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.

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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

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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

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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 Assessment):  Students will need to read and understand a map of the sea floor.  Students will analyze sand from area beaches for its composition.  Students will understand the principles of sonar.

Academic Vocabulary: abyssal hill, Arctic Circle, Antarctic Circle, biogenous sediment, calcareous ooze, chronometer, continental drift, continental margin, continental rise, continental shelf, continental slope, equator, fracture zone, latitude, laurasia, Longitude, magma, Pangaea, seamount, submarine canyon

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Sample Learning Activities/Labs:  Ocean bottom- topographic  Arctic, tropical, environments  Bathymetry  Acoustic seismic profiling  Navigation charts  Plate tectonics and sea floor spreading  Geography of the marine environment  Settling velocity  Sand and beaches  Pangaea  Finding the Titanic

Instructional Resources/Technology Link(s):  Earths Catastrophic Past Video  Blue Planet Series Video  http://pubs.usgs.gov/publications/text/dynamic.html  http://www.sfos.uaf.edu/msl111/notes/bottom.html

UNIT IV: WATER, WAVES AND TIDES

4.0 LEARNING GOAL: Students will study the properties of water and the motion of the ocean.

Key concepts covered in this unit are:

4.1 The polar nature of water accounts for many of its physical properties. 4.2 Seawater contains a number of salts, the most abundant being sodium chloride. 4.3 Salts are constantly being added to and removed from the oceans. 4.4 The exchange of energy between oceans and the atmosphere produces winds that drive ocean currents and weather patterns. 4.5 The density of seawater is mainly determined by temperature and salinity. 4.6 Vertical mixing of seawater carries oxygen to the deep and nutrients to the surface. 4.7 Waves are the result of forces acting on the surface of the water. 4.8 The gravitational pull of the moon and sun on the ocean produces tides.

Performance Tasks (Performance Assessment):  Students will be able to watch the moon and correlate its phases to the ocean tide.  Students will interpret temperature salinity diagrams.  Students will be able to calculate water density.  Students will be able to calculate wave speed.

7 Updated 5/18/2012 Academic Vocabulary: acid, adhesion, absorption, alkaline, base, breaker, buffer, capillary action, capillary wave, density, diurnal tide, doldrums, ebb tide, Ekman spiral, Ekman transport, equatorial upwelling, free wave, forced wave, global warming, greenhouse gas

Sample Learning Activities/Labs:  Deep sea currents  Solar radiation and heat balance  Seawater temperature  Salinity of seawater  T/s diagrams (density currents)  Surface currents  Tides  Waves

Instructional Resources/Technology Link(s):  Earth Revealed Series Video (Waves, beaches, coasts & The sea floor)  World of Chemistry-water Video  Understanding Weather Video by Discovery  Wonders of Weather Video  Chasing El Nino Video  http://co-ops.nos.noaa.gov/tide-pred.html  http://www.saltwatertides.com/  http://www.pmel.noaa.gov/tsunami/

UNIT V: BASICS OF LIFE: MOLECULES, CELLS, EVOLUTION AND BIOLOGICAL CLASSIFICATION

5.0 LEARNING GOAL: Students will learn the basic processes of all living organisms.

Key concepts covered in this unit are:

5.1 To understand living organisms, one must have a basic understanding of the variety of compounds from which organisms are built. 5.2 Four groups of macromolecules are necessary for life: carbohydrates, lipids, proteins, and nucleic acids. 5.3 All living organisms are composed of cells. 5.4 Cells can be either prokaryotic or eukaryotic. 5.5 Cells produce new cells by the process of cell division. 5.6 Evolution is the process by which the genetic composition of populations of organisms changes over time. 5.7 Natural selection favors the survival and reproduction of those organisms that possess variations that are best suited to their environment. 5.8 A species is a group of physically similar, potentially interbreeding organisms that share a gene pool, are reproductively isolated from such groups, and are able to produce viable offspring.

8 Updated 5/18/2012 5.9 The binomial system of nomenclature uses two words, the genus and the species epithet, to identify an organism. 5.10 Most biologists classify organisms into one of three domains, categories that reflect theories about evolutionary relationships.

Performance Tasks (Performance Assessment):  Students will know and identify all of the parts of a cell.  Students will know how to classify all living things.  Students will identify organisms using a dichotomous key.

