unit ii: simple invertebrates honors marine biology...

Unit II: Simple Invertebrates

Honors Marine Biology 17 Classes

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Rev. Aug. 2015

Essential Questions

How are organisms adapted to their environment?

Why is it important to study simple invertebrates?

Enduring Understandings with Unit Goals

EU #1: Ocean biology provides many unique examples of life cycles, adaptations, and food

webs that do not occur on land.

o Investigate ecosystem health based on biodiversity in terms of food webs and

invasive species.

o Classify marine organisms based of key physical characteristic.

EU #2: Some major groups are found exclusively in the ocean. The diversity of major groups

of organisms is much greater in the ocean than on land.

o Explain why marine ecosystems are more favorable to certain phyla.

o Describe specific adaptations of simple invertebrate to seawater.

EU #3: From the ocean we get foods, medicines, mineral and energy resources.

o Discuss how medicines are derived from marine sources.

o Develop solutions to fouling organisms to vessels and infrastructure.

Standards

Common Core State Standards/College and Career Readiness Anchor Standards:

CCSS.ELA-Literacy.RST.11-12.1 Cite specific textual evidence to support analysis of

science and technical texts, attending to important distinctions the author makes and to

any gaps or inconsistencies in the account.

CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text;

summarize complex concepts, processes, or information presented in a text by

paraphrasing them in simpler but still accurate terms.

CCSS.ELA-Literacy.RST.11-12.7 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.

CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g.,

texts, experiments, simulations) into a coherent understanding of a process, phenomenon,

or concept, resolving conflicting information when possible.

CCSS.ELA-Literacy.RST.11-12.10 By the end of grade 12, read and comprehend

science/technical texts in the grades 11-CCR text complexity band independently and

proficiently.

http://www.corestandards.org/ELA-Literacy/RST/11-12/7/

http://www.corestandards.org/ELA-Literacy/RST/11-12/9/



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Rev. Aug. 2015

Next Generation Science Standards:

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of

interacting systems that provide specific functions within multicellular organisms.

HS-LS2-1. Use mathematical and/or computational representations to support

explanations of factors that affect carrying capacity of ecosystems at different scales.

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in

ecosystems maintain relatively consistent numbers and types of organisms in stable

conditions, but changing conditions may result in a new ecosystem.

HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human

activities on the environment and biodiversity.

HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and

species’ chances to survive and reproduce.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized

criteria and trade-offs that account for a range of constraints, including cost, safety,

reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

MSMHS 21st Century Learning Expectations

Competency #2. Speak effectively with a variety of audiences in an accountable manner.

Competency #5. Demonstrate an understanding of the essential concepts within the field of

marine science.

Competency #6. Use technology responsibly to create, research, synthesize, and

communicate information fluently.

Competency #7. Make decisions and solve problems in independent and collaborative

settings.

Competency #9. Value human, cultural, and natural diversity.

Content

Textbook Chapters: 7, 10, 11, 13, 14, 16

Porifera, Ctenophora, Cnidaria, Mollusca, Annelida, Arthropoda - abundance, adaptations, size,

morphology, life cycle, reproduction, conservation

Body Symmetry - none, radial, bilateral

Bioturbation - Marine worms, Mollucks

Ecosytem Health: Biodiversity and Species Richness

Current Issues: Coral Reef, Invasive Species, Lobster Die Off

Key terms:

Annelida, Arthropoda, Bilateral, Bioturbation, Cnidaria, Ctenophora, Filter Feeder, Hemigrapsus,



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Rev. Aug. 2015

Learning Objectives

Students will be able to…

Describe the function of the specilized cells of poriferans.

Identify the ecological role of poriferans.

Design an experiment to determine the settling rates of sessile organisms.

Assess the advantages of radial symmetry compared to other body plans.

Compare and contrast the structures of Ctenophora and Cnidaria.

Identify the distinguishing charcteristics of different classes of Cnidarians.

Formulate a conclusion on the connection between climate change and coral bleaching.

Design a model of a coral reef ecosystem.

Identify the distinguishing charcteristics of different classes of Mollusca.

Investigate the structure of different shells to their habitat requirements.

Examine the adaptations for the physical conditions in the rocky intertidal zone.

Compare and contrast different marine worms in Long Island Sound.

Describe the role of marine worms in the quality of marine sediments.

Identify the distinguishing charcteristics of Arthropoda.

Examine the reasons for the evolutionary success of arthropods.

Evaluate evidence to explain how the lobster population declined in Long Island Sound.

Compare and contrast the anatomy of marine invertebrates.

Assured Learning Experiences

Differentiated Instruction/Instructional Strategies:

• Entrance Slips/Activities

• Graphic Organizer

• Individual Response Board

• Think- Pair-Share

• Student Reflection

• Lecture with note taking.

• Providing students with completed notes/outlines

Mollusca, Radial, Settling rate, Syspension Feeder, Symmetry



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Rev. Aug. 2015

• Guided Notes

• Laboratory Exercises

• Accountable Talk Discussion

• Self-reflection using #6 Technology and #8 Student Ownership.

Interdisciplinary Connections:

Field Research: Rocky Intertidal Zone

Aquaculture 3: Mollusks

Integrated Science II: Biomes

Assessments

FORMATIVE ASSESSMENTS:

Daily Warm-ups and Exit Slips

Vocabulary e.g. Word Splash or Card Sort

Application e.g. Give Me 5, 4, 3, 2, 1 or Odd One Out

Review e.g. White Boarding or Find Someone Who

Close reading of literary text worksheet

Written Homework Assignments

Biofouling Removal Technology o MSMHS Rubric 6: Technology

Design a Coral Reef Exhibit o MSMHS Rubric 7: Problem Solving

o MSMHS Rubric 8: Student Ownership

SUMMATIVE ASSESSMENTS:

Harkness Circle - Biofouling

Design a Coral Reef Exhibit

Lab Report

Unit Quiz - Porifera and Jellies (Cnidaria/Ctenopora), Molluscks and Arthropoda

Midterm - Units 1 and 2



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Rev. Aug. 2015

Unit Task

Unit Task Name: Design a Coral Reef Exhibit

Description: Students will use information learned in this unit about food webs (EU 1), physical

adaptation through evolution (EU 2) and the ecological services provided by coral reefs (EU 3),

how we obtain natural resources (EU 3), how these things influence urban and economic growth

(EU 3) to create a multimedia presentation and model. Students will work in small groups to

investigate a major coral reef ecosystem. They will then design an exhibit featuring the

biodiversity, chemistry and conservation issues of their coral reef. Studentswill expand their

knowledge of aquarium maintenance by investigating biofouling of coral reef tanks and coral

reefs in the oceans.

Evaluation: MSMHS Problem Solving Rubric (Rubric #7)

Unit Resources

Textbook: Castro, Peter and Michael Huber. 2012. Marine Biology 9E.

MSMHS School-wide Rubrics

Videos: Shape of Life Video series

Internet databases

Laptop

unit ii: simple invertebrates honors marine biology...

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