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MARINE BIOLOGY 35
SCHOOL AUTHORITY: Parkland School Division No. 70
SCHOOL: Memorial Composite High School
TEACHER COORDINATOR:
AVAILABLE TO: Students in Grades 11 or 12
PREREQUISITES: credit in Biology 20 or
currently registered in Biology 20 with a minimum of 60% in Science 10
CREDIT ALLOCATION: 5 credits
WHAT IS MARINE BIOLOGY?
Marine biology is the scientific study of organisms that live in the sea. It encompasses nearly all
the disciplines of biology including physiology, behavior and ecology, all in the context of a
global perspective. It involves an understanding of the basics of the very closely related science
of oceanography.
RATIONALE FOR THE COURSE:
Despite the fact that our country is bounded by the sea on three sides, many of our students have
never seen an ocean. The purpose of this course is to give these students an opportunity to learn
about the chemical and physical nature of the ocean environment and the variety of organisms,
both plant and animal, that are uniquely adapted to different marine ecosystems. In addition, the
course is intended to convey to students an understanding of the importance of the sea to all life
on earth and of the need to closely monitor the impact of humans on this environment.
COURSE DESIGN:
The course will be delivered (as are other 5 credit courses) during one 82-minute block each day
for one semester.
Marine Biology 35 consists of 4 units of study:
A.
B.
C.
D.
The Marine Environment
Life in the Marine Environment
Structure and Function of Marine Ecosystems
Humans and the Sea
There will be an opportunity for students to participate in an optional, student funded fieldtrip
which would include 3 days at the Bamfield Marine Sciences Centre (BMSC) on the west coast
of Vancouver Island. Those students participating in the fieldtrip would miss only two days of
classes and would be involved in three days of activities at the marine station. Those students
remaining at the school would carry out a computer research assignment to learn more about
BMSC and the research conducted there. Students participating in the fieldtrip would receive
no additional credits for their activities at the marine station.
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OVERLAP WITH DEPARTMENT OF EDUCATION APPROVED HIGH SCHOOL
COURSES:
There is very little overlap with existing high school courses. The Marine Biology 35 program
will build on some of the concepts taught in the Science 10, Science 20, and Biology 20 courses.
However, the scope of Marine Biology 35 is much broader than that found in these courses, and
the depth of coverage is much more specialized, detailed and focused.
There is overlap of a single specific learning outcome with the Science 20 curriculum.
 2 0– C2 .6 k – list and describe the evidence that supports the theory of plate
tectonics; i.e., location of volcanoes and earthquakes, ocean floor spreading,
mountain ranges, age of sediments, paleomagnetism
To understand the nature of the sea floor, an understanding of plate tectonics, is necessary. The
theory of plate tectonics is included as part of the Marine Biology 35 course, because few, if any
students would have taken Science 20, considering that Biology 20 is a pre/ co-requisite for the
Marine Biology course.
The course requires Biology 20 as a pre or co-requisite and builds on:
 Unit A: Energy and Matter exchange in the Biosphere
 Unit B: Ecosystems and Population Change
 Unit D: Human Systems
None of the knowledge concepts taught in the Biology 20 curriculum will be taught in
Marine Biology 35. Students will be expected to come into the course with an
understanding of the following concepts developed in Biology 20:
 20-A1.1k – photosynthesis and chemosynthesis
 20-A1.3k – structure of ecosystem trophic levels, using models such as food chains and
food webs
 20-A2.1k – biogeochemical cycling and general reuse of matter
 20-A3.1k –the interrelationship of energy, matter and ecosystem productivity
 20-B1.1k – the definition of species, population, community, and ecosystem and the
interrelationships among them
 20-B1.2k – a variety of habitats can support a diversity of organisms
 20-B1.3k – identify biotic and abiotic factors and explain their influence in (succession)
 20-B1.4k – limiting factors
 20-B1.5k – principles of taxonomy
 20-D1.5k – the exchange of matter and transfer of thermal energy between the body and
the environment, using the mechanism of breathing in gas exchange…and heat loss
 20-D3.1k – identify the major and associated structures of the nephron…and explain their
function in maintaining plasma compositions (i.e. water, pH, ions)
 20-D3.4k – describe the function of the kidney in excreting metabolic wastes.