Academic Vocabulary: adenosine triphosphate (ATP), alleles, amino acids, animal, Archaea, artificial selection, asexual reproduction, binary fission, binomial nomenclature, carbohydrate, cell wall, cell, cellular respiration, cellulose, chitin, chloroplast, chromosome, cilia, cytoplasm, deoxyribonucleic acid (DNA), endoplasmic reticulum (ER), enzyme, Eubacteria, eukaryote, flagellum, gene, glucose, glycogen, Golgi apparatus, lipid, lysosome, mitosis, meiosis, nucleolus, polymer, prokaryote, protein, ribonucleic acid (RNA), ribosome, species, taxonomy, vacuole

Sample Learning Activities/Labs:  The cell  Naming system/dichotomous key  Classification

Instructional Resources/Technology Link(s):  Paleoworld/Sea monsters Video  Galapagos Video  http://www.ucmp.berkeley.edu/history/evolution.html  http://www.biosis.org/zrdocs/zoolinfo/syst_tax.htm

UNIT VI: MARINE MICROBES

6.0 LEARNING GOAL: Students will be able to understand the function of marine microbes in the ocean environment.

Key concepts covered in this unit are:

6.1 Microbial life in the sea is extremely diverse, including members of all three domains of life as well as viruses. 6.2 Marine virology is an emerging field of study, due to recognition of the critical role that viruses may play in population control of other microbes, in nutrient cycling, and in marine pathology. 6.3 Photosynthetic and chemosynthetic bacteria and acrchaeons are important primary producers in marine ecosystems. 6.4 Heterotrophic bacteria, archaeons, and fungi play essential roles in recycling nutrients in the marine environment. 6.5 Marine eukaryotic microbes are primary producers, decomposers, and consumers, and some contribute significantly to the accumulation of deep-sea sediments.

9 Updated 5/18/2012 6.6 Populations of several kinds of photosynthetic marine microbes may form harmful blooms that affect other marine and maritime organisms directly and indirectly.

Performance Tasks (Performance Assessment):  Students will be able to identify plankton in the ocean.  Students will be able to understand the role that microbes play in the environment.  Students will be able to understand how currents affect microbe-distribution.

Academic Vocabulary: archaeon, ascocarp, ascus, bacillus, binal virus, binary fission, budding, capsid, capsule, chemosynthetic bacteria, chlorophyll, chromatic adaptation, ciliate, coccus, halophile, harmful algal bloom (HAB), helical virus, heterocyst, heterokont, hyperthermophiles, hyphae, labyrinthomorph, labyrinthulid, lichen, lithification, lorica, lytic cycle, marine snow, microbe, mucilage, mycelium, mycologist, mycology, nitrification, nitrogenase, nucleocapsid, obligate anaerobe, osmotrophy, pellicle, phage, photophore, phycobilin, pseudopod, reticulopod, saxitoxin, seston, sulcus, test, valve, virion, virology, yeast, zooxanthellae

Sample Learning Activities/Labs:  The drifters  Protozoans  Plankton  Identify plankton  Zooplankton

Instructional Resources/Technology Link(s):  Ocean Drifters Video by National Geographic  Adrift on the Gulf Stream Video  Ocean’s Alive Video  Life in the Sea Video  http://www.geo.ucalgary.ca/~macrae/palynology/dinoflagellates/dinoflagellates.html  http://www.indiana.edu/~diatom/diatom.html  http://www.microbeworld.org/home.htm  http://www.radiolaria.org/  http://www.solaster-mb.org/mb/subindex%20marine%20life.htm  http://www.ucl.ac.uk/GeolSci/micropal/radiolaria.html  http://www.ucmp.berkeley.edu/archaea/archaea.html  http://www.ucmp.berkeley.edu/foram/foramintro.html  http://www.ucmp.berkeley.edu/protista/radiolaria/radmm.html

UNIT VII: MULTICELLULAR PRIMARY PRODUCERS

7.0 LEARNING GOAL: Students will understand how marine plants affect the ocean ecosystem.

Key concepts covered in this unit are:

10 Updated 5/18/2012 7.1 Multicellular marine macroalgae, or seaweeds, are mostly benthic organisms that are divided into three major groups according to their photosynthetic pigments. 7.2 The distribution of seaweeds depends not only on the quanity and quality of light but also on a complex of other ecological factors. 7.3 Marine algae supply food and shelter for many marine organisms. 7.4 Flowering plants that have invaded the sea exhibit adaptations for survival in saltwater habitats. 7.5 Seagrasses are important primary producers and sources of detritus, and they provide habitat for many animal species. 7.6 Salt marsh plants and mangroves stabilize bottom sediments, filter runoff from the land, provide detritus, and provide habitat for animals.

