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ESCONDIDO UNION HIGH SCHOOL DISTRICT COURSE OF STUDY OUTLINE AND INSTRUCTIONAL OBJECTIVES COURSE TITLE: Marine Biology COURSE NUMBERS: 5965/5966 DEPARTMENT: Science PREREQUISITE: Required – “C” or better in both Physical & Biological Science LENGTH OF COURSE: One Year SEMESTER PERIOD OF CREDITS: Five per Semester GRADE LEVEL (S): 10-12 DATE ADOPTED: 5/6/08 Meets EUHSD Biological Science Requirement MEETS UC “d” LABORATORY SCIENCE REQUIREMENT TEXTBOOK: Introduction to Marine Biology by Karleskint, Turner and Small 2nd Edition ©2006 by Thomson/Brooks/Cole Publishing COURSE DESCRIPTION: Marine biology has influenced modern science as we know it today via the study of the rich diversity of marine organisms and their habitats. It is the study of living organisms that inhabit the seas and their interactions with each other and their environment. The course begins with a study of the ocean environment followed by the marine organisms that live there. Marine ecosystems are covered next. The course ends with a study of human influences on the ocean environment. Content for Marine Biology course is based upon CA Science standards in Biology, Chemistry and Earth Science. 1 Updated 5/18/2012 California Investigative Science Standards 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content of the other four strands, students should develop their own questions and perform investigations. Students will: a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. b. Identify and communicate sources of unavoidable experimental error. c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. d. Formulate explanations by using logic and evidence. e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions. f. Distinguish between hypothesis and theory as scientific terms. g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. h. Read and interpret topographic and geologic maps. i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). j. Recognize the issues of statistical variability and the need for controlled tests. k. Recognize the cumulative nature of scientific evidence. l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified 2 Updated 5/18/2012 flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets). COURSE UNITS AND ALLOCATED INSTRUCTIONAL TIME MARINE BIOLOGY Suggested Instructional Time I. Science and Marine Biology 1-2 weeks II. Fundamentals of Ecology 1-2 weeks III. Geology of the Ocean 1-2 weeks IV. Water, Waves, and Tides 1-2 weeks V. Basics of Life: Molecules, Cells, Evolution, 1-2 weeks and Biological Classification VI. Marine Microbes 1-2 weeks VII. Multicellular Primary Producers 1-2 weeks VIII. Sponges, Cnidarians, Comb Jellies, and Marine Worms 1-2 weeks IX. Molluscs, Arthropods, Lophophorates, Echinoderms, 1-2 weeks and Invertebrate Chordates X. Fishes 1-2 weeks XI. Reptiles and Birds 1-2 weeks XII. Marine Mammals 1-2 weeks XIII. Intertidal Communities 1-2 weeks XIV. Estuaries 1-2 weeks XV. Coral Reef Communities 1-2 weeks XVI. Continental Shelves and Neritic Zone 1-2 weeks XVII. The Open Sea 1-2 weeks XVIII. Life in the Ocean’s Depths 1-2 weeks XIX. Harvesting the Ocean’s Resources 1-2 weeks 3 Updated 5/18/2012 XX. Oceans in Jeopardy 1-2 weeks MARINE BIOLOGY UNIT I: SCIENCE AND MARINE BIOLOGY 1.0 LEARNING GOAL: Students will understand the essential components of marine biology. Key concepts covered in this unit are: 1.1 Marine and terrestrial environments are interrelated, interactive, and interdependent. 1.2 The ocean is an important source of food and resources for humans. 1.3 Marine biology is the study of the sea’s diverse inhabitants and their relationships to each other and their environment. 1.4 The history of marine biology is one of changing perspectives that have shaped the modern science and its applications. 1.5 Marine laboratories play an important role in education, conservation, and biological research. 1.6 It is important to study marine biology in order to make informed decisions about how the oceans and their resources should be used and managed. 