MARINE SCIENCES National Curriculum Statement (NCS) Curriculum Assessment Policy Statement GRADES 10–12 GRADES Department of Basic Education

222 Struben Street

Private Bag X895

Pretoria 0001

South Africa

Tel: +27 12 357 3000

Fax: +27 12 323 0601

120 Plein Street Private Bag X9023

Cape Town 8000

South Africa

Tel: +27 21 465 1701

Fax: +27 21 461 8110

Website: http://www.education.gov.za

2020 Department of Basic Education

ISBN: 978-1-4315-3438-8 CURRICULUM AND ASSESSMENT POLICY STATEMENT GRADES 10-12 MARINE SCIENCES

CAPS MARINE SCIENCES 1 FOREWORD BY THE MINISTER

Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy, we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). The Pream- ble to the Constitution states that the aims of the Constitution are to:

• heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; • improve the quality of life of all citizens and free the potential of each person; • lay the foundations for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; and • build a united and democratic South Africa able to take its rightful place as a sover- eign state in the family of nations.

Education and the curriculum have an important role to play in realizing these aims.

In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).

Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.

From 2012 the two national Curriculum statements, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specifica- tion of what is to be taught and learnt on a term-by-term basis.

The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South Afri- can schools and comprises of the following:

(a) Curriculum and Assessment Policy statements (CAPs) for all approved subjects listed in this document; (b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (c) National Protocol for Assessment Grades R-12.

MRS AM MOTSHEKGA, MP MINISTER OF BASIC EDUCATION

2 CURRICULUM AND ASSESSMENT POLICY STATEMENT Contents

FOREWORD BY THE MINISTER ...... 2

1. SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY ...... 5

1.1 Background...... 5

1.2 Overview...... 5

1.3 General aims of the South African Curriculum...... 6

1.4 Time allocation...... 7

1.4.1 Foundation Phase...... 7

1.4.2 Intermediate Phase...... 8

1.4.3 Senior Phase...... 8

1.4.4 Grades 10-12...... 9

2. SECTION 2: INTRODUCTION TO MARINE SCIENCES...... 10

2.1 Background...... 10

2.2 What is Marine Sciences?...... 11

2.3 The Purpose of studying Marine Sciences ...... 12

2.3.1 Apply the scientific method to develop an understanding of Marine Sciences content ...... 12

2.3.2 Develop science process skills...... 12

2.3.3 Understand the role of science in society...... 13

2.4 General Aims...... 13

2.5 Specific Aims...... 13

2.5.1 Increase learners’ understanding of core Marine Sciences knowledge...... 14

2.5.2 Observe and record meticulously so that investigations lead to reputable scientific conclusions and generalisations...... 14

2.5.3 Understand the importance of making defensible scientifically-informed decisions to limit human impact on marine ecosystems...... 15

2.5.4 Understand and appreciate the historical- and present-day discoveries in the Marine Sciences field, and to recognise the connections between indigenous knowledge of the oceans and current scientific explanations...... 15

2.6 Attitudes and Values...... 15

2.7 Time Allocation...... 16

CAPS MARINE SCIENCES 3 2.8 Resources...... 16

3. SECTION 3: CONTENT CONCEPT AND PROGRESSION...... 17

3.1 Marine Sciences: Concept and Progression...... 18

3.2 Section 3.1 Grade 10 ...... 23

3.3 Section 3.2 Grade 11 ...... 77

3.4 Section 3.3 Grade 12 ...... 130

4. SECTION 4: ASSESSMENT IN MARINE SCIENCE...... 168

4.1 Introduction...... 168

4.2 Informal Assessment and Daily Assessment...... 168

4.3 Formal Assessment...... 169

4.4 Assessment Requirements for Marine Sciences...... 171

4.4.1 Grade 10: Programme of Formal Assessment...... 171

4.4.2 Grade 11: Programme of Formal Assessment...... 172

4.4.3 Grade 12: Programme of Formal Assessment...... 173

4.5 The End-of-Year Examinations:...... 174

4.5.1 Grade 10...... 174

4.5.2 Grade 11...... 175

4.5.3 Grade 12...... 175

4.6 Recording and Reporting...... 176

4.7 Moderation of Assessment...... 176

4.7.1 Grades 10 and 11...... 176

4.7.2 Grade 12...... 177

4.8 General...... 178

4.8.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and...... 178

4.8.2 The policy document, National Protocol for Assessment Grades R-12...... 178

4 CURRICULUM AND ASSESSMENT POLICY STATEMENT 1. SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESS- MENT POLICY

INTRODUCTION TO THE CURRICULUM ANDASSESSMENT POLICY STATEMENTS FOR MARINE SCIENCES GRADES 10-12

1.1 Background

The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the school- ing sector.

To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R-12.

1.2 Overview

(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following:

(i) Curriculum and Assessment Policy Statements for each approved school subject. (ii) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).

(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curric- ula statements, namely the

(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002, and (ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and No. 27594 of 17 May 2005.

(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January 2012) during the period 2012-2014:

(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for Grades R-9 and Grades 10-12. (ii) The policy document, National Policy on assessment and qualifications for schools in the General Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12 February 2007. (iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005. (iv) The policy document, An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and (v) The policy document, An addendum to the policy document, the National Senior Certificate: A

CAPS MARINE SCIENCES 5 qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Govern- ment Gazette No. 29467 of 11 December 2006.

(d) The policy document, National policy pertaining to the programme and promotion requirements of the Na- tional Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the processes and procedures for the assessment of learner achievement to be applicable to public and independent schools.

1.3 General aims of the South African Curriculum

(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. (b) The National Curriculum Statement Grades R-12 serves the purposes of:

• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country. • providing access to higher education. • facilitating the transition of learners from education institutions to the workplace; and • providing employers with a sufficient profile of a learner’s competences.

• social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population. • active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths. • high knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; • progression: content and context of each grade shows progression from simple to complex; • human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; • valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and • credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.

(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:

• identify and solve problems and make decisions using critical and creative thinking; • work effectively as individuals and with others as members of a team; • organise and manage themselves and their activities responsibly and effectively;

6 CURRICULUM AND ASSESSMENT POLICY STATEMENT • collect, analyse, organise and critically evaluate information; • communicate effectively using visual, symbolic and/or language skills in various modes; • use science and technology effectively and critically showing responsibility towards the environment and the health of others; and • demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation.

(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclu- sive Teaching and Learning (2010).

1.4 Time allocation

1.4.1 Foundation Phase

(a) The instructional time in the Foundation Phase is as follows:

Subject Grade R (Hours) Grades 1-2 (Hours) Grade 3 (Hours)

Home Language 10 8/7 8/7

First Additional Language 2/3 3/4 Mathematics 7 7 7 Life Skills 6 6 7 Beginning Knowledge (1) (1) (2) Creative Arts (2) (2) (2) Physical Education (2) (2) (2) Personal and Social Well-being (1) (1) (1)

Total 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours. (c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language. (d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R-2 and 2 hours as indicated by the hours in brackets for Grade 3.

CAPS MARINE SCIENCES 7 1.4.2 Intermediate Phase

(e) (a) The instructional time in the Intermediate Phase is as follows:

Subject Hours Home Language 6 First Additional Language 5 Mathematics 6 Natural Sciences and Technology 3,5 Social Sciences 3 Life Skills 4

(1,5) Creative Arts (1) Physical Education (1,5) Personal and Social Well-being Total 27,5

1.4.3 Senior Phase

(a) The instructional time in the Senior Phase is as follows:

Subject Hours Home Language 5 First Additional Language 4 Mathematics 4,5 Natural Sciences 3 Social Sciences 3 Technology 2 Economic Management Sciences 2 Life Orientation 2 Creative Arts 2 Total 27,5

8 CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.4.4 Grades 10-12

(b) (a) The instructional time in Grades 10-12 is as follows:

Subject Time Allocation per Week (Hours) Home Language 4.5 First Additional Language 4.5 Mathematics 4.5 Life Orientation 2 A minimum of any three subjects selected from Group B1 Annexure 12 (3x4h) B, Tables B1-B8 of the policy document, National policy pertaining to the programme and promotion requirements of the National Curric- ulum Statement Grades R-12, subject to the provisos stipulated in paragraph 28 of the said policy document.

Total 27,5

The allocated time per week may be utilised only for the minimum required NCS subjects as specified above and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to offer additional subjects, additional time must be allocated for the offering of these subjects.

CAPS MARINE SCIENCES 9 2. SECTION 2: INTRODUCTION TO MARINE SCIENCES

2.1 Background

Humans become fascinated with the sea from their very first connection, be that seeing sharks, rays and fish in the kelp forests at an aquarium, or the first salty taste of sea water, and the feeling of cobble stones or the textured sand beneath one’s feet. Once introduced to the ocean, people immediately recognise the strong connection to and influence that the ocean has on them. The ocean can be a source of extremes, from gentle calm conditions to threateningly stormy seas.

It can come as a surprise to learn that seventy percent of our planet is covered by water. It is the habitat to countless known and undiscovered species of plants and animals. The sea contains natural resources that are of interest and value to humans, but human activity invariably affects sensitive habitats that are home to thousands of species- places where delicate balances should be maintained.

Earth’s weather and climate is also strongly influenced by the sea as moisture and heat energy are transferred from water to bodies of air that then circulate around the world producing weather events which range in extremes from tropical storms to doldrum sea states, where no winds blow. At one point in time all land – and the ancestors of all life as we know it - was submerged by our planet’s sea water. The ocean basins contain forceful geological processes which cause the movement of mountains and continents! Powerful forces are present in waves and currents that have given rise to names such as Namibia’s Skeleton Coast, and South Africa’s Wild Coast and the Cape of Storms.

Humans have many varied bonds with the ocean. Seafood has been a source of sustenance from earliest times – in- deed it is thought that the quality proteins that came from eating food from the sea provided a push to human mental development. The ocean has been a means of travelling, exploration and trade since very early times as people discovered how to use ocean currents and trade winds to increase the efficiency of their travel. The impact of the sea on the spiritual life of people who have lived by, from and on the sea made its presence central to their understanding of the world and their own identities. The ocean contributes valuably to the provision of food, mineral resources, transport, trade, tourism, recreation and inspiration. Marine environments are a key element of the South African economy and require effective management. This has been recognised by the implementing of Operation Phakisa to contribute to the South African Blue Economy.

However, humans have also affected the ocean significantly since the start of the Industrial Revolution, with resulting ocean acidification, climate change, coral bleaching, over-harvesting of sea-life such as abalone and fish caught by line off the South African coast, and sometimes excessive or careless mining and transportation of minerals and oil which can cause total destruction of marine environments as was the case with the Treasure oil spill off Robben Island in July 2000.

The increase of human population has placed unprecedented pressure on resources above and below sea level. Stu- dents of Marine Sciences will become aware of the ocean’s influences on humans and humans’ influences onthe oceans. The Marine Sciences Curriculum is designed to develop a sense of belonging and commitment to the oceanic environment among Marine Sciences students in the FET Phase in order to help develop informed global citizens, who act in accordance with scientifically-substantiated decisions and contribute to the health of our planet’s oceans as future scientists, journalists, teachers or specialists informing governmental policies.

Amongst scientists and teachers with a passion for the oceans of the world the idea of ‘Ocean Literacy’ is being shared as a way of raising all people’s consciousness of the impact we are having on the sea and the life above, on and in it. This approach is guided by ideas from around the world (including South Africa) and is facilitated by the National Marine Educators Association of America. Teachers of Marine Sciences agree that all people should understand seven essential principles about the ocean:

1 The earth has one big ocean with many features.

10 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2 The ocean and life in the ocean shape the features of earth. 3 The ocean is a major influence on weather and climate. 4 The ocean made earth habitable. 5 The ocean supports a great diversity of life and ecosystems. 6 The ocean and humans are inextricably interconnected. 7 The ocean is largely unexplored.

A focus of this Marine Sciences course is therefore to nurture citizens, who can communicate about the ocean in a meaningful way and make informed decisions about the ocean and the wise use of its resources.

To become successful in any ocean-related career, students need to be aware of the fragility of our planet, our de- pendence on the ocean, its beauty and value. Climate change is a threat that needs to be understood and minimised, especially with regard to food security given Africa’s increasing human population.

2.2 What is Marine Sciences?

Marine Sciences is an inter-disciplinary subject designed to educate learners with an interest in the ocean, its workings and its impact on the life of the planet and human populations so that they are able to recognise and want to take up the work- and study opportunities associated with the marine environment.

The content within Marine Sciences is woven together to form a multidisciplinary field. It builds connections between the realms of water, sediments, rocks and air, living organisms that inhabit the ocean and human engagements with all of these. It draws attention to ocean ecosystems and their sensitivity to human activity and resource use. Decision makers and the public need an increased awareness about the complex relationships that affect the ocean. The course will equip learners with a thorough understanding, to think about ways to conserve and sustain the ocean for the future and is informed by four strands,

1. Oceanography including Marine Geology, Geography, Chemistry and Physics that explains • the sea floor and sediments together with the structure and origins of coastlines and how these change over time. • the chemical composition and properties of sea water, and the effects of pollutants on ocean life. • the ways in which the ocean acts as a driver of weather and climate. • the waves, tides and currents, 2. Marine Biology investigates the classification, fundamental biology, evolutionary processes, marine biodiversity and the adaptation of organisms to their environments.

3. Ecology explores ecosystems such as rocky shores, kelp forests and sandy beaches through ecological concepts including nutrient cycles and food chains.

4. Humans and the Ocean highlights • marine careers, • Marine Protected Areas as a model for sustainably managing ocean resources. • the harvesting of renewable and use of non-renewable ocean resources • the importance of research in understanding the ocean and the effects that human activities and practices have on the ocean and larger global patterns (for example Climate Change and Ocean Acidification).

The issue of sustainability is foregrounded in the teaching of the entire subject.

All four strands are to be taught in each school term. This approach facilitates the possibility of more than one teacher teaching the subject in a school year. For example, the subject lends itself to being taught by a Life Sciences/ Biology teacher who would teach the Marine Biology component and an Oceanography/Geography teacher who would teach

CAPS MARINE SCIENCES 11 the Oceanography, Ecology and Humans & the Ocean content. Each strand increases in complexity over the three FET years which are scaffolded from one tier to another.

The four strands are unpacked in detail in Section 3 where the planning across grades 10 to 12 is shown, with suggested time allocations given per topic. The table below summarises the distribution of hours across the strands and the three Grades.

Strands Weighting by time allocation across grades (Hours) Grade 10 Grade 11 Grade 12 Oceanography 32 14 30 Marine Biology 56 56 25 **(+6) Ecology 8 16 5 **(+12) Humans and the Ocean 14 16 17 ** (+8) ** Includes the hours taught in Gr11 4th Quarter and included in the Gr12 final Examination.

2.3 The Purpose of studying Marine Sciences

The purpose of studying Marine Sciences is three-fold. The intention is that learners of the subject will acquire and be able to use the following large conceptual abilities. They will be able to:

2.3.1 Apply the scientific method to develop an understanding of Marine Sciences content

All science courses should train learners that unsubstantiated information cannot simply be taken as fact. As learners engage with the Marine Sciences content, so scientific thinking develops alongside the skills that help to formulate the basis for an inquiry or experimentation. Consequently, learners gradually recognise the need to use evidence, evaluate the validity of data and learn to be able to formulate inferences from the information available.

These activities build upon our conceptual understanding in improving our scientific conceptualisation. Teachers should facilitate learners’ development of the thinking and reasoning skills which are required to support the formation and the modification of concepts and theories about the natural world.

2.3.2 Develop science process skills

A key purpose of teaching Marine Sciences is to induct learners into using process skills in their investigations as they explore and engage with the ocean and its phenomena. The scientific process includes an incremental development of thoughts and perspectives by:

• defining a problemwhich learners have observed in a marine context • undertaking further observations • reading about the topic to better inform themselves in formulating a hypothesis • investigating the hypothesis via experimentation • using the data collected from the experiments to develop conclusion/s and generalisation/s • which prove or disprove the hypothesis.

Using Marine Sciences content, teachers must create a supportive environment where the learners themselves exercise their intelligence, creativity and responsibility with increasing confidence. Learners need to develop the ability to analyse and reason but also to use process skills to investigate, reflect on, synthesise findings and communicate their conclusions.

The focus with regard to process skills is on conducting a scientific rather than a casual investigation.

12 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.3.3 Understand the role of science in society

The study of science is often perceived as being remote from everyday human existence. However, within the study of a subject such as Marine Sciences, learners will soon recognise that the ocean impacts on the lives of humans. The study of Marine Sciences alerts learners to the social, political and economic impacts that decisions regarding the ocean have. In this fashion, learners come to recognise the critical role that Marine Sciences must play in informing us about our engagement with our ocean planet.

The fact that oceans influence humans and humans influence the oceans, is undisputed. Marine Sciences learning, by its nature occurs in a social setting, apart from the historical association with seafood harvesting and the ocean as a transport medium, the relationship between humans and the oceans is inextricably connected. Any study of science should have a purpose and an outcome of developing critical thinking skills about scientific concepts. Marine Sciences should be taught in a way in which learners become aware of the sensitive nature of ocean ecosystems, ocean life and ocean resources, and the need for humans to utilise the oceans in a way that minimises human impacts.

Each of these major purposes presupposes a set of skills, values, and attitudes which are acquired concurrently with content outlined in Section 3. These are more fully described in Section 2.5

2.4 General Aims

The general aims of Marine Sciences are to:

(a) Foster a deep interest in and enjoyment of the scientific study of the ocean. (b) Provide opportunities for learners to acquire knowledge, understanding and appreciation of the marine environment. (c) Develop thinking and process skills that form part of natural curiosity and investigations about the natural world, nurture creativity and the use of scientific method. (d) Develop attitudes such as perseverance and objectivity for the meaningful and ethical pursuit of science/ knowledge/learning. (e) Communicate effectively in a variety of ways and using different media on matters related to the study of Marine Science. (f) Stimulate interest in and care for the South African and global environment and understand that, used responsibly, science can contribute to meaningful social, economic and political participation. (g) Offer educational opportunities that allow learners to gain sufficient understanding, knowledge and confidence to become responsible citizens who are able to take an informed interest in matters of scientific importance.

This set of aims are translated into the more focused specific aims or outcomes which explain what successful Marine Sciences learners ought to know and be able to demonstrate through performance

2.5 Specific Aims

The four specific aims serve the three ‘big picture’ purposes for the Marine Sciences. The specific aims describe the skills that learners can be expected to acquire during their study. These skills are used to engage with the multi-disciplinary content detailed in Section 3.

The specific aims for Marine Sciences are:

CAPS MARINE SCIENCES 13 2.5.1 Increase learners’ understanding of core Marine Sciences knowledge

By the end of the programme, learners will be able to:

(a) Read information critically considering the possibility of authorial bias in that the author may be pre- senting an opinion about a topic rather than a set of unsubstantiated ideas. (b) Access information from a variety of sources such as reference books, textbooks, online articles, You- Tube videos, the opinions of experts, community members and peer views. (c) Select the most relevant information for the immediate task(s) and note any significant anomalies (d) Distinguish between facts, assertions, assumptions, hypotheses, theories, predictions and inferences in the texts they encounter; recognise in their own study what assumptions they make, when they are drawing inferences. (e) Summarise information and show evidence of an accurate synopsis in a variety of formats such as – a written summary that refers to and includes tables, graphs, flow charts and similar graphic representa- tions. (f) Present the information in a format that communicates to a wide audience, which could be a written text, a verbal presentation accompanied by slides, a group activity that illustrates the understanding of new content and its relation to prior knowledge and insight. Such processes will rely on the recall of information, and the accurate description of concepts, processes, mechanisms, principles, theories. (g) Understand the structure and style used in scientific reports. (h) Acknowledge their sources accurately and reliably. (i) Understand that plagiarism is deeply dishonest and will give rise to disciplinary action.

2.5.2 Observe and record meticulously so that investigations lead to reputable scientific conclusions and generalisations

By the end of the programme, learners will be able to:

(a) use the language of science, its terminology and vocabulary and its discourse. (b) describe the nature of science as a reliable way of explaining patterns observed in the natural world. (c) describe the purpose of science and develop explanatory theories that account for events in the natural world. This is done through a careful and systematic study of natural phenomena, and being aware that from time to time a revolution in thinking and a paradigm shift is needed (d) describe the use of a controlled experiment as a way of collecting rigorous evidence using an experiment and a control, the use of dependent, independent and controlled variables (e) identify an issue/problem to investigate and consider possible solutions before selecting a plausible hypothesis to test through an experiment. (f) Work collaboratively with others but also on their own. (g) Explain the importance of data collection as intrinsic to the scientific method and undertake their own collection of data. (h) Explain the importance of recording data accurately, whether in the forms of measurements, written descriptions, photographs, drawings or diagrams, and undertake the recording of data. (i) Explain how the analysis of patterns in data allow for inferences to be made and actively seek for patterns in the data that the learner has collected. (j) Explain the need to avoid bias and to strive for objectivity in collecting and interpreting data and how science uses both deductive and inductive reasoning to advance understanding the natural world. (k) Explain the value of science in forming ever-deeper understanding of natural phenomena and its role in predicting and/or anticipating future states or events.

14 CURRICULUM AND ASSESSMENT POLICY STATEMENT 2.5.3 Understand the importance of making defensible scientifically-informed decisions to limit human impact on marine ecosystems

By the end of the programme, learners will be able to:

(a) Describe instances where poor management decisions may have impacted on an ecosystem (b) Explain the variables that are known to negatively impact upon an ecosystem (c) Suggest strategies which would help remediate the disaster or similar disasters (d) Research a current issue in the marine environment where a decision is in danger of impacting negatively on an ecosystem, analyse the problems that are likely to emerge and present the findings (e) Recommend one or more alternative proposals that would address the issue in a less harmful way.

By the end of the programme, learners will be able to:

(a) Understand the history of ocean discoveries from early records to the recent past in which technological development since the early 1900s paved the way from piano wire depth “sounding” to sonar and satellite recording of oceanographic data. (b) Explain how different cultures and their languages organise the understanding of phenomena coherent- ly but differently (eg colour, number, animal classes), and how such categorizations may bring different insights to the study of the natural world (c) Explain the value which such alternative classifications can/do offer the study of science.

2.6 Attitudes and Values

The general aims for the Marine Sciences have alluded to some of the attitudes and values built in to the curriculum. They are:

(a) An understanding of science and how it develops over time is invaluable to learners as global citizens. (b) As learners understand the ocean’s influence on their lives and human influence on the ocean, they are made aware of interspecies equity (c) Marine Sciences is best learned in enabling learning environments, as oppose to a context that depends upon memorization and recall. Such an educational environment encourages learners to participate actively in the learning process, to identify problems, seek solutions – often with others, to plan and be able to implement plans of action. (d) The learning in Marine Sciences encourages learners to manage their learning process; to value and rely on their own creativity and ability to persevere, and to work ethically. (e) A high value is placed on the ability to communicate what one is learning – in both formal and informal contexts, (f) The subject, Marine Sciences, proceeds on the basis that each person increasingly understands the need for responsible engagement with the ocean (locally and globally) and is willing to act responsibly based on such insight/s. (g) The importance of critical, logical thinking and of self-reflection stems not only from the demands of the subject but also from the fact that these skills are needed for learners to become responsible, thinking citizens.

CAPS MARINE SCIENCES 15 2.7 Time Allocation

The time allocated to Marine Sciences is 4 hours per week, in Grades 10 to 12. The curriculum has been designed to be completed within the weeks shown in the table below. Gr10 and Gr 11 requires 4 hours in 32 weeks out of 40 weeks in the school year. This leaves 8 weeks for examinations, tests and disruptions due to other school activities. The curriculum for Grade 12 has been designed to be completed within 27½ weeks; this leaves 12½ weeks for examinations, tests and disruptions due to other school activities. In Grades 10 to 12 the time allocated for teaching the content includes practical tasks and investigations, which are integral to the teaching and learning process.

Weeks of Teaching Grade 10 Grade 11 Grade 12 Teaching content includes practical tasks, field work and in- 32 32 27½ vestigations, which are integral to the teaching and learning process Exams, tests, other school activities 8 8 12½ Total 40 40 40

2.8 Resources

In Section 3, the resources needed for teaching each topic appear in the right-hand column. This information helps guide teachers with planning and preparation. The Marine Sciences teaching and learning resources include both digital and practical equipment.

Marine Sciences has been designed with the use of digital teaching and learning resource materials. The resources will be electronically circulated to schools that offer Marine Sciences by Two Oceans Aquarium on storage drives. A paper- less (digital) approach is promoted to reduce the carbon footprint and to facilitate updating material via the Two Oceans Aquarium’s website. Equipment will be circulated on loan as part of the “Two Oceans Aquarium Equipment Library”. Teachers must refer to Branch G; The Living Shores of Southern Africa 2018. The on line resources explain the specific depth at which the content is to be taught. Continuous professional development teacher workshops will be arranged to enable Marine Sciences teachers to optimally use each resource. This will include “Skype Mentoring” of teachers by the Two Oceans Aquarium.

16 CURRICULUM AND ASSESSMENT POLICY STATEMENT 3. SECTION 3: CONTENT CONCEPT AND PROGRESSION

NOTE TO TEACHERS

1 The different colours presented in the table of topics have specific reference to the following strands :

Marine Biology Humans and the Oceans Oceanography Ecology

2 When using the teaching plan, pay particular attention to the depth column. It guides the level of detail that needs to be applied to each specific topic. The depth of content will be covered more fully in the resource material which will be provided. 3 To navigate through Section 3 please note

(a) It is firstly divided into Gr 10 then Gr 11 and then Gr12. It is not in the order which would be found in Oceanography or Marine Biology Text books. (b) Each grade has a fairly equal spread between Oceanography; Marine Ecology and Humans and the Oceans, while Marine Biology is allocated more time than the rest. (c) The Subject Marine Sciences consists of topics numbered in this section from 1 to 86. (d) At the top of each topic page is the

(i) Topic Number and name (ii) The recommended term in which it should be taught (iii) The number of recommended hours which should be taken to teach the topic. (iv) The Depth, indicating level of detail. (v) The Key Content Concepts (vi) Suggested practicals and investigations and (vii) Resources, which can be referred to.

CAPS MARINE SCIENCES 17 3.1 Marine Sciences: Concept and Progression

Marine Sciences: Concept and Progression Gr 10

Topic Grade 10 Term 1 Hours No 1 Introduction to Marine Sciences 2 2 Scientific Inquiry 6 3 History of Marine Sciences Research and Ocean Discovery 1 4 Life Processes and the Chemistry of Life 5 5 Cell Biology 12 6 Origin of Planet Earth 1 7 Interior of the Earth 2 8 Geological time 1 Hours Term 1 Gr 10 30

Grade 10 Term 2 9 Topography of the Ocean Floor and Ocean Basins 2 10 Plate tectonics 2 11 The Ocean Planet - Physical Properties of Water 8 12 Energy Transmission in Water- Heat 2 13 Energy Transmission in Water- Light and Light Absorption 2 14 Introduction to Evolution and Evolution Mechanisms 4 15 Basic Classification 1 16 Evolutionary trends, Body plans, symmetry and life patterns 5 17 Plankton 1 18 Protists 3 Hours Term 2 Gr 10 30

18 CURRICULUM AND ASSESSMENT POLICY STATEMENT Grade 10 Term 3 19 Tides 1 20 Salinity 2 21 The Atmosphere 2 22 Air Movement on the Earth’s surface 3 23 Chart work– Location Systems and the Shape of Earth 4 24 Ecological concepts introduction and Nutrient Cycling C N P 4 25 Porifera 4 26 Cnidaria- Introduction and Cnidarian classes 6 27 Platyhelminthes 3 Hours Term 3 Gr 10 29

Grade 10 Term 4 28 Other unsegmented worms 2 29 Annelida and Annelid groups 4 30 Arthropoda- Introduction and Marine Arthropod groups 6 31 Human Impacts upon Ocean Biodiversity (HIPPO) 5 Hours Term 4 Gr 10 17

CAPS MARINE SCIENCES 19 Marine Sciences: Concept and Progression Gr 11

Grade 11 Grade 11 Term 1 Hours 32 Marine Careers 4 33 Scientific Inquiry 2 34 Sediments 2 35 Harvesting of Marine Resources 2 36 Important Metabolic Processes 8 37 Nucleic Acids- DNA and RNA 5 38 Cell Division 5

Hours Term 1 Gr 11 28

Grade 11 Term 2 39 The Ocean Planet – The Chemistry of Sea Water 6 40 Energy Transmission through Water- Sound 2 41 pH 2 42 Currents 2 43 Genetics 5 44 Viruses and Bacteria 2 45 Cyanobacteria Phytoplankton (Microalgae) 3 46 Seaweeds (Macroalgae) - Introduction Green and Red 7 Hours Term 2 Gr 11 29

20 CURRICULUM AND ASSESSMENT POLICY STATEMENT Grade 11 Grade 11 Term 3 Hours 47 Brown Algae- Chromista 2 48 Vascular plants 2 49 Mollusca and Mollusc Classes 7 50 Animals Marine Life cycles Larvae 1 51 Bryozoa 1 52 Population Dynamics 4 53 South African Marine Ecosystems 2 54 The Open Ocean 2 55 Shores Introduction 8 Hours Term 3 Gr 11 29

Grade 11 Term 4 55 Rocky Shores continued and Sandy Beaches 4 56 Echinoderms and Echinoderm classes 6 57 Archaeological Evidence of early human relationships with the sea and seafood.

2 58 Over Fishing and SASSI 2 59 Marine Protected Areas 2 60 Ecotourism 4 Hours Term 4 Gr 11 18

CAPS MARINE SCIENCES 21 Marine Sciences: Concept and Progression Gr 12

Grade 12

Grade 12 Term 1 Hours 61 Diving Science Water Gas laws 2 62 Estuaries 3 63 Chordata Urochordata 2 64 Vertebrate Introduction 1 65 Agnatha 1 66 Chondrichthyes 5 67 Osteicthyes 5 68 Terrestrial Vertebrate Classes and Returning to the Sea 2 69 Marine Reptiles 3 70 Marine Birds 3 71 Marine Mammals 3 Hours Term 1 Gr 12 30

Grade 12 Term 2 72 Kelp Forests 2 73 Waves; Energy transfer 4 74 Chemical composition of water 4 75 Ekman Spiral and Eddies 4 76 Scientific Inquiry Gr12 (Prescribed Practical Work) 9 77 SA Shoreline 2 78 Coastal Formations 2 79 Climate Change 2 80 Ocean Acidification 1 Hours Term 2 Gr 12 30

Grade 12 Term 3 Hours 81 El Niño 3 82 Aquaculture of Marine Species 4 83 Commercial use of Marine Algae 3 84 Harvesting Ocean Energy 4 85 Biomimicry 3 Hours Term 3 Gr 12 17

Grade 12 Term 4 Revision and Preparation for the Final Exam Final Examination

22 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Videos of A range websites from Brochures Marine Sciences at departments universities Investigations Use a structured to approach the introduce used, equipment and received, data these apply how the scientific to method tertiary Investigate that institutions Marine offer Sciences and subjects are what each by required or DEA Visit DAF institutions research such as the various aquariums and Equipment used by methods oceanographers . This refers to the causes and characteristics and characteristics the causes to . This refers water is the study of heat transfer and water cycles, as well as ocean-atmosphere as ocean-atmosphere as well cycles, and water transfer of heat is the study is the study of the variety of ocean life forms, their evolutionary adaptations, their adaptations, their evolutionary forms, of ocean life of the variety is the study is the study of the composition, chemistry and the physical properties of water water of properties and the physical chemistry of the composition, is the study Oceanography is the study of the physics of of the physics is the study Oceanography of water movement such as currents, waves and tides. waves such as currents, movement of water Chemical and its interactions. its processes some of its history, – which illustrates Marine Meteorology relationships. Marine Biology Marine Sciences is a wide field in which many different specialties focus on a common goal of a common focus on specialties different Marine Sciences is a wide field in which many Geophysics, Chemistry, Physics, Geography, in Geology, the ocean. This includes studies understanding & Engineering Sciences, and Natural Biology, Conservation Ecology, Zoology, Botany, Meteorology, Management Resource Environmental the processes of the seafloor, the structure of the coastline, includes the study Oceanography Geological scientist all of which informs of sediments, and the history developed in which the ocean basin features of the origin ocean. Physical found. are in which they to one another and the ecosystems relationships Ocean Law, Policy, of Marine Management the development include Physics, Other specialisations used in the ocean), and Marine Archaeology. structures to Engineering (related teaching making Marine Sciences an ideal subject for with the others, marine discipline integrates Each skills. trans-disciplinary extraction resource from range interactions with the oceans; these human interactions The field informs the resources, use of these fisheries. Marine Sciences also guides the sustainable to oil or gas) (minerals, uses of the ocean. and the non-consumptive Marine Tourism Areas, of Marine Protected development educator, environmental marine geologist, marine biologist, exist: of marine careers A range ship designer, marine architect, manager, zone coastal engineer, marine and coastal sedimentologist, and fisheries scientist. marine-tourism, aquaculturist, professional, conservation nature study Marine to level matriculation Sciences to and Physical Maths study one must In South Africa, Maths, course a half at least complete should student a At University level. a Tertiary Sciences at fields. of the above in any continue be able to to in order and Physics, Chemistry 4. 5. 6. 1. 2. 3. 7. 8. 9. in Marine Sciences to Careers Introduction 10. 11. Key Concepts Key Strand – Humans and the Ocean Strand Section 3.1 Grade 10 Depth The Depth of this topic a level is at learners where the understand of careers. range This topic ideally suited a project. for An introduction and a cursory summary should learners inspire be committed to applying to in themselves this course. 3.2 Introduction to Marine Sciences Time 2 Hours Term 1 Term 1

CAPS MARINE SCIENCES 23 Resources Investigations The exploration of the ocean contributes to the sustainable future economic potential of coastal areas coastal of potential economic future to the sustainable contributes of the ocean The exploration of minerals extraction to the related are opportunities. Such opportunities employment and associated the ocean. either living or non-living, from and resources, South African is used by equipment what the ocean is explored, on how should be presented Examples vessels. research – such as submarine vehicles used elsewhere and deep sea exploration researchers, ocean gliders, floats, Argo XBT, (e.g. CTD, oceanographers used by and methods Discuss equipment sensing). remote moorings, and satellite marine animal CTD, sampling include a surface used. This could should be regularly simple apparatus school projects, For Secchi pH meter, refractometer, water samples), thermometer, collecting (for Van Doorn bottle bottle, and plants measure to transects for tape measures and Quadrats, sampler, grab Ekman bottom disks, projects. poster science expo for use this equipment should be able to Students animals on the shore. Centre. Education such as an Aquarium Marine Sciences centre at a local can be done work Practical Ocean Exploration: Marine Sciences Careers Marine Sciences Careers Ocean Exploration: 12. 13. 14. 15. Key Concepts Key Strand – Humans and the Ocean Strand Depth Time Term 1 Term

24 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources A range of A range can equipment this be used for work; practical example, for transects, Secchi disks, and water sampling equipment

Investigations Observation Hypothesis Observation Theory and truth testing statement Problem (initial inquiry) for Hypothesis (allows predictions) design Experimental and (materials procedure) collection Data and (observations measurements) and Analysis or of data interpretation (inferences) results conclusions Drawing the research (answering or problem) question proved we Have the or disproved hypothesis? (further Extension inquiry – pose new are that questions the original to related can lead and question investigations) new to

and calibration based on the evidence. predictions make . accurately required; ensuring correct ensuring correct required; materials – the measurement or condition that is regulated by the by regulated is that or condition – the measurement – what you measure and observe in response to changes in changes to in response and observe measure you – what – these refer to conditions that must be kept the same (held kept be must that conditions to – these refer . All procedures and reporting are vitally dependent on the precise on the precise dependent vitally are and reporting . All procedures – identify and distinguish between variables that are controlled (held constant) and constant) (held controlled are variables that between and distinguish – identify and all equipment establishing : A hypothesis is a tentative explanation about possible causes or dynamics of a about possible explanation is a tentative : A hypothesis – the scientific method requires questions leading to a hypothesis that can tested by tested can that a hypothesis to leading questions requires method – the scientific Independent (manipulated) variable (manipulated) Independent doing the experiment. person variable (responding) Dependent variable. the independent variable (fixed) Controlled constant) in order to isolate the result; a controlled variable has the potential to vary but is to has the potential variable a controlled the result; isolate to in order constant) restricted. deliberately Use the right terminology Use the right use of terms. a. b. c. Method conclusions. to in turn leading experiments, conducting and observations a variety from evidence collecting by an investigation – one conducts Conducting an investigation if necessary, experiments, performing based on the evidence; a hypothesis, developing of sources; conclusions. one’s and defending and communicating the hypothesis, test to conducted. research from obtained on the basis of evidence A theory is proposed phenomenon. the hypothesis. test to Design an experiment This includes H ypothesise the method and communicating of equipment; accuracy variables Define Use all the senses. Observe: on the subject and research prior for any Look Question: manipulated. those which are 1. 2. 3. Strand – Humans and the Ocean Strand Key Concepts Key 4. 3. This section provides the basis for the students to develop a Marine Sciences project that demonstrates project that demonstrates a Marine Sciences to develop students for the the basis This section provides to practise need students curriculum. As scientists-to-be, their skills in applying the Marine Sciences and researching the natural world. It is here that Marine Sciences observing, inquiring, investigating, and fascinating elements are filled with beauty, The oceans its own. into as a curriculum subject comes engender passion to a teacher project is the opportunity for The Marine Sciences occurrences. intriguing students. among Marine Sciences the oceans for Method The Scientific Skills: Science Process 1. 2. Depth The Scientific The Scientific should Method be thoroughly discussed in this grade. must Learners a thorough have of understanding concepts the key apply to and how the scientific their to method research. own Scientific Inquiry Terms 1 Terms Time 6 hours 2

CAPS MARINE SCIENCES 25

Resources

Investigations lines of to summarise and highlight raw data trends . to correct or not? Propose new further Tables and Graphs and Tables Was the Hypothesis Was using Perform experiment. Record results, Analyse and explain results discuss how they support or disprove the hypothesis. Discuss experimental procedure and possible flaws or inaccuracies. Draw conclusion(s). research. Produce a research report and poster – the should include Introduction, The poster should be a Aim, Method, Results, Discussion, and Conclusion. Hypothesis and visual graphic summary of the research done. Classify – group related objects and ideas together. Quantify – use numbers and measurements related to time, length, width, volume ratio. Communicate results – describe verbally (text) or visually in tables and graphs. . It is vital that students understand how to summarise data and the correct appropriate use of Line graphs, Bar Histograms, Pie charts and Tables, Diagrams (drawing technique), any other commonly used graphic means of data trend summary. Interpret, discuss data and draw conclusions – explain an observation. Know how to present diagrams, tables & graphs in a poster for an exposition. Develop skills to present material and information for a National Exposition Strand – Humans and the Ocean Strand Key Concepts Key 5. 6. 7. 8. 9. Research Skills 1. 2. 3. 4. Display Skills 1. 2. Please Note that the Scientific Inquiry is a central Purpose (see 2.3) of this curriculum and Although listed as a topic here it should be referred to on should influence each of the topics. an ongoing basis as informing the approach to curriculum. Learners must be trained in how to submit a credible research project the annual National Sciences Exposition. Depth Terms 1 Terms Time

26 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources range of A YouTube clips and resources are available in an Archaeology library and on the internet. George Branch ..Living Shores of Southern Africa Investigations Museums and the Dept. of Affairs Environmental ware house for the Agulhas SA . by scientists at Talk the school to indicate a marine sciences career and show the different equipment to the students . Africa. (A Africa. (A “wax on a weight and line” to collect grains of sand samples from the sea floor CTD water collection mechanisms. sonar development in the earlier 20th Century sampling Oceanography research. Development of Sediment and Water techniques. Development of Satellite imaging. Sonar and Sea floor mapping Satellite imagery Scuba equipment and submersible craft has made areas of the ocean more accessible for humans Parkington and the early shellfish collectors before 1600s Challenger expedition (1 873 - 1876) JLB Smith in including the significance of discovery Coelacanth John Gilchrist. Agulhas 11 African research vessels eg the Pieter Faure to SA South • • • • • • • • • • • • • Historical content including the development and descriptions of contribution early marine sciences exploration that contributed to the development of methods and techniques used to collect samples study the ocean, such as Refer to the work of 1. 2. History of Marine Development Sciences research techniques a brief overview The Development of Marine Sciences as a field internationally and in South Key Concepts brief overview) Strand – Humans and the Ocean Term 1 Term A broad overview A of understanding of African South Scientists to the Marine Sciences. The history of Marine Science discovery should encourage learners to make a contribution themselves in the future. Depth History of Marine Sciences Research and Ocean Discovery 1 hour Time Time 3

CAPS MARINE SCIENCES 27 Resources Charts Videos Acronym: GREN MRS

Investigations Classify organisms living and non- into living

that is: that processes); (life for life fulfilling the criteria ovement M ovement R espiration stimuli and internal external to S ensitive G rowth R eproduction is made (and the organism processes and metabolic and other chemical E xcretion nucleic acids). by up of cellular units governed N utrition Biology as the study of living things Biology as the study Define and introduction: * Revision Define living things as organisms living things as organisms Define 1. 2. 3. 4. 5. 6. 7. Key Concepts Key Strand – Marine Biology Strand The Depth of this The Depth a level is at topic learners where understand in processes for organisms survival Depth Term 1 Term Life Processes and Chemistry of life 1 hour Time 4

28 CURRICULUM AND ASSESSMENT POLICY STATEMENT Chemicals for for Chemicals tests food Resources

Test for carbohydrates for Test lipids for Test proteins for Test Practical investigations Practical • • • The research- Homework name and function of 2or3 soluble and each of water soluble Vitamins fat Investigations

. Proteins are are . Proteins

taken up by plants. up by taken nutrients proteins, carbohydrates, lipids, nucleic carbohydrates, proteins, [Detail to follow Cell Biology section.] follow to DNA and RNA. [Detail – 1 glycerol and 3 fatty acids. The structural structural acids. The and 3 fatty – 1 glycerol the main functions of: Discuss the role of enzymes in breaking down or synthesising or synthesising Discuss the role of enzymes in breaking down nucleic acids – Description and general functions eg. fat soluble (A, D, E and K) fat soluble (A, functions eg. general and – Description : Elements taken in as inorganic ions and needed in relatively small ions and needed in relatively in as inorganic taken : Elements – amino acids (C, H, O and N; some have P, S and Fe). The functions The Fe). and S P, have some N; and O H, (C, acids amino – molecules are made up of C covalently bonded to other elements, other elements, bonded to made up of C covalently molecules are mention functions in relation to structure to functions in relation mention Water: Minerals even smaller quantities, P, Mg, K, S and, in including Ca, Na, quantities, some functions of these Mention including Cu, Zn and Fe. elements trace and not elements. of minerals as compounds minerals. Stress the uptake to as also referred These are often acids and vitamins. and such as glucose – monosaccharides (single sugars Carbohydrates and maltose); such as sucrose disaccharides (double sugars fructose); cellulose and glycogen). such as starch, sugars, (many polysaccharides of immediate a source include providing Their functions in living organisms and structure. storage also provide they in plants, energy; and oils) Lipids (fats storage, (eg energy organisms to their functions in living lead characteristics insulation). and temperature structural Proteins cases hormonal or in some enzymatic, be structural, may Organic compounds have organic O. Complex also with H and, often, always almost them. Other bonded to with other elements chains or rings of C atoms, N and P. to, not limited include, but are involved elements exceptions exact and some compounds is not of organic ( The definition exist) made up of and contain Cells are and structure for loss of and pH, with a potential temperature to sensitive function. temperature and pH on enzyme action. of molecules and the influence Vitamins B and C). soluble (vitamins or water Mention Inorganic Compounds – Inorganic 1. 2. 3. 4. 5. Review briefly why these substances are needed in plants and animals (i.e. build are needed in plants these substances why briefly Review only a or function – provide of structure Do not give detail on prior knowledge.) of organisms. to the molecular make-up introduction brief Compounds Organic 1. 2. 6. 7. Key Concepts Key Strand – Marine Biology Strand The Depth of this topic is of this topic The Depth learners where a level at living that understand depend on their organisms (inorganic environment and elements compounds) their environment from organic manufacture to compounds. Depth 4 hours Time Term 1 Term The Chemistry of life