Performance Tasks (Performance Assessment):  Students will understand how the sun affects plant productivity.  Students will understand how plants affect the dissolved gases in the ocean.  Students will understand the nutrient requirements of plant life.  Students will understand plants relationship in the food chain.

Academic Vocabulary: aerial root, algal turf, algologist, anchor root, bladder, brown alga, cable root, carrageenan, coenocytic, culm, drop root, epizoic, foliage leaf, frond, fruit, gametophyte, holdfast, hypocotyl, internode, lenticel, mangal, mangrove, mannitol, node, nori, phloem, pollen, prop root, root hair, salt gland, seagrass, seaweed, seed, stigma, stipe, tannin, thallus, tiller, vascular tissue, viviparity, xylem, zygote

Sample Learning Activities/Labs:  Marine plants  Primary productivity  Buoyancy adaptation  Sea grass productivity  Algae

Instructional Resources/Technology Link(s):  Ocean’s Alive Video  Life in the Sea Video  http://www.bgsu.edu/departments/biology/facilites/algae/html/marine.html  http://www.fiu.edu/~seagrass/  http://life.bio.sunysb.edu/marinebio/spartina.html  http://www.science.murdoch.edu.au/centres/others/mangrove/

UNIT VIII: SPONGES, CNIDARIANS, COMB JELLIES, AND MARINE WORMS

8.0 LEARNING GOAL: Students will understand basic elements of marine invertebrates.

Key concepts covered in this unit are:

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8.1 Sponges are asymmetric, sessile animals that filter food from the water circulating through their bodies. 8.2 Sponges provide habitats for other animals. 8.3 Cnidarians and ctenophores exhibit radial symmetry. 8.4 Cnidarians posses a highly specialized stinging cell used to capture prey and for protection. 8.5 Marine worms exhibit bilateral symmetry. 8.6 Turbellarians are free-living flatworms; flukes and tapeworms are parasitic flatworms. 8.7 Nematodes are abundant and important members of the meiofauna. 8.8 Polychaete diversity stems from the evolution of a segmented body that allows increased motility. 8.9 In addition to being important consumer organisms, polychaetes are the primary prey of many marine animals and play an important role in recycling nutrients. 8.10 Several other groups of wormlike animals, including ribbon worms, spiny-headed worms, peanut worms, acorn worms, and beardworms, play important ecological roles in the marine environment.

Performance Tasks (Performance Assessment):  Students will be able to identify and diagram how a sponge feeds.  Students will be able to sketch and identify the parts and uses of an invertebrate.

Academic Vocabulary: amphiblastula, annelid, anthozoan, budding, cephalization, chemoreceptor, cnida, cnidocyte, ctenophore, echiuran, epitoke, fecal cast, fertilizin, fission fluke, hydrocoral, hydroid, hydrozoan, nematode, polychaete

Sample Learning Activities/Labs:  Porifera  Cnidaria  The worms

Instructional Resources/Technology Link(s):  Ocean’s Alive Video  Life in the Sea Video  www.ucmp.berkeley.edu/porifera/porifera.html  http://water.dnr.state.sc.us/marine/pub/seascience/jellyfi.html  www.scilib.ucsd.edu/sio/nsf/fguide/annelida.html  www.ucmp.berkeley.edu/annelida/polyintro.html

UNIT IX: MOLLUSCS, ARTHROPODS, LOPHOPHORATES, ECHINODERMS, AND INVERTEBRATE CHORDATES

9.0 LEARNING GOAL: Students will understand basic elements of marine invertebrates.

12 Updated 5/18/2012 Key concepts covered in this unit are:

9.1 Molluscs have soft bodies that are usually covered by a shell.. 9.2 Molluscs are important herbivores and carnivores in the marine environment. 9.3 Arthropods have external skeletons, jointed appendages, and sophisticated sense organs. 9.4 Crustaceans make up a majority of the zooplankton that are a major link between phytoplanbkton and higher-order consumers in oceanic food webs. 9.5 Echinoderms exhibit radial symmetry as adults. 9.6 Echinoderms have internal skeletons and unique water vascular system that functions in locomotion, food gathering, and circulation. 9.7 Lophophorates and tunicates are important filter feeders. 9.8 Arowworms are carnivorous zooplankton.

Performance Tasks (Performance Assessment):  Students will be able to dissect several types of invertebrates.  Students will be able to identify parts and functions of invertebrates.