In Marine Biology 35 students will build on this basic biology knowledge to enable an
understanding of marine organisms and their interactions.
Marine Biology 35
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TEXTBOOK
Castro, P. and Huber, M.E. Marine Biology, 5th ed. New York: McGraw Hill, 2005.
This textbook has excellent coverage of almost all of the areas of interest in this course at just the
right depth for such an introductory course. From the Preface of the text: “Marine Biology is
used by high school, undergraduate, and adult education students, and by interested laymen not
enrolled in formal courses. We have been delighted to learn that even some professional marine
biologists find the book to be a useful general reference. …we have written the text primarily for
lower-division non-science majors at colleges and universities.”
GENERAL LEARNER EXPECTATIONS:
Students will be encouraged to develop:
1.
2.
3.
4.
5.
6.
7.
Curiosity about events and objects in the natural world.
Appreciation of the beauty and complexity of the natural world.
Critical-mindedness in evaluating inferences and conclusions.
Respect for the perspectives and viewpoints of others.
Confidence in personal ability to solve practical problems.
An appreciation for different methods of communicating their knowledge and experiences.
An appreciation for the value of team-work and cooperation in a learning environment.
SPECIFIC LEARNER EXPECTATIONS:
Attitudes:
Students will be encouraged to develop:
1. Awareness of the relationship between physical properties of saltwater and the adaptations of
life forms to such an environment.
2. Awareness of the relationship and complex interactions between biotic and abiotic factors in
the marine ecosystem.
3. Appreciation and respect for the complexity and diversity of living organisms in the marine
ecosystem.
4. An appreciation for the unusually great variety and abundance of marine life present along
the Pacific coast of Canada.
4. Realization of the need for a global perspective when studying the marine environment, that
the oceans and seas of the world are in fact one integrated system
5. An optimistic view regarding the human condition and our ability to live in and interact with
their environment in a manner that will tolerate development and industry while maintaining
the health of the planet.
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UNIT A: THE MARINE ENVIRONMENT
General Outcomes:
Students will:
1.
2.
explain the origin and structure of the sea floor
explain the chemical and physical properties of seawater and the world ocean.
General Outcome 1
Students will explain the origin and structure of the sea floor.
Specific Outcomes for Knowledge
Students will:
A1.1k describe the distribution of oceans and seas
A1.2k explain the structure of the ocean floor based on the theory of plate tectonics.
General Outcome 2
Students will explain the chemical and physical properties of seawater and the world ocean.
Specific Outcomes for Knowledge
Students will:
A2.1k explain the physical and chemical properties of seawater including variation in
salinity, density
A2.2k explain how sea water density produces a three-layered ocean
A2.3k explain the patterns of ocean currents and their role in the distribution of nutrients,
distribution of heat, and on climate
A2.4k explain the development and movement of ocean waves
A2.5k explain the development and destructive force of tsunamis, and current technologies
for detecting them
A2.6k explain tides and the different tidal patterns that occur in different areas.
Specific Outcomes for Skills
Students will:
A2.1s analyze tide tables and graphs to determine differences in patterns of tides in
different parts of Canada and in different areas of the world
A2.2s analyze tide tables to determine relationships between tide height, phase of the
moon and time of year.
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UNIT B: LIFE IN THE MARINE ENVIRONMENT
General Outcomes:
Students will:
1.
2.
3.
4.
5.
explain the unique challenges associated with life in the sea
describe and explain the role of different microbes in the sea
explain the diversity and importance of the ocean’s primary producers
classify and describe invertebrates inhabiting the marine environment
classify and describe the vertebrates that inhabit the marine environment.
General Outcome 1
Students will explain the unique challenges associated with life in the sea.
Specific Outcomes for Knowledge
Students will:
B1.1k explain the effect of salinity and salinity changes on life in the ocean
B1.2k explain the effect of temperature on life in the ocean.
General Outcome 2
Students will describe and explain the role of different microbes in the sea.
