Keansburg High School Science Department. Pacing Chart. Text: Life on an Ocean Planet; Current Publishing Corporation; 2010

Transcription

1 Keansburg High School Science Department Pacing Chart Course: Marine Science Text: Life on an Ocean Planet; Current Publishing Corporation; 2010 Ice Breaker Unit 1: Importance of Ocean Exploration Unit 2: The Foundation of Life in the Ocean Unit 3: A Water World Midterm Review & Examination Unit 4: The Motion of the Ocean Unit 5: Voyage to the Bottom of the Sea Unit 6: The Present and Future of the Marine Environment Final Review and Examination 1 Block 14 Blocks 15Blocks 14 Blocks 2 Blocks 14 Blocks 14 Blocks 14 Blocks 2 Blocks 90 Blocks Goal: Advanced Science students who have demonstrated a strong interest in biology will be afforded the opportunity to enhance their knowledge specifically in the marine biome. Students will learn basic taxonomy, anatomy, physiology, morphology, natural history and behavior of various organisms selected from the major marine phyla. Marine ecology and ocean pollution will also be stressed. Unit 1: Importance of Ocean Exploration Length of time: 14 blocks Essential or Driving Question(s): What two influences and what three marine resources make the ocean important to life on Earth? Have humans seen much of the ocean? What effect can human interactions have on the ocean? What is ocean literacy and why is it important? What is marine science? Standards or Established Goals: NJCCCS 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 12.A:

2 o 1. Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. o 2. Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. o 3. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. Understandings: (Performance objectives) Students will be able to. Chapter 1 Introduction to Marine Science o Identify the steps of the scientific method. o Develop an experimental procedure. o Apply the basic units and tools of scientific measurement. Chapter 2 History of Ocean Exploration and Marine Sciences o Explain what happened to the Titanic when it hit the iceberg. o Discuss some of the important people and discoveries in the field of oceanography. o Describe some of the important events and developments in the history of ocean exploration. Knowledge/Skills: List the basic steps of the scientific method and describe each. Explain what a hypothesis and a theory are. What is the difference between inductive and deductive reasoning? Include why the final step in the scientific method is critical. What two influences and what three marine resources make the ocean important to life on Earth? Explain why each is important. Research and find out approximately how much of the oxygen we use is produced by marine plants. Suggested Print Materials/Resources/Internet Links: Chapters o 1 Introduction to Marine Science o 2 History of Ocean Exploration and Marine Sciences Website - Microsoft PowerPoint Notes: Chapters 1,2 Book - The Arm of the Starfish; Madeleine L Engle; 1965 Video - Bill Nye The Science Guy: Buoyancy Suggested Learning Activities: Do Now What were the three primary reasons for early civilization to interact with the ocean? Mix and Match with chapters 1 and 2 vocabulary

3 Homework Chapter 1 in Review on textbook page 1-45 Foldable Famous Ocean Explorers Classwork Are You Learning on textbook page 2-48 Assessments/Evidence of Learning: Writing activity Picture Prompt: The Titanic Safety Quiz Test Chapter 1,2 Interval Assessment PowerPoint Presentation Ocean Explorers Accommodations: Use of audio/visual, graphic organizers, scripted notes, modify assessments as dictated by student IEP. Testing modifications as stated in student IEP Visual reinforcement Repeat, clarify, reword directions Preferential seating/ grouping Small group/ one-on-one instruction Check for student understanding Phone calls home to ensure student success Unit 2: The Foundation of Life in the Ocean Length of time: 15 Blocks Essential or Driving Question(s): What is the second law of thermodynamics? How does the second law of thermodynamics relate to the process of life? What it cellular respiration? What is photosynthesis? How does photosynthesis relate to cellular respiration? Standards or Established Goals: 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. 12.A: o 1. Represent and explain the relationship between the structure and function of each class of complex molecules using a variety of models. o 2. Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.

4 o 3. Predict a cell s response in a given set of environmental conditions. Understandings: (Performance objectives) Students will be able to. Chapter 3 Theories of the Origins of Life o Understand and apply the rules of classification. o Identify and describe the major groups of nonliving things. o Discuss basic cell structure and different types of nutrition. Chapter 4 The Energy of Life o Identify the five kingdoms of living things. o Describe organisms from each kingdom. o List the main characteristics of the organisms. Knowledge/Skills: Describe the theory generally accepted by scientists for the origin of the universe, stars, and, heavy elements. Include a description of a protostar and a star s life cycle. Define the terms of plankton, nekton, benthos, neuston, epifauna, epiflora and infauna, and their grouped relationships. Suggested Print Materials/Resources/Internet Links: Chapters o 3 Theories of the Origin of Life o 4 The Energy of Life Website - Microsoft PowerPoint Notes: Chapters 3,4 Book - The Arm of the Starfish; Madeleine L Engle; 1965 Video - Bill Nye The Science Guy: Evolution Suggested Learning Activities: Do Now What is the nebular theory? Worksheet National Geographic Article: Dawn of the Ocean Homework Chapter 3 in Review on textbook page 3-25 Outline Chapter 4: textbook pages 4-2 to 4-12 Classwork Are You Learning on textbook page 4-27 Assessments/Evidence of Learning: Quiz Chapter 3 Writing activity Timeline: Origin of the Atmosphere and the Ocean Test Chapter 4