Academic Vocabulary: byssus, cirri, copepod, krill, lancelet, mollusc, radula, scaphopod, sepia, septa, siphon, siphuncle, telson, tentacle, tunic, umbo, univalve, whorls, zooid, visceral mass

Sample Learning Activities/Labs:  Mollusca (squid)  Arthropoda (crayfish)  Echinodermata (sea star)  Molluscs  Echinoderms  Marine arthropods

Instructional Resources/Technology Link(s):  Ocean’s Alive Video  Life in the Sea Video  http://coa.acnatsci.org/conchnet/c-101b.html  http://www.museum.vic.gov.au/crust/page1.html  http://www.ucmp.berkeley.edu/echinodermata/echinodermata.html  http://www.calacademy.org/research/izg/echinoderm/  http://www.oceanicresearch.org/echinoderm.html

UNIT X: FISHES

10.0 LEARNING GOAL: Students will understand and differentiate between different types of fish.

Key concepts covered in this unit are:

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10.1 Hagfishes and lampreys are jawless fishes. 10.2 Sharks, skates, and rays have skeletons composed entirely of cartilage. 10.3 S harks have streamlined bodies and highly developed senses that help them to be efficient predators. 10.4 Most marine fishes have skeletons composed primarily of bone. 10.5 The shape of a fish’s body is primarily determined by the characteristics of its environment. 10.6 Many fishes exhibit coloration and color patterns that help them blend in with their environment. 10.7 Color in fishes functions in camouflage, species recognition, and communication. 10.8 Most bony fishes have a swim bladder that helps them maintain neutral buoyancy. 10.9 Most marine fishes are carnivorous, but herbivores, omnivores, and filter feeders also exist. 10.10 Most marine fishes are oviparous and produce large numbers of eggs. 10.11 Fishes such as salmon and eels migrate long distances sometime during their life cycle.

Performance Tasks (Performance Assessment):  Students will dissect a shark.  Students will be able to identify the various parts of the exterior and interior of a fish.  Students will understand the role of a fish in the marine ecosystem.

Academic Vocabulary: anadromous, anal fish, atrium, barbel, benthic spawners, brood hiders, catadromous, caudal fin, claspers, chloride cells, dental plates, dorsal fin, elasmobranch, ganoid scales, gas gland, gill filaments, guarders, olfaction oviparity, squalene

Sample Learning Activities/Labs:  Fish (sharks)  Fish (exterior)  Bony fish

Instructional Resources/Technology Link(s):  Ultimate Guide to Sharks Video  Ocean’s Alive Video  Life in the Sea Video  http://www.flmnh.ufl.edu/fish/  http://www.mbayaq.org/  http://www.dinofish.com/  http://www.austmus.gov.au/fishes/  http://www.flmnh.ufl.edu/fish/Sharks/Megamouth/mega.htm

UNIT XI: REPTILES AND BIRDS

14 Updated 5/18/2012 11.0 LEARNING GOAL: Students will know the different types of marine reptiles and birds living in the ocean environment.

Key concepts covered in this unit are:

11.1 The evolution of the amniotic egg gave reptiles a great reproductive advantage. 11.2 The Asian saltwater crocodile lives in estuaries and is adapted to life in the marine environment. 11.3 Sea turtles have streamlined bodies and appendages modified into flippers. 11.4 Sea turtles mate at sea and lay eggs on the same beaches where the females hatched. 11.5 Sea turtles may migrate long distances between their breeding grounds and their nesting beaches. 11.6 Sea turtle populations are endangered by a number of human endeavors. 11.7 The marine iguana of the Galapagos Islands is the only marine lizard. 11.8 Several species of venomous sea snake live in the marine environment. 11.9 Shorebirds have long legs for wading and thin, sharp bills for finding food in shallow water and sand. 11.10 A variety of bird species, including gulls, pelicans, and tubenoses are adapted to feeding on marine organisms. 11.11 Penguins are the birds most adapted to life in the sea.

Performance Tasks (Performance Assessment):  Students will understand the functions of how a bird’s wing works.  Students will be able to identify exterior parts of marine reptiles and birds.  Students will understand how marine reptiles and birds fit into the marine environment.