CAPS MARINE SCIENCES 29 Charts Micrographs Microscope Slides Chemicals Electron (in micrographs textbooks) Transparent rulers microscopes Light diffusion ID Hay sheets Potato Onion Textbooks Resources

into hollowed-out hollowed-out into or raisins potato of onion plasmolysis epithelium Study plant (onion Study plant epithelium) and animal (cheek) cells and Use microscopes draw to student stains; demonstrate to Experiment osmosis: • • diffusion activity: find, Hay different and draw identify cell types study to Use micrographs establish other organelles; scale calculate to how calculations Practise Investigations

detailed fluid mosaic and implications and implications Look at

- Undifferentiated-tissues-organs-systems… Isotonic, Hypertonic and Hypotonic Hypertonic Isotonic, define - release energy during cell respiration. energy - release - protein synthesis. - protein - storage and circulation of materials. and circulation - storage - support structure in “plant” - support structure cells only. - The control centre for cellular function and heredity. Chromatin Chromatin cellular function and heredity. for centre - The control , lysosomes, vesicles - storage, digestion and osmoregulation digestion - storage, vesicles , lysosomes, - diffusion, osmosis and active - diffusion, osmosis and active membranes across Movement (Briefly revise Grade 9 work on the cell.) Grade 9 work on the revise (Briefly in a marine environment. Nucleus and Prokaryotic nucleolus. Define nucleopores, nuclear envelope, material, . Eukaryotic Cytoplasm systems; and smooth) - transport (rough Endoplasmic reticulum - assembles secretions. Golgi body/ Dictyosome Vacuole Ribosomes Mitochondria in cell division and organisation. a role play Centrosome- production Chromoplast- Amyloplast/Leucoplast, - Chloroplast, Plastids and pigments. of food and storage Cell wall - Encloses cell contents and enables transport ( and enables transport - Encloses cell contents Cell membrane model). also transport; 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. to their functions. of organelles and location structure Relate , so that this work can , so that this work can and chloroplast only of nucleus, mitochondrion structure division, respiration and photosynthesis. when dealing with cell to be referred and should be explained level at microscopic and measurements Scale and used. introduced to be conventions drawing Scientific understood. Multicellular organisms Cell Structure and Function: The Roles of Organelles and Function: The Cell Structure 1. Molecular Constituents lipids, nucleic acids and carbohydrates, made up of proteins, mostly Cells are colloidal solutions and suspensions of true and Discuss the significance water. inside cells. Key Concepts Key Strand – Marine Biology Strand the foundational the foundational of the knowledge basic unit of life the understand to basics of early and evolution to its relationship metabolic various processes. • • • Cell biology The Depth of this topic is of this topic The Depth learners where a level at understand Depth Cell Biology 12 hours Time Term 1 Term 5

30 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Visit planetarium Videos on origin of the earth and plants charts on Wall of earth evolution National videos Geographic on the origin of the earth Investigations Discuss: a planet, Is Pluto is it not and why classed as a planet? or is was Mars… on life any there Mars? ) and 2 . 2 to 0 to 2 ) could not accumulate in the not accumulate ) could 2 that was added to the atmosphere. added to was that while heating and cooling. and while heating 2 2 and H 2 was produced than was absorbed into rocks and other compounds. and other compounds. rocks into absorbed than was produced was ) also entered the earth’s atmosphere locked in minerals, from rocks and rocks from in minerals, locked atmosphere the earth’s ) also entered 2 2 ). As the earth heated and melted, water formed – initially in the form of vapour but form of – initially in the formed water and melted, ). As the earth heated 2 ) and oxygen (O ) and oxygen 2 Modern theorists attribute the birth of the planet to a collapse of an interstellar cloud of gas and dust about gas and dust cloud of of an interstellar collapse to a the birth of the planet attribute Modern theorists ago. 4.6 billion years terms axis of spin. In to the speed, parallel spinning with increased set were and other matter dust The gas, spinning ‘disk’. of that the centre at was the sun (which is a star) solar system, of earth’s collided and gasses cooled, regions the sun hot: outer kept have nuclear reactions Self-sustaining them. towards pulled other particles particles, and their gravity formed Uranus Saturn, Jupiter, Mars, Earth, Venus, Mercury, planets: eight by the sun is orbited In our solar system, a groups, two been divided into have The planets described as a planet.) is no longer (Pluto and Neptune. and the materials, and rocky rich in metals are inner planets warm The four group. and a cold group warm ice, ammonia and methane. and mainly contain giants cold called are planets outer four and small particles; on impact, a very large by was bombarded This matter. of cold The early earth consisted to 1 000˚C-2 000˚C. increased temperature core The inner to heat. converted was portion of their energy been the case. has not always but that water, by dominated is currently Earth (O gas Oxygen develop. to an atmosphere small for too The early earth was eventually condensing to form the oceans. form to condensing eventually ice in as nitrogen-bearing the earth and its atmosphere into been brought have to is believed Nitrogen atmosphere. in the earth’s gas the dominant is currently Nitrogen and comets. meteorites cooling processes. and of heating by-products are earth, the ocean and atmosphere Thus, on planet and in the origin of simple chemosynthetic resulting molecules developed, organic a liquid “soup” From volume of O a greater produced cells. Photosynthesis photosynthetic Earth is just the correct distance from the sun (not too hot, not too cold) for water to predominate in its predominate to water for cold) hot, not too the sun (not too from distance the correct is just Earth flourish on the planet. to enabling life liquid form, atmosphere until a surplus O until atmosphere oxygen gas (O gas oxygen The heating and cooling process of the inner earth released O of the inner earth cooling process and The heating minerals that bombarded the earth. Water was locked in minerals in the form of hydrogen gas (H gas of hydrogen in the form in minerals locked was the earth. Water bombarded that minerals Later photosynthetic colonies, such as the stromatolites, converted more CO more converted stromatolites, colonies, such as the photosynthetic Later Hydrogen (H Hydrogen Strand – Oceanography – Oceanography Strand Concepts Key recently, and, more records fossil from Geology, gained theory using knowledge is based on scientific This topic are religious beliefs of their because to this information exception Those who take research. also biochemical reservations. their record can but view, of point a scientific from discuss evolution be able to to encouraged approach. a transparent maintain discussion, to classroom into be incorporated can of view points Alternate 1. 2. 3. 4. 5. 6. 7. 10. 11. 12. 14. 8. 13. 9. Depth Origin of the Earth The Key Concepts the explains of the detail Origin of Earth Planet and topic the gives overview to required the introduce concepts. Term 1 Origin of Planet Earth Time 1 hour 6

CAPS MARINE SCIENCES 31

Resources Videos Charts (eg Sample rocks and igneous rock granite)

Investigations Draw a diagram a diagram Draw the illustrate to of the interior parts its Label earth. mantle, inner core, and lithosphere that has landed on earth eg Hoba Namibia. Scientists believe that this that believe Hoba has landed Namibia. eg on earth Scientists that a semi-fluid or “plastic-like” layer that is 2900 km below the surface and consists of consists and the surface is 2900 km below that layer or “plastic-like” a semi-fluid from the interior of the earth (eg from volcanoes active active volcanoes of the earth (eg from the interior from is extruded that material and extinct). or human induced earthquakes by such as those produced and observing shock waves Recording gives clear and speed refraction of the earth. Their reflection, the interior through travel explosions of the variations the density and temperature layering, of the earth and it’s of the interior evidence interior. earth’s material meteorite Analysing of the earth. in inner layers found that similar to is very material the earth’s similar to are olivine and pyroxene example, the earth – for from stones Analysing lithosphere. Analysing the Analysing or crust is the solid outer layer, which reaches a depth of 60 km to 100 km. It is of 60 km to a depth which reaches layer, is the solid outer or crust The lithosphere and magnesium, potassium aluminium, calcium, including silicon, elements, made up of various sodium. is The m antle silicate rocks with a high magnesium and iron content. Convection currents exist in this layer, where where in this layer, exist currents Convection content. with a high magnesium and iron rocks silicate tectonic behind force is the This convection rise and sink again. to rock molten causes heat intense eruption. lava in a volcanic observed and material and the force movement plate mainly (2180 km thick ) composed layer parts – the liquid outer of two consists core The earth’s and mainly of iron composed with a 1200 km radius, and the solid inner core alloy; of nickel–iron of sulphur is amount A substantial form nickel. to iron combine with to an affinity have that metals surface. than the earth’s rate faster a slightly spins at The inner core in the core. found The interior of the earth is studied by: of the earth is studied The interior b) c) d) interior determine the to are used field and magnetic gravity rotation, dimensions, density, The earth’s of the earth. structures surface. the earth’s below and layers the materials determine to The use of seismic waves layers: The earth is made up of a series concentric a) a) b) c) 2. 3. 4. Strand – Oceanography Strand Key Concepts Key 1. Depth Interior of the Interior Earth The depth in required of the Interior is an the Earth and overview introduction for of content reproduction or in diagrams a paragraph of description the morphology of the inner of structure earth. planet Term 1 Term Interior of the Earth Time 2 hours 7

32 CURRICULUM AND ASSESSMENT POLICY STATEMENT Timeline printed as a Timeline printed the back chart for wall of the classroom Resources

Develop a timeline in Develop form table See videos illustrating “Toilet – unrolled Roll” with a passage, down humans arriving only of square in the last the roll geological Compare time on a timeline the earth’s Compare a 24- to history in which hour day, only as humans exist before of 1 minute midnight Investigations

radiometric radiometric when dating materials and when referring to the history of the to the history referring and when materials when dating era – era of ancient life of ancient – era era Palaeozoic life of intermediate – era era Mesozoic life. of recent – era era Cenozoic The oldest known crust sample (from Hudson Bay in North America) is 4.3 billion years old. is 4.3 billion years in North America) Hudson Bay sample (from crust known The oldest were from the moon; these recovered rocks studied have dating, scientists Using radiometric old. 4.2 billion years at dated surface on the earth’s found and were atmosphere the earth’s entering survived that Meteorites old. 4.6 billion years 4.5 to at been dated have a) b) c) a) b) c) . dating time to geological refer Scientists earth. and periods: called eons, eras time are The principal divisions of geologic fossil by initially determined periods and epochs (these were subdivided into are Eras dating). radiometric by been further refined and periods have disappearance, for research to be to research for exist none of the original rocks and therefore planet The earth is an active of the planet. age accurate the absolute determine to conducted The time do exist. samples that of rock the age date applied to is a method decay Radio-active is known another element to one element from decay to of an isotope half the atoms for taken called in a process materials to date scientists is used by The half-life as the half-life. 3. 4. 5. 1. 2. Key Concepts Key Strand – Oceanography Strand Geological time The depth in required the Geological is Time topic to learners for conceptually understand of the the age and planet this to relate and evolution other paleo- references. Depth Term 1 Term Geological time 1 hours Time 8

CAPS MARINE SCIENCES 33

Resources Fishing line Lead sinker Videos Maps Charts the illustrate (To process)

Investigations Study a profile Study a profile of the ocean basins between one continent and another, the and examine features different Use a plumb line stick with press on a lead weight water measure to a and collect depth, sample sediment weighted Ropes . island arc island arc revolutionised ocean-depth research. This led to the research of research to the This led research. ocean-depth revolutionised maps of the ocean floor maps slands, and showing the following features: the following showing , echo sounding label diagrams is a useful instrument for mapping the ocean floor. For accurate readings and measurements, readings and measurements, For accurate mapping the ocean floor. for instrument is a useful Continental margins, continental shelf, a shelf break, a slope, a rise, and a submarine canyon break, a slope, rise, and submarine a shelf shelf, continental margins, Continental terrace Wave-cut margins Continental rise Continental hill plain and abyssal Abyssal and i atolls guyot Seamount, and a fringing reef A barrier reef and trench valley rift zone, Fracture and turbidites. currents Turbidity Early navigators measured the depth of the ocean to prevent ships running aground. running aground. ships prevent of the ocean to the depth measured navigators Early a sample of gather used to was placed on the weight was or wax used. Grease were with lead weights because was inaccurate this method winches. However, steam using the ocean bottom from sediment needed were 8 hours Up to readings. accurate more used for was thin wire Later, stretched. the rope recorded. was each reading back before wire winch that to recordings only 7000 depth of sonar, to the introduction prior that meant method This time-intensive of 2000 m. depth a maximum to These were existed. the mid-1920s From the mid-oceanic ridges, canyons (such as Fish River Canyon), mountain ranges (such as the edges of (such as the edges ranges mountain Canyon), (such as Fish River canyons the mid-oceanic ridges, plains (such as Serengeti). and flat Valley) Rift African Radar in differences by caused the variance account into of and take be aware need to researchers atmospheric pressure. in and changes tides, currents, from level salinity, temperature, produced have satellites Recently found to the shapes we find similar shapes the ocean surface beneath that show Ocean floor images on land. and Identify Students should be able to name the ocean basins, international rifts, ridges, banks and seas. rifts, ridges, banks basins, international name the ocean should be able to Students a) b) c) d) e) f) g) h) i) Strand – Oceanography Strand Key Concepts Key Topography of the Ocean Floor Topography 1. 2. 3. 4. 5. 6. 7. Depth An overview An overview is required with the of understanding the Topography of the Ocean Floor and Ocean give Basins to a frame learners for of reference understanding the sea floor context. must Learners label be able to of the a diagram found features on the ocean an bed and have understanding of the processes which led their to development. Term 2 Term Topography of the Ocean Floor and Basins Topography Time 2 hours 9

34 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources clips YouTube Charts (eg maker “mountain earth shaker”) PBS learning media Globe plate Layered blocks Wooden

Investigations the Investigate related ecosystems hydrothermal to are How vents. similar to they from or different on land? ecosystems this in Introduce GET as it is in the Gr 10 Geography curriculum. more However is required detail than the Gr 10 Geography curriculum blocks Wooden the illustrate to types 3 different of boundaries so can students that the boundary sketch movements Polar reversals reversals Polar wandering Polar Sea floor spreading of earthquakes Epicentres zones and Rift hotspots Volcanic Asthenosphere Mid Ocean Ridge zone Subduction zones Rift boundary plate Divergent boundary plate Convergent boundary plate Transformative vents Hydrothermal centre and spreading Megaplumes a) b) c) d) e) f) a) b) c) d) e) f) g) h) i) The geographic fit of the continental plates plates continental fit of the The geographic types and geology rock The matching margins. continental on the matching found fossils The matching convection that evidence provided system of the Mid-Ocean Ridge the discovery recently More of sea floor concept to the This led “float”. continents on which the the continents, below cells exist movement. tectonic the mechanism of plate as forming the Mid Ocean Ridge from spreading drift. of continental describe the process should be able to Students and centres to spreading zones, of earthquake includes the match sea floor spreading for Evidence zones. subduction zones. and fault trenches ridges, are there On their edges made up of oceanic lithosphere. are Plates the millennia, over and Laurasia Gondwanaland up into broke Pangea, An original supercontinent, continental in the current resulted and drifting Further fragmentation the planet. around and drifted pattern. includes: movements crustal for Evidence Plate Tectonic Strand - Oceanography Strand Tectonic Plate Key Concepts Key In 1915 Alfred Wegener hypothesised the drifting of continents, based on his observations of observations based on his continents, the drifting of hypothesised Wegener In 1915 Alfred 1. 2. 3. Tectonics Plate 1. 2. 3. 4. 5. 6. terms: following the Define Depth Continental Drift Continental tectonics Plate which is a topic should be a at understood of level greater understanding than the previous Oceanography Learners topics. should be able describe to the and explain and processes the possible impacts on other and strands fields of Marine Sciences. Term 2 Term Plate tectonics Time 2 hours 10

CAPS MARINE SCIENCES 35 Salt Household liquids of various viscosities Dish-washing liquid colourant Food water Warm Ice Resources Change of state and state of Change examples Density of water: warm verses cold water Density calculations Viscosity exploration tension Surface exploration Investigations ) latent heat of fusion heat latent at 4 ° C. at 3 cm / g ). This energy is ). This energy of vapourisation heat latent . 3 cm / g – unlike a diver’s wetsuit (neoprene), which is compressed which is compressed (neoprene), wetsuit a diver’s – unlike incompressible ; it is able to release significant quantities of heat with a small change in heat with a small change of quantities significant release ; it is able to . The internal friction of a moving fluid is friction of a moving . The internal flow to resistance of a liquid’s the measure of water is the cohesion between water molecules at the surface. molecules at water between is the cohesion of water O is made up of two positively charged H atoms and one negatively charged O atom. It O charged and one negatively atoms H charged positively O is made up of two 2 of a liquid is is the mass per unit volume: pure water has a density of 1 water pure is the mass per unit volume: The structure of the water molecule is the reason for water having its unique properties. having water for molecule is the reason of the water The structure state. in its natural as a solid, liquid and gas exist to is the only substance Water of energy. quantities of large the adding or removal another require to one state from Changes capacity has a high heat Water Cycle) the Water to (Refer temperature. (without state in its physical during a change a substance by or released absorbed is the energy heat Latent ice ( to water from process the freezing are Examples changing its temperature). with depth. with depth. This fact 10 m of depth. every for 1 atmosphere by increases of water is diving, the pressure When a person scuba divers. to importance is of great Density the result of its molecular make-up. Syrup at room temperature has a high viscosity as it tends to resist flow, flow, resist to as it tends has a high viscosity temperature room at Syrup of its molecular make-up. the result of its molecular is the result viscosity low Water’s than syrup. viscosity has a much lower water whereas by temperature. influenced is little friction when it is in motion. Viscosity which has very make-up, liquids, is nearly most like Water, or the vapourisation process from water to water vapour ( water to water from process or the vapourisation of the change undergoing per mass of substance required in the number of joules or calories expressed state. a given by substance of the unit mass a given the temperature raise to required is the heat Specific heat to 1 g of water for 4.184 J of heat and requires capacity has a high heat Water usually one degree. amount, 0.3 J.) requires copper 1 °C. (In comparison, increase tension The surface Viscosity The density of water increases with a decrease in temperature; pure water reaches its maximum density at density at its maximum reaches water pure in temperature; with a decrease increases The density of water 4 ° C. in salt content. with an increase increases The density of water on density is small. of pressure The effect water. dense on more floats Less dense water air) is less dense than dry air. and air (moist vapour of water A mixture is less dense than air. vapour Water Sea water has an average salinity of 35 has an average Sea water has a specific shape because the positively charged hydrogen atoms. The positively and negatively ends make it ends negatively and atoms. The positively hydrogen charged the positively has a specific shape because the molecules. between formed bonds are a polar molecule. Hydrogen 1. 2. 3. 4. 5. 10. 11. 9. 6. 7. 8. 13. 14. 15. 16. 17. point, head of vapourisation, dew heat of fusion, latent heat, latent latent heat capacity, concepts the Define water. for points and boiling freezing humidity, Key Concepts Key Planet” The “Water molecule H The water Strand – Oceanography Strand 12. Depth of The depth includes study water properties chemical composition of water, the changes of state cohesion, surface and tension as viscosity as the well dissolving properties of water. Learners should be work able to with these with concepts ease, applying these to concepts of a range and settings contexts. The Ocean Planet – Physical Properties of Water The Ocean Planet – Physical Properties of Water

Time 8 hours Term 2 Term 11

36 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Videos Charts Investigations birds do various How and refraction to adapt when diving pressure water? air into from

Water is a less effective conductor than metals are. metals than conductor is a less effective Water is a molecular process in which heat is applied, causing the molecules to move faster. The faster. move the molecules to is applied, causing in which heat is a molecular process is a density-driven process in which heated fluid moves and carries heat to a new location. location. to a new carries heat and fluid moves in which heated process is a density-driven heat, light and sound. light heat, ways: in three in water transmitted a. heats the surface water. Some of this heat is moves lower down in the water column by by column in the water down lower is moves Some of this heat water. the surface heats the rest Conduction Convection Radiation. is Energy ways: in three is transmitted energy Heat a) b) c) Conduction their movement. molecules, which in turn also increase adjacent is passed onto movement rapid Convection when cooled. and sinks rises when heated Water to an object. Unlike the source from waves of electromagnetic transmission is the direct Radiation move can heat radiated to function, a medium in which require which convection, and conduction of the by the upper layers is absorbed that solar radiation by heated Oceans are a vacuum. through water. air. through of heat movement of heat, measurement vs heat, temperature define energy; Kinetic off the ocean’s is reflected Much of the heat is inefficient. the ocean surface from transmission Heat surface; colder water bands of above and float upward will in turn move water The deeper heated conduction. it. that to transferred is efficiently the land or sea. Heat – by below from is heated contrast, by The atmosphere, of air. movement vertical by the atmosphere Strand – Oceanography Strand Concepts Key 1. 2. 3. 4. 5. 6. 7. 8. Depth Energy transfer Learners should be able to apply these contexts basic to settings. Energy Transmission through Water- Heat through Water- Energy Transmission Time 2 hour Term 2 Term 12

CAPS MARINE SCIENCES 37 Resources Videos Glass Pencil Investigations Refraction exploration . Their combined . Their combined . Secchi disk. . decrease of light across a distance is called is called a distance across of light decrease electromagnetic spectrum electromagnetic greater depth to a greater transmitted are 60% of light is absorbed within the first metre. within the first is absorbed 60% of light 10 m. in the first 80% is absorbed 150 m. to penetrates Only 1% of visible light 1000 m. below penetrates No light equally. transmitted are Not all wavelengths Short wavelengths 10 m. within the first end of the spectrum is lost (red) The long wave red objects blue light; and reflect only receive appear dark as they Objects deeper than 10 meters appear black. column in the water absorb light and and suspended particles scatter Silt, plants Sea water transmits the visible portion of transmits Sea water effect decreases the amount of light quickly; this of light the amount decreases effect meter. a light by measured accurately is more Light or refracted. bent are its rays water, air to passes from When light of the because water, air than through quickly through more travels light because occurs Refraction densities of these mediums. different a soft sandy onto pavement at an angle off a hard rolling to a cylinder compared can be This effect than the section on solid surface. slowly roll more will The section on the sandy surface surface. not positioned are of water the surface seen through items of this “bending”Because waves, of light be. appear to they where attenuation. with the use of a and measured observed can be attenuation Light 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 12. 1. 2. 3. 4. 11. Key Concepts Key Water in Absorption Light Refraction Strand – Oceanography Strand Depth Energy transmission Light should Learners apply be able to to these contexts basic settings. Energy Transmission through Water- Light and Light Absorption Light and through Water- Energy Transmission Time 2 hour Term 2 Term 13

38 CURRICULUM AND ASSESSMENT POLICY STATEMENT Many Many Clips YouTube available are all illustrate to the defined and illustrated on content this topic Resources

Videos Investigations

. (not for examination purposes) examination : (not for as one possible point of view taken by scientists who are also deeply religious scientists by taken of view as one possible point These fields can highlight the degree of relatedness among species. Several among species. Several relatedness of the degree can highlight These fields The change in genetic makeup of populations of organisms, over time, that gives rise to gives rise that over time, organisms, of of populations makeup in genetic The change Continents separated by continental drift show related but distinct species. (Time frames can frames distinct species. (Time but related show drift continental by separated Continents Development of (particularly) vertebrate embryos shows similar early stages, with diversification with diversification stages, similar early shows embryos vertebrate of (particularly) Development similarities exist in metabolic pathways and chemistry, indicating common ancestry, whereas the differences the differences whereas common ancestry, indicating and chemistry, pathways in metabolic exist similarities species. between of departure points indicate – Biogeographical these differentiations). be applied to How fossils are formed and types of fossils; comparative dateable strata; increase in complexity complexity in increase strata; dateable comparative and types of fossils; formed are fossils – How record Fossil forms. intermediate and diversity; and ancestry common indicate groups of related and organs limbs – Homologous by descent Modification conditions. time or over change become have that organs ancestral leg bones in some whales indicate example, – for structures Vestigial environment. in a changed evolution through redundant – Embryology on. place later taking – and Genetics Biochemistry 6. the theory of evolution to of view points Alternate of creation should be interpretations view and various cultural or religious between the scientific conflicts Potential evolution Theistic discussed. Suggest This topic is based on scientific theory using knowledge gained from Geology, fossil records and, more recently, also recently, and, more records fossil from Geology, gained theory using knowledge is based on scientific This topic are encouraged religious beliefs of their because to this information exception Those who take research. biochemical points of Alternate reservations. their record can but view, of point a scientific from discuss evolution be able to to approach. a transparent maintain discussion, to classroom into be incorporated can view in the sea 3.7 billion appeared life that show records Fossil old. years to be 4.54 billion is estimated The Earth ago. years evolution: of Definition modification”. by “Descent the term Charles Darwin coined and complexity. variety greater these): illustrate and discussion to examples suitable (Provide of the process Evidence 1. 2. 3. 4. 5. Key Concepts Key Strand – Marine Biology Strand Evolution – Evolution Introduction This important be needs to topic fully understood as it is the basis upon which the Marine Biology is taught. Depth Introduction to Evolution and Mechanisms 2 hours Time Term 2 Term 14

CAPS MARINE SCIENCES 39

Resources Many YouTube YouTube Many available are Clips all illustrate to and the defined content illustrated on this topic

Investigations game Simulation illustrate to selection natural Find own online examples videos YouTube live live (1859) has become accepted as theory and is backed as theory and is backed accepted (1859) has become survive to reproductive age. reproductive to survive The Origin of Species or genetic makeup to survive in the changing environment will in the changing environment to survive makeup or genetic variations best , that sexual reproduction reproduction sexual selection , that of natural as a driver is so important, variation It is because place. takes life wiping extinctions, almost mass five caused history in the earth’s events catastrophic Certain proposed each time. It has been anew start to process the evolutionary earth and requiring from (Anthropocene). event in a sixth, now human-induced, mass extinction are we that , mostly gradual, but sometimes sudden and catastrophic. catastrophic. sudden and but sometimes gradual, , mostly place in their environment take Changes or adaptations. strengths different require changes Different Individuals with the occurs among members of a population. among members occurs variation genetic natural Extensive born than will are offspring More . (Survival of the fittest) . (Survival reproduce to to be able effectively, more and compete their offspring. to genes pass on their favourable breeders The successful for and macro-evolution for speciation allows With time, and other mechanisms, micro-evolution changes. greater a) b) Strand – Marine Biology Strand Key Concepts Key Several mechanisms were proposed for the process of evolution. The mechanism of evolution. the process for proposed mechanisms were selection – Several Natural Charles Darwin by in introduced 3. 4. Briefly highlight aspects of Darwin’s voyage of discovery. voyage aspects of Darwin’s highlight Briefly in nature. evidence by selection: of natural Explanation 1. 2. 5. 6. Notes: Depth The Depth The Depth of this topic a level is at learners where understand natural selection on an introductory and level speciation in the of introduction species. a new Time Term 2 Term 2 hours Evolution – Mechanisms

40 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources Resources Many YouTube YouTube Many available are Clips all illustrate to and the defined content illustrated on this topic

Investigations Investigations game Simulation illustrate to selection natural Find own online examples videos YouTube live live (1859) has become accepted as theory and is backed as theory and is backed accepted (1859) has become (Give examples.) (Give examples.) survive to reproductive age. reproductive to survive as further drivers of speciation; macro-evolution of speciation; as further drivers The Origin of Species concept was introduced by Stephen J Gould in 1972. Adds to natural selection, natural J Gould in 1972. Adds to Stephen by introduced was concept or genetic makeup to survive in the changing environment will in the changing environment to survive makeup or genetic variations best group of natural populations capable of interbreeding to produce viable offspring. viable offspring. to produce capable of interbreeding populations of natural group divergent evolution, co-evolution. evolution, divergent This implies some sort of isolation of a group initially leading to a change in breeding in to a change initially leading of a group This implies some sort of isolation endosymbiosis endosymbiosis and , that sexual reproduction reproduction sexual selection , that of natural as a driver is so important, variation It is because place. takes life wiping extinctions, almost mass five caused history in the earth’s events catastrophic Certain proposed each time. It has been anew start to process the evolutionary earth and requiring from (Anthropocene). event in a sixth, now human-induced, mass extinction are we that Convergent and Convergent Symbiosis When a group of a species is separated from the main body for long enough, the main body for from of a species is separated – When a group (allopatric) Geographic can no longer this group that to the point to suit its unique circumstances, evolves group the offshoot with the original group. interbreed to a by moving competition avoid to enabling individuals by adaptations is driven isolation Often food source. or different habitat separate – Reproductive example: different For speciate. they until group reintroduced a thus isolating habits or structures, offspring. or infertile organs, or copulatory pollinators, pheromones, season, courtship, breeding very rare.) (Marine examples , mostly gradual, but sometimes sudden and catastrophic. catastrophic. sudden and but sometimes gradual, , mostly place in their environment take Changes or adaptations. strengths different require changes Different Individuals with the occurs among members of a population. among members occurs variation genetic natural Extensive born than will are offspring More . (Survival of the fittest) . (Survival reproduce to to be able effectively, more and compete their offspring. to genes pass on their favourable breeders The successful for and macro-evolution for speciation allows With time, and other mechanisms, micro-evolution changes. greater a) b) 1. 2. Strand – Marine Biology Strand – Marine Biology Strand Key Concepts Key Concepts Key Drivers of Speciation: Drivers as a A species is defined studied). being organisms depending on the exist, also other definitions (Several 1. 2. – Equilibrium Punctuated interspersed genetics, in population very little change stable with are conditions times when suggesting change. environmental or during a phase of following and speciation change genetic rapid with times of this theory. backs record in fossil Evidence and discuss: Define Several mechanisms were proposed for the process of evolution. The mechanism of evolution. the process for proposed mechanisms were selection – Several Natural Charles Darwin by in introduced 3. 4. Briefly highlight aspects of Darwin’s voyage of discovery. voyage aspects of Darwin’s highlight Briefly in nature. evidence by selection: of natural Explanation 1. 2. 5. 6. Notes: Depth Depth The Depth The Depth of this topic a level is at learners where understand natural selection on an introductory and level speciation in the of introduction species. a new Time Time Term 2 Term 2 Term 2 hours Evolution – Mechanisms

CAPS MARINE SCIENCES 41 Resources

Slides Photographs Diagrams Charts clips Video Investigations

Photographs with statistics Choose kingdoms using a key Identify animals to different levels, using animal photos (with statistics) and keys However, However, , but never The current system (Southern Right whale); is currently supported. Eubalena australis , using genus and species as well conventions for and Eukarya (some researchers prefer to separate archaea bacteria, (Galjoen- our national fish). these organisms are almost identical to bacteria; differences include cell wall these are very small simple single celled organisms which can display plant-like or Prokarya these organisms have filamentous bodies and use saprophytic feeding. binomial nomenclature , especially comparing genetic makeup of single-celled organisms. Kingdom Phylum (animals) / Division (plants) Class Order Family Genus Species Bacteria – chemistry and shape of ribosomes. Protista – these are mostly single-cell eukaryotes (can be colonial or multicellular animal-like characteristics. Archaea – differentiated); they are either animal-like (protozoa) or plant-like (dinoflagellates) a mixture. Chromista – this group includes brown algae and has an endosymbiotic origin. Fungi – Plantae – this includes red and green algae vascular plants. Animalia – these are multicellular eukaryotic heterotrophs. a) b) c) d) e) f) g) Key Concepts The system of two domains, incorporating seven kingdoms, Strand – Marine Biology which together form the prokarya domain into two separate domains.) These domains are divided into 7 kingdoms: 1. 3. recognises: domains: Two 2. 4. 5. 6. 7. Linnaean system: As research continues, there is some movement and subdivision of these groupings. Emphasise publishing (capitals, underlining or italics) – for example, Coracinus capensis several other suggestions have been proposed. The theory changes constantly with ongoing several other suggestions have been proposed. research Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and conserved Why it must be The depth of this topic is at a level where pupils appreciate and understand: • • • • Depth Term 2 Term Basic Classification 1 hour Time Time 15

42 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Slides Photographs Diagrams Charts clips Video

Resources of Examples Cladograms and Phylogenetic trees. Pictures of Photos marine heterotrophs Preserved animals or a , holdfast Kelp , to see how see how , to Investigations Photographs with statistics Choose kingdoms using a key Identify animals to different levels, using animal photos (with statistics) and keys

Investigations Study Cladograms and Phylogenetic of the 7 trees and Kingdoms major Animal Phyla work. they Study photos of marine heterotrophs; name and identify them ). However, However, , but never A Phylogenetic A Phylogenetic The current system (Southern Right whale); symmetry, and the symmetry, , a graphic diagram, which groups which groups diagram, , a graphic is currently supported. diploblastic and triploblastic diploblastic Eubalena australis l symmetry, Bilateral l symmetry, Phylogenetic tree Phylogenetic Pentaradia . It is important that each phylum is not considered in is not considered each phylum that . It is important l and , using genus and species as well conventions for , Radia and Eukarya (some researchers prefer to separate archaea bacteria, Asymmetrical (Galjoen- our national fish). these organisms are almost identical to bacteria; differences include cell wall these are very small simple single celled organisms which can display plant-like or Prokarya This section deals with classification and biology of the major heterotrophic/consumer heterotrophic/consumer and biology of the major This section deals with classification these organisms have filamentous bodies and use saprophytic feeding. binomial nomenclature , especially comparing genetic makeup of single-celled organisms. Kingdom Phylum (animals) / Division (plants) Class Order Family Genus Species ); acoelomate, pseudo-coelomate and coelomate. Explain these and coelomate. pseudo-coelomate ); acoelomate, pseudo-coelom ( coelom; Body cavity: with the aid of diagrams. terms Body symmetry: of each. implications Body plan: Tissue layers in distinct arrangements and number ( arrangements in distinct Body plan: Tissue layers Bacteria – chemistry and shape of ribosomes. Protista – these are mostly single-cell eukaryotes (can be colonial or multicellular animal-like characteristics. Archaea – differentiated); they are either animal-like (protozoa) or plant-like (dinoflagellates) a mixture. Chromista – this group includes brown algae and has an endosymbiotic origin. Fungi – Plantae – this includes red and green algae vascular plants. Animalia – these are multicellular eukaryotic heterotrophs. a) b) c) d) e) f) g) 2. 3. 1. Explain the following concepts and terms: concepts Explain the following The system of two domains, incorporating seven kingdoms, which together form the prokarya domain into two separate domains.) These domains are divided into 7 kingdoms: 1. 3. Key Concepts recognises: domains: Two 2. 4. 5. 6. 7. Linnaean system: As research continues, there is some movement and subdivision of these groupings. Emphasise publishing (capitals, underlining or italics) – for example, Coracinus capensis several other suggestions have been proposed. The theory changes constantly with ongoing several other suggestions have been proposed. research Strand – Marine Biology phyla, highlighting significant marine heterotrophs marine significant highlighting phyla, how these and out similarities and differences Point continuum. evolutionary but seen as part of an isolation enable survival in more demanding environments. differences using a can be shown organisms between The relationship (when makeup and genetic biochemistry physiology, anatomy, internal based on similar appearance, organisms on a timeline. well as appearance as relationship their evolutionary and indicates available) Strand – Marine Biology Strand Concepts Key Animal section: systems. organs, colonies, tissues, Single cell, of organisation: Levels Revise: tree showing the major animal Phyla should be introduced at this stage and be referred to throughout the throughout to and be referred this stage at should be introduced the major animal Phyla showing tree phase. Zoology Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and conserved Why it must be Depth The Depth of this topic a level is at learners where understand and form to function survive. Marine animals: body plans and symmetry The depth of this topic is at a level where pupils appreciate and understand: • • • • Depth Term 2 Term Basic Classification Evolutionary trends, body plans, symmetry and life patterns 1 hour Time Time Time 5 hours Term 2 Term 15 16

CAPS MARINE SCIENCES 43 Resources Use YouTube Use YouTube videos extensively Investigations , and nephridia Revisit the term the term . Revisit , simple gut, through gut, , simple gut, through , blood (with respiratory , blood (with respiratory , flame cells, (specific ectothermic skin; gills; tracheal system; lungs system; skin; gills; tracheal vacuole poikilothermic , cartilage and bone). , cartilage body cavities 3 ; sex change strategy. strategy. change ; sex and vessels. (CaCO ); uni- and bi-sexual; external and internal and internal external ); uni- and bi-sexual; gametes closed system closed system endoskeleton and tube networks. Diffusion and body plan, and ovi-, ovovivi- and vivi-parous ovovivi- ovi-, , haemocoel Endoplasmic reticulum (ER), contractile Endoplasmic reticulum blood. hyperosmotic and , exoskeleton , wriggling, and flying. swimming, or sedentary walking burrowing, Asexual or sexual; sex organs ( organs sex or sexual; Asexual Source of food, mode of feeding, means to process food: Filter feeder, grazer/browser, grazer/browser, feeder, Filter food: process means to mode of feeding, of food, Source well supplied with blood, and enclosed or protected. Includes supplied with blood, and enclosed or protected. well (bag) with folds/ compartments, alveoli compartments, (bag) with folds/ . Important terms: salt or fresh salt or fresh terms: . Important these processes – Explain the need for and osmoregulation Excretion osmosis, diffusion, water, kidneys, salt glands and kidneys, land, versus marine thermoregulation, – The need for Thermoregulation and behaviour), insulation endothermic (metabolic, and behaviour), anatomy systems, enzyme mechanisms, homoeothermic versus exchange counter-current in relation to all the above. in relation Homeostasis – Reproduction transfer; sperm fertilisation; Support – hydrostatic Locomotion – sessile Locomotion ganglia segmental , brain, cephalisation net, nerve – Simple response, Nervous coordination open system pigment), of rest , close to ventilated well broad, is thin, moist, (GE) – The ideal GE surface Gaseous exchange cells or scavenger/ detritivore, predator; external/ internal digestion; phagocytosis digestion; internal external/ predator; detritivore, scavenger/ spinal cord, sense organs – light, mechanical and chemical (sight, smell, taste, touch/ current and current touch/ smell, taste, (sight, and chemical mechanical – light, sense organs spinal cord, sound). Endocrine system. Nutrition- specialised compartments. – transport and internal Circulation 7. 8. 9. 1. 2. 3. 6. 4. 5. Strand – Marine Biology Strand Concepts Key terminology. relevant introduce be discussed, and to to of all phyla An overview fossil by the represented the time and through and changing environments, new to or adapt As animals evolve in the and physiologically), and specialised (anatomically complex more see animals becoming we record, Use explanatory or demanding environments. complex functions in more life their various perform they way will be covered the details is required in this overview because much detail Not too diagrams, where relevant. to the glossary. Definitions should be emphasised and added phylum. under the relevant Depth Life Patterns Time Term 2 Term

44 CURRICULUM AND ASSESSMENT POLICY STATEMENT Internet YouTube Resources Video clips are are Video clips for this fine section Investigations on planktonic food food planktonic major ocean currents. cycle in the cycle life spend their entire ; it has been estimated that that ; it has been estimated , which , living on the bodies of dead plankton or , living on the bodies of dead plankton they can migrate up and down in the water column column in the water up and down migrate can they organisms that drift in that organisms phytoplankton driving major food chains driving major food can multiply and provide food for the rest of the rest for the food multiply and provide can , although and sunlight availability nutrient by limited generally generally limited by nutrient availability, temperature and temperature availability, nutrient by limited generally great depth great at exist may forms of animals that spend a while in the planktonic community before before community spend a while in the planktonic of animals that forms of communities and others) will float along with and feed on organisms within the feed on organisms along with and will float and others) in their adult form. This includes the larval forms of some echinoderms, forms This includes the larval in their adult form. as a floatation device as a floatation , all slowing any downward drift. downward any , all slowing area surface increase to the larval . organisms like jellies and like organisms bladders bladders heterotrophic plankton heterotrophic eutrally buoyant jelly buoyant eutrally Oxygen production Oxygen Primary production and secondary about 80% of the biomass in ocean. represent plankton photosynthetic cycling Nutrient buoyant fats and oils fats as buoyant reserves their food Storing Gas-filled Long spines or frills crustaceans, worms and many fish species. and many worms crustaceans, the surface up to move to , although weakly, themselves propel An ability to N planktonic community community planktonic – Meroplankton out or settling migrating Holoplankton – Holoplankton although there are other contributing factors. other contributing are although there a. b. c. c. d. e. a. b. b. a. nutrient-rich particles falling from the surface. falling from particles nutrient-rich widespread, are communities Planktonic factors. other contributing are there role in: a significant play organisms Planktonic Several small predators ( fish, krill small predators Several feeders filter large for food chain will become food of the planktonic components (These larger plankton. such as whales). Communities of Whilst the resident organisms drift with the current, drift with the current, organisms the resident Whilst a daily basis. migrate of the organisms . Most and predation light to in response normally occurs This daily migration ( diel vertical night at and upward illuminated, is brightly when the surface during the day downwards ). migration , including: this migration to achieve adaptations many species have Planktonic The term “plankton” refers to large to refers “plankton” The term chain, be further subdivided into: can Plankton photosynthetic (phytoplankton) or animal-like (zooplankton). or animal-like (phytoplankton) be photosynthetic may These organisms to single-celled organisms through bacteria sub-microscopic from in size range The individual organism’s to 30+ m in size). from 1 mm range jellies (which larger animals and substantially multicellular larval widespread, are communities Planktonic the phytoplankton , which ensures sunlight 11. 12. 9. 10. 6. 7. 8. 1. 5. 2. 3. 4. Strand – Ecology Strand Concepts Key Evolutionary Evolutionary trends The definitive differences between phyla Specific adaptations, to relating to structures functions The richness of marine biodiversity and be conserved Why it must Depth The depth of this topic a level is at pupils where and appreciate understand: • • • • Plankton Time 1 hour Term 2 Term 17

CAPS MARINE SCIENCES 45 Live specimens Live sample plankton Fresh Microscopes ID sheets Plankton Resources Photographs, slide Photographs, or videos show examples Study live (aquarium or rock- pool study) of a protist Example ID chart, used to in classify protists samples plankton Collect and identify samples, if plankton possible Investigations . . . phytoplankton . Also responsible for for . Also responsible and . spine-like extensions to to extensions spine-like zooplankton . , bound by a membrane and containing fluid, organelles fluid, organelles and containing a membrane , bound by to form thick layers (up to 100 m deep) known as 100 m deep) known (up to thick layers form to (Investigate potential effects of ocean effects of potential (Investigate as part of their structure. nature, pushing out cytoplasmic threads and tubes to feed. feed. and tubes to threads pushing out cytoplasmic nature, 3 , but many are planktonic are , but many oceanic sediment CaCO ) biology. of cell revision Brief amoeboid , at which stage which stage , at centimetres a few up to 100 micrometres from ranges . Size sink to the ocean floor sink to shell, referred to as a test, made of calcium carbonate or granules or granules carbonate made of calcium as a test, to a shell, referred enclosed by Cells are of sand or silt cells. be multinucleate may they hollow be cylindrical, can The tests chambers. adds on new the test As the cells grow, a snail shell). (like structures coiled tubes or intricate within the live Most phyto- and zooplankton phyto- on feed , but most algae Of those, some house symbiotic for buoyancy. buoyancy. for area surface increase . feeders or filter predators planktonic are Most Dead cells . ooze radiolarian silica-rich shell silica-rich a glass-like 2mm and have to 30 microns from in size Range or multi-sided, with cone-like to spherical from Shapes vary acidification.) The cell has an Protists are therefore at the base of the biggest food chain on earth at the base of biggest therefore are Protists fuels and fossil limestone others, amongst forming, organisms Single-celled eukaryotic ( and chemicals. have protists Many 5. 6. 7. 8. 11. 12. 9. 10. 4. 1. 2. 3. Radiolarians (Illustrate, using photos or diagrams.) using photos (Illustrate, Marine examples Forameniferae Many marine animals undergo a larval stage that involves floating as part of the widespread oceanic widespread the of part as floating involves that stage larval a animals undergo marine Many and other) on single-celled (protists feed These larvae plankton. Key Concepts Key Strand – Marine Biology Strand Protista Protista Evolutionary Evolutionary trends The definitive differences phyla between Specific adaptations, to relating to structures functions The richness of marine and biodiversity conserved Why it must be Depth of this The depth a level is at topic pupils where and appreciate understand: • • • • Protists Time 3 hours Term 2 Term 18

