Download 12551 Marine Biology

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Course Title: Marine Biology
Adopted: January 6, 1999
Department: Science
UC/CSU Requirement: Yes
Prerequisite: Same as that of Biology.
(See Biology)
Fulfills CSF Requirement: Yes
Length of Course: Two Semesters
Fulfills H/S graduation
Credit As: Life Science
Semester Units/Credits:
Grade Level:
I.
5
10-12
Course Description
This course meets high school requirements for graduation as life science.
Marine Biology provides an alternative to Biology fulfilling those
requirements for graduation in the context of Marine Biology. This course
will provide an extensive science foundation for secondary study in the
fields of Hydroculture, Oceanography, Marine Ecology, Ichthyology, Limnology,
and technical fields such Water Treatment and Offshore Oil Refining. The
course will consist of components such as The Tides; Water; The Shoreline;
Tide Pools; Invertebrate Animals; Vertebrate Animals; Marine Mammals;
Estuaries; Coral Reefs; Open Ocean/Deep Ocean.
The course emphasizes in
depth study with problem solving and synthesis, critical thinking, hands-on
manipulation and observation, computer modeling, and career pathway
foundations. Laboratory investigations will make up a bulk of class time.
Students will be evaluated by examination, independent and group projects,
through independent and group assignment of responsibilities, laboratory
analysis, and oral and written presentations.
II.
Rationale
Marine Biology is aimed to greatly enhance a greater knowledge and
understanding of high school students in the sciences.
This course is
designed to create alternative pathways to careers in the marine sciences and
other fields without taking away other options such as Chemistry and Anatomy.
The curriculum of Marine Biology will be relevant to numerous work place
environments, and emphasizes and promotes hands-on thought processes while
retaining course content integrity.
Through the study of the course units, the themes of the Science Framework
are addressed; Evolution, Structure, Energy, Interactions.
Scientific
processes are incorporated in learning strategies; observation, comparison,
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data compilation, synthesis, application, categorization, communication. The
integrity of Biology content remains intact: Living Organisms, Cells,
Genetics,
Evolutionary
Systems,
Ecosystems,
Species
Interactions,
Systematics.
III. Goals and Objectives
1.0
Goal: Students recognize and define basic marine biological
terminology.
1.1
Obj: Students will develop a vocabulary base of terms
for the understanding of marine biology concepts.
1.1.1: Through lecture, demonstrations and class discussion,
students will identify specific terminology.
2.0
Goal: Students discover an understanding of the dynamics of tidal
fluctuations and their causes, and their effects on the
surrounding environments.
2.1
Obj: Students describe the variables that cause tidal
fluctuations and their extremes.
2.1.1: Interpret numerically and graphically how a tide chart
works through the lunar phases.
2.1.2: Demonstrate an understanding of the additional
influence
of
solar
phasing
on
the
height
of
fluctuations, through scientific modeling.
3.0
3.1
tidal
Goal: Students will discover and describe the cell, its major
functions, and its importance as the building block of life.
Obj: Students will identify the cell, point out and label its
major components, explain the function of each and
compare many types of cells.
3.1.1: Students will observe plant cells, then draw and label
the major components such as the nucleus, chloroplasts,
and the cell wall.
3.1.2: Students will identify the many types of animal cells,
label the major components such as the nucleus,
mitochondrion, and golgi complex and describe the
function of each.
3.1.3: Students will describe, reconstruct and label the
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phases of mitotic cell division in the production of
new cells.
3.1.4: Students will describe, reconstruct and label the
phases of meiotic cell division in the production of
sex cells.
3.1.5: Students will locate DNA in the nucleus during cell
division and point out that the genetic information
originates there.
3.1.6: Students will grasp the concept of Mendelian genetics
and differentiate between genotypes and phenotypes.
3.1.7: Students will demonstrate their knowledge of genetics
by performing monohybrid and dihybrid crosses on
Punnett squares.
