Marine Unit – by Cynthia Taranto
7th Grade Life Science
Objectives
This unit is designed to integrate topics of the Life Science curriculum with marine
studies. Students will have the opportunity to investigate the marine environment while
learning and applying the curriculum of 7th grade Life Science.
Students will be able to:
- Determine the needs and characteristics of living things and how they apply to the
Marine environment.
- Identify the basic characteristics of cells and how they are affected by the
external environment.
- Identify characteristics of microscopic organisms through correct microscopic
technique.
- Use knowledge of the scientific method by designing and carrying out
experiments, and analyzing the results.
- Identify marine environments and adaptations needed for survival in these
environments.
- Identify basic characteristics of the Kingdoms and specific phyla and be able
to classify marine organisms into these groups.
- Identify organisms from field notes, observable features, and habitat.
- Evaluate the big picture and make connections between the various marine
habitats.
- Use technology to gather, formulate, and present material.
Marine Unit – by Cynthia Taranto
7th Grade Life Science
Unit Outline
The unit is designed to follow a logical sequence of topics covered in Life Science.
References to textbook indicate the use of Prentice –Hall Exploring Life Science.
1. Needs and characteristics of living things – worksheet - Working cooperatively,
students will use textbook (chapter 2) to complete information on needs of living things.
Need topics are divided up among students in small groups, once information is gathered
each student shares with group. This process is repeated with characteristics. Once
information is shared, all students in small groups work together to identify key terms and
answer questions.
2. Making Connections - Research Project. Working in pairs, students will choose a marine
organism to research the needs and characteristics of. Final paper will be typed and have
a color picture of the organism. Library/technology-based research.
3. Students will use Chapter 3 of textbook as resource for completing cell worksheet.
Work in class is done in small groups with students assisting each other to complete task.
Students will have opportunity to observe cells during microscope activities.
4. Microscope study – worksheet – students use textbook to label/explain microscope
structures. Proper use of microscope is reviewed.
5. Letter E Lab. Students learn how to properly prepare a wet mount slide.
6. Students observe and draw plant cells and animal cells.
7. Protist Lab. Students have opportunity to view live protists and prepared slides of
protists. A discussion on marine protists will be a follow-up to the lab activity.
8. Introduction to Marine Environment. Short slide show of various marine habitats and
organisms. Worksheets on Ocean's Life Zones, Classifying Ocean Life, and Adaptations of
Ocean Life.
9. Research on marine areas. Students will work in cooperative groups to gather and
present information on an assigned area. Research areas will include estuaries, salt
marshes, tidal zones (littoral), neretic zone (sublittoral – continental shelf), open ocean
zones – photosynthetic, bathyal, and abyssal. Research will include physical
features/characteristics, water movement of habitat, types of organisms found in the
habitat, where the organisms live within the habitat area. Groups will use a poster
presentation to share information with class. Poster will include picture of area, crosssection of area, pictures of organisms found, and where they are found in the habitat.
Students are evaluated on information presented, poster content and overall appearance,
and presentation. Library/technology-based research; use of technology to generate
content for final product.
10. Students will design, draw, and paint a wall mural (bulletin board) displaying the
researched marine habitats. Basic information about each habitat area will be included.
11. Activity – The Effect of Salt Water/Spray on Plant Growth. Using the framework of
the scientific method, students will design and carry out experiments to determine salt
tolerance of plants.
12. Specific Marine Area Research. Students will work in cooperative groups to gather
and present information on specific marine areas – coral reefs (divided into reef types),
sea grass beds, mangroves, deep ocean, neretic (benthic area) of cooler water areas.
Research information will include: physical features (appearance), locations (around U.S.),
types of organisms associated with these areas, importance, environmental
problems/conservation efforts related to area. Student selected presentation – students
decide on method of presentation – must include visuals and use technology in some way.
Groups will hand in a hard copy of information. Students will add researched areas to
wall mural – coral reefs, sea grass beds, and mangroves. Library/technology-based
research.