46 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources

Many YouTube YouTube Many Clips are available to illustrate all the defined and illustrated content on this topic Investigations

Tide tables Tide Internet reference to tables Case studies changes Tide Models of are available

), tidal datum or is zero, called gravitational attractions . ( Explain using diagrams.) with extreme examples horizontal movement acting on the rotating earth. (Explain using diagrams.) diurnal tides neap tide, and spring high low tides. slack water. The length of a tidal day (24 h 25 m) influence human commercial and recreational activities. Tides Generally, there are two high tides and two low tides per day. These are called there are two high tides and low per day. Generally, semi-diurnal tides . such as the Gulf of Some areas have only one high and low tide per day, These are called Mexico. The rise and fall of the sea surface is a results from of the moon and sun Define: high tide, low tidal range ( mean low tide level, Because the moon moves along its orbit as earth rotates on axis, a tidal day lasts for 24 hours and 25 minutes . currents are associated with rising and falling of the tide in coastal waters. Tidal The time when the tide turns, and 8. 9. 2. 3. 1. 4. 5. 6. 7. Key Concepts Strand – Oceanography Learners should under - stand the process of tidal vari - ability and be able to apply the concepts the vari - ability of animal dis - tributions in intertidal zonation. Depth Tides Tides 1 hour Time Time Term 3 Term 19

CAPS MARINE SCIENCES 47 Glass Salt water water Fresh colouring Food or Bunsen Hot plate burner Resources

Salt water and Salt water layered water fresh experiment water Boil off sea to solution reducing salt crystals Investigations

), which has a positive charge, charge, ), which has a positive + . The open ocean has an average salt . The open ocean has an average 3 cm and sodium ions are and sodium ions are molecule dissociates, / g end of the water molecule. end of the water 2 ), which has a negative charge. Salts dissolve easily in water water easily in Salts dissolve charge. ), which has a negative - O. In solution, the O. 2 a wide dissolve ability to as it has an excellent solvent universal ) consists of one atom of sodium (Na of one atom ) consists - Cl + a layer of rapidly changing density. The pycnocline includes both the The pycnocline changing density. of rapidly a layer are separate layers of different salinity. salinity. of different layers separate are . Illustrate the range of salinities found in water bodies (Dead Sea; Red bodies (Dead Sea; water found in of salinities the range . Illustrate kg / and sulphur dioxide in the atmosphere created acidic rainfall, and acid acidic rainfall, created in the atmosphere and sulphur dioxide g 2 Haloclines changing temperature. of rapidly Thermocline is a layer Pycnocline The gradient). and the thermocline (temperature halocline (salinity gradient) of rapid changing density with depth, because a rapidly to refers pycnocline and salinity. in temperature changes thermohaline circulation. exploring by Apply these concepts a. b. c. d. Sea; Mouth of the Nile and Congo Rivers) Rivers) Sea; Mouth of the Nile and Congo salinities’ solutions & mixtures, water, of sea proportions constant Describe the terms salinity and the measure to instruments bands of salinity, impact upon buoyancy, scale. because of they will not mix easily contact, into come properties solutions of differing If two densities. their differing salt, warm fresh, where seen in estuaries commonly are of water “pockets” The separate mix. and cold-water During the time that the earth was formed, relentless rainfall landed on the earth’s rocky landed on the earth’s rainfall relentless formed, was the earth During the time that surface. A high in the rainwater. dissolved – such as chlorine were gasses atmosphere Volcanic of CO content content of 35 content When salts are dissolved in water, the density of water increases because salts have greater greater salts have because increases the density of water in water, dissolved When salts are density than water. 4 ͦC is 1.0278 at density of water The average because of the polarity H because rainwater dissolved large amounts of minerals on earth’s surface and drained away. Salts away. and drained surface on earth’s of minerals amounts large dissolved rainwater time. over accumulated the into via rivers these salts which drained dissolved rainwater millions of years Over the sea is Therefore, evaporation. of water because the salts accumulated ocean, where salty. the has been called Water range of materials because of its polar nature. because of materials range The salt molecule (Na and one atom of chlorine (Cl and one atom surrounded by the negatively charged O end of the water molecule. The chloride ions are molecule. The chloride ions are water O end of the charged the negatively by surrounded H charged the positively by surrounded 8. 9. 10. 1. 2. Key Concepts Key Strand – Oceanography Strand 6. 7. 3. 4. 5. The effect of salt The effect Salinity should Learners a basic have understanding which when applied should an lead to explain ability to such concepts as Thermohaline circulation. Depth Salinity 2 hours Time Term 3 Term 20

48 CURRICULUM AND ASSESSMENT POLICY STATEMENT See NOAA See NOAA resources Many YouTube YouTube Many available are Clips all illustrate to and the defined content illustrated on this topic Resources Greenhouse Greenhouse gases Investigations . This 2 . The atmosphere . The atmosphere ). The most common are nitrogen, nitrogen, are common ). The most 3 . convection by air in motion sets constantly modifies itself constantly . one, the atmosphere ocean; and a gaseous , Ar, Ne, He, H and O , Ar, 2 from one part of the atmosphere to to one part of the atmosphere from of heat transfer , CO 2 than the atmosphere does. Oceans retain their heat better than better their heat does. Oceans retain than the atmosphere winds and surface layer traps outgoing long-wave radiation, creating a greenhouse effect and global greenhouse a creating radiation, long-wave outgoing traps layer 2 transferred from land into the atmosphere, which the atmosphere, land into from transferred oxygen, carbon dioxide and water vapour. vapour. and water dioxide carbon oxygen, centre. the earth’s towards with which air presses is the force Air pressure and thermosphere. mesosphere stratosphere, named the troposphere, are layers The atmosphere’s using diagrams.) (Illustrate in the troposphere. found clouds are Most altitude. with increasing decrease and thermosphere in the higher mesosphere Temperatures and the climate, which affect and human forces natural are There naturally. changes climate The earth’s that rate in the caused an increase have fossil fuels human activities such as the burning of recently and changed. shifted have regions climate such as CO gases in greenhouse is an increase change climate causing One of the major factors warming. warming. global warming. for Describe evidence chloro- of release the of because century last the during depleted substantially been has layer ozone The reaching the rays ultraviolet results in more ozone A loss of atmosphere. the into (CFCs) fluorocarbons being reversed. is slowly use, this process With the banning of CFC surface. earth’s The sun heats the earth, which radiates some heat to the atmosphere and the ocean. the atmosphere to some heat the earth, which radiates The sun heats better heat Oceans and land absorb Earth is surrounded by two “envelopes” – a fluid one, the “envelopes” two by is surrounded Earth results This difference quickly. types relatively some rock from is lost heat example for land does, where and air. rocks to the SHC of relation in water capacity (SHC) of the specific heat from environments. coastal and in aquatic dampens seasonal changes is what SHC of water is Heat The heat transfer produces produces transfer The heat another. heat. transport Both winds and currents and ocean atmosphere between The dynamic interaction and ocean are constantly moving, driven by density changes (in the air or water) and gravity. One and gravity. (in the air or water) density changes by moving, driven constantly and ocean are the other. drives system (N, O of gasses of a range Air is composed increase in the CO increase 2. 3. 4. 5. 6. 7. 8. Strand – Oceanography Strand Concepts Key 2. 3. 1. 4. 5. 6. 7. 8. Layers and Structure of Atmosphere of Atmosphere and Structure Layers 1. the content the content in listed the Key Concepts. Learners should and know be able to apply these concepts various to problems. The depth of The depth Depth The Atmosphere The 2 hours Time Term 3 Term 21

CAPS MARINE SCIENCES 49

Resources Videos

Investigations Coriolis Effect of Drawings cells and different their associated wind bands Hadley’s cell, Ferrell’s cell and polar cells cell Ferrell’s cell, Hadley’s with the cells Wind bands associated doldrums (eg horse latitudes). air produce of descending Zones a) b) c) If the earth did not rotate, air movement would nevertheless occur because of uneven heating of the heating of uneven occur because nevertheless would air movement If the earth did not rotate, land surface. of air within movement effect on the has a significant rotation) from earth’s (resulting The Coriolis Effect the atmosphere. the following: illustrate Use diagrams to north and south as seasons change to migrate result in the wind bands appearing Seasonal differences illustrate.) ( use diagrams to related weather lows’ and the ‘cut off include systems isobaric different of the seven Explanation thereto. various types. of the with recognition development Basic cloud and fog charts) charts and analysis (synoptic Southern Africa affecting systems weather of the Interpretation wind scale. and the Geostrophic wind scale of the Beaufort Understanding in flooding. resulting the shore, reach sea surfaces occur when storm-elevated surges Storm winds rotating strong spouts contain and water hurricanes, including cyclones, storms Revolving Tropical shipping. and affect damage cause that far from oceans in tropical water warm over occur or hurricanes such as cyclones storms Formation: tropical warm moist zone between at the frontal (MLD) occur depressions Mid latitude streams. jet They latitude band. in this fronts occur with Vortexes cold dry polar maritime air. maritime air and streams. with the jet moving east to west are predominantly with associated often and are large very are MLD’s 1 600 km across. up to large, are Cyclones Size: (ie) of the secondary In the southern ocean primary is south and east of depressions. a family miles in size. nautical many cover fronts and cold fronts Warm depressions. weeks. to 3 up can last and MLDs Cyclones Duration: than 480 km/h. more faster, 320 km/h. MLDs move speed, around a lower have Wind speed: Cyclones in late Mozambique towards waters tropical the warm from move Indian Ocean cyclones Occurrences: summer. or when water colder over and lose energy about 22° S latitude at and recurve south west travel They 10 Roughly such as yachts especially small vessels ships for is important Avoidance passing overland. phenomenon). year (thus not a South African per Atlantic occur in West hurricanes days. several MLDs and hurricanes time: Cyclones, Warning Strand – Oceanography Strand Key Concepts Key Air Movement on Earth’s Surface on Earth’s Air Movement 1. 2. 3. 4. 5. 6. 7. 8. 9. Depressions ) and Mid Latitude or Cyclones; Storms Revolving in the oceans (Tropical Storms 1. 2. 3. 4. 5. 6. 7. 8. Depth Wind and air movement should Learners this understand as an content and as overview an introduction South African to systems weather as the content be applied could other strands. to Term 3 Term Air Movement on Earth’s surface Air Movement on Earth’s Time 3 hours 22

50 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources

Investigations As winds move across the ocean, water is absorbed. Mountains along the coast deflect on-shore winds on-shore deflect along the coast Mountains is absorbed. the ocean, water across As winds move side of the on the windward occurs and precipitation condensation, causing The air cools, upwards. mountain. Oudtshoorn is is wet, (eg George shadow. a rain This is called air is dry. On the lee side of mountain, illustrate.) to Use diagrams and Prince Albert is the driest. dryer, on shadow a rain develops that of a range another example are in South America The Andes Mountains illustrate.) to Desert. (Use diagrams the Atacama – here, range the lee side of mountain Strand – Oceanography Strand Key Concepts Key Effect Orographic 1. 2. 3. Depth Term 3 Term Time

CAPS MARINE SCIENCES 51 Bathymetry Bathymetry charts Compass Globe Briefly introduce equipment Thermometer Barometer Hygrometer Anemometer GPS Resources

Use Skype in the classroom with connect to schools at students time in different zones Investigations illustrating Graph of proportion land in northern southern versus hemispheres of Interpretation charts bathymetry

° ) above sea 8840 m above International Date Line . This is not Date International northern hemisphere. near London, UK. This line is Village Greenwich 11 000 m deep. longitude. N and South Pole at 90 ° S. at 90 ° N and South Pole at with North Pole and latitude meridian is called the and the 180 ° meridian is called on the planet is found in the is found on the planet

Greenwich Meridian, Greenwich . The poles are at 90 °, at °) . The poles are

surface land mass surface a straight line, because it is the line used to divide one day from another. Certain Pacific islands falling islands Pacific Certain another. from divide one day it is the line used to line, because a straight the same day. fit into need to under the same country Lines of latitude are called “parallels” and begin in the centre, at the equator, which is zero degrees degrees zero which is at the equator, and begin in the centre, called “parallels” are Lines of latitude (0 latitude and an of the earth and equator the centre by the angle between determined are Lines of latitude of the earth. the edge imaginary line to (0 latitude degrees Zero lines of latitude. angles to right at drawn Lines of longitude (“meridians”) are the called is a line drawn from the North to South Poles through through South Poles the North to from is a line drawn As the earth cooled after its formation, gravity and rotational forces resulted in it forming into a geoid into forming in it resulted forces rotational and gravity formation, its after As the earth cooled shape. spherical) (almost of the earth is 6371 km. radius The average the equator. of 21.3 km at bulge is a slight There of the Most being Mt Everest point smooth, with its highest The shape of the earth is relatively to be identified. need positions on the planet exact the earth, and oceans in particular, study When we used is lines of system The location 0 ° . from or west, east named as the angular change, Lines of longitudes are is the Mariana Trench, ocean trench, The deepest level. a. b. c. 1. 2. 3. 4. The shape of the earth 5. systems Location 1. 2. Key Concepts Key Strand – Oceanography Strand Navigational Navigational skills and charts is dealt with on an introductory level. It is a topic dealt with in other subjects. The relevant most is to content grid identify references of Marine Sciences studies. Depth Chart work – Location Systems and the Shape of Earth 4 hours Time Term 3 Term 23

52 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources

. Investigations Use GPS, Google Map and time clocks on cell phones to illustrate how easily time zones and location systems can be applied Geocache to games exercises/ concepts. reinforce

Peters tangent plane tangent projection, and projection, cylindrical projection, conic projection, cylindrical is used extensively of recent times to record localities at which Marine Sciences research occurs research at which Marine Sciences localities record to times of recent is used extensively Any flat map or chart will be a distorted view of a spherical surface. Charts are drawn by placing an drawn Charts are surface. of a spherical view map or chart will be a distorted flat Any chart surface. a flat of the globe onto the image of the earth and projecting imaginary lamp in the centre source inside the globe and b) light positions of a) the by different obtained are projections Different chart. basic projections: one of three are maps Most with the in contact (with the page in a cone the cylinder, around is either wrapped . The page projection area being disproportionately show land projections These plane projection. tangent as a or flat equator), far look Asia and North America such as Europe, continents result, As a in the upper latitudes. larger On the the equator. of land at areas large which contains on the chart than Africa, in area larger Africa appears far larger than Europe and North America. The Peters projection is a computer- is a projection The Peters and North America. than Europe larger far appears Africa projection, on a map. illustrated with land proportionately projection generated GIS show the planet’s three-dimensional surface as if projected onto a flat surface. The task of a The surface. a flat onto as if projected surface three-dimensional the planet’s show Charts and maps convenient accurate, is most chart that a flat onto a representation produce is to or cartographer mapmaker distorted. use, and the least for 1. 2. 3. Key Concepts Key Strand – Oceanography Strand

Depth

Time Term 3 Term

CAPS MARINE SCIENCES 53 Internet YouTube Resources

Video clips are fine are Video clips this section, for shore as a rocky will be habitat in investigated detail Investigations

. food food used up cycle nutrient ) as well as ) as well abiotic converting converting , with each level and intraspecific inter- : levels trophic the open ocean, rocky shores, sandy shores, kelp kelp sandy shores, shores, the open ocean, rocky passed along the food chain passed along the food in an ecosystem, including in an ecosystem, heterotrophs (mainly bacteria and fungi) break down organic organic down and fungi) break (mainly bacteria heterotrophs ) that ingest other ingest ) that detritivores omnivores, carnivores, ( herbivores, (parasitism, commensalism and mutualism). (parasitism, , mainly phytoplankton and seaweeds. , mainly phytoplankton by producers and producers by

community of organisms that interact with each other and the particular interact that of organisms community . Predator-Prey interactions. . Predator-Prey biomass or energy number, as an extension of symbiosis.) as an extension converted to food to converted of – autotrophs Producers – heterotrophs Consumers and hunting, scavenging browsing, (eg grazing, strategies feeding using various organisms, feeding). filter – saprophytic Decomposers by primary producers. for use again releases nutrients die. This organisms after compounds ) sections of the system. biotic ) sections of the is defined as a is defined a. b. c. (Unpack these terms and concepts with marine examples – eg parasitic isopods and fish tapeworms, tapeworms, – eg parasitic isopods and fish with marine examples and concepts (Unpack these terms fish and anemone. Discuss remora and shark, pilot fish cleaner wrasse, clown coevolution through ecosystems in a ecosystems through cycled are and oxygen) nitrogen (eg carbon, nutrients Inorganic an ecosystem. through flow energy to refer Thus we organisms occur between Other interactions competition. also occur relationships Symbiotic studied: are marine ecosystems South African Five and estuaries. forests Detail is provided in sections on nutrient cycles.) in sections on nutrient is provided ( Detail is Energy is (food) the energy eventually , until alive stay to in order other forms to some of the energy An ecosystem is linked by a flow of energy and materials through the non-living ( through and materials of energy a flow by is linked An ecosystem as , or graphically chains or webs food as be indicated can in an ecosystem relationships Feeding pyramids The biotic components include organisms from several several from include organisms components The biotic living ( 4. 6. 7. 8. 5. 1. 3. 2. Ecology Ecology An ecosystem in detail. ecosystems study . Ecologists live in which they environment physical Key Concepts Key Strand – Ecology Strand The Depth of The Depth is to this topic the introduce of components and an ecosystem some understand of the complex interactions them. between While some will concepts be dealt with it separately, is important to learners for them combine when looking specific at ecosystems. Depth Ecological concepts introduction and Carbon, Nitrogen Phosphate 4 hours Time Term 3 Term 24

54 CURRICULUM AND ASSESSMENT POLICY STATEMENT Many YouTube YouTube Many available are Clips all illustrate to the defined and illustrated on this content topic Resources Investigations

2 ) to the deep ocean and back to 2 is released. The increase of CO The increase is released. 2 levels in the Ocean can cause Ocean cause in the Ocean can levels 2 is controlled by: is controlled Illustrate this cycle with a flow diagram. this cycle with a flow Illustrate 2 to organic material occurs by photosynthesis at the sea at photosynthesis by occurs material organic to 2 to the surface. the surface. to Water temperature. temperature. Water pH Salinity. ions. and carbonate of calcium The availability the to dropping material such as organic processes, Biological ocean floor CO transfer that patterns Circulation

a. b. c. d. e. f. becomes part of organic matter. When the organic material dies it sinks dies it sinks material When the organic matter. part of organic becomes 2 currently in the atmosphere, as high CO in the atmosphere, currently 2 can potentially increase the acidity of the ocean. This process is referred to as a biological to as a biological referred is the acidity of ocean. This process increase potentially can ( (Carbon) pump/ Carbon sequestration. the high levels to trap can be used to see if it studying the Carbon pump are Scientists of CO surface. The CO surface. to the bottom of the ocean. When it decomposes, the CO the of the ocean. When it decomposes, the bottom to acidification. acidification. CO which the oceans absorb at The rate The transfer of carbon from CO from of carbon The transfer 2. 3. 1. Strand – Ecology Strand Concepts Key The Carbon Cycle Depth of this The Depth introduce is to topic of the components and an ecosystem some understand of the complex between interactions them. While some concepts will be dealt with separately, it is important to learners for them when combine specific looking at ecosystems. Term 3 Term Time of 4 Total hours For Carbon, N and P Nutrient Cycling 1 Carbon

CAPS MARINE SCIENCES 55

[NOAA kits] Education [CMORE Hawaii sheet] fact Resources

Investigations

) - 2 ) are required to convert nitrogen to nitrates. to nitrogen convert to required are some microbes convert nitrate and nitrate convert some microbes denitrification nitrite (NO nitrite ammonium into convert microbes certain many organisms consume POC and DON, converting them POC and DON, converting consume organisms many (PON) nitrogen organic particulate Illustrate this cycle with a flow diagram. this cycle with a flow Illustrate nitrification, assimilation by pho assimilation the ocean for into released are ). And so nitrates specific processes 3 . dissolved nitrogen gas is taken up by microbes, which convert it into am - it into which convert microbes, up by is taken gas nitrogen dissolved remineralisation, In this way nitrogen becomes accessible for absorption by absorption accessible for becomes nitrogen In this way form. useful ), a more 4 (DON) nitrogen organic dissolved nitrogen fixation, nitrogen b) a) small particles which contain contain a) small particles which the ocean surface. the ocean at enters gas Nitrogen By monium (NH nitrate (NO nitrate and then into gas. ( gas. nitrogen back into nitrites into the water column. column. the water into called In a process ammonium. back into called in a process the cycle, complete To tosynthetic organisms tosynthetic . of assimilation another form leading to and nitrate, nitrite absorb microbes In some cases, ammonium and – releasing die and decompose, Microbes organisms and enters the biological cycle. the biological and enters organisms called process In a two-step 1. 2. The Nitrogen Cycle The Nitrogen (approx. a lot of nitrogen contains Air of amino acids and proteins. the formation is needed for Nitrogen nitrogen absorb Plants protein. to make by plants cannot be used directly and 78%) but is unreactive and of nitrates, only in the form 5. 6. 4. 3. Key Concepts Key Strand – Ecology Strand - The Depth of The Depth is to this topic the introduce of components an ecosystem and understand some of the inter complex between actions them. While some concepts will be dealt with separately, it is important to learners for them combine when looking at - specific ecosys tems. Depth Total of 4 Total hours For Carbon, N and P Time Term 3 Term Nutrient Cycling- 2 Nitrogen

56 CURRICULUM AND ASSESSMENT POLICY STATEMENT - Resources YouTube Many avail are Clips illustrate able to all the defined and illustrated on this content topic Investigations

. , which stores , which stores Illustrate this cycle Illustrate . rivers decaying animals decaying and they live in and then pass it live they ATP molecule ATP which provide all DNA and RNA, which provide and animal waste washing into soil into washing from land, from directly from the water from directly ) results in phosphorus being released and in phosphorus being released results . Phosphorus is thus needed for every every . Phosphorus is thus needed for reproduce function and to cells and organisms for Phosphates are found in rocks. in rocks. found are Phosphates Weathering Most aquatic producers obtain phosphorus obtain producers aquatic Most and carnivores. herbivores on to animals. and decaying animal waste through the environment to Phosphorus is returned ( part of the oceanic crust. to become to the Ocean floor Some of these settle diagram. with a flow ocean through run-off the ocean through Phosphorus enters The Phosphate Cycle The Phosphate . Phosphorus is also found in . Phosphorus is also found each living cell its energy gives 1. 2. 4. 5. 6. 3. Key Concepts Key . as phosphates but rather form in its elemental in the environment Phosphorus does not exist part of the It is an important for life. element is an essential Phosphorous - Ecology Strand Phosphates Cycling: Nutrient and information survive. to organism - submarine and continen from in which phosphorus travels describes the process The phosphorus cycle living organisms. to ecosystems through rocks, surface tal - - Depth of The Depth is to this topic the introduce of components and an ecosystem some understand in - of the complex between teractions them. While some will be concepts dealt with sepa it is import rately, learners for ant them combine to when looking at - specific ecosys tems. Term 3 Term Time of 4 Total hours For Carbon, N and P Nutrient Cycling- 3 Phosphates

CAPS MARINE SCIENCES 57 Resources Stereo Stereo microscope

Investigations slide show Photographs, or videos examples Study live (aquarium or rock-pool study) of as many Observation species as possible live OR a lesson or course arrange aquarium with nearest Use one specific locally example. available into Incorporate field trips ecosystem study spicules for Isolate under microscope, dissolving sponge by in nitric or fragments sulphuric acid , silica or , silica 3 are made up of CaCO are Spicules by fragmentation or budding. fragmentation by . Some sponges are are . Some sponges substrate a favourable to and crawl settle produce spicules. produce cells to engulf particles. cells to form structural support or a skeleton. support or a skeleton. structural form layer: mesenchyme control. of organisation, with three body layers. with three of organisation, tissue level cells for protection. dermal cells for Diffusion to all other cells. Diffusion Filter-feed using collar cells, which also ensure a constant flow through pores and out. pores through flow a constant cells, which also ensure using collar Filter-feed Amoeboid the inside. to cells ; pathway Pore Spicule cells Spicules spongin (wiry threads of silk-like material). of silk-like spongin (wiry threads Colour acts as a eat. to unpleasant and very small grazers spiky to sponges Spicules make warning. Mesenchyme with spicules. Mesenchyme reproduction can happen reproduction marine , some freshwater. Outer Outer Middle jelly • • • • • collar cells of collar Inner layer nervous Grow continuously. Grow variety. Huge classify Porifera. used to are material Shape and skeletal cells filter and collar their pores into suck water they filters; ecological effective very are Sponges out food. Dermis and spicules. Protection: Support: No Transport: released. Multicellular and then fertilised eggs are in mesenchyme, form Gametes Reproduction: then days a few for swim larvae . hermaphroditic Asexual Nutrition: Mainly Asymmetrical. organism. forming a multicellular of partially specialised cells A loose collection simple Very a. b. c. -Refer to the Phylogenetic tree to place this Phylum in its Evolutionary context. Evolutionary in its this Phylum to place tree the Phylogenetic to -Refer (sponges) Porifera Strand – Marine Biology Strand 1. 2. 3. 4. Key Concepts Key 5. 6. 7. 8. 9. 10. 11. 13. 14. 15. 12. Evolutionary Evolutionary trends The definitive differences phyla between Specific adaptations, to relating to structures functions The richness of marine and biodiversity conserved Why it must be Depth of this The depth a level is at topic pupils where and appreciate understand: • • • • Porifera Term 3 Term Time 4 hours 25

58 CURRICULUM AND ASSESSMENT POLICY STATEMENT Videos Resources Photographs, slide Photographs, and videos show of as Observation species live many as possible, or lesson or arrange with nearest course aquarium Use a specific available locally example. Increasing THEME- area. surface cardboard Prepare about cylinders an A4 sheet from format). (landscape the have Now paper A4 fold pupils corrugate to sheets them and see how be fitted can many the inside around of the cylinder. Investigations and they and they planula larvae cells). digestive cells in ecto- and Sensory cells in ecto- and musculo-digestive cells. musculo-digestive and ) Musculo epithelial- in the mesoglea ( nerve net assist in feeding and maintaining hydrostatic hydrostatic and maintaining in feeding assist and pharynx . . a medusa form incorporating a life-cycle but some classes have may be formed from clusters clusters from be formed may or budding, or gametes fragmentation from centre and outside. centre from cilia transported to all other cells by diffusion. all other cells by to transported polyp, through through or planktonic existence. sessile or planktonic ideal for diffuses due to gland cells due to digestion internal 2 O (only body opening) asexual asexual Specialised cells within these layers mesoglea and endoderm. Specialised cells within these layers Ectoderm, Diploblastic. and then released. Resulting larvae are termed are larvae Resulting cells and then released. interstitial crawl or swim using or swim crawl . cycle life multi-stage a complex have Some examples Can be of Fluid filled body cavity/gut ( Coelenteron cavity/gut Fluid filled body muscles ( Longitudinal and circular Gel mesoglea Stinging cells (Nematocysts) and other specialised cells capture prey. capture and other specialised cells Stinging cells (Nematocysts) Mouth integrity. and External . area the surface increase folds Internal products Digestion occurs through a through occurs coordination b. a. b. a. c. a. b. c. d. e. Reproduction: “Cnidaria” means “nettles” in Greek. “Cnidaria” means “nettles” is a body form The typical Radially symmetrical – Radially symmetrical Body plan – functions. all necessary life perform by: or assisted support is provided Hydrostatic Nervous endoderm). Nutrition: Gaseous exchange- 9. 1. 2. 3. 4. 5. 6. 7. 8. -Refer to the Phylogenetic tree to place this Phylum in its Evolutionary context. Evolutionary in its this Phylum to place tree the Phylogenetic to -Refer Strand – Marine Biology Strand Use labelled diagrams to illustrate detail. Use a sandy anemone as an example. detail. illustrate Use labelled diagrams to Key Concepts Key Evolutionary Evolutionary trends The definitive differences phyla between Specific adaptations, to relating to structures functions The richness of marine biodiversity and conserved Why it must be Depth of this The depth a level is at topic pupils where and appreciate understand: • • • • Term 3 Term Cnidaria- Introduction and Cnidarian Classes Time 3 hours 26

CAPS MARINE SCIENCES 59 Resources Videos Investigations

Photographs, slide Photographs, and videos show examples Study live (aquarium or rock- pool study) of as Observation species live many as possible, or lesson or arrange with nearest course aquarium Use a specific available locally but example, ability to ensure major recognise or sub-groups classes and defining characteristics into Incorporate field ecosystem trips

in the . coelenteron cups to live in, where they they in, where live to cups 3 . mutualistic zooxanthellae mutualistic , with a tissue-lined bluebottles .) . jelly mesogloea colonies such as colonies ) is very similar to Cnidaria. Sizes range from a few a few from range Cnidaria. Sizes similar to jellies ) is very comb anemones, colonial anemones, zoanthids, soft coral, hard coral, sea coral, hard coral, soft anemones, zoanthids, anemones, colonial polymorphic Single anemones, generally small and growing very close to each other to form form each other to close to very small and growing Single anemones, generally (common name (common , run down the length of the body (hence name). the length , run down swimming cilia, used for (Provide photos or diagrams for each.) or diagrams for photos (Provide Typical in warm tropical oceans. Colonial polyps build CaCO tropical in warm Typical central base made up of same two body layers and mesoglea body layers base made up of same two a central from grow polyps Several Closely resemble colonial anemones but are joined together by a fleshy membrane, the membrane, a fleshy by joined together anemones but are colonial Closely resemble Colonial polyps grow from a stiff central branching protein rod. protein branching central a stiff from grow Colonial polyps phylum Microscopic polyps growing together from a fern-like or feathery central stalk, some giving stalk, central or feathery a fern-like from together growing polyps Microscopic form large intricate structures. Different corals are classified according to the shape of the structures structures to the shape of classified according are corals Different structures. intricate large form mainly zooplankton, captured from built. Nutrition is derived Photos or diagrams, to be able to identify an example.) an identify be able to or diagrams, to ( Photos The adult has a thin tissue layer around a around The adult has a thin tissue layer middle. cells present. no stinging are cells, but there in sticky covered tentacles have Many bands of Distinct Also referred to as jellyfish. to Jellies – Also referred with polyp and medusa stages. cycle life a complex Normally have discussed. already Anemones – This is the chosen example, Colonial anemones – extended carpets. extended – Zoanthids broad carpets in the intertidal in the intertidal carpets broad form they , where shorelines sub-tropical to . Limited coenoenchyme harbour zooxanthellae they coral hard . Like zone – coral Soft (eg purple soft coral or sunburst soft coral). soft or sunburst coral (eg purple soft – coral Hard Sea Fans – Sea Fans Hydroids – Hydroids . as hydromedusae known a medusa stage rise to include modified Hydroids 4. 1. 2. 3. 1. 2. using diagrams cycle stages, and life (Discuss jelly structure • • • • • • Hydrozoa a. b. Scyphozoa and Cubozoa Scyphozoa Anthozoa Key Concepts Key of examples and features discuss Briefly fan, jellies and hydroids. jellies and hydroids. fan, 1. Strand – Marine Biology Strand millimetres to over a metre. over to millimetres 2. 3. Ctenophora – This Ctenophora Evolutionary Evolutionary trends The definitive differences phyla between Specific adaptations, to relating to structures functions The richness of marine biodiversity and conserved Why it must be Depth of this The depth a level is at topic pupils where and appreciate understand: • • • • Time 3 hours Term 3 Term Cnidarian classes

60 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources are Clips YouTube Many illustrate to available and all the defined on content illustrated this topic

Investigations and videos slide show Photographs, study) (aquarium or rock-pool examples Study live species as possible, or live of as many Observation aquarium with nearest lesson or course arrange but ensure example, available locally specific a Use or classes major sub-groups recognise ability to characteristics and defining field trips ecosystem into Incorporate ratio volume to Area Surface NEW THEME- widths and cut of different sheets sponge Use two the Establish of similar volume. sizes them into shallow of each and put them into areas surface 30s. for of water, holding the same volumes trays of water the volume to area surface Then relate absorbed. . tubule network (mesoderm), . form larval or a planktonic . or swim Explain significance of flat structure of flat . Explain significance clusters. fragmentation or budding fragmentation by Asexually examples move move motile examples are living examples Free Multicellular, triploblastic Multicellular, Extrudable muscular pharynx sucks food into into food Extrudable sucks muscular pharynx control – Nerve network, cerebral ganglion or ganglion cerebral network, – Nerve control cilia and slime Ectoderm specialised to protect and aid in locomotion. and aid in locomotion. protect specialised to Ectoderm aid nutrition. Endoderm specialised to medium ; also as the hydrostatic over Mesoderm takes houses organs. , with internal fertilisation. fertilisation. , with internal hermaphrodite are most Sexual: adults as miniature Eggs hatch . acoelomate a) b) c) exist. examples and parasitic Free-living – Locomotion Nervous current, spots; also senses touch, . Eye cephalisation and chemicals. temperature Nutrition – flame cell to linked – Reproduction using gut. branched skin and diffusion. through Gaseous exchange causing of ectoderm, folds – Inward Excretion Latin – “Flat worm” – “Flat Latin ratio and transport of surface-area-to-volume with regard to gasses. . symmetry Bilateral Body plan – 4. 5. 6. 7. 10. 8. 9. 1. 2. 3. Refer to the Phylogenetic tree to place this Phylum in its this Phylum to place tree the Phylogenetic to Refer context. Evolutionary Strand – Marine Biology Strand Key Concepts Key (Use labelled diagrams to illustrate detail.) illustrate (Use labelled diagrams to Evolutionary Evolutionary trends The definitive differences phyla between Specific adaptations, to relating to structures functions The richness of marine biodiversity and be conserved Why it must Depth The depth of this The depth a level is at topic pupils where and appreciate understand: • • • • Platyhelminthes Time 3 hours Term 3 Term 27

CAPS MARINE SCIENCES 61 Resources Videos Investigations Photographs, Photographs, and slide show videos Study live examples (aquarium or study) rock-pool Observation of as many species as live possible, or lesson arrange or course with nearest aquarium Use a specific available locally but example, ability ensure recognise to major sub- or classes groups and defining characteristics into Incorporate field ecosystem trips in and commensals parasites and as damp soil , which houses a sticky eversible – and sometimes – and sometimes eversible , which houses a sticky rhynchocoel Photos and diagrams can be used to ensure students can identify them.) identify can ensure students be used to and diagrams can Photos arrow worms: arrow in detail. in detail. ribbon worms: roundworms: can be extended to ingest food with the mouth at with the mouth at food ingest to be extended can (an introvert); tubular extension tapering at each end. at tapering liquids or microscopic animals. on liquids or microscopic and feed proboscis. , also sediments marine and estuarine not be dealt with are commonly called called commonly are need as they resemble peanuts in their dormant state. peanuts in their dormant resemble as they as peanut worms known commonly are Generally found in gravel and sediment in intertidal zones. in intertidal and sediment in gravel found Generally long. metres several can be exceptions long, and centimetres many to millimetres a few from varies Size be long, to thin and flat Tend gut. a through Have system. form a simple circulatory to modified a coelom Have a called the foregut, a space above Have branched – sticky – sticky branched feed . filter or to prey capture to a net is used like The proboscis of mucus. with cilia on a layer flatworms, like move Most in abundant Very many plants and animals. plants many centimetres. can be several long, but exceptions millimetres a few less than 1 mm to is generally Size tubular bodies Have of the body. the length extends A pseudocoelom gut a through Have wriggling. means of snake-like is by Movement zones. mussel beds, in intertidal like organisms, sedentary and below and sediments in gravel found are They 1cm–5cm. is generally Size an eversible have They its end. U-shaped through-gut. a coiled, have They their body and dragging front anchoring the extended by forward move also enables them to The introvert along. of them live. most communities, where in planktonic predators significant are worms Arrow 12cm. about 2mm to from in size Range tail. head and body with a distinct worm-like tubular, a transparent, have They gut, within a coelom. a through have They be covered can The chaetae prey. capture with which they chaetae tooth-like several the head are Around swim. a flap of skin while they by fish. resembling those of bony of the epidermis extensions fins; and caudal lateral have They 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. (These phyla Strand – Marine Biology Strand Concepts Key are commonly called commonly are Nemerteans are commonly called commonly are Nematodes Sipunculids Chaetognaths Evolutionary Evolutionary trends The definitive differences between phyla Specific adaptations, to relating to structures functions The richness of marine biodiversity and be conserved Why it must Depth of this The depth a level is at topic pupils where and appreciate understand: • • • • Other Unsegmented Worms Other Unsegmented Worms Time 2 hours Term 4 Term 28

62 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Videos Resources Live worms Live

- - - Investigations Photographs, Photographs, and slide show videos Study live examples (aquarium or study) rock-pool Observation of as many species as live possible, or lesson arrange or course with nearest aquarium Use a specific available locally but example, ability ensure recognise to major sub- or classes groups and defining characteristics into Incorporate field ecosystem trips Investigations Photographs, slide Photographs, and videos show examples Study live (aquarium or rock- pool study) of as Observation species live many as possible, or lesson or arrange with nearest course aquarium Use a specific ex available locally ample, but ensure recognise ability to major sub-groups or classes and character defining istics into Incorporate field ecosystem trips earth Observe - or (prefera worms bly) Pseudonereis or wonderworm Virtual or YouTube video on dissection

- - in and commensals parasites . and organ space. and organ before sinking to metamorphose metamorphose sinking to before and as damp soil , which clean coelomic fluid and blood; excrete excrete fluid and blood; , which clean coelomic segmental ganglia segmental

) stimulat ( gamone a scent produce gametes released . First nephridia , which houses a sticky eversible – and sometimes – and sometimes eversible , which houses a sticky rhynchocoel , with contractile arteries to ensure effective internal transport. internal effective to ensure arteries , with contractile Photos and diagrams can be used to ensure students can identify them.) identify can ensure students be used to and diagrams can Photos cerebral ganglion. cerebral pores. . it coelomate make , with a split mesoderm to arrow worms: arrow in detail. in detail. links individual links nerve cord ribbon worms: roundworms: – around 4000 species have been identified, both sedentary and both sedentary been identified, 4000 species have – around Polychaetae can be extended to ingest food with the mouth at with the mouth at food ingest to be extended can (an introvert); tubular extension . bristles tapering at each end. at tapering liquids or microscopic animals. on liquids or microscopic and feed proboscis. , also sediments marine and estuarine - contrac segmental of independent using a combination around move forms Free-living Front segments are modified for various modes of feeding various modes of for modified are segments Front hydrostatic skeleton a hydrostatic provide to is fluid-filled The coelom cuticle. mucus) with a protective a specialised glandular skin (producing forms The ectoderm the gut lining The endoderm forms not be dealt with Broad fan-like surfaces in filter feeders. in filter surfaces fan-like Broad and chew catch to predators in jaws tooth-filled or of bristle- range wide threads; Long sticky prey. digestion. and glands enables effective gut with specialised compartments A through A double ventral A double ventral ter sense organs. ter a larger also have They Allows for coordination of different parts of the body. of different coordination for Allows independently. be operated can segment Each with bet cephalisation advanced more worms have segmented with the flatworm, Compared Some asexual regeneration of segments or budding can occur. or budding of segments regeneration Some asexual production. gamete to dedicated or segments organs with specialised sex unisex, Generally spawning synchronised have Often ing other individuals to spawn. Swarming may also occur. may Swarming spawn. ing other individuals to as plankton , which float larvae as Trochophore Eggs hatch adults. into are commonly called called commonly are a. b. c. b. c. a. c. b. a. b. a. a. b. c. d. need as they resemble peanuts in their dormant state. peanuts in their dormant resemble as they as peanut worms known commonly are Nutrition – – A closed blood system Circulation pigment. gills, respiratory gills, extra-oral with segmental – Skin, parapodia Gaseous exchange a pair of have segments – Most Excretion Symmetry – Bilateral. Symmetry Body plan – Triploblastic Locomotion – Locomotion – Nervous coordination tions and parapodial tions and parapodial waste to outside through outside through to waste – Reproduction Segmentation Generally found in gravel and sediment in intertidal zones. in intertidal and sediment in gravel found Generally long. metres several can be exceptions long, and centimetres many to millimetres a few from varies Size be long, to thin and flat Tend gut. a through Have system. form a simple circulatory to modified a coelom Have a called the foregut, a space above Have branched – sticky – sticky branched feed . filter or to prey capture to a net is used like The proboscis of mucus. with cilia on a layer flatworms, like move Most in abundant Very many plants and animals. plants many centimetres. can be several long, but exceptions millimetres a few less than 1 mm to is generally Size tubular bodies Have of the body. the length extends A pseudocoelom gut a through Have wriggling. means of snake-like is by Movement zones. mussel beds, in intertidal like organisms, sedentary and below and sediments in gravel found are They 1cm–5cm. is generally Size an eversible have They its end. U-shaped through-gut. a coiled, have They their body and dragging front anchoring the extended by forward move also enables them to The introvert along. of them live. most communities, where in planktonic predators significant are worms Arrow 12cm. about 2mm to from in size Range tail. head and body with a distinct worm-like tubular, a transparent, have They gut, within a coelom. a through have They be covered can The chaetae prey. capture with which they chaetae tooth-like several the head are Around swim. a flap of skin while they by fish. resembling those of bony of the epidermis extensions fins; and caudal lateral have They 6. 7. 8. 9. 1. 2. 4. 5. 10. 3. 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. -Refer to the Phylogenetic tree to place this Phylum in its Evolutionary context. Evolutionary in its this Phylum to place tree the Phylogenetic to -Refer free living. free Segmented worms Segmented detail.) illustrate ( Use labelled diagrams to major classes; marine are three characteristics.There revolutionary of several the start represents This phylum mainly in the class fall examples Key Concept Key Strand – Marine Biology Strand (These phyla Strand – Marine Biology Strand Concepts Key are commonly called commonly are Nemerteans are commonly called commonly are Nematodes Sipunculids Chaetognaths - Evolutionary Evolutionary trends The definitive differences between phyla Specific adaptations, to relating to structures functions The richness of marine bio and diversity be conserved Evolutionary Evolutionary trends The definitive differences between phyla Specific adaptations, to relating to structures functions The richness of marine biodiversity and be conserved Why it must Why it must of this The depth a level is at topic pupils where and appreciate understand: • • • • Depth Depth of this The depth a level is at topic pupils where and appreciate understand: • • • • Other Unsegmented Worms Other Unsegmented Worms Annelid Groups Annelida and 4 hours Time Time 2 hours Term 4 Term 4 Term 28 29

