MARINE BIOLOGY 35 SCHOOL AUTHORITY: Parkland School Division No. 70 SCHOOL: Memorial Composite High School TEACHER COORDINATOR: AVAILABLE TO: Students in Grades 11 or 12 PREREQUISITES: credit in Biology 20 or currently registered in Biology 20 with a minimum of 60% in Science 10 CREDIT ALLOCATION: 5 credits WHAT IS MARINE BIOLOGY? Marine biology is the scientific study of organisms that live in the sea. It encompasses nearly all the disciplines of biology including physiology, behavior and ecology, all in the context of a global perspective. It involves an understanding of the basics of the very closely related science of oceanography. RATIONALE FOR THE COURSE: Despite the fact that our country is bounded by the sea on three sides, many of our students have never seen an ocean. The purpose of this course is to give these students an opportunity to learn about the chemical and physical nature of the ocean environment and the variety of organisms, both plant and animal, that are uniquely adapted to different marine ecosystems. In addition, the course is intended to convey to students an understanding of the importance of the sea to all life on earth and of the need to closely monitor the impact of humans on this environment. COURSE DESIGN: The course will be delivered (as are other 5 credit courses) during one 82-minute block each day for one semester. Marine Biology 35 consists of 4 units of study: A. The Marine Environment B. Life in the Marine Environment C. Structure and Function of Marine Ecosystems D. Humans and the Sea There will be an opportunity for students to participate in an optional, student funded fieldtrip which would include 3 days at the Bamfield Marine Sciences Centre (BMSC) on the west coast of Vancouver Island. Those students participating in the fieldtrip would miss only two days of classes and would be involved in three days of activities at the marine station. Those students remaining at the school would carry out a computer research assignment to learn more about BMSC and the research conducted there. Students participating in the fieldtrip would receive no additional credits for their activities at the marine station. Marine Biology 35 Page 1
OVERLAP WITH DEPARTMENT OF EDUCATION APPROVED HIGH SCHOOL COURSES: There is very little overlap with existing high school courses. The Marine Biology 35 program will build on some of the concepts taught in the Science 10, Science 20, and Biology 20 courses. However, the scope of Marine Biology 35 is much broader than that found in these courses, and the depth of coverage is much more specialized, detailed and focused. There is overlap of a single specific learning outcome with the Science 20 curriculum. 20 C2.6k list and describe the evidence that supports the theory of plate tectonics; i.e., location of volcanoes and earthquakes, ocean floor spreading, mountain ranges, age of sediments, paleomagnetism To understand the nature of the sea floor, an understanding of plate tectonics, is necessary. The theory of plate tectonics is included as part of the Marine Biology 35 course, because few, if any students would have taken Science 20, considering that Biology 20 is a pre/ co-requisite for the Marine Biology course. The course requires Biology 20 as a pre or co-requisite and builds on: Unit A: Energy and Matter exchange in the Biosphere Unit B: Ecosystems and Population Change Unit D: Human Systems None of the knowledge concepts taught in the Biology 20 curriculum will be taught in Marine Biology 35. Students will be expected to come into the course with an understanding of the following concepts developed in Biology 20: 20-A1.1k photosynthesis and chemosynthesis 20-A1.3k structure of ecosystem trophic levels, using models such as food chains and food webs 20-A2.1k biogeochemical cycling and general reuse of matter 20-A3.1k the interrelationship of energy, matter and ecosystem productivity 20-B1.1k the definition of species, population, community, and ecosystem and the interrelationships among them 20-B1.2k a variety of habitats can support a diversity of organisms 20-B1.3k identify biotic and abiotic factors and explain their influence in (succession) 20-B1.4k limiting factors 20-B1.5k principles of taxonomy 20-D1.5k the exchange of matter and transfer of thermal energy between the body and the environment, using the mechanism of breathing in gas exchange and heat loss 20-D3.1k identify the major and associated structures of the nephron and explain their function in maintaining plasma compositions (i.e. water, ph, ions) 20-D3.4k describe the function of the kidney in excreting metabolic wastes. In Marine Biology 35 students will build on this basic biology knowledge to enable an understanding of marine organisms and their interactions. Marine Biology 35 Page 2
TEXTBOOK Castro, P. and Huber, M.E. Marine Biology, 5 th ed. New York: McGraw Hill, 2005. This textbook has excellent coverage of almost all of the areas of interest in this course at just the right depth for such an introductory course. From the Preface of the text: Marine Biology is used by high school, undergraduate, and adult education students, and by interested laymen not enrolled in formal courses. We have been delighted to learn that even some professional marine biologists find the book to be a useful general reference. we have written the text primarily for lower-division non-science majors at colleges and universities. GENERAL LEARNER EXPECTATIONS: Students will be encouraged to develop: 1. Curiosity about events and objects in the natural world. 2. Appreciation of the beauty and complexity of the natural world. 3. Critical-mindedness in evaluating inferences and conclusions. 4. Respect for the perspectives and viewpoints of others. 5. Confidence in personal ability to solve practical problems. 6. An appreciation for different methods of communicating their knowledge and experiences. 