Aquatic Science Granbury High School

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1 Aquatic Science Granbury High School Instructor and Contact Information Dene Carter School phone: Science office: Course Description The Aquatic Science course at Granbury High school is designed to cover geologic, chemical, physical, and biological systems within freshwater and marine environments. As with anything in life, you will get only as much out of the class as you put into it. If all you ever do is copy somebody else s answers, you will never learn anything. Requirements and Expectations Students are expected to be in class on time with the required materials. The Aquatic Science class meets five 55-minute periods each week. To be successful in this class, it may be necessary for students to study, conduct research, and complete projects both inside and outside of class. The Aquatic Science student is expected to seek help outside of class if he/she is struggling with a particular concept or problem-solving process. I will be available before and after school if a student needs help or needs a quiet place to work. I have an open-door policy to all my students, so it is advised NOT to wait until the day an assignment is due or the day before a test to get help. In each laboratory experiment, students will physically manipulate equipment and materials, make observations, collect and analyze quantitative and qualitative data, use the data to form conclusions and verify hypotheses. Also, students will communicate and compare lab results and procedures through collaboration, presentations, and written reports. Periodically throughout the year, students will be required to walk to an on-campus pond, conduct field investigations, and return to campus within a single class period. The pond is approximately ¾ mile from the back door of the main GHS building. Students will be notified ahead of time so they can dress appropriately and wear the correct type of shoes. Test and quiz corrections are encouraged for all students for any student making a failing grade on an exam. Points will be awarded on the test grade for corrections completed correctly. Grading Guidelines Minor Grades (minimum 10 per Six Weeks) Daily work Daily assignments such as quizzes, labs, and steps within a project are counted as minor grades. It is expected to be on time, and a maximum of 80 can be earned on any late work. Major Grades (minimum 3 per Six Weeks) Tests Major tests will count as a major grade. Generally, students can expect an exam 1-2 times per six-weeks depending on material being covered. Projects Projects are major grades. Some will be individual projects and some will be group projects. Depending on participation and performance, there may be different grades for different members of a group project.

2 Finals and Exemptions Students may be exempted from the Fall and/or the Spring Final Exams. To qualify, students must meet the GHS exemption standards for grades, ISS, BTC, etc. Aquatic Science Topics Covered: (4) Science concepts. Students know that aquatic environments are the product of Earth systems interactions. The student is expected to: (A) identify key features and characteristics of atmospheric, geological, hydrological, and biological systems as they relate to aquatic environments; (B) apply systems thinking to the examination of aquatic environments, including positive and negative feedback cycles; and (C) collect and evaluate global environmental data using technology such as maps, visualizations, satellite data, Global Positioning System (GPS), Geographic Information System (GIS), weather balloons, buoys, etc. (5) Science concepts. The student conducts long-term studies on local aquatic environments. Local natural environments are to be preferred over artificial or virtual environments. The student is expected to: (A) evaluate data over a period of time from an established aquatic environment documenting seasonal changes and the behavior of organisms; (B) collect baseline quantitative data, including ph, salinity, temperature, mineral content, nitrogen compounds, and turbidity from an aquatic environment; (C) analyze interrelationships among producers, consumers, and decomposers in a local aquatic ecosystem; and (D) identify the interdependence of organisms in an aquatic environment such as in a pond, river, lake, ocean, or aquifer and the biosphere. (6) Science concepts. The student knows the role of cycles in an aquatic environment. The student is expected to: (A) identify the role of carbon, nitrogen, water, and nutrient cycles in an aquatic environment, including upwellings and turnovers; and (B) examine the interrelationships between aquatic systems and climate and weather, including El Niño and La Niña, currents, and hurricanes. (7) Science concepts. The student knows the origin and use of water in a watershed. The student is expected to: (A) identify sources and determine the amounts of water in a watershed, including rainfall, groundwater, and surface water; (B) identify factors that contribute to how water flows through a watershed; and (C) identify water quantity and quality in a local watershed. (8) Science concepts. The student knows that geological phenomena and fluid dynamics affect aquatic systems. The student is expected to: (A) demonstrate basic principles of fluid dynamics, including hydrostatic pressure, density, salinity, and buoyancy; (B) identify interrelationships between ocean currents, climates, and geologic features; and (C) describe and explain fluid dynamics in an upwelling and lake turnover. (9) Science concepts. The student knows the types and components of aquatic ecosystems. The student is expected to: (A) differentiate among freshwater, brackish, and saltwater ecosystems; (B) identify the major properties and components of different marine and freshwater life zones; and (C) identify biological, chemical, geological, and physical components of an aquatic life zone as they relate to the organisms in it. (10) Science concepts. The student knows environmental adaptations of aquatic organisms. The student is expected to: (A) classify different aquatic organisms using tools such as dichotomous keys; (B) compare and describe how adaptations allow an organism to exist within an aquatic environment; and (C) compare differences in adaptations of aquatic organisms to fresh water and marine environments. (11) Science concepts. The student knows about the interdependence and interactions that occur in aquatic environments. The student is expected to: (A) identify how energy flows and matter cycles through both fresh water and salt water aquatic systems, including food webs, chains, and pyramids; and (B) evaluate the factors affecting aquatic population cycles. (12) Science concepts. The student understands how human activities impact aquatic environments. The student is expected to: (A) predict effects of chemical, organic, physical, and thermal changes from humans on the living and nonliving components of an aquatic ecosystem; (B) analyze the cumulative impact of human population growth on an aquatic system; (C) investigate the role of humans in unbalanced systems such as invasive species, fish farming, cultural eutrophication, or red tides;

