years of life
on Earth.

transferred


The interaction of oceanic and atmospheric processes controls weather and climate by dominating Earth’s energy system.
Weather and Climate — A Global Climate Change — B

The ocean moderates global weather and climate by absorbing most of the solar radiation reaching Earth. Changes in the ocean/atmosphere system
can result in changes to the climate.
A1 A10 B1
Heat exchange between the ocean and the atmosphere drives the Short-term and seasonal changes The global climate is influenced by the amount of carbon
water cycle, and oceanic and atmospheric circulation. in ocean temperature can affect dioxide in the atmosphere. The more carbon dioxide
rainfall and temperatures on land (i.e., in the atmosphere, the more the climate warms.
weather). Long-term changes in ocean
temperature can affect the climate.
Water Cycle — A2 A7 A8 A11 A12 B2 B5

The ocean dominates the water cycle. The heat transferred Increases in sea Land and ocean Longterm weather The ocean absorbs about 50% of all There have been
from the tropical surface temperature weather maps are and oceanographic carbon dioxide added to the atmosphere. large abrupt
ocean provides increases atmospheric used to display and data sets contribute changes in Earth’s
the energy that convection, changing identify weather to climate climate over
drives atmospheric patterns of rainfall patterns and predictions. geologic time.
circulation and and drought. The to help predict
weather, including most important of future patterns
hurricanes, cyclones, these changes is
and polar storms. called El Niño.
A3 A4 A6 A9 B3 B4 B6
Ocean The ocean loses heat The weather El Niño Southern Some of the carbon Absorbing Humans are
currents through evaporation. along coastlines Oscillation (ENSO) is dioxide absorbed by carbon dioxide changing the
move heat The lost heat is is generally more important because the ocean is used by can decrease climate by
throughout released back to the moderate than it changes where phytoplankton and the ocean’s pH, continuing to
the ocean atmosphere when inland regions the rain falls in other photosynthetic making the water release large
basins. the evaporated water because the the tropics, which organisms in more acidic. amounts of
vapor condenses ocean absorbs changes atmospheric the process of This can have carbon dioxide
and forms rain. and retains heat circulation. photosynthesis. consequences for and methane into
The released heat more effectively About half of many organisms the atmosphere.
drives atmospheric than the land. the world’s in the ocean.
circulation. photosynthesis
(primary
A5 production) occurs
Most rain that falls on in the sunlit layers
land evaporated from of the ocean.
the tropical ocean.


Ocean Production — A Origins of Life — B

Originally, all oxygen in the atmosphere came Life started in the ocean, and the earliest evidence
from photosynthetic organisms in the ocean. of life is found in ancient ocean sediments.
A1 A5 B1
Earth originally had an Most of the oxygen The fossil record of ancient lifeforms provides evidence
atmosphere containing gases consumed by organisms for the theory of evolution and the important role that
toxic to most organisms; living on land and in the ocean played in the evolution of life on Earth.
there was no life on land the water is produced
until oxygen became common by photosynthetic
in the atmosphere. organisms in the ocean.
A2 A6 B2 B4
Cyanobacteria (blue-green The process of Cyanobacteria (blue-green algae), the The millions of different
algae) living in the ocean photosynthesis ancestors of all plants and algae, are species of organisms on Earth
generated oxygen in Earth’s produces oxygen gas, among the oldest fossils currently today are related by descent
atmosphere through the while respiration and known on Earth. These 3 billion-year- from common ancestors that
process of photosynthesis, over decay use oxygen. old organisms evolved in the ocean, and evolved in the ocean and
many millions of years. are found in ancient ocean sediments. continue to evolve today.
A3 B3
The oxygen produced by The chloroplast, which plants
cyanobacteria through use to make food for themselves
photosynthesis first accumulated through photosynthesis, is a
in the ocean, and then escaped remnant of cyanobacteria.
into the atmosphere, where
it formed ozone that blocked
much UV radiation from
reaching Earth’s surface.
A4
By 550 million years ago,
oxygen and ozone levels in the
atmosphere were high enough
that terrestrial organisms
could develop and survive.

A.14. A.20.
A.7. A.10. A.12. A.13. A.15. A.21. A.22.
photosynthesis
A.8. A.9. A.16.
A.17. A.18. A.19.


The ocean provides a vast living space and unique ecosystems, from the surface, through the water column, to the sea floor.
Diversity of Ecosystem — A Diversity of Life — B

Ocean ecosystems vary widely, based on the variety of environmental factors and the community of organisms living there. The diversity of ocean ecosystems allows for many unique lifeforms with many unique adaptations.
Primary Productivity — A1 A14 A20 B1 B3 B5

Ocean systems with the greatest abundance of life occur where environmental Differences in light, temperature, pressure, density, and chemical makeup of this Ocean ecosystems are The diversity The ocean Organisms in the ocean exhibit an amazing variety of adaptations to sound, density,
conditions and/or adaptations allow for high levels of productivity. fluid environment lead to distinct vertically and horizontally distributed ecosystems connected to each other of phyla is supports pressure, patchy food distribution, and other environmental factors.
via a series of food webs. greater in the a range of
ocean than animals from
on land. the smallest
living thing
to the largest
animal on
Earth.
A2 A5 A7 A10 A12 A13 A15 A21 A22 B2 B4 B6 B7 B8 B9 B10 B11

Most primary Some There are six places in the ocean, Coral reefs oc- Environmen- At the poles, Ecosystems exist in layers of habitats and microhabitats due to The diversity Any change Many major Most of the Different ocean “In the tropical Some ocean Many marine Some ocean organisms Organisms in the
productivity in the ecosystems all on west coasts, with the right cur where the tal conditions nutrients gradients in specific environmental factors, such as temperature, of phyla and in an groups (phyla biomass in organisms ocean where organisms animals, have adaptations for ocean exhibit an
ocean takes place at the function environmental conditions to create water is warm in estuaries flowing into salinity, and oxygen within the water column. life history ecosystem and classes) the ocean is have different there are fewer such as phy- from shrimp living in or diving to amazing variety
surface where there is independent of the most productive areas. These and there (e.g., shallow, the ocean strategies of or an of organisms, made up of life history nutrients, toplankton to whales, the deep ocean. For of life cycles. Some
plentiful sunlight for light energy. are the coastal upwelling zones. are not many brackish from melt- ocean organ- organism such as microscopic strategies. Some diversity of life have adap- rely on sound example, elephant have planktonic
photosynthesis and nutrients in the water) and in ing glaciers, isms create in the echinoderms, microbes. drift with is higher and tations (e.g., to communi- seals spend most stages that help
nutrients for growth. water, and yet mangroves combined complex, in- community cephalopods, the currents abundance of oil droplets, cate, find prey of their life diving colonize new areas,
they are very (lots of decay- with long, terconnected may have comb jellies, (plankton), life is lower. spines, and a and mates, in the deep ocean some undergo long
productive ing organisms) sunny days in food webs, an adverse and many some swim In the polar large surface and sense to depths at which seasonal migra-
ecosystems. result in high- the summer, often with effect on types of (nekton), and regions where area), which their envi- most mammals could tions to mate and
ly productive result in pro- many more many other worms some live on there are allow them ronments. not survive. Other have young, and
nursery areas ductivity, and levels than ecosystems. are found the bottom comparatively to stay near Sound travels organisms have others change sex
for a great abundance in terrestrial exclusively (benthos). more nutrients, the sunlit through the bioluminescent lures as they mature
many ocean unequaled ecosystems. in the ocean. there is less surface where ocean much to capture prey, or or as the domi-
organisms. anywhere diversity of photosynthe- better than huge mouths and nance hierarchy
else in the life and more sis can occur. light does. stomachs to take in the commu-
world. abundance advantage of the nity changes.
of life. scarce prey in the deep.
A3 A6 A8 A9 A11 A16 B12

Microbes (photosynthetic Ecosystems, Coastal Kelp forests and A symbiotic Ocean organisms are adapted to live in a relatively stable ocean. They are often Some of these
algae and bacteria) are such as deep upwelling other coastal ocean relationship adapted to tolerate very specific environmental conditions. For example, corals life cycles are
important primary sea vents and occurs when ecosystems in between corals can only live within specific temperature ranges, and some larval fish can only unique to ocean
producers and support a cold water seeps wind and upwelling zones and the algae live in very narrow layers of water with particular salinity and temperature. organisms,
huge abundance of life. depend on che- the Coriolis have abundant living inside such as those
mosynthesis — a effect push sunlight, cold them allows of seahorses,
process similar surface water water, and the corals to corals, many
to photosynthe- offshore, nutrients, making thrive, even fish, and kelp.
sis, but with a allowing for them some of the though the
different energy cold nutrient most productive environmental
source — for water from ecosystems in conditions
primary pro- deeper down the world do not seem
ductivity. to rise to the conducive to
surface supporting life.
A4 A17 A18 A19

Microbes are the basis of Adaptations to specific environmental Humans have changed Changes to the
most energy in food webs conditions can result in vertical and hori- environmental climate will cause
in the ocean. They are the zontal zonation patterns. For example, in conditions in the further changes
primary food source for intertidal areas, organisms are adapted to ocean, which has had to environmental
grazers, such as zooplank- crashing waves and the cycle of the tides, a generally negative conditions, which
ton and clams. Grazers are while in the open ocean, many organisms impact on organisms will likely have
in turn the primary food are adapted to a specific temperature adapted to the major impacts on
for bigger organisms, such and salinity level. Different organisms previous conditions. many different
as fish and baleen whales. are found in different density layers. ocean organisms.

21. 22.
positive ways
20.


Ocean Affects Weather
Uses of the Ocean — B Ocean Affects Where People Live — C Human Impact on the Ocean and Atmosphere — D Responsibility and Advocacy for the Ocean — E
and Climate — A
The ocean absorbs and releases heat from the The ocean is essential to the existence of human life on Earth. The ocean influences the population and population distribution of humans. Human activity contributes to changes in the ocean and atmosphere. Individual and collective actions are necessary for maintaining, conserving, and sustaining a healthy ocean.
sun, as well as distributes heat around the
globe, thus moderating the temperature on
Earth so life, including human life, can exist.
A1 A2 B1 B3 B5 B8 C1 C2 C3 C4 C5 D1 D8 D10 D13 D18 E1 E6

During the day, the The circulation Humans Humans Photosynthetic Humans use resources The vastness Humans have Most The ocean Hurricanes, Fishing and aquaculture affect the ocean. The Human-made modifications Human activity can lead to the Pollution affects life in the ocean. Scientists are still learning about It is important for the public to learn about issues regarding the ocean, and to take action.
ocean absorbs heat of warmer water obtain need fresh organisms in the ocean from the ocean. of the ocean historically used, human influences typhoons, introduction to the landscape excess input of greenhouse gases marine organisms and ocean
from the sun and, at from the equator food from water in produce most of the has resulted in and continue to population many and tsunamis of non-native affect the ocean. into the atmosphere which can ecosystems. New information is
night, releases the heat toward the poles the ocean order to oxygen consumed the isolation of use the ocean for centers aspects may species alter the temperature of Earth’s useful for helping guide policy
into the atmosphere, distributes heat through survive. by humans. civilizations; transportation, developed of every adversely affects ocean atmosphere and affect the ocean. decisions and individual actions.
resulting in a relatively around Earth. marine however, people commerce, and thrived coastal affect ecosystems.
narrow temperature fisheries and have also used exploration, due to their culture humans
range suitable for aquaculture. it to travel large recreation, and access around living along
life on Earth. distances and inspiration. and/or the world. or near the
settle around proximity coastline.
the world. to the ocean.
B2 B4 B6 B7 B9 B10 B11 C6 D2 D5 D9 D11 D12 D14 D16 D19 D21 D22 E2 E7 E13 E14 E15
Some food Most of Photo- The pro- Humans Humans Hu- Learning Aquaculture and Aquaculture and fisheries can Non-native spe- Building Building The excessive Excessive Pollutants Pollutants Solid waste, There are national and international Everyone can make informed decisions that reduce human impact on the ocean. Everyone Every- Everyone
from the Earth’s synthetic cess of pho- use biotic obtain mans about and fisheries can be positive be destructive to ecosystems, cies can disrupt structures on structures input of greenhouse move from the move from the such as efforts that inform and regulate fishing can make one can advocate
ocean is fresh water organisms tosynthesis resources energy extract preparing ways to supply growing if done improperly. native food land can affect in the ocean, greenhouse gases gases can land into the atmosphere garbage, practices and land development, and informed can use through their
consumed is water include cy- produces from the from the salt for natural demands for seafood, webs, introduce the ocean in such as piers, traps increased lead to ocean as water onto land and fishing nets, establish Marine Protected Areas. choices about their actions and
directly by that has anobacteria, oxygen ocean ocean from hazards can if done responsibly. novel diseases, many ways, jetties, and amounts of solar increased flows through into the ocean and sewage what they knowl- by sharing
humans, evaporated algae, and gas, while to make via wind, the increase and out-compete such as caus- marinas, heat, which uptake watersheds through rain enters the purchase and edge to information
while others from the seagrass. respiration products, wave, ocean. survival and native species ing erosion, can alter can raise the of carbon via runoff (e.g., acid ocean via which busi- vote on about the
are used ocean and and decay such as oil, and minimize for resourc- creating pol- the shape temperature dioxide by and rivers. rain, acid human nesses they larger wise use and
as pet food, has returned use oxygen. medicines natural the adverse es, leading to luted runoff, of nearby of the ocean. the ocean, deposition). activity. support in issues protection of
food addi- in the form and gas. effects of changes in eco- or altering coastlines which ways that are that af- the ocean.
tives, animal of rain. consumer these events. systems and loss the flow of and disrupt results in environmen- fect the
feed, and goods. of native species. waterways. coastal more acidic tally friendly. ocean.
fertilizer. habitats. ocean water.
D3 D4 D6 D7 D15 D17 D20 D20 D20 E3 E4 E5 E8 E9 E10 E11 E12

Aquacul- Responsible Aquaculture Many large-scale Changes in ocean Changes in Marine Marine or- Marine Sustainable Marine Responsible Overfishing Non-native species People can Climate change Pollution can
ture can fishery practices can fishing practices temperature can pH of ocean organisms ganisms may organisms fishing prac- Protect- construction and habitat can be reduced with support the can be reduced be reduced
reduce practices release extra can disrupt influence marine water can may ingest or ingest or ab- may ingest or tices maintain ed Areas and develop- destruction actions, such as not regulation of with actions, in our ocean
stress on prevent the pollutants or ecosystems, take organisms by dissolve absorb harm- sorb harmful absorb harm- fish popula- are areas ment prac- can be reduced releasing unwanted construction such as using en- with actions,
overfished overfishing non-native more fish than altering physical the shells, ful toxicants, toxicants, be ful toxicants, tions, reduce that tices help to by only buying water, plants, or to minimize ergy efficient ap- such as recy-
wild- of target organisms can be replaced conditions (i.e., tests, and be impacted by impacted by be impacted by bycatch, protect maintain and eating animals collected its impact pliances, turning cling, using
caught species, thus into the naturally and current patterns skeletons water turbidity, water turbidity, water turbidity, and protect marine the integrity seafood caught from different on coastal off lights, walk- biodegrade-
seafood sustaining water, and catch unintended and temperature of many and get caught and get caught and get caught against habi- organ- of coastal en- through ecosystems, and not habitats. ing, bicycling, able prod-
popula- the destroy organisms ranges) to which marine in and ingest in and ingest in and ingest tat destruction. isms and vironments. sustainable dumping ballast or using public ucts, and not
56 A Handbook for Increasing Ocean Literacy tions. ecosystem. habitats. (bycatch). they are adapted. organisms. marine debris. marine debris. marine debris. habitats. means. water from boats. transportation. littering. oceanliteracyNMEA.org
Less than 20% of the ocean is

mapped, observed, and explored.
A.5. A.6. A.7. B.4.
A.3.
A.4.


