Marine Science I - Volusia › sites › default › files... · 2019-2020 Volusia County Schools Marine Science I Curriculum Map Page 6 Teaching to the Demand of Standard - Core

2019 - 2020

Marine Science I Curriculum Map

Volusia County Schools Created For Teachers By Teachers

Curriculum Alignment Committee:

Jennifer Cherry

Linda Gowen

Charlea Hinton-Manson

Lauralee Wendland

Avera Williams

Regular and Honors

2019-2020 Volusia County Schools

Marine Science I Curriculum Map Page 2

Parts of the Curriculum Map

The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum

mapping and assessment committees. The following list describes the various parts of each curriculum map:

• Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.

• Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.

• Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher

committees according to appropriate cognitive complexities.

• Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.

• Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the

EOC.

• Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.

Maps may also contain other helpful information, such as:

• Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to

the standards. These resources can be accessed through the county Marine Science Canvas page. Contact the District Science Office to gain access to the

code and log in at Canvas .

• Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course

descriptions on CPALMS in terms of state assessments.

• Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT

represent all the content that should be taught, but merely a sampling of it.

• Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per

week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written

lab report with analysis and conclusion.

• Common Labs (CL): Each grade level has one Common Lab (CL) for each nine week period. These common labs have been designed by teachers to

allow common science experiences that align to the curriculum across the district.

• Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These

literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are

provided to supplement district textbooks and can be found on the Canvas page.

• DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The

goal is to prepare students for the 8th grade SSA or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents.

The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards

that may be in the course descriptions.

Appendix Contents

1. Volusia County Science 5E Instructional Model

2. FLDOE Cognitive Complexity Information

3. Florida ELA and Math Standards



2019-2020 Instructional Calendar

Week Dates Days Quarter Week Dates Days Quarter 1

2

3

4

5

6

7

8

9

12 August – 16 August



3 September – 6 September




30 September – 4 October

7 October – 11 October

5

5

5

4

5

4

5

5

5

1st Quarter

(9 weeks)

19

20

21

22

23

24

25

26

27

28

6 January – 10 January




3 February – 7 February




2 March – 6 March

9 March – 12 March

5

5

4

5

5

5

4

5

5

4

3rd Quarter

(10 weeks)

10

11

12

13

14

15

16

17

18



28 October – 1 November

4 November – 8 November



2 December – 6 December



4

5

5

5

4

5

5

5

3

2nd Quarter

(9 weeks)

29

30

31

32

33

34

35

36

37

38

23 March – 27 March

30 March – 3 April

6 April – 10 April



27 April – 1 May Administer FSSA/EOC through 5/15

4 May – 8 May

11 May – 15 May

18 May – 22 May

25 May – 29 May

5

5

5

5

5

5

5

5

5

5

4th Quarter

(10 weeks)

*See school-based testing schedule for the course EOC/FSSA

administration time

Lab Information

Expectations: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one hands-on-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion.

Safety Contract: http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf Safety, Cleanup, and Laws: http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1 http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS

http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf

http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1

http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS



2019-2020 Full Instructional Calendar

August 2019

Sun Mon Tue Wed Thu Fri Sat 1

2

3

4

5

6 Teachers Report

7 Preplanning

8

9

10

11

Week 1

12 First Day for Students

13

14

15

16

17

18

Week 2

19

20

21

22

23

24

25

Week 3

26

27

28

29

30

31

September 2019


Week 4

2 No School Labor Day

3

4

5

6

7

8

Week 5

9

10

11

12

13

14

15

Week 6

16 PD Day

17

18

19

20

21

22

Week 7

23

24

25

26

27

28

29

Week 8

30

October 2019


2

3

4

5

6

Week 9

7

8

9

10

11 End of 1st Grading Period

12

13 Week 10

14 Teacher Duty Day

15

16

17

18

19

20 Week 11

21

22

23

24

25

26

27 Week 12

28

29

30

31

November 2019


2

3 Week 13

4

5

6

7

8

9

10 Week 14

11 No School Veterans Day

12

13

14

15

16

17 Week 15

18

19

20

21

22

23

24 *Hurricane makeup days 25/26

25 No School

26 No School

27 No School

28 No School Thanksgiving

29 No School

30

December 2019

Sun Mon Tue Wed Thu Fri Sat 1 Week 16

2

3

4

5

6

7

8 Week 17

9

10

11

12

13

14

15 Week 18

16

17

18 End of 2nd Grading Period

19 Teacher Duty Day

20 Winter Break Begins

21

22

23 No School

24 No School

25 No School

26 No School

27 No School

28

29

30 No School

31 No School

January 2020


No School

2 No School

3 No School

4

5 Week 19

6 Classes Resume

7

8

9

10

11

12 Week 20

13

14

15

16

17

18

19 Week 21

20 No School MLK Day

21

22

23

24 Set-Up Tomoka Sci Fair

25 Tomoka Sci/Eng Fair

26 Week 22

27

28

29

30

31



2019-2020 Full Instructional Calendar (continued)

February 2020


2 Week 23

3

4

5

6

7

8

9 Week 24

10

11

12

13

14

15

16 Week 25

17 No School Presidents Day

18

19

20

21

22

23 Week 26

24

25

26

27

28

29

March 2020

Sun Mon Tue Wed Thu Fri Sat 1 Week 27

2

3

4

5

6

7

8 Week 28

9

10

11

12 End of 3rd Grading Period

13 Teacher Duty Day

14

15

16

No School Spring Break

17 No School

18 No School

19 No School

20 No School

21

22 Week 29

23 Classes Resume

24

25

26

27

28

29 Week 30

30

31

April 2020


2

3

4

5 Week 31

6

7

8

9

10

11

12 Week 32

13

14

15

16

17

18

19 Week 33

20

21

22

23

24

25

26 Week 34

27

28

29

30

May 2020


2

3 Week 35

4

5

6

7

8

9

10 Week 36

11

12

13

14

15

16

17 Week 37

18

19

20

21

22

23

24 Week 38

25 No School Memorial Day

26

27

28

29 Last Day for Students

30

31

June 2020

Sun Mon Tue Wed Thu Fri Sat

1

2 Last Day for Teachers

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Legend and Contacts:

-

Contact Mike Cimino (386)734-7190 x25029 for questions about the science Canvas sites, DIAs, and resources -

For questions about Project IBIS, Envirothon, etc. contact Louise Chapman at (386)299-9819 -

STEM Questions and concerns can be directed to the Volusia STEM Specialist, Amy Monahan x20314 For office related questions contact Felecia Martinez at x20686 Jeremy Blinn, the District Science Specialist can be reached at x20553



Teaching to the Demand of Standard - Core Action 1: Science Instructional Practice Guide (IPG)

The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking.

The levels—Level 1, Level 2, and Level 3—form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the demand of standard of the learning target in the curriculum map.