Specific Outcomes for Knowledge
Students will:
B2.1k describe and explain the role of different prokaryotes
B2.2k describe and explain the role of different unicellular algae including diatoms and
dinoflagellates, and the importance of symbiotic algae
B2.3k describe and explain the role of different protozoans including foraminiferans,
radiolarians, and ciliates.
General Outcome 3
Students will explain the diversity and importance of the ocean’s primary producers
Specific Outcomes for Knowledge
Students will:
B3.1k describe and explain the classification, role and economic importance of seaweeds
B3.2k describe and explain the role of flowering plants including sea grasses, salt-marsh
grasses, and mangroves.
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General Outcome 4
Students will classify and describe invertebrates inhabiting the marine environment.
Specific Outcomes for Knowledge
Students will:
B4.1k classify and describe marine representatives of the following invertebrate phyla:
porifera, cnidarians, ctenophores, annelids, mollusks, arthropods, lophophorates,
echinoderms and hemichordates
B4.2k classify and describe marine representatives of the classes of the following phyla:
mollusks and echinoderms.
Specific Outcomes for Skills
Students will
B4.1s perform dissections of representative invertebrate organisms that are locally
available as food items e.g. mussels, snails, squid, shrimp, lobster, crab,
General Outcome 5
Students will classify and describe vertebrates that inhabit the marine environment.
Specific Outcomes for Knowledge
Students will:
B5.1k describe representatives of classes of marine fish including special adaptations for
swimming and for life in different marine habitats
B5.2k classify and describe representatives of marine reptiles, including special
adaptations for life in the marine environment
B5.3k classify and describe representatives of seabirds, including special adaptations for
life related to the marine environment
B5.4k classify and describe representatives of different orders and families of marine
mammals including baleen and toothed whales (including in particular killer
whales), sirenians, seals and sea lions, sea otters, and polar bears.
B5.5k explain the special adaptations that are required for mammals living in the marine
environment (including adaptations for maintenance of body temperature, water
balance, gas exchange and very prolonged, very deep dives, reproduction and
rearing of young
B5.6k describe and explain the long migrations made by different marine reptiles, birds,
and mammals.
Specific Outcomes for Skills
Students will
B5.1s research a particular type of marine vertebrate and prepare a power point
presentation for the class.
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UNIT C: STRUCTURE AND FUNCTION OF MARINE ECOSYSTEMS
General Outcomes:
Students will:
1.
2.
3.
4.
5.
6.
explain the abiotic and biotic factors that determine the distribution of organisms in the
intertidal zone
explain the unique abiotic factors affecting life in estuaries
explain the physical factors affecting life on the continental shelf
explain the development of coral reefs
explain the unique adaptations of organisms for life near the ocean surface
explain the unique adaptations of organisms for life in the ocean depths.
General Outcome 1
Students will explain the abiotic and biotic factors that determine the distribution of organisms in
the intertidal zone.
Specific Outcomes for Knowledge
Students will:
C1.1k explain how each of the following abiotic factors affects the distribution of
organisms in the rocky intertidal: exposure at low tide, wave action, space as a
limiting factor
C1.2k explain the relative importance of biotic and abiotic factors in determining patterns
of vertical zonation in the rocky intertidal
C1.3k explain the significance of Pisaster as a keystone predator in the rocky intertidal on
Canada’s west coast
C1.4k explain the abiotic factors that determine the distribution of organisms in softbottom intertidal communities.
General Outcome 2
Students will explain the unique abiotic factors affecting life in estuaries
Specific Outcomes for Knowledge
Students will:
C2.1k explain the physical characteristics of estuaries including salinity and substrate
C2.2k explain the variety of mechanisms that organisms have developed to cope with the
unique environment of estuaries
C2.3k compare the types of communities present in open water, mudflats, salt marshes and
mangrove swamps
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General Outcome 3
Students will explain the physical factors affecting life on the continental shelf.