Ocean Exploration Requires
People Explore the Ocean — A Ocean Exploration Requires Collaboration — B
Technological Innovations — C
Exploration leads to a better understanding of systems. Ocean exploration and the analysis of ocean systems require collaboration and sharing The ocean has physical properties, such as depth, pressure, light,
of information on many different levels: local, regional, national, and international. temperature, and salinity, that make it difficult to explore. Less
than 20% of the ocean is mapped, observed, and explored.
A1 B1 B5 B6 C1
There are many opportunities for ocean exploration, which can lead to scientific investigations. Ocean exploration requires people and Local, regional, There are many Exploration of the ocean requires equipment and instruments
organizations in different disciplines of science, and national environmental that can collect data and operate in environments
technology, engineering, mathematics, and governments and community that are vast, have high density, high salinity, extreme
people who carry traditional knowledge, who play large roles in groups that play temperatures, and increased pressure due to depth.
may be located in different parts of the world, ocean exploration a role in raising
to collaborate and share information. through regulation awareness about
and funding. the importance
of ocean
exploration.
A2 A5 A6 A7 A8 B2 B3 B4 B4 B4 C2 C3 C4 C5
Ocean explorers Exploration leads New methods and New habitats and The current exploration of The commu- People build Young people can Young people can Young people can Special equip- Submersibles, Acoustic Ocean-observing
are discovering to advances in technologies are species continue ocean organisms is leading nication of their knowledge influence and influence and influence and ment has been Remotely Op- technology, systems use tools
geographic areas, research that will being developed to be discovered to new discoveries for accurate and and skills even participate even participate in even participate developed to erated Vehicles such as such as satellites,
both on the surface help us better to utilize the throughout human health and about timely infor- in different in ocean explora- ocean exploration in ocean explora- enable humans (ROVs) and sonar, can sensors,
and under water, understand ocean for mineral the ocean. our interconnectedness mation about disciplines, as tion by working by working with tion by working to remain below Autonomously be used to Geographic
as well as new changes over time and biological to the ocean. new discov- their careers with scientists scientists and with scientists the surface of Operated Ve- measure Information
physical, biological, in the climate, the resources, and eries allows and/or hobbies. and environmen- environmental and and environmen- the ocean for hicles (AUVs), across System (GIS),
and geochemical acidification of as a source of the public These careers tal and communi- community groups, tal and communi- longer periods are tools used large dis- buoys, and
features of the ocean, and the energy (e.g., tidal to make can be in science, ty groups, by join- by joining online ty groups, by join- of time and at for prolonged tances and acoustic
the ocean. health of the ocean. power, wave informed engineering, ing online virtual virtual expeditions, ing online virtual greater depths exploration to locate equipment to
power, and ocean decisions film, expeditions, and and through expeditions, and (e.g., wetsuits, of the ocean. unique study large areas
thermal energy that promote photography, through commu- communication through commu- SCUBA gear, and underwa- of the ocean.
conversion). sustainability architecture, nication with gov- with government nication with gov- human-occupied ter features.
of the ocean. fishing, and ernment officials. officials. ernment officials. submersibles).
boating.
A3 A3 A3 A3 A9 A10 C6
Data gathered Data gathered Data gathered Data gathered There are There are The data from
from advanced from advanced from advanced from advanced many ways many ways these systems
technology enables technology technology technology that humans that human can be accessed
scientists to make enables scientists enables scientists enables scientists benefit from activities over the Internet,
better estimations to make better to make better to make better discoveries negatively which allows for
and predictions estimations estimations estimations about the impact the remote, real-time
of physical and predictions and predictions and predictions ocean (e.g., can- ocean that exploration of
and biological of physical of physical of physical cer research, are not fully the ocean.
phenomena. and biological and biological and biological new medicines, understood.
phenomena. phenomena. phenomena. energy).
A4 A4 A4 A4
Looking at data Looking at data Looking at Looking at
over time allows over time al- data over time data over time
us to better lows us to better allows us to better allows us to better
understand the understand the understand the understand the
complexity of complexity of and complexity of and complexity of and
and changing changing patterns changing patterns changing patterns
patterns in the in the ocean (e.g., in the ocean (e.g., in the ocean (e.g.,
ocean (e.g., noise noise pollution, noise pollution, noise pollution,
pollution, weather, weather, sea sur- weather, sea sur- weather, sea sur-
sea surface face temperatures, face temperatures, face temperatures,
temperatures, and dead zones). and dead zones). and dead zones).
and dead zones).

the


Geologic Features — A Properties of Ocean Water — B Ocean Circulation — C Sea Level — D

Ocean basins are composed of the sea floor and all of its The properties of ocean water (e.g., Ocean water is in constant motion. Sea level is the average height of
geological features; and vary in size, shape, and features salinity, conductivity, freezing point, the ocean relative to the land.
due to the movement of Earth’s crust (the lithosphere). density, pH) affect the biological and
physical characteristics of the ocean.
Water Cycle Tides

A1 A2 B1 B2 Currents — C1 Waves — C15 D1
— C14 — C18
Although the The lithosphere is broken up into 7 Salinity, a measure The pH of ocean water Water circulates throughout the ocean due to wind-driven and density-driven currents. Water circulates Waves are a disturbance of Tides are Sea level varies from place to
ocean is large, major plates and many minor plates of all the salts is slightly basic, and is between the ocean water that transfer a large the periodic place, and changes over time.
it is finite, and that are constantly being recycled. in the ocean affected by the amount and atmosphere amount of energy over a long rise and fall
its resources (e.g., magnesium, of carbonate ions through the distance, but with very little of surface
are limited. sodium, calcium, dissolved in sea water. water cycle. horizontal movement of water. water level.
chlorine,
potassium), along
with temperature,
determines
the density of
ocean water.
A3 B3 C2 C7 C16 C17 C19 D2 D4 D5

The sea floor spreads at ocean Balance of pH is vital Wind-driven surface currents are directed in gyres by the Coriolis Variations in temperature and salinity are responsible for density-driven Wind Waves break Tides are Differences The Global
ridges, forming new oceanic for the health of marine effect, prevailing winds, continents, and other currents. (thermohaline) circulation, and lead to density layering in the ocean. generates in deep water primarily in movement of temperature
crust. At subduction zones, older ecosystems, including waves through when they caused by atmospheric lithospheric changes can
oceanic crust is pushed down coral reefs, and friction become too gravitational pressure and plates can bring about
into the mantle to be recycled. important in controlling between the steep, or in attraction of prevailing change the sea level
how easily the ocean wind and the shallow water the sun and winds affect volume change by
will absorb and buffer water. Seismic near the shore moon on Earth’s the height of of ocean causing ice
future increases activity from when the wave ocean, and by the sea level basins and caps to melt
in atmospheric earthquakes height is large the spinning in different the height or grow, and
carbon dioxide. can also cause compared of Earth. regions. of the land. by causing
waves called to the depth sea water to
tsunamis. of water. warm and
expand, or cool
and contract.
A4 A5 C3 C4 C5 C8 C11 C20 D3 D6
The type of Changes on the Surface currents Ocean gyres spin clockwise Prevailing winds Saltier water is more dense Thermohaline circulation acts Tides change Differences Human impact
tectonic activities sea floor occur affect subsurface in the northern hemisphere combined with than fresher water, and colder like a global conveyor belt that cyclically in the height on global
(e.g., subduction rapidly due to currents and counterclockwise in the Coriolis effect water is more dense than moves ocean water within and relative to the of sea level is climate has a
or convergence) catastrophic (Eckman forces). the southern hemisphere, results in upwelling, warmer water. Water that is throughout all of the ocean basins. position of the a factor that direct impact
determine ocean events (e.g., bringing cold water from which moves surface more dense tends to sink. Water moon, sun, sets currents on changing
floor features (e.g., earthquakes high latitudes to west coasts water offshore that is less dense tends to rise. and Earth. in motion. sea level.
islands, seamounts, and volcanic of continents and warm to be replaced by
trenches, mid- eruptions) or water to east coasts. nutrient-rich water
ocean ridges, over millions of from below.
rift valleys). years (e.g., sea
floor spreading).
A6 A6 C6 C9 C10 C12 C13

New Earth features, New Earth Upwelling results The most As warmer Extensive mixing Changes
such as islands, features, such in high productivity, dense layers equatorial water between ocean in ocean
are constantly as islands, are which is greatest flow along moves toward the basins transports circulation
forming and being constantly along the west coast the ocean poles, it cools and energy (heat) and have a large
destroyed because forming and of continents and floor and becomes more matter (solids, gases, impact on the
of tectonic activities. being destroyed around Antarctica. less dense dense, sinking and other dissolved climate and
because layers are as it approaches substances), and cause changes
of tectonic stratified the poles. living organisms in ecosystems.
activities. above. around the ocean.

GRADES 9
K THROUGH 12
2 Principle 2
These include C, P, N, S, O and many metals such as Fe, Zn, Ca,

Na, K.
All life on Earth depends on phosphorus

for important compounds, e.g., ATP,
DNA, and phospholipids. N2
frustules, spines, and spicules.
CO2, H2CO3, HCO3, CO3, CH4 N2
Ocean trenches, island arcs, HPO4, PO4 NO3, NO2, NH4 SiO2
stratovolcanoes, and some
mountain ranges are CaCO3
examples of geologic features
associated with subduction.
CO2

All matter on Earth cycles through various reservoirs: the atmosphere, hydrosphere, biosphere, and lithosphere.
Rock Cycle and Plate Tectonics — A Biogeochemical Cycles — B

All the rocks on land will end up in the ocean due to weathering and erosion. The continual formation and breakdown of rocks constitutes the rock cycle. The ocean plays a major role in the biogeochemical cycles that are fundamental to life on Earth.
A1 A7 B1
Rocks are constantly being broken down and recycled through weathering, erosion, Rocks are constantly being formed through accretion, All elements are present in ocean water at various concentrations. Many elements in the ocean are needed by all living organisms. These include
and processes associated with plate tectonics, such as subduction and uplift. sedimentation, volcanism, and igneous processes. C, P, N, S, O and many metals such as Fe, Zn, Ca, Na, K. Other elements (Si, Sr) are needed by some select organisms.
A2 A3 A8 A9 A10 Carbon Cycle — B2 Phosphorus Cycle — B12 Nitrogen Cycle — B19 Silica Cycle — B26
Many products of weathering Oceanic plates are more dense Accretion is the process Sedimentation in the ocean can Volcanism at plate The ocean is the largest reservoir of rapidly All life on Earth depends on phosphorus All life on Earth depends on nitrogen for amino Some oceanic organisms (e.g., diatoms,
and erosion enter the ocean via than continental plates and are by which material is occur by the process of material boundaries and within cycling organic and inorganic carbon on Earth. for important compounds, e.g., ATP, acids and proteins. Most of the nitrogen (N) radiolarian, sponges) use silica to construct
rivers and atmospheric depo- subducted beneath continental plates added to a tectonic plate settling out of the water by gravity plates, as well as uplift and DNA, and phospholipids. on Earth is in the atmosphere as N2 , which the hard parts of their body, such as
sition. All matter remains in when the two collide, causing the through subduction so it accumulates on the sea floor, or exposure of igneous and cannot be used directly by most organisms. tests, frustules, spines, and spicules.
the ocean for different lengths continental plates to be lifted. and uplift, sea level by the process of currents or waves sedimentary rocks, creates
of time (residence times). change, and wave action. moving material along the sea floor. new rock formations.
A4 B3 B13 B20 B27

Subduction can result in the addition of Carbon in the form of carbon dioxide in the atmosphere Terrestrial weathering of rocks is the primary Some bacteria (including some cyanobacteria) in Terrestrial weathering of rocks and volcanic
oceanic rocks and sediments to the upper enters the ocean by diffusion, convective mixing, and source of phosphorus (P) in the ocean. the ocean can fix N2 in the atmosphere and convert eruptions are the primary sources of silica
mantle or to the edge of the continent. bubble entrainment. Carbon is present in the ocean in it to organic forms at the cellular level, thus making (Si) in the ocean. Rivers transport the silica
dissolved inorganic (CO2 , H2CO3 , HCO3 , CO3 , CH4), organic nitrogen available to other marine organisms. weathered from rocks on land to the ocean.
(carbohydrates, lipids, amino acids), and in particulate
forms (carbonate minerals and living and dead organisms).
A5 A6 B4 B7 B14 B21 B28

Ocean trenches, island Some parts of the Inorganic carbon is Inorganic carbon dissolved in Phosphorus (P) is present in the ocean in Nitrogen (N) is continuously transformed between Silica (Si) is present in the ocean in
arcs, stratovolcanoes, ocean (e.g. the converted by photo- and seawater is used by some or- dissolved inorganic (HPO4 , PO4) and organic various oxidation states (NO3 , NO2 , NH4) and compounds dissolved inorganic (SiO2) and particulate
and some mountain Pacific Rim) are chemoautotrophs to organ- ganisms, such as corals, proto- forms (phospholipids, sugars) as well as in (amino acids, urea) in the ocean through biologically- forms (clays and other materials from
ranges are examples of dominated by ic matter in the process of zoa, and mollusks, to form particulate forms (e.g., minerals, such as mediated transformation processes, such as nitrogen land and biogenic skeletal materials).
geologic features asso- subducted plate carbon fixation (e.g., photo- calcium carbonate (CaCO3) apatite), and living and dead organisms. fixation, nitrification, denitrification, assimilation,
ciated with subduction. boundaries. and chemosynthesis. shells and other skeletal parts. ammonification, and anaerobic ammonium oxidation.
B5 B8 B15 B22 B29

Most of the organic carbon Much of the calcium Phytoplankton and other primary producers take up phos- Phytoplankton and other primary producers take up ni- Most of the biogenic silica skeletal
is converted back to carbonate from shells phorus dissolved in seawater and convert it to biomass, trogen dissolved in seawater and convert it to biomass, material is dissolved in the ocean after
inorganic carbon through dissolves in the deep ocean. which is consumed by heterotrophic organisms higher in which is consumed by heterotrophic organisms higher the organisms die, and is converted back
the process of respiration. the food chain. In the process of respiration and regen- in the food chain. In the process of respiration and re- to dissolved inorganic silica. Upwelling
eration, dissolved and particulate organic phosphorus generation, dissolved and particulate organic nitrogen brings inorganic silica back to the surface.
is converted back to dissolved inorganic forms. Upwell- is converted back to dissolved inorganic forms. Up-
ing brings inorganic phosphorus back to the surface. welling brings inorganic nitrogen back to the surface.
B6 B9 B16 B23 B30

Some organic carbon Some calcium carbonate Some organic (e.g., lipids, sugars) and inorganic (e.g., Some organic forms of nitrogen (e.g., lipids, sugars) Some relatively small fractions of the biogenic
sinks to the sea floor from shells and corals accu- minerals such as apatite) phosphorus accumulates in accumulate in ocean sediments, where they become silica accumulates in ocean sediments, where
where it accumulates mulates to form sedimentary ocean sediments, where it undergoes transformations part of the organic matter in sedimentary rocks. it undergoes transformations and, over time,
over time and may rocks, i.e., limestone, chalk, and, over time, becomes part of sedimentary rocks. becomes part of sedimentary rocks, such
become fossil fuel. and carbonate banks. as chert, diatomite, and clay materials.
B10 B17 B24 B31

Uplift and accretion processes, as well as sea Uplift and accretion processes, as well as sea level Uplift and accretion processes, as well as sea Uplift and accretion processes, as well as sea
level changes, may relocate sedimentary rocks changes may relocate oceanic sedimentary rocks level changes may relocate oceanic sedimentary level changes, may relocate oceanic sedimen-
containing both organic and inorganic carbon onto containing both organic and inorganic phosphorus rocks containing nitrogen onto land, where tary rocks containing silica onto land, where
land, where rocks can undergo weathering and onto land, where the rocks can undergo weathering the rocks can undergo weathering and erosion the rocks can undergo weathering and erosion
erosion before eventually returning to the ocean. and erosion before eventually returning to the ocean. before eventually returning to the ocean. before eventually returning to the ocean.
B11 B18 B25 B32

Anthropogenic burning of fossil fuels converts Anthropogenic loading of phosphorus to waterways, Anthropogenic loading of nitrogen to waterways (e.g., Anthropogenic activities that alter
organic (petroleum) to inorganic carbon (CO2) and (e.g., rivers, runoff, lakes, and groundwater) rivers, runoff, lakes, and groundwater) and the atmosphere continental weathering rates (e.g., acid
releases carbon back into the atmosphere, which from fertilizers and waste water reaches the from fertilizers, waste water, and fossil fuel combustion, rain) and affect the global water cycle may
affects the climate and pH balance of ocean water. ocean, where it becomes available to primary may reach the ocean, where it becomes available to change the flux of silica into the ocean.
producers. Phosphorus may cause eutrophication primary producers. Nitrogen may cause eutrophication
62 A Handbook for Increasing Ocean Literacy (i.e., harmful algal blooms) and alter food webs. (i.e., harmful algal blooms) and alter food webs. oceanliteracyNMEA.org


