The term biosphere refers to the regions of the surface, atmosphere, and hydrosphere of the earth occupied by living organisms.This dataset shows quantity of marine and land-based plant-life as it changes throughout the seasons of the year.
"The purpose of the Sea-viewing Wide Field-of-view Sensor (SeaWiFS) Project is to provide quantitative data on global, ocean bio-optical, properties to the Earth science community. Subtle changes in ocean color signify various types and quantities of marine phytoplankton (microscopic marine plants), the knowledge of which has both scientific and practical applications." - SeaWiFS website. The SeaWiFS Project collects, processes, and distributes data received from an ocean color sensor orbiting the Earth on a satellite. The orbiting sensor can view every square kilometer of cloud-free ocean every 48 hours, providing global information on the oceans. The satellite observations can be used to derive the concentration of microscopic marine plants, phytoplankton, based on the color of the ocean.
The oceans are shaded based on the chlorophyll (green
pigment in plants) concentration. Greener water signifies an abundance of phytoplankton, while bluer water indicates less. Red patches in the ocean often occur at the mouth of a major river and indicate an abundance of life caused by run-off containing higher concentrations of fertilizers and other nutrients that find their way into the water source.
The lands are shaded to depict the vegetation. Green areas have
abundant vegetation, yellow areas have little vegetation, and brown
areas have no vegetation. Black patches in the data indicate places where data is not able to be taken. Near the poles this happens because of lack of sunlight during the winter season, whereas near the continents, like off the coast of Africa, it indicates lack of data due to particles in the atmosphere that are blocking sunlight like smoke or dust.
Knowing where plant-life in both the ocean and on land is abundant is important to scientists because plants remove carbon from the atmosphere.The ability to continuously monitor biological activity with
SeaWiFS helps scientists to understand the role of the ocean in the
global carbon cycle, as well as other interactions between the ocean and
C1 Patterns. Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.
C3 Scale Proportion and Quantity. Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. They understand phenomena observed at one scale may not be observable at another scale, and the function of natural and designed systems may change with scale. They use proportional relationships (e.g., speed as the ratio of distance traveled to time taken) to gather information about the magnitude of properties and processes. They represent scientific relationships through the use of algebraic expressions and equations
C4 Systems and System Models. Students can understand that systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. They can use models to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems. They can also learn that models are limited in that they only represent certain aspects of the system under study.
C7 Stability and Change. Students explain stability and change in natural or designed systems by examining changes over time, and considering forces at different scales, including the atomic scale. Students learn changes in one part of a system might cause large changes in another part, systems in dynamic equilibrium are stable due to a balance of feedback mechanisms, and stability might be disturbed by either sudden events or gradual changes that accumulate over time
C2 Cause and Effect. Students understand that empirical evidence is required to differentiate between cause and correlation and to make claims about specific causes and effects. They suggest cause and effect relationships to explain and predict behaviors in complex natural and designed systems. They also propose causal relationships by examining what is known about smaller scale mechanisms within the system. They recognize changes in systems may have various causes that may not have equal effects.
ESS2.D Weather & Climate. Climate describes patterns of typical weather conditions over different scales and variations. Historical weather patterns can be analyzed so that they can make predictions about what kind of weather might happen next.
ESS3.A Natural Resources. Energy and fuels humans use are derived from natural sources and their use affects the environment. Some resources are renewable over time, others are not.
ESS3.C Human Impact on Earth systems. Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth’s resources and environments.
LS1.C Organization for Energy Flow and Matter in Organisms. Food provides animals with the materials and energy they need for body repair, growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and process matter and obtain energy from sunlight, which is used to maintain conditions necessary for survival.
PS3.D Energy in Chemical Process and Everyday Life. Energy can be “produced,” “used,” or “released” by converting stored energy. Plants capture energy from sunlight, which can later be used as fuel or food.
ESS2.D Weather & Climate. Complex interactions determine local weather patterns and influence climate, including the role of the ocean.
ESS3.C Human Impact on Earth systems. Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different impacts for different living things. Activities and technologies can be engineered to reduce people’s impacts on Earth.
LS1.C Organization for Energy Flow and Matter in Organisms. Plants use the energy from light to make sugars through photosynthesis. Within individual organisms, food is broken down through a series of chemical reactions that rearrange molecules and release energy.
LS2.A Interdependent Relationships in Ecosystems. Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
LS2.B Cycles of Matter and Energy Transfer in Ecosystems. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. Food webs model how matter and energy are transferred among producers, consumers, and decomposers as the three groups interact within an ecosystem.
ESS3.C Human Impact on Earth systems. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies that produce less pollution and waste and that preclude ecosystem degradation.
LS2.B Cycles of Matter and Energy Transfer in Ecosystems. Photosynthesis and cellular respiration provide most of the energy for life processes. Only a fraction of matter consumed at the lower level of a food web is transferred up, resulting in fewer organisms at higher levels. At each link in an ecosystem elements are combined in different ways and matter and energy are conserved. Photosynthesis and cellular respiration are key components of the global carbon cycle.
LS2.C Ecosystem Dynamics, Functioning and Resilience. If a biological or physical disturbance to an ecosystem occurs, including one induced by human activity, the ecosystem may return to its more or less original state or become a very different ecosystem, depending on the complex set of interactions within the ecosystem