CAPS MARINE SCIENCES 63 Resources animals Live Investigations Study photographs live and, ideally, examples Produces leathery or sandy, calcareous tubes. Feathery outgrowths around around outgrowths tubes. Feathery calcareous or sandy, leathery Produces Lives in mucous tubes. Identify feeding threads and gills. feeding threads tubes. Identify in mucous Lives or other free-living example; identify parapodia, bristles and jaws. bristles parapodia, identify example; or other free-living (mussel worm) Pseudonereis – Tangleworm – worm or fan worm Tube the mouth act as filter feeding mechanisms and gills. the mouth act as filter 1. 3. 2. Key Concepts Key identify: Discuss and be able to Strand – Marine Biology Strand Depth Annelid examples - Time of the Part time allo for cation Annelida Time Term 4 Term Annelid groups

64 CURRICULUM AND ASSESSMENT POLICY STATEMENT - Resources Many YouTube YouTube Many avail are Clips illustrate able to all the defined and illustrated on this content topic

- Investigations Photographs, Photographs, and slide show videos - exam Study live ples (aquarium or study) rock-pool of as Observation species live many as possible, or lesson or arrange with near course aquarium est Use a specific available locally but example, ability ensure recognise to major sub-groups or classes and - charac defining teristics into Incorporate field ecosystem trips

- . anchor for mus - anchor for and a firm nerve cord. nerve , the basic body plan and definitive fea - , the basic body plan and definitive protection protection provide to and protein 3 symmetrical. exoskeleton: in order to grow. to in order Use labelled diagrams to illustrate detail.) illustrate Use labelled diagrams to . coelomate triploblastic All are coordination: CaCO incorporates The exoskeleton They have chemosensitve antennae, also antennae, chemosensitve have They and hairs antennae sensitive Touch eyes.. compound and complex Simple eyes double ventral a double ventral leading to and a brain cephalisation have Arthropods . advantage mechanical for levers cles, and it incorporates modified appendages. of the many enable movement joints at membranes protein Flexible other processes. and many enable locomotion Appendages moult must Arthropods bilaterally are Most Symmetry: Body plan: to an is modified The ectoderm for sensing (antennae), finding food (pincers or claws), feed or claws), food (pincers finding sensing (antennae), modified for are Appendages Locomotion: The success of the insects is mainly few. a mention (legs) and swimming, to ing (mouth parts), walking wings. ascribed to Nervous While external segmentation is obvious, this aids flexibility but is not internal, so there is no repetition of repetition is no so there internal, but is not this aids flexibility is obvious, segmentation While external abdomen and segmented or carapace cephalothorax have Marine examples organs. segmental a. b. c. d. a. b. c. d. -Refer to the Phylogenetic tree to place this Phylum in its Evolutionary context. Evolutionary in its this Phylum to place tree the Phylogenetic to -Refer Revise life patterns and classification patterns life Revise of animals group and diverse successful the most far Although this is by ( universal. are tures 1. 2. 3. Key Concept Key 5. 6. 4. Strand – Marine Biology Strand - Evolutionary Evolutionary trends definitive The differences between phyla Specific adaptations, to relating to structures functions The richness of marine biodiversity and be conserved Why it must stand: • • • • The depth of The depth is at this topic where a level - pupils appreci and under ate Depth Arthropoda- Introduction and Marine Arthropod Groups Arthropoda- Introduction and Marine 6 hours Time Term 4 Term 30

CAPS MARINE SCIENCES 65 Resources

Investigations

developmental stages as , performing external digestion deals with the wide may be present. through gut Mouth parts cut and sort food. compartmentalised A range of food collected. Large digestive gland takes in food particles to further digest them. Blood system is open , with haemocoels joined by vessels and a dorsal heart. Haemoglobin or haemocyanin Marine arthropods lay eggs, which may have been fertilised internally or externally could even be parthenogenetic. Eggs hatch as Nauplius larvae , which then go through various meroplankton . Specific life cycles can vary from this general description. Internal organs are bathed in blood (which is similar to sea water). Simple circulation via heart and blood vessels to certain areas. Nutrition: Circulation – Gaseous exchange – generally through gills in a chamber of the carapace. Excretion – Green glands in crustaceans, also via gills.. Reproduction: a. b. c. a. b. c. a. c. b. 7. 8. 9. 10. 11. Key Concept Key Strand – Marine Biology Strand Depth Time Term 4 Term

66 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources Charts Video clips Slides show to Diagrams symmetry

Investigations Investigation of a Investigation between comparison animals the different and euthanase Obtain harbour crabs invasive dissection for ) are used to filter feed. filter used to ) are Exhibits a mollusc-like structure but starts out as a “shrimp”. but starts structure Exhibits a mollusc-like of exoskeleton. as an outgrowth produced are plates The shell-like The legs ( cirri similar internal very but have as appendages, and shape as well in structure Vary anatomy. in the introduction. mentioned features the generic close to Very a) b) c) a) b) Head with pincers and a feeding proboscis. and a feeding Head with pincers abdomen. Reduced legs and a slender body. Eight legs. into extend organs reproductive and Digestive and crabs. lobsters Include barnacles, isopods and amphipods, shrimps, prawns, similar body plan and structure. a fairly the barnacle, all have Apart from Barnacle: (isopods, amphipods and shrimps): Lobsters 1. 2. 3. 4. 1. 2. 3. 4. Strand – Marine Biology Strand Key Concept Key Diagrams and photos are needed, but only for students to be able to identify each class or group. identify be able to to students are needed, but only for Diagrams and photos (sea spiders): Pycnogonids Crustaceans: Evolutionary Evolutionary trends The definitive differences phyla between Specific adaptations, to relating to structures functions The richness of marine biodiversity and conserved Why it must be Depth The depth of this The depth a level is at topic pupils where and appreciate understand: • • • • Term 4 Term Time Time is included in the Arthropoda and intro groups. Marine Arthropod Groups

CAPS MARINE SCIENCES 67

Resources

Investigations , (spiders and scorpions) and and scorpions) (spiders (millipedes and centipedes), arachnids (millipedes and centipedes), Also very similar to the generic anatomy. the generic similar to Also very folded abdomen and a small segmented carapace flat broad a typically Have underneath. shell. abdomen, hidden in gastropod an elongated have not true crabs; Hermit crabs a) b) c) giving rise to myriapods giving rise to groups. other lesser-known amongst animals on the planet), “successful” insects (the most success. real sea with any back to ventured of these land-living classes have few Very Crabs and Hermit crabs: Crabs land along with proto-arachnids onto moved some crustaceans that shows record The fossil 5. 6. Strand – Marine Biology Strand Key Concept Key Depth Term 4 Term Time

68 CURRICULUM AND ASSESSMENT POLICY STATEMENT https:// www.e- education. psu.edu/ geog30/ node/394 Resources

Visit an Eco- Visit park or SAN Parks facility to discover the elements of HIPPO Investigations

P ollution, (Human) species, genetic and HIPPO: H abitat Loss, I nvasive Species, O verharvesting. diversity. diversity. Biodiversity as defined by the International Union for Conservation of Nature is variability among living organisms; including terrestrial, marine and other aquatic ecosystems the ecological complexes of which they are part. Biodiversity includes ecosystem The most significant human threats to biodiversity can be There are many threats to biodiversity. remembered by using the acronym P opulation growth and Essential to an ocean economy is a sustainable approach the management of biodiversity the accomplish this sustainability, To on coastlines, the ocean and all that it contains. biodiversity of all habitats must be protected. Strand – Humans and the Oceans Term 4 Term Human threats to biodiversity The Human Impacts topic is one which learners should be able to understand and apply multidisciplinary skills to illustrate the integrated nature of ecology and human engagement. It is here where interspecies equity should contextualise human “light” footprints on planet earth. Human Impacts upon Ocean Biodiversity (HIPPO) An hour HIPPO Intro And an hour for each sub-topic 5 Total hrs Time Time 31

CAPS MARINE SCIENCES 69 . https://www. reference. com/science/ habitat- destruction- c2a7d898944 98e78?qo=cd pArticles# Resources Investigations

All these result. could not found anywhere else on other ecosystems; domino effects ecosystems are interrelated, sensitive and adverse effects migratory pathway between habitats. has impacted upon biodiversity and is a primary cause along the South African coastline makes marine endemism along the South require protection for such species to survive. Should one of the “pathway” the survival of many species. subsequent habitats in turn affect others, and areas habitats be damaged, it could cause on the planet. Many species of Protecting habitats is critical for sustaining biodiversity. invertebrates and vertebrates found in the coastal zone are particularly sensitive to human disturbance. Migratory species are sensitive to habitat destruction because they occupy more than one habitat and move along a The high level of organisms particularly vulnerable, as many species are 2. 3. 1. Strand – Humans and the Oceans endangering The elsewhere in this curriculum there is a focus on ecosystems which illustrates range of some marine habitats such as theKelp Forests, Coral Reefs. Mangroves, Estuaries and Open Ocean, Studies have been shown that these exceptionally complex . No ecosystem habitat exists in isolation, without inputs and outputs that are connected to other marine habitats and ecosystems. Hence the Ocean Literacy principle “There is One Ocean” – and that all elements are interrelated. The first letter of the HIPPO acronym (see previous topic) refers to human destruction of habitats. Habitat destruction HIPPO Habitat Destruction Human threats to biodiversity The Human Impacts topic is one which learners should be able to understand and apply multidisciplinary skills to illustrate the integrated nature of ecology and human engagement. It is here where interspecies equity should contextualise human “light” footprints on planet earth. Term 4 Term Time Time 1 hour For HIPPO and Habitat Destruction HIPPO-Habitat Destruction

70 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Investigations Some has affects lifts sediment destroying in the water have destroyed large or deep-sea mining upstream of the coastal zone . This increased sediment load in the . toxic and affect animals trawling, dredging . Bottom trawling is by far the most damaging form of fishing. in wetlands or estuaries terms of sediment and nutrient trawling paths result in more damage than others (eg over coral reefs been compared to chopping down forests with the aim of catching a few squirrels). The prawn fishery is associated with substantial damage to habitats. Prawn farming commonly occurs in estuaries which mangroves are found. Clearing these habitats to farm prawns severely endangers unique and limited mangrove ecosystems, in turn affects natural fish breeding grounds. Anchors that are not fixed to the seabed but allowed drag along sea bottom damage marine habitats. Coral reefs in particular are sensitive to anchor damage. Disruption of the sea floor by Fishing trawler vessels that catch bottom-dwelling fish water column blocks light, clogs gills of animals, and the feeding structures This impedes their functionality and increases stress. Some many organisms. dredged sediments from the sea floor are areas of seabed from the sea bed into water column discharge. Construction of buildings, harbour walls and marinas is notorious for coastal zone habitats, beach areas and wetlands. Mitigation measures should be discussed with discussion and debates about better management choices. column. Increased sediment affects the food supply, shelter and breeding grounds of column. Increased sediment affects the food supply, marine organisms. Human agriculture and built construction coastal habitats 2. 3. 4. 1. 6. 7. 5. Strand – Humans and the Oceans The following activities destroy marine habitats: Term 4 Term Time Time

CAPS MARINE SCIENCES 71 Resources Many Clips YouTube available are all illustrate to the defined and illustrated on content this topic to Refer SANPARKS and DEA material

Investigations

that balance that hitchhikers” on hulls of vessels on hulls of vessels hitchhikers” into an into alien animals and plants invasive not have the natural controls the natural not have may eventually cause the total extinction of entire endemic communities. endemic entire of extinction the total cause eventually may . Some have become attached to and been transported by means of aquatic by means of aquatic to and been transported attached become . Some have and the stability of species and the stability of indigenous the abundance and biodiversity threaten Some introduced organisms have not adapted to the local conditions, which means they do not survive which means they conditions, the local to not adapted have organisms Some introduced and die off. Being habitat. within the new and reproduce grow live, to perfect are other species, conditions For . to thrive enables these species of distribution range and historic their natural from away do alien organisms the introduced habitat In this new Many marine invasive species are transported across the ocean as “ across transported species are marine invasive Many food, and as exotic animals or bait, of live consignments packaging, gear, gear.scuba recreation These non- industry. the mariculture by been introduced Some have organisms. on living host parasites species indigenous their habitats. the are waters South African invaded have to known are species that of alien invasive Examples mussel. and the Mediterranean crab shore European management better about should be discussed with discussion and debates measures Mitigation choices. natural predators, parasites or diseases are or diseases are parasites predators, their natural This is because in their original habitat. reproduction . habitat in the new absent species Introduced ways. species in many indigenous affect can an area into moving Organisms with local hybridize can species; they local upon or parasitize space and prey food, for compete no immunity; and introduced species have which indigenous diseases to in unfamiliar species or carry one or (normally) both that extent to such an interactions symbiotic local disturb species can invasive extinct. become symbionts termed are they that such an extent to ecosystems local disrupt alien species can Introduced and invasive aggressively water or in ship ballast 1. 2. 3. 6. 7. 8. 4. 5. The second letter of the HIPPO acronym refers to the introduction of to the introduction refers of the HIPPO acronym letter The second human activity. by area Strand – Humans and the Oceans Strand HIPPO sp Invasive to Human threats biodiversity The Human Impacts topic is one which should learners be able to understand and apply multidisciplinary illustrate skills to the integrated of ecology nature and human It engagement. where is here interspecies equity should contextualise human “light” on footprints earth. planet 1 hour Time Term 4 Term HIPPO-Invasive species

72 CURRICULUM AND ASSESSMENT POLICY STATEMENT Many YouTube YouTube Many Clips are available to illustrate all the defined and illustrated content on this topic Resources

Investigations

Today, 60% of Today, from about 1.5 economic and increase. 20th century , the global human population quadrupled technological development are threatening the ecosystems that provide these economic benefits. Thorough Environmental Impacts are recommended. Mitigation measures should be discussed with discussion and debates about better management choices. billion to 6 people. The world population reached 7.5 billion in 2016 and is currently growing at around 1.13% per year. Populations already clustered in villages and cities along coasts multiplied even more rapidly than the general population, partly due to migration from inland. population lives within 200 km of a coast and this percentage continues to the world’s rise. Coastal regions are thus undergoing environmental decline, and the problem is particularly acute in developing countries. The reasons for this environmental decline are numerous and complex. The high concentration of people in coastal regions has also produced many economic benefits, including improved transportation links, industrial and urban development, revenue from tourism, and food production. the combined effects of booming population growth and Conversely, During the 8. 2. 3. 4. 5. 6. 7. 1. The third letter of the HIPPO acronym refers to human population Strand – Humans and the Oceans HIPPO Human Population increase Human threats to biodiversity The Human Impacts topic is one which learners should be able to understand and apply multidisciplinary skills to illustrate the integrated nature of ecology and human engagement. It is here where interspecies equity should contextualise human “light” footprints on planet earth. 1 hour Time Time Term 4 Term HIPPO-Human Population Increase

CAPS MARINE SCIENCES 73

Resources Many YouTube Clips are available to illustrate all the defined and illustrated content on this topic

Investigations do lead ingest them. . Pollutants, apart from being pollution for thousands of years . Animals and birds may mistake plastic items for food Ingestion: Larger items can cut or block the digestive tract, causing death of animal. Little is known about the effect of micro-plastics, which may result in increased this Because plastics biodegrade exceptionally slowly, levels of toxins in the body. problematic situation will continue Entanglement of animals; polluting items can choke or strangle animals and birds, leading to severe problems and death. Oil floats on the water surface and causes animals to suffocate their body functions to fail. Some birds lose their ability to insulate themselves when covered by oil. cannot fly when oiled. These run into the ocean from industrial areas, via water courses (all drains to the ocean). They include microbial contaminants, sewage effluent (treated and untreated), industrial waste, heavy metals, fertilisers from agricultural activities, sediments and a range of other substances. a. b. a. b. a. b. : Litter : Oil Many dissolved materials and substances in suspension drain into the ocean: Agricultural activity: Increases soil runoff and erosion, thus resulting in increased sediment load turbidity of the water column. Increased sediment loads in the water column clog animal gills and affect functionality of organisms. Strand – Humans and the Oceans Key Concepts The fourth letter of the HIPPO acronym refers to unsightly and disturbing in pristine environments, affect living organisms the following ways. 1. 2. 3. 4. 5. 6. HIPP Depth The human impacts topic is one which learners should be able to understand and apply multidisciplinary skills to illustrate the integrated nature of ecology and human engagement. It is here where interspecies equity should contextualise human “light” footprints on planet earth. Term 4 Term Time Time 1 hour HIPPO-Pollution

74 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources

Investigations The full The impact on animals in warm water ( used as a coolant in industry or electricity returned to a colder sea . : Heat pollution occurs when production) is This changes the immediate coastal habitat, resulting in a change local biodiversity. Sonar from ships (including seismic research surveyor vessels, naval activities and thousands of other vessels on the seas) negatively affect marine animals that use echolocation (such as the natural navigation abilities of migratory animals). impact of sonar pollution is not yet known. a. b. a. Pesticides and toxic chemicals : These substances affect reproductive capacity in some animals, as the toxins build up fatty tissue. Many beaches off the coast have been condemned for swimming as water quality is of a standard that is likely to damage the health of bathing public. such areas will be dire. Nitrates and phosphate nutrients: From agricultural areas and mariculture facilities, fertilizers or animal waste end up in rivers and flow into the ocean, where they change water chemistry affect animals in area. These substances cause eutrophication (algal blooms deplete dissolved oxygen and severely affect ecosystems). Some scientists have argued that this disruption could be the cause of rock lobster “walk Coast. outs” at Elands Bay on the West There are records of fish which have absorbed dissolved heavy metals such as cadmium and mercury. Thermal pollution: Noise pollution Mitigation measures should be discussed with discussion and debates about better management choices. Strand – Humans and the Oceans Key Concepts 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Depth Term 4 Term Time Time

CAPS MARINE SCIENCES 75 Resources Many YouTube YouTube Many Clips are available to illustrate all the defined and illustrated content on this topic Investigations , and petroleum reached as they target smaller biological limits for over 2 billion people on over-exploitation . and the development of South Africa’s Africa’s and the development of South exploited to their down the food chain sustainable maintenance and extraction of . the health of on the one hand, and other, as well harvesting of seafood by trawling and long- in which they are found. Marine Protected Areas, Mechanised fishing and technology – such as sonar, radar and large-scale fishing Mechanised fishing and technology – such as sonar, methods – have resulted in the near-fatal reduction of natural populations. Individual species are becoming threatened or near-extinct . Most large fish species found in the ocean have been exploited, resulting harvesters and fishermen fishing line fishing. Key to the future ocean economy is protection of resources in our established mariculture industry . Mitigation measures should be discussed with discussion and debates about better management choices. species. An understanding of over-exploitation marine resources requires insight into the fine balance between natural marine resources ecosystems the volumes of extracted living and non-living resources has Marine scientists need to research and find the balance between extraction operations and the impact of those on surrounding habitats ecosystems. Certain resource supplies have been depleted ; others will take hundreds of years to recover. Africa, marine resource extraction includes the of In South oil, gas and phosphate In addition, there is a need to understand sustainable practices when utilising technologically advanced equipment to extract resources. In the past century unprecedented high levels 1. 2. 3. 9. 10. 4. 6. 7. 8. 5. some to extinction. The fifth letter of the HIPPO acronym refers to Strand – Humans and the Oceans Ocean produce is the primary source of dietary protein our planet, which means that 1 in every 7 people on earth relies seafood to survive. 80% of all fish stocks have been However, Term 4 Term HIPPO Over Exploitation Human threats to biodiversity The Human Impacts topic is one which learners should be able to understand and apply multidisciplinary skills to illustrate the integrated nature of ecology and human engagement. It is here where interspecies equity should contextualise the necessity of a “light” human footprint. Time Time 1 hours HIPPO-Over Exploitation

76 CURRICULUM AND ASSESSMENT POLICY STATEMENT site Resources

www marinecareers. net Research the SANCOR web http://www. marinecareers.net/ https://unh.az1. qualtrics.com/ jfe/form/SV_ cN0PqaWhaV5JoEZ What skills are required? What are the responsibilities? Who employs such a person? What are the daily tasks of this job? What are the opportunities for self- employment? Investigations Should be introduced for in Gr 11 students to timeously make applications Students should select a Marine Sciences career and prepare an oral presentation including: 1. 2. 3. 4. 5.

specialisations : , they should be n. Examples of specialties are Zoology, Oceanography, Oceanography, career fields such as Zoology, , as this will enable them to become self-employed Biological oceanographer Fisheries scientist Marine specialist – journalist or videographer or facilitator at a school, aquarium, museum science centre Teacher or part of a collections team at an aquarium Vet development of equipment for the collection ocean data Technical Physical oceanographer Chemical oceanographer and marine geochemist Marine and ocean civil or maritime engineer Marine archaeologist Marine policy developer Environmental lawyer a) b) c) d) e) f) g) h) i) j) k) l) Marine Sciences leads to a wide range of Geology, Coastal Engineering, Geophysics, Biogeochemistry, Eco-System Dynamics, Ocean Coastal Engineering, Geophysics, Biogeochemistry, Geology, Modelling, Forecasting and many more. Students can move into the following Marine scientists are employed by universities, government departments and units or companies that consult to the government. While all roles require good general expertise and scientific abilities, specialisation in one particular area is usually required for progression in the professio Mathematical Modelling, Ecosystem Dynamics, and C oastal Management, Fisheries Biology, Chemical Risk Assessment . Students should be made aware that Marine Sciences is a growing career option in South Africa and new career options are likely to develop in the field. In addition entrepreneurial in their thinking consultants or to develop a company that does not depend on government salaries, funding grants. This provides the opportunity to employ others in a consultancy., Key Concepts Strand – Humans and the Ocean

Section 3.2 Grade 11 Section 3.2 Grade 11 Careers 2: Research on careers for marine scientists Learners should understand the fields available as career opportunities. This topic should inform learners in terms of the career options open to them; where they could study further and at what level they need to perform at school level to be eligible for furthering their studies in Marine Sciences. Depth Term 1 Term 3.3 Marine Careers 4 hours Time Time 32

CAPS MARINE SCIENCES 77 Resources of A range can equipment this be used for work; practical example, for transects, Secchi disks, and water sampling equipment Investigations Hypothesis Observation Theory and truth testing statement Problem (initial inquiry) for Hypothesis (allows predictions) design Experimental and (materials procedure) collection Data and (observations measurements) and Analysis or of data interpretation (inferences) results conclusions Drawing the research (answering or problem) question proved we Have the or disproved hypothesis? (further Extension inquiry – pose new are that questions the original to related to can lead and question investigations) new based on the predictions make . All procedures and reporting are vitally dependent on the precise on the precise dependent vitally are and reporting . All procedures : A hypothesis is a tentative explanation about possible causes or dynamics of a about possible explanation is a tentative : A hypothesis – the scientific method requires questions leading to a hypothesis that can tested by tested can that a hypothesis to leading questions requires method – the scientific Use the right terminology Use the right use of terms. Method conclusions. to in turn leading experiments, conducting and observations a variety from evidence collecting by an investigation – one conducts investigation an Conducting necessary, if experiments, performing evidence; the on based hypothesis, a developing sources; of conclusions. one’s and defending and communicating the hypothesis, test to conducted. research from obtained on the basis of evidence A theory is proposed phenomenon. evidence. H ypothesise Use all the senses. Observe: on the subject and research prior for any Look Question: 4. 5. 6. 12. Strand – Humans and the Ocean Strand Concepts Key project that demonstrates a Marine Sciences to develop students for the the basis This section provides to practise need students curriculum. As scientists-to-be, their skills in applying the Marine Sciences and researching the natural world. It is here that Marine Sciences observing, inquiring, investigating, fascinating elements are filled with beauty, The oceans its own. into as a curriculum subject comes engender to a teacher project is the opportunity for The Marine Sciences occurrences. and intriguing students. among Marine Sciences the oceans passion for Method The Scientific Method The Scientific Skills: Science Process 10. 11. Depth The Scientific Method In this grade and Teachers need to learners deal with variables and apply the Method Scientific a that in a way working thorough of the knowledge control variables, and uncontrolled is variables achieved. Scientific Inquiry Time 2 hours Term 1 Term 33

78 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Investigations

and calibration lines of research. visual graphic summary visual graphic . accurately required; ensuring correct ensuring correct required; materials – the measurement or condition that is regulated by the regulated is that or condition – the measurement . and trends data raw summarise and highlight to correct or not? Propose new or further new or not? Propose correct – the report should include Introduction, Hypothesis and should include Introduction, – the report – what you measure and observe in response to changes in changes to in response and observe measure you – what – these refer to conditions that must be kept the same (held kept be must that conditions to – these refer and discuss how they support or disprove the hypothesis. Discuss the hypothesis. support or disprove they and discuss how Tables and Graphs and Graphs Tables Was the Hypothesis Was – identify and distinguish between variables that are controlled (held constant) constant) (held controlled are variables that between and distinguish – identify using and all equipment establishing Independent (manipulated) variable (manipulated) Independent doing the experiment. person variable (responding) Dependent vary but is to has the potential variable a controlled the result; isolate to in order constant) restricted. deliberately the independent variable. the independent variable (fixed) Controlled Design an experiment to test the hypothesis. test to Design an experiment This includes communicating the method communicating and of equipment; accuracy variables Define and those which are manipulated. and those which are a. b. experiment. Perform results, Record c. Analyse and explain results results and explain Analyse or inaccuracies. and possible flaws procedure experimental conclusion(s). Draw of the research done. of the research objects and ideas together. related Classify – group ratio. volume and width, to time, length, related and measurements – use numbers Quantify that . It is vital and graphs. or visually in tables (text) – describe verbally results Communicate use of Diagrams and appropriate and the correct summarise data to how understand students other Pie charts and any Histograms, Bar graphs, Line graphs, Tables, technique), (drawing summary. trend means of data used graphic commonly an observation. – explain conclusions and draw discuss data Interpret, Produce a research report and poster and poster report a research Produce should be a Discussion, and Conclusion. The poster Results, Aim, Method, 13. Strand – Humans and the Ocean Strand Concepts Key 14. 15. 16. 17. Research Skills Research 3. 4. 5. 6. Purpose (see 2.3) of this curriculum and should Inquiry is a central the Scientific that Please Note to on an ongoing referred it should be topic here as a topics. Although listed each of the influence the curriculum. to the approach basis as informing Sciences the annual National to project research submit a credible to in how be trained must Learners Exposition. 18. Depth Time Term 1 Term

CAPS MARINE SCIENCES 79 Resources Many YouTube Clips are available to illustrate all the defined and illustrated content on this topic Investigations Refer to the turbidity current that severed the telephone line between London and New York Use Secchi disk to record the turbidity or transparency of the water column Refer to the impact sediments have on ecosystems in oceans (such as temperature change, clogging of animals’ gaseous exchange organs, effects on plants’ capacity to photosynthesise) Create a turbidity current model with sediment Obtain a sediment sample and analyse the grain size

and the situation

These range from Africa origin include: turbidity current – which consists of saturated sediment and sediments from rock sediments from living organisms of sediment include: where it is discovered. The continent margins and ocean basins are constantly where it is discovered. supplied with sediment materials. Origins Lithogenous Biogenous Hydrogenous sediments precipitating out of sea water atmosphere. Cosmogenous sediments from outside the earth’s Patterns of sediment situation sediments, found near their source on the coastline Terrigenous Neritic or coastal sediments, which come from land and the coast, are found under shallow waters towards the edge of continental shelf Pelagic sediments are found at depths. Finer sediments are deposited offshore, away from currents and waves, in places such as quiet bays or estuaries. Coarse sediments are concentrated close to their source in turbulent waters. An accumulation of sediment on the continental margin can slide down to ocean depths, resulting in a forms a continental rise. These illustrate that sediments Sediment cores are sampled from the ocean floor. thickness and shape as well type form distinct layers which vary in colour, The layers show a great deal about the age and origin of grain-size of particles. sample and the conditions experienced prior to deposition (eg climate biological content). Sediment particle sizes are described in a classification system. boulders of which have a minimum diameter 256 mm to silt and clay less than the classification is boulders, cobbles, pebbles, 0.0039 mm. In decreasing order, granules, very coarse sand, medium fine mud, and finally silt clay. Geological oceanographers gather samples from the sea bottom using piston corers, dredges, grab samplers and acoustic profiling. Many countries mine sand and gravel for the construction industry from ocean African coast, coal is mined from the ocean bed. Off South Off Scotland’s floor. coast, heavy sands are mined along the Richards Bay coast. Off north-west coast of Kleinzee and southern Namibia, diamonds are mined; these were washed down from Kimberlite cores on the subcontinent as alluvial sediment. Oil and gas have been discovered beneath the ocean floor in various regions such as Angola and the Southern Cape. Joides Project and their exploratory work off the coast of South Sediment is material such as sand, organic and stone that suspended in liquid and normally settles out. Sediments are classified by 5. 2. 3. 4. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Strand – Oceanography Key Concepts 1. Depth Sediments is an important area of Oceanographic study and should be learnt with the view to apply the content to practicals and project work. Sediments Time Time 2 hours Term 1 Term 34

80 CURRICULUM AND ASSESSMENT POLICY STATEMENT Many YouTube Clips are available to illustrate all the defined and illustrated content on this topic Resources

This is an ideal topic on which a research project can be submitted by students Investigations

Fish: trawling and line fishing. Shellfish. Seaweeds. Drilling for fossil fuels such as crude oil and gas; 30% of used by humans Antarctica is the is pumped from deposits in continental shelves off coastlines. only continent where oil is not extracted. Minerals such as manganese Phosphate – to be used as fertiliser. salt. Table Sands and gravels. iron, manganese, nickel and cobalt. Deep sea minerals including copper, Desalination is the removal of salt from sea water to create suitable for human consumption by applying reverse osmosis though high-pressure membranes. Challenges in applying desalination include leaching of minerals by and its high energy the impact of increasing salinity, pure distilled water, consumption.

I. I. I. II. II. II. V. III. III. IV. VI. Living Resources Marine sediment mining Desalination The ocean is the most used transportation medium on planet. the ocean is a sought-after recreation medium. Secondly, most valuable natural resources. Harvesting of living the ocean contains earth’s Thirdly, and non-living resources from the ocean includes: a. b. c. This subject gives background information on ocean resources, where they are found, and what impacts their extraction has on the ocean ecosystems. Research should be conducted extracting resources from the ocean and how best to manage such extraction in a sustainable way. 1. 2. 3. Key Concepts Strand – Humans and the Oceans Harvests from the sea This topic lends itself to higher level thinking and applications of the content used in discussions and debates. Students select should understand what content learnt in sections such as marine geology Sedimentology, water quality and Marine Biology can be applied to discussions. Depth Harvesting of Marine Resources 2 hours Time Time Term 1 Term 35

CAPS MARINE SCIENCES 81 Resources

Investigations

(EEZ). all fish stocks will have collapsed by 2050 Economic Zone Inefficient use of the catch (eg shark finning where sharks are caught, fins cut off and the rest of body thrown wastefully back into sea) By-catch (untargeted waste fish) Habitat destruction (bottom trawling). However, if certain populations of living resources are harvested in a way that allows However, for natural breeding to occur (sustainable use), the abundance of resource can be replenished. present harvesting of seafood is unsustainable. Typically, Without stringent measures to control the harvesting of natural resources, those resources will collapse. a. b. c. a. b. c. Tragedy of the Commons occurs when humans exploit a shared resource in such The Tragedy and the resource becomes unavailable to some a way that the demand exceeds supply, people or even for all. In the oceans it is in areas beyond EEZ, which there no legislation – referred to as the “High Seas”, where unsustainable exploitation regularly occurs. Over time, exploitation of fish stocks has increased. Images the total catch by fishers in more plentiful and diverse than at present. In past illustrate that fish were much larger, 1988 the exploitation of fisheries peaked. Since then, fish caught are smaller and are currently catching species down the food chain. resources are finite. All the ocean’s little is known about the full consequences of impacts associated with industrialised Very large-scale fishing, such as bottom trawling, which has severely impacted upon sea floor habitats. Realistic alternatives to the above impacts exist and are practised by fishers committed These methods include declaring “no-take” zones (Marine to sustainable harvesting. sustainable seafood initiatives, (SASSI) and the farming of Areas, MPAs), Protected (aquaculture). Fishery scientists and policy makers are contributing by scientifically evaluating resources, their habitats, and how resources can be harvested without compromising future availability. include habitat Discussions should be encouraged about harvesting resources. Topics damage, bycatch (impact on “non-targeted resources”), subsistence and commercial quotas, and resource research. unless preventative measures are taken. Undesirable outcomes associated with excessive fishing are – Seafood is the most commonly harvested ocean resource; approximately 90 billion tons of With a human population of over 7 billion people, 30% seafood are harvested each year. all fish stocks have collapsed, and it is likely that Each country with a coastline has legal jurisdiction over an area stretching 200 km from the coastline into the sea, called Exclusive 7. 8. 9. 10. 11. 12. 13. 5. 4. 6. Key Concepts Strand – Humans and the Oceans Depth Time Time Term 1 Term

82 CURRICULUM AND ASSESSMENT POLICY STATEMENT Textbooks Living plants Suitable equipment Chemicals Textbooks Snails or seedlings Chemicals Appropriate equipment Resources

Investigate Investigate by photosynthesis that showing is produced - starch during photosynthesis is necessary for - light photosynthesis The following can be investigations learners as done by or as experiments, as time demonstrations, permits: dioxide - carbon is necessary for photosynthesis is necessary - chlorophyll photosynthesis for is produced - oxygen during photosynthesis OR Investigations

of light and dark of light carbon dioxide and other nutrients. dioxide carbon . rate of photosynthesis: will dictate the potential rate of photosynthesis of photosynthesis rate the potential will dictate dioxide carbon dissolved There is an optimal temperature for photosynthesis to occur. Higher or to occur. for photosynthesis temperature is an optimal There energy. on the other important organic compounds and their storage. compounds organic other important and other important organic compounds. organic and other important cellular uptake of cellular uptake food or food variables variables Different wavelengths of light penetrate to greater depths, which will dictate the which will dictate depths, to greater penetrate of light wavelengths Different Light- in the organisms of photosynthetic The presence there. grow can that kinds of algae there. live can that of consumers the amount will dictate column water of The amount zone. in the photic Temperature. photosynthesis. prevent or even will slow temperatures lower No biochemical details . No biochemical to chloroplast and dark phases in relation light a. b. c. Produces oxygen in the ocean oxygen Produces food Produces Enables the 1. 3. 2. Release of oxygen. Release Formation of Formation raw materials. of raw Intake of and storing Trapping Effects of certain Effects 4. Mention phases are required. of photosynthesis: Importance 3. Photosynthesis using words and symbols: of photosynthesis Describe the process 1. 2. Key Concepts Key Strand – Marine Biology Strand Photosynthesis of this The Depth a level is at topic learners where the that understand from of energy flow the cell the sun to life. maintain to Respiration Chemosynthesis Depth Important Metabolic Processes 8 hours 8 hours 4 theory plus 4 hours practical Time Term 1 Term 36

CAPS MARINE SCIENCES 83 Resources

Investigations

- data can be provided be provided can - data by and interpreted learners Design an investigation to or demonstration show that: is used by - oxygen during living organisms respiration is dioxide - carbon living by produced during organisms respiration OR data relevant - provide be interpreted can that by (identify Learners suggest variables, and record controls, observations) on research Internet and extremophiles chemosynthesis

4 involves involves + SO x O) 2 (CH 2 , in marine vents hydrothermal S+ O 2 . + H 2 description of each phase and description brief (diagram). (diagram). respiration and the depth will depend on the clarity of zone and the depth euphotic and using words and symbols. . Chemosynthesis is performed by bacteria bacteria by is performed . Chemosynthesis sea floor crust ATP – energy carrier for metabolism. for carrier – energy ATP described with symbols: CO described with symbols: (archaea capable of living in extreme conditions, including very high including conditions, of living in extreme capable (archaea photosynthesis photosynthesis between extremophiles extremophiles in cytoplasm and mitochondria- in cytoplasm respiration Aerobic Glycolysis, Krebs Cycle, Oxidative phosphorylation. Oxidative Cycle, Krebs products: Glycolysis, conditions. of lactic acid in animals, under certain – production respiration Anaerobic of respiration Importance described in words: A typical example of chemosynthesis of chemosynthesis example A typical be described in words: can The process and carbohydrates into sulphide and oxygen hydrogen dioxide, of carbon the conversion sulphide. hydrogen of the oxidation from is gained Energy sulphates. also be can The process temperatures, pressures and corrosive environments) and corrosive pressures temperatures, The depth at which the oxygen and carbohydrate consumption of a producer at night equals at night of a producer consumption and carbohydrate which the oxygen at The depth day. by produced and carbohydrate the oxygen is available. light 1% of surface approximately this depth, At of the the bottom This represents the water. (diagram to show/define: Photic, Euphotic, Disphotic and Aphotic zones) Photic, Euphotic, Disphotic and Aphotic show/define: to (diagram the water. the early 1990s. until be insignificant to thought was This process at submarine significant be quite it to has shown Research in the and even sediments and 3. 4. 1. 2. 3. 1. 2. 1. Discuss the process of respiration Discuss the process 2. 3. Key Concepts Key : depth compensation Define Respiration Chemosynthesis each phase is mentioned with the resultant products to products with the resultant required; each phase is mentioned of process detail No biochemical of mitochondria. and importance nature of the process the complex highlight The relationship Strand – Marine Biology Strand Depth Time Term 1 Term

84 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources DNA model kit Videos Investigations Build DNA model Video clips of DNA fingerprinting , giving rise to a , giving rise to strand. mRNA strand. guanine and to an to uracil, uracil, are transported by tRNA by transported are by hydrogen bonds (nucleotides hydrogen by transcribed sequence of amino acids amino acids bases (adenine, thymine, bases (adenine, thymine, nitrogen sugar, ) – deoxyribose into a specific into translated sugar, nitrogen bases (adenine, nitrogen ribose sugar, a cid a cid) – n ucleic nucleotides . form to group phosphate n ucleic mechanism is governed by enzymes. by mechanism is governed replication Structure of DNA (d eoxyribo Structure . The process is governed by enzymes. by is governed . The process particular protein cytosine). found. it is depending on function and where be folded, and may a single strand Form Functions of mRNA, tRNA and rRNA. active some hormones, cell recognition, enzymes, structural, of proteins: the importance Revise transport. which is a template DNA provides synthesis: of protein Explanation is ensuring the mRNA strand strands, Nucleotides are arranged into strands, linked to form a double strand to linked strands, into arranged Nucleotides are a double helix. form to twisted C) and are and G to T, join A to DNA is extraction; of species. The basic process the relatedness establish is used to DNA fingerprinting in KZN to colonies of coral (eg relatedness with example Illustrate fingerprint. electrophoresis; PCR; gel in Mozambique). colonies of RNA ( r ibo Structure ribosomes . Specific at be processed the nucleus to This leaves guanine and cytosine) and guanine and cytosine) 1. 6. 7. 8. 9. 2. 3. 4. 5. Key Concepts Key processes to understand is required of nucleic acids and their operation significance A basic understanding mitochondrial DNA genetics, and DNA or sexual reproduction, and differentiation, division, growth such as cell to be need students detail; examined in should not be synthesis process The protein and fingerprinting. testing processes. in life importance and their vital made aware of nucleic acids and their structures Strand – Marine Biology Strand Depth Nucleic Acids – DNA and RNA of this The Depth a level is at topic learners where understand foundational in knowledge be able to order understand to Genetics. Nucleic Acids – DNA and RNA and RNA Acids – DNA Nucleic Time 5 hours Term 1 Term 37

CAPS MARINE SCIENCES 85 Textbook and Textbook micrographs clips YouTube Resources Prepare a simulation model using play dough, paper strips, string or wire enabling modelling of “chromosomes” to show replication, division, bivalent formation, random assortment and formation of daughter cells and gametes Learners work with kits at their desks to understand chromosome replication and division Investigations zygote , gametes from cells.) and divided into separated four haploid . . (This process is a bit more recombination of genetic material mitotic one. material or DNA strands, replicate the chromatin material or DNA . Male and female gametes fuse to form a sex organs or structures. variation possibilities through the fusion of mutations can arise. (Discuss.) gametes chromosomes . . sexual reproduction , enabling embryo and then a new individual chromatin, replication, chromosomes, gene, diploid (2n), haploid (n). growth, repair and asexual reproduction . cell replicated and then divided to give rise within the gametes and significant There are several stages at which which grows into an complicated in organisms that undergo an alternation of generations – these details can be highlighted when the relevant organism is discussed.) Meiosis is crucial for different individuals The haploid cells are normally Cells undergo two division phases after replication of the chromatin strands. The first is a reduction division, the second Point out that the process has stages in which genetic recombination or diversity is ensured. The end result is four cells with half the chromosomes or genetic information of original. ( One diploid two new cells Mitosis enables Discuss and define: wrapped around it. chromosome or chromatid is a histone protein chain with strand of DNA A Different organisms have different chromosome numbers. Cell undergoes a series of changes which and condense them to form These are then arranged so that the replicated strands can be 3. 1. 2. 3. Mitosis: 1. Meiosis: this process occurs in special 2. 7. 6. 5. 1. 2. 3. 4. Strand – Marine Biology Key Concepts Students do not need to be able draw or recognise individual stages. The important concepts understand are the general processes in each cell division type, difference between mitosis and meiosis mechanisms, and the reasons for these cell division processes. Depth The Depth of this topic is at a level where learners understand the basic requirements for growth and sexual reproduction. Term 1 Term Cell Division Time Time 5 hours 38

86 CURRICULUM AND ASSESSMENT POLICY STATEMENT Many YouTube Clips are available to illustrate all the defined and illustrated content on this topic Resources

Investigations O) one oxygen 2 This electronegativity do not form hydrogen bonds. than the hydrogen nucleus. This is because oxygen than the hydrogen nucleus. nonpolar covalent bonds atoms by covalent bonds. O) the electrons are shared by H and O, but are, on 2 average, closer to the oxygen nucleus has a higher affinity for electrons (or electronegativity) than hydrogen. difference means that each O–H bond is polarized, with the region around O being slightly negatively charged and the region around H being slightly positively (refer to shape of the water molecule). Hence water has polar covalent bonds rather than non-polar bonds. hydrogen bond is formed when a slightly positive atom in molecule having polar A covalent bonds forms an electrostatic interaction with slightly negative part of another polar covalent molecule. Molecules that have They are considered weak bonds as they easily formed and broken under normal conditions. These bonds are extremely important in biological systems. Even though they weak bonds, the combination of many them can stabilise and determine structure large macro- They are also involved in the mechanism of molecules such as proteins and nucleic acids. enzyme catalysis. Hydrogen bonding between water molecules contributes to its various physical properties – including, for example, the temperature at which it boils and freezes, fact that ice floats on water. The property of ice floating on water is crucial in cold aquatic ecosystems because enabling aquatic organisms to survive the cold season. partly insulates the underlying water, (This would not be possible were a pond to freeze from the bottom up.) Each chemical bond consists of two electrons distributed between the atoms joined by bond. In the covalent bonds in water (H atom is connected to two hydrogen Define: matter, atom, molecule, ions, elements, compounds and mixtures. Define: matter, Chemical bonds hold atoms together in molecules; the water molecule, (H 5. 1. 2. 3. 4. 5. 3. 4. 1. 2. Hydrogen Bonding Key Concepts Strand – Oceanography Basic Marine Sciences Chemistry Polar Bonding and Covalent Bonds in Water Depth Basic Marine Sciences Chemistry Revise Polar Bonding; Covalent Bonds; a focus on Hydrogen Bonding The Ocean Planet – The Chemistry of Sea Water The Ocean Planet – Chemistry of Sea Water Time Time 6 hours Term 2 Term 39

CAPS MARINE SCIENCES 87 Excerpts from videos Resources

How do various birds adapt to refraction and pressure when diving from air into water? Investigations

. against each other as they , as in a vacuum there are no particles to particles bumping is influenced by temperature, pressure, the density and Sound travels through materials by More energy is required to start a sound wave in water than because water is denser. wave in air, The speed of sound salinity of water. The warmer or more saline the water, the faster speed of sound The warmer or more saline the water, salinity of water. travelling through it. Echo sounders (SONAR) use sound to measure the depth and shape of ocean currents and suspended particles Density, and to locate objects on the sea floor. floor, affect SONAR and can create false readings. Researchers need to take this tendency into account when interpreting SONAR data. bump against each other. Sound waves therefore travel In water the particles are much closer together than in air. further – and four times faster through water than compared to travelling air vibrate. The medium passes on the energy, movement or pressure-wave away from the The medium passes on the energy, vibrate. source. Sound does not travel through a vacuum 1. 4. 5. 6. 3. 2. Transmission of Sound Energy Through Water of Sound Energy Through Water Transmission Key Concepts Strand – Oceanography Energy transfer An introductory level of understanding is required. Learners should understand how to reference Sound energy traveling in water in a discussion for example on a topic concerned with the impact that sound has on whale communities. Depth Term 2 Term Energy Transmission through Water- Sound through Water- Energy Transmission 2 hours Time Time 40

88 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Handheld pH meter Vinegar Lemon Juice Coke Black coffee Sea water All-purpose cleaner (eg Handy Andy) Milk Experiment placing a Sea into Urchin vinegar.