Level 1: Recall Level 2: Basic Application of Concepts & Skills Level 3: Strategic Thinking & Complex Reasoning

The recall of information such as a fact, definition, or term, as

well as performing a simple science process or procedure.

Level 1 only requires students to demonstrate a rote response,

use a well-known formula, follow a set well-defined

procedure (like a recipe), or perform a clearly defined series of

steps. Standards that lend themselves to simple word problems

that can be directly translated into and solved by a formula are

considered Level 1.

Includes the engagement of some mental processing beyond

recalling or reproducing a response. The content knowledge or

process involved is more complex than in Level 1. Level 2

requires that students make some decisions as to how to approach

the question or problem. Level 2 activities include making

observations and collecting data; classifying, organizing, and

comparing data; representing and displaying data in tables,

graphs, and charts. Some action verbs, such as “explain,”

“describe,” or “interpret,” may be classified at different DOK

levels, depending on the complexity of the action. For example,

interpreting information from a simple graph, requiring reading

information from the graph, is at Level 2. An activity that requires

interpretation from a complex graph, such as making decisions

regarding features of the graph that should be considered and how

information from the graph can be aggregated, is at Level 3.

Requires reasoning, planning, using evidence, and a higher

level of thinking than the previous two levels. The cognitive

demands at Level 3 are complex and abstract. The complexity

does not result only from the fact that there could be multiple

answers, a possibility for both Levels 1 and 2, but because the

multi-step task requires more demanding reasoning. In most

instances, requiring students to explain their thinking is at Level

3; requiring a very simple explanation or a word or two should

be at Level 2. An activity that has more than one possible

answer and requires students to justify the response they give

would most likely be a Level 3. Experimental designs in Level 3

typically involve more than one dependent variable. Other

Level 3 activities include drawing conclusions from

observations; citing evidence and developing a logical

argument for concepts; explaining phenomena in terms of

concepts; and using concepts to solve non-routine problems. Some examples that represent but do not constitute all of Level

1 performance are:

• Recall or recognize a fact, term, or property.

• Represent in words or diagrams a scientific concept or

relationship.

• Provide or recognize a standard scientific representation

for simple phenomena.

• Perform a routine procedure such as measuring length.

• Identify familiar forces (e.g. pushes, pulls, gravitation,

friction, etc.)

• Identify objects and materials as solids, liquids, or gases.

Some examples that represent, but do not constitute all of Level 2

performance, are:

• Specify and explain the relationship among facts, terms,

properties, and variables.

• Identify variables, including controls, in simple experiments.

• Distinguish between experiments and systematic

observations.

• Describe and explain examples and non-examples of science

concepts.

• Select a procedure according to specified criteria and perform

it.

• Formulate a routine problem given data and conditions.

• Organize, represent, and interpret data.

Some examples that represent, but do not constitute all of Level

3 performance, are:

• Identify research questions and design investigations for a

scientific problem.

• Design and execute an experiment or systematic

observation to test a hypothesis or research question.

• Develop a scientific model for a complex situation.

• Form conclusions from experimental data.

• Cite evidence that living systems follow the Laws of

Conservation of Mass and Energy.

• Explain how political, social, and economic concerns can

affect science, and vice versa.

• Create a conceptual or mathematical model to explain the

key elements of a scientific theory or concept.

• Explain the physical properties of the Sun and its dynamic

nature and connect them to conditions and events on Earth.

• Analyze past, present, and potential future consequences to

the environment resulting from various energy production

technologies.

*Adapted from: http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx

http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx



Demand of Standard and Item Complexity

On any assessment, there is a difference between item complexity and item difficulty. Item complexity is the level of thinking that is required to answer a question, whereas item difficulty is the percentage of students who get the item correct or incorrect. High complexity items are not always difficult and low complexity items are not always easy. Every standard is assigned a demand of standard (DOS) indicator. The teaching and assessment of that standard must reflect the rigor of the DOS.

Low (Level 1) Moderate (Level 2) High (Level 3) Students will:

• retrieve information from a chart, table, diagram,

or graph

• recognize a standard scientific representation of a

simple phenomenon

• complete a familiar single-step procedure or

equation using a reference sheet

Students will:

• interpret data from a chart, table, or simple graph

• determine the best way to organize or present data

from observations, an investigation, or experiment

• describe examples and non-examples of scientific

processes or concepts

• specify or explain relationships among different

groups, facts, properties, or variables

• differentiate structure and functions of different

organisms or systems

• predict or determine the logical next step or outcome

• apply and use concepts from a standard scientific

model or theory

Students will:

• analyze data from an investigation or experiment

and formulate a conclusion

• develop a generalization from multiple data sources

• analyze and evaluate an experiment with multiple

variables

• analyze an investigation or experiment to identify a

flaw and propose a method for correcting it

• analyze a problem, situation, or system and make

long-term predictions

• interpret, explain, or solve a problem involving

complex spatial relationships

Sample Level 1 Item Sample Level 2 Item Sample Level 3 Item Felipe and Marsha were studying forces and decided to do an

experiment. They placed four equally sized blocks made of

different materials on an elevated plastic tray. They watched

each of the blocks move down the tray. Their setup is shown

below.

Which of the

following forces

causes the blocks to

move down the tray?

A. Electric

B. Friction

C. Gravity

D. Magnetic

Felipe and Marsha were studying forces and decided to do an


different materials on an elevated plastic tray. They watched each

of the blocks move down the tray. Their setup is shown below.

Which block would

experience the least

amount of friction as it

moved down the tray?

A. Ice Block

B. Sponge Block

C. Sandpaper Block

D. Plastic Block

Felipe and Marsha were studying forces and decided to do an


different materials on an elevated plastic tray. They watched

each of the blocks move down the tray. Their setup is shown

below.

Which of the following

conclusions can Felipe and

Marsha make about the

forces the cause the blocks to

move down the tray?

A. The force of friction is

the same on each block.

B. The force of friction causes the speed of each block to

increase.

C. The force of gravity causes all the blocks to move at the

same speed.

D. The force of gravity is greater than the force of friction

on all the blocks. *Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.



Volusia County Science 5E Instructional Model - Core Action 2: Science Instructional Practice Guide (IPG)

Description Implementation En

gage

Students engage with an activity that captures their attention, stimulates their thinking,and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world.

The diagram below shows how the elements of the 5E model are interrelated. Although the 5E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning.

Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students.

Exp

lore

Students explore common, hands-on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data.

Exp

lain

Students explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Students use science terminology to connect their explanations to the experiences they had in the engage and explore phases.

Elab

ora

te

Students elaborate and solidify their understanding of the concept and/or apply it to a real-world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context.

Eval

uat

e

Teachers and Students evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension.

*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.