1.7 Scientists use an organized approach called the scientific method to investigate natural phenomena. Performance Tasks (Performance Assessment): Students will use laboratory equipment to complete all labs and know essential components of safety. Note taking, chapter tests, quizzes, group and individual work. Students will complete a science project. Students will begin a semester long research paper. Academic Vocabulary: control set, deductive reasoning, experimental set, experimental variable, hypothesis, inductive reasoning, marine biology, observational science, oceanography, ocean productivity, plankton, scientific method, theory Sample Learning Activities/Labs: Osmosis and Diffusion Pale oceanography Use of radioactive isotopes Data, Measurements, and Units Earth and Oceans Applied skills in measurements Ocean equipment 4 Updated 5/18/2012 Instructional Resources/Technology Link(s): Understanding Oceans Video http://sio.ucsd.edu/ http://depts.washington.edu/fhl/ http://podaac-www.jpl.nasa.gov/edudoc.html http://www.env.duke.edu/marinelab/ http://www.nws.bnl.gov/marine.html http://www.oceanfund.org/gallery-1.html UNIT II: FUNDAMENTALS OF ECOLOGY 2.0 LEARNING GOAL: Students will understand the fundamental components of ecology. Key concepts covered in this unit are: 2.1 Ecology is the study of relationships among organisms and the interactions of organisms with their environment. 2.2 An organism’s environment consists of biotic and abiotic factors. 2.3 An organism’s habitat is where it lives, and its niche is the role the organism plays in its community. 2.4 All organisms expend energy to maintain homeostasis. 2.5 Physical factors of the environment, such as sun light, temperature, salinity, exposure, and pressure, will dictate where organisms can live. 2.6 Species interactions that influence the distribution of organisms in the marine environment include competition, predator-prey relationships, and symbiosis. 2.7 Marine ecosystems consist of interacting communities and their physical environments. 2.8 Most populations initially grow at an exponential rate, but as they approach the carrying capacity of the environment, the growth rate levels off. 2.9 Energy in ecosystems flows from producers to and through consumers 2.10 The average amount of energy passed from one trophic level to the next is approximately 10%, and this ultimately regulates and limits the number and biomass of organisms at different trophic levels. 2.11With the exception of energy, everything that is required for life is recycled. Performance Tasks (Performance Assessment): Students will interpret graphs and charts. Students will utilize basic mathematic computations. Students will construct food chain and food web models. Academic Vocabulary: abiotic environment, abyssal zone, aerobic organism, algal bloom, anaerobic organism, aphotic zone, autotroph, biosphere, carnivore, bloom, chemosynthetic, chlorophyll, decomposer, desiccation, ecosystem, ectotherm, endotherm, eutrophication, food chain, habitat, hadal zone, herbivore, niche 5 Updated 5/18/2012 Sample Learning Activities/Labs: Energy as a fuel for life Environment Subdivisions Distribution of life Primary nutrients Marine food chains and nutrient cycles Biological oceanography Food chains and webs Instructional Resources/Technology Link(s): Aquatic Habitats Video by Discovery Ocean Realm-Saltwater Ecology Video www.ecosystemworld.com http://www.ots.duke.edu/tropibiojnl/TROPIWEB/enlaces/marec.htm http://www.epa.gov/bioiweb1/aquatic/marine.html UNIT III: GEOLOGY OF THE OCEANS 3.0 LEARNING GOAL: Students will understand the basic geological principles of the ocean. Key concepts covered in this unit are: 3.1 The world ocean has four main basins: the Atlantic, Pacific, Indian, and Arctic. 3.2 Life first evolved in the ocean. 3.3 The earth’s crust is composed of moving plates. 3.4 New seafloor is produced at ocean ridges and old seafloor is removed at ocean trenches. 3.5 The ocean floor has topographical features similar to those found on continents. 3.6 The sea floor is composed of sediments derived from living as well as nonliving sources. 3.7 Latitude and longitude determinations are particularly necessary for precisely locating positions in the open sea, where there are no features at the surface. Performance Tasks (Performance
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