Investigations Using a hand-held pH the pH of test meter, liquids found commonly

. The

). + buffer , and there is an , and there to act as a to 2 ). ) and another hydrogen ) and another hydrogen 3 2- 3 CO 2 ) and hydrogen ions (H ) and hydrogen - 3 + 2H

2- 3 CO

⇄

+ H

is important for organisms, most of which require a steady a steady of which require most organisms, for is important +

2 - 3 HCO

prevents sudden changes in acidity or alkalinity of a solution. in acidity or alkalinity sudden changes prevents ⇄ 2 3 CO 2 combines with sea water it forms carbonic acid (H carbonic it forms with sea water combines ⇄ H

2 O 2 the importance of pH for ocean. of pH for the importance molecules. water two bond between of the Hydrogen a recap solutions. in different of pH values examples measuring pH. in ocean pH levels. impact of a change the environmental +H 2 When CO The pH scale indicates acidity and alkalinity by measuring the concentration of hydrogen hydrogen of measuring the concentration by acidity and alkalinity indicates The pH scale ions in a solution. 1 pH of 6 to of acidity from is an increase There A pH of 7 is neutral. 14 pH of 8 to from of alkalinity increase The buffering capacity of CO capacity of The buffering This means that CO This means that The carbonic acid dissociates to form bicarbonate (HCO bicarbonate form to acid dissociates The carbonic pH and chemistry of sea water for their life processes – which depend in part on pH. processes their life for of sea water pH and chemistry of 7.8. 8.5, with an average is 7.5 to of sea water The pH range studies to Ocean of pH Applications • • • • • The above equation describes a series of reactions that allows CO allows reactions that describes a series of equation The above ion. in equilibrium. These molecules and ions exist reach equilibrium, to to the left or to the right proceeds mean the reaction The ⇄ arrows ions. up hydrogen and taking thus both producing below: in the equation This is illustrated CO bicarbonate ion can further dissociate into a carbonate ion (CO a carbonate into further dissociate ion can bicarbonate 3. 1. 2. Key Concepts Key 10. 9. 4. 11. 12. 8. 5. 6. 7. Strand – Oceanography Strand pH scale should Learners the understand relating detail pH and its to in application discussions about quality water and Ocean Acidification. Depth pH 2 hours Time Term 2 Term 41

CAPS MARINE SCIENCES 89 Resources Many Many Clips YouTube available are all illustrate to the defined and illustrated on content this topic NOAA to Refer resources which freely are available teaching for purposes and covers than more is required in this topic. Eg Perpetual Ocean 2 Global warming CO Investigations - - (Explain is pushed or dragged by the prevailing wind. the prevailing by is pushed or dragged : the deflecting force that acts on a body in motion owing to the rotation of the earth. rotation to the acts on a body in motion owing that force : the deflecting blowing over a water body sets the surface layer in motion. layer the surface body sets a water over blowing ern hemisphere, and in a clockwise direction in the northern hemisphere. and in a clockwise direction ern hemisphere, Coriolis Effect using diagrams or models.) right and to the direction in the southern hemisphere, leftward in a Effect occurs by the Coriolis caused Deflection in the northern hemisphere. and clock in the southern hemisphere in the ocean basins – anticlockwise formed are gyres current surface Large Wind layer The surface pattern. in a (nearly) constant currents surface large-scale the open ocean drives over Wind blowing in the south direction in an anticlockwise rotates the earth at the ground, looking stands to someone who Relative air. moving influences Effect the Coriolis way, In a similar Effect. by the Coriolis is deflected water Moving wise in the northern hemisphere. experi - deflection than the greater far is water by experienced The deflection than air. slowly more moves Water air. enced by deflection of these noted in the to 45° is of up a difference of air, with that compared is water of When deflection mediums. two of the sea”. been named the “rivers have Currents well as the in seasonal wind as variations to the response in differ and location strength a current’s to Changes found. is in which the current latitude 5. 7. 8. Key Concepts Key 1. 2. 3. 4. 6. Strand – Oceanography Strand 9. 10. 11. 12. Currents of Wind-Driven Patterns Depth Currents should Learners understand the processes in current involved and development They patterns. should understand are currents how involved intricately in Ocean habitats found. and trends Currents Time 2 hours Term 2 Term 42

90 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Investigations - - In the South Atlantic, westerlies continue in the Southern Ocean in what is called the West Wind Drift. West called the is in the Southern Ocean what continue westerlies In the South Atlantic, direction. in a westerly water Winds move Trade South-East Current. splits the South Equatorial of Brazil The Bulge the Caribbean towards northwards the equator, over is deflected Current in the Equatorial of the water Most joins the Gulf Stream. this water (Florida) where on Brazilian bulge south of the moves Current, Equatorial Atlantic the South The other portion of the current, Current. Brazil forming the southward-moving Atlantic, the West Gyre. Atlantic the South completing Atlantic, north in the East moves The Benguela Current Drift. Atlantic called the North in a current eastwards water move westerlies In the North Atlantic, Current. the North Equatorial forming the west, to push the water The NE Trades forms the Gulf Stream. of the North Atlantic in the west water The northward-moving and the Florida Current. Current the South Equatorial Current, the North Equatorial by is fed The Gulf Stream the clock completes This Canary Current. is the southward-moving side of the North Atlantic On the western wise moving North Atlantic Gyre. North Atlantic wise moving The Indian Ocean is predominantly a southern hemisphere ocean. a southern hemisphere The Indian Ocean is predominantly which splits in the Current Equatorial the South creating the west, to winds push water trade South-East it joins the where Australia back towards winds push water trade the Westerly Firstly, of Madagascar. region forms the Agulhas part of the split west the Secondly Gyre. the South Indian completing current Australia West coast. along the African there from southwards which travels current eastward. water The summer (June) monsoon winds move direction. in a westerly winds blow Winter application Practical in a bottle, spilled float message of a deployed an illustration through of global currents an understanding Show of ocean currents the interconnectedness Thus, illustrate or a mini-boat. ing cargo The South Atlantic a) b) c) d) e) f) North Atlantic a. b. c. d. e. a. b. c. d. Indian Ocean Currents currents Equatorial Wind Drift and Describe the West Key Concepts Key Strand – Oceanography Strand 1. 2. 3. 4. 5. Depth Time Term 2 Term

CAPS MARINE SCIENCES 91

Resources Relevant Relevant videos YouTube and humans.

Investigations Find a worksheet on Find a worksheet governed genetically in features external Cichlid Fish study Do a statistical using the class, grade the or school. Present form. in graph results worked worked diploid ongoing field of research in a pair of genes Discuss the concepts, not the details. Discuss the concepts, . pattern a set follows and this expression be expressed, can . Only one gene genetic engineering (modification). genetic is the scientific study of how genes are passed down from parents to offspring. Most of the offspring. to from parents down are passed genes how study of is the scientific In conventional Mendelian inheritance, each characteristic has a each characteristic Mendelian inheritance, In conventional Mention gene pools and their significance in wild populations as well as captive bred or in wild populations as well gene pools and their significance Mention endangered populations. individual is not required. examples heterozygous, phenotype, genotype, homozygous, recessive, allele, dominant, Define: codominance, dominance, incomplete assortment, cross, independent monohybrid variations. and discontinuous continuous characteristics, polygenetic Discuss: use an understanding of meiosis and the above definitions. definitions. of meiosis and the above use an understanding predictions Genetic do but the ability to using marine examples, be shown, crosses can Simple monohybrid Stress that not all genetic mechanisms are fully understood and this is an mechanisms are fully understood Stress that not all genetic and discovery. 1. 5. 3. 4. 2. Strand – Marine Biology Strand Key Concept Key Genetics Genetics Mendel in the 1860s. by Gregor was done field significant in this very original work Depth Genetics of this The Depth a level is at topic learners where the understand basic concepts of genetics a simple at introductory level. Genetics Term 2 Term Time 5 hours 43

92 CURRICULUM AND ASSESSMENT POLICY STATEMENT Slides Photographs Diagrams Charts Video clips mix Agar dishes Petri Microscope Resources Show micrographs Show on bacteria Grow and plates agar under a investigate microscope, strong + and – using gram stains Investigations ). microbial nutrient nutrient microbial lost be lost them to , causing with the ability to micro- with the ability to deep-water food webs. food deep-water exhibit metabolic activity and reproduction reproduction activity and metabolic exhibit established recently established of sea water. They also destroy phytoplankton also destroy They that houses cyanobacteria and phytoplankton in and phytoplankton houses cyanobacteria that . of oxygen absence drive unique drive vents hydrothermal organisms. Viruses are classified as particles rather than organisms, organisms, rather than classified as particles Viruses are organisms. , even deep in ocean floor sediments. , even and pressure temperature great at live can (Explain and draw the microbial loop.) filter sea water samples using unglazed porcelain filters. filters. porcelain samples using unglazed water sea filter 0.2 micrometres. 0.02 to from small , ranging extremely are They inhabit sea water to been found have They to 100 million per ml of 10 million concentrations not living viruses are Technically, which or holoparasites, parasites obligate are as they a specific host. only when infecting a diagram – Provide of a bacteriophage Structure of bacteriophage. cycle Reproductive as part of the of bacteria amounts large destroying for responsible Viruses are Extremophiles loop; . prokaryotic are Bacteria in the oceans. everywhere found cycles in all nutrient , vital decomposers Important function in can bacteria Anaerobic around bacteria Chemosynthetic from food chains. food from The significance of viruses in the ocean has only been The significance Marine fungi have not been well researched, but seem to be limited in their distribution; play a minor play in their distribution; be limited but seem to researched, not been well Marine fungi have 2. 3. 4. 5. 6. 7. 5. role as decomposers and parasites; seem to infect animals with weakened immune systems, so more so more immune systems, animals with weakened infect seem to and parasites; as decomposers role and aquarium industries. to the mariculture significant 1. 2. 3. 4. 1. Fungi Bacteria features definitive to show (diagram examples and some significant Discuss basic structure Strand – Marine Biology Strand Key Concepts Key Viruses Evolutionary Evolutionary trends The definitive differences phyla between Specific adaptations, to relating to structures functions The richness of marine biodiversity and be it must Why conserved Term 2 Depth of this The depth a level is at topic pupils where and appreciate understand: 1. 2. 3. 4. 5. Viruses and Bacteria Viruses Grade 11 Grade Time 2 hours 44

CAPS MARINE SCIENCES 93 Resources Phytoplankton Phytoplankton ID charts. Light microscopes or USB microscope device Investigations Photo identification identification Photo (or with exercise if a microscope samples suitable be obtained) can Include drawing in the exercise practical ). ), . They . They Photos and diagrams to and diagrams to Photos . Diagram and photos to show structures show to ( Diagram and photos frustule not available to conventional food conventional to not available , but are silica-rich mud . silica-rich to form chains, with new individuals emerging individuals emerging chains, with new form to called a called they are 0.2 to 2 micrometres in size. 2 micrometres 0.2 to are they of substances into and out of the cell. into of substances on the cell walls. ( on the cell walls. carbonate calcium , which help buoyancy. . ), glowing blue or green when they are are when they blue or green ), glowing ( define bioluminescent picoplankton; silica (glass) walls silica ) enable transport , then forms frustule and starts the asexual cycle. the asexual and starts frustule , then forms . yellow-green diatoms colour accessory pigments microbial nutrient loop. nutrient microbial ectoderm of coral polyps as mutualistic symbiotic partners (Zooxanthellae) symbiotic partners as mutualistic polyps of coral ectoderm and as they are too small to be collected by consumers. consumers. by be collected small to too are as they Perforations in the frustule in the frustule Perforations to each species. are specific patterns Perforation Chlorophyll acids and oils as fatty is stored Food divisions) binary fission (mitotic undergo Diatoms smaller and smaller until silica walls weigh them down and they sink. and they weigh them down walls silica smaller and until until dormant stay , which can auxospore large new rise to gives process reproductive A sexual favourable are conditions Dead cells litter the ocean floor to form thick layers of layers form thick to the ocean floor Dead cells litter single-celled with shields of are They and functions. structure show ; shields may act to reduce incoming light. incoming reduce act to ; shields may near surface light in bright Found . chalk and limestone on the sea bed, forming in thick layers deposited Dead cells are column. in water up and down move enabling them to flagellae single-celled, with two are They and function.) structure show to ( Diagrams and photos Some inhabit discovered only recently discovered were They These organisms are referred to as to referred are These organisms of photosynthesis levels huge for responsible are They chains They enter the enter They single cells with clear These are valves. or closely fitting halves of two consists The frustule photosynthesise, using nutrients from the polyps, providing food for both. for food providing the polyps, from using nutrients photosynthesise, blooms (HABs algal harmful form to environments, high-nutrient in good rapidly Can reproduce subjected to agitation (for example, a propeller or paddle striking the water or breaking waves). or breaking water striking the or paddle a propeller example, (for agitation to subjected which are visible as “red tides”. These form toxins that are harmful to consumers or humans who consumers to harmful are that toxins form These tides”. visible as “red which are feeders. filter affected harvest also Some HAB and other types are 3. 4. 5. 6. 7. 8. 9. 1. 2. 3. 1. 2. 2. 1. 3. 4. 1. 2. 3. 4. Coccolithophores – Calcium-forming Chromista. – Calcium-forming Coccolithophores Dinoflagellates – Members of the Protista – Members Dinoflagellates Key Concepts Key Cyanobacteria Diatoms – Members of Chromista of Chromista – Members Diatoms Strand – Marine Biology Strand Emphasise the significance of Phytoplankton, ecologically, as a massive biomass of primary producers, feeding as a massive biomass of primary producers, ecologically, of Phytoplankton, the significance Emphasise oxygen. 50% and 80% of the world’s and producing between webs food oceanic most Evolutionary Evolutionary trends definitive The differences between phyla Specific adaptations, to relating to structures functions The richness of marine biodiversity and it must Why be conserved 2. 3. 4. 5. Depth of this The depth a level is at topic pupils where and appreciate understand: 1. Term 2 Term Cyanobacteria and Phytoplankton (Microalgae) Time 3 hours 45

94 CURRICULUM AND ASSESSMENT POLICY STATEMENT Pestle and mortar Suitable solvent Filter paper Beakers Fresh samples of algae Resources Visit to rocky Visit shore or aquarium to see other seaweeds in situ Plants and structures selected for discussion should be recognisable from diagrams and photographs. Ideally they should be highlighted for study during field trip Paper chromatography of crushed samples: a comparison to observe different pigments in the three groups Investigations

not of the ocean , where upwelling The classification of sporophyte produces (n) of light to be absorbed alternation of generations. gametophytes, producing (n) benthic and epiphytic .) light. . The (2n) and possess a structure that allows , in the euphotic zones roots and complex vascular or , the group accounts for only about 5% of different wavelengths red and violet These are often seen in the colour of seaweed, where the temperature tropical regions reduced in enable . (Revise the spectral colours and how they are filtered out as ) in environments where temperature is high and/ or nutrient levels efficient producers , but are limited in size and abundance (but complex reproductive cycles , often involving an necessarily diversity are low. Consequently, they are abundant on cold-current shorelines Consequently, are low. gametes which fuse to form (2n) zygote, grows become a sporophyte. Although we are far more familiar with these relatively visible marine algae, and they significant producers along certain coastlines with the rest being attributed to (less visible) phytoplankton. ocean productivity, conducting tissue unnecessary . Shapes include filaments, cylinders, branched or feathery structures, thin sheets and encrustations. Depending on their specific habitat, they are flexible, streamlined, abrasion resistant and strong. Algae are very They need to attach themselves the substrate, a broad surface area for photosynthesis and also helps the algae to cope with abiotic These stresses include wave action, predation, desiccation, stresses in their specific habitat. competition and sand inundation. they can absorb nutrients, water and carbon dioxide As they are normally covered by water, This renders specialised through all their surfaces. greatly are but nutrients, ample provides is high and nutrient levels are low. Algae have ( Illustrate this with a diagram to show typical alternation) spores through meiosis, germinating to (n) male and female Macroalgae grow on solid structures, mainly rocks and in rocky intertidal zones water depth increases, and the implication for plants. Define 7. 4. 5. 2. 3. 6. 1. but may be masked. Accessory pigments “Seaweed” is a common name for macroalgae. The term “sea plant” used in some texts because authors view “weeds” as alien and problematic. Strictly speaking, “plants” refers to members of the Kingdom Plantae, but not all macroalgae belong to this group. macroalgae is in a state of flux, but prevailing research classifies them under Chromista and Plantae. they were all classed as Protista. Until recently, Macroalgae can be classified in three groups, based on the photosynthetic and accessory pigments they contain: green, brown and red. and passed to chlorophyll, which normally utilises Strand – Marine Biology Key Concepts Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and Why it must be conserved 2. 3. 4. 5. Depth Seaweeds (Macroalgae) Introduction. The depth of this topic is at a level where pupils appreciate and understand: 1. Seaweeds (Macroalgae) – Introduction Green and Red Time Time 7 hours Term 2 Term 46

CAPS MARINE SCIENCES 95 photos and diagrams Sea lettuce samples Resources Live samples of the prescribed examples should be obtained for examination to rocky Visit aquariumshore or to see other sea plants in situ Investigations

, as the terrestrial green for photosynthesis as terrestrial If the prescribed examples share many similarities . Although they can form large multicellular calm gullies and high shore rock pools very little or no cell differentiation. . (Photos and diagrams.) and the same accessory pigments double membrane . (isomorphic ), and the gametes looking same as each cellulose . close to the surface of water or in intertidal zones. where wave action is minimal . It can survive a range of temperatures, salinities and chemical concentrations. All of its cells can photosynthesise and divide, so growth is rapid, making it an excellent pioneer in recently cleared areas (sand inundation, storm scouring etc.) other ( isogametes ). Most reproduce with a typical alternation of generations, the sporophyte and gametophyte appearing similar Sea lettuce forms flat sheets, generally two cells thick. African coastline in It is found all along the South Chloroplasts are enclosed by a Green Algae are the most closely related to land plants and Green They exhibit a range of algal forms. They have chlorophyll a and b plants, such as beta carotene (yellow) and some xanthophylls (yellow/brown). they use the same part of light spectrum Consequently, plants, and are found Their cell walls are made up of They store food as s tarch, fats and oils 3. 4. 8. 1. 2. 7. 1. 2. 3. 4. 5. 6. Example: Sea Lettuce ( Ulva sp .) (Show photos and diagrams). Note: of seaweeds are not available, a suitable local example should be selected and discussed in similar detail. Key Concepts The green and red algae are both regarded as Plantae. structures, these are thallus structures exhibiting Algae fall within the Division Chlorophyta: Green Strand – Marine Biology Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and Why it must be conserved Depth Green Algae The depth of this topic is at a level where pupils appreciate and understand: 1. 2. 3. 4. 5. Time Time 2 hours Term 2 Term Green Algae

96 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources

Fresh Purple Laver Fresh Investigations

Live samples of Live the prescribed should examples for be obtained examination rocky Visit to or aquarium shore see other sea to in situ plants )

blue absorbs Provide photos and photos Provide which of all algae. , up to 15 cm in length. , up to Provide photos and diagrams. photos ( Provide phycoerythrin, phycoerythrin, those below. insulates gametophytes that are prominent. are that gametophytes (Porphyra capensis) (Porphyra in represented also well but are clarity, depending on water and then resemble dark cellophane. and then resemble (all complex polysaccharides). (all complex and carrageenans agars red pigments including pigments red Details are beyond the scope of this curriculum*.) the scope are beyond Details and it is the overlapping thin, folded sheets or fronds sheets thin, folded overlapping grows high up in the intertidal zone, close to the spring high-tide level, and is found and is level, to the spring high-tide zone, close high up in the intertidal grows . accounting for almost two thirds two for almost accounting high species diversity, have They being thick and rubbery and some being partly or many forms, algal all the typical exhibit They ( to specific habitats. all adaptations are structures These highly calcified. diagrams.) and possess chlorophyll-a They penetrates deeper through water than any other colour of the light spectrum. of the light other colour than any water deeper through penetrates Blue light light. function be able to to in the chloroplasts, the chlorophyll-a, for energy traps The phycoerythrin normally. of 250m, depths to grow can They shallow water and into the intertidal zone. the intertidal and into water shallow cellulose, contain Their cell walls similar to animal glycogen. similar to starch, floridian starch, as a complex food store They a double membrane. bound by are Chloroplasts normally kelp. seaweeds, on other larger epiphytes species are Many exhibit cycle, many means of an alternation-of-generations by reproduce algae While some red This is known as a generations. and sporophyte the gametophyte between generation a third ( generation. carposporophyte 1. 2. 3. The male fronds have a yellowish fringe whereas the female fronds have a pink fringe. have fronds the female whereas fringe a yellowish have The male fronds dry out can upper sheets The exposed rather the cells, between in material gel-like from a by losing fluid is possible desiccation Extreme layer The dry top cells themselves. than from by aggressive removed to be tends well, but zones as intertidal in lower grow can Purple laver grazing 4. 5. 6. 7. 8. 9. Purple laver North East. the far for except coastline of the South African along most is microscopic The sporophyte These grow as clumps of as clumps These grow Red Algae fall within the Division Rhodophyta: fall Algae Red Key Concepts Key Red Algae Strand – Marine Biology Strand Algae Red 4. 5. 6. 7. : Purple Laver : Purple Laver and South Coast) (West Example 1. 2. 3. Evolutionary Evolutionary trends The definitive differences between phyla Specific adaptations, to relating structures functions to The richness of marine biodiversity and it Why be must conserved 2. 3. 4. 5. Red Algae Red of this The depth a level is at topic pupils where and appreciate understand: 1. Depth 2 hours Time Term 2 Term Red Algae

CAPS MARINE SCIENCES 97 Resources

Investigations

) a bit like a bit like Provide photos and diagrams. photos ( Provide (Rhodymenia natalensis) is found mainly on lower shore rocks and into the infratidal zone. It is found zone. It is the infratidal and into rocks shore mainly on lower is found roseweed Stalked coast. common on the KZN but is particularly all along the coastline stolon, rhizome-like as a branched rocks across spreads seaweed red This bright from which “hairy” stalks grow. These flatten out into dichotomously forked forked dichotomously into out These flatten which “hairy” grow. , from grass stalks spreading the ends. at fronds generation. carposporophyte but much reduced includes a third, of this seaweed cycle The life from grow gametophytes Smaller described above. is the visible generation The sporophyte spores. released gametophyte female within the eggs in small cysts fertilised from grow The carposporophytes The mitosis. continual through carpospores numerous release They remain. they where fronds, Rose-weeds. new form to germinate carpospores with gametes the risk associated reduces in this example the carposporophyte that It is believed be fertilised. to column the water into directly being released 1. 2. 3. 4. 5. 6. Key Concepts Key Roseweed : Stalked Coast) (East Example Red Algae Strand – Marine Biology Strand Algae Red Depth Time Term 2 Term

98 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Fresh Sea Bamboo Investigations Live samples of the prescribed examples should be obtained for examination to rocky Visit aquariumshore or to see other sea plants in situ

the cell Class as well as, typically, holdfast, stipe, fronds Ochrophyta, , where wave action can be may undergo some and -c, , which fuse to give rise an insoluble gelatinous microscopic (reduced) Division

kelps ) grow very big (up to 50 m long) the outer two being associated with gametes laminarin . chlorophyll-a depending on water clarity, but are also well depending on water clarity, differentiated body parts – alginic acid (alginate), . quadruple membrane, This strongly suggests an endosymbiotic origin. thallus structures, but the larger varieties photosynthetic pigments giving the algae a brown colour. This enables them to utilise colours from the giving the algae a brown colour. in shallow water and into the lower intertidal zone endoplasmic reticulum. Simple brown algae reproduce by a typical alternation of generations, while others (eg sea bamboo) have a large sporophyte (the visible kelp), but differentiation to form tissues They exhibit all typical algal forms, but some species ( and exhibit a level of specialisation with polysaccharide. They store food as a complex polysaccharide called Chloroplasts are bound by a gametophytes that live only long enough to release new sporophytes . Other more advanced forms have a much-reduced gametophyte on the sporophyte, or no visible gametophyte at all, appearing to produce gametes in the same way land plants do. They form multicellular middle of the light spectrum and to grow at greater depths. and pneumatocysts (bladders) . ( Provide photos diagrams.) They also possess the fucoxanthin, They can grow at depths of 40 m to 250 m, represented significant. Their cell walls contain cellulose and 8. 2. 6. 7. 1. 3. 4. 5. Key Concepts The significant brown algae fall under the Kingdom Chromista, Phaeophyceae. Strand – Marine Biology Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and Why it must be conserved Depth The depth of this topic is at a level where pupils appreciate and understand: 1. 2. 3. 4. 5. Brown Algae- Chromista Time Time 2 hours Term 3 Term 47

CAPS MARINE SCIENCES 99 Resources Investigations

( Provide photos and diagrams.) (Ecklonia maxima) : Long-leafed Sargassum (Anthophycus longifolius) largest kelp variety found on the South African coastline and the primary Sea bamboo is the largest kelp variety found on South Coast Kelp Forest ecosystem. Distribution is limited to the western component of the West Agulhas. from Namibia to Cape coastline of SA It grows in shallow water below the low tide mark, down to a depth of about 15 m. It anchors firmly to reefs with holdfasts, and grows hollow stipes until the surface is reached, after which the top expands to form a gas-filled pneumatocyst. short flat stalk forms at the top of pneumatocyst, from which strap-shaped fronds A These can grow up to 13 mm per day in ideal conditions. grow. This noticeably brown seaweed is abundant in deeper gullies and on rocks below the low tide mark, all along the South and East Coast. It has a hard, twisted, stem-like base, which flattens further along to give rise blade-like fronds. The fronds have serrated margins with spur-like outgrowths. Alternating with the fronds are pneumatocyst (for floatation) leafy clusters at their ends. They have special reproductive branches, resembling small clusters of berries. 1. 2. 3. 4. 1. 2. 3. 4. 5. Key Concepts (West and South Coast) : Sea bamboo Example (West Example (South and East Coast) Strand – Marine Biology Depth Time Time Term 3 Term

100 CURRICULUM AND ASSESSMENT POLICY STATEMENT Videos Internet Fresh flowers Resources Mentioned plants and structures should be recognisable from diagrams and photographs, and ideally highlighted for study during a field trip Flower dissection Investigations a saline ) mangroves. growing from enabling them to do not give detail happens underwater . to excrete gaseous exchange , Magnoliophyta (previously Zostera capensis and , with underground stems or and add any excess to old leaves tropical and subtropical tidal salinities and being exposed to with long flat leaves . glands on their leaves ) and red ( Rhizophora mucronata Illustrate and discuss reproduction in flowering pneumatophores ) or prop roots resemble grasses to provide anchorage. , both referred to as eel grass . ( Provide photos and upright branches Avicennia marina Avicennia extend above the water level to enable salt , some filter it out at the roots that are dropped. Others take in the salt water and have fluid. Most produce fruits with long spear-like outgrowths (hypocotl), stab into the mud and take root when dropped. on alternation of generations. Most marine magnoliophytes rhizomes producing Their entire life cycle (flowers, pollination and seed dispersal) Estuarine versions can cope with varying Thalassodendron ciliata desiccation at low tides. African examples are estuarine, and include South diagrams.) These are more noteworthy but limited to Relatively few Tracheophyta plants (vascular or true land plants) grow in marine in grow plants) land true (vascular or plants Tracheophyta Relatively few settings. Some can be found in shallow calm seabeds, but most are limited to estuaries. They are all representatives of the Division Angiospermae) or flowering plants. plants, highlighting the flowers, pollination, mechanism of fertilisation, and production of seeds. Only general reproductive structures need to be known; examples are limited to the estuaries, where they can form dense forests. SA Eastern Cape, north of the Nahoon river and KZN, include black (Bruguiera gymnorrhiza), white ( the trunk above high-tide level. deal with To ( Photos and diagrams.) Some common features include: An extensive root system Some roots which either upright outgrowths or loops ( 4. 5. 1. 2. 3. 4. 3. 1. 2. Sea or eel grasses: Mangrove trees: Strand – Marine Biology Key Concepts Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and Why it must be conserved 2. 3. 4. 5. Depth The depth of this topic is at a level where pupils appreciate and understand: 1. Vascular plants Vascular Time Time 2 hours Term 3 Term 48

CAPS MARINE SCIENCES 101 Many YouTube YouTube Many Clips are available to illustrate all the defined and illustrated content on this topic

Resources Photographs, slide show and videos Study live examples (aquarium or rock-pool study) and shell collections Observation of as many live species as possible, or arrange lesson or course with nearest aquarium Use a specific locally available example, but ensure ability to recognise major sub-groups or classes and defining characteristics Incorporate into ecosystem field trips

Investigations

prismatic and an open blood system , coupled with some significant aspects of of the shells (or absence thereof) are protected by externally by protected mantle; visceral mass and : periostracum (protein and organic mix), in various crystalline orientations). 3 cephalisation . and osphradium. , coelomate. All shell material is produced by cells in the mantle. and other ability to burrow, Shells enable protection, streamlining, storage of water, innovations. and use muscle contraction hydrostatic pressure to move. foot, a head, into divided body; Soft secreted shell. A radula tongue. Ctenidial gills nacreous (mostly CaCO Shells consist of three layers Triploblastic reasonable level of A highly modified radula. A Advanced nervous coordination. “Lungs”. reduced shell, modified internal shell or no shell. A Unsegmented. Mainly bilaterally symmetrical. At an organ level of organisation, all have a through gut, possess b. c. Most have: a. b. c. basis for the main distinction between classes anatomy. a. All are: a. d. Some have: a. b. c. d. The different shapes and configurations b. c. d. 2. 1. 3. 4. -Refer to the Phylogenetic tree place this Phylum in its Evolutionary context. Strand – Marine Biology Key Concept The molluscs are a very morphologically diverse group. (Use labelled diagrams to illustrate detail.) Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and must be conserved Why it Term 4 Term Depth The depth of this topic is at a level where pupils appreciate and understand: • • • • Mollusca and Mollusc Classes Grade 10 Time Time 7 hours 49

102 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources

Investigations intracellular gill-like structures are opposite direction to the flow of , it travels through the oesophagus to a enzymes for extracellular digestion. have internal fertilisation and lay eggs, from . through gut and some sense organs (varies by class). is present in the plasma. with branches and limited ganglia. ciliated membrane . exists. on a muscular foot. cerebral ganglion , swimming and jet propulsion in tubes within the digestive gland. Herbivores have characteristically long guts (up to 8 times their body length). An open blood system Varies greatly, even within individual classes from sedentary, with various ways of even within individual classes from sedentary, greatly, Varies attaching. to slow moving In many molluscs this function is fairly simple. Molluscs have a They have a double ventral cord as does the means to take in food. The diet of molluscs varies hugely, In all molluscs, once food enters the many molluscs have an elaborate sorting system and rely on However, digestion This consists of a few reduced haemocoels and some blood vessels. Pigment haemocyanin or -globin found. They are covered with a This membrane enables water to be directed in an blood inside the gills. This ability to “ self-ventilate ” is unique molluscs and earns them a distinct title: Ctenidia. with the lifestyle and habitat of animal. Vary Nephridial system in primitive classes. Most have a type of kidney , which regulates water balance and waste removal via duct to the outside. Most molluscs are unisex. Fertilisation of eggs is external. larvae. or Veliger Trochophore Eggs hatch as meroplanktonic The larvae settle to the sea floor when they reach maturity. Some species, particularly cephalopods, to floating crop and stomach, then to the intestine where absorption takes place. Salivary glands and a large digestive gland add simple heart pumps blood through gills and around the body. A Most molluscs have a chamber enclosed by the mantle in which which miniature adults hatch. e. Circulation: a. Locomotion: a. b. Nervous coordination: a. b. c. Nutrition: a. b. d. b. c. b. c. d. Excretion and osmoregulation: a. b. c. Reproduction: a. b. c. d. e. c. c. d. Gaseous Exchange: a. 8. 5. 6. 7. 10. 11. 9. Strand – Marine Biology Key Concept Term 4 Term Depth Grade 10 Time Time

CAPS MARINE SCIENCES 103 Many YouTube Clips are available to illustrate all the defined and illustrated content on this topic Fresh mussels Internet Frozen squid Internet Resources

Visit an Visit Aquarium or Shell museum to explore this incredibly phylum Dissection of a black mussel. A specimen may be collected and euthanased by refrigeration; or download and view virtual dissections Squid dissection, using purchased frozen squid; or download virtual dissections Investigations

simple eyes within the to secrete acids, with which they , providing great flexibility and protection. ) floats with plankton community and feeds on bluebottles. modified salivary glands Janthina sp. (gills modified to be chemical sensors). It causes complications with regard limpet-like animals, which glue themselves to rocks in the same way: a large The one class Pulmonates moved to land. Gills were lost and the vascular mantle cavity acts as a lung. Some returned to the ocean (False Limpet). These is by far the largest mollusc class, with some 35 000 species. They are typical in structure, having a head with eyes and sensory tentacles, large muscular foot, and a twisted visceral mass above. The origin of this twisting is in the larval stage, resulting a typically coiled shell and figure-8 twist in most of the internal systems (gut and nerve cord). gills and anus to the front, over head. It is useful for This torsion twists the mantle cavity, gills and osphradia to the anus and potential fouling of gills. The problem has been solved by the development of a hole at top, or holes along side, modified gills around the foot or a single gill on inhalant side, and an anus exhalent side. Most are herbivores , using the radula to rasp in small bits of plant. Carnivorous whelks have modified radulas to break up food. Predatory whelks may also have bore through shells of other molluscs. Cone shells have a sharp, venomous tooth-like radula. The bubble raft snail ( Chitons are flexible foot secreting a thin layer of mucus. Their shell is divided into 8 plates They lack eyes or “feelers” on their head, but have numerous periostracum. Most chitons spawn, leaving gametes to fend for themselves as planktonic larvae before settling as tiny versions of the adults. 1. 2. 3. 4. 10. 1. 2. 3. 4. 5. 6. 7. 8. 9. Polyplacaphora (chitons) (Provide diagrams and photos only to highlight definitive features for each class.) Gastropods 1 (limpets, winkles, whelks and slugs) Key Concept Strand – Marine Biology Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and Why it must be conserved The depth of this topic is at a level where pupils appreciate and understand: 1. 2. 3. 4. 5. Depth Term 4 Term 4 hours Time Time Grade 10 Marine Mollusc Classes

104 CURRICULUM AND ASSESSMENT POLICY STATEMENT Many YouTube Clips are available to illustrate all the defined and illustrated content on this topic Fresh mussels Internet Frozen squid Internet Resources Resources

. These rhinophores jet propulsion . . Masters of . Almost all are filter feeders , . on the skin or feathery folds simple eyes within the The head and sense organs have to secrete acids, with which they . Special siphons reach to the surface fast-moving and distinctly bilateral . byssal threads . - They have heads and tentacles . cement one shell to their home rock once the larvae gills as finger-like folds , providing great flexibility and protection. ) floats with plankton community and feeds on bluebottles. modified salivary glands oysters two shells joined with a hinge Janthina sp. bilateral structure and are thought to have burrowing ancestors; this (gills modified to be chemical sensors). It causes complications with regard with camouflage, poisonous secretions (bright warning colours) and even limpet-like animals, which glue themselves to rocks in the same way: a large Shell is reduced to a flexible pen. Buoyancy achieved by means of ammonium (Octopus, Squid, Cuttlefish and Nautilus) The one class Pulmonates moved to land. Gills were lost and the vascular mantle cavity acts as a lung. Some returned to the ocean (False Limpet). These is by far the largest mollusc class, with some 35 000 species. They are typical in structure, having a head with eyes and sensory tentacles, large muscular foot, and a twisted visceral mass above. The origin of this twisting is in the larval stage, resulting a typically coiled shell and figure-8 twist in most of the internal systems (gut and nerve cord). gills and anus to the front, over head. It is useful for This torsion twists the mantle cavity, gills and osphradia to the anus and potential fouling of gills. The problem has been solved by the development of a hole at top, or holes along side, modified gills around the foot or a single gill on inhalant side, and an anus exhalent side. Most are herbivores , using the radula to rasp in small bits of plant. Carnivorous whelks have modified radulas to break up food. Predatory whelks may also have bore through shells of other molluscs. Cone shells have a sharp, venomous tooth-like radula. The bubble raft snail ( Have rudimentary shells , often under the skin or completely lost . They have a relatively They have also developed around the anus; these folds increase surface area. with the enlarged pair of gills doubling up as filtration plants. been lost. Mussels may burrow in sand using a spade-like foot Clams fasten to the substrate, settle, and scallops lie on the seabed (some swim using their shells as bellows). helps them to dig and they require no protection; gills have been lost (having external would lead to them being fouled with sand or silt while burrowing) On the surface they have re-evolved Others attach to rocks with bring in clean water. Chitons are flexible foot secreting a thin layer of mucus. Their shell is divided into 8 plates They lack eyes or “feelers” on their head, but have numerous periostracum. Most chitons spawn, leaving gametes to fend for themselves as planktonic larvae before settling as tiny versions of the adults. instead of osphradia. Protect themselves recycled stinging cells and spicules from their prey. All are hermaphroditic , laying internally fertilised eggs in mucous strings or sheets. This class is typified by having This group has evolved from the basic plan to be are the most intelligent of invertebrates Foot has become tentacles ; a mantle encloses the organs and is used to create Most have a skin with chromatophores, iridiophores and papillae. Many have elaborate courtship rituals and internal fertilisation; they lay eggs that might look after. Nautilus – Closest to the fossil ancestors, with prominent multi-chamber shell. Cuttlefish – Internal chalky shell with microscopic chambers. Fluid-filled chambers are a buoyancy aid: salt is extracted, pressure drops, and gas forms. Squid – Shell can be external, internal, modified or absent. beak-like mouth cuts up the food. catch prey, Tentacles Cephalisation is advanced, with well-developed sense organs and nervous coordination. concentration in tissue. Octopus – Has no shell at all. Hides in rock crevices, swims an emergency camouflage. 1. 2. 2. 3. 3. 1. 2. 3. 4. 4. 5. 1. 1. 2. 6. 7. 8. 9. 10. 11. 3. 4. 5. 12. 10. 1. 2. 3. 4. 5. 6. 7. 8. 9. Gastropods 2 (Sea slugs and nudibranchs) Cephalopods Polyplacaphora (chitons) (Provide diagrams and photos only to highlight definitive features for each class.) Gastropods 1 (limpets, winkles, whelks and slugs) Bivalves (mussels, clams, oysters and scallops) Key Concept Key Concept Strand – Marine Biology Strand – Marine Biology Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and Why it must be conserved The depth of this topic is at a level where pupils appreciate and understand: 1. 2. 3. 4. 5. Depth Depth Term 4 Term 4 Term 4 hours Time Time Time Grade 10 Grade 10 Marine Mollusc Classes

CAPS MARINE SCIENCES 105 Internet and YouTube Internet and YouTube videos Resources

Choose two animals having larval stages in their life cycle, to illustrate the concept This could be a good section for students to investigate further and prepare a short article or presentation Investigations

or sink difficult . larvae do not motile larval stages. on or in the body of an once they reach a drift with local currents population. Planktonic larvae circulate in the water column of if any, that the larva spends in if any, , as meroplankton. distinctive larvae, such as Planula, predation . chemicals released by a suitable provides for different levels of ensures that developing to culture certain commercially important animals (such as rock lobsters). These complex planktonic life cycles make it very For most invertebrates and many fish species, once eggs have been fertilised, they to the ocean floor. Once hatched, there will be various compete with the adult more exposed to Different phyla have distribution; Trochophore, Veliger, Nauplius and others (as discussed Veliger, Trochophore, in the sections on individual phyla). Generally these larvae the planktonic body They then swim or settle out planktonic circulation. In some animals, eggs are kept adult , to hatch before entering the planktonic circulation. Each strategy particular stage or encounter the correct cue Cues could be Also sight, substrate , or adults of the same species. light, magnetic fields and vibrations. Larval development strategies can be classified according to the length of time, 10. 1. 2. 3. 4. 5. 8. 9. 6. 7. Key Concept Strand – Marine Biology Marine Life Cycles: Larvae The Depth of this topic is at a level where learners understand How various organisms have adapted to different stages in their life cycles for survival purposes. Depth Term 3 Term Marine Life Cycles: Larvae 1 hour Time Time 50

106 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Many YouTube YouTube Many are Clips to available all illustrate the defined and illustrated on this content topic Resources

Photographs, slide Photographs, and videos show Study live examples (aquarium or study) rock-pool of as Observation species live many as possible, or lesson arrange with or course aquarium nearest As a project, Virtue discs can and be cultured colonies bryozoan identified Investigations cilia- . . Hydroids ). can be especially problematic. can ). polypide inside which they remain. remain. inside which they (autozooid (the latter resembling miniature corals). resembling miniature (the latter 3 , often clones of a single individual. , often alien invasive species alien invasive zooids to help the to or appendages specific modifications have . Some . They can be found on rock on rock be found can . They is a current there , especially where , leading to an anus just outside the lopophore. an anus just , leading to box-like body wall (cystid), body wall box-like through gut through Protection Reproduction growth Colony colony the across circulation Water deposits. Cleaning off sediment a) b) c) d) e) Bryozoans are typically colonial, often polymorphic and form colonies that are flat sheets, sheets, flat are colonies that form polymorphic and often colonial, typically are Bryozoans An opening on the top surface of the body wall enables the autozooid to extend a crown of a crown extend to enables the autozooid of the body wall surface An opening on the top mouth. a central feed particles into filter to (the lopophore) tentacles covered is a U-shaped There Inside the cystid is a coelom containing the rest of the zooid ( of the rest the containing coelom is a Inside the cystid (heterozooids) in the colony Other zooids colony with: colony almost all marine ecosystems almost from examples are but there tropical, The majority are on any available surface available on any grow They a produce Individual autozooids CaCO contain be soft or may material The body wall surfaces, mollusc shells, seaweed fronds, and the hulls of ships and boats. fronds, mollusc shells, seaweed surfaces, be cleaned off; hence and need to drag cause can , they man-made structures colonise When they organisms as fouling known are they in a pattern and build up the colony and divide rapidly grow they about 0.5 mm in size; are Zooids each species. unique to than 1 m. more 1 cm to from but range 10 cm in extent, Colonies average zooid is the feeding in a colony zooid typical The most The colony consists of individuals termed of individuals termed consists The colony 11. 12. 10. 13. 1. 2. 8. 9. 3. 5. 6. 7. 4. -Refer to the Phylogenetic tree to place this Phylum in its Evolutionary context. Evolutionary in its this Phylum to place tree the Phylogenetic to -Refer Strand – Marine Biology Strand Key Concept Key Although regarded as a “minor phylum”, this classification refers more to the size of the organism than the organism of the to the size more refers this classification as a “minor phylum”, Although regarded distribution. with thus easily confused structures, branched or upright sheets, folded upright Evolutionary Evolutionary trends The definitive differences between phyla Specific adaptations, to relating to structures functions The richness of marine biodiversity and it must Why be conserved Depth The depth of this The depth a level is at topic pupils where and appreciate understand: 1. 2. 3. 4. 5. Bryozoa Time Term 3 Term 1 hours 51

