Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop
reflective, concerned citizens and contributing members of the global community.
Course Number: 810
Title: Marine Biology II- The Marine Mammals
Grade: 9-12
# of Days: 60
Course Description
In this course, students will continue their study of the basic principles of marine science, while
focusing on marine mammals. The primary focus of this course is classification and identification
of marine mammals with an emphasis on conservation. The first unit will cover the cetaceans
(whales, dolphins and porpoises), the next unit covers the pinnipeds (seals, sea lions and fur sea
lions) while the final unit covers polar bears, sea otters, manatees and dugongs. Our study will
involve use of the Internet, lectures and documentaries to further our field knowledge of the
marine environment. This course meets Whitman-Hanson Student Learning Expectations 1-3 and 5.
Instructional
Strategies
Instructional Strategies include but may not be limited to the following:
*listening to lectures
*taking notes
*watching appropriate A/V materials
*working independently and with groups
*research projects
*writing assignments
*homework
*quizzes and tests
1
Student Learning
Expectations
1.
2.
3.
4.
5.
6.
Read, write and communicate effectively.
Utilize technologies appropriately and effectively.
Apply critical thinking skills.
Explore and express ideas creatively.
Participate in learning both individually and collaboratively.
Demonstrate personal, social, and civic responsibility.
Unit of Study: An introduction to the Cetaceans
MA
Standard/Strands:
5. Evolution and Biodiversity
Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over
many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and
extinction.
5.1
5.2
5.3
Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics,
molecular biology, and examples of natural selection.
Describe species as reproductively distinct groups of organisms. Recognize that species are further classified
into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus, species) based on
morphological, behavioral, and molecular similarities. Describe the role that geographic isolation can play in
speciation.
Explain how evolution through natural selection can result in changes in biodiversity through the increase or
decrease of genetic diversity within a population.
6. Ecology
Central Concept: Ecology is the interaction among organisms and between organisms and their environment.
6.1 Explain how birth, death, immigration, and emigration influence population size.
6.2 Analyze changes in population size and biodiversity (speciation and extinction) that result from the following:
natural causes, changes in climate, human activity, and the introduction of invasive, non-native species.
6.3 Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of
energy through trophic levels. Describe how relationships among organisms (predation, parasitism,
competition, commensalism, and mutualism) add to the complexity of biological communities.
Time Frame:
Days 1-34
2
Text
(Chapter/Pages)
Other Resources:
Chapter 8. Marine Biology: Castro and Huber; second edition; 1997

Teacher Created PowerPoint Presentation

A variety of current online articles
Audiovisuals included by not limited to:
 In the Company of Whales
Essential Questions
Concepts, Content:
Targeted Skill(s):

Humpback Whales

Blue Whales

Gray Whales

Bowhead Whales

Orcas- Delphine and Family

Whale Intelligence and SONAR

Pilot Whale Rescue

Dolphins

Call of the Killer Whale

Beluga Whales

The Other Side of Dolphins

What is a mammal? What is a Marine Mammal?

From where did marine mammals evolve?

How intelligent/social are Cetaceans?

What is a Cetacean?

What is the difference between a Mysticete and an Odontocete?

What are the different species within each Family? How do we identify them?

What impact are humans having on the populations of these animals?

What can we do to protect them?

Why do we research Cetaceans?

Identify a variety of Marine Mammals

Recognize which behaviors and body parts help correctly identify species

Recognize the importance of each species within the marine environment and the role that each plays

Discuss the impact of humans on the marine environment and therefore Marine Mammals
3
Writing:
Assessment
Practices:

Discuss the varying levels of “endangered” as described on the ICUN website

Distinguish between many of the Marine Mammal species found around the New England coast

Use the Internet and other resources to research a specific marine mammal for study

Use the Internet to complete the Sea Shepherd Project: A conservation based, group research project