Academic Vocabulary: allantois, amnion, amniotic egg, carapace, chorion, convergent evolution, crop, ecological equivalent, guano, gular pouch, homoeothermic, plastron, turtle exclusion device, yolk sac

Sample Learning Activities/Labs:  Reptiles, Birds, Mammals  Bird Wing  Marine Birds  Marine Reptiles

Instructional Resources/Technology Link(s):  Ocean’s Alive Video  Life in the Sea Video  www.princeton.edu/~wikelski/GIguana.htm  www.Starfish.ch/reef/reptiles.html  http://www.nbii.gov/datainfo/syscollect/by_type/vertebrates.php  www.seaturtle.org

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UNIT XII: MARINE MAMMALS

12.0 LEARNING GOAL: Students will identify the various marine mammals living in the ocean environment.

Key concepts covered in this unit are:

12.1 Mammals have a body covering of hair, maintain a constant warm body temperature, and nourish their young with milk produced by the mammary glands of the mother. 12.2 Sea otters have thick coats of fur and feed on marine invertebrates near shore. 12.3 Pinnipeds have limbs modified to form flippers and are better adapted to life at sea than to life on land. 12.4 Sirenians are totally aquatic mammals that feed on a variety of aquatic vegetation. 12.5 Cetaceans have a fishlike body shape and are the mammals most suited to life in the sea. 12.6 Special physiological adaptations allow cetaceans to dive to great depths and to remain submerged for long periods. 12.7 Cetaceans are intelligent animals that display a range of behaviors for communication and investigating their environment. 12.8 Some cetaceans use echolocation to navigate, find prey, and avoid predators. 12.9 Baleen whales have plates of baleen instead of teeth and feed primarily on plankton, such as krill. 12.10 Toothed whales include the large sperm whales and the familiar dolphins and porpoises. 12.11 Dolphins are intelligent animals that are capable of learning sophisticated intraspecies communication.

Performance Tasks (Performance Assessment):  Students will identify the various marine mammals through a dichotomous key.  Students will do a research paper on a marine mammal and create a project for display and presentation.

Academic Vocabulary: alveoli, ambergris, baleen, the bends, blowhole, bosses, breaching, bubble net, cetacean, delphinid, discrimination click, echolocation, fluke, head lunge, hemoglobin, keratin, lactation period, lactic acid, mammary gland, melon, mossback whale, myoglobin, orca, orientation click, peduncle slap, peduncle, phocid, pinniped, placenta, placental mammal, pod, polygynous, rorqual, signature whistle, sirenian, spermaceti, spy hopping, tail lobbing, tail slapping

Sample Learning Activities/Labs:

16 Updated 5/18/2012  Marine Mammals  Mammal Key

Instructional Resources/Technology Link(s):  Ocean’s Alive Video  Life in the Sea Video  http://www.tmmc.org/learning/education/teacher_resources/resources.asp  http://ourworld.compuserve.com/homepages/jaap/mmmain.htm  http://www.nefsc.noaa.gov/faq/  http://earthwindow.com/  http://coreresearch.org/

UNIT XIII: INTERTIDAL COMMUNITIES

13.0 LEARNING GOAL: Students will understand the life in an intertidal community.

Key concepts covered in this unit are:

13.1 The intertidal zone is the coastal area alternately exposed and submerged by tides. 13.2 Organisms that inhabit intertidal zones must be able to tolerate radical changes in temperature, salinity, and moisture and also be able to withstand wave shock. 13.3 Organisms on rocky shores tend to be found in definite bands, or zones, on the rocks. 13.4 In contrast to sandy shores, rocky shores provide a relatively stable surface for attachment. 13.5 Tide pool organisms must be able to adjust to abrupt changes in temperature, salinity, pH, and oxygen levels. 13.6 Biotic factors are most important in determining the distribution of organisms on rocky shores, but physical factors are most important on sandy shores.

Performance Tasks (Performance Assessment):  Students will examine the organisms found within a tide pool and be able to correctly identify them.  Students will be able to identify the different tidal zones and their living organisms through a self-created diagram.

Academic Vocabulary: back wash, black zone, bottom-up factors, byssal threads, dissipative beach, gray zone, infauna, infralittoral zone, maritime zone, meiofauna, midlittoral zone, periwinkle, pink zone, reflective beach, splash zone, sub tidal zone, supralittoral fringe, supralittoral zone, swash, tide pool, top-down factors, wave shock, white zone, yellow zone, zonation, zone of drying sand, zone of resurgence, zone of retention, zone of saturation

Sample Learning Activities/Labs:  Succession and Tide Pool Ecology  Tide Pool Organisms