Engage Explore

Elaborate Explain

Discuss

and

Evaluate



Science And Engineering Practices - Core Action 3: Science Instructional Practice Guide (IPG)

Asking Questions and Defining Problems Using Mathematics and Computational Thinking A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world(s) works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify ideas.

In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions.

Developing and Using Models Constructing Explanations and Designing Solutions A practice of both science and engineering is to use and construct models as

helpful tools for representing ideas and explanations. These tools include

diagrams, drawings, physical replicas, mathematical representations, analogies,

and computer simulations. Modeling tools are used to develop questions,

predictions and explanations; analyze and identify flaws in systems; and

communicate ideas. Models are used to build and revise scientific explanations

and proposed engineered systems. Measurements and observations are used to revise models and

designs.

The end-products of science are explanations and the end-products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solutions meet criteria and constraints.

Planning and Carrying Out Investigations Engaging in Argument from Evidence Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions

Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims

Analyzing and Interpreting Data Obtaining, Evaluating and Communicating Information Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis. Engineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how well each meets specific design criteria— that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis of proposed solutions more efficient and effective.

Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs.

Developed by NSTA using information from Appendix F of the Next Generation Science Standards © 2011, 2012, 2013 Achieve, Inc



2019 – 2020 High School Weekly Curriculum Trace 2019 1q Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9

Biology

SMT 1/ Nature of Science

Macromolecules, Properties of Water, Enzymes DIA 1 Cell Structure/Function and

Transport DIA 2 Cell Cycle

(continues)

Enviro. Science

Introduction to Environmental Science and Earth’s Systems

Community Ecology Biodiversity

Earth / Space

Earth’s Layers Plate Tectonics DIA 1 Earth as a System The Ocean DIA 2

Marine

What is Marine Science? History of Oceanography and Technology Properties of Water

2019 2q Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Week 17 Week 18

Biology

Mitosis and Meiosis DIA 3 Genetics, DNA Structure/Function, Biotechnology DIA 4 SMT 2

Enviro. Science

Biomes and Aquatic Ecosystems Population Demographics Human Population SMT1

Earth / Space

Weathering, Erosion and Deposition DIA 3 Weather and Climate DIA 4

Marine

Waves, Currents and Tides Formation of the Oceans Marine Ecology

2020 3q Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 25 Week 26 Week 27 Week 28

Biology

Evolution DIA 5 Human Development, Growth and Health Photosynthesis, Cellular Respiration and Plants

DIA 6

Enviro. Science

Toxicology Atmosphere and Climate Change Water Resources Waste Management

Earth / Space

Origin of the Universe DIA 5 Life Cycle of

Stars The Sun Fundamental Forces DIA 6

Marine

Marine Populations and Species Interactions Biogeochemical

Cycle Marine Resources and Human Impact

2020 4q Week 29 Week 30 Week 31 Week 32 Week 33 Week 34 Week 35 Week 36 Week 37 Week 38

Biology

Ecology DIA 7 EOC Window Open/Prepare for EOC PLC Choice

Enviro. Science

Land Management Renewable and Nonrenewable Resources Bridge to Biology SMT 2

Earth / Space

The Solar System Space Exploration DIA 7 Geologic Time Review and Administer EOC

Marine

Evolution of Marine Invertebrates Evolution of Marine Vertebrates EOC

*DIA (District Interim Assessments for Science) are content-specific tests developed by the district and teacher committees to aid in student progress monitoring.



Canvas Integration for Science in Volusia County Schools Available Courses (Remediation Courses available in Biology and Middle Grades Science)

ePLC (electronic PLC)

Science Fair Introduction

• Teacher access only (not for students)

• Access lesson plans and VCS created/compiled resources.

• Share resources with one another.

• Communicate and use during ERPLs.

• Updates from the VCS science office through our twitter feed @VCSscience

• Course designed for teacher, parent and student use.

• Download, fill out and print all required paperwork for your schools Science Fair (Also includes all paperwork for the Tomoka Regional Science Fair).

• View what a completed project board should look like. • Guided process to help you complete all paperwork step-by-step. • Provides all advanced forms along with interactive Abstract Form.

Need Help with Canvas? Contact…

• Mike Cimino (x20594)

• Tricia Aylward (x20561)

• Nicole Duchesneau (x20560)



Unit 1: What is Marine Science? Weeks 1 – 2 Topic Learning Targets and Skills Standards

Wh

at is

Mar

ine

Scie

nce

?

Students will:

• describe science as the study of the natural world and marine science as the study of the oceans, its organisms, and their interactions with marine environments

• describe science as both durable (long lasting) and robust (strongly supported by data

through experimentation), yet open to change

• differentiate between science and non-science, citing examples of each

• explain why something would fail to meet the criteria for science o criteria should include testability, repeatability, and replicability

• set up an interactive science notebook and review lab safety protocols

SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.

SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world, Conduct systematic observations, Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Examine books and other sources of information to see what is already known. Review what is known in light of empirical evidence, Plan investigations, Use tools to gather, analyze, and interpret data. Properly use instruments, equipment, and materials including set-up, calibration, technique, maintenance, and storage. Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences), Use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others.

also SC.912.N.1.2 SC.912.N.1.3 SC.912.N.1.4 SC.912.N.1.5 SC.912.N.1.7 SC.912.N.4.1

Scie

nce

Pro

cess

es

Students will:

• design a controlled experiment on a marine science topic

• use tools: this includes the use of measurement in metric and other systems, the generation and interpretation of graphical representations of data, including data tables and graphs

• collect, analyze, and interpret data from the experiment to draw conclusions

• determine an experiment’s validity and justify its conclusions based on: o control group, limiting variables and constants o multiple trials (repetition) or large sample sizes o bias o method of data collection, analysis, and interpretation o communication of results

• differentiate between an observation and inference, cite examples of each

• use appropriate evidence and reasoning to justify explanations to others

• recognize the role of creativity in constructing scientific questions, methods and explanations

• explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making



What is Marine Science?

Textbook Chapter 1 (Lesson 1 pages 5-6, Lesson 2 Pages 18-28)

Videos “Eyes of Nye-Pseudoscience ” https://youtu.be/_q8D2dhWPSs *Safari Montage – “Freaks of The Ocean”

VCS Science Fair Packet

Websites www.Canvas.com http://oceanmotion.org/html/background/timeline.htm

www.noaa.gov www.ocearch.org

Teacher Hints &

Instruction Focus

• A science notebook is a compilation of student learning that provides a partial record of the instructional experiences for a student. Some teachers use spiral-bound notebooks, some use composition notebooks, while others use 3-ring binder to organize. Pages should not be taken out of the science notebook so careful consideration should be given to the type of notebook that is used.

• Scientists learn from doing investigations AND from reading non-fiction reference materials, such as, journals, newspapers, etc.

• All resources will be available on the Marine Science Canvas page. The code to this group site will be available at the District Science Office. • *The Safari Montage video “Freaks of The Ocean” is to generate interest and curiosity of the marine environment.

