hs marine science - lake · pdf fileo integrated into word walls, ... imbedding vocabulary...
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Table of Content
2
Revised 6/2011
1. Preface 3 – 4
2. How to read the Benchmark, Big Ideas Key, Differentiated Instruction Strategies 5
3. Big Ideas by Grade Level K – 12 6
4. Reading, Writing, and Discussion in the Science Classroom 7 – 9
5. Foreword for Middle and High Schools – Basic course requirements 10
6. Pacing Guide for course 11
7. First Quarter 12 – 18
8. Second Quarter 19 – 25
9. Third Quarter 26 – 34
10. Fourth Quarter 35 - 40
11. Appendix A – Labs Correlated to the Textbook 41
12. Appendix B - Book List by Topic 42
13. Appendix C – Web Sites by topic 43
14. Appendix D - Labs and Activities From Within the Map – By Quarters 44 - 45
Preface
3 Revised 6/2011
Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the
district receive a common curriculum. The maps help ensure that all state requirements are taught and that the
content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your
instruction but provide flexibility based on the individual needs of students. The maps are living documents and
feedback is requested of teachers to ensure continuous improvement.
All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps
were designed for the instruction to take place by quarter. There is some flexibility within the quarters for
mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its
entirety. The maps have been structured in such a way as to scaffold student learning.
Listed below are a few of the new or updated features common to all curriculum maps:
Essential Question(s):
o Provide application of the skills/concepts
o Have more than one right answer which promotes student discourse
o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning
o Are referred to at the beginning, middle, and end of the lesson
o Require you to make a decision
o Promote critical thinking and problem solving
o Encourage interdependence
o Are open-ended
Academic Vocabulary are:
o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction
o Not necessarily the bold words in the chapter.
o Cumulative and continuously used throughout the year.
o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.
Preface
4 Revised 6/2011
Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):
Purpose: For the student to know what is being taught and what the student will learn
o Date
o Benchmark
o Measurable, student-friendly objective
o Essential Question
o Bell work
o Agenda (Specific daily schedule)
o Homework
o Exit Strategy/Card
Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There
should be daily:
o Teacher to student and student to student discourse utilizing academic vocabulary.
o Reading and authentic writing
o Writing that includes higher-order thinking
o Incorporation of effective reading and writing instructional strategies
Maps are organized to include the following:
o Pacing
o Objective
o Essential questions, content and understanding, benchmarks, and assessment
o Appendix/ resources
Preface
5 Revised 6/2011
Next Generation Sunshine State Standards
Science Benchmark Coding Scheme
SC. 5. A. 1. 1
Subject Grade Level Body of Knowledge Big Idea / Supporting Idea Benchmark
Body of Knowledge Key
N ~ Nature of Science E ~ Earth Space Science
L ~ Life Science P ~ Physical Science
Big Idea Key
#1 – The Practice of Science #10 – Forms of Energy
#2 – The Characteristics of Scientific Knowledge #11 – Energy Transfer and Transformation
#3 – The Role of Theories, Laws, Hypotheses, and Models #12 – Moon Objects
#4 – Science and Society #13 – Forces and Changes in Motion
#5 – Earth in Space and Time #14 – Organization and Development of Living Organisms
#6 – Earth Structures #15 – Diversity and Evolution of Living Organisms
#7 – Earth Systems and Patterns #16 – heredity and Reproduction
#8 – Properties of Matter #17 – Interdependence
#9 – Changes in Matter #18 – Matter and Energy Transformations
Language Arts and Mathematic Benchmarks
The Language Arts and Mathematic benchmarks are in the course description. These benchmarks have been integrated throughout the
curriculum map.
Differentiated Instruction Strategies
The following differentiated instruction strategies should be incorporated throughout the entire course:
Cooperative Groups Computer Assisted Instruction Tiered Assignments Centers
Flexible Grouping Curriculum Compacting/Contracts Learning Stations Scaffolding
Hands-on Instruction Leveled Texts/Resources Teacher Led Small Groups Web Quest
Preface
6 Revised 6/2011
This chart is to show where the Big Ideas are located by grade level.
This will help to give an understanding as to why complete coverage of the NGSSS at each grade level is essential! Big Idea #1
The Practice
of Science
Big Idea #2 The
Characteristics of
Scientific Knowledge
Big Idea #3 The Role
of Theories, Laws,
Hypotheses, and
Models
Big Idea #4 Science
and
Society
Big Idea #5 Earth
in
Space and Time
Big Idea #6
Earth
Structures
K K
1st 1st 1st
2nd 2nd
3rd 3rd 3rd 3rd
4th 4th 4th 4th 4th
5th 5th 5th
6th 6th 6th 6th
7th 7th 7th 7th
8th 8th 8th 8th 8th
HS HS HS HS HS HS #7 Earth Systems
and Patterns #8 Properties
of Matter #9 Changes
in Matter #10 Forms of Energy
#11 Energy Transfer and Transformations
#12 Motion of Objects
K K K K
1st
2nd
2nd 2nd 2nd
3rd 3rd 3rd 3rd
4th 4th 4th 4th 4th
5th 5th 5th 5th 5th
6th 6th 6th
7th 7th 7th
8th
HS HS HS HS HS HS
#13 Forces
and Changes
in Motion
#14 Organization
and Development
of Living Organisms
#15 Diversity
and Evolution of
Living Organisms
#16 Heredity
and Reproduction
#17
Interdependence
#18 Matter
and Energy
Transformations
K K
1st 1st 1st 1st
2nd 2nd 2nd 2nd
3rd 3rd 3rd
4th 4th
5th 5th 5th 5th
6th 6th 6th
7th 7th 7th
8th
HS HS HS HS HS HS
Reading Writing Discussion in the Science Classroom Everyday
7 Revised 6/2011
Reading Writing Discussion in the classroom everyday (33% R, W, and D)
This means that during each class period the students should be reading, writing, and talking about Science.
