Marine Biology II - A - Marine Organisms

MARINE BIOLOGY II – A – MARINE ORGANISMS COURSE DESCRIPTION

MARINE BIOLOGY II – 1 – MARINE ORGANISMS

CREDIT: ½ credit

This is a survey course of the life in the ocean. Subjects will include anatomy and physiology of marine organisms, evolutionary relationships and

adaptations. The course will take a phylogenetic approach to looking at life in the sea. We will start with simple groups and move to more

complex.

MARINE BIOLOGY II – A – MARINE ORGANISMS UNIT 1: INTRODUCTION TO MARINE ORGANISMS

National Science Education Standards:

 Systems, order, and organization  Evidence, models, and explanation  Change, constancy, and measurement  Evolution and equilibrium  Form and function  Abilities necessary to do scientific inquiry  Understandings about scientific inquiry  The cell  Molecular basis of heredity  Biological evolution  Interdependence of organisms  Matter, energy, and organization in living systems

National Science Education Standards (continued):

 Behavior of organisms  Abilities of technological design  Understandings about science and technology  Personal and community health  Natural resources  Environmental quality  Natural and human induced hazards Science and technology in local, national, and global challenges

Connecticut Content Standards:

 Mutation and sexual reproduction lead to genetic variation in a population.

Essential Questions

Which is an easier place to live, water or land? What makes Jellyfish float? Why is most life on Earth found in the ocean? Are Dolphins and Sharks related because they have similar body shapes?

Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:

 The requirements for life in the ocean are different than those for life on land.  The ocean contains representatives from every phyla of organisms found on Earth and contains most of the life on Earth.  The organisms on Earth are categorized into groups, which reflect relationships described by evolutionary theory and are based on historical and current observations.  Ocean organisms have evolved to meet the environmental demands of the ecosystem in which they live.  Conduct experiments and dissections of various marine organisms  Simulate energy transfer in the open ocean  Create a 3d model of a planktonic organism and describe how the form matches the function.  Compare and contrast seaweeds with flowering plants.  Relate the anatomy of marine organisms to the environment in which they live.  Identify marine organisms using dichotomous keys.  List 5 organisms from each of the marine phyla studied.

Instructional Strategies

Evidence of Learning S and E Practices Students will be able to:

MARINE BIOLOGY II – A – MARINE ORGANISMS UNIT 1: INTRODUCTION TO MARINE ORGANISMS

Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:

 Marine organisms represent almost every phyla of animals on the planet.  The majority of life on the planet is in the ocean.  The majority of life in the sea is found at the surface.  Organisms are organized into groups based on structure, DNA and genetic similarity.  Most of the oxygen in the atmosphere originally came from the activities of photosynthetic organisms in the ocean. This accumulation of oxygen in Earth’s atmosphere was necessary for life to develop and be sustained on land.  The ocean is the cradle of life; the earliest evidence of life is found in the ocean. The millions of different species of organisms on Earth today are related by descent from common ancestors that evolved in the ocean and continue to evolve today.  The ocean provided and continues to provide water, oxygen, and nutrients, and moderates the climate needed for life to exist on Earth  Ocean life ranges from the smallest living things, microbes , to the largest animal on Earth, Blue Whales  Most of the organisms and biomass in the ocean are microbes, which are the basis of all ocean food webs. Microbes are the most important primary producers in the ocean. They have extremely fast growth rates and life cycles, and produce a huge amount of the carbon and oxygen on Earth.  Most of the major groups that exist on Earth are found exclusively in the ocean and the diversity of major groups of organisms is much greater in the ocean than on land  Ocean biology provides many unique examples of life cycles,  Concept maps  Tests, quizzes  Discussion  Labs  Describe 5 characteristics that identify each of the groups of organisms studied.  Compare the anatomy of the three classes of fish and describe the advantages and disadvantages of the different structural adaptations.