CAPS MARINE SCIENCES 107 Resources Many Many Clips YouTube available are illustrate to all the and defined illustrated on content this topic Investigations

Population growth growth Population simulations vs Sustainable unsustainable harvesting resource and simulations games as age age populations and . to a base population in relation . nett overall rate of growth rate overall nett (predation and overexploitation of resources – food, – resources of overexploitation and (predation density-dependent . . density-independent is the branch of life sciences that studies the size and age composition of composition and age the size studies sciences that of life is the branch growth curves, equations and carrying capacity (K). carrying and equations curves, growth population distribution population density, population size, population demographics, Nucleated: near resources (food, shelter, living space) and good abiotic conditions. abiotic living space) and good shelter, (food, near resources Nucleated: (eg penguins). territory for competition example, for through, dispersion: or regular Uniform repulsion. or attractions of strong absence Random dispersion: occurs through births (natality) and immigration. births (natality) through occurs An increase can be subdivided into Deaths and emigration. (mortality) deaths through occurs A decrease cause. and human-induced or hunting predation versus causes natural and rates death Birth rates, abundance, competition, and intra-species inter- commensalism, mutualism, parasitism, fecundity patterns. growth or exponential Geometric Logistic relationships. Predator–prey either are that Variables variability and fluctuation Resource light and space) or light graphs structure Age 1. 2. 3. 1. 2. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. systems, and the biological and environmental processes that affect those populations (such as birth those populations affect that processes and environmental and the biological systems, dynamic and emigration). immigration rates, and death include terms Key Key Concepts Key dynamics Population Strand – Marine Biology Strand structure of dispersion: Patterns is dynamic size Population deaths. births and between implies a balance or emigration) immigration (excluding growth population Zero growth: population to related terms Key Students should be able to discuss the above terms.) discuss the above should be able to ( Students Depth Population dynamics The Population Dynamics topic which is one for discussions and applications should be done a deeper level. at The content applied be should as other Marine Biology and topics Ecology introduced. are Population Dynamics Time 4 hours Term 3 Term 52

108 CURRICULUM AND ASSESSMENT POLICY STATEMENT Many Many Clips YouTube available are illustrate to all the and defined illustrated on content this topic Resources Investigate Investigate endemic species along the coast Investigate endangered species along the coast Investigations

C. This region C. This region 0 the Atlantic Ocean the Atlantic C to 15 C to , moves at speeds up at , moves 0 . forests and kelp algae coastal recirculating into the Agulhas into recirculating ) based on geographical features and features ) based on geographical to Cape Point. Cape BGZ to South Western . of consumers. out of the Southern Ocean. deflected south-west by south-west being deflected before the KZN coast, , past . Benguela Current strongest flowing ocean currents in the world in the ocean currents flowing strongest of cold nutrient-rich water. nutrient-rich of cold down to Cape Columbine, and the to down eastern seaboard is the Indian Ocean Basin. seaboard eastern owing to the currents; these the currents; to owing temperatures based on water be identified, can back on itself in a series of eddies , with smaller ones the Indian Ocean circulation on the West Coast, with average temperatures ranging from 9 from ranging temperatures with average Coast, on the West , as far as Cape Agulhas, is indicated as being as Cape Agulhas, is indicated , as far of South Africa coast west . Coast West up the to move off break Upwelling is when strong offshore air flow pushes surface sea water out from the coast, causing cold, causing coast, from the out water sea pushes surface air flow offshore is when strong Upwelling the coastline. against upwards be drawn to rich water deep, nutrient blooms, phytoplankton extensive promotes water The nutrient-rich frequent upwelling Experiences frequent populations large for food In turn these provide the Agulhas Bank. This then turns south and to 13 km/h. to Mozambique from flows The Agulhas Current different major currents and very and major currents two different experiencing coastlines by both these reinforced is This distinction conditions. weather different , one of the Agulhas Current The warm eddy joins The largest current. Some eddies northward, moves current cold Coast the West At the is called current moving This northward Cold Temperate Region Cold Temperate b. c. a. d. is divided into the Namaqua BGZ is divided into , while the ocean basin off our 4. 3. 1. 2. 5. 6. 7. 8. Basin Strand – Ecology Strand Concepts Key Ocean Basins of Southern Africa The Two The ocean basin off the coastal regions coastal distinct fairly Three zones (BGZ biogeographic inshore five be further subdivided into can regions biodiversity: local distinctive 1. Depth Marine SA Ecosystems should Learners the understand South African and Context under conditions which Marine be Sciences can This researched. as laid out in topic concepts the key the should form basis upon which are studies case contextualised. South African Marine Ecosystems South Time 2 hours Term 3 Term 53

CAPS MARINE SCIENCES 109 Resources Investigations is C. Referred C. Referred o C to 20 C to 0 . further to the north. further to coralline (cells coralline and often smaller and very colourful. smaller and very Delagoa BGZ Delagoa . However, the species diversity . However, . . such as being generally such as being generally up to St Lucia, and the up to , but population sizes are smaller. are sizes , but population basis. beyond the continental fringe to the end of the South African Economic Economic South end of the African to the fringe continental the beyond nutrient-poor Red Stumpnose, Knysna Seahorse, Leopard Catshark and Basket Star). and Basket Catshark Leopard Seahorse, Stumpnose, Knysna Red on the South Coast, with average temperatures ranging from 16 from ranging temperatures with average on the South Coast, tropical characteristics, characteristics, tropical which makes the algae hard and unpalatable) hard the algae which makes 3 C to 18 ° C to from ranging temperatures with average Mozambique, London into East from fluctuates on a seasonal fluctuates . species diversity is also high species diversity Agulhas BGZ. Coastal fish exhibit fish Coastal very high very BGZ and Delagoa in northern Natal coral to way give on rocks Seaweeds zooxanthellae. and polyps coral between relationship to due has a high productivity ecosystem Coral Animal pelagic fish, which visit periodically. and larger well as sharks fish, as reef territorial larger are There incorporate CaCO incorporate low-growing (tend to be moss-like, carpeting most rocks) most carpeting be moss-like, to (tend low-growing are Algae Water in the Agulhas Current is in the Agulhas Current Water conditions nutrient-poor maintaining downwelling, winds cause onshore Prevailing This region This region Cape Point to just north of East London north of East just to Cape Point From influx of colder water from the west along the shallower coastal shelf. coastal along the shallower west the from water colder of experiences an influx It often has region temperate but the warm regions, with the bordering some species overlaps are There endemic species (eg numerous

g. d. e. f. h. c. b. to as the to a. a. b. c. d. Natal BGZ the Natal is subdivided into 27 ° C. This region Subtropical Region 3. Subtropical Warm Temperate Region Temperate 2. Warm Strand – Ecology Strand Concepts Key Not required for the scope of this course.) the scope . ( Not required for Zone Exclusion Further BGZs are identified in deeper water, water, deeper in identified are Further BGZs Depth Time Term 3 Term

110 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Many YouTube Clips are available to illustrate all the defined and illustrated content on this topic Investigations Blue Planet and other documentary excerpts Provide worksheet and questions The worksheet should include supplementary notes . and . to thrive. . owing to a constant like tuna, hake, mate and calve . , to and subsequent light and nutrients float with phytoplankton and may temporarily join the like pilchards, mackerel, , conditions are more dynamic and and fish Coast by the formation of a thermocline in , which require fluctuations in nutrient supplies schools of dolphins and predatory fish such as krill, jellies, bluebottles and small fish. food for schools of pelagic fish . phytoplankton populations to spring, early summer and autumn particularly on continental shelves migrate to the South African coastline in winter migrate to the South become restricted off the South abundant food supply for many larger animals, including whales and Humpback Whales are examples. (including radiolarians, foraminiferans and copepods) , limiting abundant Nutrient supplies may summer Coast experiences regular The West phytoplankton blooms due to upwelling. The East Coast has smaller but relatively stable phytoplankton populations, supply of warm relatively nutrient-poor water all year. Zooplankton feed on them . Close to coastlines , the larvae of coastal invertebrates Most oceanic food chains start with phytoplankton zooplankton (as meroplankton) Many of these whales All are fed on by larger carnivores They live off fat reserves built up during the summer feeding season. These carnivores in turn become anchovies and maasbanker. The next step up in the food chain is yellowtail and elf (shad). Sea bird s such as gannets, cormorants and penguins also feed off the fish. The Southern Ocean experiences huge summer productivity , giving rise to planktonic explosions of krill in particular. These provide an Southern Right 2. 3. 4. 1. 2. 1. 9. 3. 11. 4. 5. 6. 7. 8. 10. Planktonic food webs Whenever the phytoplankton populations increases, consumer chain will increase as well Strand – Ecology General Large sections of the mid oceanic environments can be termed deserts, as nutrient levels are low subsequent food chains limited. Closer to coastal margins, and complex communities evolve . Individual ecosystems should be viewed with reference to the ecological concepts introduced in Gr10 and highlight the unique components and interactions within each. Understanding of the complexity of ecosystems is critical for learning about the multi disciplinarily of Marine Sciences. Class discussions, field trips and projects should be used to integrate ecosystem studies and other appropriate topics in this curriculum. The Open Ocean Time Time hours 2 Term 3 Term 54

CAPS MARINE SCIENCES 111 Resources Investigations

West Coast . along the West and warm water, has a much lower abundance and warm water, of water from the Benguela Current. dictate the distribution of pelagic fish. abundance of pelagic fish events along the western shoreline. up as far Mossel Bay or even further during sardine runs. higher nutrient content The generally Frequent summer upwelling of pelagic schools. The cold nutrient-rich water often extends along the continental shelf of South Coast. The pelagic schools follow The East Coast , with relatively stable conditions The rich food supply results in a potential : Coast main factors lead to a far richer food supply along the West Two a) b) 3. 4. 5. 2. 1. Pelagic fish nutrient supplies around our coastline Variable Strand – Ecology Time Time Term 3 Term

112 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources Living Shores Living Shores George by Branch

Investigations Visit a shore Visit a shore a or arrange with skype call someone who access has easy the shore to . The shore is the area on land between spring on land between is the area . The shore shore . The shoreline is the point at which the water which the water at is the point zone . The shoreline intertidal The coast is an active place. Waves break and release their energy. release their energy. and break Waves place. is an active The coast being the spring point extreme the high tide mark – reaches the land that onto Tides bring water high tide mark. twice during a day. points these two between fluctuates level The water SA is 2m in range tidal maximum The average 1. 2. 3. 4. Strand – Ecology Strand Key Concepts Key In coastal areas, land and sea are joined in an area called a called joined in an area land and sea are areas, In coastal low and spring high levels, also referred to as the to also referred and spring high levels, low time. given any is, at level Depth Individual ecosystems should be with viewed to reference the ecological concepts introduced in Gr10 and highlight the unique components and interactions within each. Shores – Rocky and Sandy Time 4 hours 4 hours Shores intro and Rocky Shores Term 3 Term 55

CAPS MARINE SCIENCES 113 Resources

Id sheets; square quadrats (or round ones made from string) Rope for transect lines. measures. Tape Photographs and diagrams to show intertidal zonation Investigations

Rocky shore study- Incorporate id sheets for animals and algae; Mapping of a rock pool; quadrat studies and line transects to see zonal species distribution. Collect (for return after session) specific algae and animals relating to this curriculum.

, of normally (which are and fluctuating barnacles competing for urbulence, and predation by changing combinations the lower shore where abiotic on the shore, greater these of the rock. and food supply. and food 2 heavy wave action and predation. wave action , t , particularly in rock pools , but require some adaptations experience rapidly rock pools . desiccation , extreme temperature fluctuations dealing with higher the pool is around them except those they “cultivate”, and ; specifically high light intensities limited desiccation . which the organisms living here encounter include: adaptations to stress. Examples include parent material, aspect and strata poorly adapted to and salinities . The species are: according to specific feeding, competitive and symbiotic interactions, will be. higher than in the surrounding ocean). Generally Relatively tolerant to desiccation and temperature extremes adapted to survive exposed to and adapted for dealing with marine organisms. b) a) b) a) Middle shore temperature, salinity, moisture, pH, dissolved O temperature, salinity, As tides rise and fall the exposed areas temperatures stresses The eroded areas fill with water to form Many marine creatures can inhabit these to unique abiotic conditions They are covered by water and exposed to air as tides change. Have a rock substrate The rock exhibits exposed and sheltered surfaces as well eroded gullies holes according to the space, limpets grazing all algae predatory sea stars limiting where mussels can establish themselves. High shore species are: rain, wave action, sea water flow, turbulence, and predation by land animals – rain, wave action, sea water flow, especially sea birds. Where several organisms occupy an area factors are less stressful, there is more competition for space and food. These lower to mid the in organisms of distribution the influence further interactions biotic shore. There is strong evidence to suggest that organisms in the lower shore are also distributed rather than purely Organisms must cope with periods of 2. 4. 1. 1. 2. 3. 6. 4. 5. 3. Abiotic and biotic factors Rocky Shore ecosystems are characterised by the following features: Key concepts Strand – Ecology Individual ecosystems should be viewed with reference to the ecological concepts introduced in Gr10 and highlight the unique components and interactions within each. Understanding of the complexity of ecosystems is critical for learning about the multi disciplinarily of Marine Sciences. Class discussions, field trips and projects should be used to integrate ecosystem studies and other appropriate topics in this curriculum. Depth 4 hours Shores intro & Rocky Shores Continued Gr 11 4 Term Another 4 hours Time Time Term 3 and 4 Term Rocky Shores

114 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources

Investigations

. often indicating in rocky shore or intertidal zonation mark, has more algae and neap low and high winkles . tide marks and the tidal mean . The Photographs and diagrams to show three generic zones: . This zone is often divided into upper and algae . vertical zonation pattern high and low tide , approximately between , around the spring high tide mark, bordering on by other marine organisms. such as limpets and mussels, well soft-bodied exhibits zone, around the spring low of that organism in the mid to high shore zones. desiccation . resident species , with the name of each zone compete for food and space. the distribution is the defining feature of rocky shores. ( tide marks, is characterised by barnacles , limpets and larger winkles – amongst many other invertebrates and The middle eulittoral zone lower zones around the tidal mean. The lower eulittoral wave-resistant animals animals in calmer water. The upper eulittoral zone spray or splash zone , is characterised by small rocky shore zonation Out of the water for limited times only. Not well adapted to Able to tolerate heavy wave action, by being firmly anchored and streamlined. adapted to Well Adapted to avoid predation b) c) a) c) b) a) e) d) Lower shore species are: It is important to note that high and low tide levels, as well tidal range, differ on a daily basis, depending on the phase of moon. Biologists have noted a clearly visible Each zone has specific one of them. Zonation intertidal zonation.) The resident species may differ on different coastlines, depending the overall characteristics of the bordering ocean. Typical These are roughly demarcated by the term eulittoral is often used to describe the intertidal zone. 1. 2. 3. 4. 5. Key concepts Strand – Ecology areas determines An organism’s adaptation to cope with specific abiotic and biotic stresses An organism’s Depth Time Time Term 3 and 4 Term

CAPS MARINE SCIENCES 115 Resources

Investigations

point. more in each zone: . It has in the lower but more limpets, on the South and cochlear or argenvillei pear-shaped limpets in the zoanthid colonies towards the top of upper tidal mean to around the neap low , characterised by small winkles especially point, down to the tidal mean The littorina zone also has the addition of is named after the acorn barnacle family, Balanidae. is named after the acorn barnacle family, neap high and far more algae . on the East Coast to a limpet belt there is an additional band of zone is below the is the littorina zone is distinct on each coastline, varying from a specialised he cochlear zone. zone is divided into two: around the . There are also large the oyster belt . East Coast there is a band of oysters lower eulittoral, t Coast). algae purple laver (also found on the West Coast, the cochlear zone also features increasing proportions of On the West another limpet (which is dome-shaped), making this the . Algal gardens ar zone. Moving west , algae become far more prominent . cultivated and defended by the limpets in this zone. balanoid and into the lower eulittoral. Zooxanthellae in zoanthids are significant as producers. On the South Coast On the balanoid, winkles and mussels, The upper balanoid zone The zone falls animals than algae , including winkles, limpets and barnacles. The lower balanoid It has fewer barnacles (being the lower extent of their range) Coasts. West coastline: For each coastline, an additional zone is Additional zones in the SA noticeable in the intertidal area. The upper eulittoral Africana . Afrolittorina The mid eulittoral The lower eulittoral extension of the balanoid I. I. II. II. III. d. a. b. c. In South Africa , these zones can be renamed according to the common species Key concepts Strand – Ecology Depth Time Time Term 3 and 4 Term

116 CURRICULUM AND ASSESSMENT POLICY STATEMENT Many Many YouTube are Clips available illustrate to all the and defined illustrated on content this topic Resources

Meiofauna Meiofauna investigation can activities Many with a be developed beach excursion. Investigations

. are are finer grains finer , desiccation down broken Tubes and deposit . . action wave tide or by temperatures and temperatures .), which – with the calmer conditions calmer breathe air. breathe ; are common on the West and South on the West common are ( Ocypode spp wave action , high wave Tylos sp.) ( Tylos which are constantly in motion constantly which are – not an ideal environment for burrowers. for – not an ideal environment larger sand grains sand larger have have Organic material is trapped material . Organic oxygen excludes giant pill bugs giant , generally avoiding very very avoiding , generally adapted are to which they conditions sand particles and with , and seek out plants to feed on. feed to , and seek out plants night , at to penetrate. penetrate. air to but allows but moisture , made up of energetic conditions energetic available to animals in the sandy shore drifts in animals in the sandy shore to available and decomposition bacteria that drain through the sand, and through drain that bacteria particles and decomposition on organic feed retains its retains drains quickly drains , extreme , extreme predators avoid enables them to hydrogen sulphide hydrogen , releasing bacteria in the sand or shelter in the rotting plants. in the rotting in the sand or shelter Burrow tide low at Emerge on dead pill bug, the sand hopper and giant with similar habits to but feeds Is a scavenger animals. sand. in wet rest deep enough to Burrows on damp sand. scavenge to Emerges aggregate to a beach to aggregate a. b. a. b. c. organic matter organic Some animals and animals. dead plants for the shoreline scavenge to emerge others sp.) ( Talorchestia Sand hoppers the high tide. These animals – by deposited are and other seaweeds kelp dislodged where Coasts, crab the ghost by Coast on the East replaced are They Very fine sand Very Beaches are unstable Beaches are while still finding ample dissolved oxygen. finding ample dissolved while still All created in sheltered environments with finer sand, while animals push between the coarse sand coarse the with finer sand, while animals push between environments in sheltered created environments. turbulent particles in more or built up. eroded beaches are whether determine of waves and frequency The size to subject Beaches abiotic by Animals coarse or fine extremes. or fine coarse Burrowing themselves. attach to organisms for substrate no hard provide Sandy shores the sand. into burrow animals here grow, to seaweeds for unstable too are The shores sand Coarse 11. 1. 2. 7. 1. 10. 4. 5. 8. 9. 2. 3. 6. Commonly found intertidal beach animals intertidal Commonly found generally sand in the upper shore into burrow Animals that Upper shore: Large sections of the South African coastline have sandy beaches overlying deep bedrock. They are also are They deep bedrock. overlying sandy beaches have coastline sections of the South African Large thriving ecosystems: Key Concept Key Strand – Ecology Strand Individual ecosystems should be with viewed to reference the ecological concepts introduced in Gr10 and highlight the unique components and interactions within each. Understanding of the of complexity ecosystems for is critical learning about the multi disciplinarily of Marine Sciences. Class discussions, field trips and projects should be used integrate to ecosystem studies and other appropriate in this topics curriculum. Depth 2 hours 2 hours theory +2 hours practical Time Term 4 Term Sandy Beaches

CAPS MARINE SCIENCES 117 Resources

Investigations

meiofaunal meiofaunal scoop up to scoop behind the rising tide . and kept in the the rising tide and kept by microscopic organic material that is that material organic microscopic filtering out filtering . feed phytoplankton feed to ) emerges to be rolled to ) emerges mark with the tide and bury themselves again. mark with the tide and bury themselves swim in the turbulent water in the turbulent ) swim meiofauna migrate up the beach as tide rises. tide mark and migrate the low at crustaceans, mainly copepods, this zone is typified by the plough snail is typified this zone mainly copepods, crustaceans, Emerita sp Emerita move in the sand, move bacteria and microscopic animals (protists and simple worms) inhabit the spaces and simple animals (protists and microscopic bacteria independent of the macrofaunal food chain (larger animals). Sometimes the two the two animals). Sometimes chain (larger food of the macrofaunal independent return to the low tide the low to return or sand louse ( shelter in the sand shelter and water with little turbulence. They emerge with the rising tide to with the rising tide emerge with little turbulence. They action and water wave moderate , which is as it filters through sand. This is the through down as it filters broken is efficiently material much organic Prefer Prefer “surf” to the high tide mark, where dead animals can be found and fed on. found and “surf”can be dead animals the high tide mark, where to food. guides them to sense of smell that an excellent Have the mid tide sand. back into to burrow with the tide Retreat ). Plough snails – Thus, chain food and Pill bugs organic Sand hoppers by down broken up seaweeds eg. Washed chains do coincide- to the sea. chain, back the meiofaunal faeces enter particles and Huge populations of populations Huge . release nutrients to particles organic down break Bacteria soil this happens quickly. aerated In well worms . and for protists food particles are Some bacteria-covered bacteria. further by down broken are and wastes Their faeces the sea leach into nutrients The released between sand particles. between termed are These small organisms a. b. c. rising waves. by deposited sp ( Gastrosaccus Small surf shrimps . and animal material dead plant The mole crab matter. and organic which is rich in food water, turbulent All these animals White Mussels ( Donax spp) White 8. 1. 3. 4. 5. 6. 7. 2. 2. 3. 4. 1. Apart from several small several Apart from Middle shore: Sandy shores are significant nutrient cyclers nutrient significant are Sandy shores Key Concept Key ( Bullia spp Low shore: Animals shore: Low Strand – Ecology Strand Depth Time Term 4 Term

118 CURRICULUM AND ASSESSMENT POLICY STATEMENT https://study.com/academy/lesson/ echinodermata-respiratory-system.html https://www.youtube.com/ watch?v=n4uDD5-mD-Q Resources Investigations Photographs, Photographs, and slide show videos Study live examples (aquarium or study) rock-pool Observation of as many species as live possible, or lesson arrange or course with nearest aquarium Use a specific available locally but example, ability to ensure major recognise sub-groups or classes and defining characteristics into Incorporate field ecosystem trips tube (Use labelled which controls which controls to each class. to ossicles or plates held ossicles or plates 3 adults. water vascular system vascular water need to be introduced. These be introduced. need to Deuterostome gives rise to a skin covering CaCO a skin covering rise to gives becomes. The blastopore gives rise to the rise to gives The blastopore becomes. the Blastopore) and Protostome Bilateral larvae. Bilateral symmetrical pentaradially rise to give Larvae Triploblastic coelomate. Triploblastic The ectoderm feet or podia feet and organs. limbs regenerate can Most and other proteins and other proteins fibres collagen by together is specific the plates of space between The amount . spines and nippers incorporate Skin can compartments. fluid-filled several forms The coelom include a These compartments across the phylum. Exceptions will be dealt with per class. Exceptions the phylum. across

Symmetry: a. b. Body plan: a. b. g. c. d. e. f. 1. 2. general anatomy and physiology and physiology anatomy but the general the classes is huge, between The variety is similar diagrams to illustrate detail.) illustrate diagrams to context. Evolutionary in its this Phylum to place tree the Phylogenetic to -Refer terms refer to the embroyonic development of animals, but especially what the first the first of animals, but especially what development the embroyonic to refer terms ( opening in the embryo mouth in Protostomes and the anus in Deuterostomes. This assists in establishing in establishing This assists and the anus in Deuterostomes. mouth in Protostomes and Echinoderms protostomes. are invertebrates Most phyla. between relatedness deuterostomes. are Chordates Strand – Marine Biology Strand Concept Key At this point, the words the words this point, At Evolutionary Evolutionary trends The definitive differences between phyla Specific adaptations, to relating to structures functions The richness of marine biodiversity and be conserved Why it must Depth of this The depth a level is at topic pupils where and appreciate understand: • • • • Echinoderms and Echinoderm Classes Time 6 hours Term 4 Term 56

CAPS MARINE SCIENCES 119 Resources Investigations All are slow moving, slow using tube feet. All are sessile. Almost per class. Varies each arm or sector. feeding of nerves network is a loosely arranged There ganglion. No centralised substances. touch and chemical to light, Sensitive gut. a through have groups Most glands). with digestive caecae arms (pyloric into Gut branches depends on group. Intake the surrounding from compounds organic extract the ability to All have the skin. into water proteins and contain ciliated are system vascular and water The coelom and coelomocytes. of substances. the fluid and this enables transport The cilia circulate Locomotion: a. b. c. Nervous coordination: a. b. c. Nutrition: a. b. c. d. Circulation: a. b. 3. 4. 5. 6. Strand – Marine Biology Strand Concept Key Depth Time Term 4 Term

120 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Investigations in the coelom engulf wastes and exit through through and exit engulf wastes in the coelom coelomocytes vascular system and gut. system vascular tube feet. exposed through be excreted can wastes Chemical vs Euryhaline). does not occur (Stenohaline Osmoregulation is common. spawning so far, examples As with most stage larval planktonic symmetrical includes a bilaterally Development as a small adult). (settling to normally named according stages, of unique larval a variety are There the individual class. the Hatched eggs. retain and fertilisation internal Some species have adults. or tiny larvae as advanced emerge later offspring ability. regeneration place, using take can reproduction Asexual Diffusion from water in the water vascular system. vascular water in the water Diffusion from area. surface to increase exist may Special adaptations part of this system. are feet Tube exist. No specific organs Phagocytic c. d. Reproduction: a. b. c. d. e. Gaseous exchange: a. b. c. Excretion: a. b. 9. 7. 8. Strand – Marine Biology Strand Concept Key Depth Time Term 4 Term

CAPS MARINE SCIENCES 121 Resources Many Clips YouTube are available to illustrate all the defined and illustrated content on this topic There are very valuable Aquarium videos which are readily available Investigations Photographs, slide show and videos Study live examples (aquarium or rock- pool study) Observation of as many live species as possible, or arrange lesson or course with nearest aquarium Use a specific locally available example, but ensure ability to recognise major sub-groups or classes and defining characteristics Incorporate into ecosystem field trips teste . ) and these aid in sensing feeding. pedicellaria . podia cirri . pedicellaria or nippers. , with small podia, or tube feet, and cilia. extends from cloaca into body: contains sea water and aids gaseous Classic pentaradial layout. Skin has papulae, short spines and Move by means of tube feet in ambulacral groove. Have eye spots and very sensitive tube feet at arm ends. Aboral surfaces) Mouth on under-surface. (Can refer to Oral and Feed by extruding part of the stomach to partially or totally digest food outside. Central disc with loose skin, thin arms vertebral plates and spines. feet are reduced to tentacles ( Tube Move by dragging themselves with legs. Most filter feed; some scavenge larger meals. Mouth is situated underneath and there no anus. may be reared in brooding pouches. Young They have many thin, upward-facing arms; a small central disc with mouth and anus, facing upwards. Cling to substrate using special Arms have pinnules Filter feed small particles, encasing them in mucus and pass food down to mouth. Gonads are situated in the lower pinnules. Pentaradial symmetry is not immediately noticeable but obvious on closer inspection. Ossicles are enlarged with very little connective protein to form a Skin has spines and a range of The spines are used for protection and “walking’. Mouth is feet penetrate through the test; urchin holds on and drags its body. Tube underneath, with 5 prominent teeth, and the anus is on top. Omnivorous. Coelom extends into external folds to form “gills”. but the Pentaradial ancestry can The Sea cucumber exhibits a more bilateral symmetry, be seen in the rows of tube feet. There are fewer ossicles under the skin than in Sea stars, but comparatively more collagen and elastic fibres. feet to hold on; modified around mouth form sticky tentacles. Tube Sea cucumbers feed by using their tentacles to catch small particles. They have a through gut. Respiratory tree exchange. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. Key Concepts Asteroidea: Sea Stars or Starfish Strand – Marine Biology Ophiuroidea: Brittle Stars Crinoidea: Feather Stars Echinoidea: Sea Urchins Holothuroidea: Sea Cucumbers Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and Why it must be conserved Depth The depth of this topic is at a level where pupils appreciate and understand: 1. 2. 3. 4. 5. Time Time 4 hours Term 4 Term Echinoderm classes

122 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources A range of A clips YouTube and resources are available Archeologic in libraries and on the internet. George Branch Living Shores 2018 pg 204. see prehistoric resource depletion pg 206 Reliance on the coast pg 207 and see South Coast: Our ancestral birthplace.

Investigations Museums and Archaeological sites display an enormous amount which can be visited and further enrichment dealt with. and Vywers Visit Arniston or fish traps Stilbaai Or the N KZN in Kosi Bay area. . Reference to quality proteins that came from eating food the sea. This topic is an ideal one in which extension and source-based questions should be asked. Middens displaying evidence of sea food consumption by early humans Reference to marine materials in middens Stone wall fish traps vyfers on the South Coast and Norhern KZN in Kozi Bay South Coast Our prehistorical birthplace Early human reliance on the coast Middens displaying evidence of sea food consumption by early humans Prehistoric Resource Depletion Strand – Humans and the Ocean Key Concepts 8. 9. Archaeological Evidence of early human relationships with the sea and seafood. 1. 2. 3. 4. 5. 6. 7. Depth A broad A overview of understanding of South African Scientists to the Marine Sciences. The history of Marine Science discovery should encourage learners to make a contribution themselves in the future. Archaeological Evidence of early human relationships with the sea and seafood. Term 4 Term Time Time 2 hours 57

CAPS MARINE SCIENCES 123

SASSI cards App and http://wwfsassi. co.za/sassi-app/ as well the Marine Stewardship Council https://www. msc.org/ material and web sites. http://wwfsassi. co.za/ George Branch Living Shores 2018 pg 211. Harvesting of the seas Resources Investigations Using the SASSI App Discussions and activities considering the variables used to calculate the SASSI guidelines. Investigate a case study in which a scenario is laid out for consideration for a Green, orange or red listed species. MSC, SASSI) which require compliance sustainable measures consumer awareness initiative requiring consumers to need to be studied when considering humans and the sustainable use Fish only what is consumed. Stop incurring bycatch or incidental mortality. Fishing companies and fishermen must follow fishing legislation – such as quotas, total allowable catches and permit conditions. Establish no-take zones. Areas (MPAs). Develop Marine Protected Change equipment so habitat destruction is reduced ( eg turtle release in nets). Identify habitats that should not be touched by harvesting equipment. Prevent use of destructive fishing gear (eg circle hooks and trawling nets). Aquaculture of marine species. Areas (MPAs). Marine Protected Marine ecotourism opportunities as alternative employment to those dependent upon seafood sales for their livelihoods. What species is the seafood? Where was it caught? How was it caught? Has it been listed as a Green, Orange or Red by marine scientists? What do FishSMS and websites communicate about that species?

a. b. c. d. e. f. g. h. a. b. c. a. b. c. d. e. Marine scientists are working to develop a scientific basis for making management decisions and restoring certain fish stocks to sustainable levels. Solutions for overfishing include: Refer to Seafood consumer awareness programmes such as the Marine Stewardship African Sustainable Seafood Initiative ( Council and the South These programmes propose a set of by participating companies, or a African oceans: and management of South establish: Three specific areas Overfishing 1. 2. 3. 4. Strand – Humans and the Oceans Note: Research also indicates that not all changes in fish stocks are the result of human overexploitation. The depth at which this topic should be understood is one in which learners should apply their knowledge of other topics studied up to this point. In addition, this topic will form as a frame of reference as further topics in the Ecology and Humans and the Ocean strands are introduced. The topic lends itself to higher level solutions- based applications Term 4 Term Overfishing and SASSI Time Time 2 hours 58

124 CURRICULUM AND ASSESSMENT POLICY STATEMENT https://www.environment. gov.za/mediarelease/ molewa_22newproposed_ mpas https://www. marineprotectedareas.org. za/protecting-the-ocean Guidelines for Establishing Marine Protected Areas A. R. By Graeme Kelleher, Kenchington, Great Barrier Authority Reef Marine Park

Resources

Investigations Explore no take MPAs Explore no take MPAs verses limited catch MPAs. in other Investigate MPAs countries and the associated data. based and take many who make (MPAs) are one of the (MPAs) to protect marine environments, feeding, spawning and nursery special protection in the area (MPAs) are areas of the oceans aimed at (MPAs) This provides Places which are critically important to specific developmental stages of marine species (eg areas). Areas rich in biodiversity and zones where important cultural artefacts are found. measures positively contributing enabling sustainable use of marine resources and ensuring that the areas remain healthy for generations to come. are selected according to carefully considered criteria MPAs by scientists. In these areas human activities are restricted by regulations. A Network of Marine Protected Areas Network of Marine Protected A for the conservation of species, a habitat or an ecosystem and cultural resources such as shipwrecks and archaeological sites that are identified by natural and social scientists This is followed should be. recommendations as to where the MPA by a consultation process where stakeholders express their views and suggestions. Sometimes, complex negotiations are needed between scientists, government agencies, industry (eg mining, fishing and transport companies) and members of the public. differ between and within different countries MPAs differing forms – such as marine sanctuaries, estuarine research reserves, ocean parks, and marine wildlife refuge zones. should be established, Scientists propose areas where MPAs on a) b) Strand – Humans and the Oceans Key Concepts 2. conserving environmental social and cultural purpose. 1. Marine Protected Areas 3. 4. Depth The depth at which this topic should be understood is one in learnerswhich should apply their knowledge of other topics studied up to this point. In addition, this topic will form as a frame of reference as further topics in the Ecology and Humans and the Ocean strands are introduced. The topic lends itself to higher level solutions based applications Marine Protected Areas Marine Protected Term 4 Term Time Time 2 hours 59

CAPS MARINE SCIENCES 125

Resources

Investigations efficient , which helps to guide become replenished and fish of ecosystem types ecosystem of Areas that ensure a representative sample network. are included in the MPA c) provide undisturbed sites for scientific research and MPAs benchmarking that allows long-term monitoring management of fishery resources in exploited areas. were declared in 2019 20 new MPAs Africa has 42 MPAs South under the presidential initiative ‘Operation Phakisa’. In South are all zoned to allow different activities but include Africa MPAs “no take zones”. resources In no-take zones of MPAs, stocks recover inside, and act as a spill-over to surrounding areas, MPAs grow older and larger improving their fisheries. Female fish in and are able to produce eggs that than fish outside of MPAs, providing more numerous and survive better, both healthier, breeding . at the Storms River MPA, Tsitsikamma the oldest MPA Africa’s South . mouth, can be used as a case study of MPA Strand – Humans and the Oceans Key Concepts 5. 6. 7. 8. Depth Term 4 Term Time Time

126 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources

Investigations , in for sustainable and and providing refuges for endangered n marine species’ growth areas to allow for “spill- marine species’ sensitive ocean areas to recover from the stresses of exploitation, so that fish and invertebrates are able to reproduce, spawn and grow to their adult size. Increasing fish catches (both size and quantity) surrounding fishing grounds. Building resilience to protect against damaging external impacts, such as climate change. to maintain local cultures Tourism Helping to boost Marine over” into surrounding exploited areas. Maintaining biodiversity and commercial species. Protecting critical habitats from damage by destructive fishing practices and other human activities, allowing them to recover. Allowing economies, and livelihoods that are intricately linked to the marine environment. Contributing to healthy marine sites responsible ecotourism and environmental education. and associated work is constantly changing. Marine MPAs Sciences Students should be aware of the benefits freely available o n https://www.marineprotectedareas.org.za/ protecting-the-ocea Conserving representative samples of marine biodiversity and ecosystems. Protecting critical habitats for the reproduction and growth of species. Supporting g. h. i. d. e. f. j. k. a. b. c. Key benefits of MPAs are therefore Key benefits of MPAs 9. Strand – Humans and the Oceans Key Concepts Depth Term 4 Term Time Time

CAPS MARINE SCIENCES 127 Videos relating to marine Videos ecotourism, such as marine tour guiding, shark cage diving, whale watching, shore studies and botanical touring https://www.ecotourism. org/ Resources Investigations Investigate local marine and coastal tour operators In a project, explore opportunities for ecotourism that might not yet have been attempted in a local community Explore comparative settings in other countries, to stimulate discussion about local entrepreneurial opportunities

impacts . . . and private to visitors, thus with them to create low-impact facilities work in partnership rights and spiritual beliefs of indigenous people financial benefits for conservation Build environmental awareness , cultural and respect. Provide positive experiences for both visitors and hosts . Provide direct Generate financial benefits for both local people industry . Deliver memorable interpretative experiences political, environmental, and raising sensitivity to host countries’ social climates. Design, construct and operate Minimise physical, social, behavioural, and psychological in the community and empowerment . Implement practices that are sustainable (“meets the needs of present without compromising the ability of future generations to meet their own needs”; Bruntland Commission, 1987). With this concept in mind, sustainable tourism was defined the Industry as tourism Tourism and Travel Agenda 21 for the 1992 that “meets the needs of present tourists and host regions while protecting and enhancing opportunities for the future.” Recognise the e. b. c. d. f. g. a. i. j. h. Nature-based tourism takes tourists to natural venues; this is the largest Africa. growing tourism sector in South According to The International Ecotourism Society, ecotourism is defined as The International Ecotourism Society, According to “responsible travel to natural areas that conserves the environment, sustains the well-being of local people, and involves interpretation education of guests and staff” (TIES, 2015). TIES: Ecotourism is based on the following principles, as set out by 1. 2. 3. Key Concepts Introduction to Ecotourism opportunities along the coast Strand – Humans and the Oceans Depth The depth at which this topic should be understood is one in which learners should apply their knowledge of other topics studied up to this point. In addition this topic will form as a frame of reference as further topics in the Ecology and Humans and the Ocean strands are introduced. The topic lends itself to higher level solutions based applications Marine Ecotourism Time Time 4 hours Term 4 Term 60

128 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Investigations

ecosystems species , use the ocean for tourism and to promote accurate information and keep their of the region. These regulations are aimed at increasing sustainable strict environmental impact assessment procedures impact environmental strict aquariums shark cage diving surfing free-diving with seals recreational fishing boat sight-seeing trips whale watching. Protection in demarcated MPAs. Conducting before allowing coastal development to occur.

a. b. c. d. e. f. g. a. b. and biological values ocean awareness, by operators of: Efforts have been made to Many of these initiatives have been drivers for better conservation through – MPAs function as ideal areas to provide income from recreation and MPAs ecotourism to subsidise conservation efforts. guides should deliver Tour with recent information about the current knowledge 6. 7. 4. 5. Several regulations govern tour operations along the SA coast, which require Several regulations govern tour operations along the SA adherence to activities such as fishing quotas and permits for fishing and scuba diving. tourism practices. Key Concepts Strand – Humans and the Oceans Depth Time Time Term 4 Term

CAPS MARINE SCIENCES 129 Bicycle pump Air cylinder (to demonstrate the release of air reduces temperature) tube graduated according to the volume Resources Examples of diving science Pressure at a depth (calculate) Demonstrate the relationship between volume, pressure and temperature Increased pressure in a bicycle pump increases the temperature Air released from a cylinder reduces the temperature Investigations pressure, 2 /T 2 V 2 = P 1 /T 1 V 1 Changing subjects of the formula with Boyles Law. the concept of converting degrees Kelvin to Centigrade. Teach Apply this topic with questions in an assessment challenges such one ton anchor is on the sea bed at 30 m. What volume of air A as. required in a floatation bag to make the anchor neutrally buoyant? Boyles and Charles Laws illustrate the relationship between volume and temperature. For a fixed amount of an ideal gas kept at temperature, the pressure and volume are inversely proportional. Room temperature should be constant. x pressure] is a constant. [Volume P 6. 7. 8. 1. 2. 3. 4. 5. Strand – Oceanography Key Concepts Combined Gas Laws Depth The gas laws include opportunities for problem solving by applying the content to real examples which are used in the Science of Diving by commercial divers in the field. Section 3.3 Grade 12 3.4 Gas Laws Diving Science Water Time Time 2 hours Term 1 Term 61

130 CURRICULUM AND ASSESSMENT POLICY STATEMENT Models Charts Pictures Live specimens Resources

Practical investigation: test pH of water; test salinity Effect of human activity on salinity Effect of seasonal changes to pH and salinity Investigate different species of plant and animals found in an estuary Life Cycle of animals that use estuaries as breeding grounds Adaptation of animals to survive changes in salinity Investigations

plants on . , as freshwater salinity . . and fresh water As a result, to avoid high as far back salt water . that have adapted to in the world. spawn; or juvenile fish move into than in the ocean. process, releasing nutrients . tides and seasonal river discharge. salinity may increase well above that adaptations to enable them breathe, extreme water birds . Some are permanent residents , others mangroves can establish themselves. because of a lack river discharge and the formation decomposition are filter feeders . tidal sand, silt or mud flats or create water-filled burrows that favour calm water live here. most productive ecosystems adaptations to deal with salinity changes on exposed flats have changes moving upstream , but also with depth calm water turbulence and promote sedimentation . considerably, with changes in considerably, eel grass on the intertidal flats. in relatively fresh water, salt-resistant thrive, such as reeds in relatively fresh water, can also be much more exists in the water and sediment. of river sediment and sea sand is promoted. migrators . Animals dig into the sediment of the sea, owing to evaporation. Animals have a range of of sand bars across the river mouth, estuarine The salinity gradient flows over the denser salt water and mixing is slow. When estuaries become closed They are referred to as stenohaline– able cope with a wide range of The deposition results in broad regulate temperature and avoid desiccation (eg crabs). Deposition Many coastal marine species temperatures and desiccation (eg sand or mud prawns, blood worms mussels). The many scavengers Organic load results in a thriving Most of the burrowing animals Estuaries are among the These plants help to Examples include Kabeljou, Garrick or Leervis, Mullet, Grunter and White Steenbras. where they have ample food and The young fish hatch and/or mature in the estuary, less predation than in the open ocean.. In sub-tropical and tropical areas, a. c. flowing down the river during rainy seasons in catchment area. a. b. d. ranges Temperature b. A high organic load Adapted land plants a. c. with salt water entering at high tide Salinity fluctuates substantially, b. a. b. normally flow calmly. Sand bars form at the The rivers are in their lower course and normally flow calmly. river mouth, protecting the estuary from turbulent wave action. c. seasonal b. Many marine animals , especially fish, enter estuaries to estuaries after hatching. a. b. Estuaries provide a perfect habitat for a. The length of the estuary stretches from mouth river can still be detected. Conditions fluctuate the higher shore, and Estuaries are home to unique plant and animal communities brackish water – a mix of fresh (draining from the land) and salty sea 6. 7. 8. 5. 4. 9. 10. 2. 3. 1. Estuaries are river mouths and their associated banks beds, which subject to the tidal ebb and flow of the sea water they discharge into. Key Concepts Strand – Ecology Individual ecosystems should be viewed with reference to the ecological concepts introduced in Gr10 and highlight the unique components and interactions within each. Understanding of the complexity of ecosystems is critical for learning about the multi disciplinarily of Marine Sciences. Class discussions, field trips and projects should be used to integrate ecosystem studies and other appropriate topics in this curriculum. Depth Estuaries 3 hours Time Time Term 1 Term 62