The interaction of oceanic and atmospheric processes controls weather and climate by dominating Earth’s energy system.
Weather and Climate — A Global Climate Change — B Consequences of Global Climate Change — C
Global climate and weather are determined by energy transfer from the sun. Energy transfer from the sun is influenced by the Changes in the ocean/atmosphere system can result in changes to the climate. Changes to weather and climate, which result from changes to the ocean/atmosphere system,
ocean, the topography of the land, by processes such as cloud cover and Earth’s rotation, and other factors. have physical, chemical, biological, economic, and social consequences.
A1 B1 B9 C1 C2 C4 C6 C8
The ocean absorbs most of the solar radiation reaching Earth. Differential heating of Earth results in circulation patterns in the atmosphere and ocean that globally distribute the heat. Carbon-containing gases (e.g., carbon dioxide and methane) are exchanged between the ocean and the Changes in climate Climate change Climate change Increased carbon Climate change As the climate warms, the rate at which
atmosphere. These gases are called greenhouse gases. The exchange of carbon is part of the carbon cycle. can cause changes may alter the may alter the dioxide in the affects species glaciers and ice caps melt increases.
in ocean circulation frequency and frequency and atmosphere can distribution,
patterns, which intensity of intensity of El lead to ocean productivity,
can cause further hurricanes Niño and La acidification. and diversity
changes in climate. and cyclones. Niña events. in the ocean.
A2 A5 A16 B2 B6 B10 C3 C5 C7 C9 C10 C11

The ocean’s absorption of heat Heat exchange between the ocean and the atmosphere drives oceanic and atmospheric circulation and the water cycle. Seasonal and short- Greenhouse gases in the atmosphere create a greenhouse The ocean and atmosphere are in dynamic equilibrium related Feedback loops can More frequent Ocean acidification Climate change As glaciers and ice Ice reflects a An increase in
moderates the global climate. term changes in effect by trapping longwave radiation and preventing it to carbon fluctuation. Excess carbon input into the atmosphere, amplify the effects of a and/or intense may alter biological is changing caps melt, sea level large amount of melting ice may
ocean temperature from leaving Earth, thus contributing to the warming of including that from human activity, changes this equilibrium. change in one com- El Niño and La activity, including ocean tempera- rises. Rising sea heat from the cause a decrease
can affect rainfall the atmosphere. The ocean removes and stores atmospheric ponent of the climate Niña events may inhibiting the ture, which can level can inundate sun back into the in regional
and temperature carbon dioxide through biological and chemical system, influencing the have world- ability of organ- result in eco- coastal regions atmosphere. When salinity. This can
on land (i.e., the activity that mediates the global greenhouse effect. equilibrium of the entire wide economic isms to form system changes, and low-lying ice melts, less heat change ocean
weather). Long-term Earth system. These impacts, e.g., shells, bones and such as coral islands, destroying is reflected back circulation.
changes in ocean complex interactions collapse of fish- exoskeletons, and bleaching and habitats and sub- into the atmosphere,
temperature can may result in climate eries, decreased may also dissolve redistributions merging ecosys- further warming
affect the climate. change that is more agricultural these structures. of commer- tems and human the land and
rapid and on a larger production, etc. cially valuable communities. causing more
scale than projected by species. ice to melt.
current climate models.
A3 A4 A4 A6 A8 A13 B3 B4 B5 B4 B5 B7 B8 B11
The weather Ocean Ocean cur- Heating of Earth’s surface Heat exchange between the ocean and atmosphere can Heat stored in the tropical Carbon dioxide is Ocean absorption of An increase Ocean ab- An increase A primary Deforestation reduces Changes in ocean
along coastlines currents rents move and atmosphere by the sun result in dramatic global and regional weather phenomena, ocean provides energy taken up by phyto- carbon dioxide may in green- sorption of in greenhouse source of excess the amount of photosyn- circulation have
is generally more move heat heat through- drives circulation of the including impacting patterns of rain and drought. for weather, including plankton through produce carbonic acid, house gases carbon dioxide gases contrib- carbon dioxide thesis, increasing the produced large,
moderate than throughout the ocean upper layers of the ocean. hurricanes, cyclones, photosynthesis. which increases the contributes may produce utes to exces- is burning amount of carbon diox- abrupt changes in
inland regions due out the basins. and polar storms. acidity of the ocean. to excessive carbonic acid, sive warm- fossil fuels. ide in the atmosphere. climate during the
to the greater heat ocean warming of the which increases ing of the last 50,000 years.
capacity of the ocean. basins. atmosphere. the acidity of atmosphere.
the ocean.
A7 A9 A14
Differential heating causes El Niño Southern Oscillation (ENSO) and La Niña events are sig- Most precipitation that
vertical convection in the nificant examples of global ocean/atmosphere phenomena, and falls on land evaporated
atmosphere, which helps drive cause important changes in global weather patterns because from the tropical ocean
horizontal wind patterns. they alter the sea surface temperature patterns in the Pacific.
Those wind patterns transfer
energy to the ocean through
surface wind stress, which
drives the upper layer circu-
lation patterns in the ocean.
A10 A11
The increase in sea surface El Niño and La Niña
temperature increases atmo- events affect ocean
spheric convection, changing ecological communities.
patterns of rainfall and drought.
A12
El Niño and La Niña events
can affect terrestrial pro-
cesses, such as fire frequen-
cy, drought, flooding, etc.



Oxygen Production — A Origins of Life — B
The accumulation of oxygen in Earth’s atmosphere through photosynthesis was necessary for life to develop and be sustained on land. Life started in the ocean and the earliest evidence
of life is found in ancient ocean sediments.
A1 A9 B1
All oxygen gas came originally from photosynthetic organisms in the ocean. Photosynthesis produces oxygen gas The millions of different species of organisms on Earth
and is balanced by a loss of oxygen gas today are related by descent from common ancestors
through respiration, decay of organisms, that evolved in the ocean and continue to evolve today.
and oxidation of exposed minerals. The
burial of some dead organisms in the sea
floor sediments prevents their decay and
keeps atmospheric oxygen near 20%.
A2 A10 B2 B4
About 3 billion years ago, cyanobacteria, with the ability to use sunlight, water, and There is no steady state of oxygen gas on The fossil record of ancient One dominant theory
gases to synthesize organic molecules, produced oxygen gas as a waste product. geological time scales. Oxygen and carbon lifeforms provides evidence about the evolution of early
dioxide concentrations in the atmosphere for the theory of evolution lifeforms (prokaryotes) is that
change within relatively wide limits, and the important role they evolved about 3.5 billion
controlled by a combination of biologi- the ocean played in the years ago near a hydrothermal
cal, geological, and chemical processes. evolution of life on Earth. vent in the ocean.
A3 A4 B3 B5
Until about 2.5 billion years Dissolved oxygen started to accumulate in the ocean when The first multicellular Most living organisms,
ago, the majority of oxygen much of the free reduced compounds were oxidized. organisms to invade land including all animals, plants,
gas produced through from the ocean were plants, fungi, and protists, are
photosynthesis was consumed followed by arthropods. eukaryotes that evolved
in the process of oxidizing Later, organisms, such as from prokaryotes.
reduced compounds, forming lobe-finned fishes, started
vast sedimentary deposits, moving between the shallows
and changing the chemistry and the land. These fishes
of the ocean and sediments. evolved into amphibians.
A5 A7
The accumulation of oxygen in the Between 2.3 and 2.4 billion years
ocean allowed for the development ago, the oxygen concentration in the
of aerobic bacteria that used oxygen ocean was high enough that it started
in a new biochemical pathway, to escape and accumulate in the
producing ATP more efficiently. atmosphere, where it formed ozone,
blocking much of the UV radiation
from reaching Earth’s surface.
A6 A8
This energy efficient biological Multicellular life, which requires
pathway that developed in aerobic high oxygen levels, developed about
bacteria, along with oxygen in the 1 billion years ago. By 550 million
ocean, allowed for the development years ago, free oxygen and ozone
of complex oceanic eukaryotic levels were high enough to allow the
cells about 2 billion years ago. development of terrestrial organisms.

GRADES 9 THROUGH 12 Principle 5, Part 1
webs
B.6.
B.7. B.10. B.11.
B.8. B.9. B.12.

Principle 5, Part 2 GRADES 9 THROUGH 12

GRADES 9
K THROUGH 12
2 Principle 5, Part 3
have

The ocean provides a vast, interconnected living space with diverse and unique ecosystems from the surface through the water column and down to the sea floor.
Primary Productivity — A Ecosystem Diversity — B Diversity of Life — C

Microbes, such as cyanobacteria and phytoplankton, are the most abundant lifeforms, and the most im- Ocean ecosystems are defined by environmental factors and the community of organisms living there. The diversity of ocean ecosystems allows for many lifeforms and adaptations of ocean organisms.
portant primary producers in the ocean. They are the base of most of the food webs in the ocean.
Phyletic Diversity — C1 Diverse Adaptations to Environmental Factors — C22 Diversity of Feeding Behaviors — C37 Diversity of Life Cycles and Reproductive Strategies — C44
The diversity of phyla is greater in the ocean than on land, and includes a range of organisms, from the smallest living things (microbes) to the largest animal on Earth (blue whale). Organisms in the ocean exhibit a wide variety of adaptations to survive in a watery environment. Many marine organisms have adaptations for feeding, capturing prey, and avoiding predators. Organisms in the ocean have a variety of reproductive strategies and life cycles.
A1 A7 B1 B6 C2 C8 C19 C23 C25 C27 C29 C31 C33 C38 C40 C42 C45 C47 C51 C53 C55
Primary production is the net gain in organic matter that occurs when Chlorophyll, the green pigment Ocean life is not evenly distributed through time or space due to differences in Ocean ecosystems are often composed of habitats and microhabitats that exist The first forms of life started in the ocean and Most of the organisms and biomass in the ocean are small prokaryote and eukaryote microbes, which are the basis of all ocean food webs. The ocean supports larger There are varying levels of light in The ocean acts as a filter, and allows Since sound travels through Some ocean organ- Marine organisms have Marine organisms are adapted to live within particular Some marine organisms have Marine organisms have strat- Some marine organ- Marine organisms have different lifestyles (i.e., planktonic, Marine organisms have a range of life cycles and reproductive modes from Reproductive strategies Marine organisms have Marine organisms have strategies for
producers make more organic matter than they use in respiration. found in microbes, algae, and abiotic factors such as oxygen, salinity, temperature, pH, light, nutrients, pressure, in distinct, vertically distributed zones. Vertical zonation exists as distinct evolved into the phyla seen today. animals than on land due the ocean. Some ocean organisms different wavelengths of light to pen- the ocean further and isms have adaptations adaptations that allow ecosystems in a relatively stable ocean where there strategies and/or structures for egies and/or structures for isms have symbiotic nektonic, benthic), and many transition between lifestyles as part simple, asexual reproduction to complex sexual reproduction, and some spe- of marine organisms strategies for finding mates maximizing survival and dispersal of
other photosynthetic organisms, substrate, and circulation. A few regions of the ocean support the most abundant horizontal layers or bands on the coastline and throughout the water column. to its unique physical and have adaptations that allow them etrate to different depths: red, yellow, faster than light does, many for living in or diving them to osmoregulate in a are only small fluctuations in pH and temperature. finding food in the vast ocean where capturing food in a watery relationships that help of their life cycle, which allows them to survive in different cies shift between asexual and sexual (alternation of generation). tend to be related to and maximizing fertilization offspring that have a range of parental
absorbs energy from sunlight; and life on Earth, while the vast majority of the ocean does not support much life. biological characteristics. to stay near the sunlit surface. and orange wavelengths are filtered out marine animals, from to the deep ocean. saltwater environment. there is: varied abundance of food environment where: food them acquire energy. ecosystems at different stages in their development. This is ad- population density of of eggs in the vast ocean. care levels, thus the strategies entail
together with carbon dioxide (inor- These adaptations allow some to in shallow water; green and blue light shrimp to whales, rely on in specific locations like in coastal may be suspended in the wa- vantageous for a variety of reasons, such as: juveniles accessing the species, and thus different amounts of energy resources
ganic carbon) and water, converts photosynthesize (e.g., phytoplank- penetrate the deepest. The color of some sound to communicate, regions and upwelling zones; or ter column; the organism has different resources than adults (e.g., food and space); limiting are connected to mate and investments from the parents.
and stores chemical energy in the ton, kelp) and others to stay near organisms is a feature that allows them find prey and mates, and scarcity of food in large expanses to contend with the fluid fric- competition between juveniles and adults; decreased preda- competition and chances
form of glucose (organic carbon). their food source (e.g., zooplankton). to be camouflaged at different depths. sense their environments. like the open ocean and deep sea. tion of water and buoyancy. tion rates on, and increased available nutrients for, juveniles. of finding mates.
A2 A6 B2 B7 B10 B11 C3 C5 C9 C13 C20 C21 C24 C26 C28 C30 C32 C34 C39 C41 C43 C46 C48 C49 C50 C52 C54 C56
Nutrients, such as minerals and vitamins, are needed Organisms Ocean ecosystems with the greatest abundance of life occur where environmen- Zonation patterns occur in part Ocean ecosystems Ocean ecosystems support a The first vertebrates The majority of phyla that exist on Earth Prokaryote microbes are the most numerous ocean organisms. There are many diverse groups of eukaryote microbes in- Seawater is The great Plankton have features, such Even in relatively shallow water, Many large whales use Some marine mammals The body fluids of many marine Small changes in temperature and pH due to hu- For exploiting patchy distribution of These strategies include: Dinoflagellates called zooxan- Some examples of these changes between lifestyles Some common forms of Some marine organisms have alternation Sexual reproduction may In places with high-popu- These strategies include: using These strategies include: releasing millions
to convert glucose into other organic material used that do not tal conditions and/or adaptations allow for high levels of productivity. because ocean organisms are are connected to large number of niches — the to evolve were are still found exclusively in the ocean. cluding unicellular algae (phytoplankton) and fungi. denser than productivity of as oil droplets, spines, cilia, many red organisms appear low-frequency sound to have many adaptations organisms, including most man activities can affect an organism's survival food, some strategies include: migrat- catching food in suspension thellae live in the tissues of include: benthic adult crabs in the intertidal with asexual reproduction of generations, switching between sexual involve separate males lation density, where there multiple environmental cues, such as of eggs and sperm into the water (broadcast
to grow and reproduce. Some of the most important make their adapted to live within specific each other in a macro range of environmental con- fish. Fish are the These include seaweeds, echinoderms, air, and thus particular plac- flagella, and/or a large sur- gray and are camouflaged. communicate across entire for deep diving, such fish, are more dilute than the and biological diversity, (e.g., coral bleaching ing long distances (e.g., Gray whales, (e.g., cnidarians, crinoids); coral polyps. Coral gets sugars a juvenile planktonic larval form; and sessile among marine organ- and asexual reproduction each generation and females; or switching is high mate competition, day length, tidal cycles, seasonal vari- spawning), which offers no parental care, but
nutrients for producers in the ocean include: nitro- own food (het- environmental conditions. food web. Over time, ditions, including physical most numerous ctenophores, urochordates (tunicates), and supports es in the ocean, face area to volume ratio. ocean basins. Many toothed as breath holding, surrounding seawater, so they due to increased temperature and inhibition of chambered nautili, and zooplankton); filtering large quantities of and oxygen from photosyn- adult mollusks with a planktonic larval form. isms include: splitting (e.g., jellyfish, seaweed). For seaweeds, dip- between male and female or organisms may change ations in current patterns, to synchro- increases probability for survival and dispersal
gen (especially nitrate), phosphate, silicate, and iron. erotrophs) are organisms move (e.g., temperature, depth) and vertebrates in most sponges and cnideria. There is only animals such as upwell- whales use echolocation to slowing their heart rate, tend to lose water by osmosis. To shell formation due to ocean acidification). and having fat reserves (e.g., marine water to strain out smaller or- thesis by the zoxanthellae or fission (e.g., anemo- loid sporophyte generation produces hap- vice versa or have both male sex (e.g., blue head wrasse) nize their breeding or spawning cycles of offspring by ocean currents (e.g., clams, corals,
Nitrogen is often the nutrient in shortest supply. dependent on from one ecosystem biological (e.g., competitors, terms of species one phylum that exists uniquely on land. with much ing zones and find and/or capture prey. reducing blood flow to compensate, fish drink seawater mammals and sea birds). For surviv- ganisms (e.g., baleen in whales, and the zooxanthellae gets nes) and budding (e.g., loid spores through meiosis, and a haploid and female reproductive or have multiple mates (e.g., grunions, elephant seals, and and most fish); brooding young inside male or
the primary to another as they predators) under which an and individuals. greater mass. polar regions, Pistol shrimps use blasts non-vital organs, and in- and excrete salt through their ing in environments where prey are siphons in clams, modified carbon dioxide, nutrients sponges). Organisms gametophyte generation produces haploid organs simultaneously (i.e., (e.g., squid). In places with butterfly fish). For species that have ex- female adults or defending patches of fertilized
producers grow, migrate, and organism can live, and its can support of sound to shock prey. creasing oxygen storage. gills and urine. Other organisms hard to find, some strategies include: legs in barnacles); and having and shelter from the coral. that reproduce asexu- gametes. The fertilized gametes produce hermaphroditic). Some her- low-population density, ternal fertilization, females and males eggs, which offers some parental care (e.g.,
(autotrophs) to die. Changes in an role in the ecosystem (e.g., organisms Many organisms use bio- change the amount of ions in having large stomachs and mouths strong muscles or fast reflexes Other examples of mutualism ally can have extremely the sporophyte. In some green and brown maphroditic species change organisms may be monog- produce millions of eggs and sperms seahorse, octopus, some sharks, and surf perch);
get the energy ecosystem or an what it does and what it eats). larger than luminescence to find or their body to match the salinity (e.g., deep-sea hatchet fish and gulper to chase down and snatch include clown fish living fast growth rates under algae, the gametophyte and the sporo- sex in response to age, popu- amous (e.g., pelagic species (e.g., sea urchins, squids); and for deep and intense parental care where one or both
and matter organism may have those that can attract prey and mates, in the environment, (e.g., sharks eels) to take advantage of prey when prey (e.g., fast swimming among anemone tentacles favorable environ- phyte look identical, while in kelps the lation changes, and shifts in like mahimahi), or develop sea and pelagic species, producing parents invest tremendous energy to nurture
they need unpredictable effects exist on land. and escape predators. regulate urea in their blood to they find it; and hydrodynamic tuna tuna and marlin, tentacles and cleaner fish removing mental conditions large organism we see is the sporophyte. environmental factors (e.g., parasitic relationships (e.g., bioluminescent signals to attract young until they are large enough to fend for
to survive. on other ecosystems. match the ocean's salinity). that chase down prey at high speeds. of squids and octopuses). parasites from other fish. (e.g., microbes, algae). The kelp gametophyte is microscopic. brittlestars, coral reef fish). anglerfish and isopods). mates (e.g., some pelagic octopuses). themselves (e.g., marine mammals, sea birds).
A3 A4 B3 B4 B5 B8 B9 B12 C4 C6 C7 C10 C11 C12 C14 C16 C18 C35 C36