3.1.8: Students will discuss the pros and cons of genetic
manipulation and research the field of genetic
engineering.
4.0
Goal: Students discover an understanding in the importance of
water and its components in the marine environment both
chemically and biologically.
4.1
Obj: Students will describe the components of marine water and
its effects on various environments and ecosystems under
varying conditions.
4.1.1: Given a variety of conditions, students will compile
and interpret data to synthesize conclusions about
specific effects water has on its surrounding
environment.
4.1.2: Students will analyze marine water experimentally in
the laboratory. Students will test for pH, salinity,
quantity of organic matter, insoluble material,
nitrogen and oxygen levels.
4.1.3: Students research careers in water treatment and
recycling.
5.0
Goal: Students examine the dynamics of tide pools and their
associations with the marine environment.
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5.1
Obj: The fundamental factors of tide pool existence are
illustrated, labeled and appraised by their individual
importance to the ecosystem as a whole.
5.1.1: Students will identify the major groups of organisms
that inhabit a tide pool and differentiate between
them.
5.1.2: Students will explain the environmental factors that
allow tide pool organisms to survive.
5.1.3: Students will compare and contrast the biotic factors
involved in a tide pool.
5.1.4: Students will examine tide pool location as it relates
to the marine environment.
6.0
Goal: Students will demonstrate knowledge about marine animals
without backbones(invertebrates) and their importance to
marine ecosystems.
6.1:
Obj: The major groups of marine invertebrates will be examined
systematically and evolutionarily.
6.1.1: Students will differentiate between the major groups of
marine invertebrates.
6.1.2: Students will manipulate hands-on, many of the marine
organisms that inhabit our coastal waters.
6.1.3: Students will compare in the laboratory, how different
types of marine organisms are immobile and how others
are mobile.
6.1.4: Students will categorize through observation, the
different modes of obtaining food.
6.1.5: Students will extend upon competition between species.
6.1.6: Students will point out keystone species and their
importance.
6.1.7: Students describe species diversity and species
richness.
7.0
Goal: Students discover the bony fishes.
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7.1
Obj: Examine many of the different groups of marine bony
fishes and differentiate between them.
7.1.1: Students identify many different groups of bony fishes
and examine differences, likenesses and trace their
evolution.
7.1.2: In the laboratory, students will describe bony fish
morphology and color.
7.1.3: Students will utilize a key to identify different fish
species.
7.1.4: In the laboratory, students will interpret bony fish
movement and behavior.
7.1.5: Students will reconstruct external bony fish anatomy
and structure.
7.1.6: Students will reconstruct internal bony fish anatomy
and structure.
7.1.7: Students will identify the major anatomical structures
of bony fish.
7.1.8: Students will relate the importance of bony fish to
the food chain and their impact on humans.
7.1.9: Students research career opportunities in fisheries
management, Department of Fish and Game.
8.0
8.1
Goal: Students discover the cartilaginous fishes.
Obj: Students will compare sharks, skates and rays.
8.1.1: Students reconstruct the general anatomy and morphology
of elasmobranchs.
8.1.2: Students identify many varieties of sharks and trace
their evolution.
8.1.3: Students identify several varieties of rays
and skates and trace their evolution.
8.1.4: Students differentiate between sharks,
skates and rays.
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8.1.5: Students will compare the feeding habits and feeding
strategies of elasmobranchs.
8.1.6: Students will interpret the behaviors of elasmobranchs.
9.0
9.1:
Goal: Students discover marine mammals.
Obj: Compare and contrast the major groups and understand how
marine mammals have the ability to survive in the cold
environment of the ocean.
9.1.1: Students give examples of the major groups of marine
mammals and their habitats.
9.1.2: Students discuss toothed whales and their relatives.
9.1.3: Students discuss baleen whales.
9.1.4: Students compare the major groups of pinnipeds.
9.1.5: Students will identify manatees and dugongs.
9.1.6: Students reconstruct the anatomy and physiology of
marine mammals.
