Download Essential Standard Marine Biology

2013 Charlotte---Mecklenburg Schools
Science Elective Resource Guide
North Carolina Essential Standards & NGSS
Overview of Marine Biology Science
Unit
Suggested Pacing
1. History of Oceanography
5-7 days
2. Seafloor
5-7 days
3. Chemical Properties of Water
5-7 days
4. Physical Properties of Water
5-7 days
5. Marine Ecology
5-7 days
6. Microorganisms
5-7 days
7. Multi-cellular Algae
5-7 days
8. Marine Plants
5-7 days
9. Marine Invertebrates
10-14 days
10. Marine Fish
10-14 days
11. Marine Birds and Reptiles
5-7 days
12. Marine Mammals
10-14 days
Review
1
History of Oceanography
Essential Standard
MB 1.1 Describe the development of ocean knowledge from early voyages to modern times, including technology that has helped advanced the
marine sciences.
Clarifying Objectives
M.B.1.1.1 Identify tools of oceanography that was previously used and is currently being used to explore the oceans.
M.B.1.1.2 Identify major voyages and people around the world that helped discover specific bodies of waters.
M.B.1.1.3 Give example of careers that can be found in each of the subfields of oceanography that were shaped though out history.
M.B.1.1.4 Describe how important events in history have helped shape oceanography.
Unpacking: What does this standard mean that a student will know and be able to do?
M.B.1.1.1
- Describe the tools and functions of plankton net, depth recorder, current meter, Nansen bottle, corer and satellites. (Can assign specific ones
like: SEASAT, TOPEX, SEASTAR)
- Identify and understand how Human Occupied Vehicles (HOV), Remotely Operated Vehicles (ROV), and Autonomous Underwater vehicles (AUV)
work. (Can mention specific ones like: Jason, Trieste, Alvin, Shinkai and Ben Franklin)
M.B.1.1.2
- Know why the following people are important to oceanography (Dates would be helpful for time reference but students do not need to know
specifics to meet standard):
- Groups of people and their help with oceanography:
- Greeks
- Phoenicians
- Aristotle (First to catalog marine organisms)
- Posidonius (first to report depth)
- Ptolemy (Created first world atlas)
- Christopher Columbus
- Captain James Cook (Southern Oceans and Mapping of coastlines)
-Charles Darwin
- Amerigo Vescpuci (America was named after him)
- Vasco Nunez Balboa (discovered the Pacific)
- Ferdinand Magellan (First circumnavigation around the world) *attached activity
- Matthew Maury ( First true Oceanographer)
2
Unpacking continued:
- Victor Hensen and Johannes Muller (Discovered and named Plankton)
- Fridtjok Nansen (first arctic explorer)
M.B.1.1.2
- Discuss the scientists and discoveries that are found on the Challenger expedition, which remains that single most comprehensive oceanographic
expedition ever.
M.B.1.1.3
Students need to know the following sub-fields and examples of current disciplines or careers associated with each:
- Geological Oceanography
- Physical Oceanography
- Chemical Oceanography
- Biological Oceanography
- Ocean Engineering
- Marine Policy
M.B.1.1.4
-Introduce students to the advances made during WWII with SONAR and RADAR and how this helped technology in the oceans.
Essential Vocabulary:
Integrated within the unpacking standards
3
Essential Questions
Suggested Resources and Activities
1. What are careers that are associated with each subdiscipline of oceanography?
History of Oceanography Timeline
2. How did ancient groups of people, explorers advance the
field of oceanography?
3. What are the contemporary advancements in the field of
marine science?
4
Seafloor
Essential Standard
M.B.2.1 Describe the geologic processes of the sea floor and recognize the relationship between geology and history.
Clarifying Objectives
M.B.2.1.1 Identify the different layers of the earth and describe how the asthenosphere affects the movement of tectonic plates