CAPS MARINE SCIENCES 131 Charts illustrating cladograms Phylogenetic diagrams frame Time to origin of organisms Resources Photographs, slide show and videos Study live examples (aquarium or rock- pool study) Observation of as many live species as possible, or arrange lesson or course with nearest aquarium Use a specific locally available example, but ensure ability to recognise major sub-groups or classes and defining characteristics Incorporate into ecosystem field trips Investigations . tunic of jelly ). The food is ). 2 notochord. species cluster together in a sheet; to obtain food (and O protochordates . colonial and becomes a bag-like structure with tubular dorsal nerve cord. pharangeal gill slits has the required notochord and dorsal nerve cord solitary , while smaller Urochordata and Cephalochordata have no vertebral column , The nerve cord is supported by some sort of protective rod, a be present only in the larval stages. The notochord might, however, Includes all animals with a processed by a through gut. Larger species are some even share a central exhalent siphon. The adult is glued to one spot b. c. The sub-phylums and are thus invertebrates, often referred to as The phylum Chordata – a. This group is widespread on our shores, thus requires some discussion. Only the tadpole-like larva or cellulose . is drawn into the tunic through one tube or siphon and expelled out Water another; hence they are sometimes called “sea squirts”. The water is filtered through 6. 3. 2. 1. 1. 2. 4. 5. -Refer to the Phylogenetic tree place this Phylum in its Evolutionary context. Introduce a new Phylogenetic tree for the Chordate Phylum. Key Concept Revise life patterns and classification Ascidiacea or Tunicates Urochordates: Strand – Marine Biology Evolutionary trends The definitive differences between phyla Specific adaptations, relating structures to functions The richness of marine biodiversity and Why it must be conserved Depth The depth of this topic is at a level where pupils appreciate and understand: 1. 2. 3. 4. 5. Chordata Urochordata Time Time 2 hours Term 1 Term 63

132 CURRICULUM AND ASSESSMENT POLICY STATEMENT Many YouTube Clips are available to illustrate all the defined and illustrated content on this topic See Shaped for life series Resources Investigations

vertebral column protecting the dorsal nerve cord and, in Names are used here for reference only, to illustrate the Names are used here for reference only, Agnatha* Chondrichthyes Osteicthyes* Amphibia Reptilia Aves Mammalia. Definitive differences. Body covering. Body plan and external features. General locomotion. Nervous coordination and sense organs. Nutrition. Circulation Gaseous exchange surfaces. Excretion and osmoregulation. regulation. Temperature Reproduction. Biology and adaptations of terrestrial classes that have returned to life in the ocean. 1. 2. 3. 4. 5. 6. 7. • • • • • • • • • • • • Vertebrates comprise all chordates with a Vertebrates are divided into seven major classes: most, an endoskeleton of bone or cartilage. Vertebrates Agnatha, the jawless fish, includes classes *Agnatha and Osteichthyesare actually super-classes: Petromyzontida and Myxini. Osteicthyes, the bony fish, includes classes Crossopterygii (lobe-finned Actinopterygii (ray-finned fish). fish) and complexity within the group and highlight taxonomic changes owing to research. Names need not be remembered. For each vertebrate class, discuss the following headings. Emphasise comparisons and contrasts in relation to lifestyle and general habitat: Key Concepts Strand – Marine Biology Evolutionary trends definitive The differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and Why it must be conserved Depth The depth of this topic is at a level where pupils appreciate and understand: 1. 2. 3. 4. 5. Vertebrates: Introduction Vertebrates: Time Time 1 hour Term 1 Term 64

CAPS MARINE SCIENCES 133 Resources

Animation video Animation on dissections clips Investigations

Photographs, slide Photographs, and videos show examples Study live (aquarium or rock- pool study) of as Observation species as live many possible, or arrange with lesson or course aquarium nearest Use a specific locally example, available ability but ensure major recognise to or sub-groups classes and defining characteristics into Incorporate field trips ecosystem and which may which may slime, gill pouches, gill internal into , with which they fasten onto and tear and tear onto fasten , with which they capable of secreting large amounts of amounts large of secreting capable , eel-like scavengers found on the sea floor in many cold ocean on the sea floor in many found scavengers , eel-like teeth around a horny tongue a horny around teeth hagfish around the around tentacles sensitive and-chemical of touch and 3 or 4 pairs or a communal tube leading to a single ventral opening. a single ventral tube leading to or a communal pores several Use labelled diagrams to illustrate detail.) illustrate Use labelled diagrams to cartilage skull a cartilage have as they vertebrate, as excluded been This class has sometimes very reduced vertebrae, if any. if any. vertebrae, reduced but very elements, skeletal skins glandular (scale-free) very Have unpalatable to predators. predators. to unpalatable the tail. with a frill around Swim spots eye Have mouth. of half-rings two Have off dead flesh. Exhibit ‘knotting’to feed. openings pharyngeal through water taking by Breathe through vent 1. 2. 3. 4. 5. 6. environments. ( environments. -Refer to the Chordate Phylogenetic tree to place this class in its evolutionary context. evolutionary this class in its to place tree Phylogenetic the Chordate to -Refer includes the The Agnatha Key Concept Key Strand – Marine Biology Strand Evolutionary Evolutionary trends The definitive The definitive differences between phyla Specific adaptations, to relating to structures functions The richness of marine biodiversity and it must Why be conserved 2. The depth of this The depth a level is at topic pupils where and appreciate understand: 1. 3. 4. 5. Depth Term 1 Term Agnatha 1 hours Time 65

134 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources Many YouTube YouTube Many Clips are available to illustrate all the defined and illustrated content on this topic

Investigations Photographs, slide show and videos Study live examples (aquarium or rock-pool study) Observation of as many live species as possible, or arrange lesson or course with nearest aquarium Use a specific locally available example, but ensure ability to recognise major sub-groups or classes and defining characteristics Incorporate into ecosystem field trips paired. some of which are caudal , dorsal (2) anal paired fins, (St Joseph’s shark). All have a cartilage shark). (St Joseph’s denticles . . . The fins are designed to provide propulsion, steering and lift. . Fins are not retractable; there dermal scales or a similar body covering. is by means of a broad tail and other streamlined body shape to swim with minimal effort. have some characteristics of bony fish, but are cartilaginous. by means of gills , with limited bone in larger species. Upper jaw is not fused not with limited bone in larger species. Upper jaw is entirely cartilage , is Skeleton to cranium. Skin is covered in dermal Locomotion – pectoral, and pelvic Neutral buoyancy is also maintained through cartilage, large liver with oil, and air gulping. Generally have Locomotion Are ectothermic , with some exceptions. Have kidneys to deal with some aspects of excretion. A generally A Breathe The rest ( Elasmobranchs ) share the following: Include sharks, skates, rays and chimaeras skeleton. Chimaeras a) b) c) 2. 3. 5. 6. 1. 4. 3. 1. 2. Strand – Marine Biology Key Concept -Refer to the Chordate Phylogenetic tree place this class in its evolutionary context. ( Use labelled diagrams to illustrate detail.) Jawed fish share many common features, including: Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and Why it must be conserved Depth The depth of this topic is at a level where pupils appreciate and understand: 1. 2. 3. 4. 5. Chondrichthyes Term 1 Term Time Time 5 hours 66

CAPS MARINE SCIENCES 135

Resources

Investigations . Multiple layers with pupils and variable (male claspers); most are and tissues, thus increasing cell spiral valve in the intestine. from water, which enters mouth or spiracles and from water, 2 with a unique Marine fish tend to lose water by osmosis their internal fertilisation extract O Have very good senses: eyes sharks retain urea in blood , losing whatever heat may be generated in the muscles, via gills carnivorous , food ranging from plankton to whales. Sharks all have Have a two chambered heart with single atrium and ventricle, enabling All are exits through the 5–7 pairs of gill slits. They are ectothermic Some sharks generate excess heat in their core and maintain it with counter-current heat exchange (CCHE) capillary networks. Excretion and osmoregulation – surroundings, whereas solutes. Salt is excreted through gills and a gland into the gut. Reproduction – ovoviviparous, some are oviparous, and a small group is viviparous. Nervous coordination – of teeth are modified to diet. Compartmentalised through gut Circulation tapetum; l ateral line ; nasal pouches or nostrils; Ampullae of Lorenzini Nutrition – single circulation from the heart, through gills, to body and back. Gaseous exchange – Gills i) j) k) d) f) g) e) h) Strand – Marine Biology Key Concept Depth Term 1 Term Time Time

136 CURRICULUM AND ASSESSMENT POLICY STATEMENT - Resources Fresh or frozen or frozen Fresh pilchards BBC TV Docu - mentary-Atten Life borough: Glows that Investigations Photographs, slide Photographs, and videos show examples Study live (aquarium or rock- pool study) Fish dissection of as Observation species as live many possible, or arrange with lesson or course aquarium nearest Use a specific locally example, available ability but ensure major recognise to or classes sub-groups - charac and defining teristics - eco into Incorporate field trips system .

(Use labelled diagrams to illustrate detail) illustrate (Use labelled diagrams to , covered by a thin glandular skin. by , covered (a small rays fins with bony of bone and, generally, skeleton senses vibration, pressure change and sound. change pressure senses vibration, and “oval”, but the range of shapes, sizes and colours is very diverse. is very and colours of shapes, sizes but the range and “oval”, dermal origin (generally carnivore or omnivore, rarely herbivore) and feeding and feeding herbivore) rarely or omnivore, carnivore (generally of diets wide range Very Fins all play a role. Typically have caudal fin, single dorsal and anal fins, and paired pectoral pectoral and anal fins, paired fin, single dorsal caudal have Typically a role. Fins all play and pelvic fins. lateral line organ line organ A lateral Inner ear for sound and balance; nostrils sensitive to chemicals. sensitive sound and balance; nostrils Inner ear for vision, no pupillary (colour) mechanism or eyelid. for Eyes They generally swim, but some “walk” along the sea bed. but some “walk” swim, generally They bladder (in most). a swim by is controlled Buoyancy a. b. c. This group includes all fish with a This group group; lobe-finned fishes are a separate class). are a separate fishes lobe-finned group; of scales have Most Most are streamlined are Most Locomotion: Nervous coordination: through gut, egesting gut, egesting a through types; mouth leads to tooth shapes and arrangements, mechanisms, jaw . via cloaca Enabling a single circulation and ventricle. heart with an atrium chambered a two Have Circulation of the body and back. the rest the gills, to heart, through from Nutrition: a. b. c. 1. 2. 3. 4. 5. 7. 6. Key Concept Key -Refer to the Chordate Phylogenetic tree to place this class in its evolutionary context. evolutionary this class in its to place tree Phylogenetic the Chordate to -Refer Strand – Marine Biology Strand - Evolutionary Evolutionary trends The de - finitive differences between phyla Specific adaptations, to relating to structures functions The richness of marine biodiversity and it must Why be con served Depth of The depth a is at this topic pu - where level pils appreciate and understand: 1. 2. 3. 4. 5. Osteichthyes Time 5 hours Term 1 Term 67

CAPS MARINE SCIENCES 137 Resources Investigations Several fish (and other animals) that live in dark or low-light conditions emit in dark or low-light live fish (and other animals) that Several Breathe through gills. through Breathe and gills. via kidneys occurs Excretion being common. with mass spawning Mainly oviparous, Water enters mouth, flows over broad vascular surface, and out through single large gill slits single large and out through vascular surface, broad over mouth, flows enters Water on either side of throat. stage. life at a certain change exhibit sex and some hermaphroditic species are Many Variety of ventilation mechanisms. of ventilation Variety salts. excrete drink a lot and so they to their surroundings, water Marine fish lose urine. much diluted and produce water fish absorb Freshwater faeces. Urine is added to pouches. brood have and a few eggs in “nests” Some lay Gaseous exchange: Excretion: to (similar exist exceptions but change, temperature to sensitive , some very ectothermic are Most sharks). Reproduction: Bioluminescence: - of cells (photo Pockets on and off. be switched or can be permanent which may of light, a form (maskable). luminous bacteria or symbiotic (switchable) chemicals bioluminescent contain phores) a. b. c. a. b. c. d. a. b. c. 8. 9. 10. 11. 12. Key Concept Key Strand – Marine Biology Strand Depth Time Term 1 Term

138 CURRICULUM AND ASSESSMENT POLICY STATEMENT Recognise Recognise types from diagrams and photos or Diagram of photo animals local show to definitive features and Internet YouTube Resources

Photographs, slide Photographs, and videos show examples Study live of as Observation species live many as possible, or lesson or arrange with nearest course museum Investigations

- - or ancestors similar to mudskip similar to or ancestors . , with the only known exception of one frog (the crab-eating frog) that can enter sea enter can frog) that (the crab-eating of one frog exception , with the only known (animals that (animals that to amniotes giving rise (mya), ago years about 330 million first, appeared evolved from lobe-finned fish lobe-finned from evolved have to likely most These classes are pers. pers. eggs where or lay on land-living invertebrates feed to a move by possibly driven was The change predators. from safe were they shows: record The fossil Amphibians mya. amniotic eggs) about 310 produce (as dino dominant becoming with reptiles 300 mya, around and early mammals appeared Reptiles ) from 250 mya until 65 mya (also several examples of marine dinosaurs). examples (also several mya 65 until 250 mya ) from saurs onward. mya about 140 from reptiles from evolved birds True to fill radiated birds and mammals after which mya, around 65 extinction mass suffered Dinosaurs marine creatures. niches, some becoming empty 1. 2. 3. 4. 5. 6. 7. Revise life patterns, classification and the animal phyla already covered phyla already and the animal classification patterns, life Revise context. evolutionary these classes in their to place tree Phylogenetic the Chordate to -Refer The amphibians represent the first group of vertebrates that can be regarded as terrestrial. There are now now are There terrestrial. as regarded can be that vertebrates of group the first The amphibians represent no marine amphibians have: Amphibians of acclimatising. days few a after water Key Concept Key Strand – Marine Biology Strand - - - - - Evolutionary Evolutionary trends The definitive be differences phyla tween Specific adap relating tations, to structures to functions The richness of marine biodiver sity and be it must Why conserved - verte Terrestrial timeline brate of this The depth a level is at topic pupils appre where ciate and under ciate stand: 1. 2. 3. 4. 5. indicator Depth Terrestrial Vertebrate Classes and Returning to the Sea Vertebrate Terrestrial 2 hours Term 1 Term Time 68

CAPS MARINE SCIENCES 139 Resources

Investigations

yolk-filled eggs, normally laid yolk-filled are outgrowths of the jaw. outgrowths are on head leads to middle drum on head leads to Ear soft Simple teeth . , the lining of the mouth (buccal cavity) and skin. cavity) , the lining of mouth (buccal external fertilisation and fertilisation external its marine roots: retains Soft, thin glandular skin. with digits. limbs four distinct tail, and a Head and trunk, sometimes sense of smell. Reasonable eyesight. enable good that eyes Large hearing and balance good have and inner ear – they blood Oxygenated and a single ventricle. atria heart with two chambered a three Amphibians have circulation; systemic to distributed be selectively and can one of the atria the lungs enters from using similar mechanism. pulmonary circuit to blood sent deoxygenated food. find and smell to using sight carnivores are They and some adults have external and/or internal gills. internal and/or external and some adults have Reproduction in water. The breathing surfaces are thin, moist, often folded, and well supplied with blood vessels. Tadpoles well supplied with blood folded, and often thin, moist, are surfaces The breathing rudimentary lungs means of rudimentary by breathe They 1. 2. 3. 4. 5. 8. 7. 6. Key Concept Key Strand – Marine Biology Strand Depth Term 1 Term Time

140 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources

Investigations

A build-up of nitrogen in the blood can lead to bubbles forming as pressure decreases. This is decreases. as pressure bubbles forming lead to in the blood can A build-up of nitrogen

Unless this occurs on land (often still the case) special measures are called for. called are case) special measures still the on land (often Unless this occurs As depth increases, temperatures drop to close to freezing point. freezing close to to drop temperatures increases, As depth Need to swim again. swim Need to critical adaptations: critical be dealt with by to have would factors limiting Dive to some depth to Dive food. find long enough to underwater Stay – Locomotion efficiently. along and used very be carried needs to – Oxygen Oxygen salt. excess of the excretion requires and salt water of seafood – A diet Osmoregulation – Temperature air spaces as possible, or an exoskeleton. internal as few for calls depths great – Diving to Pressure the bends – Avoiding be dealt with or avoided. “the bends” and needs to called – Reproduction a) a) b) b) c) d) e) f) g) return to the sea. to return eventually, and, coastlines from forage to some forced have may Competition – be able to these animals needed to successfully, hunt To Several 1. 2. 3. Inevitably, as vertebrates became adapted to terrestrial niches, terrestrial to adapted became as vertebrates Inevitably, Key Concept Key Strand – Marine Biology Strand - - - - - Evolutionary Evolutionary trends The definitive be differences phyla tween Specific adap relating tations, to structures to functions The richness of marine biodiver sity and be it must Why conserved Returning to Sea to Returning of this The depth a level is at topic pupils appre where and under ciate stand: 1. 2. 3. 4. 5. . Depth Term 1 Term Time

CAPS MARINE SCIENCES 141 Resources Many Many YouTube are Clips available illustrate to all the and defined illustrated on content this topic Investigations Photographs Photographs and illustrations of marine reptiles marine Local to be reptiles in identified lessons practical or exams

partially divided . . turtle recessed in head leads to middle and inner in head leads to drum recessed Ear . . Inner surfaces are thin, moist and well supplied with blood vessels. supplied with blood vessels. and well thin, moist are . Inner surfaces have large yolk, amnion and a leathery or amnion and a leathery yolk, large amniotic eggs. Eggs have closely resembled modern dolphins. closely resembled spend some time on land and lay their eggs there. They do not occur around do not occur around They their eggs there. spend some time on land and lay enables them to survive very dry conditions. very survive enables them to epidermal scales Ichthyosaurus teeth grow from sockets. Food is chewed and processed by a compartmentalised through gut. through a compartmentalised by and processed is chewed Food sockets. from grow teeth marine crocodiles marine crocodiles Mostly ectothermic. Mostly produce and fertilisation internal Have ventricle. Oxygenated blood from the lungs enters one of the atria and can be selectively distributed to distributed be selectively and can one of the atria the lungs enters blood from Oxygenated ventricle. using similar mechanism. to pulmonary circuit blood sent deoxygenated circulation; systemic spongy lungs means of by breathe They ovoviviparous shell. Some species are water-proof calcareous Certain Certain South Africa. tails, salt glands in their mouths, skin flaps bodies and flattened with aquatic, entirely almost are Sea snakes be which may The only Sea snake young. live birth to give even may lungs; they and large their nostrils, over sea snake. is the Yellow-bellied South Africa seen around is the marine reptile relevant and locally prominent The most good hearing and balance good have ear – they Homodontic atria and a single heart with two chambered three have reptiles – Most Circulation Waterproof skin with Waterproof in but under the body, with digits, on the sides of body, limbs and four a head, trunk, tail, have They orders. advanced more sense of smell. and a reasonable eyesight good Have Of the seven species of turtle, the Leatherback and Loggerhead nest on our shores, and the green turtle and and the green on our shores, and Loggerhead nest species of turtle, the Leatherback Of the seven visitors. frequent are hawksbill 7. 8. 6. 1. 2. 3. 4. 5. 1. 2. 3. 4. period, many reptiles had returned to the ocean, with an even greater variety than variety greater even to the ocean, with an returned had reptiles period, many In the Mesozoic Marine reptiles The sea mammals today. Strand – Marine Biology Strand Concepts Key context. evolutionary this class in its to place tree Phylogenetic the Chordate to -Refer dry land. conquer to successfully group vertebrate the first were Reptiles Evolutionary Evolutionary trends The definitive differences between phyla Specific adaptations, to relating to structures functions The richness of marine biodiversity and it must Why be conserved Depth Reptilian characteristics of this The depth a level is at topic pupils where and appreciate understand: 1. 2. 3. 4. 5. Marine Reptiles Time 3 hours Term 1 Term 69

142 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Investigations . haemoglobin demand, and hibernating metabolism can be radically radically can be metabolism demand, and hibernating 2 they were born… were they in the nasal passages excrete excess salt. excess excrete in the nasal passages to crawl to the sea. to crawl to night at emerge endangered species, some of them critically. endangered and lightened bones aid buoyancy and temperature conservation. and temperature bones aid buoyancy and lightened ). salt glands enable turtles to hold their breath for long periods: if active, about 40 min; when sleeping, for about 40 min; when sleeping, long periods: if active, for hold their breath enable turtles to is flattened and streamlined. and is flattened in several batches over many weeks. many over batches eggs in several lay Mature turtles mate at sea. at turtles mate Mature years. several the sperm for store can Females the beaches on which to return They To weeks. a few takes Egg incubation during incubation. temperature by of babies is dictated The sex Hatchlings Infant mortality rates are very high. very are rates mortality Infant Reproduction – Reproduction a) b) c) d) e) f) g) h) all are Turtles Specialised lowered. Muscles have myoglobin. Muscles have do with less (diving make organs shut off and vital are organs Non-vital radically. slows Heart rate bradycardia lungs Large weeks. for some when hibernating, hours; many small O has a relatively metabolism Ectothermic The shell flippers. into evolved have Limbs deposits Fat fish invertebrates, many (seaweeds, of food a range eat to beaks serrated sometimes strong, have Turtles and jellies). of high concentrations contain blood corpuscles number of red Large 11. 12. 10. 6. 7. 8. 9. 1. 2. 3. 4. 5. Strand – Marine Biology Strand Concepts Key Turtle adaptations to marine life: adaptations Turtle Depth Time Term 1 Term

CAPS MARINE SCIENCES 143 Many YouTube YouTube Many Clips are available to illustrate all the defined and illustrated content on this topic

Resources Sea bird identification Photographs and illustrations of marine birds Local marine birds to be identified in practicals or exam

Investigations No . and took to the air. Birds and took to the air. Ear drum recessed in head leads to reptile revolution for breathing. The tubes are vascular and air sacs for breathing. excellent hearing and balance double circulation. leading to and a poor sense of smell. by means of internally fertilised eggs, which have large yolk, variety of beak shapes to enable food sources be utilised. teeth . Circulation – Have a four chambered heart with two atria and ventricles enabling efficient lungs Tube-filled enable constant ventilation. Excretion is dealt with by efficient kidneys and the concentrated urine added to the faeces. Marine birds have salt glands assist in excretion of salt. Endothermic ability. Reproduction amnion and a calcareous waterproof shell. Hatchlings can be altricial or precocial, depending on the lifestyle of species. Waterproof skin with epidermal scales and feathers. Waterproof Head, trunk and tail. Rear limbs (legs) with digits; forelimbs modified to form wings. Good eyesight middle and inner ear; Beaks – huge 5. 6. 7. 8. 9. 1. 2. 3. 4. Many birds live and nest along the coastlines of oceans inland waters, rely on aquatic sources of food. Some fly out and dive for it, floating on the water surface to rest or gliding on air currents above the waves, often for days. Other species forage shores, and some swim. Strand – Marine Biology Key Concept -Refer to the Chordate Phylogenetic tree place this class in its evolutionary context. This group built on the successes of have: Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and Why it must be conserved Depth The depth of this topic is at a level where pupils appreciate and understand: 1. 2. 3. 4. 5. Marine Birds Time Time 3 hours Term 1 Term 70

144 CURRICULUM AND ASSESSMENT POLICY STATEMENT insulated . Common but spend a lot of their time foraging in the Gulls, Cormorants, Gannets, Black oily, waterproof feathers (and preen glands ). oily, truly captures our attention as marine-adapted birds. trap air to keep the bird warm and dry; penguins also carry bradycardia hydrodynamic . penguin are adapted to “fly” underwater. deal with salt excretion. nest and roost on land (Provide labelled photos and diagrams to show penguin structures water. Their bodies are feathers Waterproof fat reserves. Their wings Barbed tongues enable the swallowing of fish. Salt glands Blood flow can be cut off to non-essential organs, and muscles operate anaerobically (diving While the adaptations of birds that fly out to sea and dive for their food are remarkable, the African and Namibian coastline. African penguin is endemic to the South The Penguins 3. 4. 5. 6. 7. 8. 1. 2. For all bird species, it is ideal to have Air can be trapped between the feathers and keep body warmth . Oystercatcher and Terns Penguins variety.) examples on the SA coastline include: examples on the SA

CAPS MARINE SCIENCES 145 Resources YouTube Many Clips are available to illustrate all the defined and illustrated content on this topic Investigations Photographs, slide videos and show, diagrams to illustrate variety Study live examples Observation of as many live species as possible, or arrange lesson or course with nearest museum or zoo Use a specific locally available example, but ensure ability to recognise major sub-groups or classes and defining characteristics Incorporate into ecosystem field trips cloaca . uterus and is An excellent . seals use land only to bask and live and reproduce in the water). dinosaurs , in whose shadow they – all other vertebrates have a Diaphragm isolates thoracic cavity and aids breathing whales from bear-like ancestors. Marine mammals may and internal fertilisation; embryo develops in . manatees, dolphins and whales milk from mammary glands, once they are born. and sense of smell. Pinna directs sound to ear drum which is recessed placenta (except monotremes , and marsupials to a limited extent). Otters find food in water), highly aquatic ( Endothermic ability reproduction Viviparous nurtured via a Offspring are fed Waterproof skin with hair or fur (with a few exceptions). Waterproof Four limbs with digits, generally under the body and similar in size. Good eyesight Good hearing and balance in head, leading to middle and inner ear. heterodontic teeth growing in sockets, with adapted to type of diet. Generally, four chambered heart, as in the birds, provides for an effective double A Circulation- circulation. Large spongy lungs for breathing. mechanism. Separate digestive and urinogenital openings 9. 10. 8. 1. 2. 3. 4. 5. 6. 7. (Use labelled photos and diagrams to illustrate variety characteristics.) As with reptiles, many mammalian groups have returned to the sea. Marine mammals include whales, dolphins, seals, sea-lions, walruses, otters, dugongs and manatees. fossil record shows the evolution of breed), or entirely aquatic ( be partially aquatic ( Strand – Marine Biology Key Concept Mammals were a suitable group to take over the reign of had survived for eons. Land mammals have: Evolutionary trends The definitive differences between phyla Specific adaptations, relating to structures to functions The richness of marine biodiversity and Why it must be conserved Depth The depth of this topic is at a level where pupils appreciate and understand: 1. 2. 3. 4. 5. Marine Mammals Time Time 3 hours Term 1 Term 71

146 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Investigations ). .

i). myoglobin Mystecet ) teeth ( Odontoceti and buoyancy. bends and buoyancy. layers are common. ). and ( homodontic (endemic to the West Coast of SA). Killer (endemic to the West Pinnipeds (seals and sea lions or fur seals) Whales common to our shoreline include the Southern echolocation ) conserve temperature. out of plankton-rich waters using baleen plates ( as diving commences, to reduce bradycardia ). Dives to 1000+ m have been recorded. . 2 Mating and birthing take place at sea. In the case of Southern right whale, Africa, in the winter months, to give whales migrate to the south coast of South They will have thick layers of blubber from which birth to their calves and mate. As summer approaches, the they can source milk for the rapidly growing calves. mother and calf migrate to the plankton rich waters of Southern Ocean, where they can feed and replenish their blubber layers. Thick fat layers ( blubber Non-vital organs are shut off and vital ones make do with less; heart rate slows radically ( They have dog-like heads, and limbs that are modified to act as flippers. Sea lions have limbs suited to moving around on land and swimming, small pinnae. fur traps air and thick blubber Waterproof counter-current blood network is common. A Fur seals mate and breed on land, normally forming large colonies, where the young are birthed and then tended for by the female. She has to leave pup The mothers can recognise on the breeding beach in order to forage for food. The pups are more vulnerable to the call of their pups in order to find them again. predators when the mothers are away. Bodies are hydrodynamic and limbs modified to form flippers or flukes. The rear limb bones are totally reduced, and tail flukes of connective tissue have evolved. Food can be caught using Others filter food Kidneys are capable of excreting high concentrations to deal with salt intake. Nostrils are on top of the head ( blow hole Replacement of lung air is rapid and each breath replaces almost all volume. Lungs collapse Recent research shows that very high levels of red blood cells and retain O

l. j. k. a) b) c) d) e) a. b. c. d. e. f. g. h. i. The Cape Fur Seal is endemic to the South African and Namibian shoreline. The Cape Fur Seal is endemic to the South Cetaceans: whales and dolphins. Right, Humpback and Brydes’. Dolphins seen on our shoreline include the Common, Humpback and Heavisides Bottlenose, Dusky, whales are occasionally spotted and also considered to be dolphins. Cetaceans have the following features: Prominent marine mammals include the 2. 1. Strand – Marine Biology Key Concept Depth Time Time Term 1 Term

CAPS MARINE SCIENCES 147 Resources Many YouTube Clips are available to illustrate all the defined and illustrated content on this topic Investigations Videos Kelp forest Ecology lesson at The Oceans Two Aquarium are reefs are filter feeders . bacteria. ). benthic algae are upwelling. ) form an understorey, along understorey, an form ) fragments . and large amounts of from the shore, wherever Laminaria , with similar low animal numbers , which then decompose on beaches and summer , which cause which, when released into the water by strong wave and microscopic maxima ) and large amounts of animals on the open reef between these stands. split fan kelp ( Laminaria split pallida forms three distinct zones : see “Upwelling” in Oceanography section mucus that prevents damage as the fronds rub against each gales, mainly in and their ends fray break off. with tropical forest . bacterial growth . red, benthic and epiphytic. island-like stands of to grow on. sea bamboo ( Ecklonia , especially in summer. , especially in summer. few animals occur here. weathered detritus, organic compounds rock surfaces found. Relatively depths are less than 15 m. Water Dense stands of Ecklonia Here smaller with algae that is mainly This is a stable system, much like tropical forests, where new colonisation only occurs after older plants are uprooted or die. Can be seen as mainly Relatively few animals are found here; the that do occur mainly and abundance in the two previous zones. but with a far greater abundance of b. Intermediate zone a. b. Require Grow from the infratidal zone to as far 3 km away shallower than 30 m. Form the ocean equivalent of a Encounter frequent heavy wave action. Also encounter south to easterly Inshore zone a. Thrive in water that is nutrient-rich ( d. The offshore zone a. returned to the sea as organic nutrients c. b. Kelp fronds grow continuously Growth is rapid Kelps produce large amounts of action, form a thick surface foam . The foam promotes significant Storm surf uproots some kelp and other algae other. This mucus is rich in organic compounds which is quite indigestible, far more food made Thus, instead of the fresh plant matter, available as 2. 1. 2. 3. 4. 5. 1. 6. 3. 1. 2. 4. 6. 3. 5. 7. Strand – Ecology Key Concepts Africa is dominated by Kelp Forest habitats. Kelps – Coast of Southern The entire West The dense growth of kelp and other algae Kelp forests are amongst the most productive environments. Depth Individual ecosystems should be viewed with reference to the ecological concepts introduced in Gr10 and highlight the unique components and interactions within each. Understanding of the complexity of ecosystems is critical for learning about the multi disciplinarily of Marine Sciences. Class discussions, field trips and projects should be used to integrate ecosystem studies and other appropriate topics in this curriculum. Kelp Forests Time Time 2 hours Term 2 Term 72

148 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Resources Many YouTube Clips are available to illustrate all the defined and illustrated content on this topic Investigations Investigations Videos Kelp forest Ecology lesson at The Oceans Two Aquarium are can ) and . reefs are filter feeders . bacteria. ). Cymbula benthic algae are upwelling. capitalised on by filter ) form an understorey, along understorey, an form ) phytoplankton blooms kelp limpet ( fragments . Turbo sp urchins, alikreukel ( Turbo calm environments in which animals and large amounts of from the shore, wherever Laminaria , with similar low animal numbers , which then decompose on beaches and summer , which cause , providing which, when released into the water by strong wave and microscopic maxima ) and large amounts of animals on the open reef between these stands. split fan kelp ( Laminaria split pallida forms three distinct zones : see “Upwelling” in Oceanography section for a high diversity of small invertebrates. mucus that prevents damage as the fronds rub against each gales, mainly in and their ends fray break off. with tropical forest . bacterial growth . red, benthic and epiphytic. island-like stands of to grow on. event (which stops when the wind subsides), sea bamboo ( Ecklonia , especially in summer. , especially in summer. few animals occur here. weathered detritus, organic compounds ). It is adapted to hold onto the kelp stipe, and aggressively defends it from rock surfaces lobsters, octopuses, reef sharks, many species of fish, seals and penguins found. Relatively depths are less than 15 m. Water Dense stands of Ecklonia Here smaller with algae that is mainly This is a stable system, much like tropical forests, where new colonisation only occurs after older plants are uprooted or die. Can be seen as mainly Relatively few animals are found here; the that do occur mainly and abundance in the two previous zones. but with a far greater abundance of feeders, including mussels, sponges, red bait, sea cucumbers and feather stars. Some herbivores eat fragmented kelp fronds, including can survive. Kelp particles, decomposition bacteria and phytoplankton blooms are abalone ( Haliotus midae ). Few herbivores graze on living kelp, with the exception of occur. Kelp holdfasts provide a haven Kelps also reduce the effect of wave action compressa other herbivores. Carnivores and omnivores in turn feed on the filter-feeders, herbivores each other; these include b. Intermediate zone a. b. Require Grow from the infratidal zone to as far 3 km away shallower than 30 m. Form the ocean equivalent of a After an upwelling Encounter frequent heavy wave action. Also encounter south to easterly Inshore zone a. Thrive in water that is nutrient-rich ( d. The offshore zone a. returned to the sea as organic nutrients c. b. Kelp fronds grow continuously Growth is rapid Kelps produce large amounts of action, form a thick surface foam . The foam promotes significant Storm surf uproots some kelp and other algae other. This mucus is rich in organic compounds which is quite indigestible, far more food made Thus, instead of the fresh plant matter, available as 4. 3. 5. 1. 2. 6. 2. 1. 2. 3. 8. 4. 5. 1. 6. 3. 1. 2. 4. 6. 3. 5. 7. Ecological significance: Strand – Ecology Key Concepts Africa is dominated by Kelp Forest habitats. Kelps – Coast of Southern The entire West Strand – Ecology Key Concepts The dense growth of kelp and other algae Kelp forests are amongst the most productive environments. Depth Individual ecosystems should be viewed with reference to the ecological concepts introduced in Gr10 and highlight the unique components and interactions within each. Understanding of the complexity of ecosystems is critical for learning about the multi disciplinarily of Marine Sciences. Class discussions, field trips and projects should be used to integrate ecosystem studies and other appropriate topics in this curriculum. Depth Kelp Forests Time Time 2 hours Time Term 2 Term 2 Term 72

CAPS MARINE SCIENCES 149 - Resources are Clips YouTube Many all illustrate to available and illustrat the defined on this topic ed content

Investigations with a Illustrate wave miniature tank

- - The trough. trough. ; the depressed part is the ; the depressed crest is the rebounding of the wave after striking a after of the wave is the rebounding on the surface of the water. This disturbance of the This disturbance water. of the surface on the friction waves start as capillary Waves wave. of a formation in motion the sets and contact wind : the wave height increases with a) wind speed, b) wind duration and c) the with a) wind speed, b) duration increases height : the wave is the continuous area of water over which the wind blows in a consistent direc consistent in a which the wind blows over water of area is the continuous is the distance between two crests or two troughs. Water particles move in vertical vertical in particles move Water troughs. or two crests two between is the distance fetch as the wave moves forward. moves as the wave A wave is formed by by formed is wave A in motion Waves water’s surface tension surface water’s wavelength orbits The fetch. . waves gravity become to in size (or ripples); these grow part is the : the elevated of a wave The anatomy tions, waves can last up to 11 km upstream. to 11 km upstream. up can last waves tions, tion. height. the wave to is related of the wave The energy - is 5% of the wave into is moving the wave that depth occur when water waves Shallow-water height and the wave than in deep water, slower becomes The speed of shallow waves length. = v/f). (wavelength water in shallow increases therefore is the change Refraction and diffracted. reflected be refracted, can the coastline arriving at Waves Reflection waves. or the bending of of direction obstacles. or around between is the bending of waves Diffraction surface. the base of when friction on the seabed slows will break the shore approaching A wave breaks wave with which the force The the bottom. overtakes the top that such an extent to wave steep and a wave, spilling means a slow gradient of the seabed. A shallow depends on the profile plunging wave. means a fast gradient called are waves Breaking the shore. to water move waves breaking surf zone, the shore’s At , or of rip currents in the form and then away the shore toward moves . Water or plungers spillers drift. as longshore along the shore submarine seismic activity, by produced long wavelength with an extremely A tsunami is a wave crust. of the earth’s or sudden movement such as an earthquake the sea surface) the seabed to (from of water the whole column the seismic event, above Directly wave. the long-wavelength This triggers up and down. moves thousands of kilometres. an ocean for across travel can Tsunamis wa - shallower enters wave without being noticed. As the travel tsunamis typically In deep water, amplitude. an increased to a long wavelength from is converted energy the wave ter, forceful. very becoming waves, shallow-water massive like behave waves Tsunami form in a narrow waves Tidal waves. with tsunami confused to be not are (tidal bores) Tidal waves condi correct the given River, Yellow In the range. tidal is a large there mouth where or river inlet How do waves begin? do waves How 1. 3. 2. 4. 5. 6. 7. 8. Key Concepts Key or Seismic Waves Tsunami 1. 2. 3. 4. 5. 6. Strand – Oceanography Strand - An overview An overview to is adequate a basis provide to learners for understand of the context as oceans waves part of the lo of Marine cality Sciences studies and research. Depth Term 2 Term Waves: Energy transfer Waves: 4 hours Time 73

150 CURRICULUM AND ASSESSMENT POLICY STATEMENT - Resources Many YouTube YouTube Many are Clips to available all illustrate the defined and illustrated on content this topic Resources are Clips YouTube Many all illustrate to available and illustrat the defined on this topic ed content

Investigations

) ions. - (Cl Investigations with a Illustrate wave miniature tank

- - chloride The ) and + trough. trough. are weakened by the polarity of water. This the polarity of water. by weakened are -l Cl

and + ; the depressed part is the ; the depressed are held together by ionic bonds. by held together are -l Cl + crest is the rebounding of the wave after striking a after of the wave is the rebounding on the surface of the water. This disturbance of the This disturbance water. of the surface on the friction is the most common salt and is made up of sodium (Na common ) is the most -l Cl + waves start as capillary Waves wave. of a formation in motion the sets and contact wind . -l dissolves in water, the ionic bonds in Na in water, dissolves : the wave height increases with a) wind speed, b) wind duration and c) the with a) wind speed, b) duration increases height : the wave -l Cl + is the continuous area of water over which the wind blows in a consistent direc consistent in a which the wind blows over water of area is the continuous Cl + the sodium has lost an electron and chlorine has gained an electron to form the chloride ion. form to an electron and chlorine has gained an electron the sodium has lost -l is the distance between two crests or two troughs. Water particles move in vertical vertical in particles move Water troughs. or two crests two between is the distance Cl fetch + as the wave moves forward. moves as the wave results in the ions separating; as they move away from each other the water has contact with the next with the next contact has water each other the from away move as they in the ions separating; results of Na layer for any polar substance. Water’s dissolving ability is a result of the polar dissolving ability is a result Water’s polar substance. any for solvent is an excellent Water molecule. of the water nature Sodium chloride (Na Oil does not dissolve in water even when shaken vigorously. This is due to the oil molecule being non- This is due to vigorously. when shaken even in water Oil does not dissolve water the polar attract to charge nor a negative The oil molecule has neither a positive polar in character. the oils within tissue does not dissolve water because molecule. In living tissues this is an advantage membranes. Ionic bonds are electrostatic attractions that exist between ions that have opposite charges. have opposite that ions between exist that attractions electrostatic Ionic bonds are When Na An ion is an atom or group of atoms that has an overall positive or negative charge, owing to the loss or owing charge, or negative positive has an overall that of atoms or group An ion is an atom an electron. gain-of is an equal sharing of electrons. bonds in which there has covalent Water In Na This contributes to salt having a latticed crystal structure. crystal a latticed salt having to This contributes electrical of their opposite the mutual attraction by linked In salt, the sodium and chloride ions are The sodium and chloride ions in Na charges. 1. 2. 9. 7. 8. 3. 4. 5. 6. A wave is formed by by formed is wave A in motion Waves water’s surface tension surface water’s wavelength orbits The fetch. . waves gravity become to in size (or ripples); these grow part is the : the elevated of a wave The anatomy tions, waves can last up to 11 km upstream. to 11 km upstream. up can last waves tions, tion. height. the wave to is related of the wave The energy - is 5% of the wave into is moving the wave that depth occur when water waves Shallow-water height and the wave than in deep water, slower becomes The speed of shallow waves length. = v/f). (wavelength water in shallow increases therefore is the change Refraction and diffracted. reflected be refracted, can the coastline arriving at Waves Reflection waves. or the bending of of direction obstacles. or around between is the bending of waves Diffraction surface. the base of when friction on the seabed slows will break the shore approaching A wave breaks wave with which the force The the bottom. overtakes the top that such an extent to wave steep and a wave, spilling means a slow gradient of the seabed. A shallow depends on the profile plunging wave. means a fast gradient called are waves Breaking the shore. to water move waves breaking surf zone, the shore’s At , or of rip currents in the form and then away the shore toward moves . Water or plungers spillers drift. as longshore along the shore submarine seismic activity, by produced long wavelength with an extremely A tsunami is a wave crust. of the earth’s or sudden movement such as an earthquake the sea surface) the seabed to (from of water the whole column the seismic event, above Directly wave. the long-wavelength This triggers up and down. moves thousands of kilometres. an ocean for across travel can Tsunamis wa - shallower enters wave without being noticed. As the travel tsunamis typically In deep water, amplitude. an increased to a long wavelength from is converted energy the wave ter, forceful. very becoming waves, shallow-water massive like behave waves Tsunami form in a narrow waves Tidal waves. with tsunami confused to be not are (tidal bores) Tidal waves condi correct the given River, Yellow In the range. tidal is a large there mouth where or river inlet How do waves begin? do waves How 1. 3. 2. 4. 5. 6. 7. 8. Ionic Bonding Key Concepts Key or Seismic Waves Tsunami 1. 2. 3. 4. 5. 6. Strand – Oceanography Strand Key Concepts Key Basic Marine Sciences Chemistry Bonding Bonds; Hydrogen Bonding; Covalent Polar Revise Strand – Oceanography Strand - Depth Basic Marine Sciences Chemistry Polar Revise Bonding; Covalent Bonds; Hydrogen Bonding. Ionic Bonding is done in Gr 12 An overview An overview to is adequate a basis provide to learners for understand of the context as oceans waves part of the lo of Marine cality Sciences studies and research. Depth Term 2 Term Waves: Energy transfer Waves: Chemical Composition of Sea Water 4 hours Time Time 4 hours Term 2 Term 73 74