9.1.7: Students will explain how mammals can dive to great
depths to hunt for food.
9.1.8: Students will trace marine mammal evolution.
9.1.9: Students will compare marine mammals that use
echolocation.
9.1.10: Students research careers in ecology, veterinarian
medicine.
10.0 Goal: Students discover estuaries and how they are an important
part of the marine environment.
10.1
Obj: Students will identify the dynamics of an estuary and how
it effects the organisms that live there.
10.1.1: Students describe the factors involved when fresh
water meets salt water.
10.1.2: In the laboratory, students will identify and examine
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a variety of creatures that may inhabit an estuary.
10.1.3: In the laboratory, students will reconstruct an
estuary and analyze the water conditions.
10.1.4: Students will demonstrate an estuarian ecosystem as a
breeding ground for many organisms.
10.1.5: Students will show the impact that pollution has on
an estuary and possible solutions for clean up.
11.0 Goal: Students will discover coral reefs.
11.1
Obj: Explain the phenomenon of reef building and the processes
involved with its symbionts.
11.1.1: Students will interpret the relationship between a
coral polyp and the symbiotic zoozanthellae that lives
within it.
11.1.2: Students identify specific areas throughout the globe
where reef building occurs.
11.1.3: Students will point out how reefs thrive only in
nutrient poor waters.
11.1.4: In the laboratory, students will produce calcium
carbonate to simulate the reef building process.
11.1.5: Students will justify species diversity in a reef
ecosystem.
12.0 Goal: Students will discover the open ocean.
12.1
Obj: Students will be able to differentiate between the
different zones in the open ocean and determine the
organisms that live there.
12.1.1: Students will identify each zone of the open ocean by
water depth.
12.1.2: Students will compare different types of organisms
that inhabit each zone from the surface waters to the
benthos.
12.1.3: Students will appraise water density, temperature and
water quality at the different depths.
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12.1.4: Students will relate the deep sea vents to submarine
volcanic activity.
12.1.5: Students will research offshore oil drilling and its
impact on the environment.
13.0 Goal: Students will define reproduction in marine organisms.
13.1
Obj: Students will demonstrate a knowledge in the reproductive
strategies of marine organisms.
13.1.1: Students will identify asexual reproduction in marine
invertebrates.
13.1.2: Students will identify and compare sexual reproduction
in marine invertebrates.
13.1.3: Students compare reproductive strategies in marine
vertebrates.
13.1.4: Students will predict survival and mortality rates in
marine organisms.
13.1.5: Students compare and contrast parental care vs.
fertility rate in marine organisms.
14.0 Goal: Students discover marine algae.
14.1
Obj: Students will differentiate between the major types of
marine algae, demonstrate their knowledge, and explain
their importance to the environment of the world's
oceans.
14.1.1: Students will classify marine algae and identify the
major groups.
14.1.2: Students will interpret data, investigate, and explain
growth rates among algal types and effects of sunlight
at varying water depths.
14.1.3: Students point out the various factors involved with
photosynthesis.
14.1.4: In the laboratory, students will manipulate and
reproduce interactions between algae and other marine
organisms.
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14.1.5: Students will research kelp forests.
15.0 Goal: Students will discover ocean currents.
15.1
Obj: Students will describe the variables that control the
ocean currents, explain their impact on the marine
environment and effect on surrounding areas.
15.1.1: Students will identify the major ocean currents and
their relative positions on the globe.
15.1.2: Students will generate a model of the world's oceans
which will include and label the oceans currents
in relation to their surrounding land masses.
15.1.3: Students will demonstrate their knowledge of ocean
currents and their effect on weather patterns.
15.1.4: Students will research and write about the Sea of
Sargassum.
16.0 Goal: Students will discover plankton.
16.1
Obj: Students will identify, compare, categorize and classify
the major types of marine plankton and relate their
importance to the productivity and survival of all marine
organisms.
