Download STRUCTURE AND MOTION

Specific Curriculum Outcomes: Oceans 11
STRUCTURE AND MOTION
STSE
Students will be
expected to
 114-1 explain
how a paradigm
shift can change
scientific and
world
 115-2 illustrate
how science
attempts to
explain natural
phenomena
 117-7 identify
and describe
science- and
technologybased careers
related to
ocean-related
employment
 117-10 describe
examples of
Canadian
contributions to
science and
technology
Skills
Knowledge
Students will be
Students will be
expected to
expected to
 212-4 state a
 OSM-1 identify
prediction and a
oceans and
hypothesis
related water
based on
areas in the
available
world
evidence and
 OSM-2 analyse
background
the basic
information
structure of the
 213-3 use
Earth’s waters
instruments
 OSM-5 explain
effectively and
the role of the
accurately for
Coriolis Effect in
collecting data
the relationship
 214-3 compile
between wind
and display
and current
evidence and
direction
information, by
 OSM-6 explain
hand or
how
computer, in a
thermohaline
variety of
currents are
formats,
produced
including
 OSM-8 describe
diagrams, flow
current tide
charts, tables,
theory
and graphs
 OSM-9 identify
 214-5 interpret
and describe
patterns and
types of tides
trends in data,
and infer or
calculate linear
and nonlinear
relationships
among variables
 OSM-3 identify
and describe the
unique

properties of
water
OSM-10 identify
and describe
wave motion
found in the
marine
environment
and in everyday
situations
MARINE BIOME
STSE
Students will be
expected to


114-8 describe
the usefulness
of scientific
nomenclature
systems in
organizing the
study of the
tremendous
biodiversity of
life in the ocean
115-6 explain
how scientific
knowledge of
marine
biological
communities
evolves as new
evidence comes
to light
Skills
Students will be
expected to





212-1 identify
questions about
the marine
biome
212-9 develop
appropriate
sampling
procedures to
obtain
quantitative
data on the
abundance of
marine
organisms at a
local coastal
area
213-8 select
and use
apparatus and
materials safely
during
dissection
procedures
214-1 describe
and apply
classification
systems and
nomenclatures
to organisms
found in the
marine biome
215-2 select
and use
appropriate
numeric,
symbolic,
graphical, and
Knowledge
Students will be
expected to






MBIO-1 describe
the biodiversity
of ocean life and
determine
interconnections
that exist within
the marine
biome
MBIO-2 explain
the function of
the marine
biome
MBIO-3 identify
and describe the
nature of the
connections
between
humans and the
marine biome
MBIO-4
compare
representative
marine
organisms and
communities
MBIO-5
compare the
characteristics
of the open
ocean and
coastal zone
MBIO-7 describe
features of
marine
physiography
which impact on
the biological
linguistic modes
of
representation
to write a report
on a field trip


communities of
local
ecosystems
MBIO-8 define
and use terms
related to the
life zones of the
marine
environment
MBIO-10
explain how a
particular
organism
functions in its
habitat
FISHERIES
STSE
Students will be
expected to



116-1 identify
where scientific
understanding
was enhanced
or revised as a
result of the
invention of
technology
117-5 provide
examples of
how science and
technology are
an integral part
of their lives
and their
community
118-1 compare
the risks and
benefits to
society and the
environment of
applying
scientific
knowledge or
introducing a
technology
Skills
Students will be
expected to





213-5 compile
and organize
length
frequency data
to interpret
management of
fish population
213-8 select
and use
apparatus and
materials safely
during
dissection
procedures
214-8 evaluate
the relevance,
reliability, and
adequacy of
data and data
collection
methods
215-4 identify
multiple
perspectives
that influence a
science-related
decision or issue
FISH-4
construct,
interpret, and
evaluate the
biological yield
curve as a
management
strategy
Knowledge
Students will be
expected to





FISH-1 explain
fisheries
terminology
FISH-3 explain
the importance
of the fishery
as a resource to
global and local
food supply and
employment
FISH-5 explain
the dynamic
interrelationshi
p between the
physical
environment,
the biological
environment,
and the health
and distribution
of a fish stock
FISH-6 identify
and describe
the main
organizations in
research and
decision making
in fisheries
management in
Canada
FISH-8
describe and
identify the
external and
internal
anatomy of a
major finfish or
shellfish species
that is a part of
the commercial
fishery
AQUACULTURE
STSE
Students will be
expected to




114-3 evaluate
the role of
continued
testing in the
development
and
improvement of
technologies
115-1
distinguish
between
scientific
questions and
technological
problems
118-2 analyse
from a variety
of perspectives
the risks and
benefits to
society and the
environment of
applying
scientific
knowledge or
introducing a
particular
technology
AQUA-13
identify,
analyse, and
evaluate various
aquaculture
business
opportunities
Skills
Students will be
expected to




213-2 carry out
procedures
controlling the
major variables
and adapting or
extending
procedures
where required
213-7 select
and integrate
information
from various
print and
electronic
sources or from
several parts of
the same source
215-4 identify
multiple
perspectives
that influence a
science-related
decision or issue
215-7 evaluate
individual and
group processes
used in
planning,
problem solving
and decision
making, and
completing a
task
Knowledge
Students will be
expected to





AQUA-2
describe,
identify, and
compare the
general
geographic
placement of
aquaculture in
Canada and
Nova Scotia
AQUA-4
describe and
identify groups
of organisms
raised through
aquaculture and
their
geographic
location
AQUA-5
explain the
anatomy and
physiology of a
major
aquaculture
species
AQUA-6
explain the
ecology of a
cultured species
grown in our
local waters
AQUA-14
explain
aquaculturerelated issues