Many of these overlap in a combination of Reading, Writing, and Discussion.
Reading Writing Discussion in the Science Classroom:
What do these look like in the Science classroom?
What DOES the reading process look like?
Modeling - reading and thinking out loud
Students in small groups or pairs
Whole group when referring to a specific portion of the text
Use of graphic organizers
Reading and following lab instructions
Reading a section for homework at home
What DOES the writing process look like?
Lab report
Small group or pairs jotting down important points
Journal writing
Answering selected questions from the textbook in complete sentences
Completing graphic organizer
Entry or Exit card
Taking notes
Writing prompt
Responding to open ended questions
What DOES the discussion process look like?
Student discourse – discussion among and between the students about the topic (Could
be in small group, pair, pair share, lecture ({should involve two way communication})
Reading Writing Discussion in the Science Classroom Everyday
8 Revised 6/2011
About labs, reading, current events, responses to open ended questions, essential
questions, etc.
Imbedding vocabulary terms/word wall, academic vocabulary, into the discussion
The county approved textbook is a resource.
How to best use of the textbook to aid student comprehension:
At the beginning of each term have the students participate in a “preview” of the textbook.
o Table of contents
o Chapter titles
o Headings/subheadings
o Graphics on the page, i.e. charts, graphs, pictures, maps tables,
o Bold, italic, highlighted words
o Glossary
o Appendices
Incorporate the following for each chapter:
By doing the following you will enhance a student’s comprehension:
Before reading – preview, skim for new vocabulary, look at headings and
subheadings, graphics,
During reading – Review the reading column of the chart for suggested
activities.
After reading – Review writing and discussion columns of the chart for
suggested activities.
Reading Writing Discussion in the Science Classroom
9 Revised 6/2011
Reading Writing Discussion
Silent reading
At home reading
Oral
Read Aloud
Think Aloud
Lab instructions (pre, during, post)
Silently Sustained Reading – student
choice
Research paper
*Reading could be from textbook,
current event, supplemental texts,
websites, etc.
Essential Question
Cornell notes
Small group notes
Entry or Exit Card
Graphic Organizers
Writing Prompt
Selected textbook questions
(Answered with complete
sentences)
Worksheet
3-2-1Strategy
Lab Write up
Journal writing
Responding to open ended
questions
Research paper
Paired reading
Jig Saw
Think Pair Share
Share out/Group presentations
*Lectures (should involve two way
communication)
Read Aloud
Think aloud
3-2-1Strategy
Lab Write up
Lab instructions (pre, during, post)
Research paper
The above chart contains a sampling of suggestions and is not intended to be comprehensive.
Foreword For Middle and High School Science
10
Revised 6/2011
Lab requirements:
Teachers will complete the “List of labs” form and a copy of the form will be given to the
department chair at the end of each quarter for both middle and high schools.
For ALL middle school Science courses:
a minimum of 8 labs per nine weeks
For high school Science course:
For Regular courses – 1 per week
For Honors courses – 2 per week
Research paper requirements:
All Science courses in Lake County will complete a Science research paper for the content area of
the course. APA format required.
Science Fair or Competition:
All middle and high school have the traditional Science Fair option for all grade levels to
participate. Each school has a Science Fair Coordinator to help with the process for the students
and the teachers.
There are additional types of “Science” competitions, different from the traditional Science Fair at
some schools, that students are encouraged to participate.
Board Approved Programs:
At high School this is through the HOPE course.
