hs marine science - lake · pdf fileo integrated into word walls, ... imbedding vocabulary...

1

Revised 6/2011

HS

Marine Science

Curriculum

Table of Content

2

Revised 6/2011

1. Preface 3 – 4

2. How to read the Benchmark, Big Ideas Key, Differentiated Instruction Strategies 5

3. Big Ideas by Grade Level K – 12 6

4. Reading, Writing, and Discussion in the Science Classroom 7 – 9

5. Foreword for Middle and High Schools – Basic course requirements 10

6. Pacing Guide for course 11

7. First Quarter 12 – 18

8. Second Quarter 19 – 25

9. Third Quarter 26 – 34

10. Fourth Quarter 35 - 40

11. Appendix A – Labs Correlated to the Textbook 41

12. Appendix B - Book List by Topic 42

13. Appendix C – Web Sites by topic 43

14. Appendix D - Labs and Activities From Within the Map – By Quarters 44 - 45

Preface

3 Revised 6/2011

Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the

district receive a common curriculum. The maps help ensure that all state requirements are taught and that the

content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your

instruction but provide flexibility based on the individual needs of students. The maps are living documents and

feedback is requested of teachers to ensure continuous improvement.

All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps

were designed for the instruction to take place by quarter. There is some flexibility within the quarters for

mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its

entirety. The maps have been structured in such a way as to scaffold student learning.

Listed below are a few of the new or updated features common to all curriculum maps:

Essential Question(s):

o Provide application of the skills/concepts

o Have more than one right answer which promotes student discourse

o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning

o Are referred to at the beginning, middle, and end of the lesson

o Require you to make a decision

o Promote critical thinking and problem solving

o Encourage interdependence

o Are open-ended

Academic Vocabulary are:

o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction

o Not necessarily the bold words in the chapter.

o Cumulative and continuously used throughout the year.

o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.

Preface

4 Revised 6/2011

Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):

Purpose: For the student to know what is being taught and what the student will learn

o Date

o Benchmark

o Measurable, student-friendly objective

o Essential Question

o Bell work

o Agenda (Specific daily schedule)

o Homework

o Exit Strategy/Card

Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There

should be daily:

o Teacher to student and student to student discourse utilizing academic vocabulary.

o Reading and authentic writing

o Writing that includes higher-order thinking

o Incorporation of effective reading and writing instructional strategies

Maps are organized to include the following:

o Pacing

o Objective

o Essential questions, content and understanding, benchmarks, and assessment

o Appendix/ resources

Preface

5 Revised 6/2011

Next Generation Sunshine State Standards

Science Benchmark Coding Scheme

SC. 5. A. 1. 1

Subject Grade Level Body of Knowledge Big Idea / Supporting Idea Benchmark

Body of Knowledge Key

N ~ Nature of Science E ~ Earth Space Science

L ~ Life Science P ~ Physical Science

Big Idea Key

#1 – The Practice of Science #10 – Forms of Energy

#2 – The Characteristics of Scientific Knowledge #11 – Energy Transfer and Transformation

#3 – The Role of Theories, Laws, Hypotheses, and Models #12 – Moon Objects

#4 – Science and Society #13 – Forces and Changes in Motion

#5 – Earth in Space and Time #14 – Organization and Development of Living Organisms

#6 – Earth Structures #15 – Diversity and Evolution of Living Organisms

#7 – Earth Systems and Patterns #16 – heredity and Reproduction

#8 – Properties of Matter #17 – Interdependence

#9 – Changes in Matter #18 – Matter and Energy Transformations

Language Arts and Mathematic Benchmarks

The Language Arts and Mathematic benchmarks are in the course description. These benchmarks have been integrated throughout the

curriculum map.

Differentiated Instruction Strategies

The following differentiated instruction strategies should be incorporated throughout the entire course:

Cooperative Groups Computer Assisted Instruction Tiered Assignments Centers

Flexible Grouping Curriculum Compacting/Contracts Learning Stations Scaffolding

Hands-on Instruction Leveled Texts/Resources Teacher Led Small Groups Web Quest

Preface

6 Revised 6/2011

This chart is to show where the Big Ideas are located by grade level.

This will help to give an understanding as to why complete coverage of the NGSSS at each grade level is essential! Big Idea #1

