Marine Biology-Oceanography
The Amy's Shark Dissection
Spring 2002
Click here for
Course Description
Calendar of Activities-Field Trips
Classroom Rules and Expectation
State of Maine Learning
Results in Science and Technology
This course is designed for the
High School student that has successfully passed both Earth Science
and Biology. It is an introduction to oceanography and the biology
of marine organisms. We will cover the various aspects of the marine
environment including ocean properties. We will learn about the diversity
of marine phytoplankton, plants and animals. Through class work and
field trips, we will study the significance of our estuaries.
We will be using
a variety of instructional methods, concentrating on lab experiments
and projects.
Materials:
You will need to bring the following
with you to class every day:
Covered text book-Marine Biology by Peter Castro and Michael Huber
Pencil and pen
3-Ring notebook
Lab notebook
enthusiasm for knowledge
Every other Monday, you will receive a progress report that will list your present grade as well as any missing assignments. If your average is below an 80, you must return the report with your parent or guardians signature.
Participation and Homework-20%
This includes
attendance and respect for your classmates and teacher. It is important
that all students take an active role in the classroom.
Homework will
be assigned daily. If you are absent, it is your responsibility
to make up the work. You can contact the main office, your classmates,
or visit teacherweb.com to get the assignments.
Notebook, labs and mini projects-30%
You are expected
to keep an organized notebook and lab notebook. Keep all handouts,
worksheets and notes in your notebook. The lab notebook will contain
all the information from your lab work. Notebooks will be collected
and graded periodically.
Each week we
will be performing a lab or project. You will be responsible for
recording the information and presenting the results. Safety is
the primary concern and any dangerous activity will not be tolerated.
Quizzes-20%
Quizzes may or
may not be announced. It is a measure of your preparedness for
class. Expect at least one a week. They will be short and
involve the most current subjects. I will drop your lowest quiz
score.
Tests and Projects-30%
Tests or projects
will be given at the end of a unit of study. The tests will consist
of multiple choice and essay questions. The projects will be multimedia
and may be oral or written presentations.
Make-up work
You will have
2 days to make up any missed work. If the work is not made up, you
will receive a 0 for that assignment. Extra credit will be given
(up to 3 points) by bringing in a recent news article for discussion only
1 allowed per month and it must have teacher approval for content relevance.
Course Grade
1st Semester 40% 2nd Semester 40% Final Exam 20%
Classroom Rules and Expectations
1. Have all appropriate materials
and supplies at your table and be seated when the bell rings.
2. Respect yourself,
your classmates, teacher, classroom and school.
3. Follow the rules/expectations
in the Sanford Student Handbook.
4. Cooperate with your
classmates and teacher in class and on field trips.
5. Express yourself
with the appropriate language, behavior and attitude.
State of Maine Learning
Results
Science and Technology
9-12
A. CLASSIFYING
LIFE FORMS
Students will understand
that there are similarities within the diversity of all living things.
Modern classification systems are based on comparisons of the structure,
function, life-cycles, and behavior of organisms.
1. Explain the role
of DNA in resolving questions of relationship and evolutionary change.
2. Describe similarities
and differences among organisms within each level of the taxonomic system
for classifying organisms (kingdom through species).
3. Analyze the basic
characteristics of living things, including their need for food, water,
and gases and the ability to reproduce.
B. ECOLOGY
Students will understand
how living things depend on one another and on non-living aspects of
the environment. Balance in ecosystems is based on an intricate web of
relationships among populations of living organisms and on non-living
factors such as water and temperature. Changes in specific populations
or conditions affect other parts of the ecosystem. Individual systems
continually change in response to human and other factors.
1. Illustrate the cycles
of matter in the environment and explain their interrelationships.
2. Compare the process
of photosynthesis and respiration, and describe the factors that effect
them.
3. Analyze the factors
that affect population size (e.g., reproductive and survival rates).
4. Analyze the impact
of human and other activities on the type and pace of change in ecosystems.
EXAMPLE
• Create a poster illustrating
the cycles of water, oxygen, and carbon dioxide as they relate to photosynthesis
and respiration.
C. CELLS
Students will understand
that cells are the basic units of life. The functions performed by organelles
(specialized structures found in cells) within individual cells are also
carried out by the organ system in multi-cellular organisms. This standard
requires that students be conversant with magnifying devices, cell structure
and function, body systems, and disease causes and the body's defense
against them.
1. Relate the parts
of a cell to its function.
2. Illustrate how cells
replicate and transmit information, including the roles of DNA and RNA.
3. Discuss the function
of the important "molecules of life" proteins (including enzymes
and hormones), carbohydrates, lipids, and nucleic acids.
4. Explain how the
human body protects itself against disease and how the body might lose
that ability.
5. Analyze and debate
basic principles of genetic engineering: how it is done, its uses, and
some ethical implications.