17 Updated 5/18/2012

Instructional Resources/Technology Link(s):  Tide pools Video  Eye Witness-Seashore Video  http://www.nps.gov/olym/edtide.htm  http://life.bio.sunysb.edu/marinebio/rockyshore.html  http://bonita.mbnms.nos.noaa.gov/sitechar/rocky.html

UNIT XIV: ESTUARIES

14.0 LEARNING GOAL: Students will understand how estuaries affect the marine environment.

Key concepts covered in this unit are:

14.1 Estuaries form in embayment’s where freshwater from rivers and streams mixes with seawater. 14.2 The salinity of water in estuaries varies both vertically and horizontally. 14.3 Mixing of nutrients from saltwater and freshwater combined with plentiful sunlight and relatively shallow water, makes estuaries very productive ecosystems. 14.4 Animals and plants that live in estuaries must be able to adapt to changing salinity. 14.5 The physical characteristics or estuaries tend to favor benthic organisms. 14.6 Many commercially valuable fishes and shellfishes spend a portion of their life cycle in estuaries. 14.7 Estuarine communities include oyster reefs, mud flats, sea grass meadows, salt marshes, and mangrove forests (mangals).

Performance Tasks (Performance Assessment):  Students will create a diagram of water flow within the estuary and identify its living organisms.

Academic Vocabulary: Bar-built estuary, coastal plain estuary, cord grass, drowned river valley estuary, embayment, estuary, euryhaline, fjord, high marsh, low marsh, negative estuary, osmoconformer, osmoregulator, partially mixed estuary, positive estuary, pseudofeces, salt- wedge estuary, salt wedge, tectonic estuary, tidal flat, tidal over mixing, well-mixed estuary

Sample Learning Activities/Labs:  Estuaries

Instructional Resources/Technology Link(s):  Mud and Salt-World of the Estuary Video  www.estuaries.org  www.epa.gov/owow/estuaries  http://water.dnr.state.sc.us/marine/pub/seascience/dynamic.html  http://life.bio.sunysb.edu/marinebio/spartina.html 18 Updated 5/18/2012  http://www.epa.gov/owow/wetlands/types/mangrove.html

UNIT XV: CORAL REEF COMMUNITIES

15.0 LEARNING GOAL: Students will examine various elements of a coral reef community and its role in a marine environment.

Key concepts covered in this unit are:

15.1 Coral reefs are primarily found in tropical clear water, usually at depths or 60 meters or less. 15.2 The three major types of coral reefs are fringing reefs, barrier reefs, and atolls. 15.3 Both physical and biological factors determine the distribution of organisms on a reef. 15.4 Stony corals are responsible for the large colonial masses that make up the bulk of a coral reef. 15.5 Reef-forming corals rely on symbiotic dinoflagellates called “zooxanthellae” to supply nutrients and to produce an environment suitable for formation of the coral skeleton. 15.6 The most important primary producers on coral reefs are symbiotic zooxanthellae and turf algae. 15.7 Coral reefs are oases of high productivity in nutrient-poor tropical seas. Nutrients are stored in reef biomass and efficiently recycled. 15.8 Inhabitants of coral reefs display many adaptations that help them to avoid predation or to be more efficient predators. 15.9 Coral reefs are huge, interactive complexes full of intricate interdependencies.

Performance Tasks (Performance Assessment):  Students will examine different coral in its life cycle.  Students will create a diagram of the life cycle of coral showing its various stages.

Academic Vocabulary: ahermatypic coral, atoll, bioerosion, broadcast spawner, buttress zone, cnidocytes, competitive exclusion principle, drop off, fragmentation, hermatypic coral, lotter model, no synchronous spawners, P-R ratio, patch reef, reef flat, reef front or forereef, spur-and- groove formation, stony (or true) coral, surge channel, synchronous spawners

Sample Learning Activities/Labs:  Coral Lab

Instructional Resources/Technology Link(s):  Coral Reef Adventure Video  http://coralreef.noaa.gov/

19 Updated 5/18/2012  http://www.coralreefnetwork.com  http://www.motherjones.com/coral_reef/  http://www.uvi.edu/coral.reefer/

UNIT XVI: CONTINENTAL SHELVES & NERITIC ZONE

16.0 LEARNING GOAL: Students will understand the living communities on the ocean floor.

Key concepts covered in this unit are:

16.1 The number and kinds of benthic organisms on continental shelves are influenced by sediment characteristics. 16.2 Hard-bottom communities are dominated by epibenthic organisms. 16.3 In areas north and south of the tropics, kelps (a type of brown algae) dominate the sub tidal zone where the water is cold and the sediments are hard. 16.4 Kelps are important primary producers and provide habitats for many animals. 16.5 Soft-bottom communities are dominated by suspension feeders and deposit feeders. 16.6 The distribution of organisms in benthic communities of the continental shelf is patchy. 16.7 The neritic zone is the water column that lies above the continental shelves. 16.8 The neritic zone receives high levels of nutrient input from rivers, costal runoff, and upwellings. 16.9 The neritic zone supports enoumous amount of phytoplankton. 16.10 The high productivity of coastal seas support large numbers of fishes, birds, and marine mammals.