***This year we celebrate the 52nd Annual Tomoka Regional Science Fair! Time has been given throughout the first semester to allow and

encourage students to participate in this annual event. ***

Prefix / Suffix

Resources, Activities, and Labs Common Lab

Sciencia- wisdom Pseudo- fake Hyper- excess Hypo- below Iso- equal Chrono- time Tonic- amount of solute Hydro- water Thermo- temperature Halo- salt Cline- gradient

The following resources can be found in the Marine Science PLC What is Marine Science Folder: The Eyes of Nye – Pseudoscience Video

Common Lab (CL) CL 1 – “Horoscope Lab” CL 1 The Horoscope Lab can be found on Canvas in the “Marine Science PLC Common Lab” folder. This lab allows students to compare Science vs. Pseudoscience. The Horoscope Lab will be completed during the first nine weeks during the What Is Marine Science unit. Common Science Literacy Connection (Common SLC) Common SLC 1- The Indian River Lagoon All of the resources for Common SLC 1 can be found in the “Marine Science PLC Common SLC” folder. “The Indian River Lagoon” article (text or online available) Students will complete Text dependent questions (also found in the “Marine Common SLC” folder on Canvas).

https://youtu.be/_q8D2dhWPSs

http://www.edmodo.com/

http://oceanmotion.org/html/background/timeline.htm

http://www.noaa.gov/

http://www.ocearch.org/




Unit 2: History of Oceanography and Technology Week 3 – 5 Topic Learning Targets and Skills Standards

His

tory

of

Oce

ano

grap

hy

Students will:

• compare the interactions of early civilizations with the ocean to modern civilizations such as:

o food, trade, discovery, research, etc.

• describe the major historical contributions to oceanography: o Phoenicians – Mediterranean trade routes o Polynesians – primitive mapping and long distance open ocean seafaring o Greeks – latitude via North Star and earth circumference o Chinese – compass o Vikings – Leif Eriksson landed in North America o Portuguese – Christopher Columbus

• explain how individual scientists, driven by need, used creativity and critical thinking to solve scientific problems. These contributions impacted a variety of scientific problems in various locations about oceanography:

o James Cook – included scientific studies on voyages o John Harrison – chronometer o Charles Darwin – Theory of Coral Reef Development o H.M.S. Challenger I and II expeditions – first marine science expeditions o Benjamin Franklin - Gulf Stream

SC.912.N.1.7 (Level 1) Recognize the role of creativity in constructing scientific questions, methods and explanations. SC.912.N.1.5 (Level 2) Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

Oce

ano

grap

hy

Tech

no

logy

Students will:

• describe how scientists use technology to make inferences about ocean topography

• identify some of the major submersible vehicles used to study the oceans and their accomplishments such as:

o Trieste – Challenger Deep o Alvin – hydrothermal vents and Titanic site o Johnson Sealink – panoramic view

• describe the use of ROV, AUV, electronic navigation, and satellites in ocean research including:

o Remotely operated vehicles (ROVs) o Autonomous Underwater Vehicles (AUVs) o GPS and other satellites o SCUBA o SONAR

SC.912.N.1.6 (Level 2) Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.N.2.5 (Level 3) Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.



History of Oceanography and Technology

Textbook History of Oceanography: Chapter 1 (Lesson 1, pages 7-17) Oceanography Technology: Chapter 1 (Lesson 1, pages 9-17)

Videos Video – “Captain Cook – Cook’s chronometer” http://dl.nfsa.gov.au/module/1318/



Teacher Hints &

Instruction Focus



• All resources will be available on the Marine Science Canvas page. The code to this group site will be available at the District Science Office.

Prefix / Suffix

Resources, Labs, and Activities


The following resources can be found in the Marine Science PLC History of Oceanography Folder:

Activity Fakebook Example Fakebook Christopher Columbus Explorer List for Fakebook Fakebook Template Rubric for Fakebook Video Questions Marianas Trench Documentary

The following resources can be found in the Marine Science PLC Ocean Technology Folder: Video – “Captain Cook: Cook’s chronometer” a short video that discusses the discovery of the chronometer.

http://dl.nfsa.gov.au/module/1318/







Unit 3: Properties of Water Weeks 6 – 9 Topic Learning Targets and Skills Standards

Pro

per

tie

s o

f W

ater

Students will:

• discuss the special properties of water that contribute to earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperatures, expansion upon freezing, and versatility as a solvent including:

o molecular structure of water

o polarity of water

o hydrogen bonding capacity

o cohesion/adhesion (surface tension)

o water as a universal solvent

o salinity of water

o temperature of water

o density of water

o the thermal properties of sea water (heat capacity and expansion upon freezing)

SC.912.L.18.12 (Level 2) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.

END OF 1st GRADING PERIOD



Properties of Water

Textbook Chapter 3 (Lesson 1, pages 57-71)

Chapter 19 (Lesson 5, pages 616-617)

Videos



Teacher Hints &

Instruction Focus




Prefix / Suffix



The following resources can be found in the Marine Science PLC Properties of Water Folder: Lab – Properties of Water Information Hydrogen Bonds Information Polar Covalent Bonds Information Properties of Water Resource Sheet Information Expansion of water upon Freezing Powerpoint Properties of Water Lab Properties of Water Students Handout Properties of Water Answer Key Properties of Water Lab Rubric Alternative Activity for Properties of Water Lab







Unit 4: Waves, Currents, and Tides Weeks 10 – 12

Topic Learning Targets and Skills Standards

Wav

es, C

urr

ents

, an

d T

ides

Students will: o describe the measurable properties of waves and explain the relationships among them

and how these properties change when the waves move from one medium to another

o describe the movement of water in a wave

o describe the function of models in science and identify the wide range of models used in science:

o label the parts of a wave – crest, trough, wavelength, and height o graph the changes in tide height vs. time to determine the relationship between

moon phases, moon positions, and the times of spring and neap tides: diurnal, semidiurnal and mixed

o describe factors that contribute to the formation of a wind driven wave including: o wind speed o fetch o duration

o identify major ocean currents and circulation patterns on climates of coastal regions that border them

o upwelling and downwelling o El Nino o Ocean conveyor belt, gyres, thermohaline circulation

• discuss how various oceanic processes, such as currents, tides, and waves affect the abundance of aquatic organisms

SC.912.P.10.20 (Level 3) Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another.

SC.912.N.3.5 (Level 2) Describe the function of models in science, and identify the wide range of models used in science. SC.912.L.17.3 (Level 2) Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.



Waves, Currents, and Tides

Textbook Chapter 4 (Lesson 1, pages 79-84), (Lesson 2, pages 85-92), (Lesson 3, pages 93-101)

Chapter 5 (Lesson 1, pages 108-110), (Lesson 2, 111-115), (Lesson 3, pages 116-120), (Lesson 4, pages 121-130)

Videos Safari Montage - Do We Really Need The Moon?