Most of the nutrients needed for Some of the organic matter Coastal habitats, such as estu- There are deep ocean ecosys- Coral reefs, one of the most diverse Many intertidal or- Many open Niches in the ocean are in a very Some major groups All major groups of inverte- Seaweeds are Some bacteria Most marine bacteria are Photosynthetic bacteria, Dinoflagellates are phyto- Diatoms are phytoplankton There are many Shelled organisms use calcium Small increases in
primary productivity come from produced by primary aries and kelp forests, support a tems that are independent ecosystems on Earth, thrive in nu- ganisms are adapted ocean organisms dynamic environment, contrib- left the ocean and brates have marine repre- eukaryotes, multicel- and archaea are heterotrophs that break called cyanobacteria, plankton that have animal-like that produce a huge amount species of ma- carbonate to construct shells and temperature can
nutrient recycling. Nitrogen, producers sinks below the great diversity and number of of energy from sunlight and trient-poor, warm waters because to survive in zones are adapted to uting to the high diversity seen evolved further on sentatives, and many only lular photosynthetic chemosynthetic down detritus and recycle are thought to have features, such as flagella, and can of the carbon and oxygen rine fungi and skeletons, relying on the abundant lead to coral bleach-
phosphorus, and other nutrients sunlit surface zone, carrying organisms, which is due in part photosynthetic organisms. of a symbiotic relationship between defined by tidal live only within in this ecosystem, e.g., sudden land. Some members live in marine environments. organisms that have primary producers, essential nutrients back made most of the oxygen ingest food as heterotrophs. Some produced on Earth. Diatoms they are mostly carbonate ions usually available in ing as the symbiotic
in organic molecules, such as nutrients to the deep. to: abundant sunlight and cur- Hydrothermal vents, subma- corals and zooxanthellae, a type cycles (amount of distinct density upwelling events create an en- of those groups later Except for the insects, most no seeds, and lack and make their own into the environment. in the atmosphere. of these organisms cause red tides have cell walls made of glass- microbes. Most ocean water. As ocean pH decreases, algae (zooxanthel-
proteins and nucleic acids, are rent patterns (e.g., upwelling, rine hot springs, and methane of dinoflagellate. This relationship time exposed to air), layers or in vironment conducive to the sur- returned to the ocean, invertebrate species and thus true roots and leaves. food from chemical Some symbiotic bacteria Cyanobacteria were the and bioluminescence. Some, like silica. The ocean floor is of these are the concentration of available carbon- lae) living inside the
released when organisms die which brings nutrients to the cold seeps rely only on chemi- enables corals to grow, forming crashing waves, pre- zones defined vival of a different set of organ- such as mammals, most animals, are marine. There are three phy- compounds, such as are responsible for the first photosynthetic or- called zooxanthellae, have covered by vast deposits of decomposers. ate ions also decreases, and carbonate coral polyp leave
and are decomposed by bacteria. surface, and nutrients flowing cal energy and chemosynthet- substrates that are the foundation dation, or substrate. by pressure or isms than were present prior to reptiles, birds, and At least 97% of all species of la of seaweeds: green, hydrogen sulfide at bioluminescence of some ganisms, and still produce symbiotic relationships with these siliceous sediments. from shells dissolves into the ocean resulting in the
into the ocean from rivers). ic organisms to support life. of complex reef ecosystems. light levels. the influx of nutrient-rich water. flowering plants. animals are invertebrates. brown, and red. hydrothermal vents. deep sea fish and squid. much of Earth's oxygen. organisms such as corals. water, leading to thinning shells. death of the coral.
A5 A5 C15 C17
There is a direct relationship There is a direct relationship Coastal pollution can cause Some diatoms are harmful,
between primary productivity, between primary produc- an increase in the numbers including those that pro-
current patterns, and upwell- tivity, current patterns, and of some dinoflagellates, duce domoic acid, which ac-
ing. The highest levels of pri- upwelling. The highest levels of leading to disease in humans cumulates in shellfish and
mary productivity are near the primary productivity are near and marine organisms. fish and may lead to death
polar regions and in upwelling the polar regions and in upwell- in mammals that eat them.
zones where there are high lev- ing zones where there are high
els of nutrients and sunshine. levels of nutrients and sunshine.

GRADES 9
K THROUGH 12
2 Principle 6

Use of the Ocean — A Where People Live — B Weather Impacts People — C Human Impact on the Ocean and Atmosphere — D Responsibility and Advocacy for the Ocean — E
The ocean is essential to the existence of human life on Earth. People choose to live in coastal areas for many reasons. Changes in the current patterns in the ocean can affect climate and weather. The exponential growth of human populations, together with technological advances, have exacerbated changes in the ocean and atmosphere. Achieving sustainability of the diverse ecosystems and resources in the ocean depends upon collective and individual action based on scientific research and exploration.
A1 B1 B3 B4 B5 C1 C2 D1 D7 D11 D15 E1 E2 E6
The ocean has an incredible array of renewable and non-renewable resources that humans use The ocean is a Coastal Coastal areas Coastal areas Changes in the weather and climate affect Hurricanes, typhoons, Human activity contributes to global climate change. Humans contribute to some of the topographical Humans contribute to biological changes of ocean ecosystems. Humans contribute to biochemical changes in ocean ecosystems. The ocean Planning and action on a global, regional, and local It is important for the public to learn about the issues regarding the ocean and to take action.
continuous body of areas provide are a source biodiversity, migration patterns, and fisheries, tsunamis, and the rising changes of areas, such as beaches, bays, historically has level can result in enforceable regulations, laws, and
water connecting provide opportunities for cultural which may also adversely affect people. sea level may adversely wetlands, the sea floor, and coral reefs. been seen as a accords aimed toward environmental sustainability.
all the land moderate for recreation, heritage. affect humans living common area:
masses, which in weather inspiration, and along or near the coastline. an inexhaustible
turn facilitates and rejuvenation. resource exploited
exploration, climate. by many, but
transportation, protected by no one.
and commerce.
A2 A3 A4 A5 A6 B2 B6 C3 D2 D4 D8 D9 D9 D12 E3 E7 E9 E14
Technology has The ocean provides Many of our medicines, Energy resources Increased human population, The ocean supports Cultural More effective global Activities such as burning fossil Human actions have increased the effect of natural hazards. Topography is The deliberate alteration of The deliberate alteration of the ocean and/ Ocean ecosystems are altered by activities that change Many marine resources are renewable with protection, Mass education about the Education helps people understand the impact of their personal choices in order to make informed decisions. Concerned citizens,
enabled marine most of the fresh chemicals (e.g., salt), and raw materials and thus increased demand the global economy exchange has communication can fuels, the decay of organic waste altered by activities the ocean and/or terrestrial or terrestrial topography can have negative symbiotic and predator/prey relationships. regulation, education, and support for the ocean. ocean (e.g., through the including young people,
fisheries and water on Earth, and and food products are are extracted for resources, as well as and offers a host occurred, and provide warning to in landfills, and the emission of such as blast fishing, topography can have negative impacts on marine ecosystems. media, and both formal can form community
aquaculture photosynthetic extracted or derived from the sea floor, improved technology, are of opportunities continues to cities and remote areas, hydrofluorocarbons in industrial the construction impacts on marine ecosystems. and informal means) can groups on a grassroots
to produce organisms in the ocean from a variety of including mineral having environmental, for careers in occur, as ships allowing sufficient time processes input more greenhouse of dams, jetties, help people understand level to educate, conserve,
increased provide most of the ocean life, including ores, crude oil, social, and ecological commercial realms, carry people to minimize the effects gases into the atmosphere than are and landfills, and the relevance of the and restore coastal
amounts of food oxygen on Earth. bacteria, algae, sponges, and natural gas. implications on the ocean. recreation, and across the ocean. of natural disasters on being removed (i.e., being absorbed the drainage ocean to their own lives and marine habitats.
for humans. and fish products. scientific research. human populations. into the ocean, or taken up by trees). of wetlands. and future, and that of
future generations.
D3 D5 D6 D10 D10 D13 D14 D16 D17 D18 D19 E4 E5 E8 E10 E11 E12 E13
Thermal expansion of water These human actions These human actions have Some of these impacts Some of these impacts include sedimentation Activities, such as the introduction of invasive Human activities that increase Increased carbon emissions into the atmosphere Biomagnification Activities, such as the use Rapid growth of There are laws that There are state and federal There are programs that Air pollution and excess greenhouse Biological and biochemical changes Overfishing and the Compliance with
and melting ice caps raises the have increased the effects intensified the effects of forest include sedimentation that that block coral growth, the loss of essential species through bilge water, aquarium trade, and ocean temperature disrupt from factories and automobiles lead to increased of toxic substances of nitrogen-based fertilizer, some algae and establish protected laws that regulate activities offer consumer information gases can be reduced through can be reduced through actions, destruction of marine regulations and
sea level, which could displace of storm surges, and the fires and droughts inland. block coral growth, the loss fish habitats, the disruption of migration poorly managed aquaculture and fisheries alter relationships between organisms, carbon dioxide uptake by the ocean. This leads to the the improper disposal of pet dinoflagellates is areas such as Marine such as fishing, polluting, about sustainably simple actions, such as turning off such as eliminating the input of habitats can be reduced laws concerning
a large fraction of the world’s intensity and number of of essential fish habitats, routes, and loss of breeding and nesting areas predator/prey relationships, which destabilizes such as symbiotic relationships process results in a decrease of pH of ocean decreased fitness waste, and use of phosphorous- responsible for the Protected Areas and dumping sewage, emitting air harvested seafood and electronics to use less electricity, chemicals and other pollutants through actions, such as the protection of
coastal populations and cause hurricanes and tunamis. the disruption of migration for marine mammals, birds, and turtles. food webs and leads to a loss of biodiversity. between coral and zooxanthellae. water, known as ocean acidification, and leads of organisms, containing detergents, can poisoning of marine marine reserves. pollutants, and oil drilling. other marine products. walking and biking instead of into our watersheds, not dumping only buying and eating the ocean is a vital
changes in ocean current routes, and loss of breeding to changes in organisms and ecosystems, such which disrupts dramatically impact the birds, mammals, driving, carefully sealing and into storm drains, not littering, sustainably caught seafood part of conserving
patterns, affecting climate. and nesting areas for marine as shell thinning and disrupting food webs. ecosystems. biological health of coastal and humans, as well insulating homes, and using energy using phosphorous- free detergents, and by respecting No Take marine resources.
mammals, birds, and turtles. ecosystems (e.g., phosphorous as the smothering efficient appliances and light bulbs. and investing in biodegradeable Marine Protected Areas.
build up, eutrophication, of coral. household and gardening products.
and algal blooms).

GRADES 9
K THROUGH 12
2 Principle 7
B.4. B.5. C.6.
A.6. B.2. B.3. B.6. C.2. C.5. C.14. C.22.

C.7.
A.4. C.12. C.15.

C.3. C.4. C.8. C.10.
C.9. C.11. C.13. C.16. C.17. C.18. C.19. C.20.

A.5.
C.21.

People Explore the Ocean — A Ocean Exploration Requires Collaboration — B Ocean Exploration Requires Technological Innovations — C
Exploration leads to a better understanding of ocean systems. Ocean exploration involves collaboration of people in different careers, disciplines, countries, and organizations, which include universities, research Institutes, government agencies, and private industries. The ocean covers 70% of Earth, but less than 20% of it has been mapped, observed, and explored. This is due to extreme physical properties of the ocean that make exploration difficult, e.g., temperature, light, salinity, depth, vastness, and pressure. The ability to explore and observe the ocean depends on the development and use of new technologies, all of which have strengths and limitations.
A1 B1 B4 B5 C1 C6
There are many opportunities for ocean exploration, which can lead to hypothesis-generated science. People in different countries with knowledge and skills in a Understanding the ocean requires the use of data and technologies Political, social, and scientific engagement on both national Scientific models and simulations are used to describe, manipulate, and experiment with ocean systems, in order to better Tools and technologies have been developed and deployed both in outer and inner space to collect a wide variety of data from ocean systems over time and geographic location.
diverse range of careers and disciplines propose ideas and from many domains of knowledge, such as computer science, and international levels can affect the opportunity for, understand these systems and their interactions, interconnections, and interdependence.
develop methods for exploring and understanding the ocean. engineering, biology, geology, chemistry, and physics. awareness of, and future directions of ocean exploration.
A2 A3 A6 A7 B2 B3 B3 B3 B6 C2 C5 C7 C14 C22
Since 1970, the use of ocean New methods and technologies New habitats and species Current exploration of ocean organisms is Careers in ocean exploration The communication The communication of accurate and timely information The communication of accurate Exploring the ocean involves Scientific models are physical, mathematical, or logical representations Simulations are the implementation of these models over time to test, analyze, and Submersibles allow scientists to observe and collect data below the ocean’s surface. These include Human- Scientists and natural resource managers use this data to understand the ocean and climate processes, as well as to monitor water quality and other activity around protected areas. Advancements in technology to conduct
resources has increased are being developed to utilize the continue to be discovered leading to new discoveries for human health require personal interest and of accurate and timely allows the public to make informed decisions and timely information allows global participation because of entities, processes, and phenomena that make them comprehendible experiment with the representations of these real-world ocean systems. Occupied Vehicles (HOVs), Remotely-Operated Vehicles (ROVs), and Autonomous Underwater Vehicles (AUVs). molecular analysis (e.g., DNA technology
significantly. The sustainability ocean for mineral and biological throughout the ocean. and our interconnectedness to the ocean. commitment, and years of study and information allows the that promote sustainability of the ocean. the public to make informed there is only one ocean that (e.g., computer rendering of ocean circulation patterns). and Isotope analysis) provide scientists with
of ocean resources therefore resources, and as a source of energy apprenticeships, which may include public to make informed decisions that promote connects and sustains all life. more detailed Information on organisms
depends on our understanding (e.g., tidal power, wave power, and education and training in vocational decisions that promote sustainability of the ocean. in large-scale systems (e.g., population
of the potential and limitations ocean thermal energy conversion). schools, colleges, and/or universities. sustainability of the ocean. structures, food webs, and migrations).
of those resources
A4 A4 A8 A9 C3 C4 C3 C4 C8 C10 C12 C15