M.B 2.1.2 Describe the theory of plate tectonics and continental drift. Students will identify the evidence supporting Wegener's theory of
continental drift
M.B 2.1.3 Describe the geographic distribution of the oceans and explain the concept of a world ocean
M.B 2.1.4 Describe the topography of the ocean floor and make connections between geographic land forms and tectonic activity
Unpacking Objectives: What does this standard mean that a student will know and be able to do?
M.B.2.1.1
- The earth has four layers, the lithosphere is made of the crust and the upper mantle, and the plates of our earth are located in the lithosphere
and move because of convection currents in the asthenosphere.
- Compare and contrast oceanic crust to continental crust in terms of density, composition and age
- Introduce students to Alfred Wegener and describe his theory of continental drift
M.B.2.1.2
-Identify the evidence Wegner had to support continental drift theory: continents fit together like puzzle pieces, similar fossils are found on
different continents, glaciers were once present on Africa, mountain ranges on different continents match up and coal deposits match up
-Despite Wegener's evidence to support his theory of continental drift he could not produce an explanation for HOW the continents moved so a
new theory, plate tectonics, was introduced. Students should know why this theory came about and what it is.
M.B.2.1.3
-Describe the uneven distribution of water on the surface of the earth. The northern hemisphere is primarily water while the southern
hemisphere is primarily ocean.
- Compare and contrast the four major ocean basins in terms of size, depth and temperature
- Describe the ocean conveyer belt and define what the term “world ocean”
M.B.2.1.4
- Mid ocean ridges are a series of underwater volcanoes that encircle the planet. Ocean trenches are where old crust gets recycled into the
mantle. Students should know what happens at convergent boundaries (trenches) and divergent boundaries (ridges) along with the geographic
features associated with each plate boundary.
5
Unpacking continued:
- Describe the formation of a tsunami and connect plate tectonic activity with this phenomenon.
- Describe a hydrothermal vent and know where they can be found. It is important to note that even in areas where sunlight cannot penetrate
live can still exist.
- Know the continental margin zones (continental shelf, continental slope, continental rise, abyssal plain) and describe the difference between a
active and passive margins
- Describe the magnetic banding pattern observed on the sea floor. Know that the banding pattern occurs around sea floor spreading sites.
Essential Vocabulary:
Density, basalt, granite, mid-ocean ridge, Mid- Atlantic Ridge, East Pacific Rise, sea floor spreading, magnetic anomalies, asthenosphere,
lithosphere, island arcs, subduction, lithogenous, biogenous, red clay, continental shelf, continental slope, continental rise, abyssal plain, active
margin, passive margin, hydrothermal vents/ black smokers
6
Essential Questions
Suggested Resources and Activities
Milkyway Lab
1) Explain relationship between plate tectonics and seafloor
topography.
2) Explain how sea floor spreading validates theory of plate
tectonics.
3) Be able to identify and describe the major ocean basins.
7
Chemical Properties of Water
Essential Standard
M.B.3.1 Relate how the oceans are integral to all life on earth and how biogeochemical processes in the oceans influence the entire planet.
Clarifying Objectives
M.B.3.1.1 Identify the role of the oceans in global biogeochemical cycles
Unpacking Objectives: What does this standard mean that a student will know and be able to do?
M.B.3.1.1
 Identify properties of water
o
Polarity, universal solvent, specific heat, expansion