Human Growth and Development
HS Marine Science Pacing Guide
11
Revised 6/2011
First Quarter Second Quarter Third Quarter Fourth Quarter FCIM/Focus Calendar
1) Introduction to Marine Science
(3 blocks)
Laboratory Safety
Measurement
Scientific Method
2) Marine Ecosystems (3blocks)
Ecosystems
Marine Sanctuaries
3) Properties of Water (4 blocks)
Phases of Matter
Changes in State
Surface Tension
Salinity, Density
4) History of the Oceans (3
blocks)
History Timeline
Human Reliance on the
Oceans
Nature of Science
Ocean Technologies
5) Exploring the Seafloor (6
blocks)
Theory of Plate
Tectonics
Features of the Ocean
Floor
6) The Atmosphere and
Seasons (2 blocks)
Modeling the Seasons
Heating and Solar
Radiation
FCIM/Focus Calendar
1) The Atmosphere and Heat
Distribution (4 blocks)
Heat Distribution
Ocean Currents
Currents and Wind
Heat Capacity
Law of Conservation of
Energy
2) Weather and Climate (10
blocks)
Wind Patterns
Coriolis Effect
Air Masses
Water Cycle
Hurricane Formation
Deep Ocean Circulation
Climate Change
3) Motion of the Ocean (7
blocks)
Waves
Tides
Currents
Where Does the Water
Flow (Optional – if time)
FCIM/Focus Calendar
1)Life in the Ocean (14 blocks)
Photosynthesis
The Carbon Cycle
Runoff and Photosynthesis
Plankton
Biological Classification
The Animal Kingdom
Marine Populations and
Endangered Species
Population Changes
Evolution, Natural
Selection, Adaptations
2) Food Webs and Relationships
(10 blocks)
Producers, Consumers, and
Decomposers
Food Chains and Food
Webs
Energy Transfer
Symbiotic Relationships
Chemosynthesis
Migrations in the Sea
Animal Needs and Tracking
FCIM/Focus Calendar
1)Student Research and
Analysis (10 blocks)
Expert Research
Satellite Data and
Imagery
Case Studies of
Marine Animal
Movement
Analysis of Research
2) Human Activity (6 blocks)
Marine Pollution
Oil Spills
Humans and
Coastlines
3) Ocean Resources (2
blocks)
Fishing
Whaling
Offshore Drilling
4) Protecting Marine
Environment (4 blocks)
National and
International Waters
Resource
Management
HS Marine Science
Topic: Intro to Marine, Ecosystems, Water, History of Oceans, Seafloor, and Atmosphere and Seasons
Time Frame - 1st Quarter
12
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
How do I stay safe in the
laboratory?
What behaviors and
procedures are appropriate in
the laboratory?
How do I correctly utilize
laboratory equipment?
How do I apply the
International System of
Measurement?
How do scientists solve
problems and answer
questions?
How do scientists evaluate and
communicate data?
1) Introduction to Marine
Science
Classroom Rules
Laboratory Safety
Measurement
Scientific Method
MA.912.S.1.2: Determine
appropriate and consistent
standards of measurement for
the data to be collected in a
survey or experiment.
SC.912.N.1.2: Describe and
explain what characterizes
science and its methods.
Formal Assessments:
Lab Safety Quiz (80% or higher)
Lab Safety Contract
Lab Activities:
Measurement Lab
Vocabulary: scientific inquiry,
observation, data,
quantitative data, qualitative
data, inference, hypothesis,
experiment, conclusion,
HS Marine Science
Topic: Intro to Marine, Ecosystems, Water, History of Oceans, Seafloor, and Atmosphere and Seasons
Time Frame - 1st Quarter
13
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
How are marine ecosystems
classified?
What are the characteristics
of marine ecosystems?
How does succession
influence ecosystems?
2) Marine Ecosystems
Ecosystems
Marine Sanctuaries
MA.912.S.3.2: Collect, organize,
and analyze data sets,
determine the best format for
the data and present visual
summaries from the following:
bar graphs, line graphs, stem
and leaf plots, circle graphs,
histograms, box and whisker plots,
scatter plots, cumulative
frequency (ogive) graphs
SC.912.L.17.11: Evaluate the costs
and benefits of renewable and
nonrenewable resources, such as
water, energy, fossil fuels, wildlife,
and forests.
SC.912.L.18.12: 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.
Formal Assessments:
Chapter Test/Quiz
Lab Activities:
Marine Ecosystem Project
Vocabulary:
ecosystem, organism,
succession, benthic, biotic,
abiotic
HS Marine Science
Topic: Intro to Marine, Ecosystems, Water, History of Oceans, Seafloor, and Atmosphere and Seasons
Time Frame - 1st Quarter
14
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
What are the unique
properties of water?
Why is the sea salty?
Why is water so important
and how does it affect
marine organisms?
3) Properties of Water
Phases of Matter
Changes in State
Surface Tension
Salinity
Density
MA.912.S.3.2: Collect, organize,
and analyze data sets, determine
the best format for the data and
present visual summaries from the
following: bar graphs, line graphs,
stem and leaf plots, circle graphs,
histograms, box and whisker plots,
scatter plots, cumulative
frequency (ogive) graphs
SC.912.L.17.11: Evaluate the costs
and benefits of renewable and
nonrenewable resources, such as
water, energy, fossil fuels, wildlife,
and forests.
SC.912.L.18.12: 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.
Formal Assessments:
Chapter Test/Quiz
Lab Activities:
Properties of Water Lab
Vocabulary:
sublimation, freezing point,
melting point, boiling point,
density, surface tension,
renewable resource,
nonrenewable resource,
cohesion, salinity
HS Marine Science
Topic: Intro to Marine, Ecosystems, Water, History of Oceans, Seafloor, and Atmosphere and Seasons
Time Frame - 1st Quarter
15
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
How have humans relied on
and utilized the ocean
throughout time?
How do scientists utilize
scientific inquiry?
4) History of the Oceans
History Timeline
Human Reliance on
the Oceans
Nature of Science
Ocean Technologies
MA.912.S.1.2: Determine
appropriate and consistent
standards of measurement for the
data to be collected in a survey or
experiment.
SC.912.L.17.4: Describe changes in
ecosystems resulting from seasonal
variations, climate change and
succession.
SC.912.N.1.2: Describe and explain
what characterizes science and its
methods.
