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
Days: 60
Title: Marine Biology I- The Invertebrates
Grade: 9-12
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Course Description
In this course, students will study the basic principles of marine science. The course begins with an overview of
what Marine Biology is, different careers in Marine Science and SCUBA diving. Then we move into classification.
How animals are classified, body symmetry and scientific names. The final unit will focus on marine invertebrates:
specifically on Phylum Porifera, Cnidaria, Mollusca, Arthropoda and Echinodermata. Our study will involve use of the
Internet, dissections of various marine organisms, lectures, and videos 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
*participating in labs
*working independently and with groups
*research projects
*writing assignments
*homework
*quizzes and tests
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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 Marine Biology
MA
Standard/Strands:
Time Frame:
Days 1-7
Text
(Chapter/Pages)
Other Resources:
Chapter 1. Marine Biology: Castro and Huber; second edition; 1997
Essential Questions
Concepts, Content:
Targeted Skill(s):
Audiovisuals included by not limited to:
 The Monterey Bay Aquarium: Oceans in Glass by NATURE

Eyewitness Oceans Video

What is marine biology?

How long have we been studying the ocean?

Why do we study the ocean?

How do we study the ocean?
Overview of Marine Biology:
 Define Marine Biology vs. Oceanography

Describe the history of Marine Biology, including people from Aristotle’s time, to the current use of
marine labs

Identify the reasons why people study the ocean
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Tools used to study the ocean:
 ROV’s and submersibles

SONAR

Marine Labs

SCUBA
SCUBA diving
 Identify the gear that is used to SCUBA dive

Identify the dangers of SCUBA diving including Nitrogen Narcosis and The Bends
Writing:

No formal writing assignment in this unit
Assessment
Practices:

Teacher created worksheet to go along with each video

Teacher created crossword puzzle for review

Teacher created quiz and test

Chapter 1 vocabulary assignment
Unit of Study: Classification
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.
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Time Frame:
Days 8-14
Text
(Chapter/Pages)
Other Resources:
None
Essential Questions
Concepts, Content:
Targeted Skill(s):
Audiovisuals included by not limited to:

What is classification?

How do we classify organisms?

Why do we classify organisms?

How do we use symmetry and labeling the ends and sides of animals for classification?

How do we use Dichotomous Keys?

Identify the reason why we classify organisms

Identify how we classify organisms and which language we use

Use Latin and Greek root words to uncover the meaning behind many scientific names

Proper use of a Dichotomous Key

Ability to “decode” scientific names using Latin and Greek root words Define the three major types of
symmetry

Define the word cephalization

Identify animals with and without cephalization

Assign the proper end and side names to organisms based on whether or not they exhibit cephalization

Use a dichotomous key to key out the common and scientific names of various organisms
Writing:

No formal writing assignments for this unit
Assessment
Practices:

Dolphin Latin Activity assignment

Classification terms/skills worksheet

Practicing ends/sides labeling worksheet

Fish dichotomous key

Norits dichotomous key
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
Teacher created crossword puzzle for review

Teacher created unit test
Unit of Study: The Marine Invertebrates
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:
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, mutualism) add to the complexity of biological communities.
Time Frame:
Days 15-60
Text
(Chapter/Pages)
Chapter 6. Marine Biology: Castro and Huber; second edition; 1997
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Other Resources:
Audiovisuals included by not limited to:
 The Edge of the Sea

Cnidarians

Mid-Water Mysteries

Incredible Suckers

Killer Squid

Giant Squid

Giant Pacific Octopus

Mimic Octopus

Crabs

Lobsters

A Tale of Two Species

Two episodes of The Deadliest Catch- Discovery Channel Series

Crown of Thorns
Labs:

Sea Anemone dissection

Blue Mussel dissection

Bivalve drawing lab

Sea Star dissection
Specimen:
 Representative specimen for each phylum

Essential Questions
Concepts, Content:
Targeted Skill(s):
Local bivalve specimen

What is a Poriferan?

What is a Cnidarian?

What is a Mollusk?

What is an Arthropod?

What is an Echinoderm?


Handle dissection tools and materials appropriately
Complete three dissections: Sea Anemone, Blue Mussel, Sea Star
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






Identify a variety of organisms which belong to one of five different marine invertebrate phyla
More closely recognize which behaviors and body parts help correctly identify organisms
Discuss symmetry and its relationship to classification
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
Distinguish between many of the invertebrate species found around the New England coast
Use the Internet and other resources to answer any further questions students have proceeding this
course
Writing:

Students will complete a large project on their marine invertebrate species of choice. They can elect to
make a Power Point, a poster, or create a scrapbook to present their animal.
Assessment
Practices:
Quizzes and Tests related to each subdivision of content covered, labs, Invertebrate project, review sheets for
each phylum, Chapter 6 vocabulary assignment
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