Oceans 11 Course Outline
Mrs. T. Webb room 2811
Oceans 11 will offer students the opportunity to explore aspects of global and local oceanography and current ocean-related issues. One of its priorities is to increase students’ knowledge of oceans management and emerging new economies such as aquaculture that offer new career opportunities. These are addressed through Specific Curricular Outcomes (SCOs) by the Department of Education.
Course Layout:
Goals:
- To increase students awareness and understanding of the world’s oceans from a scientific perspective.
- To increase understanding of scientific research methods.
- To give students the opportunity to explore the physical, biological, chemical and geological aspects of ocean science.
- To develop an appreciation for the great diversity and vastness of the oceans.
- To give students a chance to understand the importance of a shared effort in improving and sustaining a health ocean environment.
- To introduce the issues and opportunities associated with the rapidly developing aquaculture industry.
Introduction:
- How well do you know our oceans?
- The history of human use and study of the oceans
Structure and Motion
- Identification of the world’s different water bodies.
- Exploring ocean bathymetry and connections to ocean water properties.
- The unique properties of water.
- Ocean circulation, thermocline, the Coriolis Effect, Ekman Transport and upwelling.
- An exploration of wave motion.
- Tides, the causes and various effects.
Coastal Zones
- The different coastal zones and their properties.
- The productivity and importance of the coastal zone as it relates to humans.
- Sustainability in human practices.
- The controversy over marine pollution and coastal zone development.
Aquaculture
- Describing the different opportunities available, locally and globally.
- Advancements in technology and scientific knowledge.
- Different species and different environmental conditions.
- Finding solutions to local aquaculture problems; environmental consequences
- Identifying the questions to ask when choosing a site; community acceptance.
- Markets for the products.
Fisheries
- Fish as a renewable resource.
- The importance of fish as a food source.
- Fish stocks, maximum sustainable yield and fishing effort.
- A model of fish population growth and fishing.
- Fishing methods and scientific technology.
- Fisheries management and possible solutions to the crisis.
Marine Biome
- Describing the biodiversity in the world’s oceans.
- Using binomial nomenclature and scientific classification.
- The dynamic nature of marine food webs.
- Exploration of the connections between humans and marine biome.
- Practical experience in sampling procedures and identification of marine flora and fauna.
- Drawing conclusions and making predictions from study.
Class Requirements:
The following supplies are needed on a daily basis. Please come prepared.
- A binder with lots of paper - Eraser
- Colored pencils / Markers - Ruler
- Pencil and pen - Calculator (basic)
Expectations: The class will offer a variety of settings for students to participate and learn in. Students will work both individually and in groups, however, any work you hand in must be your own and not shared, unless otherwise indicated. If you miss a lab activity, you will be expected to arrange to collect the data yourself. Your binder is critical to your success so be sure to keep it up to date. Only ONE copy of photocopied materials will be provided.
Students are expected to be respectful, stay on task, and bring a positive attitude.
It is my hope that you will enjoy Oceans 11. If you work hard in class and complete all of the assigned work, you will do well. If at any time you need assistance with any of the work, please do not hesitate to ask for help. I am usually available at any lunch time upon request. Remember that a semester goes by very quickly, so do not procrastinate if you need help.
Evaluation: There will be a variety of assessment activities to enable students to demonstrate they are achieving the outcomes prescribed by the NS Department of Education. Both formative and summative assessments will be used. In many cases an assessment activity will assess several general outcomes.
Students will receive a grade based on the following:
30 points… In-class evaluation of specific outcomes (written assignments, creative displays, verbal assessment, short quizzes…)
35 points… Lab activities, project(s) and Field Trip Study
25 points… Tests
10 points… Final Examination