SC.912.N.1.6: Describe how
scientific inferences are drawn
from scientific observations and
provide examples from the
content being studied.
SC.912.N.1.7: Recognize the role of
creativity in constructing scientific
questions, methods and
explanations.
Formal Assessments:
Chapter Test/Quiz
Lab Activities:
The Ocean in History - A
Timeline
Investigating Marine Algae
Vocabulary: scientific inquiry,
observation, data,
quantitative data, qualitative
data, inference, hypothesis,
experiment, conclusion,
indigenous
HS Marine Science
Topic: Intro to Marine, Ecosystems, Water, History of Oceans, Seafloor, and Atmosphere and Seasons
Time Frame - 1st Quarter
16
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
How has the Earth and its
ocean changed over time?
What is the scientific theory
of plate tectonics?
How do theories change
over time?
How ocean floor are
features similar to and
different than those found on
land?
How do scientists map the
ocean floor?
5) Exploring the Seafloor
Theory of Plate
Tectonics
Features of the
Ocean Floor
SC.912.E.6.3: Analyze the scientific
theory of plate tectonics and
identify related major processes
and features as a result of moving
plates.
SC.912.E.6.5: Describe the
geologic development of the
present day oceans and identify
commonly found features.
SC.912.N.1.3: Recognize that the
strength or usefulness of a scientific
claim is evaluated through
scientific argumentation, which
depends on critical and logical
thinking, and the active
consideration of alternative
scientific explanations to explain
the data presented.
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
Formal Assessments:
Chapter Test/Quiz
Lab Activities:
Model of the Ocean Floor
Vocabulary: divergent
boundary, convergent
boundary, transform
boundary, theory, convection,
tsunami, rift, ring of fire,
continental accretion, mid-
ocean ridge, seamount,
abyssal plain, continental shelf,
trench, sonar
HS Marine Science
Topic: Intro to Marine, Ecosystems, Water, History of Oceans, Seafloor, and Atmosphere and Seasons
Time Frame - 1st Quarter
17
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
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.3.5: Describe the function
of models in science, and identify
the wide range of models used in
science.
SC.912.L.17.2: Explain the general
distribution of life in aquatic
systems as a function of chemistry,
geography, light, depth, salinity,
and temperature.
MA.912.S.3.2
HS Marine Science
Topic: Intro to Marine, Ecosystems, Water, History of Oceans, Seafloor, and Atmosphere and Seasons
Time Frame - 1st Quarter
18
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
What causes Earth’s
seasonal changes?
How do marine mammals
respond to seasonal cues?
6) The Atmosphere and
Seasons
Modeling the
Seasons
Heating and Solar
Radiation
SC.912.P.10.20: 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.
Formal Assessments:
Chapter Test/Quiz
Lab Activities:
It’s All About the Rays
Vocabulary: revolution,
rotation, latitude, longitude,
autumnal equinox, vernal
equinox, winter solstice,
summer solstice, diurnal cycle,
differential heating
HS Marine Science
Topics: Atmosphere and Heat Distribution, Weather and Climate, and Motion of the Ocean
Time Frame - 2nd Quarter
19
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
How is heat in the ocean
distributed?
How are Earth’s oceans
interconnected?
How does sea surface
temperature affect marine
animal movements?
How does the Earth’s ocean
affect the global climate?
What is the Law of
Conservation of Energy?
1) The Atmosphere and
Heat Distribution
Heat Distribution
Ocean Currents
Currents and Wind
Heat Capacity
Law of Conservation
of Energy
SC.912.L.17.3: Discuss how various
oceanic and freshwater processes,
such as currents, tides, and waves,
affect the abundance of aquatic
organisms.
SC.912.N.3.5: Describe the function
of models in science, and identify
the wide range of models used in
science.
MA.912.S.1.2: Determine
appropriate and consistent
standards of measurement for the
data to be collected in a survey or
experiment.
MA.912.S.3.2: Collect, organize,
and analyze data sets, determine
the best format for the data and
present visual summaries from the
following: bar graphs, line graphs,
stem and leaf plots, circle graphs,
histograms, box and whisker plots,
scatter plots, cumulative frequency
(ogive) graphs
Assessments:
Chapter Test/Quiz
Lab Activities:
Investigating Warm & Cold
Water
Vocabulary: current, surface
current, convection, Coriolis
Effect, gyre, isotherm, isobar,
radiometer, prevailing winds,
buoy
Assessment:
Chapter Test/Quiz
Lab Activities:
Land vs. Ocean Temperature
Changes Inquiry
HS Marine Science
Topics: Atmosphere and Heat Distribution, Weather and Climate, and Motion of the Ocean
Time Frame - 2nd Quarter
20
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
How is energy transferred
from the ocean to the
atmosphere?
How does the ocean
influence weather and
climate?
2) Weather and Climate
Wind Patterns
Coriolis Effect
Air Masses
Water Cycle
Hurricane Formation
SC.912.L.18.12: 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.
SC.912.P.10.2: 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.
MA.912.S.1.2:
MA.912.S.3.2:
SC.912.E.7.4: Summarize the
conditions that contribute to the
climate of a geographic area,
including the relationships to lakes
and oceans.