Teacher Hints &

Instruction Focus



Prefix / Suffix

SLC Resources, Labs, and Activities


Common Science Literacy Connection (Common SLC) Common SLC 2- What is the Great Pacific Ocean Garbage Patch? All of the resources for Common SLC 2 can be found in the “Marine Science PLC Common SLC” folder. “What is the Great Pacific Ocean Garbage Patch?” article http://www.cpalms.org/Public/PreviewResourceUrl/Preview/57096#.VSLU93dU3rU.email http://www.cpalms.org/uploads/Resources/final/57096/Document/19232/Text_Dependent_Questions_Ocean_Garbage.pdf (See text dependent questions) Day 1: Students will read article and answer vocabulary and text evidence/content questions. Day 2: Students will complete Writing Prompt SLC – 2 on the writing template (also found in the “Marine Common SLC” folder on Canvas).

The following resources can be found in the Marine Science PLC Waves, Currents, and Tides Folder: NASA Visuals





http://www.cpalms.org/Public/PreviewResourceUrl/Preview/57096#.VSLU93dU3rU.email

http://www.cpalms.org/Public/PreviewResourceUrl/Preview/57096#.VSLU93dU3rU.email

http://www.cpalms.org/uploads/Resources/final/57096/Document/19232/Text_Dependent_Questions_Ocean_Garbage.pdf

http://www.cpalms.org/uploads/Resources/final/57096/Document/19232/Text_Dependent_Questions_Ocean_Garbage.pdf



Unit 5: Formation of The Oceans Weeks 13 – 14 Topic Learning Targets and Skills Standards

Form

atio

n o

f th

e O

cean

s

Students will:

• identify the evidence used to support the Theory of Plate Tectonics

• explain the role that different individuals have played in the development of the Theory of Plate Tectonics including:

o Edward Suess, Alfred Wegener, and Harry Hess

• describe the importance the Glomar Challenger and Alvin played in providing evidence to support seafloor spreading

• describe how the invention of sonar contributed to an advanced knowledge of the ocean bottom

• explain what happens at convergent, divergent, and transform plate boundaries

• describe island formation

• describe the continental margin

• identify the geologic features that make up the topography of the sea floor

• describe the impact of natural catastrophic events that affect the marine environment such as:

o tsunamis, volcanic eruption, methane hydrate eruptions, and earthquakes

SC.912.N.1.6 (Level 2) Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.N.1.5 (Level 2) Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. SC.912.N.2.5 (Level 3) Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. SC.912.E.6.5 (Level 2) Describe the geologic development of the present-day oceans and identify commonly found features.



Formation of the Ocean

Textbook Chapter 2 (Lesson 2, pages 33-46), (lesson 3, pages 47-55)

Chapter 1 (Lesson 1, page 11)

Videos

Websites www.Canvas.com http://svs.gsfc.nasa.gov/

Teacher Hints &

Instruction Focus

• All resources will be available on the Marine Science Canvas page. The code to this group site will be available at the District Science Office. • High interest topics during this 9 week period may include: deep sea thermal vents, hot spots, and eutrophication.

Prefix / Suffix


Sciencia- wisdom Photo- light Dys-low Eu- true A – without Thermo – heat Cation - process

The following resources can be found in the Marine Science PLC Ocean Zones Folder: Activity Ocean Zones Posters Powerpoint Activity Ocean Zones Example Photo Video “National Geographic - Light the Ocean (Documentary)” https://www.youtube.com/watch?v=KB0eK0qac8U Activity – “Diving the Depths of Underwater Life” an interactive lesson (for teaching light zones and ocean zones) http://www.cpalms.org/Public/PreviewResourceUpload/Preview/111822


http://svs.gsfc.nasa.gov/

https://www.youtube.com/watch?v=KB0eK0qac8U

http://www.cpalms.org/Public/PreviewResourceUpload/Preview/111822



Unit 6: Ocean Zones and Marine Ecology Weeks 15 – 18 Topic Learning Targets and Skills Standards

Oce

an Z

on

es

Students will:

• characterize the biotic and abiotic components that define marine systems

• describe the abiotic factors and label the following areas of the marine environment including:

o photic (euphotic/dysphotic) and aphotic o benthic (littoral, shelf, bathyal, abyssal, hadal) o pelagic (oceanic and neritic)

• classify and give examples of organisms as planktonic (phytoplankton and zooplankton), nektonic, or benthic

SC.912.L.17.7 (Level 2) Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.

Mar

ine

Eco

logy

Students will:

• explain the general distribution of life in aquatic systems as a function of: o chemistry, geography, light, depth, salinity, pH, and temperature

• explain why marine life is more abundant in coastal waters as compared to the open ocean

• describe the classification system of estuaries based on their origin

• describe vertically mixed, slightly stratified, highly stratified, and salt wedge stratification

• describe the abiotic and biotic factors of the following marine ecosystems including: o mangrove swamps, salt marshes, and sea grasses o hydrothermal communities

• discuss the physical and chemical factors that affect species distribution in the intertidal zones such as:

o rocky shore and sandy beaches

• describe the worldwide distribution of corals and explain where corals are more common.

SC.912.L.17.2 (Level 3) Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.

SC.912.L.17.3 (Level 2) Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.

SC.912.L.17.4 (Level 2) Describe changes in ecosystems resulting from seasonal variations, climate change and succession.

END OF 2nd GRADING PERIOD



Marine Ecology Ocean Zones

Textbook

Chapter 13 (Lesson 1, pages 385-396), (Lesson 2, pages 397-409), (Lesson 3, pages 410-416) Chapter 14 (Lesson 1, pages 418 – 420), (Lesson 2. Pages 421-423), (Lesson 3, pages 424-443) Chapter 15 (Lesson 2, pages 453-465), (Lesson 3, pages 466-478) Chapter 17 (Lesson 1, Lesson 2 and Lesson 3, Pages 517-549) Chapter 18 (all lessons)

Chapter 12 (Lesson 1, page 357), (Lesson 2, pages 368-371) Chapter 17 (Lesson 1, pages 517-532) Chapter 18 (Lesson 3, pages 571-576)

Videos

Youtube “Estuaries: Creatures of the Mangrove” https://youtu.be/AgJz_j24krM Youtube “Life Inside a Dead Whale” https://www.youtube.com/watch?v=cYbAwulg5zw

Video “National Geographic - Light the Ocean (Documentary)”


Websites http://svs.gsfc.nasa.gov/ Online Module - http://floridastudents.org/PreviewResource/StudentResource/111822

Teacher Hints &

Instruction Focus

All resources will be available on the Marine Science Canvas page. The code to this group site will be available at the District Science Office.