Explain relationship between Density and Buoyancy, Temperature and Density, Density and Salinity

Salinity varies with latitude due to removal and addition of freshwater

Speak knowledgeably about the origin of salts in seawater

o
Rule of Constant proportions = All ions remain in constant proportion throughout ocean
o
Steady State (Chemical Equilibrium) = Ions being added and removed at same rate (ie. Runoff, Sea spray)
Explain importance of biogeochemical residence
o


Photosynthesis = CO2 + H2O + Sunlight

Respiration = C6H12O6 + O2

Nitrogen = Importance to construct proteins
C6H12O6 + O2
CO2 + H2O + ATP
Relationship between pressure and depth
o

Carbon Cycle, Oxygen, and Nitrogen Cycles
Calculate pressure (psi and atm)
Importance of water clarity
o
Photosynthesis & respiration
8
Unpacking Continued:

Identify three layers of ocean
1. Surface or Mixed Layer

Thermoclines can be present
2. Intermediate Layer or Main Theromocline

Oxygen Minimum Layer
3. Deep or Bottom Layered
Essential Vocabulary:
Polarity, Specific heat, Salinity, thermoclines, Oxygen Minimum Layer and any other terms in the unpacking.
9
Essential Questions
1. What is the relationship between Salinity, Density, &
Buoyancy?
Suggested Resources and Activities
How Boats Float
Pirates Booty
2. Why are dissolved gases important?
3. How does pressure affect mammals?
Mammalian Dive Response
10
Physical Properties of Water
Essential Standard
MB 4.1 Describe the causes and effects of the movements of the ocean’s waters - tides, waves and currents.
Clarifying Objectives
M.B.4.1.1 Define and describe the different types of tides and tidal changes.
M.B.4.1.2 Explain and interpret a tide tables.
M.B.4.1.3 Define what an ocean wave is and how it is produced.
M.B.4.1.4 Indentify and describe the causes, locations and impacts of global currents.
Unpacking Objectives: What does this standard mean that a student will know and be able to do?
M.B.4.1.1
- Define high tide and low tide and tidal changes
- Explain how gravity causes tides by looking at the role of the moon and the sun in tidal changes
M.B.4.1.2
- Interpret a local tide table.
M.B.4.1.3
- Anatomical Structures of waves
- Analyze how the speed, direction and frequency of wave is determined by wind.
M.B.4.1.4
- Map the location and direction of major ocean currents and how they relate to local weather. Include these currents:
- Gulf Stream
- California (Cold Current)
- North Equatorial (Warm Current)
- Kuroshio (Warm Current)
- South Equatorial (Warm Current)
- Humbolt (Cold Current)
- West Wind Drift (Cold Current)
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Unpacking continued:
Benguela (Cold Current)
- Brazil (Warm Current)
- North Atlantic (Warm Current)
- Define Convection Current and learn how temperature, density (due to different salinities) and depth produce global currents.
Essential Vocabulary:
Crest, trough, wavelength, wave height, seas, swells, wave frequency, wave period, convection current
- Counter Current (slow moving deep currents)
- turbidity (Currents that move along the continental slope)
- Upwelling (transports phosphates and nitrates on which plankton depend on to surface)
- Backwash (undertow) (returning seawater current)
- Rip Current (Fast-moving current that flows seaward from the beach)
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Essential Questions
Suggested Resources and Activities
1. Explain ocean circulation formation.
Creating Ocean Currents
2. Describe the different tides and their cycles.
Tides Mobile
Tides Table
3. Explain wave formation and their effects.
13
Marine Ecology
Essential Standard:
M.B.5.1 Analyze the interdependence of living organisms within their environment.
Clarifying Objectives
M.B.5.1.1 Understanding the ecological zones of the benthic region
M.B.5.1.2 Explain the different aspects of ecology in relation to marine food webs, nutrient cycles and ecosystems
M.B.5.1.3 Explain how each zone affects the diversity of ecological habitats
Unpacking Objectives: What does this standard mean that a student will know and be able to do?
M.B.5.1.1
- Explain the impact of zones on the forms of plant and animal life in a particular region
- Examine the unique characteristics of the intertidal, sub-tidal and deep sea zones
- Explain the mobility issues that organisms experience in the different zones
- Show how plants and animals are affected by different characteristics in the zones
- Differentiate between characteristics of the intertidal, sub-tidal and deep sea zones
- Tell how organisms are able to adapt to certain characteristics in each zone
M.B.5.1.2
- Explain symbiotic relationships among producers and consumers in marine food webs
- Understand how decomposition affects a marine food web
- Compare and contrast food webs in tidal regions, estuaries and coral reefs
- Understand symbiotic relationship that occur in a food web
- Examine different types of food webs that occur in a variety of benthic regions and the products that are produced
M.B.5.1.3
- Understand the biological characteristics that affect benthic habitats
- Understand the physical characteristics that affect benthic habitats