Data gathered from advanced Data gathered from advanced There are many ways There are many ways that Scientific models are limited by the accuracy of their Advances in technology, such Scientific models are limited by the accuracy of their Advances in technology, such as satellites, HOVs allow scientists to go down to ROVs are underwater robots AUVs are undersea computer- controlled Satellites collect and transmit largescale, continuous data from sensors (e.g., satellite imagery), or transmitters on buoys placed in fixed locations in the ocean, or on AUVs and living organisms that move throughout the ocean.
technology enable scientists to make technology enable scientists that humans benefit from human activities negatively representation of the complexity of ocean systems, which in as satellites, sea floor and sea representation of the complexity of ocean systems, which in sea floor and sea surface observatories, and great depths to observe and collect tethered (i.e., linked by a cable) systems. There is no physical connection
better estimations and predictions of to make better estimations discoveries about the ocean impact the ocean that are turn is limited by: our scientific knowledge of the systems; surface observatories, and turn is limited by: our scientific knowledge of the systems; digital media, have facilitated improvements samples. HOVs are compact and to a ship and operated by a pilot to their operator, who may be onshore or
physical and biological phenomena. and predictions of physical (e.g., cancer research, new not fully understood. our ability to transform our knowledge into accurate digital media, have facilitated our ability to transform our knowledge into accurate in scientific models and simulations dependent on surface-support vessels. on that ship. The cables carry aboard a ship. They are self-guiding and
and biological phenomena. medicines, energy, etc.). mathematical equations; our ability to collect sufficient improvements in scientific models mathematical equations; our ability to collect sufficient types because they offer scientists extensive electrical power, video, and self-powered, are safe from bad weather, and
types and quantity of data over time and geographic and simulations because they and quantity of data over time and geographic locations; real-time data over time and space. other data signals back and forth can reach shallower water than boats and
locations; and the power of computers to use these data to offer scientists extensive real- and the power of computers to use these data to recreate between the pilot and the vehicle. deeper water than human divers or ROVs.
recreate the systems and make calculations and simulations. time data over time and space. the systems and make calculations and simulations.
A5 A5 C9 C11 C13 C16 C17 C18 C19 C20

Looking at data over time Looking at data over time Groundbreaking research, such as the ROVs can be outfitted with additional AUVS can be outfitted with oceanographic Scientists, and citizens alike, AUVs, such as gliders, can be Satellite data from living organisms (e.g., from Satellites with cameras and Ocean-observing systems (OOS) are newer approaches to
allows us to better understand allows us to better understand discovery of life at hydrothermal vents, has sensors and equipment, such as sensors to measure numerous physical use satellite data from buoys programmed to collect data from transmitters attached to elephant seals, tuna, radiometers provide extensive studying the ocean. They provide scientists with extensive and
the complexity and changing the complexity and changing been done in HOVs. However, they are not sonars, magnetometers, robotic arms and biological features of the ocean. in fixed locations to obtain specific depths along pre-determined and/or sea turtles) provide information such images of the ocean surface. continuous data about the Earth, ocean, and atmosphere, so they
patterns in the ocean (e.g., noise patterns in the ocean (e.g., noise capable of reaching the deepest regions in and water samplers, so scientists The geographic coverage and length of information about local and paths. Satellites receive the data as where these organisms travel. Scientists For example, data from can investigate the interactions and interconnections of ocean
pollution, weather, sea surface pollution, weather, sea surface the ocean, are costly to operate, and lack the can collect data and specimens, deployment time to collect data by AUVs is regional places to understand from the AUVs to obtain information use this data to understand the geographic NOAA and NASA satellites and climate processes, and the impacts from human activities.
temperatures, and dead zones). temperatures, and dead zones). versatility and endurance of ROVs and AUVs. and conduct experiments deep not limited by a cable or human occupant. daily, seasonal or annual patterns about the ocean surface and water range and distribution, habitats, and are used to map sea surface
under the surface of the ocean. of change at these locations. column for a geographic region. migratory patterns of these organisms. temperatures and productivity.
C21
An OOS employs both remote and in situ sensing methods
to gather data. Remote sensing includes satellite-, aircraft-
and land-based sensors, power sources, and transmitters.
In situ sensing includes platforms (ships, buoys, gliders),
sampling devices, power sources, and transmitters.
These devices and sensors collect a variety of data, such
as salinity, sea surface temperature, and cloud cover,
74 A Handbook for Increasing Ocean Literacy which are transmitted to computers in labs onshore. oceanliteracyNMEA.org
Alignment of the Ocean Literacy
Framework to the NGSS
Introduction to the Alignment of Ocean Literacy to

the Next Generation Science Standards (NGSS)
You can’t be science literate without being ocean literate. This alignment document details the correlations
This document provides evidence to prove that statement between NGSS, specifically the Disciplinary Core
and tools to achieve it. This innovative and rigorous Ideas (DCI) and Performance Expectations (PE),
document aligns Ocean Literacy to the Next Generation and the concepts included in the other Ocean
Science Standards (NGSS) by detailing why teaching Literacy Framework documents. It provides
ocean concepts is integral and essential to achieving the coherence across the Ocean Literacy Framework
vision of NGSS. Intended for teachers, school leaders, and NGSS, leveraging our community’s work
informal educators, and curriculum developers, this and making it more valuable and useful.
alignment document provides critical guidance about
This alignment is a necessary tool to focus attention on
when and how ocean concepts should be strategically
places in the NGSS where Ocean Literacy is essential to
inserted into the K through 12 science curriculum and
understanding the DCI, but the connection may not be
can be used to influence state, district, and school science
obvious. The alignment documents are organized by
implementation plans. The Alignment of Ocean Literacy to
grade band and provide a 4-point scale with a description
the Next Generation Science Standards also provides strong
for each rating that describes in detail the relationship
justification for educators to provide ocean sciences
between the NGSS at each grade level and each of
learning experiences to supplement traditional texts
the seven Ocean Literacy principles. There are many
that typically don’t adequately address ocean concepts.
examples of Disciplinary Core Ideas in NGSS that directly
The Alignment of Ocean Literacy to the Next Generation match content described in Ocean Literacy: The Essential
Science Standards is one part of the Ocean Literacy Principles of Ocean Sciences for Learners of All Ages
Framework which includes three other key documents: and The Ocean Literacy Scope and Sequence for Grades
K–12 (see #1 in the rating scale below). There are also
» Ocean Literacy: The Essential Principles of Ocean
many examples of DCIs that do not explicitly mention the
Sciences for Learners of All Ages;
ocean, but cannot be fully understood without addressing
» The Ocean Literacy Scope and Sequence the ocean component (see #2 in the rating scale).
for Grades K–12; and
» International Ocean Literacy Survey.1
1 For more information and to access online versions of the Ocean Literacy Framework
documents, please visit www.marine-ed.org/ocean-literacy/overview

Alignment of the
Ocean Literacy Framework
to the NGSS
Rating Scale for Alignment of the Ocean Literacy Framework

to Next Generation Science Standards (NGSS)2
1 means there is verbatim or nearly verbatim than just examples; they illustrate different aspects
language in the Ocean Literacy Guide, the Scope of the concept than the terrestrial examples do.
& Sequence, and the NGSS. This rating is self-
3 means examples from the Ocean Literacy
explanatory. The connection and alignment should
Guide or Scope & Sequence (not just any ocean
be obvious and not in need of any explanation.
examples) are excellent for teaching and
2 means that understanding these Ocean Literacy understanding these DCIs and/or PEs.
Principles and/or Fundamental Concepts is
This rating is given when an example from the Ocean
essential to helping students to achieve full
Literacy Guide or the Scope & Sequence could be used
understanding of the Disciplinary Core Ideas
to explain a general science DCI and/or PE, but using
(DCIs) and/or Performance Expectations (PE).
that example to explain that concept is not essential to
This rating is given for all the DCIs that have a terrestrial ocean literacy, nor is it essential to understanding DCI,
bias or ignore the uniqueness of ocean systems, such as: such as, ocean waves, as mentioned in some OLPs, are
decomposition breaks things down into soil; references good examples of the physical properties of waves.
to only terrestrial habitats, ecosystems and food webs,
4 means these DCIs and/or PEs are building blocks or
etc. This rating says that a learner cannot achieve
foundational ideas that help students to understand these
full understanding of the DCI without understanding
Ocean Literacy Principles and/or Fundamental Concepts.
the ocean component of the concept, e.g., you don’t
fully understand primary productivity if you don’t This rating is given for general science concepts that
understand chemosynthesis; you don’t fully understand help students understand the mechanisms behind
decomposition if you only understand how it relates to OL concepts, such as force and motion helping to
soil, but not to detritus and marine snow in the water explain currents or phase change, and conservation
column; you don’t fully understand food webs and of matter helping to explain the water cycle.
trophic levels unless you understand about microbes
in the ocean because they play a very different role
than plants do on land. The ocean “examples” are more
2 The Ocean Literacy-NGSS alignments were developed by the National Marine Educators Association Ocean
Literacy Committee. Special acknowledgement goes to the Lawrence Hall of Science at the University of California,
Berkeley for leading the development and supporting the final editing and design. The following individuals
made significant contributions: Lincoln Bergman (Lawrence Hall of Science), Scott Carley (College of Exploration),
Catherine Halversen (Lawrence Hall of Science), Kurt Holland (Seventh Generation Advisors), Beth Jewell (West
Springfield High School), Lisa Klofkorn (Lawrence Hall of Science), Diana Payne (Connecticut Sea Grant), Sarah
Pedemonte (Lawrence Hall of Science), Sarah Schoedinger (NOAA), Craig Strang (Lawrence Hall of Science), Lynn
Tran (Lawrence Hall of Science), Peter Tuddenham (College of Exploration), Emily Weiss (Lawrence Hall of Science),
Jim Wharton (Seattle Aquarium), Lynn Whitley (USC Wrigley Institute for Environmental Studies and Sea Grant)

Alignment of the
to the NGSS
Examples of a rating of 4: When no rating is given it means there is no substantive

or helpful relationship. There is no rating given when
K-PS2 Motion and Stability: no plausible, helpful, or meaningful relationship
Forces and Interactions. appears to exist between the OL Principles and/or
Ocean Literacy Essential Principle 2: These basic
Fundamental Concepts and the DCIs and/or PEs.
ideas are important conceptual building blocks that
help us understand waves, erosion, and landforms of Example:
the coast.
K-PS2 Motion and Stability:
1-LS3 Heredity: Inheritance Forces and Interactions
Ocean Literacy Essential Principle 5: No relationship
and Variation of Traits.
Ocean Literacy Essential Principle 5: DCI introduces Now that we have explained the rating scale, let’s dive
the concept of inheritance and variation and provides in and explore these alignments in more detail!
an introduction to the concept of diversity described
in OLFC 5A & C.
NGSS Terminology Ocean Literacy Terminology
PS = Physical Science OLP = Ocean Literacy Essential Principle
ESS = Earth and Space Science OLFC = Ocean Literacy Fundamental Concept
LS = Life Science S&S = Scope and Sequence
ETS = Engineering, Technology, and

the Application of Science
SEP = Science and Engineering Practice
CC = Crosscutting Concept
DCI = Disciplinary Core Idea
PE = Performance Expectation

Alignment of the GRADES K THROUGH 2
to the NGSS
Alignment of Ocean Literacy Framework to the NGSS for Grades K–2
Standards by OLP OLP OLP OLP OLP OLP OLP Specific DCI &
Disciplinary Core Idea (DCI) 1 2 3 4 5 6 7 Performance Expectations (PE)
K-2-ETS1 Engineering Design 3 3 ETS1.A, B, C
K-ESS2 Earth’s Systems 4 2 ESS2.D, E; ESS3.C
K-ESS3 Earth and Human Activity 2 2 1 2 ESS3.A, B, C
K-LS1 From Molecules to Organisms:

Structures and Processes
3 3 LS1.C
K-PS2 Motion and Stability:

Forces and Interactions
3 PS2.B
K-PS3 Energy 4 PS3.B
1-ESS1 Earth’s Place in the Universe
1-LS1 From Molecules to Organisms:

3 LS1.A, B, C
1-LS3 Heredity:
Inheritance and Variation of Traits
4 LS3.A, B
1-PS4 Waves and Their Applications in

Technologies for Information Transfer
3 PS4.C
2-ESS1 Earth’s Place in the Universe 3 ESS1.C
2-ESS2 Earth’s Systems 1 1 ESS2.A, B, C
2-LS2 Ecosystems:
Interactions, Energy, and Dynamics
3 LS2.A
2-LS4 Biological Evolution:

Unity and Diversity
1 LS4.D
2-PS1 Matter and Its Interactions 3 PS1.A
Explanation for Ratings

K through 2 ETS1 Engineering Design challenges (DCI ETS1.A, B, C) related to ocean
exploration and opportunities ahead.
OLP 6. This is a rating of 3 because people need
to be able to design solutions to keep the ocean
healthy and utilize ocean resources to improve
K-ESS2 Earth’s Systems
our lives. Human interconnections with the ocean OLP 3. This is a rating of 4 because learners need to
provide many examples (OLFC 6B, D, G; S&S grades understand what weather is and that weather changes
K through 2, C strand) that illustrate and optimize (DCI ESS2.D) in order to understand what causes
the need for design solutions (DCI ETS1.A, B, C). weather (OLFC 3A, D; S&S grades K through 2, A3).
OLP 7. This is a rating of 3 because the ocean OLP 6. This is a rating of 2 because understanding
provides many examples (OLFC 7D, E, F; S&S biogeology and human impacts on Earth systems
grades K through 2, B2, B4) of engineering (DCI ESS2.E, ESS3.C) would be incomplete without
inclusion of ways humans impact the ocean. People

GRADES K THROUGH 2 Alignment of the
to the NGSS
change the environment, e.g., pollution, physical K-LS1 From Molecules to Organisms:
modifications (OLFC 6D, F; S&S grades K through 2, B, Structures and Processes
C1, and C3 strands), as they engage in activities to live
OLP 5. This is a rating of 3 because the ocean
comfortably. Everyone can make choices to reduce
(OLFC 5B, D; S&S grades K through 2, B2) provides
their impact and be responsible for caring for the
many important examples of the organization for
ocean (OLFC 6G; S&S grades K through 2, C5 strand).
matter and energy flow in organisms (DCI LS1.C).
K-ESS3 Earth and Human Activity OLP 6. This is a rating of 3 because recognizing
the ocean as a fundamental source of food and
OLP 4. This is a rating of 2 because understanding
water (OLFC 6A, B; S&S grades K through 2, A2
the natural resources living things need (DCI ESS3.A)
and A3) is a good example of how all animals
is not complete without knowing that life as we know
need food and all plants and algae need water
it does not exist without water (S&S grades K through
and light to live and grow (DCI LS1.C).
2, A). Almost all the water on Earth is in the ocean
(S&S grades K through 2, B), and the ocean provided
and continues to provide water, oxygen, and K-PS2 Motion and Stability:
nutrients needed for life to exist on Earth (OLFC 4C). Forces and Interactions
OLP 2. This is a rating of 3 because water in motion
carries Earth materials from one place to another,
the natural resources living things need (DCI
especially in the coastal zone, leading to erosion
ESS3.A) is not complete without considering the
and accretion (OLFC 2C; S&S grades K through
ocean as an environment and habitat where
2, A strands). This is an important example of
organisms live (S&S grades K through 2, B).
when objects touch or collide they push on one
OLP 6. This is a rating of 1 because human activities another and can change motion (DCI PS2.B).
to live comfortably (DCI ESS3.B, C) involve use of
resources from the ocean (OLFC 6B, C; S&S grades K-PS3 Energy
K through 2, A and B strands), and thus have an OLP 3. This is a rating of 4 because learners need
impact on the ocean (S&S grades K through 2, C to understand that sunlight warms Earth’s surface
strand). Everyone can make choices to reduce their (DCI PS3.B) in order to understand the ocean
impact and be responsible for caring for the ocean absorbs heat energy from the sun (OLFC 3B).
(OLFC 6G; S&S grades K through 2, C strand).