SC.912.E.7.6: Relate the formation
of severe weather to the various
physical factors.
SC.912.L.17.10: Diagram and
explain the biogeochemical cycles
of an ecosystem, including water,
carbon, and nitrogen cycle.
SC.912.L.18.12
Vocabulary: thermal energy,
temperature, heat capacity,
energy, conduction,
convection, radiation, law of
conservation of energy, open
system, closed system
Assessments:
Chapter Test/Quiz
Lab Activities:
Tracking Hurricanes
Vocabulary: air mass, climate,
front, biogeochemical cycle,
meteorology, hurricane, cold
front, warm front, trade winds,
westerlies
HS Marine Science
Topics: Atmosphere and Heat Distribution, Weather and Climate, and Motion of the Ocean
Time Frame - 2nd Quarter
21
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
How do physical parameters
change as you go deeper
into the ocean?
What are the adaptations of
marine animals to help them
deal with the conditions of
the deep ocean?
How has technology helped
us in our exploration of the
deep ocean?
Is the Earth’s climate going
through a warming period?
How does climate change
impact marine organisms?
Deep Ocean
Circulation
Climate Change
MA.912.S.1.2
MA.912.S.3.2
SC.912.L.17.2: Explain the general
distribution of life in aquatic systems
as a function of chemistry,
geography, light, depth, salinity,
and temperature.
MA.912.S.3.2:
SC.912.E.7.9: 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.17.2
SC.912.L.17.4: Describe changes in
ecosystems resulting from seasonal
variations, climate change and
Assessment:
Chapter Test/Quiz
Lab Activities:
Investigating Changes in Water
Temperature
Vocabulary: thermocline,
photic zone, bioluminescence,
CTD device, echolocation,
submersible, upwelling,
fluorescence, thermohaline
circulation
Assessment:
Chapter Test/Quiz
Lab Activities:
Coral Reef Cyberlab
Investigating Sea Level Rise
Vocabulary: zooxanthellae,
coral bleaching,
HS Marine Science
Topics: Atmosphere and Heat Distribution, Weather and Climate, and Motion of the Ocean
Time Frame - 2nd Quarter
22
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
succession.
SC.912.L.17.8: Recognize the
consequences of the losses of
biodiversity due to catastrophic
events, climate changes, human
activity, and the introduction of
invasive, non-native species.
SC.912.L.17.11: Evaluate the costs
and benefits of renewable and
nonrenewable resources, such as
water, energy, fossil fuels, wildlife,
and forests.
SC.912.L.17.16: 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.N.1.3: Recognize that the
strength or usefulness of a scientific
claim is evaluated through
scientific argumentation, which
depends on critical and logical
thinking, and the active
consideration of alternative
scientific explanations to explain
the data presented.
SC.912.N.1.5: Describe and provide
examples of how similar
investigations conducted in many
parts of the world result in the same
anthropogenic, radiative
forcings, thermal expansion,
meltwater, El Nino
HS Marine Science
Topics: Atmosphere and Heat Distribution, Weather and Climate, and Motion of the Ocean
Time Frame - 2nd Quarter
23
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
What are the characteristics
of waves?
How do waves impact
organisms living on or near
the coast?
3) Motion of the Ocean
Waves
outcome.
SC.912.N.1.6: Describe how
scientific inferences are drawn from
scientific observations and provide
examples from the content being
studied.
SC.912.N.2.5: 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.N.3.5
MA.912.S.3.2
SC.912.L.17.3
SC.912.L.17.11
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,
Assessment:
Chapter Test/Quiz
Lab Activities:
Wave Speed & Wave Height
Scatter Plot
HS Marine Science
Topics: Atmosphere and Heat Distribution, Weather and Climate, and Motion of the Ocean
Time Frame - 2nd Quarter
24
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
What causes tides, currents,
and waves?
How do tides affect marine
organisms?
What is a watershed and
where does it flow?
What affects water quality?
Tides
Currents
Where Does the
Water Flow (optional
– if time)
economic, and environmental.
SC.912.P.10.20: 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.
MA.912.S.3.2
SC.912.L.17.2
SC.912.L.17.3
SC.912.L.17.7: Characterize the
biotic and abiotic components that
define freshwater systems, marine
systems and terrestrial systems.
SC.912.L.17.7
SC.912.L.17.16
SC.912.L.18.12
SC.912.N.1.1: Define a problem
based on a specific body of
knowledge, for example: biology,
Vocabulary: wave, crest,
trough, transverse wave, orbital
wave, longitudinal wave,
frequency, wave period, fetch,
rogue wave
Assessment:
Chapter Test/Quiz
Lab Activities:
Analyzing Tides
Vocabulary: tides, spring tides,
neap tides, surf zone, longshore
currents, rip currents, intertidal
zone, tide pools
Assessment:
Chapter Test/Quiz
Lab Activities:
HS Marine Science
Topics: Atmosphere and Heat Distribution, Weather and Climate, and Motion of the Ocean
Time Frame - 2nd Quarter
25
Revised 6/2011
Essential Questions Essential Content &
Understandings
Essential Skills & Benchmarks Assessment
chemistry, physics, and
earth/space science, and do the
following: pose questions about
the natural world, conduct
systematic observations, 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 (this
includes the use of measurement in
metric and other systems, and also
the generation and interpretation
of graphical representations of
data, including data tables and
graphs), 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.