The Practice

of Science

Big Idea #2 The

Characteristics of

Scientific Knowledge

Big Idea #3 The Role

of Theories, Laws,

Hypotheses, and

Models

Big Idea #4 Science

and

Society

Big Idea #5 Earth

in

Space and Time

Big Idea #6

Earth

Structures

K K

1st 1st 1st

2nd 2nd

3rd 3rd 3rd 3rd

4th 4th 4th 4th 4th

5th 5th 5th

6th 6th 6th 6th

7th 7th 7th 7th

8th 8th 8th 8th 8th

HS HS HS HS HS HS #7 Earth Systems

and Patterns #8 Properties

of Matter #9 Changes

in Matter #10 Forms of Energy

#11 Energy Transfer and Transformations

#12 Motion of Objects

K K K K

1st

2nd

2nd 2nd 2nd

3rd 3rd 3rd 3rd

4th 4th 4th 4th 4th

5th 5th 5th 5th 5th

6th 6th 6th

7th 7th 7th

8th

HS HS HS HS HS HS

#13 Forces

and Changes

in Motion

#14 Organization

and Development

of Living Organisms

#15 Diversity

and Evolution of

Living Organisms

#16 Heredity

and Reproduction

#17

Interdependence

#18 Matter

and Energy

Transformations

K K

1st 1st 1st 1st

2nd 2nd 2nd 2nd

3rd 3rd 3rd

4th 4th

5th 5th 5th 5th

6th 6th 6th

7th 7th 7th

8th

HS HS HS HS HS HS

Reading Writing Discussion in the Science Classroom Everyday

7 Revised 6/2011

Reading Writing Discussion in the classroom everyday (33% R, W, and D)

This means that during each class period the students should be reading, writing, and talking about Science.

Many of these overlap in a combination of Reading, Writing, and Discussion.

Reading Writing Discussion in the Science Classroom:

What do these look like in the Science classroom?

What DOES the reading process look like?

Modeling - reading and thinking out loud

Students in small groups or pairs

Whole group when referring to a specific portion of the text

Use of graphic organizers

Reading and following lab instructions

Reading a section for homework at home

What DOES the writing process look like?

Lab report

Small group or pairs jotting down important points

Journal writing

Answering selected questions from the textbook in complete sentences

Completing graphic organizer

Entry or Exit card

Taking notes

Writing prompt

Responding to open ended questions

What DOES the discussion process look like?

Student discourse – discussion among and between the students about the topic (Could

be in small group, pair, pair share, lecture ({should involve two way communication})

Reading Writing Discussion in the Science Classroom Everyday

8 Revised 6/2011

About labs, reading, current events, responses to open ended questions, essential

questions, etc.

Imbedding vocabulary terms/word wall, academic vocabulary, into the discussion

The county approved textbook is a resource.

How to best use of the textbook to aid student comprehension:

At the beginning of each term have the students participate in a “preview” of the textbook.

o Table of contents

o Chapter titles

o Headings/subheadings

o Graphics on the page, i.e. charts, graphs, pictures, maps tables,

o Bold, italic, highlighted words

o Glossary

o Appendices

Incorporate the following for each chapter:

By doing the following you will enhance a student’s comprehension:

Before reading – preview, skim for new vocabulary, look at headings and

subheadings, graphics,

During reading – Review the reading column of the chart for suggested

activities.

After reading – Review writing and discussion columns of the chart for

suggested activities.

Reading Writing Discussion in the Science Classroom

9 Revised 6/2011

Reading Writing Discussion

Silent reading

At home reading

Oral

Read Aloud

Think Aloud

Lab instructions (pre, during, post)

Silently Sustained Reading – student

choice

Research paper

*Reading could be from textbook,

current event, supplemental texts,

websites, etc.

Essential Question

Cornell notes

Small group notes

Entry or Exit Card

Graphic Organizers

Writing Prompt

Selected textbook questions

(Answered with complete

sentences)

Worksheet

3-2-1Strategy

Lab Write up

Journal writing

Responding to open ended

questions

Research paper

Paired reading

Jig Saw

Think Pair Share

Share out/Group presentations

*Lectures (should involve two way

communication)

Read Aloud

Think aloud

3-2-1Strategy

Lab Write up

Lab instructions (pre, during, post)

Research paper

The above chart contains a sampling of suggestions and is not intended to be comprehensive.

Foreword For Middle and High School Science

10

Revised 6/2011

Lab requirements:

Teachers will complete the “List of labs” form and a copy of the form will be given to the

department chair at the end of each quarter for both middle and high schools.

For ALL middle school Science courses:

a minimum of 8 labs per nine weeks

For high school Science course:

For Regular courses – 1 per week

For Honors courses – 2 per week

Research paper requirements:

All Science courses in Lake County will complete a Science research paper for the content area of

the course. APA format required.

Science Fair or Competition:

All middle and high school have the traditional Science Fair option for all grade levels to

participate. Each school has a Science Fair Coordinator to help with the process for the students

and the teachers.

There are additional types of “Science” competitions, different from the traditional Science Fair at

some schools, that students are encouraged to participate.

Board Approved Programs:

At high School this is through the HOPE course.