that life on Earth depends on the ocean (OLFC 7A; No alignment between OL and NGSS.
S&S grades K through 2, A) and that people explore
the ocean (S&S grades K through 2, B strand) are 1-LS1 From Molecules to Organisms:
essential to understanding the natural resources Structures and Processes
that living things need to survive (DCI ESS3.A). OLP 5. This is a rating of 3 because there is a greater
Exploring the ocean helps us understand the health diversity of organisms in the ocean than are found
of the ocean and helps us find new medicines, food on land (OLFC 5A, C, D; S&S grades K through 2,
for humans, and new resources for energy for A strand). The variety of different structures and
human activities (S&S grades K through 2, B2). behaviors that marine organisms have to help them

Alignment of the GRADES K THROUGH 2
to the NGSS
survive (S&S grades K through 2, A4) provide unique map the shapes and kinds of land and water in any
and important examples for understanding structure area (DCI ESS2.B), they must understand that the ocean
and function (DCI LS1.A), growth and development is the defining feature on the planet (OLFC 1A; S&S
of organisms (DCI LS1.B), and how organisms process grades K through 2, B). Geologic features on the ocean
information for growth and survival (DCI LS1.C). floor (plains, valleys, mountains, volcanoes), which are
shown on bathymetric maps and are similar to those
1-LS3 Heredity: Inheritance on land (OLFC 1B; S&S grades K through 2, D strand),
and Variation of Traits provide important and unique examples of the shapes
and kinds of land and water in any area (DCI ESS2.B).
OLP 5. This is a rating of 4 because inheritance of traits
and variation of traits (DCI LS3.A, B) are building blocks OLP 2. This is a rating of 1 because the concept
for understanding the great diversity of organisms in that moving water can change the shape of the
the ocean (OLFC 5A, C; S&S grades K through 2, A strand). land is nearly identical in the DCI (ESS2.A), OLFC
2C, and S&S grades K through 2, A strands).
Technologies for Information Transfer 2-LS2 Ecosystems: Interactions,
OLP 7. This is a rating of 3 because existing ocean Energy, and Dynamics
technology for exploration and communication, OLP 5. This is a rating of 3 because photosynthetic
including sensors (e.g., side-scan, multi-beam, and microbes in the ocean (OLFC 5B) are
lidar) that rely on sound waves for information examples of primary producers that depend
transfer, are expanding our ability to explore the on water and light to grow (DCI LS2.A).
ocean and provide novel examples of information
technologies and instrumentation (DCI PS4.C). 2-LS4 Biological Evolution:
Unity and Diversity
OLP 5. This is a rating of 1 because the DCI
OLP 2. This is a rating of 3 because the DCI, OLP, and introduces the concept of many different kinds of
S&S encourage direct examination of evidence to organisms living in many different places on land
make Earth processes visible. Accretion, erosion, and and water (DCI LS4.D), which is essentially the
associated coastline changes (OLFC 2C; S&S grades concept represented in OLFC 5A through G, and I; and
K through 2, A strands) are important examples in S&S grades K through 2, A and B strands, related
for illuminating Earth events and timescales (DCI to the diversity of life and ecosystems in the ocean.
ESS1.C). Observing or experimenting with currents,
waves, erosion, and deposition provide natural 2-PS1 Matter and Its Interactions
starting points for understanding these concepts.
OLP 1. This is a rating of 3 because understanding the
unique structure and properties of seawater (OLFC
2-ESS2 Earth’s Systems
1E; S&S grades K through 2, A strand) are important
OLP 1. This is a rating of 1 because the OLP (OLFC and instructive examples of how matter has different
1A, E, and G) describe and elaborate the concept that observable structure and properties (DCI PS1.A).
water is found in the ocean, rivers, lakes, and ponds The freezing point of seawater (OLFC 1E) is a good
(DCI ESS2.C). In order for students to understand that example of how the heating or cooling of a substance
maps show where things are located and that one can may cause changes that can be observed (DCI PS1.B).

GRADES 3 THROUGH 5 Alignment of the
to the NGSS
Alignment of Ocean Literacy Framework to the NGSS for Grades 3–5
3-5-ETS1 Engineering Design 3 3 ETS1.A, B, C
3-ESS2 Earth’s Systems 3 ESS2.D
3-ESS3 Earth and Human Activity 3 3 ESS3.B

1 LS1.B
3-LS2 Ecosystems:
3 LS2.D
3-LS3 Heredity:
4 3 LS3.A, B

Unity and Diversity
3 3 4 1 3 LS4.A, B, C, D
3-PS2 Motion and Stability:

3 3 PS2.A, B
4-ESS1 Earth’s Place in the Universe 3 2 ESS1.C; PE-ESS1-1
4-ESS2 Earth’s Systems 1 1 ESS2.A, B
4-ESS3 Earth and Human Activity 3 3 ESS3.A, B

2 LS1.A, D
4-PS3 Energy 3 PS3.B

3 3 PS4.C
5-ESS2 Earth’s Systems 1 2 2 1 ESS2.A, C
5-ESS3 Earth and Human Activity 1 2 ESS3.C

2 2 LS1.C; PE 5-LS1-1
5-LS2 Ecosystems:
4 2 LS2.B
5-PS1 Matter and Its Interactions
5-PS2 Motion and Stability:

4 4 PS2.B
5-PS3 Energy 2 PS3.D

Alignment of the GRADES 3 THROUGH 5
to the NGSS

3 through 5 ETS1 Engineering Design storm surges (OLFC 6F; S&S grades 3 through
5, B4) are important examples of natural
OLP 6. This is a rating of 3 because human
hazards that may impact humans (ESS3.B).
development and activity around the ocean
(OLFC 6D; S&S grades 3 through 5, A4) provide
many examples of design solutions to problems
(ETS1.A, B, C) that unintentionally led to other Structures and Processes
problems such as pollution, changes to ocean OLP 5. This is a rating of 1 because the DCI (LS1.B),
chemistry, and physical modifications. OLFC (5B, D, I) and S&S (grades 3 through 5, B5) all
discuss reproduction and unique and diverse life
OLP 7. This is a rating of 3 because technologies
cycles. Understanding life in the ocean is essential
for exploring the ocean (OLFC 7D; S&S grades 3
to understanding the diversity of life on Earth.
through 5, C strand) provide good examples of
how possible engineering solutions are developed
3-LS2 Ecosystems: Interactions,
(ETS1.B, C). Similarly, collaboration among
Energy, and Dynamics
interdisciplinary ocean scientists (OLFC 7F; S&S
grades 3 through 5, B strand) is a good example of OLP 5. This is a rating of 3 because the ocean
how communication and sharing of ideas among (OLFC 5D) provides unique examples of animals
peers can lead to improved designs (ETS1.B, C). working in groups to obtain food, defend
themselves, and cope with changes (DCI LS2.D).
3-ESS2 Earth’s Systems For example, schooling behavior can be readily
observed in an aquarium in the classroom.
OLP 3. This is a rating of 3 because the interaction of
the ocean and atmosphere (OLFC 3A through D; S&S
3-LS3 Heredity: Inheritance
grades 3 through 5, A1 and A2) controls and regulates
most of Earth’s weather and climate patterns that are
and Variation of Traits
recorded by scientists (DCI ESS2.D). Note: this could OLP 4. This is a rating of 4 because knowing
be rated as a 2 if the instructor’s intent is for learners the concepts of inheritance and variation
to understand causes of weather and climate rather (DCI LS3.A, B) can help learners understand
than only to observe and record weather and climate. how millions of different species on Earth are
related by descent from common ancestors
3-ESS3 Earth and Human Activity that evolved in the ocean (OLFC 4B).
OLP 3. This is a rating of 3 because natural OLP 5. This is a rating of 3 because the great
hazards related to the ocean, e.g., hurricanes, diversity of major groups of organisms in
cyclones, and El Niño (OLFC 3C, D; S&S grades 3 the ocean (OLFC 5A, C) are compelling and
through 5, A6) are important examples of natural illustrative examples of the concepts of
hazards that may impact humans (ESS3.B). inheritance, variation and diversity (DCI LS3.A,
B). The concept that the environment can affect
OLP 6. This is a rating of 3 because tsunamis,
an organism’s traits (DCI LS3.A, B) is also related
hurricanes, cyclones, sea level change, and

to the NGSS
to the concept that physical factors influence the 5, C2, C3, C5, C6) is an excellent example of how
distribution of ocean organisms (OLFC 5F, H). some kinds of organisms survive better than
others in particular environments (DCI LS4.C).
Unity and Diversity 3-PS2 Motion and Stability:
OLP 2. This is a rating of 3 because marine fossils Forces and Interactions
found on land (OLFC 2A; S&S grades 3 through OLP 1. This is a rating of 3 because ocean circulation
5, A3, A4) are excellent examples of fossils that (OLFC 1C; S&S grades 3 through 5, B, B1 through
provide evidence of the types of organisms that B10) provides a good example of forces and motion
lived long ago and of their environments (DCI (DCI PS2.A). In later grades one would use an
LS4.A). Additionally, for learners to understand understanding of forces and motion to support
the evidence provided by land-based marine deep understanding of ocean circulation.
fossils, it is useful for them to know that sea level
OLP 2. This is a rating of 3 because forces that
changes over time have contracted continental
cause erosion and change the physical structure
shelves and destroyed inland seas (OLFC 2B).
of coastal landforms (OLFC 2C, E; S&S grades 3
OLP 4. This is a rating of 3 because learners begin to through 5, B strand) provide good examples of how
learn about fossils and the environments indicated objects in contact exert forces on one another (DCI
by those fossils (DCI LS4.A). The ocean provides PS2.B). Additionally, the concepts that objects can
many excellent examples for such fossil environment exert force on one another and that an object’s
relationships (S&S grades 3 through 5, A, A1) but motion can be observed and predicted (DCI PS2.A,
is not required in order to understand the DCI. B), support an understanding of the forces of
waves and other forces that contribute to erosion
and the formation of landforms (OLFC 2C, E).
adaptation, diverse environments, natural
selection, and biodiversity (LS4.B, C, D) build and
support understanding that ocean ecosystems
are defined by environmental factors and the OLP 1. This is a rating of 3 because the presence of
community of organisms living there and that the marine terraces and other geological marine features
ocean supports a great diversity of ecosystems (OLFC 1B; S&S grades 3 through 5, C strand) seen on
and adaptations (OLFC 5F; S&S grades 3 through land provide examples of and support an explanation
5, B1). The DCI concepts generally support for change over time (DCI ESS1.C; PE-ESS1-1).
understanding of the ideas in the OLP and S&S.

OLP 2. This is a rating of 2 because in order to
OLP 6. This is a rating of 1 because the DCI have a complete understanding of how patterns of
(LS4.D), OLP, OLFC (6D), and S&S (grades 3 through rock formation reveal changes over time and how
5, C1 through C4) all discuss how changes to a fossils can provide indications of the order of the
habitat may affect organisms living there. change-causing events (DCI ESS1.C) learners need
to understand ocean life laid down sediments, dead
OLP 7. This is a rating of 3 because the concept ocean organisms falling into those sediments often
that people are not adapted to survive well in formed fossils, and marine fossils found on land are
an ocean environment (S&S grades 3 through

to the NGSS
evidence that the land was once covered by ocean to those hazards. There are many ocean-related
(OLFC 2A; S&S grades 3 through 5, A2 through A4). examples of these hazards as well as information
about how humans may be affected because a large
4-ESS2 Earth’s Systems proportion of the human population live near
the ocean (OLFC 6F; S&S grades 3 through 5, B4).
OLP 1. This is a rating of 1 because DCI ESS 2.B, OLFC
Additionally, energy resources from the ocean (OLFC
1B, and S&S grades 3 through 5, C strand all list
6B; S&S grades 3 through 5, A4) provide examples of
geologic seafloor features. Additionally, the OLP and
naturally-derived energy and fuels (DCI ESS3.A).
DCI refer to plate movement/movement of Earth’s
crust as giving rise to many of these features (DCI
ESS2.B; OLP 1B). The DCI and OLP also discuss the
water cycle/rainfall and how water breaks down Structures and Processes
and transports materials (DCI ESS2.A; OLFC 1F, G). OLP 5. This is a rating of 2 because learners’
understanding of structure, function, and
OLP 2. This is a rating of 1 because DCI ESS2.A;
information processing (DCI LS1.A, D) is not
OLFC 2C, D; and S&S grades 3 through 5, B strand
complete unless they are aware of both terrestrial
all describe processes of erosion that act to shape
and marine examples (e.g., gills, collapsible
the land/coastline. In addition, the idea that
lungs for deep diving, fins) since there are many
living things affect the physical characteristics of
categories of unique organisms that live only in the
their regions (DCI ESS2.E) is directly supported
ocean. Ocean organisms provide many examples
by the concept that ocean life laid down the
of unique life cycles and adaptations (OLFC 5D;
vast volume of siliceous and carbonate rocks
S&S grades 3 through 5, B1 through B3, B5). The
(OLFC 2A; S&S grades 3 through 5, A2).
growth rates and life cycles of ocean microbes
(OLFC 5B) are also connected, but not as strongly.
4-ESS3 Earth and Human Activity
OLP 3. This is a rating of 3 because ocean- 4-PS3 Energy
related natural hazards, such as hurricanes and
OLP 3. This is a rating of 3 because wave
cyclones (OLFC 3D; S&S grades 3 through 5, A6),
movement and heat exchange between the ocean
are strong examples of natural hazards humans
and atmosphere (S&S grades 3 through 5, A
cannot eliminate but can take steps to reduce
through A5) are helpful examples of the transfer,
their impact (DCI ESS3.B). The OLP and S&S also
transport, and conversion of energy (DCI PS3.B).
discuss the underlying causes of these natural
hazards (OLFC 3D; S&S grades 3 through 5, A3,
A5, A6). The standard does not call for a complete
understanding of all natural hazards or their
underlying causes. Therefore, it is not essential to OLP 6. This is a rating of 3 because the ocean
understand ocean-related natural hazards to meet research and communications technology
the standard, but ocean-related hazards are among necessary for commerce, resource extraction,
the most prominent and dramatic examples. and resource management (OLFC 6B, D, E, G)
would make interesting examples of information
OLP 6. This is a rating of 3 because the DCI ESS3.B technologies and instrumentation (PS4.C) but
discusses natural hazards and human response are not essential to understanding them.

to the NGSS
OLP 7. This is a rating of 3 because examples of C strand), provide an overview of how human
“new ocean technologies, sensors, and tools” (OLFC activity has had and can have major effects on
7D) are dependent on the wave properties of sound the ocean as identified in the DCI (ESS3.C).
and visible light (DCI PS4.C). These real-world
OLP 7. This is a rating of 2 because in order to fully
examples would add interest for learners but are
understand how communities use science ideas to
not essential to understanding the concepts.
protect Earth (DCI ESS3.C), related ocean science
ideas must be considered (S&S grades 3 through 5,
all strands). Excluding ocean concepts would result
No alignment between OLP and NGSS. in an incomplete and inaccurate understanding of
how to protect Earth’s resources and environment.
5-ESS2 Earth’s Systems
OLP 1. This is a rating of 1 because concepts 5-LS1 From Molecules to Organisms:
connected to the role of water in Earth’s surface Structures and Processes
processes (ESS2.C) are directly referenced throughout
OLP 4. This is a rating of 2 because the concept
the OLFC (1A, E, G). Also, the DCI, OLP, and S&S all
that plants acquire material for growth chiefly
directly address ocean system concepts (DCI ESS2.A;
from the air and water (DCI LS1.C; PE 5-LS1-
OLFC 1C; S&S grades 3 through 5, A and B strands).
1) demonstrates a terrestrial bias. The use of
OLP 2. This is a rating of 2 because many of additional ocean examples, such as algae or
the concepts related to how the movement microbes (S&S grades 3 through 5, B1) would
of water erodes and deposits material that address this bias and lead to a more complete
shape the coastline (S&S grades 3 through 5, understanding of primary productivity.
B strand) are essential to fully understanding
how the ocean shapes landforms (ESS2.A).
that “plants” get what they need to live from air
OLP 3. This is a rating of 2 because the concepts and water (DCI LS1.C) represents a terrestrial
about how the ocean and atmosphere interact (S&S bias. An understanding of primary productivity
grades 3 through 5, A and B strands) are essential for is incomplete without understanding the huge
understanding how Earth’s systems interact (ESS2.A). ecological role played by photosynthetic ocean
microbes and algae that do not require “air”
OLP 5. This is a rating of 1 because the language (OLFC 5B; S&S grades 3 through 5, A6, B8).
regarding ocean ecosystems in the DCI (ESS2.A)
is nearly the same as in the OLP (OLFC 5E 5-LS2 Ecosystems: Interactions,
through G, and I; S&S grades 3 through 5, A Energy, and Dynamics
strand). The OLP and S&S provide multiple,
OLP 2. This is a rating of 4 because learners need to
diverse examples of ocean ecosystems.
understand chemical cycling (DCI LS2.B) before being
able to understand biogeochemical cycling (OLFC
5-ESS3 Earth and Human Activity
2A). This DCI is a building block for comprehending
OLP 6. This is a rating of 1 because the OLP the concept of chemical cycling that will support
(OLFC 5D, E, G) and specifically the concepts discussion of biogeochemical cycling in a later grade.
developed in the S&S grades 3 through 5,

to the NGSS
OLP 5. This is a rating of 2 because a full OLP 5. This is a rating of 4 because the focus
understanding of food webs (DCI LS2.B) requires on Earth’s gravitational force (DCI PS2.B) is a
examples of species and ecosystems from the building block to understanding tides. This DCI
ocean which are fundamentally different has a tangential but important relationship
from those on land. Ocean food webs begin to the discussion of tide-influenced vertical
with microbes, not plants (OLFC 5B). There are zonation in intertidal habitats (OLFC 5H).
unique types of energy transfer in the ocean
that do not occur on land, including ecosystems 5-PS3 Energy
that do not depend on light and photosynthesis
OLP 5. This is a rating of 2 because the idea that
(OLFC 5D, G; S&S grades 3 through 5, A2, A9).
all ecosystems are driven by the sun’s energy and
all energy in food comes from the sun (DCI PS3.D)
5-PS1 Matter and Its Interactions is inaccurate and represents a terrestrial bias. It is
No alignment between OLP and NGSS. essential that learners explicitly understand there
are important ecosystems and organisms supported
5-PS2 Motion and Stability: through chemosynthetic processes (OLFC 5D, G).
the concept of gravitational force (DCI PS2.B)
helps to build an understanding of density-driven
currents and tides (S&S grades 3 through 5, B7, B9).