Water Quality Tests
Vocabulary: watershed,
wetlands, headwaters, aquifer,
springs, delta, eutrophication,
floodplain
HS Marine Science
Topics: Life in the Ocean and Food Webs and Relationships
Time Frame - 3rd Quarter (4.5 Weeks)
26
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
How do microscopic
organisms in the water make
food?
How is carbon cycled
through Earth’s spheres?
How do scientists track
phytoplankton?
How have human activities
on land impacted the
1) Life in the Ocean
Photosynthesis
The Carbon Cycle
Runoff and
Photosynthesis
SC.912.E.7.1: Analyze the movement
of matter and energy through the
different biogeochemical cycles,
including water and carbon.
SC.912.L.14.6: Explain the
significance of genetic factors,
environmental factors, and
pathogenic agents to health from
the perspectives of both individual
and public health.
SC.912.L.17.2: Explain the general
distribution of life in aquatic systems
as a function of chemistry,
geography, light, depth, salinity, and
temperature.
SC.912.L.17.4: Describe changes in
ecosystems resulting from seasonal
variations, climate change and
succession.
SC.912.L.17.10: Diagram and explain
the biogeochemical cycles of an
ecosystem, including water, carbon,
and nitrogen cycle.
MA.912.S.3.2: Collect, organize, and
analyze data sets, determine the
best format for the data and present
visual summaries from the following:
Vocabulary: autotroph,
photosynthesis,
phytoplankton,
cyanobacteria,
chloroplast, decompose,
pigment, Carbon cycle,
algal bloom, photic zone
Lab Activities:
Observing Photosynthesis
Assessment:
Chapter Test/Quiz
Assessment:
Chapter Test/Quiz
HS Marine Science
Topics: Life in the Ocean and Food Webs and Relationships
Time Frame - 3rd Quarter (4.5 Weeks)
27
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
ocean?
What is eutrophication and
how does it affect aquatic
ecosystems?
Why is biodiversity
important?
How are organisms
classified?
What are the similarities and
differences between major
Plankton
Biological
Classification
The Animal Kingdom
bar graphs, line graphs, stem and
leaf plots, circle graphs, histograms,
box and whisker plots, scatter plots,
cumulative frequency (ogive)
graphs
SC.912.L.17.8: Recognize the
consequences of the losses of
biodiversity due to catastrophic
events, climate changes, human
activity, and the introduction of
invasive, non-native species.
SC.912.L.17.16: 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.
LA.910.2.2.3: The student will
organize information to show
understanding or relationships
among facts, ideas, and events
(e.g., representing key points within
text through charting, mapping,
paraphrasing, summarizing,
comparing, contrasting, or
outlining);
SC.912.L.17.8
Lab Activities:
Limiting Factors on
Phytoplankton
Dead Zone Cyberlab
Vocabulary: hypoxia,
eutrophication, dead
zone, nonpoint source,
point source
Assessment:
Chapter Test/Quiz
Lab Activities:
Plankton Cyberlab
Plankton Exploration
Dissections (clam, squid,
sea star, fish, shark)
HS Marine Science
Topics: Life in the Ocean and Food Webs and Relationships
Time Frame - 3rd Quarter (4.5 Weeks)
28
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
groups of organisms?
What factors increase or
decrease population sizes in
an ecosystem?
What is the importance of
the Endangered Species
Act?
Marine Populations
and Endangered
Species
SC.912.N.1.5: Describe and provide
examples of how similar
investigations conducted in many
parts of the world result in the same
outcome.
MA.912.S.3.2: Collect, organize, and
analyze data sets, determine the
best format for the data and present
visual summaries from the following:
bar graphs, line graphs, stem and
leaf plots, circle graphs, histograms,
box and whisker plots, scatter plots,
cumulative frequency (ogive)
graphs
SC.912.L.14.6: Explain the
significance of genetic factors,
environmental factors, and
pathogenic agents to health from
the perspectives of both individual
and public health.
SC.912.L.17.1: Discuss the
characteristics of populations, such
Vocabulary: biodiversity,
plankton, nekton,
eukaryotic, prokaryotic,
phytoplankton,
zooplankton,
mycoplankton,
taxonomy, binomial
nomenclature,
invertebrate, vertebrate
Assessment:
Chapter Test/Quiz
Lab Activities:
Vocabulary: population,
population dynamics,
carrying capacity,
population density
HS Marine Science
Topics: Life in the Ocean and Food Webs and Relationships
Time Frame - 3rd Quarter (4.5 Weeks)
29
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
How does the process of
natural selection influence
the evolution of species?
How do adaptations help
organisms survive?
Population Changes
Evolution, Natural
Selection, and
Adaptations
as number of individuals, age
structure, density, and pattern of
distribution.
SC.912.L.17.11: Evaluate the costs
and benefits of renewable and
nonrenewable resources, such as
water, energy, fossil fuels, wildlife,
and forests.
SC.912.N.4.1: Explain how scientific
knowledge and reasoning provide
an empirically-based perspective to
inform society's decision making.
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.