13. Activity – Students will design an imaginary marine creature to live in their specific
marine area. Students must be able to explain their creatures' characteristics and how
they help it to survive in their habitat. (Adaptations)
14. Directed search on coral reefs. Trackstar site – http://trackstar.scrtec.org.
Track #78498 – Coral Reefs – Ecosystems in Peril. This directed Internet search will
provide students with information about coral and coral reefs, threats to reefs, and
protection efforts. Students will present their findings on efforts to preserve reefs
globally using a powerpoint presentation.
15. Activity – Working in groups, students will design and carry out an experiment to test
factors (related to a marine environment) that can affect the survival of algae. (This
activity is preceded by a discussion of zooxanthellae). Results will be presented to the
entire class.
16. Classification. Starting with the textbook as their initial resource, students will
identify the five Kingdoms and briefly describe the characteristics of each Kingdom that
makes it unique. A follow-up discussion will provide examples from the marine environment
of organisms found in the various kingdoms.
17. Animal Kingdom Phyla Search. Working in groups, students will be assigned one the
phyla of animals (invertebrate and vertebrate). Each group will research basic
characteristics of the phylum, and also select a marine organism from the phylum to
research. Information on organism will include a description and overall characteristics
and needs and how they are met, habitat, and a picture. Groups of students will provide a
technology-based presentation for the class.
18. Organisms are added to appropriate habitat on wall mural. Students will use
computer-generated pictures with the following information attached: Phylum, scientific
name, common name, size, and food source(s).
19. Introduction to Fish Identification. Using a powerpoint slide show, students will view
various fish found in marine environments. Students will learn how to use field guides for
identification, what features to look at when identifying, and how to take field
notes/drawings for later identification. Approximate size is provided by the instructor.
See Intro Fish ID powerpoint.
20. Fish Identification – Pseudo-Snorkel Time! Students will identify various fish from
field notes taken while "snorkeling" in the classroom. Using remote laptops, goggles,
clipboard with paper and marker(underwater tablet!), and a snorkel(piece of paper),
students will "swim" (lay on tables/chairs with laptops on floor to simulate snorkeling)
through a reef. While "snorkeling" students will view various fish to observe and take
notes to identify later. See Pseudo-Snorkel Time! powerpoint. Once all fish have been
identified, students will use the field guides to provide information to add these organisms
to the wall mural.
21. Sea Turtle Trivia. Working in small groups, students will be assigned a sea turtle to
research. Information to be covered will include physical appearance and characteristics
for identification, size, food sources, reproduction and nesting habits, threats,
conservation efforts, and global locations. Conservation efforts will focus mainly on areas
of the United States. Groups will do a poster presentation to class – all material used for
poster will be technology-based. After presentations students will have the opportunity to
use their turtle identification skills – viewing a series of slides to ID. Possibly another
pseudo-snorkel event! See Turtle Identification powerpoint.
22. Sea Turtles are added to wall mural. Presentation is same as #18.
23. Integration of the Marine Environments. Students will be able to view the "big
picture" of the marine environment with the mural they have created. A "Scavenger Hunt"
worksheet will be developed from the mural information. Students will use the mural to
"research" the information needed to complete the worksheet.
24. Final Research Project. Taking a look at the big picture. Working in small groups,
students will develop a presentation on the close association between different marine
habitats. Groups will select a global area to focus their research, providing visual images
of the area, physical characteristics, typical organisms found there, and conservation
issues. Information will be presented to the class/instructor using a technology-based
format. A hard copy will also be provided.
25. Throughout the unit students will keep a journal of shared information. This journal
will provide a basis for the final research project.
Throughout the Marine Unit there are a number of evaluations done – depending on the
format. Worksheets are typically evaluated individually, while projects are evaluated
based on individual and group effort. Evaluations in the form of a quizzes/tests will only
be used (if used at all)to evaluate the students understanding of the basic introductory
information, and application of concepts.
Photo credits – Thank you H. Cummins, Tropical Marine Ecology, Miami University.
Marine Unit
Identifying the Characteristics of Living Things
Identifying the Needs of Living Things
Source: Textbook – Chapter 2
There are certain characteristics that all forms of life share. Name and explain the six
characteristics of living things.