Human Growth and Development

HS Marine Science Pacing Guide

11

Revised 6/2011

First Quarter Second Quarter Third Quarter Fourth Quarter FCIM/Focus Calendar

1) Introduction to Marine Science

(3 blocks)

Laboratory Safety

Measurement

Scientific Method

2) Marine Ecosystems (3blocks)

Ecosystems

Marine Sanctuaries

3) Properties of Water (4 blocks)

Phases of Matter

Changes in State

Surface Tension

Salinity, Density

4) History of the Oceans (3

blocks)

History Timeline

Human Reliance on the

Oceans

Nature of Science

Ocean Technologies

5) Exploring the Seafloor (6

blocks)

Theory of Plate

Tectonics

Features of the Ocean

Floor

6) The Atmosphere and

Seasons (2 blocks)

Modeling the Seasons

Heating and Solar

Radiation

FCIM/Focus Calendar

1) The Atmosphere and Heat

Distribution (4 blocks)

Heat Distribution

Ocean Currents

Currents and Wind

Heat Capacity

Law of Conservation of

Energy

2) Weather and Climate (10

blocks)

Wind Patterns

Coriolis Effect

Air Masses

Water Cycle

Hurricane Formation

Deep Ocean Circulation

Climate Change

3) Motion of the Ocean (7

blocks)

Waves

Tides

Currents

Where Does the Water

Flow (Optional – if time)

FCIM/Focus Calendar

1)Life in the Ocean (14 blocks)

Photosynthesis

The Carbon Cycle

Runoff and Photosynthesis

Plankton

Biological Classification

The Animal Kingdom

Marine Populations and

Endangered Species

Population Changes

Evolution, Natural

Selection, Adaptations

2) Food Webs and Relationships

(10 blocks)

Producers, Consumers, and

Decomposers

Food Chains and Food

Webs

Energy Transfer

Symbiotic Relationships

Chemosynthesis

Migrations in the Sea

Animal Needs and Tracking

FCIM/Focus Calendar

1)Student Research and

Analysis (10 blocks)

Expert Research

Satellite Data and

Imagery

Case Studies of

Marine Animal

Movement

Analysis of Research

2) Human Activity (6 blocks)

Marine Pollution

Oil Spills

Humans and

Coastlines

3) Ocean Resources (2

blocks)

Fishing

Whaling

Offshore Drilling

4) Protecting Marine

Environment (4 blocks)

National and

International Waters

Resource

Management

HS Marine Science

Topic: Intro to Marine, Ecosystems, Water, History of Oceans, Seafloor, and Atmosphere and Seasons

Time Frame - 1st Quarter

12

Revised 6/2011

Essential Questions Essential Content &

Understandings

Essential Skills & Benchmarks Assessment

How do I stay safe in the

laboratory?

What behaviors and

procedures are appropriate in

the laboratory?

How do I correctly utilize

laboratory equipment?

How do I apply the

International System of

Measurement?

How do scientists solve

problems and answer

questions?

How do scientists evaluate and

communicate data?

1) Introduction to Marine

Science

Classroom Rules

Laboratory Safety

Measurement

Scientific Method

MA.912.S.1.2: Determine

appropriate and consistent

standards of measurement for

the data to be collected in a

survey or experiment.

SC.912.N.1.2: Describe and

explain what characterizes

science and its methods.

Formal Assessments:

Lab Safety Quiz (80% or higher)

Lab Safety Contract

Lab Activities:

Measurement Lab

Vocabulary: scientific inquiry,

observation, data,

quantitative data, qualitative

data, inference, hypothesis,

experiment, conclusion,

HS Marine Science



13

Revised 6/2011


Understandings


How are marine ecosystems

classified?

What are the characteristics

of marine ecosystems?

How does succession

influence ecosystems?

2) Marine Ecosystems

Ecosystems

Marine Sanctuaries

MA.912.S.3.2: Collect, organize,

and analyze data sets,

determine the best format for

the data and present visual

summaries from the following:

bar graphs, line graphs, stem

and leaf plots, circle graphs,

histograms, box and whisker plots,

scatter plots, cumulative

frequency (ogive) graphs

SC.912.L.17.11: Evaluate the costs

and benefits of renewable and

nonrenewable resources, such as

water, energy, fossil fuels, wildlife,

and forests.

SC.912.L.18.12: Discuss the special

properties of water that contribute

to Earth's suitability as an

environment for life: cohesive

behavior, ability to moderate

temperature, expansion upon

freezing, and versatility as a

solvent.

Formal Assessments:

Chapter Test/Quiz

Lab Activities:

Marine Ecosystem Project

Vocabulary:

ecosystem, organism,

succession, benthic, biotic,

abiotic

HS Marine Science



14

Revised 6/2011


Understandings


What are the unique

properties of water?

Why is the sea salty?

Why is water so important

and how does it affect

marine organisms?

3) Properties of Water

Phases of Matter

Changes in State

Surface Tension

Salinity

Density


and analyze data sets, determine

the best format for the data and

present visual summaries from the

following: bar graphs, line graphs,

stem and leaf plots, circle graphs,








and forests.







freezing, and versatility as a

solvent.

Formal Assessments:

Chapter Test/Quiz

Lab Activities:

Properties of Water Lab

Vocabulary:

sublimation, freezing point,

melting point, boiling point,

density, surface tension,

renewable resource,

nonrenewable resource,

cohesion, salinity

HS Marine Science



15

Revised 6/2011


Understandings


How have humans relied on

and utilized the ocean

throughout time?