Instructional Strategies

Evidence of Learning S and E Practices Students will be able to:

MARINE BIOLOGY II – A – MARINE ORGANISMS UNIT 1: INTRODUCTION TO MARINE ORGANISMS

Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:

adaptations, and important relationships among organisms (symbiosis, predator-prey dynamics, and energy transfer) that do not occur on land  The ocean is the largest reservoir of rapidly cycling carbon on

Earth. Many organisms use carbon dissolved in the ocean to form shells, other skeletal parts, and coral reefs.

Instructional Strategies

Evidence of Learning S and E Practices Students will be able to:

MARINE BIOLOGY II – A – MARINE ORGANISMS UNIT 2: EXPLORATION OF HUMANS AND THE SEA

National Science Education Standards:

 Evidence, models, and explanation  Change, constancy, and measurement  Evolution and equilibrium  Form and function  Abilities necessary to do scientific inquiry  Understandings about scientific inquiry  Interdependence of organisms  Behavior of organisms  Abilities of technological design  Understandings about science and technology  Personal and community health

National Science Education Standards (continued):

 Population growth  Natural resources  Environmental quality  Natural and human induced hazards  Science and technology in local, national, and global challenges

Connecticut Content Standards:

 Mutation and sexual reproduction lead to genetic variation in a population

Essential Questions

Which is an easier place to live, water or land? Why is most life on Earth found in the ocean? How are marine organisms structurally suited for their environments? Why is most life in the ocean found at the surface, near the shore?

Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:

 The sea is an important source of minerals, energy reserves, metals and food.  Over fishing has brought some fisheries to the point of collapse.  Large numbers of non-commercial animals are killed as a by-catch of fishing.  Pollution from land, including solid waste, runoff and sewage, have negative impacts on the ocean.  Development of coastal areas leads to loss of habitat and decreased marine life.  Conservation of the oceans and coastal habitats is crucial for life as  Es tu aware y –awareness review game  Beach clean up  Role play ocean pollution solutions  Aquaculture activity  Concept maps  Tests, Quizzes  Discussion  Labs  Describe at least 10 commercially important marine species.  Design and conduct lab experiments to model and determine human impacts on the marine environment  List marine organisms currently used in biomedical research and describe the effects each has had on

Instructional Strategies

Evidence of Learning S and E Practices Students will be able to:

MARINE BIOLOGY II – A – MARINE ORGANISMS UNIT 2: EXPLORATION OF HUMANS AND THE SEA

Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:

we know it.  They have an impact on the ocean and the ocean has an impact on them  Marine aquaculture holds a lot of promise for solving world seafood issues  Nitrogen pollution is our number 1 coastal pollution problem  Marine fisheries are in serious decline  The ocean affects every human life. It supplies freshwater (most rain comes from the ocean) and nearly all Earth’s oxygen. The ocean moderates the Earth’s climate, influences our weather, and affects human health.  The ocean provides food, medicines, and mineral and energy resources. It supports jobs and national economies, serves as a highway for transportation of goods and people, and plays a role in national security.  The ocean is a source of inspiration, recreation, rejuvenation, and discovery. It is also an important element in the heritage of many cultures. Humans affect the ocean in a variety of ways. Laws, regulations, and resource management affect what is taken out and put into the ocean. Human development and activity leads to pollution (point source, nonpoint source, and noise pollution), changes to ocean chemistry (ocean acidification), and physical modifications (changes to beaches, shores, and rivers). In addition, humans have removed most of the large vertebrates from the ocean.  Changes in ocean temperature and pH due to human activities can affect the survival of some organisms and impact biological diversity (coral bleaching due to increased temperature and inhibition of shell formation due to ocean acidification).

human health  Adopt a conservationist point of view and defend, in writing and orally in roleplay settings, the need for developmental planning and conservation on land in order to protect marine habitats.  Hold an informed debate on marine resources management.  Compare benefits and drawbacks to mariculture practices

Instructional Strategies

Evidence of Learning S and E Practices Students will be able to:

MARINE BIOLOGY II – A – MARINE ORGANISMS UNIT 2: EXPLORATION OF HUMANS AND THE SEA

Grade Level Expectations Disciplinary Core Ideas (DCIs) Students will know:

 Much of the world’s population lives in coastal areas. Coastal regions are susceptible to natural hazards (tsunamis, hurricanes, cyclones, sea level change, and storm surges).  Everyone is responsible for caring for the ocean. The ocean sustains life on Earth and humans must live in ways that sustain the ocean. Individual and collective actions are needed to effectively manage ocean resources for all.