1______________________________________
2______________________________________
3______________________________________
4______________________________________
5______________________________________
6______________________________________
Key Words: metabolism, ingestion, digestion, respiration, excretion, life span, stimulus,
response, sexual reproduction, asexual reproduction.
In order for a living organism to survive, certain needs must be provided. Name and
explain the six needs of living things.
1___________________________
2___________________________
3___________________________
4___________________________
5___________________________
6___________________________
Question 1 – Where an animal lives will determine how they are able to obtain their
oxygen. Explain the different ways animals obtain oxygen. Why are there
differences in how animals obtain oxygen? What internal structures are used
for getting oxygen?
Question 2 – What is the difference between a Need and a Characteristic?
Question 3 - You are a medium-sized carnivorous fish living in a coral reef area. Explain
how you are able to meet your needs in this type of environment.
Cells
Source: Textbook – Chapter 3
Key Words: cells, organelles, cell wall1, cell membrane2, nucleus3, endoplasmic reticulum4,
Ribosomes5, mitochondria6, vacuoles7, lysosomes8, chloroplasts9, cytoplasm10.
Draw a typical plant cell. Label #’s 1,2,3,9,10.
Draw a typical animal cell. Label #’s 1,3,10.
Plant and animal cell contain many similar organelles. What structures are different
between and plant cell and animal cell?
What are the life processes performed by cells? Name and explain each.
1___________________________
2___________________________
3___________________________
4___________________________
5___________________________
Answer the following questions.
1. What is the difference between diffusion and osmosis? Explain.
2. Label the following examples osmosis or diffusion.
Food molecules entering a cell through pores in the membrane. ______________
A thirsty person. ______________
A drop of food coloring dissolving in a glass of water. ________________
Two hours after a wilted plant is watered, it no longer appears wilted. ______________
3. Using your knowledge of cell processes, explain what happens to most cells when they
are put into salt water.
4. What would happen to a freshwater fish that was put into the ocean? Why?
5. What would happen to a salt water fish that was put in a river? Why?
Key Words II: aerobic respiration, anaerobic respiration, fermentation.
There are five levels of cell specialization. Name and explain the five levels from smallest,
least complex structure to the largest, most complex structure.
1 ___________________________
2 ___________________________
3 ___________________________
4 ___________________________
5 ___________________________
Draw and label a picture (in pencil) that exhibits the idea of five levels of cell
specialization. Use your imagination! (cannot use a human)
What is cytology?
Identify the structures of the
microscope. Write the
function of each structure
next the name.
Use Appendix B in textbook
as information source.
To use the microscope properly, it is important to learn the name of each part, its
function, and its location on your microscope. Keep the following procedures in mind when
using the microscope:
1. Always carry the microscope with both hands. One hand should grasp the arm, and the
other should support the base.
2. Place the microscope on the table with the arm toward you. Plug in the microscope.
3. Revolve the nosepiece so that the low-power objective lens is directly over the stage
opening. Click it into place.
4. Use the course adjustment knob to raise the stage all of the way up. Turn on the light.
5. Place the slide to be viewed on the stage. Center the specimen to be viewed over the
hole in the stage. Use the stage clips to hold the slide in position.
6. While looking through the eyepiece, using the coarse adjustment knob, slowly lower the
stage until the specimen comes into focus.
7. Once in focus using the coarse adjustment, use the fine adjustment knob to bring the
specimen into sharp focus.
8. To switch to a higher power objective lens, look at the microscope from the side.
Revolve the nosepiece until the medium-power objective lens clicks into place. Make
sure the lens does not hit the slide. Use only the fine adjustment knob to sharpen
the focus.
9. When cleaning up the microscope, the low-power objective lens is clicked in place, the
stage is raised up all of the way, the electric cord is wound up, and the microscope is
covered. Any slides used are cleaned up and returned to the trays.
Calculating Total Magnification
Eyepiece lens magnification x objective lens magnification = Total Magnification
Letter E Lab
Using the Microscope
Preparing a Wet Mount Slide