How do scientists utilize

scientific inquiry?

4) History of the Oceans

History Timeline

Human Reliance on

the Oceans

Nature of Science

Ocean Technologies



standards of measurement for the

data to be collected in a survey or

experiment.

SC.912.L.17.4: Describe changes in

ecosystems resulting from seasonal

variations, climate change and

succession.

SC.912.N.1.2: Describe and explain

what characterizes science and its

methods.

SC.912.N.1.6: Describe how

scientific inferences are drawn

from scientific observations and

provide examples from the

content being studied.

SC.912.N.1.7: Recognize the role of

creativity in constructing scientific

questions, methods and

explanations.

Formal Assessments:

Chapter Test/Quiz

Lab Activities:

The Ocean in History - A

Timeline

Investigating Marine Algae

Vocabulary: scientific inquiry,

observation, data,

quantitative data, qualitative

data, inference, hypothesis,

experiment, conclusion,

indigenous

HS Marine Science



16

Revised 6/2011


Understandings


How has the Earth and its

ocean changed over time?

What is the scientific theory

of plate tectonics?

How do theories change

over time?

How ocean floor are

features similar to and

different than those found on

land?

How do scientists map the

ocean floor?

5) Exploring the Seafloor

Theory of Plate

Tectonics

Features of the

Ocean Floor

SC.912.E.6.3: Analyze the scientific

theory of plate tectonics and

identify related major processes

and features as a result of moving

plates.

SC.912.E.6.5: Describe the

geologic development of the

present day oceans and identify

commonly found features.

SC.912.N.1.3: Recognize that the

strength or usefulness of a scientific

claim is evaluated through

scientific argumentation, which

depends on critical and logical

thinking, and the active

consideration of alternative

scientific explanations to explain

the data presented.

SC.912.N.2.1: Identify what is

science, what clearly is not

science, and what superficially

resembles science (but fails to

meet the criteria for science).

SC.912.N.2.4: Explain that scientific

knowledge is both durable and

robust and open to change.

Scientific knowledge can change

because it is often examined and

re-examined by new investigations

Formal Assessments:

Chapter Test/Quiz

Lab Activities:

Model of the Ocean Floor

Vocabulary: divergent

boundary, convergent

boundary, transform

boundary, theory, convection,

tsunami, rift, ring of fire,

continental accretion, mid-

ocean ridge, seamount,

abyssal plain, continental shelf,

trench, sonar

HS Marine Science



17

Revised 6/2011


Understandings


and scientific argumentation.

Because of these frequent

examinations, scientific knowledge

becomes stronger, leading to its

durability.

SC.912.N.3.1: Explain that a

scientific theory is the culmination

of many scientific investigations

drawing together all the current

evidence concerning a substantial

range of phenomena; thus, a

scientific theory represents the

most powerful explanation

scientists have to offer.

SC.912.N.3.5: Describe the function

of models in science, and identify

the wide range of models used in

science.

SC.912.L.17.2: Explain the general

distribution of life in aquatic

systems as a function of chemistry,

geography, light, depth, salinity,

and temperature.

MA.912.S.3.2

HS Marine Science



18

Revised 6/2011


Understandings


What causes Earth’s

seasonal changes?

How do marine mammals

respond to seasonal cues?


Seasons

Modeling the

Seasons

Heating and Solar

Radiation

SC.912.P.10.20: Describe the

measurable properties of

waves and explain the

relationships among them and

how these properties change

when the wave moves from

one medium to another.

Formal Assessments:

Chapter Test/Quiz

Lab Activities:

It’s All About the Rays

Vocabulary: revolution,

rotation, latitude, longitude,

autumnal equinox, vernal

equinox, winter solstice,

summer solstice, diurnal cycle,

differential heating

HS Marine Science

Topics: Atmosphere and Heat Distribution, Weather and Climate, and Motion of the Ocean

Time Frame - 2nd Quarter

19

Revised 6/2011


Understandings


How is heat in the ocean

distributed?

How are Earth’s oceans

interconnected?

How does sea surface

temperature affect marine

animal movements?

How does the Earth’s ocean

affect the global climate?

What is the Law of

Conservation of Energy?


Heat Distribution

Heat Distribution

Ocean Currents

Currents and Wind

Heat Capacity

Law of Conservation

of Energy

SC.912.L.17.3: Discuss how various

oceanic and freshwater processes,

such as currents, tides, and waves,

affect the abundance of aquatic

organisms.




science.



standards of measurement for the

data to be collected in a survey or

experiment.








scatter plots, cumulative frequency

(ogive) graphs

Assessments:

Chapter Test/Quiz

Lab Activities:

Investigating Warm & Cold

Water

Vocabulary: current, surface

current, convection, Coriolis

Effect, gyre, isotherm, isobar,

radiometer, prevailing winds,

buoy

Assessment:

Chapter Test/Quiz

Lab Activities:

Land vs. Ocean Temperature

Changes Inquiry

HS Marine Science



20

Revised 6/2011


Understandings


How is energy transferred

from the ocean to the

atmosphere?

