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1 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, Marine Biology - January 6, 1999 2 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 Marine Biology - January 6, 1999 3 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. Marine Biology - January 6, 1999 4 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. Marine Biology - January 6, 1999 5 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. Marine Biology - January 6, 1999 6 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 Marine Biology - January 6, 1999 7 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. Marine Biology - January 6, 1999 8 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. Marine Biology - January 6, 1999 9 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. Marine Biology - January 6, 1999 10 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 Marine Biology - January 6, 1999 11 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. Marine Biology - January 6, 1999 12 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