MA.912.S.3.2
SC.912.L.15.13: Describe the
conditions required for natural
selection, including: overproduction
of offspring, inherited variation, and
the struggle to survive, which result in
differential reproductive success.
SC.912.N.3.1: Explain that a scientific
theory is the culmination of many
scientific investigations drawing
Assessment:
Chapter Test/Quiz
Lab Activities:
Variation & Offspring
HS Marine Science
Topics: Life in the Ocean and Food Webs and Relationships
Time Frame - 3rd Quarter (4.5 Weeks)
30
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
What is a food web?
Why do phytoplankton have
such a critical role in marine
food webs?
Why is it important for
scientists to understand and
utilize food webs?
How do organisms within a
community interact with
each other?
2) Food Webs and
Relationships
Producers,
Consumers, and
Decomposers
Food Chains and
Food Webs
Energy Transfer
Symbiotic
Relationships
Chemosynthesis
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.E.7.1
SC.912.L.17.7: Characterize the
biotic and abiotic components that
define freshwater systems, marine
systems and terrestrial systems.
SC.912.L.17.9: 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.L.17.10
SC.912.N.3.5: Describe the function
of models in science, and identify
the wide range of models used in
science.
LA.910.2.2.3
LA.910.4.2.2: The student will record
information and ideas from primary
Vocabulary: natural
selection, theory of
evolution, extinct species,
mutation, variations,
adaptation, speciation,
native species, invasive
species
Assessment:
Chapter Test/Quiz
Lab Activities:
Marine Food Webs
Vocabulary: producer,
heterotrophy, consumer,
decomposer, food web,
detritus, trophic level,
cellular respiration,
organic compound,
nutrient cycling
Assessment:
Chapter Test/Quiz
HS Marine Science
Topics: Life in the Ocean and Food Webs and Relationships
Time Frame - 3rd Quarter (4.5 Weeks)
31
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
Why do reproductive
strategies differ from species
to species?
How do scientists track
marine animals?
Why is it important to track
Migrations in the
Sea
and/or secondary sources
accurately and coherently, noting
the validity and reliability of these
sources and attributing sources of
information;
SC.912.L.15.13: Describe the
conditions required for natural
selection, including: overproduction
of offspring, inherited variation, and
the struggle to survive, which result in
differential reproductive success.
SC.912.L.17.6: Compare and
contrast the relationships among
organisms, including predation,
parasitism, competition,
commensalism, and mutualism.
SC.912.N.1.4: Identify sources of
information and assess their reliability
according to the strict standards of
scientific investigation.
SC.912.N.1.2: Describe and explain
what characterizes science and its
methods.
SC.912.N.1.5
SC.912.N.1.6: Describe how scientific
inferences are drawn from scientific
observations and provide examples
from the content being studied.
SC.912.N.1.7: Recognize the role of
Vocabulary Quiz
Lab Activities:
Symbiotic Relationships in
the Ocean
Vocabulary: symbiotic
relationship,
commensalism,
mutualism, parasitism,
coevolution, sessile,
spawning, substrate,
thermal vents,
chemosynthesis
Assessment:
Chapter Test/Quiz
Lab Activities:
Vocabulary: uplink,
downlink, natural satellite,
HS Marine Science
Topics: Life in the Ocean and Food Webs and Relationships
Time Frame - 3rd Quarter (4.5 Weeks)
32
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
the movement of marine
animals?
Where does oxygen in the
ocean come from?
How does upwelling relate
to the tracking of marine
animals?
Animal Needs and
Tracking
creativity in constructing scientific
questions, methods and
explanations.
SC.912.N.2.4
SC.912.N.2.5: 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.
MA.912.S.3.2
SC.912.L.17.2
SC.912.L.17.3: Discuss how various
oceanic and freshwater processes,
such as currents, tides, and waves,
affect the abundance of aquatic
organisms.
SC.912.L.17.7
SC.912.N.1.2
artificial satellite, remote
sensing satellite, polar
satellite, geostationary
satellite, remote sensing
Assessment:
Chapter Test/Quiz
Lab Activities:
Dissolved Oxygen
Cyberlab
HS Marine Science
Topics: Life in the Ocean and Food Webs and Relationships
Time Frame - 3rd Quarter (4.5 Weeks)
33
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
Vocabulary: dissolved
oxygen, upwelling,
limiting factor, eddies
HS Marine Science
Topics: Student Research and Analysis, Human Activity, Ocean Resources, and Protecting marine Environment
Time Frame: 4th Quarter (4.5 weeks)
35
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
How do I interpret real-time
satellite data and imagery?
How can I explain animal
movement utilizing Earth
imagery and scientific
inquiry?
1) Student Research and
Analysis
Expert Research
Satellite Data and
Imagery
Case Studies of
Marine Animal
Movement
Analysis of Research
LA.910.4.2.2: The student will
record information and ideas from
primary and/or secondary sources
accurately and coherently, noting
the validity and reliability of these
sources and attributing sources of
information;
SC.912.E.6.5: Describe the
geologic development of the
present day oceans and identify
commonly found features.
SC.912.L.17.2: Explain the general
distribution of life in aquatic
systems as a function of chemistry,
geography, light, depth, salinity,
and temperature.
SC.912.L.17.4: Describe changes in
ecosystems resulting from seasonal
variations, climate change and
succession.