Instructional Strategies

Evidence of Learning S and E Practices Students will be able to:

MARINE BIOLOGY II – A – MARINE ORGANISMS RESOURCES

 Marine Biology 7e Castro and Huber (ISBN 978-0-07-302819)  Laboratory and Field Investigations in Marine Life, Ninth Edition, James L. Sumich ISBN-13: 9780763757304  Videos  Magazines  Equipment  Supplies

Unit PACING GUIDE

Unit 1: Introduction to Marine Organisms Unit 2: Exploration of Humans and the Sea

1st Quarter 2nd Quarter

X X >

MARINE BIOLOGY II – A – MARINE ORGANISMS COMMON CORE CONNECTIONS

ELA/Literacy

RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (HS-PS1-1) RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-PS4-2, HS-PS4-3, HS-PS4-4) RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS1-3, HS-PS1-5, HS-PS2-1, HS-PS2-6, HS-PS3-4, HS-PS4-2, HS-PS43, HS-PS4-4) RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS4-1, HS-PS4-4, HS-ETS1-1, HS-ETS1-3) RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-PS4-2, HS-PS4-3, HS-PS4-4, HS-ETS1-1, HS-ETS13) RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1, HS-ETS1-3) WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS2-6, HS-PS4-5) WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS2-3, HS-PS2-5, HS-PS3-3, HS-PS3-4, HS-PS3-5) WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS3-4, HS-PS3-5) WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-PS1-2, HS-PS1-5) WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-PS1-2) WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS1-3, HS-PS1-6, HS-PS2-1) WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the

MARINE BIOLOGY II – A – MARINE ORGANISMS COMMON CORE CONNECTIONS

text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS1-3, HS-PS2-5, HS-PS3-4, HS-PS3-5, HS-PS4-4) WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3, HS-PS2-1, HS-PS2-5) SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-PS1-4, HS-PS3-1, HS-PS3-2, HS-PS3-5)

Mathematics

MP.2 Reason abstractly and quantitatively. (HS-PS1-5, HS-PS1-7, HS-PS2-1, HS-PS2-2, HS-PS2-4, HS-PS3-1, HS-PS3-2, HS-PS3-3, HS-PS34, HS-PS3-5, HS-PS4-1, HS-PS4-3, HS-ETS1-1, HS-ETS1-3, HS-ETS1-4) MP.4 Model with mathematics. (HS-PS1-4, HS-PS1-8, HS-PS2-1, HS-PS2-2, HS-PS2-4, HS-PS3-1, HS-PS3-2, HS-PS3-3, HS-PS3-4, HS-PS3-5, HS-PS4-1, HS-ETS1-1, HS-ETS1-2, HS-ETS1-3, HS-ETS1-4) HSN-Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS1-2, HS-PS1-3, HS-PS14, HS-PS1-5, HS-PS1-7, HS-PS1-8, HS-PS2-1, HS-PS2-2, HS-PS2-4, HS-PS2-5, HS-PS2-6, HS-PS3-1, HS-PS3-3) HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS1-4, HS-PS1-7, HS-PS1-8, HS-PS2-1, HS-PS2-2, HSPS2-4, HS-PS2-5, HS-PS2-6, HS-PS3-1, HS-PS3-3) HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-2, HS-PS1-3, HS-PS14, HS-PS1-5, HS-PS1-7, HS-PS1-8, HS-PS2-1, HS-PS2-2, HS-PS2-4, HS-PS2-5, HS-PS2-6, HS-PS3-1, HS-PS3-3) HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1, HS-PS2-4, HS-PS4-1, HS-PS4-3) HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1, HS-PS2-4, HS-PS4-1, HS-PS4-3) HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1, HS-PS2-2) HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS2-1, HS-PS2-2) HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1, HS-PS2-2, HSPS4-1, HS-PS4-3) HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. (HS-PS2-1) HSS-ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1)