to the NGSS
MS-ESS1 Earth’s Place in the Universe 4 ESS1.C
MS-ESS2 Earth’s Systems 1 1 1 3 ESS1.C; ESS2.A, C, D; PE ESS2-4, 2-6
MS-ESS3 Earth and Human Activity 1 1 ESS3.B, C, D
MS-LS1 From Molecules to Organisms:

1 4 2 LS1.B, C; PS3.D
MS-LS2 Ecosystems: Interactions,

4 2 4 2 2 LS2.A, B, C; LS4.D
MS-LS3 Heredity:
MS-LS4 Biological Evolution:
Unity and Diversity
2 4 LS4.A, C
MS-PS1 Matter and Its Interactions 4 4 4 PS1.A, B; PS3A, B
MS-PS2 Motion and Stability:

4 PS2.A, B
MS-PS3 Energy 3 3 PS3.A, B, C
MS-PS4 Waves and Their Applications

in Technologies for Information
Transfer
MS-ETS1 Engineering Design 3 ETS1.A, B

MS-ESS1 Earth’s Place in the Universe in Earth’s (and ocean) processes (DCI ESS2.C), cycling
of water through Earth’s systems (PE ESS2-4), and
patterns of ocean and atmospheric circulation (PE
geologic timescales as interpreted through
ESS2-6). In addition, tectonic processes (DCI ESS1.C)
rock strata and fossils (DCI ESS1.C) is a
that move Earth’s crust form features of the ocean
fundamental building block to understanding
floor (OLFC 1B; S&S grades 6 through 8 A strand).
the geologic changes, plate tectonics, and
rock cycle ideas (OLFC 2A; S&S grades 6 OLP 2. This is a rating of 1 because of the strong
through 8 A17 through 19, and B strand). connections between three DCIs and the OLP. The
history of planet Earth (DCI ESS1.C) is strongly
MS-ESS2 Earth’s Systems connected to how ocean processes and plate tectonics
OLP 1. This is a rating of 1 because the OLP focuses influence the structure of the coast (OLFC 2E;
on the global movement of ocean water (OLFC 1C; S&S S&S grades 6 through 8 A18, A19). Energy flowing
grades 6 through 8 C1), the water cycle (OLFC 1F; S&S and matter cycling in the planet’s systems over
grades 6 through 8 C), and watersheds and coastal various scales have shaped Earth’s history (DCI
ocean (OLFC 1G; S&S grades 6 through 8 C9). These ESS2.A) is strongly connected to Earth’s materials
concepts are closely aligned with the roles of water and geochemical cycles originating in the ocean
(OLFC 2A) and to erosion redistributing sediments

to the NGSS
(OLFC 2C). Roles of water in Earth’s processes atmosphere (S&S grades 6 through 8 B6). In addition,
(DCI ESS2.C) is strongly connected to wind, waves, understanding the importance of mapping natural
and currents eroding and redistributing earth hazards and geologic forces to forecast future
materials (OLFC 2C) as well as to the formation of events (DCI ESS3.B) requires knowing about ocean
landforms through a combination of constructive weather maps and oceanographic data sets to
and destructive forces where the ocean meets the predict future weather-related natural hazards,
land (S&S grades 6 through 8 A1 through A12). including hurricanes, extreme rainfall, droughts,
and El Niño (S&S grades 6 through 8 A7, A8, A11, A12).
OLP 3. This is a rating of 1 because of the strong
connections between three DCIs and the OLP. The OLP 6. This is a rating of 1 because the DCI
core ideas that Earth’s history has been shaped focuses on how human activities have altered the
by water (DCI ESS2.C) and by energy flowing and biosphere, damaging natural habitats and causing
matter cycling (DCI ESS2.A) is strongly aligned to extinctions (DCI ESS3.C), and the effects of human
the concepts of the ocean’s role in energy, water, activities on global climate change (DCI ESS3.D).
and carbon systems (OLFC 3A through C; S&S These ideas are strongly connected to the following
grades 6 through 8 A1, A2, A4). The concept that concepts: humans affect the ocean in a variety of
the ocean has a significant influence on climate ways, including impacting biological diversity and
by moving heat, carbon, and water (OLFC 3F; causing extinctions; most people live near coasts
S&S grades 6 through 8 A, A1, A7, A10) is strongly (OLFC 6D, F); human activity leads to excess input of
aligned with the ocean absorbing, storing, and greenhouse gases; and pollution affects life in the
moving heat through currents (DCI ESS2.D). ocean (S&S grades 6 through 8 D13 through 22).

MS-LS1 From Molecules to Organisms:
that oxygen in the atmosphere originally came
from organisms in the ocean (OLFC 4A; S&S grades
6 through 8 A strand) is an excellent example for OLP 3. This is a rating of 1 because the
understanding how interactions between energy process of photosynthesis (DCI LS1.C) occurs
flowing and matter cycling in the planet’s systems in the ocean with about half the world’s
over various scales produces chemical and physical photosynthesis taking place in the sunlit layers
changes in Earth’s materials and living organisms, of the ocean (S&S grades 6 through 8 B3).
which have shaped Earth’s history (DCI ESS2.A).
photosynthesis (DCI LS1.C, PS3.D) serves as
MS-ESS3 Earth and Human Activity a building block to and is an integral part of
OLP 3. This is a rating of 1 because the effects of understanding oxygen in the atmosphere originally
human activities on global climate change (DCI came from photosynthetic organisms in the ocean
ESS3.D) is strongly aligned with the ideas that CO2 (OLFC 4A; S&S grades 6 through 8 A4 through 6).
absorbed by the ocean affect the interrelationship
between the ocean and atmosphere which can OLP 5. This is a rating of 2 because understanding
result in changes to the climate (OLFC 3E through growth and development of organisms (DCI LS1.B)
G; S&S grades 6 through 8 B, B1) and humans are is incomplete without knowing about adaptations
changing the climate by releasing CO2 into the for reproduction and growth in ocean organisms

to the NGSS
(OLFC 5D; S&S grades 6 through 8 B strand). In the cycling of matter and energy transfer in
addition, to fully understand organization of matter ecosystems (DCI LS2.B) if they do not understand
and energy flow in organisms (DCI LS1.C) learners how the ocean supports a great diversity of life
need to understand that there is non-photosynthetic and ecosystems including unique adaptations,
primary productivity in the ocean (OLFC 5G; S&S behaviors, and ecosystems found only in the ocean
grades 6 through 8 A5, A6) and microorganisms in (OLP 5; S&S grades 6 through 8 A and B strands).
the ocean produce a huge amount of oxygen on Earth
OLP 6. This is a rating of 2 because to
(OLFC 5B; S&S grades 6 through 8 A2 through A4).
understand how changes in biodiversity can
influence resources and ecosystem services
MS-LS2 Ecosystems: Interactions,
(DCI LS4.D) learners must know how humans
and the ocean are inextricably interconnected
OLP 1. This is a rating of 4 because an understanding (OLP 6; S&S grades 6 through 8 B strand).
that the basic functions of an ecosystem—
interdependent relationships (DCI LS2.A), the MS-LS3 Heredity: Inheritance
cycling of matter and energy transfer (DCI LS2.B), and Variation of Traits
and the dynamic nature of ecosystems (DCI LS2.C)—
No alignment between OLP and NGSS.
are integral to understanding ocean circulation
(OLFC 1C; S&S grades 6 through 8 C strand) and
physical and biological systems (OLFC 1E).
MS-LS4 Biological Evolution:
Unity and Diversity
OLP 2. This is a rating of 2 because learners would
OLP 4. This is a rating of 2 because to achieve
have an incomplete understanding of the cycling of
a full understanding of the evidence of
matter and energy through an ecosystem (DCI LS2.B)
common ancestry and diversity (DCI LS4.A)
without learning about biogeochemical cycles in
learners need to learn about the origins of life
the ocean (OLFC 2A, D; S&S grades 6 through 8 B3).
(OLP 4; S&S grades 6 through 8 B strand).
OLP 3. This is a rating of 4 because cycles of matter
OLP 5. This is a rating of 4 because an understanding
and energy transfer in ecosystems (DCI LS2.B) is a
of diversity (DCI LS4.A) and adaptations (DCI LS4.C)
building block for understanding the important role
would be incomplete without learning about the
of the ocean in the carbon cycle (OLFC 3E; S&S grades
diversity and unique adaptations of ocean life
6 through 8 B2, B3). Additionally, an understanding
(OLFC 5D; S&S grades 6 through 8 B strand).
of ecosystem dynamics, functioning, and resilience
(DCI LS2.C) is a building block for comprehending
MS-PS1 Matter and Its Interactions
how changes in the ocean–atmosphere system can
result in changes to the climate and atmosphere OLP 2. This is a rating of 4 because an
(OLFC 3G; S&S grades 6 through 8 B1, B5, B6) understanding that substances react chemically
with regard to disruptions in ecosystems. in characteristic ways and that molecular
balance is maintained (DCI PS1.B) is necessary
OLP 5. This is a rating of 2 because learners would to understand chemical weathering of rocks
have an incomplete understanding of interdependent and minerals (S&S grades 6 through 8 A5).
relationships in ecosystems (DCI LS2.A) and

to the NGSS
OLP 3. This is a rating of 4 because an understanding MS-PS3 Energy

of the structure and properties of matter and OLP 1. This is a rating of 3 because thermohaline
changes of state (DCI PS1.A) and energy (DCI PS3.A) circulation in the ocean (OLFC 1C; S&S grades 6
is needed for: understanding heat exchange, energy, through 8 C, C1, C6) provides a helpful example of
and the water cycle (OLP 3B); condensation and how energy is transferred out of warmer regions into
where rain falls (OLFC 3D); and the ocean moves heat, cooler ones (DCI PS3.B). There is also a connection
carbon, and water (OLFC 3F, S&S grades 6 through to understanding that temperature is a measure of
8 A). Learners must understand energy definitions the average kinetic energy of particles of matter and
(DCI PS3.A), heat transfer (DCI PS3.B), and molecular that there is a relationship between temperature
balance (DCI PS1.B) in order to understand how the and the total energy in a system (DCI PS3.A).
ocean has such an influence on weather and climate
(OLFC 3A, B, F; S&S grades 6 through 8 A strand). OLP 3. This is a rating of 3 because energy transfer
from the ocean to the atmosphere (OLFC 3B through
OLP 6. This is a rating of 4 because understanding D) offers useful examples for understanding energy
the structure and properties of matter (DCI transfer and related ideas (DCI PS3.A, B, C).
PS1.A) and characteristics and results of
chemical reactions (DCI PS1.B) are necessary
MS-PS4 Waves and their applications
for understanding how human activities can
No alignment between OLP and NGSS.
change ocean temperature and pH (S&S grades
6 through 8 D13 through 17) which in turn, can
affect the survival of some organisms (OLFC 6E). MS-ETS1 Engineering Design
OLP 6. This is a rating of 3 because the development
MS-PS2 Motion and Stability: of food, medicines and energy resources
Forces and Interactions (OLFC 6B), engaging in discovery (OLFC 6E),
modifying the ocean environment (OLFC 6D),
OLP 1. This is a rating of 4 because learners need
and managing ocean resources (OLFC 6G) are
to have a basic understanding of how gravity
all helpful examples of defining problems and
works (DCI PS2.A, B) to understand tides and
developing engineered solutions (DCI ETS1.A, B).
density-driven thermohaline circulation (OLFC
1C). However, the information presented on
gravity in these DCIs is not fully supportive of an
understanding of thermohaline circulation; it is
much more closely tied to understanding tides.

to the NGSS
HS-ESS1 Earth’s Place in the Universe 2 1 ESS1.C; ESS2.B; PE HS-ESS1-5
HS-ESS2 Earth’s Systems 1 3 2 2 1 ESS2.A, C, D, E
HS-ESS3 Earth and Human Activity 1 1 2 ESS2.D; ESS3.B; ESS3.C; ESS3.D
HS-LS1 From Molecules to Organisms:

4 LS1.C
HS-LS2 Ecosystems:
2 1 2 3 2 1 3 LS2.A, B, C; LS4.D; ETS1.B
HS-LS3 Heredity:
HS-LS4 Biological Evolution:
Unity and Diversity
2 3 1 LS4.A, C, D
HS-PS1 Matter and Its Interactions
HS-PS2 Motion and Stability:

4 PS1A; PS2.A, B
HS-PS3 Energy 3 3 PS3.A, B, C
HS-PS4 Waves and Their Applications

in Technologies for Information 3 4 3 PS4.A, B, C
Transfer
HS-ETS 1 Engineering Design 3 ETS1.A, B