7. An appreciation for the value of team-work and cooperation in a learning environment. SPECIFIC LEARNER EXPECTATIONS: Attitudes: Students will be encouraged to develop: 1. Awareness of the relationship between physical properties of saltwater and the adaptations of life forms to such an environment. 2. Awareness of the relationship and complex interactions between biotic and abiotic factors in the marine ecosystem. 3. Appreciation and respect for the complexity and diversity of living organisms in the marine ecosystem. 4. An appreciation for the unusually great variety and abundance of marine life present along the Pacific coast of Canada. 4. Realization of the need for a global perspective when studying the marine environment, that the oceans and seas of the world are in fact one integrated system 5. An optimistic view regarding the human condition and our ability to live in and interact with their environment in a manner that will tolerate development and industry while maintaining the health of the planet. Marine Biology 35 Page 3
UNIT A: THE MARINE ENVIRONMENT General Outcomes: 1. explain the origin and structure of the sea floor 2. explain the chemical and physical properties of seawater and the world ocean. General Outcome 1 Students will explain the origin and structure of the sea floor. A1.1k describe the distribution of oceans and seas A1.2k explain the structure of the ocean floor based on the theory of plate tectonics. General Outcome 2 Students will explain the chemical and physical properties of seawater and the world ocean. A2.1k explain the physical and chemical properties of seawater including variation in salinity, density A2.2k explain how sea water density produces a three-layered ocean A2.3k explain the patterns of ocean currents and their role in the distribution of nutrients, distribution of heat, and on climate A2.4k explain the development and movement of ocean waves A2.5k explain the development and destructive force of tsunamis, and current technologies for detecting them A2.6k explain tides and the different tidal patterns that occur in different areas. Specific Outcomes for Skills A2.1s analyze tide tables and graphs to determine differences in patterns of tides in different parts of Canada and in different areas of the world A2.2s analyze tide tables to determine relationships between tide height, phase of the moon and time of year. Marine Biology 35 Page 4
UNIT B: LIFE IN THE MARINE ENVIRONMENT General Outcomes: 1. explain the unique challenges associated with life in the sea 2. describe and explain the role of different microbes in the sea 3. explain the diversity and importance of the ocean s primary producers 4. classify and describe invertebrates inhabiting the marine environment 5. classify and describe the vertebrates that inhabit the marine environment. General Outcome 1 Students will explain the unique challenges associated with life in the sea. B1.1k explain the effect of salinity and salinity changes on life in the ocean B1.2k explain the effect of temperature on life in the ocean. General Outcome 2 Students will describe and explain the role of different microbes in the sea. B2.1k describe and explain the role of different prokaryotes B2.2k describe and explain the role of different unicellular algae including diatoms and dinoflagellates, and the importance of symbiotic algae B2.3k describe and explain the role of different protozoans including foraminiferans, radiolarians, and ciliates. General Outcome 3 Students will explain the diversity and importance of the ocean s primary producers B3.1k describe and explain the classification, role and economic importance of seaweeds B3.2k describe and explain the role of flowering plants including sea grasses, salt-marsh grasses, and mangroves. Marine Biology 35 Page 5
General Outcome 4 Students will classify and describe invertebrates inhabiting the marine environment. B4.1k classify and describe marine representatives of the following invertebrate phyla: porifera, cnidarians, ctenophores, annelids, mollusks, arthropods, lophophorates, echinoderms and hemichordates B4.2k classify and describe marine representatives of the classes of the following phyla: mollusks and echinoderms. Specific Outcomes for Skills Students will B4.1s perform dissections of representative invertebrate organisms that are locally available as food items e.g. mussels, snails, squid, shrimp, lobster, crab, General Outcome 5 Students will classify and describe vertebrates that inhabit the marine environment. B5.1k describe representatives of classes of marine fish including special adaptations for swimming and for life in different marine habitats B5.2k classify and describe representatives of marine reptiles, including special adaptations for life in the marine environment B5.3k classify and describe representatives of seabirds, including special adaptations for life related to the marine environment B5.4k classify and describe representatives of different orders and families of marine mammals including baleen and toothed whales (including in particular killer whales), sirenians, seals and sea lions, sea otters, and polar bears. B5.5k explain the special adaptations that are required for mammals living in the marine environment (including adaptations for maintenance of body temperature, water balance, gas exchange and very prolonged, very deep dives, reproduction and rearing of young B5.6k describe and explain the long migrations made by different marine reptiles, birds, and mammals. Specific Outcomes for Skills Students will B5.1s research a particular type of marine vertebrate and prepare a power point presentation for the class. Marine Biology 35 Page 6