3 (D) analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments; and (E) understand the impact of various laws and policies such as The Endangered Species Act, right of capture laws, or Clean Water Act on aquatic systems. Aquatic Science Calendar: Holiday Teacher Workday Six Weeks 1 (Weeks 1-6) Geology: Maps (4AC,7A-C) Geology: Watersheds (4A,5AB,7A-C) Geology: Aquifers (4A,7A-C) Geology: Sea Floor & Coastal Features (4A,8B) Map It & Model It Geology: Plate Tectonics (4A) A whole lotta shakin goin on... Geology: Tides (4A) There s a bad moon on the rise... Six Weeks 2 (Weeks 7-11) Hydrology: Physical Properties (4A,8A) Hydrology: Fluid Dynamics (4A,8AC) Hydrology: Waves (4A) Hydrology: Currents (4A,6A,8B) Hydrology: Water Chemistry (4A,5AB,6A) Water you talking about? Six Weeks 3 (Weeks 12-16) Hydrology: Water Chemistry (4A,5AB,6A) Water you talking about? Atmosphere: Climate (4A,6B,8B) Atmosphere: Weather (4A,6B,8B) Atmosphere: Cycles (4A,6B,8B) Finals Six Weeks 4 (Weeks 17-22) Biology: Cycles (4AB,6A,9A-C,10A-C,11AB)

4 Six Weeks 5 (Weeks 23-29) Teacher Human Activity: Anthropogenic Change (5A-D,12A) Workday Human Activity: Population Growth (5A-D,12B) Human Activity: Unbalanced Systems (5A-D,12C) Human Activity: Human Activities (5A-D,12D) Human Activity: Environmental Law (5A-D,12E) Human Activity: Environmental Law (5A-D,12E) Six Weeks 6 (Weeks 30-36) Biology: Freshwater Ecosystems (4A5A-D,9A-C,10A-C,11AB) Biology: Freshwater Ecosystems Fort Worth Zoo Field Trip (4A,5A-D,9A-C,10A-C,11AB) Holiday Finals Biology: Freshwater Ecosystems (4A,5A-D,9A-C,10A-C,11AB)

5 Six Weeks 4 (Weeks 17-22) Energy: Energy Concepts & Energy Consumption (VA&B1-3) Energy: Fossil Fuel Resources & Use(VC) Energy: Nuclear Energy & Hydroelectric Power (VD&E) Energy: Energy Conservation (VF) Energy: Renewable Energy (VG) Pollution: Atmosphere & Air Pollution (IB,VIA1) Six Weeks 5 (Weeks 23-29) Pollution: Noise & Light Pollution (VIA2) Pollution: Water Pollution & Solid Waste (VIA3&4) Pollution: Impacts on the Environment (VIB2) Pollution: Impacts on Human Health (VIB1) Pollution: Economic Impacts (VIC) Global Change: Stratospheric Ozone (VIIA) Global Change: Global Warming (VIIB) Six Weeks 6 (Weeks 30-36) Global Change: Loss of Biodiversity (VIIC3) Global Change: Loss of Biodiversity(VIIC1) Global Change: Loss of Biodiversity (VIIC2) Exam Fort Worth Zoo Field Trip Holiday Finals