- Understand the geochemical characteristics that affect benthic habitats
- Show how the habitats of the tidal zone, estuary, coral reef and deep ocean are similar
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Unpacking continued:
- Show how the habitats of the tidal zone, estuary coral reef and deep ocean are different
- Distinguish between key elements of the tidal zone, estuary, coral reef and deep ocean habitats
Essential Vocabulary:
Symbiotic relationship, limiting resource, trophic levels, DOM, intertidal zone, littoral, subtidal zone, bathyal, abyssal, hadal, nitrogen fixation,
biogenous sediment, benthic, pelagic, zooplankton, phytoplankton, neritic, epipelagic, mesopelagic
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Essential Questions
Suggested Resources and Activities
1) Identify and distinguish between the major ocean life
zones.
2) Describe energy transfer through tropic levels.
3) Describe human impact on major ecosystems.
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Microorganisms
Essential Standard
MB 6.1.1 Describe and identify microorganisms observed in the marine environment and determine the roles they play in the evolution of our
planet
Clarifying Objectives
MB 6.1.1 Compare and contrast prokaryotes and eukaryotes
MB 6.1.2 Describe the 3 domain classification scheme of bacteria
MB 6.1.3 Students will be able to determine microorganisms role in the food web
MB 6.1.4 Students will be able to describe characteristics of unicellular algae
MB 6.1.5 Students will be able to identify the importance of microorganisms metabolic reactions
Unpacking Objectives: What does this standard mean that a student will know and be able to do?
M.B.6.1.1
- Know organelles in prokaryotic and eukaryotic cells as well as cell structure and function.
M.B.6.1.2
- Know the domains bacteria, archaea and eukarya.
M.B. 6.1.3
- Know that bacteria are decomposes that break down waste products and dead organic matter which released nutrients back into food webs.
- Define and identify examples of autotrophs (photoautotrophs and chemoautotrophs) and heterotrophs.
M.B.6.1.4
- Identify diatoms, dinoflagellates, cocolithophorids and the protozoan (animal like protists) representatives: foraminiferans, radiolarians, ciliates.
- Be familiar with reproductive strategies of each.
M.B.6.1.5
- Understand the significance of processes such as photosynthesis, chemosynthesis, aerobic and anaerobic respiration which take place in marine
prokaryotes.
Essential Vocabulary:
Primary producers, bacteria, archaea, eukarya, cyanobacteria, stromatolites, autotrophs, hydrothermal vents, chemoautotroph, photoautotroph,
metabolism, aerobic respiration, anaerobic respiration, diatom, dinoflagellate, protozoan, foraminiferan, radiolarian, ciliates, cocolithophor, silica,
calcium carbonate, heterotrophs
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Essential Questions
Suggested Resources and Activities
1) Describe the importance of unicellular algae.
2) Describe the diversity of unicellular algae
Any microscopic viewing lab
3) How have the adaptations of unicellular algae increase
survival?
18
Multi-Cellular Algae
Essential Standard
MB 7.1 Examine the types, function, structure and characteristics of multicellular algae (seaweed)
Clarifying Objectives
M.B. 7.1.1 Examine the types of seaweed- green, brown, red- and their distinguishing characteristics and main examples
M.B. 7.1.2 Know the economic importance of multicellular algae
Unpacking Objectives: What does this standard mean that a student will know and be able to do?
M.B.7.1.1
- Which type of algae has chlorophyll and which does not
- Why are different types of algae certain colors
- Common structural parts of algae including anatomical terms
- Where particular algae can be found
- What algae can be used for
- Location of specific colored algae
Essential Vocabulary:
Chemosynthesis, thallus, blades, pneumatocysts, holdfast, stipe, kelp, chlorophyll, fucoxanthin, phycobilins, collaline algae, mariculture,
phycolloids, algin, carrageenan
19
Essential Questions
Suggested Resources and Activities
1) What are economical uses of multicellular algae?
2) Describe the anatomical structure and function of
multicellular algae?
20
Marine Plants
Essential Standard
MB 8.1 Examine the types, function, structure and characteristics of marine plants
Clarifying Objectives
M.B. 8.1.1 Know the major characteristics and adaptations of sea grass and an example
M.B. 8.1.2 Know the major characteristics and adaptations of salt marsh plants and an example
M.B. 8.1.3 Know the major characteristics and adaptations of mangroves and an example
Unpacking Objectives: What does this standard mean that a student will know and be able to do?
- Where marine plants are located
- Differentiate between sea grass, salt marsh plants and mangrove plants
- Know examples of each group of marine plant
Essential Vocabulary:
Angiosperms, seagrasses, salt-marsh plant, mangrove
21
Essential Questions
Suggested Resources and Activities
1) Describe the types, function, structure and characteristics
of marine plants.
22
Marine Invertebrates
Essential Standard
M.B. 9.1 Identify characteristics of the major invertebrate phyla and examine how the phylogeny of invertebrates leads to greater complexity