Performance Tasks (Performance Assessment):  Students will identify the various benthic invertebrates by completing a chart with all required elements.  Students will identify various types of sea shells.

Academic Vocabulary: canopy, epibenthic organism, epifauna, infauna, interstitial animals, micro phytoplankton, nanophytoplankton, patchiness, perennial, understory

Sample Learning Activities/Labs:  Benthic Environment  Benthic Invertebrates  Nekton Life  Sea Shells  Shell Collection

Instructional Resources/Technology Link(s):  http://www.oceanlight.com/html/kelp.html

20 Updated 5/18/2012  http://www.mbayaq.org/efc/efc_hp/hp_kelp_exhibit.asp

UNIT XVII: THE OPEN SEA

17.0 LEARNING GOAL: Students will understand the types of marine life living in the open sea.

Key concepts covered in this unit are:

17.1 The open sea is a pelagic ecosystem, in which the living components are plankton and nekton. 17.2 Plankton range widely in size, taxonomic diversity, and lifestyle. 17.3 Phytoplankton are the primary producers in open-ocean food webs, and their productivity is limited by the scarcity of nutrients. 17.4 Bacteria provide a second base to open-ocean food webs, and they allow scarce nutrients to be efficiently recycled. 17.5 Limited primary production and food webs with several energy-wasting steps limit the number of large animals the open-ocean can support. 17.6 Gelatinous plankton such as salps and ctenophores play significant roles in open- ocean ecosystems because of their efficient feeding mechanisms, reduction of nutritional quality, and provision as prey for specialist carnivores. 17.7 Several structural features and behaviors have evolved to keep afloat organisms that are not strong swimmers. 17.8 Plankton display a number of interesting adaptations that help them avoid predation. 17.9 Large zooplankton include jellyfishes, gastropod mollusks, and colonial pelagic tunicates. 17.10 Fishes, squids, and mammals make up most of the nekton in the open sea.

Performance Tasks (Performance Assessment):  Students will be able to understand the food chain existing in the open-ocean.  Students will understand adaptations of the plankton’s ability to float across the ocean’s current.

Academic Vocabulary: akinetic, bacterial loop, bacterio plankton, counter shading, deep scattering layer, femtoplankton, gymnosome pteropod, holoplankton, kinetic, macro plankton, marine snow, mega plankton, micro patchiness, micro plankton, neuston, patches, pelagic ecosystem, picoplankton, pleuston, pteropod ooze, pyrosome, seston, thecosome pteropod, tripton, viriplankton

Sample Learning Activities/Labs:

21 Updated 5/18/2012  Students will sketch a food web of the open-ocean.  Students will conduct a research project on organisms spending most of their life in the open ocean and present it to the class.

Instructional Resources/Technology Link(s):  http://www.biosci.ohiou.edu/faculty/currie/ocean/  http://jellieszone.com/index.html UNIT XVIII: LIFE IN THE OCEAN’S DEPTHS

18.0 LEARNING GOAL: Students will examine life in the deep sea environment.

Key concepts covered in this unit are:

18.1 Several thousand species have adaptations that allow them to survive in the deep- sea environment. 18.2 The lack in light has the most impact on shaping organisms of the deep sea. 18.3 Many deep-sea animals exhibit bioluminescence, which helps them find mates and prey in their dark environment. 18.4 Deep-sea fishes display a variety of adaptations such as sharp teeth, large mouths, and huge stomachs that help them survive in a habitat with limited food. 18.5 The environmental conditions of the deep sea have been relatively stable for more than 100 million years, as a result, several organisms have changed very little from when they first evolved. 18.6 Benthic communities consist of sparse populations that survive on the minimal food available in their environment. 18.7 Thriving marine communities that depend on chemosynthetic bacteria for primary production exists on the ocean floor around hydrothermal vents.

Performance Tasks (Performance Assessment):  Students will examine the various plant and animal life existing in the deep sea environment.  Students will investigate bioluminescence.