EXAMPLES
• Describe how the
structure of a cell membrane is related to its function.
• Create a model contrasting
the processes of meiosis and mitosis.
D. CONTINUITY AND CHANGE
Students will understand
the basis for all life and that all living things change over time.
Fossils show past life, extinct species, and environmental changes over
time. Organisms change and new species may arise due to genetically coded
adaptations.
1. Explain how mutations
can be caused by gene mutation or chromosomal alteration and describe
the possible results of such mutations on individuals or populations.
2. Describe why the
offspring of sexually reproducing species have different survival rates
than those of asexually reproducing species under a variety of conditions.
Describe the advantages and disadvantages of each.
3. Explain and document
the importance of relatively shortterm changes (e.g., one generation)
on a species' survival.
4. Describe how genetic
manipulation can cause unusually rapid changes in species.
5. Compare and contrast
fertilization, zygote formation, and embryo development in humans and
other species.
6. Analyze a theory
scientists use to explain the origin of life.
7. Explain both the
evidence used to develop the geologic time scale and why an awareness
of geologic time is important to an understanding of the process of change
in the universe as well as on earth.
EXAMPLE
• Describe how scientists
use radioisotopes and other technologies to verify fossil changes over
time.
E. STRUCTURE OF MATTER
Students will understand
the structure of matter and the changes it can undergo. Matter is made
of atoms, each with characteristic properties, which can combine to form
all substances in the universe. The state and properties of matter may
differ when it experiences chemical, physical, and nuclear changes.
1. Trace the development
of models of the atom to the present and describe how each model reflects
the scientific understanding of their time.
2. Analyze how matter
is affected by changes in temperature, pressure, and volume.
3. Describe the characteristics
and behavior of acids and bases.
4. Describe an application
of the Law of Conservation of Matter.
5. Describe how atoms
are joined by chemical bonding.
6. Compare the physical
and chemical characteristics of elements.
7. Describe nuclear
reactions, including fusion, fission, and decay, their occurrences in
nature, and how they can be used by humans.
EXAMPLES
• Explain how advances
in science and technology have increased our knowledge of the structure
of atoms.
• Describe how physical
properties of the ocean, such as salinity and temperature, effect its
global circulation and localized motion.
F. THE EARTH
Students will gain
knowledge about the earth and the processes that change it. The earth's
surface undergoes steady or sudden changes due to forces of wind, water,
ice, volcanism, and shifting of tectonic plates.
1. Describe how air
pressure, temperature, and moisture interact to cause changes in the
weather.
2. Analyze potential
effects of changes in the earth's oceans and atmosphere.
3. Describe the impact
of plate movement and erosion on the rock cycle.
4. Describe ways that
scientists measure long periods of time and determine the age of very
old objects.
5. Demonstrate how
rocks and minerals are used to determine geologic history.
6. Analyze the changes
in continental position and the evidence that supports the concept of
tectonic plates.
EXAMPLES
• Measure physical
changes in the atmosphere to predict the weather.
• Research the location
of rock types and fossils in different parts of the world.
• Conduct simulations
to determine ways that global climate can be affected by large-scale circulation
of the oceans and the atmosphere.
G. THE UNIVERSE
Students will gain
knowledge about the universe and how humans have learned about it, and
about the principles upon which it operates. This includes understanding
the result of the relative positions and movement of the earth, moon,
sun, stars, planets, and galaxies. It also entails an understanding of
how scientists gather data and formulate explanations for phenomena in
space.
1. Describe how scientists
gather data about the universe.
2. Research current
explanations for phenomena such as black holes and quasars.
3. Explain how astronomers
measure interstellar distances.
EXAMPLE
• Use a computer to
analyze images of planetary bodies.
H. ENERGY
Students will understand
concepts of energy. Energy takes many forms which can exert forces and
do work. The conversion of energy from one form to another offers useful
applications and sometimes presents problems
1. Analyze the evidence
that leads scientists to conclude that light behaves somewhat like a wave
and somewhat like a particle.
2. Examine and describe
how light is reflected and refracted (deflected) by mirrors and lenses.
3. Explain or demonstrate
how sound waves travel.
4. Analyze the relationship
between the kinetic and potential energy of a falling object.
5. Use mathematics
to describe the work and power in a system.
6. Describe the relationship
between matter and energy and how matter releases energy through the
processes of nuclear fission and fusion.
7. Use mathematics
to describe and predict electrical and magnetic activity (e.g., current,
resistance, voltage).
8. Compare and contrast
how conductors, semiconductors, and superconductors work and describe
their present and potential uses.
9. Demonstrate an understanding
that energy can be found in chemical bonds and can be used when it is
released from those bonds.
.I. MOTION
Students will understand
the motion of objects and how forces can change that motion. All objects
are in motion, at least at an atomic/subatomic level. By understanding
how forces (e.g., gravity, friction, and magnetism) act on objects, they
can predict their effects on the motion of the object.