How does the ocean

influence weather and

climate?

2) Weather and Climate

Wind Patterns

Coriolis Effect

Air Masses

Water Cycle

Hurricane Formation







freezing, and versatility as a solvent.

SC.912.P.10.2: Explore the Law of

Conservation of Energy by

differentiating among open,

closed, and isolated systems and

explain that the total energy in an

isolated system is a conserved

quantity.

MA.912.S.1.2:

MA.912.S.3.2:

SC.912.E.7.4: Summarize the

conditions that contribute to the

climate of a geographic area,

including the relationships to lakes

and oceans.

SC.912.E.7.6: Relate the formation

of severe weather to the various

physical factors.

SC.912.L.17.10: Diagram and

explain the biogeochemical cycles

of an ecosystem, including water,

carbon, and nitrogen cycle.

SC.912.L.18.12

Vocabulary: thermal energy,

temperature, heat capacity,

energy, conduction,

convection, radiation, law of

conservation of energy, open

system, closed system

Assessments:

Chapter Test/Quiz

Lab Activities:

Tracking Hurricanes

Vocabulary: air mass, climate,

front, biogeochemical cycle,

meteorology, hurricane, cold

front, warm front, trade winds,

westerlies

HS Marine Science



21

Revised 6/2011


Understandings


How do physical parameters

change as you go deeper

into the ocean?

What are the adaptations of

marine animals to help them

deal with the conditions of

the deep ocean?

How has technology helped

us in our exploration of the

deep ocean?

Is the Earth’s climate going

through a warming period?

How does climate change

impact marine organisms?

Deep Ocean

Circulation

Climate Change

MA.912.S.1.2

MA.912.S.3.2


distribution of life in aquatic systems

as a function of chemistry,


and temperature.

MA.912.S.3.2:

SC.912.E.7.9: Cite evidence that the

ocean has had a significant

influence on climate change by

absorbing, storing, and moving

heat, carbon, and water.

SC.912.L.17.2




Assessment:

Chapter Test/Quiz

Lab Activities:

Investigating Changes in Water

Temperature

Vocabulary: thermocline,

photic zone, bioluminescence,

CTD device, echolocation,

submersible, upwelling,

fluorescence, thermohaline

circulation

Assessment:

Chapter Test/Quiz

Lab Activities:

Coral Reef Cyberlab

Investigating Sea Level Rise

Vocabulary: zooxanthellae,

coral bleaching,

HS Marine Science



22

Revised 6/2011


Understandings


succession.

SC.912.L.17.8: Recognize the

consequences of the losses of

biodiversity due to catastrophic

events, climate changes, human

activity, and the introduction of

invasive, non-native species.





and forests.

SC.912.L.17.16: Discuss the large-

scale environmental impacts

resulting from human activity,

including waste spills, oil spills,

runoff, greenhouse gases, ozone

depletion, and surface and

groundwater pollution.

SC.912.N.1.3: Recognize that the

strength or usefulness of a scientific

claim is evaluated through

scientific argumentation, which

depends on critical and logical

thinking, and the active

consideration of alternative

scientific explanations to explain

the data presented.

SC.912.N.1.5: Describe and provide

examples of how similar

investigations conducted in many

parts of the world result in the same

anthropogenic, radiative

forcings, thermal expansion,

meltwater, El Nino

HS Marine Science



23

Revised 6/2011


Understandings


What are the characteristics

of waves?

How do waves impact

organisms living on or near

the coast?

3) Motion of the Ocean

Waves

outcome.


scientific inferences are drawn from

scientific observations and provide

examples from the content being

studied.

SC.912.N.2.5: Describe instances in

which scientists' varied

backgrounds, talents, interests, and

goals influence the inferences and

thus the explanations that they

make about observations of natural

phenomena and describe that

competing interpretations

(explanations) of scientists are a

strength of science as they are a

source of new, testable ideas that

have the potential to add new

evidence to support one or

another of the explanations.

SC.912.N.3.5

MA.912.S.3.2

SC.912.L.17.3

SC.912.L.17.11

SC.912.N.4.2: Weigh the merits of

alternative strategies for solving a

specific societal problem by

comparing a number of different

costs and benefits, such as human,

Assessment:

Chapter Test/Quiz

Lab Activities:

Wave Speed & Wave Height

Scatter Plot

HS Marine Science



24

Revised 6/2011


Understandings


What causes tides, currents,

and waves?

How do tides affect marine

organisms?

What is a watershed and

where does it flow?

What affects water quality?

Tides

Currents

Where Does the

Water Flow (optional

– if time)

economic, and environmental.

SC.912.P.10.20: Describe the

measurable properties of waves

and explain the relationships

among them and how these

properties change when the wave

moves from one medium to

another.