Academic Vocabulary: barbel, disphotic zone, luciferase, luciferin, photophore, twilight zone, vent community

Sample Learning Activities/Labs:  Deep Sea Environment  Bioluminescence

Instructional Resources/Technology Link(s):  Life in the Abyss Video  http://dsc.discovery.com/convergence/giantsquid/giantsquid.html  http://pubs.usgs.gov/publications/text/exploring.html  http://www.whoi.edu

22 Updated 5/18/2012

UNIT XIX: HARVESTING THE OCEAN’S RESOURCES

19.0 LEARNING GOAL: Students will examine the sea’s resources and how they contribute to the human life cycle.

Key concepts covered in this unit are:

19.1 Fish and shellfish are renewable resources that must be properly managed to produce a sustainable yield. 19.2 Increased demand for food from the sea has placed a great deal of pressure on natural fish and shellfish populations. 19.3 The advent of mechanized fleets and better fishing techniques, coupled with natural phenomena, has caused a decrease in the size of commercial fish catches. 19.4 Overfishing has brought some fisheries to the brink of a collapse. 19.5 Techniques such as aquaculture have helped relieve fishing pressure on natural populations buy not without new impacts on natural environments. 19.6 Large numbers of noncommercial animals are killed as a result of current, mechanized fishing techniques. 19.7 Our limited knowledge of the basic biology of many commercial species hampers our ability to properly manage and conserve these resources. 19.8 Fresh water for drinking and irrigation can be produced from seawater by removing salt. 19.9 The oceans contain energy reserves in the form of fossil fuels and methane hydrate.

Performance Tasks (Performance Assessment):  Students will create a project on the oceans resources and their uses in society.  Students will understand how humans affect the ocean’s resources.

Academic Vocabulary: aquaculture, backing down, bycatch, desalination, drift nets, exclusive economic zones, fishing effort, fossil fuels, incidental catch, landings, methane hydrate, monoculture, ocean ranching, overfishing, polyculture, potential yield, purse seines, raft culture, renewable resources, sea ranching, shellfish, stock, surimi, sustainable yield, tagging, tans, trash fish, trawls

Sample Learning Activities/Labs:  Man and Sea Activity  Materials of the Sea Floor

Instructional Resources/Technology Link(s):  Mystery of the Bends Video  http://www.fao.org/fi/default_all.asp  http://www.noaa.gov/fisheries.html

23 Updated 5/18/2012 UNIT XX: OCEANS IN JEOPARDY

20.0 LEARNING GOAL: Students will examine the ocean as an “endangered” environment.

Key concepts covered in this unit are:

20.1 Dumping wastes into coastal seas decreases their economic and recreational value and creates health hazards. 20.2 Pollutants enter coastal seas by way of agricultural and urban runoff as well as by direct dumping. 20.3 Some pollutants accumulate and magnify in food chains, posing serious problems for higher-order consumers. 20.4 Plastic trash is deadly to large marine animals. 20.5 Oil spills damage significant amounts of habitat and injure and kill marine life. 20.6 Development of coastal areas leads to loss of habitat and diminished numbers of marine life. 20.7 Destruction of wetlands results in decreased ocean productivity. 20.8 It is not too late to become involved with conserving the oceans and their resources.

Performance Tasks (Performance Assessment):  Students will examine man’s affect on the ocean.  Students will examine articles from recent ocean disasters and discuss their affects on the environment.  Students will examine marine life habitat and how it’s affected by depletion of ocean resources within the environment.  Students will create a project on how they would solve a current environmental ocean issue.

Academic Vocabulary: aliphatic hydrocarbons, aromatic hydrocarbons, biological magnification, coliform bacteria, longshore currents, longshore transport process, wetlands

Sample Learning Activities/Labs:  Oil Spills  Shoreline Erosion  Greenhouse Effect and the Carbon Cycle  Acid Rain  Thermal Pollution  Water Quality

Instructional Resources/Technology Link(s):  Sea World-Marine Conservation Video  http://www.coastalcleanup.org/index.cfm  http://www.oceanconservancy.org  http://www.coastalstudies.org  http://www.audubon.org

24 Updated 5/18/2012  http://www.alsnyc.org  http://www.cbf.org  http://www.builderonline.com/article- builder.asp?channelID=59&ArticleType=1&ArticleID=1000029347  http://www.theurbandivers.com/elizabethriverproject.htm

25 Updated 5/18/2012