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, examine
books and other sources of
information to see what is already
Assessment:
Lab Activities:
Expert Research & Analysis
Vocabulary: bathymetry,
phytoplankton, sea
surface conditions
HS Marine Science
Topics: Student Research and Analysis, Human Activity, Ocean Resources, and Protecting marine Environment
Time Frame: 4th Quarter (4.5 weeks)
36
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
known, review what is known in
light of empirical evidence, plan
investigations, use tools to gather,
analyze, and interpret data (this
includes the use of measurement
in metric and other systems, and
also the generation and
interpretation of graphical
representations of data, including
data tables and graphs), 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.
SC.912.N.1.2: Describe and explain
what characterizes science and its
methods.
SC.912.N.1.4: Identify sources of
information and assess their
reliability according to the strict
standards of scientific
investigation.
SC.912.N.1.6: Describe how
scientific inferences are drawn
HS Marine Science
Topics: Student Research and Analysis, Human Activity, Ocean Resources, and Protecting marine Environment
Time Frame: 4th Quarter (4.5 weeks)
37
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
What are the causes and
effects of pollution?
How can we prevent future
marine pollution?
2) Human Activity
Marine Pollution
Oil Spills
from scientific observations and
provide examples from the
content being studied.
SC.912.N.1.7: Recognize the role of
creativity in constructing scientific
questions, methods and
explanations.
MA.912.S.3.2: Collect, organize,
and analyze data sets, determine
the best format for the data and
present visual summaries from the
following: bar graphs, line graphs,
stem and leaf plots, circle graphs,
histograms, box and whisker plots,
scatter plots, cumulative
frequency (ogive) graphs
SC.912.L.17.8: Recognize the
consequences of the losses of
biodiversity due to catastrophic
events, climate changes, human
activity, and the introduction of
invasive, non-native species.
SC.912.L.17.16: 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.
Assessment:
Chapter Test/Quiz
Vocabulary Quiz
Lab Activities:
Pollution Cyberlab
Campus Debris Survey
Oil Spill Response
Vocabulary: pollutant,
biodegradable, recycling,
marine debris,
anthropogenic, nonpoint
source pollution, point
source pollution, natural
pollution
HS Marine Science
Topics: Student Research and Analysis, Human Activity, Ocean Resources, and Protecting marine Environment
Time Frame: 4th Quarter (4.5 weeks)
38
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
What are the properties and
functions of wetland
ecosystems?
How does coastal
development affect humans
and marine life?
Humans and
Coastlines
SC.912.N.1.1
SC.912.N.3.5: Describe the function
of models in science, and identify
the wide range of models used in
science.
SC.912.N.4.1: Explain how scientific
knowledge and reasoning provide
an empirically-based perspective
to inform society's decision
making.
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.L.17.4
SC.912.L.17.11: Evaluate the costs
and benefits of renewable and
nonrenewable resources, such as
water, energy, fossil fuels, wildlife,
and forests.
SC.912.N.3.5
SC.912.N.4.1
SC.912.N.4.2
Assessment:
Chapter Test/Quiz
Vocabulary Quiz
Lab Activities:
Model of Wetlands
Vocabulary: wetlands,
barrier island, coastal
development, storm
HS Marine Science
Topics: Student Research and Analysis, Human Activity, Ocean Resources, and Protecting marine Environment
Time Frame: 4th Quarter (4.5 weeks)
39
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
What resources do humans
need from the ocean?
What are some ways we
can sustain resources from
the ocean?
Why is it important to protect
our ocean resources?
Why is ocean literacy
important?
How do we conserve our
marine ecosystems and
resources?
3) Ocean Resources
Fishing
Whaling
Offshore Drilling
4) Protecting Marine
Environments
National and
International Waters
Resource
Management
SC.912.L.17.8: Recognize the
consequences of the losses of
biodiversity due to catastrophic
events, climate changes, human
activity, and the introduction of
invasive, non-native species.
SC.912.L.17.11
SC.912.N.4.1
SC.912.N.4.2
SC.912.L.17.11
SC.912.N.4.1
SC.912.N.4.2
surge, dredge, estuary,
brackish, erosion
Assessment:
Chapter Test/Quiz
Vocabulary Quiz
Lab Activities:
Bycatch Lab
Vocabulary: subsistence
fishers, troll fishing,
commercial fisheries,
trawling, overfishing,
bycatch, sustainable
fishing, fossil fuels, offshore
drilling, fish stocks, turtle
excluder devices
Assessment:
Chapter Test/Quiz
Lab Activities:
Marine Species Cyberlab
Polar Mammals Cyberlab
HS Marine Science
Topics: Student Research and Analysis, Human Activity, Ocean Resources, and Protecting marine Environment
Time Frame: 4th Quarter (4.5 weeks)
40
Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment
Who has the responsibility of
protecting our marine
habitats and why is it
important?
Vocabulary: national
marine sanctuaries,
exclusive economic zone,
international waters,
Regional Fisheries
Management
Organizations, Antarctic
Treaty
Appendix A – Correlation to Textbook
41
All laboratories and materials (includes worksheets and laboratories/data sheets
and cyberlabs) can be found on the textbook website:
http://www.us-satellite.net/marinescience/