MA.912.S.3.2

SC.912.L.17.2

SC.912.L.17.3

SC.912.L.17.7: Characterize the

biotic and abiotic components that

define freshwater systems, marine

systems and terrestrial systems.

SC.912.L.17.7

SC.912.L.17.16

SC.912.L.18.12

SC.912.N.1.1: Define a problem

based on a specific body of

knowledge, for example: biology,

Vocabulary: wave, crest,

trough, transverse wave, orbital

wave, longitudinal wave,

frequency, wave period, fetch,

rogue wave

Assessment:

Chapter Test/Quiz

Lab Activities:

Analyzing Tides

Vocabulary: tides, spring tides,

neap tides, surf zone, longshore

currents, rip currents, intertidal

zone, tide pools

Assessment:

Chapter Test/Quiz

Lab Activities:

HS Marine Science



25

Revised 6/2011


Understandings


chemistry, physics, and

earth/space science, and do the

following: pose questions about

the natural world, conduct

systematic observations, examine

books and other sources of

information to see what is already

known, review what is known in

light of empirical evidence, plan

investigations, use tools to gather,

analyze, and interpret data (this

includes the use of measurement in

metric and other systems, and also

the generation and interpretation

of graphical representations of

data, including data tables and

graphs), pose answers,

explanations, or descriptions of

events, generate explanations that

explicate or describe natural

phenomena (inferences), use

appropriate evidence and

reasoning to justify these

explanations to others,

communicate results of scientific

investigations, and evaluate the

merits of the explanations

produced by others.

Water Quality Tests

Vocabulary: watershed,

wetlands, headwaters, aquifer,

springs, delta, eutrophication,

floodplain

HS Marine Science

Topics: Life in the Ocean and Food Webs and Relationships

Time Frame - 3rd Quarter (4.5 Weeks)

26

Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment

How do microscopic

organisms in the water make

food?

How is carbon cycled

through Earth’s spheres?

How do scientists track

phytoplankton?

How have human activities

on land impacted the

1) Life in the Ocean

Photosynthesis

The Carbon Cycle

Runoff and

Photosynthesis

SC.912.E.7.1: Analyze the movement

of matter and energy through the

different biogeochemical cycles,

including water and carbon.

SC.912.L.14.6: Explain the

significance of genetic factors,

environmental factors, and

pathogenic agents to health from

the perspectives of both individual

and public health.


distribution of life in aquatic systems

as a function of chemistry,

geography, light, depth, salinity, and

temperature.




succession.

SC.912.L.17.10: Diagram and explain

the biogeochemical cycles of an

ecosystem, including water, carbon,

and nitrogen cycle.

MA.912.S.3.2: Collect, organize, and

analyze data sets, determine the

best format for the data and present

visual summaries from the following:

Vocabulary: autotroph,

photosynthesis,

phytoplankton,

cyanobacteria,

chloroplast, decompose,

pigment, Carbon cycle,

algal bloom, photic zone

Lab Activities:

Observing Photosynthesis

Assessment:

Chapter Test/Quiz

Assessment:

Chapter Test/Quiz

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27


ocean?

What is eutrophication and

how does it affect aquatic

ecosystems?

Why is biodiversity

important?

How are organisms

classified?

What are the similarities and

differences between major

Plankton

Biological

Classification

The Animal Kingdom

bar graphs, line graphs, stem and

leaf plots, circle graphs, histograms,

box and whisker plots, scatter plots,

cumulative frequency (ogive)

graphs










including waste spills, oil spills, runoff,

greenhouse gases, ozone depletion,

and surface and groundwater

pollution.

LA.910.2.2.3: The student will

organize information to show

understanding or relationships

among facts, ideas, and events

(e.g., representing key points within

text through charting, mapping,

paraphrasing, summarizing,

comparing, contrasting, or

outlining);

SC.912.L.17.8

Lab Activities:

Limiting Factors on

Phytoplankton

Dead Zone Cyberlab

Vocabulary: hypoxia,

eutrophication, dead

zone, nonpoint source,

point source

Assessment:

Chapter Test/Quiz

Lab Activities:

Plankton Cyberlab

Plankton Exploration

Dissections (clam, squid,

sea star, fish, shark)

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28


groups of organisms?

What factors increase or

decrease population sizes in

an ecosystem?

What is the importance of

the Endangered Species

Act?

Marine Populations

and Endangered

Species

SC.912.N.1.5: Describe and provide

examples of how similar

investigations conducted in many

parts of the world result in the same

outcome.

MA.912.S.3.2: Collect, organize, and

analyze data sets, determine the

best format for the data and present

visual summaries from the following:

bar graphs, line graphs, stem and

leaf plots, circle graphs, histograms,

box and whisker plots, scatter plots,

cumulative frequency (ogive)

graphs

SC.912.L.14.6: Explain the

significance of genetic factors,

environmental factors, and

pathogenic agents to health from

the perspectives of both individual

and public health.