HS-ESS1 Earth’s Place in the Universe tectonics move sediments (OLFC 2C), and plate
tectonics is the unifying theory that explains
the past and current movement of rocks at
completely understand plate tectonics as the
Earth’s surface (DCI ESS2.B; PE HS-ESS1–5).
unifying theory to explain geologic history (DCI
ESS2.B; PE HS-ESS1-5), learners need to understand
the lithosphere includes the seafloor and all of
HS-ESS2 Earth’s Systems
its geological features and ocean basins vary in OLP 1. This is a rating of 1 because the OLP
size and shape due to movement of Earth’s crust focuses on the concept that the ocean is the
(OLFC 1B; S&S grades 9 through 12, A3 and A4). defining feature of the planet (OLFC 1A), the
ocean transports energy and matter around Earth
OLP 2. This is a rating of 1 because there is (OLFC 1C; S&S grades 9 through 12, C7, C11, C12),
alignment between the concepts that tectonic
and the unique properties of water (OLFC 1E; S&S
activity influences the physical structure and
grades 9 through 12, B strand). These concepts
landforms of the coast (OLFC 2E; S&S grades 9
are closely aligned with the abundance of liquid
through 12, A through A4), many sedimentary
water on Earth and its unique properties being
rocks now exposed on land were formed in the
central to the planet’s dynamics (DCI ESS2.C).
ocean (OLFC 2A), processes associated with plate

to the NGSS
OLP 2. This is a rating of 3 because the OLP OLP 6. This is a rating of 1 because concepts
provides important Earth system examples of the addressing changes in the atmosphere due
core idea that feedbacks between the biosphere to human activity are described in both
and other Earth systems cause the co-evolution the DCI (ESS2.D) and the S&S (D1, D2).
of life and Earth’s surface (DCI ESS2.E). Examples
include biogeochemical cycles and sedimentary HS-ESS3 Earth and Human Activity
rocks found on land originated in the ocean
OLP 3. This is a rating of 1 because the core
(OLFC 2A) and the ocean is the largest reservoir
ideas of weather and climate models (DCI
of rapidly cycling carbon on Earth, which is
ESS2.D) are addressed in the OLP, which also
then used by shell and reef building organisms
provides additional examples of the ocean’s
(OLFC 2D; S&S grades 9 through 12, B strand).
influence on weather and climate (OLFC 3F,
OLP 3. This is a rating of 2 because in order to fully G; S&S grades 9 through 12, B1, B2, B5, B6).
understand the concepts that interactions and
OLP 6. This is a rating of 1 because there are strong
feedback effects between Earth’s systems cause
connections between three DCIs and the OLP. The
changes to climate (DCI ESS2.A) and the foundation
core idea about natural hazards (DCI ESS3.B) is
of the climate system is energy from the sun and
aligned with ideas about human actions increasing
interactions with the atmosphere, ocean and land
the effects of hurricanes and tsunamis (OLFC 6F; S&S
(DCI ESS2.D). Learners must have an understanding
grades 9 through 12, D4 through D6). Ideas about
of the following concepts: the interaction of oceanic
resource availability and their effect on human
and atmospheric processes controls climate by
society (DCI ESS3.C) are aligned with concepts
dominating Earth’s energy, water, and carbon
about foods, medicines, and mineral and energy
systems (OLFC 3A; S&S grades 9 through 12, A and B
resources from the ocean that humans depend on
strands); the ocean moderates climate by absorbing
(OLFC 6B; S&S grades 9 through 12, A strand). Ideas
most of the solar radiation reaching Earth, and
about human impacts and management of Earth
heat exchange between the ocean and atmosphere
systems (DCI ESS3.C) are aligned with concepts on
drives oceanic and atmospheric circulation (OLFC
ocean resource management (OLFC 6E; S&S grades
3A, B, F; S&S grades 9 through 12, A and B strands);
9 through 12, A2, D1, E3 through E5). Concepts
and changes in the ocean–atmosphere system can
about discovering and modeling Earth’s systems
result in changes to the climate that in turn, cause
(ESS3-D) are aligned with making discoveries about
further changes to the ocean and atmosphere
the ocean–atmosphere–biosphere interactions and
(OLFC 3G; S&S grades 9 through 12, C strand).
managing human impacts, including climate change
OLP 4. This is a rating of 2 because to fully (OLFC 6G; S&S grades 9 through 12, D14, D15, E2).
understand the concepts of changes in Earth’s
atmosphere and feedbacks among Earth’s
fully understand the core idea of modeling future
systems (DCI ESS2.D, E), learners must have an
climate (DCI ESS2.D) an understanding of ocean
understanding of the influence of the ocean on the
exploration and new technologies is needed (OLFC
formation of and changes to Earth’s atmosphere
7D, E; S&S grades 9 through 12, A4, C2 through
and interaction with other systems (OLFC 4A,
C5). To fully understand concepts about global
C; S&S grades 9 through 12, A and B strands).
climate change (ESS3.D) an understanding of the

to the NGSS
complexities and limitations of ocean modeling OLP 4. This is a rating of 3 because the concept
are needed (S&S grades 9 through 12, C3). of Earth’s changing atmosphere (OLFC 4C; S&S
grades 9 through 12, A strand) provides an
HS-LS1 From Molecules to Organisms: example of ecosystem dynamics, functioning,
Structures and Processes and resilience found in the DCI (LS2.C).
OLP 4. This is a rating of 4 because to understand OLP 5. This is a rating of 2 because in order to
oxygen production and the effect of oxygen on life fully understand matter and energy transfer in
on Earth (OLFC 4A; S&S grades 9 through 12, A ecosystems (DCI LS2.B) an understanding of the
strands) learners need to know about the process role microbes play as primary producers in ocean
of photosynthesis as described in the DCI (LS1.C). ecosystems (OLFC 5B; S&S grades 9 through 12, A
strand) is needed. Understanding the uniqueness
HS-LS2 Ecosystems: Interactions, and diversity of ocean ecosystems (OLFC 5E, G; S&S
Energy, and Dynamics grades 9 through 12, B strand) and the diversity
OLP 1. This is a rating of 2 because to fully of life and adaptations of ocean organisms (OLFC
understand cycles of matter and energy transfer 5C, D, F, H; S&S grades 9 through 12, C strand)
in ecosystems and ecosystem dynamics (DCI are essential to comprehending how ecosystems
LS2.B, C) an understanding of how ocean are defined by environmental factors and the
circulation transports (heat) energy and community of organisms living there (DCI LS2.A).
matter and how changes to it affect climate
OLP 6. This is a rating of 1 because the idea
and climate stability are needed (OLFC 1C).
that human interactions with the ocean and
OLP 2. This is a rating of 1 because the concepts ocean–atmosphere ecosystems may have
that many biogeochemical cycles originate in the negative consequences (OLFC 6D, E; S&S grades
ocean (OLFC 2A), the role that rapidly cycling carbon 9 through 12, D strand) is closely aligned to the
plays in the ocean (OLFC 2D), and the connection of concept that complex ecosystem interactions
these cycles to the processes of photosynthesis and are affected by stability vs. extreme fluctuations
respiration (S&S grades 9 through 12, B strand) are and anthropogenic effects such as pollution,
strongly aligned with the cycles of matter and energy overexploitation, and climate change (DCI LS2.C).
transfer, including photosynthesis, respiration, and Also, humans depend on living resources and
the carbon cycle as described in the DCIs (LS2.B). benefit from biodiversity (DCI LS4.D) which
aligns with the concept that humans benefit from
OLP 3. This is a rating of 2 because to fully the food, medicine, resources, biodiversity, and
understand ecosystem dynamics, functioning, inspiration provided by the ocean (OLFC 6A through
and resilience (DCI LS2.C) an understanding D; S&S grades 9 through 12, A and B strands).
of the ocean’s influence on climate change and
stability is needed (OLFC 3E through G; S&S grades OLP 7. This is a rating of 3 because many examples
9 through 12, B and C strands). Additionally, to of different technological advances to explore
fully understand cycles of matter and energy the ocean are provided, each with strengths and
transfer in ecosystems (DCI LS2.B) learners need limitations which must be considered (OLFC 7C
to understand the ocean’s role in the carbon cycle through E; S&S grades 9 through 12, C strand) when
(OLFC 3E; S&S grades 9 through 12, B1 through B8). exploring how human activity impacts ecosystems

to the NGSS
(DCI LS2.C) and when evaluating solutions (DCI expansion and the forces at play in ocean circulation
ETS1.B) to sustain biodiversity (DCI LS4.D). (OLFC 1C, D; S&S grades 9 through 12, C strand).
HS-LS4 Biological Evolution: HS-PS3 Energy

Unity and Diversity OLP 3. This is a 3 because the ocean literacy concepts
OLP 4. This is a rating of 2 because understanding provide important Earth system examples of
that the earliest evidence of life is found in fundamental physical energy principles including
the ocean (OLFC 4B; S&S grades 9 through 12, definitions of energy (DCI PS3.A), conservation
B strand) is essential to fully understanding of energy, and energy transfer (DCI PS3.B, C).
evidence of common ancestry and diversity Examples include absorption of solar radiation by
as described in the DCI (LS4.A). the ocean and the energy exchange between the
ocean–atmosphere system, which drives Earth’s
OLP 5. This is a rating of 3 because the ocean circulation, moderates climate, and provides the
provides excellent and diverse examples of energy for hurricanes (OLFC 3A through D; S&S
adaptations as well as environmental conditions grades 9 through 12, A, A1, A4 through A8, A13).
and variations (OLFC 5D, G, H; S&S grades 9
through 12, B and C strands) introduced in the DCI OLP 6. This is a rating of 3 because the ocean
(LS4.C) which focuses on the process of adaptation literacy concepts provide examples of energy
and connections to environmental change. resources from the ocean (OLFC 6B; S&S
grades 9 through 12, A5) which help to apply
OLP 6. This is a rating of 1 because the concepts fundamental physical energy principles, including
that humans are dependent on natural resources definitions of energy (DCI PS3.A; PE HS-PS3-3).
and other benefits provided by biodiversity
and on preserving landscapes for recreation HS-PS4 Waves and Their Applications in
and inspiration (DCI LS4.C, D) are strongly
aligned with the ocean literacy concepts that
although there is a strong interconnection to OLP 1. This is a rating of 3 because the core
the environment, humans are having adverse ideas about ocean waves, including how
impacts on biodiversity and resources (OLFC 6D, waves transfer energy over a long distance
E; S&S grades 9 through 12, A and D strands). but with very little horizontal movement (S&S
grades 9 through 12, C15 through 17), provide
HS-PS1 Matter and Its Interactions strong examples and an application of the
concept of wave properties (DCI PS4.A).
No alignment between OL and NGSS.
HS-PS2 Motion and Stability: understand solar radiation and heat exchange
Forces and Interactions between the ocean and atmosphere (OLFC 3B, C; S&S
grades 9 through 12, A and B strands) it is helpful to
OLP 1. This is a rating of 4 because learners need
understand electromagnetic radiation, absorption,
to understand the structure and properties of
and conversion to thermal energy (DCI PS4.B).
matter (DCI PS1.A) as well as forces and motion
(DCI PS2.A, B) in order to understand thermal

to the NGSS
OLP 7. This is a rating of 3 because the development 12, A6, D1) achieving environmental sustainability
and use of information technologies in ocean in the ocean depends upon action based on scientific
exploration (OLFC 7D; S&S grades 9 through research and exploration (S&S grades 9 through 12, E
12, C strand) are examples of the importance strand) as well as regulations (S&S grades 9 through
of applying our understanding of waves and 12, E2 through E8, E10). These ocean examples
their interactions with matter in the use and of global challenges may be addressed through
development of essential tools (DCI PS4.A, C). engineering (DCI ETS1.A). When evaluating these
solutions it is important to take into account social,
HS-ETS1 Engineering Design cultural, and environmental impacts (DCI ETS1.B).
OLP 6. This is a rating of 3 because as the human

population, climate change, and impact on ocean
resources increases (OLFC 6D; S&S grades 9 through

About the Contributors and Credits
Editors ocean literacy efforts and co-leads NOAA’s Environmental
Literacy Program, which involves collaborating with
Catherine Halversen is an emerita Senior Program
and providing grants to formal and informal science
Director in the Learning and Teaching Group at the
education organizations to build environmental literacy
Lawrence Hall of Science, University of California
and promote the use of NOAA-related sciences and data
Berkeley where she also served as Co-Director of Marine,
products. She is a Vice Chair of the NMEA Ocean Literacy
Activities, Resources & Education (MARE) and Director
Committee and a past President of NMEA. Sarah has a
of Communicating Ocean and Climate Sciences. Her
BA in philosophy and history of science and mathematics
work focuses on developing and disseminating in-
from St. John’s College and a MS in marine science from
person and online professional learning programs,
the University of Delaware. Pronouns: she/her/hers
instructional materials, and courses for STEM university/
college faculty, K through 12 and informal educators
Authors
(e.g., Reflecting on Practice for STEM Educators), and
ocean and earth science undergraduates and graduate Craig Strang is the Associate Director of Lawrence Hall
students. She has been involved in the Ocean Literacy of Science at the University of California, Berkeley. He
Campaign since its inception and serves as a Vice Chair is a past President of NMEA and served for many years
of the NMEA Ocean Literacy Committee. Catherine has as the founding Chair of the NMEA Ocean Literacy
a Masters in Integrative Biology/Marine Science and a Committee. He was Principal Investigator of the Center
Secondary Teaching Credential, both from University for Ocean Sciences Education Excellence (COSEE)
of California Berkeley. Pronouns: she/her/hers California, and founding chair of the National COSEE
Council. He is Principal Investigator of the BEETLES
Diana L. Payne is an ecologist, educator, photographer, (Better Environmental Education Teaching, Learning &
and writer, currently serving as an Associate Professor Expertise Sharing) Project and Working Toward Racial
and the Education Coordinator with Connecticut Sea Equity Project. He co-wrote the California Blueprint for
Grant based at the University of Connecticut’s Avery Environmental Literacy and is Co-Chair of the California
Point campus. She is Chair of the NMEA Ocean Literacy Environmental Literacy Initiative. Pronouns: he/him/his
Committee, a past President of NMEA, a past Chair of the Sea
Grant Education Network (SGEN), a past Chair of the New Jo Topps is a Regional Director for the K–12 Alliance.
England Ocean Science Education Collaborative (NEOSEC), Ms. Topps has extensive background in professional
and served as international expert in Ocean Literacy with development, science education, and educational
the Fulbright Specialist Program. Diana is a co-editor of leadership. She directs the development, coordination
the first international book in marine science education, and implementation of regional, statewide and national
Exemplary Practices in Marine Science Education: professional development programs. She also supervises
A Resource for Practitioners and Researchers. She holds student teachers at California State University, Long
bachelor and masters degrees in biology and estuarine Beach. Jo has a BS in Social Science and a MS in Education.
ecology, a Connecticut educator certification in biology
Kathyrn DiRanna is the recently retired statewide
for grades 7 through 12, and a doctorate in Educational
director of K–12 Alliance at WestEd science professional
Psychology from the University of Connecticut’s
learning program. She served as the CA NGSS K–8 Early
Neag School of Education. Pronouns: she/her/hers
Implementation Initiative Director, Project Director
Sarah Schoedinger is a Senior Education Program for multiple CA Math and Science Partnerships, Project
Manager in NOAA’s Office of Education. For over Director for the NSF-funded California Statewide
20 years her work has focused on building ocean literacy, Systemic Initiative, and was co-leader of the NSF
environmental literacy, and science literacy among Center for Assessment and Evaluation of Student
K through 12 and informal education audiences through Learning. Kathy and her team pioneered the use of
grants and other partnerships. Sarah leads the office’s conceptual flows in 1989. Kathy has an MS in Zoology.

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A Handbook for Increasing

Tools for Educators and

2 A Handbook for Increasing Ocean Literacy oceanliteracyNMEA.org

A Handbook for Increasing Ocean Literacy is a resource for

Marine educators participating

In 2004, the National Oceanic and Atmospheric Association (NOAA), the

oceanliteracyNMEA.org A Handbook for Increasing Ocean Literacy3

Ocean-literately yours, working in the deep sea to

Editors archeology in the Great Lakes,

National Oceanic and Atmospheric Administration. (2021). Ocean Literacy:

4 A Handbook for Increasing Ocean Literacy oceanliteracyNMEA.org

Developing the Ideas of Ocean Literacy

Marine educators discussing

credit: Craig Strang).

Conceptual Flow Diagrams 16

Alignment of the Ocean Literacy

About the Contributors and Credits 96

oceanliteracyNMEA.org A Handbook for Increasing Ocean Literacy5

Upon publication of Ocean Literacy: The Essential Principles of Ocean

1 Since the publication of Ocean Literacy: The Essential Principles

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oceanliteracyNMEA.org A Handbook for Increasing Ocean Literacy7

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Construction of Conceptual 4. Team members match their collaborative, draft

Flow Diagrams conceptual flow diagram to the concepts addressed in

oceanliteracyNMEA.org A Handbook for Increasing Ocean Literacy9

Teacher Change material in preparation for state testing, teachers

concepts to assess with their students…

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(See page 75 for the Alignment documents.) The Scope

Editors’ Note: This article was updated to reflect

oceanliteracyNMEA.org A Handbook for Increasing Ocean Literacy11

» Ocean Literacy: The Essential Principles of Ocean Sciences

» The Ocean Literacy Scope and Sequence for Grades K–12;

The scope and sequence was developed iteratively and thoughtfully

The scope and sequence conceptual flow diagrams provide

To access online versions of the Framework documents, please

3 See “Developing the Ideas of Ocean Literacy Using

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Earth has one big ocean with many features.

Dashed lines lead to cross-referenced concept

oceanliteracyNMEA.org A Handbook for Increasing Ocean Literacy13

Earth has one big ocean with many features

For Grades 3-5, concept A2 in Principle 1

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Principle 1 GRADES 3 THROUGH 5

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

Properties of Ocean Water — A Ocean Circulation — B Geographic and Geologic Features — C

oceanliteracyNMEA.org A Handbook for Increasing Ocean Literacy15

Principle 1 Principle 2 Principle 3 Principle 4

Principle 5 Principle 6 Principle 7

oceanliteracyNMEA.org A Handbook for Increasing Ocean Literacy 17

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

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Erosion and Changing Coastlines — A

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Principle 3: The ocean is a major influence on weather and climate.

Weather and Water Cycle — A

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Principle 4: The ocean makes Earth habitable.

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