Code Type:

  • NC = No Credit
  • EL = Elective
  • G = Grad. Requirement
  • GC = Computer
  • GD = Second Language
  • GE = Social Studies
  • GF = Fine Arts
  • GG = US Government
  • GH = Health
  • GL = Language Arts
  • GM = Mathematics
  • GP = Physical Education
  • GS = Science
  • GU = US History
  • GV = Careers
  • MS = Middle School
  • SE = Special Education
  • AP = Advanced Placement
  • G-CTE = Career
  • G-CTE/c = Career (c)
  • NC = No Credit
  • RP = Repeat COurse
  • REG = Regular Course/Credit
  • W = Weighted
  • MC2 = Multiple Credit 2
  • MC3 = Multiple Credit 3
  • MS = Middle School
  • ES = Elementary School

Back to Previous Page  | Curriculum Home

SCZ602: Marine Biology (2011-2012)

CURRICULUM PROGRAM: Science
COURSE TITLE: Marine Biology
CALENDAR YEAR: 2011-2012
GRADE LEVEL: 10-12
CODE: SCZ602
TYPE: GS
CREDITS:
COURSE LENGTH: 36 weeks

Laboratory Requirement: Students who take this course spend a minimum of 30% of their time engaged in hands-on laboratory exercises. All DoDEA Science courses have a minimum 30% dedicated time period for laboratory exercises. This translates to approximately 54 instructional days or 16 to 27 multi-day laboratories dedicated to student hands on laboratory time. Demonstrations and virtual laboratories, while useful in the classroom, do not count toward the 30% laboratory requirement.

Major Concepts/Content: Marine Biology is designed to be an elective course for students with a career or special interest and high motivation for an in-depth study of marine biology. Marine Biology focuses on to the identification, classification and interaction of marine organisms. Information is presented in an integrated approach with science as inquiry, science & technology, science & social perspectives, and the history & nature of science. The course integrates unifying science concepts and processes of systems, order & organization, evidence, models & explanation, change, consistency & equilibrium, and form & function.

Scientific inquiry and understanding about inquiry are emphasized through practical implications and meaningful applications. Topics students study include ecological concepts of the sandy beach, rocky shore and benthic communities, seaweeds, planktonic forms, plankton and their relationship to marine life cycles, nekton, benthos, marine bacteriology, marine biological resources, and marine pollution. Additional special topics may be selected for study.


Major Instructional Activities: Scientific inquiry is defined as the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world (NSTA, 2004). Based on the philosophy that scientific knowledge is best acquired through inquiry, the course uses a variety of techniques to promote and inquiry in the classroom (ex. multiple revisions, high quality questioning, synthesis, making conclusions based on evidence, etc).

Instructional activities are staged in appropriate settings. They include laboratories, classrooms, forms of technology, and field studies. Teaching strategies include in depth laboratory investigations, demonstrations, collaborative peer-to-peer discussions, and student hands-on experiences.


Major Evaluative Techniques: All aspects of progress in science are measured using multiple methods such as authentic assessments, performance assessments, formative assessments, observational assessments, projects, research activities, reports, group and individual student work and conventional summative assessments.

Course Objectives: Upon completion of Marine Biology, students should be able to:

  • Engage in full and partial scientific inquiries to design, conduct, and communicate scientific investigations to explore ideas about the natural world.
  • Use scientific inquiry to design and conduct scientific investigations to meet a human need, make a decision, solve a human problem, or develop a product.
  • Recognize and describe the interrelationship between science and technology.
  • Apply the tools of technology (e.g., computers) in scientific endeavors.
  • Identify qualities inherent in scientific behavior (e.g., reasoning, insight, energy, skill, and creativity).
  • Discuss contributions of men and women of various social and ethnic backgrounds to science and technology.
  • Apply science concepts to make decisions (weighing risks and benefits) about students' personal health and well-being.
  • Describe how information is acquired through observations and measurements of marine phenomena.
  • Demonstrate a manifestation of the critical thinking skills by examining marine biological-oriented problems.
  • Describe the structure, function, and behavior of representative marine life forms.
  • Describe interactions between physical and biological factors occurring in various marine environments.
  • Identify and describe major energy transformations in the marine environment.
  • Identify and analyze current issues in marine science and technology.
  • Describe the impact of current marine-oriented issues on human and other populations.