16.1.1: Students identify phytoplankton (plants) by using
a dichotomist key and its cellular structure.
16.1.2: Students identify zooplankton (animals) by using
a dichotomist key.
16.1.3: Students will demonstrate their ability to
differentiate between swimming and non-swimming
plankton.
16.1.4: Students define types of plankton by comparing size.
16.1.5: Students compare reproductive strategies in planktonic
forms and describe their advantages and disadvantages.
16.1.6: Students research mariculture as an alternative food
source for the human population.
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17.0 Goal: Students will describe, explain and construct marine food
chains and food webs.
17.1
Obj: Students will identify, label and demonstrate a knowledge
of marine food chains and food webs at each trophic level
and tell the significance of each component.
17.1.1: Students diagram marine food chains, label each
component and discuss the significance of each.
17.1.2: Students will combine several food chains to create a
food web and then interpret the complex interactions
that can occur.
17.1.3: Students research many oceans and generate a globalwide marine food web.
18.0 Goal: Students will reconstruct adaptive behaviors of marine
organisms.
18.1
Obj: Students will explain why many marine organisms
alter their behaviors to obtain food, evade predators,
and attract mates.
18.1.1: Students will illustrate many forms of coloration that
would aid in camouflage utilized by marine organisms
to obtain food, evade predators, and attract mates.
18.1.2: Students compare differences in body morphology that
marine organisms have that allow them to obtain food,
evade predators, and attract mates.
18.1.3: Students will interpret the physical behaviors that
marine organisms employ to obtain food, evade
predators, and attract mates.
19.0 Goal: Students will reconstruct the evolution of marine organisms.
19.1
Obj: Students will describe the probable evolutionary lineage
of marine organisms, compare their physical changes that
have occurred over time, and justify these changes.
19.1.1: Students will trace the evolution of marine
invertebrates and discuss the impact that these
changes have made on the ecosystem of the world's
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oceans.
19.1.2: Students will trace the evolution of marine
vertebrates and point out the major evolutionary
lineages and compare extant forms to those that are
extinct.
19.1.3: Students will research a major site where fossils
have been discovered and critique its validity and
significance.
19.1.4: Students will manipulate genetic information to
determine similarities between evolutionary lineages.
20.0 Goal: Students discover the fresh water environment.
20.1
Obj: Students will generate a general knowledge base of
the fresh water environment, compare and contrast the
differences in the physical, chemical, and biological
features between it and the marine environment.
20.1.1: Students will analyze fresh water, utilizing chemical
analyses and make inferences about temperature,
turbidity, and oxygen content.
20.1.2: Students will describe different strategies that
fresh water invertebrates must employ to be successful
in their habitats.
20.1.3: Students compare the morphological structures of fresh
water algae to that of marine algae.
20.1.4: Students will point out major physiological and
morphological differences between fresh and marine
vertebrates.
20.1.5: Students will identify and list many of the major
fresh water lakes and rivers, discuss the abundance of
organisms that inhabit these bodies of water. Further,
students will hypothesize as to the great numbers of
fresh water habitats.
20.1.6: Students will research the polar ice caps as a major
source of fresh water and the effects of global
warming.
21.0 Goal: Students will demonstrate a knowledge of Mangrove Forests.
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21.1
Obj: Students will validate the importance of the mangrove
forest as an importance ecological and biological
interface between land and the sea. Students will
identify and describe the major biotic and abiotic
elements that make up the mangal.
21.1.1: Students will determine the location of mangrove
forests and list the countries associated with them.
21.1.2: Students will compile data on species diversity that
occurs in the mangrove forest.
21.1.3: Students predict the consequences that organisms must
face with rapid tidal fluctuations and other uncertain
environmental elements.
21.1.4: Students will reconstruct the land building phenomenon
that occurs as a result of the mangrove trees' rapid
growth and the trapping of sediment.
21.1.5: Students will research the mudskipper, a fish that
inhabits the mangrove forest.
Marine Biology - January 6, 1999