SC.912.L.17.1: Discuss the

characteristics of populations, such

Vocabulary: biodiversity,

plankton, nekton,

eukaryotic, prokaryotic,

phytoplankton,

zooplankton,

mycoplankton,

taxonomy, binomial

nomenclature,

invertebrate, vertebrate

Assessment:

Chapter Test/Quiz

Lab Activities:

Vocabulary: population,

population dynamics,

carrying capacity,

population density

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29


How does the process of

natural selection influence

the evolution of species?

How do adaptations help

organisms survive?

Population Changes

Evolution, Natural

Selection, and

Adaptations

as number of individuals, age

structure, density, and pattern of

distribution.





and forests.

SC.912.N.4.1: Explain how scientific

knowledge and reasoning provide

an empirically-based perspective to

inform society's decision making.





costs and benefits, such as human,

economic, and environmental.

MA.912.S.3.2

SC.912.L.15.13: Describe the

conditions required for natural

selection, including: overproduction

of offspring, inherited variation, and

the struggle to survive, which result in

differential reproductive success.

SC.912.N.3.1: Explain that a scientific

theory is the culmination of many

scientific investigations drawing

Assessment:

Chapter Test/Quiz

Lab Activities:

Variation & Offspring

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30


What is a food web?

Why do phytoplankton have

such a critical role in marine

food webs?

Why is it important for

scientists to understand and

utilize food webs?

How do organisms within a

community interact with

each other?

2) Food Webs and

Relationships

Producers,

Consumers, and

Decomposers

Food Chains and

Food Webs

Energy Transfer

Symbiotic

Relationships

Chemosynthesis

together all the current evidence

concerning a substantial range of

phenomena; thus, a scientific theory

represents the most powerful

explanation scientists have to offer.

SC.912.E.7.1

SC.912.L.17.7: Characterize the

biotic and abiotic components that

define freshwater systems, marine

systems and terrestrial systems.

SC.912.L.17.9: Use a food web to

identify and distinguish producers,

consumers, and decomposers.

Explain the pathway of energy

transfer through trophic levels and

the reduction of available energy at

successive trophic levels.

SC.912.L.17.10




science.

LA.910.2.2.3

LA.910.4.2.2: The student will record

information and ideas from primary

Vocabulary: natural

selection, theory of

evolution, extinct species,

mutation, variations,

adaptation, speciation,

native species, invasive

species

Assessment:

Chapter Test/Quiz

Lab Activities:

Marine Food Webs

Vocabulary: producer,

heterotrophy, consumer,

decomposer, food web,

detritus, trophic level,

cellular respiration,

organic compound,

nutrient cycling

Assessment:

Chapter Test/Quiz

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31


Why do reproductive

strategies differ from species

to species?

How do scientists track

marine animals?

Why is it important to track

Migrations in the

Sea

and/or secondary sources

accurately and coherently, noting

the validity and reliability of these

sources and attributing sources of

information;

SC.912.L.15.13: Describe the

conditions required for natural

selection, including: overproduction

of offspring, inherited variation, and

the struggle to survive, which result in

differential reproductive success.

SC.912.L.17.6: Compare and

contrast the relationships among

organisms, including predation,

parasitism, competition,

commensalism, and mutualism.

SC.912.N.1.4: Identify sources of

information and assess their reliability

according to the strict standards of

scientific investigation.



methods.

SC.912.N.1.5

SC.912.N.1.6: Describe how scientific

inferences are drawn from scientific

observations and provide examples

from the content being studied.


Vocabulary Quiz

Lab Activities:

Symbiotic Relationships in

the Ocean

Vocabulary: symbiotic

relationship,

commensalism,

mutualism, parasitism,

coevolution, sessile,

spawning, substrate,

thermal vents,

chemosynthesis

Assessment:

Chapter Test/Quiz

Lab Activities:

Vocabulary: uplink,

downlink, natural satellite,

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32


the movement of marine

animals?

Where does oxygen in the

ocean come from?

How does upwelling relate

to the tracking of marine

animals?

Animal Needs and

Tracking



explanations.

SC.912.N.2.4

SC.912.N.2.5: Describe instances in

which scientists' varied

backgrounds, talents, interests, and

goals influence the inferences and

thus the explanations that they

make about observations of natural

phenomena and describe that

competing interpretations

(explanations) of scientists are a

strength of science as they are a

source of new, testable ideas that

have the potential to add new

evidence to support one or another

of the explanations.

MA.912.S.3.2

SC.912.L.17.2

SC.912.L.17.3: Discuss how various

oceanic and freshwater processes,

such as currents, tides, and waves,

affect the abundance of aquatic

organisms.

SC.912.L.17.7

SC.912.N.1.2

artificial satellite, remote

sensing satellite, polar

satellite, geostationary

satellite, remote sensing

Assessment:

Chapter Test/Quiz

Lab Activities:

Dissolved Oxygen

Cyberlab

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33


Vocabulary: dissolved

oxygen, upwelling,

limiting factor, eddies

Science

34

HS Marine Science

Topics: Student Research and Analysis, Human Activity, Ocean Resources, and Protecting marine Environment

Time Frame: 4th Quarter (4.5 weeks)

35


How do I interpret real-time

satellite data and imagery?