Prefix / Suffix


Sciencia- wisdom Photo- light Dys-low Eu- true A – without Thermo – heat Cation - process

The following resources can be found in the Marine Science PLC Marine Ecology Folder: Activity Coastal Ecosystem Graphic Organizer

Common Lab (CL): CL 2- Effects of Salinity CL 2 Effects of Salinity can be found on Canvas in the “Marine Science PLC Common Lab” folder. This lab allows students to compare the effects of salinity on germination. The Effects of Salinity will be completed during the second nine weeks during the Marine Ecology unit.

https://youtu.be/AgJz_j24krM

https://www.youtube.com/watch?v=cYbAwulg5zw


http://svs.gsfc.nasa.gov/

http://floridastudents.org/PreviewResource/StudentResource/111822




Unit 7: Marine Populations and Species Interactions Weeks 19 – 22 Topic Learning Targets and Skills Standards

Mar

ine

Po

pu

lati

on

s

Students will:

• discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution

o survivorship curve (type 1, 2, and 3)

• explain the relationship between limiting factors and carrying capacity

SC.912.L.17.1 (Level 2) Discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution.

Mar

ine

Org

anis

m In

tera

ctio

ns

Students will:

• use a food web to identify and distinguish producers, consumers and decomposers

• describe the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic level (10% Rule)

• apply the Law of Conservation of Energy to the transfer of energy between trophic levels in terms of open and closed systems

• compare and contrast the relationships (symbioses) among organisms including: o predation, parasitism, competition, commensalism, and mutualism

• give reasons for competition between organisms such as: o availability of resources, space, and food

SC.912.L.17.9 (Level 2) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. SC.912.P.10.2 (Level 3) Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity. SC.912.L.17.6 (Level 2) Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.



Marine Populations Marine Organism Interactions


Chapter 16 (Lessons 1, 2 and 3; pages 481-514) Chapter 12 (Lesson 3, pages 372-379)

Videos

Websites www.Canvas.com http://sciencecases.lib.buffalo.edu/cs/collection/

Teacher Hints &

Instruction Focus


• Case studies available through Buffalo University http://sciencecases.lib.buffalo.edu/cs/collection/ . • “Oh Deer!” activity from Cpalms adapted to “Sharks and Minnows” to show carrying capacity.

Prefix / Suffix

Resources Labs/Activities

Sciencia – wisdom Sis – process Bio – life Eu – true Troph – nutritive

The following resources can be found in the Marine Science PLC Marine Populations and Organism Interaction Folder: Activity – “Oh Deer!” http://www.cpalms.org/Public/PreviewResource/PrintResource/27672?display=block&Private=true&IsPrintPreview=true (see teacher hints) Lab Energy Through The Ecosystem

Textbook Hints

• “discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution” is not covered in the book at all, and will require supplemental materials to cover the content standard SC.912.17.1.


http://sciencecases.lib.buffalo.edu/cs/collection/


http://www.cpalms.org/Public/PreviewResource/PrintResource/27672?display=block&Private=true&IsPrintPreview=true



Unit 8: Biogeochemical Cycles Week 23

Topic Learning Targets and Skills Standards

Bio

geo

chem

ical

Cyc

les

Students will:

• cite evidence that the ocean has had a significant influence on climate change by: o absorbing, storing, and moving heat o absorbing, storing, and moving carbon o absorbing, storing, and moving water

• explain how heat capacity and the ocean play a role in moderating Earth’s climate

• diagram and explain the biogeochemical cycles of an ecosystem including: o water, carbon, and nitrogen cycles

• identify toxic substances that accumulate in aquatic ecosystems such as: o ammonia, nitrates, etc.

• describe the sources of nutrient input into the marine environment including: o coastal run-off, river input, and upwelling

SC.912.E.7.9 (Level 2) Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water. SC.912.L.17.10 (Level 2) Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle. SC.912.L.17.2 (Level 3) Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.

HONORS

• relate the formation of severe weather to the various physical factors

HONORS SC.912.E.7.6 Relate the formation of severe weather to the various physical factors



Biogeochemical Cycles

Textbook Chapter 3 (Lesson 2, pages 72, 73) (Lesson 3, pages 74-77)

Chapter 5 (Lesson 4, pages 123-130) (Lesson 5, pages 131-136) Chapter 12 (Lesson 3, pages 379-383)

Videos “Acid Test” https://www.youtube.com/watch?v=5cqCvcX7buo “Ocean Acidification” https://www.youtube.com/watch?v=kxPwbhFeZSw “Video Ocean Acidification by the Alliance for Climate Education” https://www.youtube.com/watch?v=Wo-bHt1bOsw



Teacher Hints &

Instruction Focus




Prefix / Suffix



The following resources can be found in the Marine Science PLC Biogeochemical Cycles Folder: Activity Carbon Cycle Game “Video Acid Test” https://www.youtube.com/watch?v=5cqCvcX7buo Acid Test Video Questions

https://www.youtube.com/watch?v=5cqCvcX7buo

https://www.youtube.com/watch?v=kxPwbhFeZSw

https://www.youtube.com/watch?v=Wo-bHt1bOsw





https://www.youtube.com/watch?v=5cqCvcX7buo



Unit 9: Marine Resources and Human Impact (continues on page 30) Weeks 24 – 28 (continues on next page) Topic Learning Targets and Skills Standards

Mar

ine

Res

ou

rces

Students will:

• evaluate the cost and benefits of renewable and non-renewable resources such as: o water, water motion, wind energy, fossil fuels, marine life, and algae (bio-fuel)

• identify marine examples of renewable resources and the costs and benefits of their use

• differentiate between abiotic and biotic resources

• evaluate the potential environmental impacts resulting from the use of renewable and/or nonrenewable resources including:

o how algae is used commercially o how public pressure and government oversight has successfully reduced the by-

catch of various marine species

SC.912.L.17.11 (Level 3) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.

Hu

man

Imp

act

Students will:

• describe the consequences of the losses of biodiversity due to catastrophic events: o climate changes, human activity, the introduction of invasive and non-native

species, natural disasters

• identify marine invasive species, their effects on the marine ecosystems and their modes of introduction such as:

o green mussels, lionfish, pink jellyfish, Brazilian pepper, and hydrilla o The naturalization of Australian Pine – non-native

• explain the concept of overfishing in terms of maximum sustainable yield and cite examples of overfished stocks including certain species of:

o cod, tuna, sharks, and grouper

• describe the methods of commercial fishing and their impact on the world’s oceans including:

o long lines, drift nets, trawling, purse seines, and gill nets o positive impacts of regulations, changes in technology, fishing methods, etc.

SC.912.L.17.8 (Level 2) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.

.