Literacy question on “Killer Whale- Delphine” video worksheet

Short answer questions on the test

Short answer on Mysticete quiz

Teacher created worksheet to go along with each video

Teacher created crossword puzzle for review

Teacher created quizzes and test

Chapter 8 vocabulary assignment

Teacher created SONAR homework

Teacher created callosities homework

Teacher created “Whale Watching 101” homework to identify behaviors

Teacher created Fossil homework

Teacher created color picture packet for review
Unit of Study: An introduction to Pinnipeds
MA
Standard/Strands:
5. Evolution and Biodiversity
Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over
many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and
extinction.
5.1
5.2
5.3
Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics,
molecular biology, and examples of natural selection.
Describe species as reproductively distinct groups of organisms. Recognize that species are further classified
into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus, species) based on
morphological, behavioral, and molecular similarities. Describe the role that geographic isolation can play in
speciation.
Explain how evolution through natural selection can result in changes in biodiversity through the increase or
decrease of genetic diversity within a population.
4
6. Ecology
Central Concept: Ecology is the interaction among organisms and between organisms and their environment.
6.1 Explain how birth, death, immigration, and emigration influence population size.
6.2 Analyze changes in population size and biodiversity (speciation and extinction) that result from the following:
natural causes, changes in climate, human activity, and the introduction of invasive, non-native species.
6.3 Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of
energy through trophic levels. Describe how relationships among organisms (predation, parasitism,
competition, commensalism, and mutualism) add to the complexity of biological communities.
Time Frame:
Days 35-45
Text
(Chapter/Pages)
Other Resources:
Chapter 8. Marine Biology: Castro and Huber; second edition; 1997

Teacher Created PowerPoint Presentation

A variety of current online articles
Audiovisuals included by not limited to:
 Elephant Seals
Essential Questions
Concepts, Content:

Growing up Seal

California Sea Lions

Stellar Sea Lions

Walrus and Polar Bear

Growing up Walrus

What is a Pinniped?

How did Pinnipeds evolve differently than Cetaceans?

What challenges do Pinnipeds face for survival?

What role do humans play in the survival of Pinniped species?

How intelligent/social are Pinnipeds?

What is the difference between a Seal, Sea Lion, Fur Sea Lion and a Walrus?

What are the different species within each Family? How do we identify them?

What can we do to protect them?

Why do we research Pinnipeds?
5
Targeted Skill(s):
Writing:
Assessment
Practices:

Identify a variety of Pinnipeds

Recognize which behaviors and body parts help correctly identify species

Recognize the importance of each species within the marine environment and the role that each plays

Discuss the impact of humans on the marine environment and therefore Pinnipeds

Distinguish between many of the Pinniped species found around the New England coast

Literacy question at the end of the Walrus and Polar Bear video

Short answer questions on the test

Teacher created worksheet to go along with each video

Teacher created crossword puzzle for review

Teacher created color picture packet for review

Teacher created test
Unit of Study: An Introduction to the Marine Carnivores and Sirens
MA
Standard/Strands:
5. Evolution and Biodiversity
Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over
many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and
extinction.
5.1
Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics,
molecular biology, and examples of natural selection.
5.2
Describe species as reproductively distinct groups of organisms. Recognize that species are further classified
into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus, species) based on
morphological, behavioral, and molecular similarities. Describe the role that geographic isolation can play in
speciation.
5.3
Explain how evolution through natural selection can result in changes in biodiversity through the increase or
decrease of genetic diversity within a population.
6. Ecology
Central Concept: Ecology is the interaction among organisms and between organisms and their environment.
6.1 Explain how birth, death, immigration, and emigration influence population size.
6.2 Analyze changes in population size and biodiversity (speciation and extinction) that result from the following:
6
natural causes, changes in climate, human activity, and the introduction of invasive, non-native species.
6.3 Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of
energy through trophic levels. Describe how relationships among organisms (predation, parasitism,
competition, commensalism, and mutualism) add to the complexity of biological communities.
Time Frame:
Days 46-60
Text
(Chapter/Pages)
Other Resources:
Chapter 8. Marine Biology: Castro and Huber; second edition; 1997

Teacher created PowerPoint presentation on Polar Bears

Internet
Audiovisuals include but are not limited to:
 Polar Bears
Essential Questions
Concepts, Content:
Targeted Skill(s):

Growing up Polar Bear

Sea Otters

Manatees

What is a Polar Bear?

What is a Sea Otter?

What is a Manatee?

What is a Dugong?

How did carnivores and sirens evolve differently than Cetaceans and Pinnipeds?

What challenges do Carnivores and Sirens face for survival?

What role do humans play in the survival of Carnivore and Siren species?

How intelligent/social are Carnivores and Sirens?

What are the different species within each Family? How do we identify them?

What can we do to protect them?

Why do we research Carnivores and Sirens?

Identify a variety of Carnivores and Sirens

Recognize which behaviors and body parts help correctly identify species

Recognize the importance of each species within the marine environment and the role that each plays

Discuss the impact of humans on the marine environment and therefore Carnivores and Sirens
7
Writing:

Determine why Carnivores and Sirens are not located around the New England coast

By the end of the trimester, students will complete a large project on their marine mammal species of
choice. They can elect to make a Power Point, a poster, or create a scrapbook to present their animal.
Assessment
Practices:

Short answer on Polar Bear quiz

Teacher created review for Polar Bear quiz

Polar Bear Quiz

Sea Otter WebQuest

Final exam review
8