UNIT C: STRUCTURE AND FUNCTION OF MARINE ECOSYSTEMS General Outcomes: 1. explain the abiotic and biotic factors that determine the distribution of organisms in the intertidal zone 2. explain the unique abiotic factors affecting life in estuaries 3. explain the physical factors affecting life on the continental shelf 4. explain the development of coral reefs 5. explain the unique adaptations of organisms for life near the ocean surface 6. explain the unique adaptations of organisms for life in the ocean depths. General Outcome 1 Students will explain the abiotic and biotic factors that determine the distribution of organisms in the intertidal zone. C1.1k explain how each of the following abiotic factors affects the distribution of organisms in the rocky intertidal: exposure at low tide, wave action, space as a limiting factor C1.2k explain the relative importance of biotic and abiotic factors in determining patterns of vertical zonation in the rocky intertidal C1.3k explain the significance of Pisaster as a keystone predator in the rocky intertidal on Canada s west coast C1.4k explain the abiotic factors that determine the distribution of organisms in softbottom intertidal communities. General Outcome 2 Students will explain the unique abiotic factors affecting life in estuaries C2.1k explain the physical characteristics of estuaries including salinity and substrate C2.2k explain the variety of mechanisms that organisms have developed to cope with the unique environment of estuaries C2.3k compare the types of communities present in open water, mudflats, salt marshes and mangrove swamps Marine Biology 35 Page 7
General Outcome 3 Students will explain the physical factors affecting life on the continental shelf. C3.1k explain the physical characteristics of the subtidal environment C3.2k compare soft-bottom and hard-bottom subtidal communites C3.3k explain the physical factors that determine the differential distribution of kelp communities C3.4k explain factors that may have contributed to deterioration of kelp communities in different areas (e.g. decline in sea otters, overfishing, sewage pollution). General Outcome 4 Students will explain the development of coral reefs. C4.1k describe a variety of reef-building organisms including corals and coralline algae C4.2k explain the abiotic factors required for development and continued health of coral reefs C4.3k compare the typical structure of the three main types of coral reefs (fringing reefs, barrier reefs, and atolls) C4.4k explain the unique trophic structure of coral reefs, often allowing a highly productiove ecosystem to develop in the midst of a marine desert. General Outcome 5 Students will explain the unique adaptations of organisms for life near the ocean surface (the epipelagic). C5.1k describe characteristics of different types of organisms inhabiting the epipelagic C5.2k explain the variety of adaptations among epipelagic organisms for staying afloat, and to obtain food while avoiding predation C5.3k describe and explain the complexity of epipelagic food webs C5.4k explain the importance of dissolved organic matter and the microbial loop C5.5k explain the factors determining patterns of productivity including the importance of upwelling. Marine Biology 35 Page 8
General Outcome 6 Students will explain the unique adaptations of organisms for life in the ocean depths. C6.1k explain the division into zones of waters below the epipelagic C6.2k describe and compare abiotic factors in the different zones including light, pressure, temperature, and dissolved oxygen concentration. C6.3k describe and compare the adaptations of representative organisms for life at different depths C6.4k explain the importance of hot springs, cold seeps and dead bodies to life on the deep ocean floor. Marine Biology 35 Page 9
UNIT D: HUMANS AND THE SEA General Outcomes: 1. explain the importance of the sea as a source of resources, both living and non-living 2. explain some of the impacts of humans on the marine environment. General Outcome 1 Students will explain the importance of the sea as a source of resources, both living and nonliving. D1.1k explain the importance of and reasons for the decline in world fisheries D1.2k explain on-going practices and the potential future significance of mariculture D1.3k describe examples of non-living marine resource development including offshore oil and gas, mining, and the development of tidal and other forms of energy form the sea. General Outcome 2 Students will explain the impact of humans on the marine environment. D2.1k explain the impact of coastal development and associated pollution on marine ecosystems D2.2k explain the effects of oil spills on marine organisms D2.3k describe examples of the effects of persistent substances (e.g. pesticides) on marine organisms D2.4k describe examples of threatened and endangered marine organisms Specific Outcomes for Skills Students will D2.1s research and present to the class an explanation of a particular issue related to the marine environment (examples might include over-fishing, fishing methods and bycatch, whaling, off-shore drilling, marine mammals in captivity, global climate change and the future of polar bears). NOTE: Particular emphasis will be placed on the conditions, ecosystems, and organisms present on the Pacific coast of Canada. The intertidal zone and the myriad of organisms that occupy that zone will receive special attention, as well as the marine mammals that inhabit Pacific coastal waters. Marine Biology 35 Page 10
Units of study and approximate percentage of total course content: A. The Marine Environment (15%) the seafloor chemical and physical properties of seawater currents, waves, tsunamis, tides B. Life in the Marine Environment (45%) microbes and plankton algae/ seaweeds invertebrates vertebrates C. Structure and Function of Marine Ecosystems (25%) intertidal zone estuaries continental shelf coral reefs epipelagic deep ocean D. Humans and the Sea (15%) marine resources environmental concerns EVALUATION: The students will be evaluated as follows: Daily Work 20% Tests 40% Student Presentations 20% Final Exam 20% The course has been structured at the level of difficulty of the current Biology 30 program. Marine Biology 35 Page 11