Marine Resources Human Impact


Chapter 12 (Lesson 1, page 357) Chapter 19 (Lesson 1, page 594)

Chapter 14 (Lesson 4, pages 444-447)

Chapter 19 (Lessons 1, 2, 3, and 4; found on pages 584-614) Chapter 20 (Lessons 1 and 2; found on pages 619-637)

Videos Safari Montage – Strange Days on Planet Earth: The One Degree Factor

Websites www.Canvas.com http://sciencecases.lib.buffalo.edu/cs/collection/

Teacher Hints &

Instruction Focus


• Case studies available through Buffalo University http://sciencecases.lib.buffalo.edu/cs/collection/ .

• Marine Oil Spill Lab available on Canvas in the Marine Diversity and Human Impact Folder.

Prefix / Suffix



The following resources can be found in the Marine Science PLC Marine Diversity and Human Impact Folder: Lab Oil Spill Lab Oil Spill Questions Oil Spill ppt Lab Invasion of the Lionfish background ppt Lab Invasion of the Lionfish data table Lab Invasion of the Lionfish INFO SHEET

Common Lab 3: CL 3 - The Ocean Acidification Laboratory can be found on Canvas in the Marine Science PLC Common Lab folder. This lab allows students to better understand the carbon cycle and human impact. CL 3 will be completed during the third nine weeks during the ocean unit. Common SLC 3- Dolphin Death Case Study All of the resources for Common SLC 3 can be found in the “Marine Science PLC Common SLC” folder. This resource is complex and could take several days. Please use as much or as little of this resource as appropriate for you and your students.







Unit 9: Marine Resources and Human Impact (cont.) Weeks 24 – 28 Topic Learning Targets and Skills Standards

Hu

man

Imp

act

Students will:

• Identify sources of marine pollution such as: o agricultural and municipal runoff, airborne emissions, spills/dumping, coal

burning, plastics and chlorinated hydrocarbon, and photodegredation of plastics

• discuss the large scale environmental impacts resulting from human activity including:

o waste spills, oil spills, runoff, greenhouse gases, ozone depletion and surface and groundwater pollution, and The Great Pacific Garbage Patch

o the pros and cons of dredging

o sea level rise, algae blooms, mercury levels, wetland destruction

• discuss the effects of oil spills, algae blooms, bioaccumulation, ozone depletion, ground water pollution on public health

SC.912.L.17.16 (Level 3) Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution. SC.912.L.14.6 (Level 3) Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.

HONORS SC.912.L.17.18 Describe how human population size and resource use relate to environmental quality. SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. SC.912.L.17.17 Assess the effectiveness of innovative methods of protecting the environment. HONORS

1. describe how human population size and resource use relate to environmental quality

2. evaluate the impact of biotechnology on the individual, society and the environment including:

o medical and ethical issues – for example, use of horseshoe crab blood

3. assess the effectiveness of innovative methods of protecting the environment

END OF 3rd GRADING PERIOD



Human Impact

Textbook Chapter 19 (HONORS) (Lesson 2, page 609), (Lesson 3, page 611)

Chapter 20 (HONORS) (Lesson 4, pages 642-646) Chapter 20 (Lessons 1 and 2, pages 620-637)

Videos

Websites http://sciencecases.lib.buffalo.edu/cs/collection/

Teacher Hints &

Instruction Focus


• Case studies available through Buffalo University http://sciencecases.lib.buffalo.edu/cs/collection/ .

Prefix / Suffix



The following resources can be found in the Marine Science PLC Marine Resources folder:





Unit 10: Evolution of Marine Invertebrates Weeks 29 – 32 Topic Learning Targets and Skills Standards

Evo

luti

on

of

Mar

ine

Inve

rteb

rate

s

Students will:

• describe the importance of a common naming system to classify organisms

• describe and compare the unique characteristics of marine organisms that define how they are classified

• describe the conditions required for natural selection including: o overproduction of offspring, inherited variation, struggle to survive which results in

differential reproductive success

• explain the adaptations to the marine environment for the following divisions in Kingdom Protista: (different colors are caused by different pigments)

o Phaeophyta (brown algae): stipe, thallus, blade, holdfast, pneumatocysts (floating structure)

o Chlorophyta (green algae): evolved into terrestrial plants o Rhodophyta (red algae): deepest

• explain the adaptations of the Kingdom Plantae o emergent and submergent marine plants

• cite examples and explain the adaptations to the marine environment of the following invertebrate phyla:

o Porifera: asymmetry, sessile, filter feeder, types of reproduction, spicules, toxins o Cnidaria: cnidocytes/ nematocysts (stinging cells), tentacles, polyp, medusa

▪ list the physical and chemical factors required for coral growth such as: moderate water motion, clear water, low nutrients, moderately high salinity, and plenty of sunlight

o Ctenophora: radial symmetry and cilia o Mollusca: shell, mantle, foot, radula o Annelida: segmented, bilateral symmetry o Arthropoda: jointed appendages, exoskeleton, molting o Echinodermata: radial symmetry, water vascular system, tube feet, regeneration o

*Include human impacts on the preceding taxons.

SC.912.L.15.13 (Level 2) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.



Evolution of Marine Invertebrates

Textbook

Chapter 6 (Lesson 4, pages 158-164) Chapter 7 (Lesson 3, 184-193)

Chapter 8 (Lesson 1, pages 195-205), (Lesson 2, pages 209-213), Chapter 9 (Lesson 1, 2, 3, 4, and 5- found on pages 216-258)

Videos

Safari Montage – “Devils of the Deep” Safari Montage – “Jellyfish Growth and Development”

Jellyfish - https://youtu.be/eC5-y_oTI2Q Seastars - https://youtu.be/TioCree5axI and https://youtu.be/Xm2mF2IgLrA Sea Mussels - https://youtu.be/C-3GqvLswc8

Websites www.Canvas.com http://virtualurchin.stanford.edu/ https://www.youtube.com/user/AsapSCIENCE

Teacher Hints &

Instruction Focus


• Many teachers utilize the “Fish Food” unit during the 4th 9 weeks. This long-term unit can be found in detail at www.Canvas.com in the Marine group’s “Fish Food” folder.

• Various video resources available in the Marine Evolution Folders for phylums.

