Unit V: Biodiversity of the Ocean Marine Science 18 Classes. Essential Questions. Enduring Understanding with Unit Goals

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1 Why is biodiversity important? Essential Questions Enduring Understanding with Unit Goals EU #1: The ocean has diverse habitats from the surface throughout the water column to the sea floor. o Identify marine ecosystems based on abiotic and biotic factors. EU #2: 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#3: Some regions of the ocean support more diverse and abundant life than anywhere on Earth, while much of the ocean is considered a desert. o Use satellite imagery to investigate the distribution of primary productivity on temporal and spatial scales. Standards Common Core State Standards/College and Career Readiness Anchor Standards: CCSS.ELA-Literacy.RST 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 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 texts and topics. CCSS.ELA-Literacy.RST 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 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. Next Generation Science Standards: 1

2 HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 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. MSMHS 21 st 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 #8. Take responsibility for his/her learning and behavior. Content Marine ecosystems: Coral Reef, Mangrove Forest, Open Ocean, Kelp Forest, Polar Sea, Salt March and Rocky Shore o Abiotic and Biotic characteristics Ecosystem health and biodiversity o Invasive species o Food webs Taxonomy - K, P, C, O, F, G, S Dissection: marine invertebrates Plankton ID and Microscope Skills Satellite Data: Ocean color and Primary production Key terms: abiotic factor, biodiversity, biomass, biotic factor, coral, diatom, dinoflagellate, ecosystem, mangrove, invasive species, kelp, kingdom, phylum, phytoplankton, primary production, zooplankton 2

3 Learning Objectives Students will be able to: Identify and locate specific marine ecosystems: Coral Reef, Mangrove Forest, Open Ocean, Kelp Forest, Polar Sea, Salt March and Rocky Shore. Distinguish between abiotic and biotic factors affecting an ecosystem. Discuss the importance of biodiversity in terms of food webs and ecosystem health. Determine how invasive species can result in biodiversity loss. Analyze the similarities and differences between major phyla of marine organisms. Explain why the rate of primary production is varied around the globe. Interpret ocean color images to identify primary productivity. Evaluate the biodiversity of marine plankton using keys and microscopes. Assured Experiences Differentiated Instruction/Instructional Strategies: Entrance Slips/Activities Graphic Organizer Individual Response Board Think- Pair-Share Student Reflection Guided Notes Shortened or Modified reading assignments Vocabulary word bank Interdisciplinary Connections: Biology - Food webs, Photosynthesis AP Biology - Classification AP Environmental Science - invasive species, ecosystems 3

4 Assessments FORMATIVE ASSESSMENTS: Daily Warm-ups and Exit Slips Initiation e.g. A&D Statements Vocabulary e.g. Picture Objects Application e.g. Response Card or Odd One Out Review e.g. White Boarding or A Picture Tells a Thousand Words Close reading of literary text worksheet Written Homework Assignments Marine Ecosystems Project - Performance Task o Rubric #5 - o Rubric #6 - Technology SUMMATIVE ASSESSMENTS: Marine Ecosystems Project Lab Journal: Comparative Invertebrate Anatomy Dissection Lab Journal: Plankton ID Quiz: Ocean Ecosystems Unit Exam Unit Task Name: Save an Ecosystem Unit Task Description: Student will write a persuasive essay to a member of congress arguing in order to save an animal it is imperative to save the ecosystem. Using multiple sources research an ecosystem of their choice. (EU #1 & EU #3) Then choose an animal that thrives in the ecosystem and explain its adaptations and ecological role. Be sure to connect the ecosystem to the Ocean literary principles as they will be also graded using Rubric #1 and 5. Evaluation: MSMHS Communication Rubric (Rubric #1), MSMHS Rubric (#5) 4

5 Unit Resources Laptop Internet Access Lab Demo and Exercises Text: Marrero, Meghan and Glen Schuster. : The Dynamic Ocean. New York: Pearson, o Lesson 1, 14, 17, 18, 19, 20, 21, 22 Selected Readings 5