5 Interval Assessment Project Draw and Label Ocean Zones Diagram Accommodations: Use of audio/visual, graphic organizers, scripted notes, modify assessments as dictated by student IEP. Testing modifications as stated in student IEP Visual reinforcement Repeat, clarify, reword directions Preferential seating/ grouping Small group/ one-on-one instruction Check for student understanding Phone calls home to ensure student success Unit 3: A Water World Length of time: 14 Blocks Essential or Driving Question(s): What properties does water have because it is a polar molecule? Why does ice float? How is this important to thermal conditions on Earth? What are the two kinds of mixtures? What is a solution? What is salinity? What are the major sea salts? What are the colligative properties of seawater? Does fresh water have these properties? Standards or Established Goals: NJCCCS 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. 12.G: o 1. Analyze and explain the sources and impact of a specific industry on a large body of water (e.g., Delaware or Chesapeake Bay). o 2. Explain the unintended consequences of harvesting natural resources from an ecosystem. o 3. Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles. Understandings: (Performance objectives) Students will be able to. Chapter 8 The Nature of Water o Define latitude and longitude. o Locate geographical regions using latitude and longitude. o Compare and contrast the sizes of oceans and landmasses.

6 Chapter 9 Water: A Physically Unique Model o Draw and label the water cycle o Explain how a constant sea level is maintained o Define solute, solvent, and solution. Knowledge/Skills: Explain what makes water a polar molecule, and how this allows water molecules to bond to each other. Describe the characteristics of water as it freezes and as it vaporizes. Include the definitions of latent heat of fusion, latent heat of evaporation, sensible heat, and non-sensible heat. Suggested Print Materials/Resources/Internet Links: Chapters o 8 The Nature of Water o 9 A Physically Unique Model Website - Microsoft PowerPoint Notes: Chapters 8,9 Book - The Arm of the Starfish; Madeleine L Engle; 1965 Video Planet Earth: Freshwater Suggested Learning Activities: Do Now What are the roles of nitrogen in organisms? WebQuest The Water Cycle Homework Chapter 8 in Review on textbook page 8-37 Mix and Match Chapter 8 and 9 Vocabulary Classwork Are You Learning on textbook page 9-15 Assessments/Evidence of Learning: Quiz Chapter 8 Teen Biz 3000 Read and Answer Questions to marine science related article Test Chapter 9 Interval Assessment PowerPoint Presentation: The Water Cycle Midterm Examination Accommodations:

7 Use of audio/visual, graphic organizers, scripted notes, modify assessments as dictated by student IEP. Testing modifications as stated in student IEP Visual reinforcement Repeat, clarify, reword directions Preferential seating/ grouping Small group/ one-on-one instruction Check for student understanding Phone calls home to ensure student success Unit 4: The Motion of the Ocean Length of time: 14 Blocks Essential or Driving Question(s): What components make up the air? What are the four layers of the atmosphere? What is the relationship between water vapor, air temperature, and air density? What causes rain or snow? What factors cause Earth to heat unevenly? Standards or Established Goals: 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. 12.F: o 1. Explain that it is warmer in summer and colder in winter for people in New Jersey because the intensity of sunlight is greater and the days are longer in summer than in winter. Connect these seasonal changes in sunlight to the tilt of Earth s axis with respect to the plane of its orbit around the Sun. o 2. Explain how the climate in regions throughout the world is affected by seasonal weather patterns, as well as other factors, such as the addition of greenhouse gases to the atmosphere and proximity to mountain ranges and to the ocean. o 3. Explain variations in the global energy budget and hydrologic cycle at the local, regional, and global scales. Understandings: (Performance objectives) Students will be able to. Chapter 10 Air-Sea Interaction o Define the term acid rain. o Describe the ph of ocean water. o Explain the buffering effect in ocean water. Chapter 12 Waves and Tides o Explain how a wave is produced. o Describe an ocean wave.

8 o Calculate the height of a wave. Knowledge/Skills: Calculate the speed of a wave that has a wavelength of 100 meters (300 feet) and a period of 8 seconds. Diagram a wave and identify its components. Suggested Print Materials/Resources/Internet Links Chapters o 10 Air-Sea Interaction o 12 Waves and Tides Website - Microsoft PowerPoint Notes: Chapters 10,12 Book - The Arm of the Starfish; Madeleine L Engle; 1965 Video The Blue Planet: Seasonal Seas Suggested Learning Activities: Do Now Where are the trade winds founds and what causes them? Homework Chapter 10 in Review on textbook page Classwork Are You Learning on textbook page Mix and Match Chapter 10 and 12 Vocabulary Outline When Waves Hit the Shore on textbook pages to Assessments/Evidence of Learning: Quiz Chapter 10 Writing Assignment: Picture Prompt: Ocean Waves Test Chapter 12 Interval Assessment Group Project Destructive Waves: Tsunamis Accommodations: Use of audio/visual, graphic organizers, scripted notes, modify assessments as dictated by student IEP. Testing modifications as stated in student IEP Visual reinforcement Repeat, clarify, reword directions Preferential seating/ grouping Small group/ one-on-one instruction Check for student understanding Phone calls home to ensure student success