How can I explain animal

movement utilizing Earth

imagery and scientific

inquiry?

1) Student Research and

Analysis

Expert Research

Satellite Data and

Imagery

Case Studies of

Marine Animal

Movement

Analysis of Research

LA.910.4.2.2: The student will

record information and ideas from

primary and/or secondary sources

accurately and coherently, noting

the validity and reliability of these

sources and attributing sources of

information;

SC.912.E.6.5: Describe the

geologic development of the

present day oceans and identify

commonly found features.


distribution of life in aquatic

systems as a function of chemistry,


and temperature.




succession.

SC.912.N.1.1: Define a problem

based on a specific body of

knowledge, for example: biology,

chemistry, physics, and

earth/space science, and do the

following: pose questions about

the natural world, conduct

systematic observations, examine

books and other sources of

information to see what is already

Assessment:

Lab Activities:

Expert Research & Analysis

Vocabulary: bathymetry,

phytoplankton, sea

surface conditions

HS Marine Science



36


known, review what is known in

light of empirical evidence, plan

investigations, use tools to gather,

analyze, and interpret data (this

includes the use of measurement

in metric and other systems, and

also the generation and

interpretation of graphical

representations of data, including

data tables and graphs), pose

answers, explanations, or

descriptions of events, generate

explanations that explicate or

describe natural phenomena

(inferences), use appropriate

evidence and reasoning to justify

these explanations to others,

communicate results of scientific

investigations, and evaluate the

merits of the explanations

produced by others.



methods.

SC.912.N.1.4: Identify sources of

information and assess their

reliability according to the strict

standards of scientific

investigation.


scientific inferences are drawn

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37


What are the causes and

effects of pollution?

How can we prevent future

marine pollution?

2) Human Activity

Marine Pollution

Oil Spills

from scientific observations and

provide examples from the

content being studied.




explanations.



















including waste spills, oil spills,

runoff, greenhouse gases, ozone

depletion, and surface and

groundwater pollution.

Assessment:

Chapter Test/Quiz

Vocabulary Quiz

Lab Activities:

Pollution Cyberlab

Campus Debris Survey

Oil Spill Response

Vocabulary: pollutant,

biodegradable, recycling,

marine debris,

anthropogenic, nonpoint

source pollution, point

source pollution, natural

pollution

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38


What are the properties and

functions of wetland

ecosystems?

How does coastal

development affect humans

and marine life?

Humans and

Coastlines

SC.912.N.1.1




science.

SC.912.N.4.1: Explain how scientific

knowledge and reasoning provide

an empirically-based perspective

to inform society's decision

making.





costs and benefits, such as

human, economic, and

environmental.

SC.912.L.17.4





and forests.

SC.912.N.3.5

SC.912.N.4.1

SC.912.N.4.2

Assessment:

Chapter Test/Quiz

Vocabulary Quiz

Lab Activities:

Model of Wetlands

Vocabulary: wetlands,

barrier island, coastal

development, storm

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39


What resources do humans

need from the ocean?

What are some ways we

can sustain resources from

the ocean?

Why is it important to protect

our ocean resources?

Why is ocean literacy

important?

How do we conserve our

marine ecosystems and

resources?

3) Ocean Resources

Fishing

Whaling

Offshore Drilling

4) Protecting Marine

Environments

National and

International Waters

Resource

Management







SC.912.L.17.11

SC.912.N.4.1

SC.912.N.4.2

SC.912.L.17.11

SC.912.N.4.1

SC.912.N.4.2

surge, dredge, estuary,

brackish, erosion

Assessment:

Chapter Test/Quiz

Vocabulary Quiz

Lab Activities:

Bycatch Lab

Vocabulary: subsistence

fishers, troll fishing,

commercial fisheries,

trawling, overfishing,

bycatch, sustainable

fishing, fossil fuels, offshore

drilling, fish stocks, turtle

excluder devices

Assessment:

Chapter Test/Quiz

Lab Activities:

Marine Species Cyberlab

Polar Mammals Cyberlab

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40


Who has the responsibility of

protecting our marine

habitats and why is it

important?

Vocabulary: national

marine sanctuaries,

exclusive economic zone,

international waters,

Regional Fisheries

Management

Organizations, Antarctic

Treaty

Appendix A – Correlation to Textbook

41

All laboratories and materials (includes worksheets and laboratories/data sheets

and cyberlabs) can be found on the textbook website:

http://www.us-satellite.net/marinescience/

http://www.us-satellite.net/marinescience/

Appendix B –

Book List By Topics

42

Appendix C

Web Sites By Topics

43

Appendix D

Labs and Activities From Within the Map – By Quarters

44

Measurement Lab: MA.912.S.1.2

Appendix D

Labs and Activities From Within the Map – By Quarters

45

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