Prefix / Suffix


Sciencia- wisdom Poda- foot Ichthyes- fish Osteo- bone Chondrich- cartilage Cephalo- head Gastro- stomach Phyta- plants or algae Derma-skin Echino- spiny Cnid- stinger Mammo-milk producing

The following resources can be found in the Marine Science PLC Marine Evolution Invertebrates Folder: Alternative Assignment Fish Food Project Project Fish food Grading Rubric Project Fish Food

https://youtu.be/eC5-y_oTI2Q

https://youtu.be/TioCree5axI

https://youtu.be/Xm2mF2IgLrA

https://youtu.be/C-3GqvLswc8


http://virtualurchin.stanford.edu/

https://www.youtube.com/user/AsapSCIENCE




Unit 11: Evolution of Marine Vertebrates Weeks 33 – 36 Topic Learning Targets and Skills Standards

Evo

luti

on

of

Mar

ine

Ver

teb

rate

s

Students will:

• cite examples and explain the adaptations to the marine environment of the following fish classes: Agnatha, Chondrichthyes, and Osteichthyes

o sensory systems o buoyancy and energy saving techniques (skeleton, liver, body shape) o fins, mouths, and body shapes o reproductive strategies

• cite examples and explain the adaptations to the marine environment of the following tetrapod classes:

o Aves: waterproof feathers, web feet, eating strategies, salt excretion, migration o Reptilia: scales, salt excretion, migrations, terrestrial egg laying, ectothermic o Mammalia: insulation, feeding strategies, migration

➢ breathe air, lactation, have hair, live birth, and warm-blooded

• cite examples and explain the adaptations to the marine environment of the following mammalian orders:

o Pinnipedia (seal, walrus, and sea lion): flipper movement, body shape, time in water vs.on land

o Sirenia (manatee and dugong): flippers, herbivores o Cetacea (whale): echolocation, dive reflex, myoglobin, body shapes, behaviors

➢ Odontecete (toothed whale) ➢ Mysticete (baleen)

o Carnivora (sea otter, polar bear): carnivores, large canines *Include human impacts on the preceding taxons.

SC.912.L.15.13 (Level 2) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.

Marine Science Review and EOC Week 37 – 38



Evolution of Marine Vertebrates

Textbook Chapter 10 (Lessons 1, 2, and 3- found on pages 266-300)

Chapter 11 (Lessons 1, 2, 3, and 4- found on pages 303-352)

Videos Sneezing iguanas - https://youtu.be/tt_DXCQrPGA

Websites http://virtualurchin.stanford.edu/ https://www.youtube.com/user/AsapSCIENCE

Teacher Hints &

Instruction Focus


• Many teachers utilize the “Fish Food” unit during the 4th 9 weeks. This long-term unit can be found in detail at Canvas in the Marine group’s “Fish Food” folder.

• Various video resources available in the Marine Evolution Folders for phylums.

Prefix / Suffix


Sciencia- wisdom Poda- foot Ichthyes- fish Osteo- bone Chondrich- cartilage Cephalo- head Gastro- stomach Phyta- plants or algae Derma-skin Echino- spiny Cnid- stinger Mammo-milk producing

Common Science Literacy Connection (Common SLC) Common SLC – 4 “Legged Sea Cow Fossil Found in Jamaica” Article- http://www.cpalms.org/Public/PreviewResourceUrl/Preview/57026#.VS6C_7G8wYw.email All resources for Common SLC 4 can be found in the Marine Science PLC Common SLC folder on Canvas. Day 1: Students read article and answer vocabulary and text evidence/content questions. Day 2: Students will complete Writing Prompt as SLC 4 on the writing template All resources for Common SLC 4 can be found in the Marine Science PLC Common SLC folder on Canvas). Common Lab (CL) CL – 4 “How Many Penguins Does It Take?” (for teaching carrying capacity and limiting factors) All lab resource can be found in the Marine Science PLC Common Lab folder on Canvas.

The following resources can be found in the Marine Science PLC Marine Evolution Vertebrates Folder: Activity Design A Fish Activity Fish Morphology

https://youtu.be/tt_DXCQrPGA

http://virtualurchin.stanford.edu/

https://www.youtube.com/user/AsapSCIENCE

http://www.cpalms.org/Public/PreviewResourceUrl/Preview/57026#.VS6C_7G8wYw.email

http://www.cpalms.org/Public/PreviewResourceUrl/Preview/57026#.VS6C_7G8wYw.email





2019-2020 Marine Science 1 Tier 3 Academic Vocabulary

Weeks Unit Academic Vocabulary

1-2 What is Marine

Science?

Analysis Bias

Control group Empirical knowledge

Evidence Inference

Interpretation

Limiting variables Multiple trials Non-science Observation Peer review

Pseudoscience Reliability

Science Validity

3-5

History of Oceanography

and Technology

AUV Chronometer

Compass Equator

Latitude Longitude

Oceanography

Sonar Scuba

Prime Meridian ROV

6-9 Properties of

Water

Adhesion Cohesion Density

Halocline

Parts per thousand Polar molecule

Solute Solvent

Surface tension Thermocline

Viscosity

▪ ▪

10 – 12 Waves,

Currents, and Tides

24 hour clock Coriolis Effect

Deep water current Amplitude Upwelling

Wavelength Gyres

Orbital Motion of Water Crest

El Nino

Wave Height Trough Orbital

Surface Current Ocean Conveyor Belt

▪

13 – 14 Formation of The Oceans

Abyssal Plain Active/Passive Margins

Continental Margin Convergent

Divergent Guyot

Hot Spot Theory Mid-Ocean Ridge

Seafloor Spreading Seamount

SONAR Transform

15 – 18 Ocean Zones and Marine

Ecology

Abiotic Aphotic Biotic Clarity

Dysphotic Euphotic

Eutrophication Limiting factors

Halocline Littoral

Ocean zones Photic

Salinity Sublittoral

Supralittoral Temperature Thermocline

Turbidity

▪



19 – 22

Marine Populations and Species Interactions

Carrying Capacity Food Chain Food Web

Limiting Factors Symbiosis

Trophic Level

Trophic Pyramid Autotroph

Heterotroph

▪

23 Biogeochemical

Cycles

Carbon Cycle Carbon Sinks

Current

Gulf Stream Heat Sink

Nitrogen Cycle

Thermocline Water Cycle

▪

24 – 28 Marine

Resources and Human Impact

Abiotic Resources Biotic Resources

Cultural Eutrophication Maximum Sustainable Yield

Nonrenewable Resources Renewable Resources

▪

29 – 32 Evolution of

Marine Invertebrates

Adaptation Binomial Nomenclature

Linnaeus Classification System

Natural Selection Taxonomy

33 – 36 Evolution of

Marine Vertebrates



Grades 9 - 10 ELA Florida Standards

LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions. LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 – 10 texts and topics. LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.) LAFS.910.RST.3.7 – Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematical (e.g., in an equation) into words. LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science / technical texts in the grades 9 – 10 text complexity band independently and proficiently.

LAFS.910.WHST.3.9 – Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Grades 9 - 12 Math Florida Standards (select courses)

MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. MAFS.912.S-IC.2.6 – Evaluate reports based on data.

MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be represented as vectors.



Grades 11 - 12 ELA Florida Standards

LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and any gaps or inconsistencies in the account. LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11 – 12 texts and topics. LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science / technical texts in grades 11 – 12 text complexity band independently and proficiently. LAFS.1112.WHST.3.9 – Draw evidence from information texts to support analysis, reflection, and research.

LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Grades 9 - 12 Math Florida Standards (all courses)

MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations measurement when reporting quantities.