Clarifying Objectives
M.B.9.1.1 Identify and describe how structural, physiological and behavioral adaptations increase the survival of poriferans, cnidarians, marine
worms, mollusks, marine arthropods, and echinoderms
M.B.9.1.2 Survey the differences among the various classes of poriferans, cnidarians, marine worms, mollusks, arthropods, and echinoderms
Unpacking Objectives: What does this standard mean that a student will know and be able to do?
M.B.9.1.1
- Examine various structures and demonstrate how these structures are designed to perform specific functions for poriferans, cnidarians, marine
worms, mollusks, marine arthropods, and echinoderms
o Organizational Level
 Cells, Tissue, Organs, Organ Systems
o Germ Layers
 Endoderm, Mesoderm, Ectoderm
o Symmetry
 Asymmetrical, Radial, Bilateral
o Mode of Feeding
o Specialized structures within the phyla Digestion
 Intracellular/Extracellular
o Excretion
 Collar Cells, Flame cells, Nephridia, Kidney
o Respiration
 Diffusion, Gills
o Transport of Nutrients
 Diffusion, Circulatory System (open/closed)
o Endoskeleton/Exoskeleton
o Reproduction
23
Unpacking continued:
 Type of Asexual
 Sexual
 Internal/External
o Protection
o Ecological Niche
o Economical Benefit
M.B.9.1.2
- Examine general structures of classes
o Poriferans
 Spicule composition
o Cnidarians
 Polyp/Medusa
o Marine Worms
 Free-Living/Parasitic
o Mollusks
 Version of Head, Foot, Mantle
o Arthropods
 Body Plan
 Cephlothorax vs. Head, Thorax, Abdomen
 Legs, antenna
 Gills, Trachea, Book Lungs
o Echinoderms
 Sessile
 Sea Lilies, Feather Stars
 Pentaradial symmetry
 Sea Stars, Brittle Stars, Sea Urchins, Sand Dollars
 Arm/No Arms
 Sea Urchins, Sand Dollars, Sea Cucumbers
Essential Vocabulary:
All anatomical structures are not listed below, but students are still responsible for knowing the specialized structures above.
Sessile, Intracellular, Extracellular, Endoskeleton, Exoskeleton
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Essential Questions
Suggested Resources and Activities
1) Identify the structure of the major invertebrate phyla.
2) Examine how the phylogeny of invertebrates leads to greater
complexity.
3) Describe the types, function, structure and characteristics of
marine invertebrates.
Virtual or actual dissection of Sea anemone, Starfish, Crawfish and
Squid
25
Marine Fish
Essential Standard
M.B.10.1 Identify the diversity of the fishes and examine the structural, physiological and behavioral adaptations.
Clarifying Objectives
M.B.10.1.1 Identify and describe how structural, physiological and behavioral adaptations increase the survival of Agnatha, Chondrichthyes and
Osteichthyes.
M.B.10.2.1 Examine how the phylogeny of fish leads to greater complexity.
Unpacking: What does this standard mean that a student will know and be able to do?
M.B.10.1.1
- Examine various structures and demonstrate how these structures are designed to perform specific functions for Agnatha, Chondrichthyes and
Osteichthyes.
o Symmetry
 Bilateral
o Mode of Feeding
 Specialized structures within the classes
o Digestion
 Function of system
 Trace food through the digestive tract
o Excretion
 Function of system and unique anatomical structures
o Respiration system
 Function of system
 Trace oxygen through body
o Transport of Nutrients
 Circulatory System (closed)
o Types of Skeleton depending on Class
o Reproduction
 Sexual
26
Unpacking continued:
 Internal/External
o Protection
o Ecological Roll
o
M.B. 10.2.1
Characteristics All Fish Share:
o Streamline Body
o Fins
 Know anatomy of fins
o Respiration through Gills
o Lateral Line Sensory system
o Waterproof Scales
 Cycloid, Ganoid, Ctenoid, Placoid
o Glands to secrete mucous
Essential Vocabulary:
These are words that are included. All anatomical structures are not listed, but students are still responsible for knowing the specialized
structures.
parasitism, diffusion, gills, heart, arteries, veins, mimicry, counter shading, disruptive coloring, cryptic coloring, carnal coloring, swim bladder,
lateral line, apex predator, prey, operculum, claspers
27
Essential Questions
Suggested Resources and Activities
1) Identify the structure of the major invertebrate phyla.
2) Examine how the phylogeny of invertebrates leads to greater
complexity.
3) Describe the types, function, structure and characteristics of
marine invertebrates.
Virtual or actual dissection of Perch and Dogfish Shark
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Marine Birds and Reptiles
Essential Standard
M.B .11.1 Identify the diversity of class Reptilia and Class Aves and examine the structural, physiological and behavioral adaptations
Clarifying Objectives
M.B.11.1.1 Identify and describe how structural, physiological and behavioral adaptations increase survival of Class Reptilia and Class Aves
M.B.11.1.2 Examine how the phylogeny of reptiles and birds leads to greater complexity
Unpacking Objectives: What does this standard mean that a student will know and be able to do?
M.B.11.1.1
Examine various structures and demonstrate how these structures are designed to perform specific functions for Reptilia and
Aves
 Symmetry
o

