Marine Science 2013
Sample work program
XXXXX R1
November 2013
Marine Science (2013)
Sample work program
Compiled by the Queensland Studies Authority
November 2013
The QSA acknowledges the contribution of Ward Nicholas in the preparation of this document.
A work program is the school’s plan of a course of study based on the relevant syllabus. Work
programs allow for the characteristics of a school and its students to be considered when
implementing the syllabus. School work programs must demonstrate that syllabus dimensions
and objectives inform student learning.
Work programs provide information about the school’s plan for course organisation, an outline of
intended student learning and the assessment plan as outlined in the work program requirements
for that syllabus.
2
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Marine Science 2013 Sample work program
Areas of study
Key concepts / elaborations
Unit
MB
Time
(hrs)
1
1
1
Introduction to Marine
Biology and Oceanography
55
2
Introduction to Conservation
and Sustainability
30
3
Local Environmental study
25
2
OC
3
1
2
CS
3
1
2
MS
3
     
1
2
3
Instrument number
Unit number
Semester
Course organisation and assessment plan
4
5
Let’s go global conserving
our future
Protecting marine resources:
Indigenous Perspectives and
aquaculture
55
35
F
S
KU
IA
EC
   
1
Examination
F



2
Extended
research
response
F



Multimodal,
3–5 minutes
3
Extended
response to
stimulus
F



Extended response to
seen stimulus,
600–1000words
4
Extended
response
EMI
F



Extended research
response
800–1000 words
5
Examination
S



Extended response test,
1.5–2 hours, 600–800
words, unseen
stimulus/question
6
Extended
research
response
S



Multi-modal,
5–7 minutes
7
Extended
response to
stimulus
S



Extended response to
seen stimulus,
800–1200 words
8
Extended
response
EMI
S



Extended research
response
1000–1500 words
9
Extended
research
response
S



Multi-modal,
5–7 minutes
          
   
Assessment
conditions
Extended response test,
1-1.5 hours, 400–600
words, unseen
stimulus/questions
2
3
Assessment
technique
 
    
    
Dimensions
      
4
Verification
6
3
|
Protecting marine resources:
European influence and the
Law of the Sea
Marine Science 2013 Sample work program
20


   
Outline of intended student learning
Unit title: Introduction to Marine Biology and Oceanography
Area of study
Key concepts
|
1, 2, 3
OC
1, 2, 3
CS
MS
1, 2
Time
55 hours
Assessment
technique/s
Examination: supervised extended response test — includes defining, describing and explaining abiotic and biotic factors that are influenced by local
oceanographic effects including zonation, tectonic plates, oceanographic models and wave motion.
Key concepts: MB 1.1–1.6; OC 1.1–1.3; MS 1.2, 1.6, 2.1, 2.6
Extended research response — multimodal reflection on maritime jurisdiction, management of the movement of water and the effects on food webs. A
model could be used as part of the presentation
Key concepts: MB 2.1, 2.2, 3.3; OC 1.6, 2.1, 3.1–3.3
Dimensions
assessed
4
MB
Knowing and understanding; Investigating and analysing; Evaluating and communicating.
Marine Science 2013 Sample work program
Key concepts
KU
IA

EC
MB 1.1, 1.2, 1.3,
1.4
Describe the marine environment that supports an abundance of diverse life. Describe and discuss the different classification systems.
Explain the need for a classification system. Compare different taxonomic systems. Construct and analyse representations of marine
communities using primary data collected in the field and secondary data.

MB 1.5, 1.6
Describe the different phyla and observe and record anatomical and physiological structures through dissections. Use field guides and
apply identification keys to classify organisms from observable features.

MB 2.1, 2.2, 3.3
Describe the complex relationships between organisms and ecosystems and explain how human activities affect the marine organisms.
Interpret scientific information to draw justifiable conclusions about the sustainability of the marine environment. Construct food webs
and interpret relationships that exist and identify possible interactions from data collected.



Describe plate tectonics and ocean floor structures through reviewing scientific journals and related sources. Construct and use models
to describe, evaluate and understand ocean floor structures and movements. Develop a model of a particular feature and communicate
how it would have developed.



OC 1.4
Identify and describe the marine environmental zones and justify the placement of structures within the zones through an interpretation
of features found in the oceans.



OC 1.6
Analyse the link between sea floor topography, natural resource management and maritime jurisdiction through discussion of relevant
legislation. Construct a model of ocean features, justify its relevance and present this information to an audience.



OC 1.1, 1.2, 1.3
OC 2.1, 2.2, 3.1,
3.2
Identify and describe the effect of ocean movements on weather patterns, using models and online resources. Create a model of an
ocean current describing and analysing the effects of the current on abiotic and biotic factors. Interpret the data about wave properties
and how these interact with weather patterns, natural and artificial structures.


OC 2.3
Collect primary and secondary data relating to water quality. Analyse its features and explain how this relates to ocean cycles.


OC 3.3
View and evaluate marine science websites and print resources about global warming and changing climatic conditions. Apply
understandings of atmospheric models to stimulus material, develop a justified response and communicate using a multimodal format.


MS 1.2, 1.6, 2.1,
2.6
5
Possible learning experiences
|
Collect primary and secondary data relating to water quality, population density and distribution. Use boating and field techniques to
enable observations/recordings to be made. Operate a vessel to enable marine environment to be investigated safely. Collect marine
information along transects and record data found in quadrats. Use sampling devices such as plankton nets, water quality probes and
turbidity tubes to gather evidence of the distribution and abundance of various organisms. Investigate local marine environments using
field techniques to record the abiotic and biotic features of marine environments.
Marine Science 2013 Sample work program


Sample student profile
Name: ........................................ Teacher: .................................................................Year: ....................
Assessment instrument
Year 11 (all formative)
1. Examination
2. Extended research response
3. Extended response to stimulus
4. Extended marine investigation
Interim standards
(monitoring)
Interim level of achievement (monitoring)
5. Examination
6. Extended research response
Year 12 (all summative)
7. Extended response to stimulus
8. Extended marine investigation
Interim standards
(verification)
Interim level of achievement
(verification)
9. Extended research response
Exit standards
Exit level of achievement
6
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Marine Science 2013 Sample work program
Knowledge and
understanding
Investigation
and analysis
Evaluation and
communication
Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au