CAPS MARINE SCIENCES 151 Resources NOAA Video on thermohaline circulation

Investigations

. than the surface layer of the layer than the surface

. currents eddies . deeper layer of water moves more slowly more moves of water deeper layer Ekman spiral and Ekman transport as the Ekman spiral is known column in the water occurs, at times, in areas where two opposing surface currents converge. currents opposing surface two where times, in areas at occurs, . Effect by the Coriolis more deflected occurs on the western sides of continents in the region of the Trade Winds (eg SE wind Trade region of the in the sides of continents on the western occurs current spiral current underlying water with it. underlying water “drags” water surface Wind-driven of friction, the As a result and is water and slowly, more moves each deeper layer a similar pattern: follows below layer successive Each it. above layer than the angle of deflection, with a greater to direction the opposite in exactly move currents the surface, 150m below about 100 m to At on the surface. that This (eg Agulhas Current). exist they where the area named after mostly are systems current Large Downwelling Upwelling Upwelling Peru and Australia). of California, west also of South Africa, coast west off circulation planetary a slow (explained above), circulation surface to wind-driven In addition Ocean the Indian Ocean and Atlantic from mix water that currents through occurs of water is driven in the ocean basins. The Indian Ocean water heat distributes basins. This movement from north-west as eddies flowing then partly northwards in the Agulhas Current, southward joins the water This by the Benguela Current. northwards then driven the southern tip of Africa, with high salinity sinks water cold dense In the Arctic, waters. and ends up in Arctic Gulf Stream Shelf Antarctic from the then Atlantic, in the southward counter-current as a deep and flows and begins its to the surface rises water India. The heated toward direction in a north-easterly cold salt As this occurs at the poles in winter. freezes Water the North Atlantic. back to journey . forms a deep thermohaline current the ocean floor and to or brine sinks water which they through the open sea, displacing water into move currents fast-moving Narrow move. These pinch off as along its boundary. waves and develops meanders oscillates, The current called water of spiralling pockets The Coriolis Effect deflects to the left in the southern hemisphere and to the right in the northern to the right and left in the southern hemisphere to the deflects The Coriolis Effect hemisphere. called are water ocean of flowing All patterns Ekman Spiral and Ekman Transport Ekman Spiral 1. 2. 3. 4. 5. 2. 3. 4. Global Circulation Eddies 1. 2. Key Concepts Key 6. Currents 1. Strand – Oceanography Strand Ekman Spiral Ekman Spiral Depth Ekman Spiral and Eddies 4 hours Time Term 2 Term 75

152 CURRICULUM AND ASSESSMENT POLICY STATEMENT A range of A equipment can be used for this practical work; for example, transects, Secchi disks, and water sampling equipment Resources

Observation Hypothesis testing Theory and truth Problem statement (initial inquiry) Hypothesis (allows for predictions) Experimental design (materials and procedure) Data collection (observations and measurements) Analysis and interpretation of data or results (inferences) Drawing conclusions (answering the research question or problem) Have we proved or disproved the hypothesis? Extension (further inquiry – pose new questions that are related to the original question and can lead to new investigations) Investigations

accurately . make predictions based on required; ensuring correct

– the measurement or condition that is regulated and materials – what you measure and observe in response to – these refer to conditions that must be kept the same . All procedures and reporting are vitally dependent on the . – one conducts an investigation by collecting evidence from a of equipment; and communicating the method establishing all equipment Dependent (responding) variable changes in the independent variable. Controlled (fixed) variable (held constant) to isolate the result; a controlled variable has potential vary but is deliberately restricted. Independent (manipulated) variable by the person doing experiment. precise use of terms. Use the right terminology a. b. c. Method – the scientific method requires questions leading to a hypothesis that can tested by observations and conducting experiments, in turn leading to conclusions. Conducting an investigation Observe: Use all the senses. Question: Look for any prior research on the subject and the evidence. hypothesis is a tentative explanation about possible causes or dynamics of A H ypothesise : phenomenon. Design an experiment to test the hypothesis. variety of sources; developing a hypothesis, based on the evidence; performing experiments, conclusions. to test the hypothesis, and communicating defending one’s if necessary, A theory is proposed based on evidence obtained from research conducted. Define variables – identify and distinguish between that are controlled (held constant) and those which are manipulated. calibration and accuracy This includes 1. 2. 4. 5. 6. 7. 3. This section provides the basis for students to develop a Marine Sciences project that As scientists-to-be, students demonstrates their skills in applying the Marine Sciences curriculum. need to practise observing, inquiring, investigating, and researching the natural world. It is here that Marine Sciences as a curriculum subject comes into its own. The oceans are filled with fascinating elements and intriguing occurrences. The Marine Sciences project is the beauty, opportunity for a teacher to engender passion the oceans among Marine Sciences students. The Scientific Method Science Process Skills: Key Concepts Strand – Humans and the Ocean The Scientific Method In Grade 12 and Teachers learners need to deal with a thorough understanding of the representing data in different formats (eg. and Tables Graphs and analysing the data to come to conclusions regarding the hypothesis. . Depth Scientific Inquiry 9 hours Terms 2 Terms Time Time 76

CAPS MARINE SCIENCES 153 series Resources Extracts from Shoreline (SABC) Investigations South African examples . with

Mediterranean climate high limestone cliffs . is deposited into the ocean by the Orange River. Research shows is deposited into the ocean by Orange River. coastline stretches for over 2500 km sheer cliffs plunge straight into the sea. that over millennia, the mouth of Orange River has meandered between Lamberts Bay and Lüderitz. Diamond dredge mining dominates the economy of this coastline. August and widespread succulent Karoo The Namaqualand area is famous for its flowers in vegetation. In the North Western part of South Africa, Semi-Desert conditions are experienced as part of South In the North Western there is little precipitation in this area. Coastal fog common especially when winds are less strong. A high sediment load This coastline includes significant estuaries at the mouths of Olifants berg and Breede The coastline is typically made up of broad coastal plains with sandy and rocky Rivers. shores. Rooiels Cape Point and Chapmans Peak shorelines, Bay, Exceptions include the Gordon’s in which Agulhas Bank has a long stretch of The coastline adjacent to wave-cut platforms The SW Cape from Lamberts Bay to Mossel experiences a Key Concepts The South African Strand – Oceanography 3. 4. 2. 1. Depth An over - view of this topic adequately informs the learner of the South African Coastal setting in which Afri - South can Marine Sciences research is undertaken. South African Shoreline South Time Time 2 hours Term 2 Term 77

154 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources Investigations - estuaries that The valley slopes , resulting in associated ”, illustrate an Hole in the Wall evergreen Afromontane forest . mangrove swamps, and coral reefs are

arch ) and is found at Coffee Bay in Eastern Cape. and pig iron are mined. coastlines of submergence and emergence between Wilderness Dunes Beach composition and anatomy of a beach Erosional forces Coastal movement A number of rock features on the Wild Coast, such as “ A in a 2-km wide strip, heavy sands such as For approximately 17 km north of Richards Bay, titanium, rutile, zircon Central KZN to northern is characterised by rier dunes, covered by dense subtropical thicket and bisected numerous provide breeding grounds for fish species. example of a geological feature ( found in these subtropical coastal waters. east coast compared with the west coast. Africa’s There is higher precipitation along South Hence a large number of rivers drain the eastern part country estuaries at East Coast river mouths. There are examples of and Plettenberg Bay giving rise to significant lakes, wetlands estuaries (the Knysna Valley and The emergent coastline between Natures estuary being of special significance). Storms River mouth has steep sandstone cliffs incised by river valleys. have a north–south aspect, giving rise to markedly different vegetation types on either side of the valley. The Eastern Cape and southern Kwa-Zulu Natal (KZN) coastlines are characterised by bar Southern Cape has a higher rainfall, with an associated a) b) c) d) 7. 8. 9. Define: 6. Key Concepts 5. Strand – Oceanography Depth Time Time Term 2 Term

CAPS MARINE SCIENCES 155

Resources Shoreline video plus video Shoreline of YouTube a range on the subject. clips

Investigations Use an example of Use an example tank a simple wave the illustrate to load and sediment on a movement model small scale tend to accumulate on depositional beaches. Floating debris on depositional beaches. Floating accumulate to debris tend is shaped by tectonic forces on continental margins and is acted upon by upon and is acted margins on continental forces tectonic is shaped by such as waves, currents and wind action. currents such as waves, offshore trough offshore bar terrace tide low platform wave beach scarp berm The coast is the land area along or near the ocean that is shaped and influenced by the sea. is shaped and influenced along or near the ocean that is the land area The coast A primary coastline forces secondary is the area from the low tide mark to the top of the wave zone. wave top of the to the tide mark the low from is the area The shore The beach is a dynamic balance and accumulates. is deposited sediment where areas Beaches are of material. deposition and erosion between or depositional beach. A beach is either an erosional is a beach in equilibrium. deposited as the amount of material A beach which loses the same amount of a beach are: Features a) b) c) d) e) f) g) of the beach material. and composition colour the shape, size, described by Beaches are and other marine plastic Floating action. and wave of currents the movement by there is brought ( longshore along the shore sediment moves that a current produce waves breaking In the surf zone, transport. longshore ). This is called current the surf zone. through seaward sediment move Rip currents the tidal ebb and flow subject to and beds are banks mouths, and their associated river are Estuaries into. discharge they of the sea water excellent are fish. Estuaries juvenile for habitats nursery in providing role an important play Estuaries quality parameters. salinity and other water study to sites 1. 2. Strand – Oceanography Strand Key Concepts Key 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Depth An overview An overview of this topic adequately the informs learner of the South African Coastal in setting which South African Marine Sciences is research undertaken. Coastal Formations Time Term 2 Term 2 hours 78

156 CURRICULUM AND ASSESSMENT POLICY STATEMENT http://www. physicalgeography.net /fundamentals/7v.html

Resources

Investigations . into the 2 and drought change in melting ice caps, with a have released CO are the criteria used to distinguish hurricanes , and flooding Köppen’s climate classification system. Köppen’s emission is 10 times faster than it has been 2 can be reduced by management plans and changing changed the average temperature of planet, over , increasingly severe emissions from burning fossil fuels 2 atmosphere. Currently the rate of CO at any other time in the past 66 million years. Other human activities have added further to the greenhouse gas emissions. Greenhouse gasses have the past 20 to 40 years, at unprecedented levels. Subsequent effects include melting of ice caps With the shift to dryer climates, there is likely be a significant agriculture . In some areas agricultural activity is likely to collapse as a result of drought conditions. An increase in average temperatures on earth can result significant sea level rise ; this affects the coasts and low-lying coastal ecosystems as well the infrastructure. Properties and human infrastructural development at the seashore (adjacent to the high-tide mark) are vulnerable to flooding because of higher sea levels and associated storm surges. Greenhouse gas emissions to environmentally friendly lifestyles . There should be a focus upon mitigation measures which could slow down the rate of global warming. is the condition of atmosphere at a particular place and time, in terms Weather wind, rain, air pressure, and of temperature, sunshine (daylight hours), cloud cover, moisture or humidity. Climate is an average weather condition in a locality over relatively long period of time, at least 30 years. of climate are defined within the Types Levels of precipitation and vegetation types between one climate type and another. A change of a climate type would be from one Köppen to another. Increased CO 6. 7. 8. 9. 10. 11. 1. 2. 3. 4. 5. Strand – Humans and the Oceans Key Concepts Depth The depth at which this topic should be understood is one in which learners should apply their knowledge of other topics studied up to this point. In addition, this topic will form as a frame of reference as further topics in the Ecology and Humans and the Ocean strands are introduced. The topic lends itself to higher level solutions- based applications Climate Change Term 2 Term Time Time 2 hours 79

CAPS MARINE SCIENCES 157

Resources

Materials: “earth indicator, water, tank, and dry ice platform” https://www.youtube.com /watch?v=kxPwbhFeZSw http://www.unep.org /dewa/Portals/67/pdf/ Ocean_Acidification.pdf

Investigations

Conduct an as investigation in illustrated https://www. youtube.com/ watch?v=a_CS0- FXfmA combines combines 2 . CO₃. 2 →H 2 O + CO 2 of rock lobsters, and lobsters, of rock carapaces of molluscs, increased acidity of the ocean increased into the atmosphere. Most CO₂ in the atmosphere in the atmosphere CO₂ Most the atmosphere. into shells . in the ocean results in in the ocean results 2 acid, which breaks down into bicarbonate molecules and hydrogen molecules and hydrogen bicarbonate into down acid, which breaks

carbonic

in the atmosphere is absorbed by the ocean to create equilibrium. The CO create the ocean to by is absorbed in the atmosphere 2 water to form to water

added to water forms increased quantities of carbonic acid: H of quantities increased forms water added to 2 The chemistry of the ocean is linked to the chemistry of the earth’s atmosphere. of the earth’s the chemistry to of the ocean is linked The chemistry CO₂ emissions by caused is Ocean acidification fuels the burning of fossil by is produced increased amount of CO amount An increased with Any solution in contact with a gas in its surrounding environment will result in chemical result in chemical will environment gas in its surrounding with a contact solution in Any equilibrium will occur. a new If disequilibrium is established, environment. equilibrium with that is 8.1. pH of sea water The average CO ions. some marine animals lead to ions, which could easily with hydrogen more combines Carbonate in a more together cannot bind carbonate shells. Calcium and protective form being unable to the affects this specifically acidic environment; . carbonate calcium from formed with structures and all other marine organisms of urchins tests impact on detrimental of the acidity) thus has a hugely pH (increase in the ocean’s A decrease marine organisms. Extra CO Extra 1. 2. 3. a. b. c. 5. 6. 4. Key Concepts Key Strand – Humans and the Oceans Strand The depth at at The depth which this should be topic is understood one in which should learners apply their of knowledge other topics up to studied In this point. addition, this will form topic of as a frame as reference further topics in the Ecology and Humans and the Ocean are strands The introduced. lends itself topic higher level to solutions-based applications Depth Ocean Acidification Ocean 1 hours Time Term 2 Term 80

158 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources

http://www.unocha. org/ legacy/el-nino- southern-africa Investigations

Explore simple weather models which explain the El Nino and La Nina phenomena .

or La Niña . El Niño At times the trade winds lose their driving force; upwelling becomes less, and warm surface water accumulates along the coast. This kills off cold water species, upsetting the food chain. In severe cases this can result in increased levels of hydrogen sulphide the water During some years the water remains warmer for full year (eg 1982–1983, it was 7°C above normal temperature levels). This could be caused by a change in air pressure on either side of the Pacific disturbing the trade winds. The above phenomenon is named El Niño – after the Christ child, as it has mostly occurred over the Christmas period in December. African weather conditions, with the This phenomenon also has an effect on South effect varying depending on the strength and phase of event. This name is given to periods when the surface temperature of Pacific water lower This drop intensifies the “normal” drier conditions over coastal regions of than normal. Peru and Chile. Thailand. Flooding increases in India, Burma and There has been no significant occurrence of La Niña since 1975; hence, data not been placed in sophisticated computer models to accurately predict an occurrence of La Niña. The trade winds of the Pacific typically blow in a SE direction each summer (This is similar to the SE wind that occurs in Western Cape.) (This is similar to the SE wind that occurs in Western On the western side of tropical landmasses (eg along coast Peru and Ecuador), the water is normally cold and highly productive with living organisms (because of upwelling). 3. 4. 5. 6. 7. 8. 9. 1. 2. 3. 1. 2. El Niño In a previous section, the “normal” atmospheric conditions experienced in Pacific region are described. Under certain circumstances these conditions change to an Key Concepts Strand – Oceanography event. During some years, warm tropical water moves eastward across the Pacific, America. This blocks the normal upwelling accumulating along the west coast of South and is called El Niño, associated with changes in air pressure wind direction. La Niña (Spanish for “the girl”) The El Nino phenomenon had a profound effect upon South African weather and conditions that impact upon a South African everyday life. This includes drought and sardine movements along the coast. Higher level debates, discussions and applications should be included in class discussions and assessment tasks. Depth Term 3 Term El Niño 3 hours Time Time 81

CAPS MARINE SCIENCES 159

http://www.fao.org/fishery/ countrysector/naso_ southafrica/en http://www.nda.agric.za/ doaDev/sideMenu/ fisheries/03_areasofwork/ Aquaculture/ AquaPolGuidLeg/ AquaPolicyGuide/ The%20User%20Friendly %20Legal% 20Guideline%20for%20 the%20 Aquaculture%20 Sector%20in%20 South%20Af....pdf Resources Visit an Visit Aquarium and arrange a talk on the life support systems and mechanisms required to run a fish farm . Have an aquarium vet discuss bio security in such a facility. Have a mariculture manager discuss the balances between supply and demand. Costs of fish feed and the economic pressures relating to costs from electricity to food to plant materials and transport costs. Investigations

include: , recirculation and of a facility, with consideration of a facility, in a controlled environment. enhance spawning, production, feeding and nutrition plans. aquaculture needs to be profitable studies to increase productivity, growth rates and studies to increase productivity, breeding and growing of marine organisms . for the consumer. long-term sustainability management of an aquaculture facility abalone farming . animal health. including farm design for land-based or off-shore Animal husbandry, systems, and the carrying capacity of systems. Managing diseases and parasites. Financial and economic – Managing food safety Application of genetics sustainable. Markets. Social impact – such as sustainable employment. Environmental impacts. Product, its value and sell-ability. Maintaining a healthy ecosystem and water quality. Minimising the nutrient load of effluent water biological filtration of effluent, and minimising environmental impact on surrounding ecosystems. Optimising the use of food

f. g. a. d. e. b. c. d. e. a. b. c. Multidisciplinary planning is required, which includes input from disciplines such as nutrition, economics and engineering. ecology, genetics, biotechnology, physiology, Careful selection should be made of species that would cope with culture technologies and breeding techniques (eg artificial controlled spawning). Correct techniques should be applied with regard to condition of brood stock, rearing at the larval stage, spat production, and grow out or programmes. Planning should ensure of the following aspects: such as fish, molluscs, crustaceans and plants, Marine aquaculture is also referred to as Mariculture. Controlled measures are put in place to and protection from predators Principles guiding the South Africa’s aquaculture sector makes up 1% of the international Africa’s South largest aquaculture Africa’s African aquaculture. South industry and 27% of production is from Marine aquaculture refers to the 5. 6. 7. 8. 2. 4. 3. 1. Strand – Humans and the Oceans Key Concepts Depth The depth at which this topic should be understood is one in which learners should apply their knowledge of other topics studied up to this point. In addition, this topic will form as a frame of reference as further topics in the Ecology and Humans and the Ocean strands are introduced. The topic lends itself to higher level solutions- based applications Aquaculture of Marine Species Time Time 4 hours Term 3 Term 82

160 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources Internet Fresh red algae from Gracilaria and Gelidium groups Oceans, See Two guide to Marine A Life of Southern Africa (Branch et al.)

Investigations Write a short Write article on food dishes produced from, or making use of, seaweed ingredients Produce agar jelly from red seaweeds This section lends itself to a short literature review exercise aquaculture . demand for these resources mariculture , which is a branch of the unsustainable for many years, and food, fertiliser, medicine and as a source of food, fertiliser, sustainable . In many cases, the productivity of algae is so high that carefully managed Algae are collected by many cultures for In other regions, seaweed harvesting has been specific chemicals which can be used in industry. As the size of human population increases, grows. harvesting from the wild can be kept various ways of farming the algae have been devised. The process of farming marine organisms is called general farming of aquatic organisms (fresh or salt water) known as 1. 3. 2. 4. Strand – Humans and the Ocean Key Concepts (This material should appear in the Humans and Ocean section- A quick revision of the A (This material should appear in the Humans and Ocean section- Macroalgae content should be done, as part of the introduction to this section)) culture, the ocean is normally only viewed as a source of protein seafood, in In Western coastal European cultures), Asian cultures (and, historically, form of fish and shellfish, but in seaweeds are cultivated and harvested as a source of food other useful products. Depth Commercial use of marine plants and extracts The Depth of this topic is at a level where learners understand Potential commercial ventures. Commercial use of Marine Algae Commercial use of Marine Time Time Term 3 Term 3 hours 83

CAPS MARINE SCIENCES 161

Resources

Investigations extracted fertiliser and plant growth chemically treated to extract as animal feed. Far East for centuries . in meat, dairy and vegetarian products (eg sulphur-containing polysaccharides South East Asia, Canada, USA, East Africa and Asia, Canada, USA, East South East and prevents the ingredients in these products from separating. Ulva sp and Porphyra , are cultivated to be consumed in thickens the product from many red algae. It is used as stabiliser or gelling agent yoghurt, processed chicken, almond milk and soy milk.) It Carrageenan is a family of complex foods , as they are rich in minerals and plant growth hormones. (Kelpac Simonstown harvests local sea bamboo for this purpose.) Many mariculture facilities use harvested seaweeds specific useful compounds. Kelps can be harvested and processed to used as raw, dried or processed forms (Ulva in salads, soups and stews Porphyra to wrap raw, sushi, amongst other products). Other seaweeds are It is now practised extensively in several coastal European countries . It remains a labour-intensive practice. Some seaweeds, like Sea-plant mariculture has been practised in the 5. 4. 2. 3. 1. 2. 3. 1. Strand – Humans and the Ocean Examples of seaweed products: Carrageenan Seaweed Mariculture Key Concepts Depth Time Time Term 3 Term

162 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources

Investigations in petri dishes (agar red algae species. Vitamin A. Vitamin (iodine tablets, mineral supplements and dental in certain foodstuffs (eg margarine, mayonnaise . in desserts. , jams and ice-cream, used in the brewing industry to as it protects the body from free radicals (free culture media for microbiological work pigment contained in certain seaweeds, particularly Chlorophyta. before bottling. yellow colourant fruit preserves substitute for gelatine textile industry (dyes and fibres), many other industries (eg adhesives, damage cells and may cause several chronic diseases). Human bodies convert beta-carotene into Can be used as a and cheese). clarify beverages It is used as an antioxidant It is an extract obtained from pulped kelp. It is used as a thickener and stabiliser in many foodstuffs, such cheese ice- cream. It also has uses in the medical field explosives and welding). This is a red-orange moulding), Also found in plates). Vegetarian Agar is a jelly-like substance obtained from certain Used as a gelling ingredient Solid substrate to contain 3. 4. 2. 1. 2. 3. 1. 5. 4. 1. 2. 3. Algin(ate), also called alginic acid Beta-carotene Strand – Humans and the Ocean Agar Key Concepts Depth Time Time Term 3 Term

CAPS MARINE SCIENCES 163

Resources https://books.google.co.za/ books?hl=en&lr=&id=SkzR BQAAQBAJ&oi=fnd&pg=PP1 &dq=harvesting+ocean+ energy&ots=Rth8X9WXWr &sig=IqjkUYEGzWWLtz2J_ OpWnGxJG5g#v=onepage &q=harvesting%20ocean% 20energy&f=false

Investigations Develop solar and wind power devices from a kit or components from an electronics Yebo shop. Eg Electronics Refer to the waves, corrosiveness extreme force of wind, . Wind is the most effective renewable in the form of associated wind, enormous potential for these natural forces to the ocean alone could generate more electricity than South Africa renewable energy sources . South depends ; -i) Mechanisms are anchored to the seabed. At the surface a ; -i) Mechanisms are anchored to the seabed. Wave energy Wave waves. by moved is that windings passes and waves the by moved is magnet drive hydraulic pumps and force an airflow that drives fans. Waves These African east coast. Currents are particularly strong off the Southern have the potential to drive generators anchored seabed. a) b) almost entirely on non-renewable electricity (coal and nuclear). ( Acidification topics). Climate Change and Ocean Associated with offshore localities are high wind speeds that can potentially drive wind turbines to generate electricity electricity generator associated with the ocean. The ocean is constantly moving – As fossil fuels become depleted and ever more costly, and their emissions As fossil fuels become depleted and ever more costly, increase the levels of greenhouse gasses in atmosphere, more scientists and engineers are looking to generate electrical energy; currents and tides . There is humans need. Challenges to finding ocean energy solutions are the which damages equipment, and the wave action and tidal flow, of salt water on generator mechanisms. designs need to be fine-tuned minimise their impact on habitats Technology and species. Equipment that runs at a high torque low speed has relatively low impact on living organisms. Australia, Florida, Significant effort is being made to find solutions in Scotland, Oregon and California. 2. 3. Introduction to Harvestable Energy found in the Ocean 1. 4. 5. 6. Existing renewable energy solutions: Strand – Humans and the Oceans Key Concepts Ocean energy options Depth The depth at which this topic should be understood is one in which learners should apply their knowledge of other topics studied up to this point. In addition, this topic will form as a frame of reference as further topics in the Ecology and Humans and the Ocean strands are introduced. The topic lends itself to higher level solutions-based applications Harvesting Ocean Energy Term 3 Term Time Time 4 hours 84

164 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Resources

Investigations farms have been constructed in Caledon, Darling and Jeffrey’s Bay. Bay. farms have been constructed in Caledon, Darling and Jeffrey’s Some wind farms in Scotland and off the east coast of USA are mounted to Some wind farms in Scotland and off the east coast of USA the seabed offshore and protrude above ocean surface. African coast are not viable for movement currents off the South Tidal energy generation as the average tidal range is small (up to 1.8 m). It estimated that current technology can effectively harvest tidal flows only if the average tide difference is 5+ metres. In places where the tidal the challenge is to manufacture anchor points that are large enough greater, for the mechanisms. Wind d) c) Much research and political will is required to find future solutions that are cost- effective for harvesting the energy referred to above, using mechanisms which generate adequate wattage, and connect reliably to the can operate efficiently, current electricity grids. 7. Strand – Humans and the Oceans Key Concepts Depth Term 3 Term Time Time

CAPS MARINE SCIENCES 165 Resources

https://sites.google.com/site/ biomimicrysa/home http://www.biomimicryinstitute. org/ http://www.asknature.org/ Find the Ask Nature website Investigate the design of shark skin and sharkskin- mimicking paint Investigate the byssal threads used by mussels to anchor themselves on rocks despite violent wave action Investigations

over in can find designs found Revise Natural cooperative inter- (research and development) imitated to efficiently answer It connects a range of careers to be more effective than working alone. designs in nature have been refined Mention marine related examples.) and how those designs can be Once a problem is identified, biologists or microbiologists are called to explain or investigate how nature has found solutions a similar problem. The challenges are put to the team, which then sets out find solutions that might exist in nature and can be emulated terms of structure, process or system. designers and engineers then design a nature- Technologists, inspired solution. ( disciplinary group effort Selection.) The implication is that millennia and have literally stood the test of time. designers, engineers and architects Technologists, solutions to their problems in nature. The connecting of biologists with designers is an example how the field of Biomimicry lowers barriers between professional specialities. Professionals in this field find Nature has probably solved every technological problem humans are likely to face . Whether we trying heat up or transport ourselves, provide fly, cool down, glue surfaces together, package, preserve, synthesise or destroy (to mention but a shelter, few), nature has done the task before. In nature we witness the perfect R&D programme in the process of natural selection. ( 6. 7. 8. 3. 4. 5. 1. 2. in nature, and specialities with the purpose of better understanding Biomimicry is a multidisciplinary field. technical, design and construction challenges. Key Concepts Strand – Humans and the Oceans The depth at which this topic should be understood is one in which learners should apply their knowledge of other topics studied up to this point in terms of Ecology and Humans and the Ocean strands are introduced. The topic lends itself to higher level solutions based applications. Depth Biomimicry 3 hour s Time Time Term 3 Term 85

166 CURRICULUM AND ASSESSMENT POLICY STATEMENT Resources

Investigations

using locally available . . efficiently. Use resources Use abundantly available materials. Use life-friendly chemicals Manufacture at standard temperature and pressure. Be locally attuned and responsive, resources and incorporating feedback loops. Adapt to changing conditions Chemical synthesis should be water based. Evolve to survive, by reusing successful strategies and exploring unexpected outcomes as opportunities. 1. 2. 3. 4. 5. 6. 7. 8. Designs evolved from biomimicry should become an inspiration for new designs; the design process evolves . Designs should ideally be at a systemic level, utilising ecological This means energy use is optimised and passed on, principles. materials are recycled and stages of manufacturing or operation stem from, and build upon, earlier stages. Key Concepts recognised guiding principles are: Biomimicry’s Strand – Humans and the Oceans Depth Time Time Term 3 Term

CAPS MARINE SCIENCES 167 4. SECTION 4: ASSESSMENT IN MARINE SCIENCE

4.1 Introduction

Assessment is a continuous planned process of identifying, gathering and interpreting information on learners’ performance, using various forms of evaluation. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence, recording the findings and using this information to understand and thereby assist the learners’ development in order to improve the process of learning and teaching.

Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases, regular feedback should be provided to learners to enhance their learning experience.

Assessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills) in a subject by collecting, analysing and interpreting the data and information obtained from this process to:

• enable the teacher to make reliable judgements on the basis of the learners’ scores; • inform learners about their strengths, weaknesses and progress (assessment feedback is an imperative element of the process); and • assist teachers, parents and other stakeholders in making decisions about the learning process, the progress of the learners and developing a remedial study action plan to mentor all learners I an informed way to remediate methods of learning and remediate methodologies of teaching practice in Marine Sciences.

Assessment should be mapped against the content and intended aims specified for Marine Sciences and in informal and formal assessments it is important to ensure that in the course of the year:

• all of the subject content is covered; • the full range of skills is included; and • different forms of assessment are used.

4.2 Informal Assessment and Daily Assessment

Assessment for learning has the purpose of continuously collecting information on learners’ achievement that can be used to improve their learning.

Informal assessment is daily monitoring of learners’ progress. This is done through activities such as observations, discussions, practical demonstrations, learner-teacher conferences and informal classroom interactions. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss how their learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but it need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks.

Self-assessment and peer assessment actively involve the learners being assessed. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion or certification purposes.

Informal, ongoing assessments should be used to structure the acquisition of knowledge and skills and should be a precursor to formal tasks in the Programme of Assessment.

168 CURRICULUM AND ASSESSMENT POLICY STATEMENT 4.3 Formal Assessment

Grades Formal school-based assess- End-of-year examinations ments R - 3 100% n/a 4 - 6 75% 25% 7 - 9 40% 60% 10 and 11 25% including a mid-year exam- 75% ination 12 25% including mid-year External examination: 75% and trial examinations

All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All formal assessment tasks are subject to moderation to ensure that appropriate standards are maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, scientific poster presentations, oral presentations, demonstrations and performances. Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade and subject.

The cognitive demands in assessment should be appropriate for the ability and developmental level of the learner. As the teaching progresses through the grades so the cognitive demand of the assessment of the content is increased.

Assessment in Marine Sciences must cater for a range of cognitive levels among learners. The assessment tasks should be carefully designed to cover the content of the subject as well as the range of skills and the cognitive levels that have been identified in the specific aims. The design of assessments should therefore ensure that a full range of content and skills are assessed within each Grade in the Phase. The specific aims, topics, content and range of skills in the subject should be used to inform the planning and development of assessments.

Teachers should use the examples of verbs in the table below to guide their assessment of the Marine Sciences curriculum at the appropriate cognitive levels. The verbs are arranged in terms of a taxonomy of thinking [Bloom (1956), Kratwohl (2002) and Arthurs (2016)]. (see. http://tos.org/oceanography/assets/docs/29-4_arthurs.pdf )

CAPS MARINE SCIENCES 169 Weighting of Cognitive demands for the assessment of content in Grades 10, 11 and 12

Recall Comprehend Apply Analyse, Evaluate Create % 40% 25% 20% 15% Examples • Acquire • Abstract • Apply • Adapt of Useful • Define • Calculate • Change • Appraise Verbs • Distinguish • Convert • Choose • Analyse • Duplicate • Compare • Compute • Anticipate • Label • Classify • Construct • Argue • List • Defend • Demonstrate • Catalogue • Match • Distinguish • Diagram • Categorise • Name • Discuss • Generalise • Contrast • Outline • Estimate • Implement • Create • Recognise • Explain • Judge • Critique • State • Extrapolate • Manipulate • Compare • Give an example of • Modify • Contrast • Identify • Plan • Deconstruct • Illustrate • Predict • Defend • Infer • Sequence • Discriminate • Make a generalisation • Solve • Discuss • Paraphrase • Use knowledge • Differentiate • Rearrange • Hypothesise • Summarise • Infer • Invent • Estimate • Evaluate • Explore • Illustrate • Investigate • Justify • Predict • Rank • Select • Simulate • Suggest a reason

170 CURRICULUM AND ASSESSMENT POLICY STATEMENT 4.4 Assessment Requirements for Marine Sciences

4.4.1 Grade 10: Programme of Formal Assessment

The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term.

FORMAL, RECORDED, SCHOOL-BASED ASSESSMENTS END-OF-YEAR INTERNAL EXAMINATION 75%

TEST/ ASIGNMENT PRACTICAL Two Written examinations Practical examination (2½ hours + 2½ hours) (1 hour)

• Four tests = one test in • A selection of three repre- • These exams test knowledge • This exam each term (minimum of sentative practical tasks on content, concepts and tests practi- 50 marks each) (30 marks each), which skills across all cal knowl- • Three selected practical cover the range of skills, topics. edge and tasks in Terms 1 -3 these must be marked and • Knowledge of practical work Skills. • One mid-year exam- recorded. as well as some of the skills • This should ination • One in each of the first related be set (2½ hours, 150 marks) three Terms. to practical work must be by each • One project/ assign- assessed in the written exam- teacher ment ination. taking into Started in Term 1 and account the Assessed in Term 4 (50 80% resources marks) that are available for practical examination.

20% School-based Assessment (assessments completed during Final exam and final practical exam complet- the year) is converted to 25% of the final mark. ed in the 4th Term is converted to 75% of the final mark term 1 term 2 term 3 term 4 Final Examination

• One test • One test • One test • One test • Two Question papers 2½ hrs each • One select- • One • One selected • One project/ • 150x2=300marks ed practical selected practical task assignment task practical • Environmen- Started in • One proj- task tal studies: Term 1 and ect/ assign- • One fieldwork Assessed in ment Mid- year term 4 Started in examina- • One Practi- Term 1 and tion cal Exam Assessed 150 in term 4 marks

25% 25% 25% 25% Convert to 25% Convert to 75%

CAPS MARINE SCIENCES 171 4.4.2 Grade 11: Programme of Formal Assessment

The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term.

FORMAL, RECORDED, SCHOOL-BASED ASSESSMENTS END-OF-YEAR INTERNAL EXAMINATION 75% TEST/ ASIGNMENT PRACTICAL Two Written examinations Practical examination (2½ hours + 2½ hours) (1 hour)

• Four tests = one test in • A selection of three • These exams test • This exam each term (minimum of 50 representative practical knowledge on content, tests marks each) tasks (30 marks each), concepts and skills across practical • Three selected practical which cover the range all knowledge tasks in Terms 1 -3 of skills, these must be topics. and • One mid-year examination marked and recorded. • Knowledge of practical Skills. (2½ hours, 150 marks) • One in each of the first work • This should • One project/ assignment three Terms. as well as some of the be set by Started in Term 1 and skills related each teacher Assessed in Term 4 (50 to practical work must be taking into marks) assessed in the written account the examination. resources that are 80% available for practical examination.

20% School-based Assessment (assessments completed during Final exam and final practical exam the year) is converted to 25% of the final mark. completed in the 4th Term is converted to 75% of the final mark term 1 term 2 term 3 term 4 Final Examination

• One test • One test • One test • One test • Two Question papers 2½ hrs each • One • One • One selected • One • 150x2=300marks selected selected practical task project/ practical practical • Environmental assignment task task studies: Started in • One project/ • One fieldwork Term 1 and assignment Mid- year Assessed Started in examination in term 4 Term 1 and 150 marks • One Assessed in Practical term 4 Exam

25% 25% 25% 25% Convert to 25% Convert to 75%

172 CURRICULUM AND ASSESSMENT POLICY STATEMENT 4.4.3 Grade 12: Programme of Formal Assessment

The programme of assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term.

FORMAL, RECORDED, SCHOOL-BASED ASSESSMENTS

TEST/ ASIGNMENT PRACTICAL • Three tests (minimum of 50 marks each) • A selection of three representative practical tasks (30 marks each), which cover the range of • Two mid-year examination papers skills, must be marked and recorded. • One in each of the first three Terms. The best of (2½ hours each, 2 x 150 =300 marks) the three marks is used when calculating the final • One trial examination (2 papers) year mark.

(2½ hours each, 2 x 150 =300 marks)

• One project/assignment

(Can be done in any term but marked in term = 50 marks).

• One practical must be done in each of Term 1; Term 2 and Term 3. SCHOOL-BASED ASSESSMENT

Term 1 Term 2 Term 3 • One test (50 marks) • One test (50 marks) • One test (50 marks) • One selected practical task • One selected practical • One selected practical task. • One project/assignment. task • The trial (preliminary) examination should be set Started in Term 1 and • Mid-year examination on the work completed in Terms 1, 2 and 3. Assessed at the beginning of Two papers 150 marks Two papers 150 marks x2 = 300 marks term 3 x2 = 300 marks). • One project/ assignment. Including the Started in Term 1 and Assessed at the beginning Gr 11 4th Quarter of term 3 content. 33% 33% 33% School based assessment of the three Terms is converted to 25% of the final mark Final National Examination in Term 4 = 75% of final mark.

CAPS MARINE SCIENCES 173 4.5 The End-of-Year Examinations:

4.5.1 Grade 10

The examination will consist of two examination papers of 2½ hours and 150 marks each. The weighting and assessment of topics in Paper 1 and Paper 2 will be as follows:

PAPER 1 Topic Weighting

% Marks • Intro to Marine Sciences -to- History of Marine Discoveries 17 25

• Origin of planet earth -to- Geological time 7 11

• Topography of Ocean Floor -to- Light Absorption 30 44

• Tides -to- Nutrient Cycles 37 56

• Human Impacts -to- Biodiversity HIPPO 9 14

Total 100% 150

PAPER 2

• Life Processes and Cell Biology 30 45

• Evolution -to- Protists 26 38

• Porifera -to- Platyhelminthes 21 32

• Other unsegmented worms -to- Anthropod Groups 23 35

Total 100% 150

The weighting per topic must serve as a guideline for teachers; slight deviations in respect of the number of marks allocated to a topic are acceptable. The purpose of providing the weighting is to ensure that all topics are covered according to approximately the correct weighting

174 CURRICULUM AND ASSESSMENT POLICY STATEMENT 4.5.2 Grade 11

The examination will consist of two examination papers of 2½ hours and 150 marks each. The weighting and assessment of topics in Paper 1 and Paper 2 will be as follows:

PAPER 1 Topic Weighting

% Marks • Marine Sciences Careers -to- Harvesting of Resources 16 24 • Sediments and Chemical composition of water –to- currents 28 42 • Population dynamics -to- Open Ocean 16 24 • Shores –to- Sandy beaches 24 36 • History of Ocean Discoveries -to- Ecotourism 16 24 Total 100% 150 PAPER 2 • Metabolic Processes -to- Cell Division 33 50 19 28 • Genetics -to- Microalgae 20 30 • Seaweeds -to- Vascular plants 17 25 • Mollusca -to- Bryzoa 11 17 • Echinoderm classes Total 100% 150

4.5.3 Grade 12

The examination will consist of two examination papers of 2½ hours and 150 marks each. The weighting and assessment of topics in Paper 1 and Paper 2 will be as follows:

PAPER 1 Topic Weighting % Marks • Shores Rocky and Sandy Beaches Gr 11 4th Quarter content 19 29 • History of Ocean Discovery -to- Ecotourism 12 18 • Diving Science Gas Laws -to- Waves 17 25 • Chemical composition of Water -to- Coastal Formations 20 30 • Climate change –to- Aquaculture 16 24 • Commercial use Marine Algae and Biomimicry 16 24

Total 100% 150 PAPER 2

• Echinoderms Gr 11 4th Quarter content 19 29 • Chordata -to- Agnatha 13 19 • Chondrichthys 16 24 • Osteicthyes 16 24 • Terrestrial vertebrates and Marine Reptiles 16 24 • Marine Birds and Mammals 20 30 Total 100% 150

CAPS MARINE SCIENCES 175 The weighting per topic must serve only as a guideline to teachers and examiners and is included to ensure that all topics are adequately covered in examinations. The number of marks per topic is not expected to be exactly according to this weighting in the examination papers.

4.6 Recording and Reporting

Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of knowledge as prescribed in the Curriculum and Assess- ment Policy Statement. Records of learner performance should provide evidence of the learner’s conceptual progression within a grade and her or his readiness to progress or be promoted to the next grade. Records of learner performance should also be used to verify the progress made by teachers and learners during the teaching and learning process.

Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters. For all grades, teachers report learners’ achievements in percentages next to the appropriate subject. The various achievement levels and their corresponding percentage bands are as shown in the table below.

Note: The seven-point scale should have clear descriptions that give detailed information for each level. Teachers will record actual marks against the task by using a record sheet, and report percentages against the subject on the learners’ report cards.

Codes and Percentages for reporting in Grades R-12

RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE

7 Outstanding achievement 80- 100 6 Meritorious achievement 70 - 79 5 Substantial achievement 60 - 69 4 Adequate achievement 50 - 59 3 Moderate achievement 40 - 49 2 Elementary achievement 30 - 39 1 Not achieved 0 - 29

Schools are required to provide quarterly feedback to parents on the Programme of Assessment using a formal reporting tool such as a report card. The schedule and the report card should indicate the overall level of a learners’ performance.

4.7 Moderation of Assessment

Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school and district level and if necessary, also at provincial level. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments.

4.7.1 Grades 10 and 11

In Grades 10 and 11 Formal School-based Assessment and the Practical Assessment Tasks should be moderated by the relevant subject specialists at district and, if necessary, provincial levels in consultation with the moderators at the school. Moderation serves six purposes:

176 CURRICULUM AND ASSESSMENT POLICY STATEMENT 1 it should ascertain whether the subject-specific content and skills are sufficiently covered. 2 the moderator must ensure that the various levels of cognitive demand are reflected in the assessments. 3 that the assessments and marking are of an acceptable standard and consistency. 4 to ensure that assessment in different schools are more or less comparable whilst recognising that different teachers have different standards. 5 to identify areas in which the teacher may need further support and development and to provide such necessary support 6 Teachers must see the moderation process as an opportunity to evaluate their teaching skills and to seek assistance in areas where learners are generally underperforming. It is an opportunity for peer to peer teacher mentoring and elevating the Marine Sciences teaching profession.

In Grades 10 and 11 there is no compulsory national moderation. Moderation is therefore an ongoing process and not a once-off end-of-year event.

4.7.2 Grade 12

Moderation refers to the process which ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments.

4.7.2.1 Formal Assessment (school-based assessment - SBA)

In Grade 12, moderation must take place at four levels:

1 School-based moderation and verification of learner performance

This is intended to ensure that the assessments meet the requirements in terms of content, cognitive demands and skills; that the marking has been consistent and fair and that the marks are a true reflection of learners’ performance in the assessments. This will enable the school to easily identify problems related to the pacing, standard and reliability of assessment and to ensure that appropriate interventions are put in place early. This is an ongoing process.

2 Moderation by the subject advisor

This is also an ongoing process. Subject advisors should moderate assessments, to ascertain whether:

• Subject-specific content and skills have been covered adequately; • The prescribed number of assessments have been complied with; • the appropriate cognitive demands are reflected in the assessments; • the marking is of an acceptable standard and is consistent; • the assessments in different schools are comparable whilst recognising that different teachers teach and assess differently.

Subject advisors should provide teachers with the necessary guidance and support should any shortcomings be identified. Early identification of shortcomings and early interventions are essential. It is therefore necessary that moderation at this level should be ongoing and not a once-off end-of-year event.

3 Moderation by the province

Moderation of SBA at this level is once-off and is related to the quality assurance processes that are necessary developed jointly by the Department of Basic Education and Umalusi in terms of National Policy.

CAPS MARINE SCIENCES 177 4 At a national level

Statistical moderation of learner performance in the School Based Assessment is necessary to ensure comparability across schools, districts, and provinces.

Note that, in Grade 12, the assessment of Practical work is incorporated into the SBA (per term). There is no practical examination. This is because schools are not all equally resourced and some learners may be disadvantaged because of this.

4.8 General

This document should be read in conjunction with:

4.8.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and

4.8.2 The policy document, National Protocol for Assessment Grades R-12.

178 CURRICULUM AND ASSESSMENT POLICY STATEMENT Notes

CAPS MARINE SCIENCES 179 Notes

180 CURRICULUM AND ASSESSMENT POLICY STATEMENT