Unit of Study: an Introduction Tomarine Biology

Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective, concerned citizens and contributing members of the global community.

Course Number: 810 Title: Marine Biology I- The Invertebrates Grade: 9-12 # of Days: 60
Course Description / In this course, students will study the basic principles of marine science. The course begins with an overview of what Marine Biology is, different careers in Marine Science and SCUBA diving. Then we move into classification. How animals are classified, body symmetry and scientific names. The final unit will focus on marine invertebrates: specifically on Phylum Porifera, Cnidaria, Mollusca, Arthropoda and Echinodermata. Our study will involve use of the Internet, dissections of various marine organisms, lectures, and videos to further our field knowledge of the marine environment. This course meets Whitman-Hanson Student Learning Expectations 1-3 and 5.
Instructional Strategies / Instructional Strategies include but may not be limited to the following:
*listening to lectures
*taking notes
*watching appropriate A/V materials
*participating in labs
*working independently and with groups
*research projects
*writing assignments
*homework
*quizzes and tests
Student Learning Expectations / 1.Read, write and communicate effectively.
2.Utilize technologies appropriately and effectively.
3.Apply critical thinking skills.
4.Explore and express ideas creatively.
5.Participate in learning both individually and collaboratively.
6.Demonstrate personal, social, and civic responsibility.

Unit of Study: An introduction toMarine Biology

MA Standard/Strands:
Time Frame: / Days 1-7
Text
(Chapter/Pages) / Chapter 1. Marine Biology: Castro and Huber; second edition; 1997
Other Resources: / Audiovisuals included by not limited to:

The Monterey Bay Aquarium: Oceans in Glass by NATURE
Eyewitness OceansVideo

Essential Questions
Concepts, Content: /

What is marine biology?
How long have we been studying the ocean?
Why do we study the ocean?
How do we study the ocean?

Targeted Skill(s): / Overview of Marine Biology:

Define Marine Biology vs. Oceanography
Describe the history of Marine Biology, including people from Aristotle’s time, to the current use of marine labs
Identify the reasons why people study the ocean

Tools used to study the ocean:

ROV’s and submersibles
SONAR
Marine Labs
SCUBA

SCUBA diving

Identify the gear that is used to SCUBA dive
Identify the dangers of SCUBA diving including Nitrogen Narcosis and The Bends

Writing: /

No formal writing assignment in this unit

Assessment Practices: /

Teacher created worksheet to go along with each video
Teacher created crossword puzzle for review
Teacher created quiz and test
Chapter 1 vocabulary assignment

Unit of Study: Classification

What is classification?
How do we classify organisms?
Why do we classify organisms?
How do we use symmetry and labeling the ends and sides of animals for classification?
How do we use Dichotomous Keys?

Targeted Skill(s): /

Identify the reason why we classify organisms
Identify how we classify organisms and which language we use
Use Latin and Greek root words to uncover the meaning behind many scientific names
Proper use of a Dichotomous Key
Ability to “decode” scientific names using Latin and Greek root words Define the three major types of symmetry
Define the word cephalization
Identify animals with and without cephalization
Assign the proper end and side names to organisms based on whether or not they exhibit cephalization
Use a dichotomous key to key out the common and scientific names of various organisms

Writing: /

No formal writing assignments for this unit

Assessment Practices: /

Dolphin Latin Activity assignment
Classification terms/skills worksheet
Practicing ends/sides labeling worksheet
Fish dichotomous key
Norits dichotomous key
Teacher created crossword puzzle for review
Teacher created unit test

Unit of Study: The Marine Invertebrates

MA Standard/Strands: / 5. Evolution and Biodiversity
Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction.
5.1Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection.
5.2Describe species as reproductively distinct groups of organisms. Recognize that species are further classified into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus, species) based on morphological, behavioral, and molecular similarities. Describe the role that geographic isolation can play in speciation.
5.3Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population.
6. Ecology
Central Concept: Ecology is the interaction among organisms and between organisms and their environment.
6.1Explain how birth, death, immigration, and emigration influence population size.
6.2Analyze changes in population size and biodiversity (speciation and extinction) that result from the following: natural causes, changes in climate, human activity, and the introduction of invasive, non-native species.
6.3Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of energy through trophic levels. Describe how relationships among organisms (predation, parasitism, competition, commensalism, mutualism) add to the complexity of biological communities.
Time Frame: / Days 15-60
Text
(Chapter/Pages) / Chapter 6. Marine Biology: Castro and Huber; second edition; 1997
Other Resources: / Audiovisuals included by not limited to:

The Edge of the Sea
Cnidarians
Mid-Water Mysteries
Incredible Suckers
Killer Squid
Giant Squid
Giant Pacific Octopus
Mimic Octopus
Crabs
Lobsters
A Tale of Two Species
Two episodes of The Deadliest Catch- Discovery Channel Series
Crown of Thorns

Labs:

Sea Anemone dissection
Blue Mussel dissection
Bivalve drawing lab
Sea Star dissection

Specimen:

Representative specimen for each phylum
Local bivalve specimen

Essential Questions
Concepts, Content: /

What is a Poriferan?
What is a Cnidarian?
What is a Mollusk?
What is an Arthropod?
What is an Echinoderm?

Targeted Skill(s): /

Handle dissection tools and materials appropriately
Complete three dissections: Sea Anemone, Blue Mussel, Sea Star
Identify a variety of organisms which belong to one of five different marine invertebrate phyla
More closely recognize which behaviors and body parts help correctly identify organisms
Discuss symmetry and its relationship to classification
Recognize the importance of each species within the marine environment and the role that each plays
Discuss the impact of humans on the marine environment
Distinguish between many of the invertebrate species found around the New England coast
Use the Internet and other resources to answer any further questions students have proceeding this course

Writing: /

Students will complete a large project on their marine invertebrate species of choice. They can elect to make a Power Point, a poster, or create a scrapbook to present their animal.

Assessment Practices: / Quizzes and Tests related to each subdivision of content covered, labs, Invertebrate project, review sheets for each phylum, Chapter 6 vocabulary assignment