Bilateral
Digestion
o
Trace food through the digestive tract and identify specialized structures (ie. Cloaca)

Excretion

Respiration
o

Transport of Nutrients
o


Specialized Structures
Closed system, Heart Chambers
Reproduction
o
Sexual = Internal
o
Amitotic Egg
Protection
29
Unpacking continued

Ecological Niche:

Economical Benefit
M.B.11.1.2
Examine various structures and demonstrate how these structures are designed to perform specific functions sea turtles, sea snakes, saltwater
crocodiles, and marine iguanas

Physical adaptations
o

Amniotic egg, scales, flippers, claws etc.
Behavioral
o
Parental Care
Essential Vocabulary:
These are words that are included. All anatomical structures are not listed, but students are still responsible for knowing the specialized
structures.
Amniotic egg, endothermic, keratin, preening.
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Essential Questions
1)
Suggested Resources and Activities
Examine how the phylogeny of reptiles and bird leads to
greater complexity.
2) Describe the types, function, structure and
characteristics of marine reptiles and birds.
3) Discuss the importance of the evolution of the amniotic
egg.
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Marine Mammals
Essential Standard
M.B. 12.1 Identify the diversity of marine mammals and examine the structural, physiological and behavioral adaptations
Clarifying Objectives
M.B. 12.1.1 Identify and describe how the structural and physiological characteristics are similar and differ among the four groups of marine
mammals. Survey the differences among the various classes and orders of marine mammals including sea lions, seals and walruses; polar bears
and sea otters; manatees, dugongs , whales, dolphins and porpoises.
M.B. 12.1.2 Identify behavioral characteristics and adaptations among the different groups of marine mammals
Unpacking Objectives: What does this standard mean that a student will know and be able to do?
- Understand the major characteristics of Pinnipeds: paddle-shaped flippers, predators, streamlined for swimming, blubber for insulation
- Understand the major characteristics of Carnivora: otters lack blubber, smallest marine mammal. Polar bears are semi-aquatic and predators
- Understand the major characteristics of Sirenia: front flippers only, paddle-shaped tails, blubber for insulation
- Understand the major characteristics of the Cetaceans: largest group, completely aquatic, streamlined bodies, breathe air, front limbs only,
muscular tail with horizontal flukes, blowholes, toothed and baleen species
- Understand behavior characteristics: swimming and diving, echolocation, vocalization, social behavior, breaching, migrations, stranding,
reproduction
Essential Vocabulary:
Endotherm, viviparous, pinnipeds, blubber, cetaceans, fluke, blowhole, baleen plates, echolocation, melon, breaching, stranding, mercury
poisoning, whaling, placental
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Essential Questions
Suggested Resources and Activities
1) Examine how the phylogeny of marine mammals.
2) Describe the types, function, structure and
characteristics of marine mammals.
3) Describe humans are impacting marine mammals.
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Helpful Websites and/or Resources
www.nationalgeographic.com
www.noaa.gov
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