9 Unit 5: Voyage to the Bottom of the Sea Length of time: 14 Blocks Essential or Driving Question(s): What are the internal layers of the Earth? How do scientists study them? How does the Earth s crust differ from the lithosphere? What are the three types of rock? How does the rock cycle account for their formation? How does Archimedes Principle relate to the structure of the Eartch? What is isostatic equilibrium? Standards or Established Goals: NJCCCS 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. 12.C: o Model the interrelationships among the spheres in the Earth systems by creating a flow chart. o Analyze the vertical structure of Earth s atmosphere, and account for the global, regional, and local variations of these characteristics and their impact on life. 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. 12.D: o Explain the mechanisms for plate motions using earthquake data, mathematics, and conceptual models. o Calculate the average rate of seafloor spreading using archived geomagnetic-reversals data. Understandings: (Performance objectives) Students will be able to. Chapter 13 Ocean Sediments o Discuss the conditions on early Earth. o Explain where the oceans came from. o Describe the theory of continental drift. Chapter 14 Dynamic Coast o Explain how gravity causes tides. o Describe the tidal changes. o Discuss the role of the moon and the sun in tidal change. Knowledge/Skills: Draw and label a diagram of the theorized internal structure of the Earth. Include the lithosphere and indicate how it overlaps other defined layers.

10 Explain the theory of seafloor spreading and some of the evidence that supports it. Include a sketch of the process with labels indicating mid-ocean ridge, rift valley, and trench. Suggested Print Materials/Resources/Internet Links Chapters o 13 Sediments in the Sea o 14 The Dynamic Coast Website - Microsoft PowerPoint Notes: Chapters 13,14 Book - The Arm of the Starfish; Madeleine L Engle; 1965 Video The Blue Planet: Coasts Suggested Learning Activities: Do Now What is the difference between an active coast and a passive coast? Homework Chapter 14 in Review on textbook page Puzzle Ocean Sediments Crossword WebQuest The Planet Really Rocks Classwork Are You Learning on textbook page Assessments/Evidence of Learning: Quiz Chapter 13 Poster Project - Ring of Fire: The Major Earthquake and Volcano Zone Test Chapter 14 Interval Assessment Group Project Construct a Model of a Volcano Accommodations: Use of audio/visual, graphic organizers, scripted notes, modify assessments as dictated by student IEP. Testing modifications as stated in student IEP Visual reinforcement Repeat, clarify, reword directions Preferential seating/ grouping Small group/ one-on-one instruction Check for student understanding Phone calls home to ensure student success Unit 6: The Future of the Marine Environment Length of time: 14 Blocks

11 Essential or Driving Question(s): In what way does the euphotic zone ecosystem interact with other ocean ecosystems? How does the neuston ecosystem differ from deeper ecosystems in the euphotic ecosystem? What factors may account for low primary productivity in the neuston ecosystem? In what way can pollution in the euphotic zone ecosystem influence global warming? What is the world s largest floating ecosystem? Standards or Established Goals: NJCCCS 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. 12.B: o 1. Cite evidence that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. o 2. Predict what would happen to an ecosystem if an energy source was removed. o 3. Predict what would happen to an ecosystem if an energy source was removed. o 4. Explain how environmental factors (such as temperature, light intensity, and the amount of water available) can affect photosynthesis as an energy storing process. o 5. Investigate and describe the complementary relationship (cycling of matter and flow of energy) between photosynthesis and cellular respiration. Understandings: (Performance objectives) Students will be able to. Chapter 16 Marine Ecosystems o Define interdependence. o Describe a food cycle. o Explain how an ecosystem works. Chapter 17Marine Resources o Describe how fish are caught commercially. o Discuss measures to conserve fish resources. o Define maximum sustainable yield. Knowledge/Skills: Explain what ecology is, and how it differs from ecosystem. Compare and contrast the differences in conditions between upper and lower regions of a salt marsh.

12 Suggested Print Materials/Resources/Internet Links Chapters o 16 Marine Ecosystems o 17 Marine Resources Website - Microsoft PowerPoint Notes: Chapters 16,17 Book - The Arm of the Starfish; Madeleine L Engle; 1965 Video The Blue Planet: Open Ocean Suggested Learning Activities: Do Now What is the world s largest floating ecosystem? Homework Chapter 16 in Review on textbook page Outline Ecosystems in the Open Sea on textbook pages to Foldable Energy Flow and Nutrient Cycles Classwork Are You Learning on textbook page Assessments/Evidence of Learning: Quiz Chapter 16 Project Draw and Label Diagram of a Marine Ecosystem Test Chapter 17 Interval Assessment Final Examination Accommodations: Use of audio/visual, graphic organizers, scripted notes, modify assessments as dictated by student IEP. Testing modifications as stated in student IEP Visual reinforcement Repeat, clarify, reword directions Preferential seating/ grouping Small group/ one-on-one instruction Check for student understanding Phone calls home to ensure student success