1. Use mathematics
to describe the law of conservation of momentum.
2. Explain some current
theories of gravitational force.
3. Use Newton's Laws
to qualitatively and quantitatively describe the motion of objects.
4. Describe how forces
affect fluids (e.g., air and water).
5. Explain the relationship
between temperature, heat, and molecular motion.
6. Describe how forces
within and between atoms affect their behavior and the properties of
matter.
EXAMPLE
• Investigate and describe
the motion of an amusement park ride.
J. INQUIRY AND PROBLEM
SOLVING
Students will apply
inquiry and problem-solving approaches in science and technology. Scientific
inquiry, problem solving, and the technological method provide insight
into and comprehension of the world around us. A variety of tools, including
emerging technologies assist, the inquiry processes. Models are used to
understand the world.
1. Make accurate observations
using appropriate tools and units of measure.
2. Verify, evaluate,
and use results in a purposeful way. This includes analyzing and interpreting
data, making predictions based on observed patterns, testing solutions
against the original problem conditions, and formulating additional questions.
3. Demonstrate the
ability to use scientific inquiry and technological method with short
term and long term investigations, recognizing that there is more than
one way to solve a problem. Demonstrate knowledge of when to try different
strategies.
4. Design and construct
a device to perform a specific function, then redesign for improvement
(e.g., performance, cost).
K. SCIENTIFIC REASONING
Students will learn
to formulate and justify ideas and to make informed decisions. This involves
framing and supporting arguments, recognizing patterns and relationships,
identifying bias and stereotypes, brainstorming alternative explanations
and solutions, judging accuracy, analyzing situations, and revising
studies to improve their validity.
1. Judge the accuracy
of alternative explanations by identifying the evidence necessary to support
them.
2. Explain why agreement
among people does not make an argument valid.
3. Develop generalizations
based on observations.
4. Determine when there
is a need to revise studies in order to improve their validity through
better sampling, controls or data analysis techniques.
5. Produce inductive
and deductive arguments to support conjecture.
6. Analyze situations
where more than one logical conclusion can be drawn.
L. COMMUNICATION
Students will communicate
effectively in the applications of science and technology. Clear and
accurate communication employs appropriate symbols and terminology, models,
and a variety of media and presentation styles. Communication includes constructing
knowledge through reflection, evaluation, refocusing, and critically
analyzing information from a variety of sources. Individuals and collaborative
groups must communicate effectively.
1. Analyze research
or other literature for accuracy in the design and findings of experiments.
2. Use journals and
self-assessment to describe and analyze scientific and technological experiences
and to reflect on problem-solving processes.
3. Make and use appropriate
symbols, pictures, diagrams, scale drawings, and models to represent
and simplify real-life situations and to solve problems.
4. Employ graphs, tables,
and maps in making arguments and drawing conclusions.
5. Critique models,
stating how they do and do not effectively represent the real phenomenon.
6. Evaluate the communication
capabilities of new kinds of media (e.g., cameras with computer disks
instead of film).
7. Use computers to
organize data, generate models, and do research for problem solving.
8. Engage in a debate,
on a scientific issue, where both points of view are based on the same
set of information.
M. IMPLICATIONS OF
SCIENCE AND TECHNOLOGY
Students will understand
the historical, social, economic, environmental, and ethical implications
of science and technology. Scientific and technological breakthroughs
are influenced by prevailing beliefs and conditions which in turn are
impacted by new ideas and inventions. By assessing the impacts of technological
activity on the environment, students will develop their own sense of
global stewardship.
1. Examine the impact
of political decisions on science and technology.
2. Demonstrate the
importance of resource management, controlling environmental impacts,
and maintaining natural ecosystems.
3. Evaluate the ethical
use or introduction of new scientific or technological developments.
4. Analyze the impacts
of various scientific and technological developments.
5. Examine the historical
relationships between prevailing cultural beliefs and breakthroughs in
science and technology.
6. Research issues
that illustrate the effects of technological imbalances and suggest some
solutions.
EXAMPLES
• Design a sustainable
community.
• Compare the costs,
risks, and benefits to society of a scientific or technological development
(e.g., nuclear fission, genetic engineering).
We will take a trip to Wells Reserve and Boston Museum of Science
Spring 2004
May 12, 2004 Wells Reserve
cost is $4.00 for materials.
We will leave the
High School at 8am and return at 1:45pm
Bring a bag lunch
We will be taking
water samples in the river at the estuary and testing for:
Dissolved Oxygen
ph
turbidity
temperatire
Coliforms
March 24, 2004 Boston Museum of Science
We will leave the
High School at 8am and return at 5:00pm
Bring a bag lunch
We will be spending
the entire day at the Museum, including a 50 minute show at the Omni