Specific Outcomes for Knowledge
Students will:
C3.1k explain the physical characteristics of the subtidal environment
C3.2k compare soft-bottom and hard-bottom subtidal communites
C3.3k explain the physical factors that determine the differential distribution of kelp
communities
C3.4k explain factors that may have contributed to deterioration of kelp communities in
different areas (e.g. decline in sea otters, overfishing, sewage pollution).
General Outcome 4
Students will explain the development of coral reefs.
Specific Outcomes for Knowledge
Students will:
C4.1k describe a variety of reef-building organisms including corals and coralline algae
C4.2k explain the abiotic factors required for development and continued health of coral
reefs
C4.3k compare the typical structure of the three main types of coral reefs (fringing reefs,
barrier reefs, and atolls)
C4.4k explain the unique trophic structure of coral reefs, often allowing a highly
productiove ecosystem to develop in the midst of a marine desert.
General Outcome 5
Students will explain the unique adaptations of organisms for life near the ocean surface (the
epipelagic).
Specific Outcomes for Knowledge
Students will:
C5.1k describe characteristics of different types of organisms inhabiting the epipelagic
C5.2k explain the variety of adaptations among epipelagic organisms for staying afloat,
and to obtain food while avoiding predation
C5.3k describe and explain the complexity of epipelagic food webs
C5.4k explain the importance of dissolved organic matter and the microbial loop
C5.5k explain the factors determining patterns of productivity including the importance of
upwelling.
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General Outcome 6
Students will explain the unique adaptations of organisms for life in the ocean depths.
Specific Outcomes for Knowledge
Students will:
C6.1k explain the division into zones of waters below the epipelagic
C6.2k describe and compare abiotic factors in the different zones including light, pressure,
temperature, and dissolved oxygen concentration.
C6.3k describe and compare the adaptations of representative organisms for life at
different depths
C6.4k explain the importance of hot springs, cold seeps and dead bodies to life on the deep
ocean floor.
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UNIT D: HUMANS AND THE SEA
General Outcomes:
Students will:
1.
2.
explain the importance of the sea as a source of resources, both living and non-living
explain some of the impacts of humans on the marine environment .
General Outcome 1
Students will explain the importance of the sea as a source of resources, both living and nonliving.
Specific Outcomes for Knowledge
Students will:
D1.1k explain the importance of and reasons for the decline in world fisheries
D1.2k explain on-going practices and the potential future significance of mariculture
D1.3k describe examples of non-living marine resource development including offshore
oil and gas, mining, and the development of tidal and other forms of energy form
the sea.
General Outcome 2
Students will explain the impact of humans on the marine environment.
Specific Outcomes for Knowledge
Students will:
D2.1k explain the impact of coastal development and associated pollution on marine
ecosystems
D2.2k explain the effects of oil spills on marine organisms
D2.3k describe examples of the effects of persistent substances (e.g. pesticides) on marine
organisms
D2.4k describe examples of threatened and endangered marine organisms
Specific Outcomes for Skills
Students will
D2.1s research and present to the class an explanation of a particular issue related to the
marine environment (examples might include over-fishing, fishing methods and
bycatch, whaling, off-shore drilling, marine mammals in captivity, global climate
change and the future of polar bears).
NOTE: Particular emphasis will be placed on the conditions, ecosystems, and organisms present
on the Pacific coast of Canada. The intertidal zone and the myriad of organisms that occupy that
zone will receive special attention, as well as the marine mammals that inhabit Pacific coastal
waters.
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Units of study and approximate percentage of total course content:
A. The Marine Environment (15%)
 the seafloor
 chemical and physical properties of seawater
 currents, waves, tsunamis, tides
B. Life in the Marine Environment (45%)
 microbes and plankton
 algae/ seaweeds
 invertebrates
 vertebrates
C. Structure and Function of Marine Ecosystems (25%)
 intertidal zone
 estuaries
 continental shelf
 coral reefs
 epipelagic
 deep ocean
D. Humans and the Sea (15%)
 marine resources
 environmental concerns
EVALUATION:
The students will be evaluated as follows:
Daily Work
Tests
Student Presentations
Final Exam
20%
40%
20%
20%
The course has been structured at the level of difficulty of the current Biology 30 program.
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