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Aquatic Science Overview 2020 - 2021 This Document Is Designed to Provide Parents/Guardians/Community an Overview of the Curriculum Taught in the FBISD Classroom

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Aquatic Science Overview 2020 - 2021 This Document Is Designed to Provide Parents/Guardians/Community an Overview of the Curriculum Taught in the FBISD Classroom Department of Teaching & Learning _____________________________________________________________________________________________ Aquatic Science Overview 2020 - 2021 This document is designed to provide parents/guardians/community an overview of the curriculum taught in the FBISD classroom. This document supports families in understanding the learning goals for the course, and how students will demonstrate what they know and are able to do. The overview offers suggestions or possibilities to reinforce learning at home. Included at the end of this document, you will find: • A glossary of curriculum components • The content area instructional model • Parent resources for this content area To advance to a particular grading period, click on a link below. • Grading Period 1 • Grading Period 2 • Grading Period 3 • Grading Period 4 Process Standards The process standards describe ways in which students are expected to engage in the content. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use knowledge learned efficiently and effectively in daily life. 1(A) demonstrate safe practices during laboratory and field investigations, including chemical, electrical, and fire safety, and safe handling of live and preserved organisms; and 1(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. 2(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; 2(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; 2(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly- reliable explanations, but they may be subject to change as new areas of science and new technologies are developed; 2(D) distinguish between scientific hypotheses and scientific theories; 2(E) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting, handling, and maintaining appropriate equipment and technology; 2(F) collect data individually or collaboratively, make measurements with precision and accuracy, record values using appropriate units, and calculate statistically relevant quantities to describe data, including mean, median, and range; 2(G) demonstrate the use of course apparatuses, equipment, techniques, and procedures; 2(H) organize, analyze, evaluate, build models, make inferences, and predict trends from data; 2(I) perform calculations using dimensional analysis, significant digits, and scientific notation; and Department of Teaching & Learning _____________________________________________________________________________________________ 2(J) communicate valid conclusions using essential vocabulary and multiple modes of expression such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. 3(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; 3(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; 3(C) draw inferences based on data related to promotional materials for products and services; 3(D) evaluate the impact of research and technology on scientific thought, society, and the environment; 3(E) describe the connection between aquatic science and future careers; and 3(F) research and describe the history of aquatic science and contributions of scientists. Grading Period 1 Unit 1: Introduction to Aquatic Science Estimated Date Range: August 17 – September 3 Estimated Time Frame: 14 days Unit Overview: In this unit the student will learn and demonstrate knowledge of safety responsibilities in the aquatics classroom. Students will learn how to create a sustainable aquatic ecosystem in an aquarium, and will build their ecosystem. This unit will also provide a history of aquatic science and introduce the students to the study of oceanography and marine biology. At home connections: • Discuss general lab safety and the importance of being safe. Concepts within Unit #1 Success Criteria for this concept Link to TEA High School Science TEKS Concept #1: Safety • list/describe all of the general safety rules regarding conduct, clothing, 1A, 1B accidents, glassware, heating/fire, animals, etc… • follow all the safety rules of the time during laboratory/field investigations. • identify the safety equipment in the classroom. • explain how and when to use the safety equipment in the classroom. • explain the procedures for an injury. • explain the procedures for broken glass/equipment. • Explain the proper time and dosage amount of chemical to add to the amount of water in the aquarium • Calculate the dose of chemical required based on the gallons of water in the aquarium • Diagnose a chemical imbalance using water test kit Concept #2: Introduction to Aquatic • Identify the necessary parts of an aquarium and describe their function Science • Set up a functioning aquarium (salt or freshwater) with fish and justify 2F, 2J, 2H, 3A choice based on data Department of Teaching & Learning _____________________________________________________________________________________________ • Explain how fish compatibility impacts the aquarium ecosystem Unit 2: Water Chemistry and Properties Estimated Date Range: September 4 – September 18 Estimated Time Frame: 10 days Unit Overview: In this unit, students will use appropriate tools to measure water chemistry in order to determine the health of an ecosystem. Students will explore how water chemistry and water properties affect aquatic ecosystems. Students will have the opportunity to apply their knowledge of water chemistry and water properties to their tank ecosystem. At home connections: • Look up or request a water quality report from your local water company. Concepts within Unit # 2 Success Criteria for this concept Link to TEA High School Science TEKS Concept #1: Water Chemistry and • Be able to explain what change in the tank may have caused there to be a Properties change in the water quality of the tank using qualitative and quantitative data 4A, 2H, 5B,8A • Explain how chemical and physical properties of water aid in the survival of aquatic organisms • Determine the quality of water in an aquarium by testing the following: o Nitrate o Nitrite o PH o Temperature o ammonia • Observe the effect salinity has on an organism by conducting an osmosis lab Unit 3: Aquatic Cycles Estimated Date Range: September 21 – October 9 Estimated Time Frame: 15 days Unit Overview: In this unit, students will explore how the biogeochemical cycles (water cycle, phosphorous cycle, carbon cycle, and the nitrogen cycle) affect the aquatic environment. Student will analyze water quality data using their aquariums to evaluate the proper cycling of nutrients and elements within the ecosystem. Students will also explore how humans have impacted the cycling of nutrients in the aquatic ecosystem. At home connections: • Discuss how the water cycle happens in and around your home. If you can visit a lake or pond, discuss the biogeochemical cycles as they happen there. Concepts within Unit # 3 Success Criteria for this concept Link to TEA High School Science TEKS Concept #1: Aquatic Cycles • Collect data from tanks and use systems thinking to predict what would happen 4A, 5A, 2F, 2H to the tank if changes in feeding and lighting occur Department of Teaching & Learning _____________________________________________________________________________________________ • Compare how natural seasonal change in an aquatic environment affect organisms differently than how an unusual change in an aquatic environment affect organisms using evidence • Compare how natural seasonal change in an aquatic environment affect organismsGrading differently Period than how2 an unpredictable change (human caused or natural) in an aquatic environment affect organisms using evidence. • CollectUnit 4: data Water from tanksDynamics and use systems thinking to predict what would happen Estimated Date Range: October 12 – November 3 to the tank if changes in feeding and lighting occur Estimated Time Frame: 15 days • Explain how an imbalance in one part of the nutrient cycle can affect other parts Unit Overview: In this unit, students will explore(nitrogen, the availability carbon, of waterphosphorus, resources, water) and evaluate the impact of the movement of water on the geography of an area. Waves •and Comparetides will howbe examined natural seasonal to connect change how inthe an movement aquatic environment of water impacts affect the living and nonliving components of an aquatic ecosystem.organisms This differently unit will thanalso explorehow an unusualhow humans change impact in an aquatic aquatic ecosystems environment and the natural geography of the coast. Finally, the studentsaffect organisms
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