Lesson Plan Summary (Please use brief statements for each ...



Marine Science 4th Period Agendas for the Week: Monday February 3rd– Friday February 7th

|Day |Monday |Tuesday |Wednesday |Thursday |Friday |

| |(Shortest Period of Week) | | | | |

Objectives

and

Benchmarks/

Standards |Algae/Aquatic Plants

Objectives (SWBAT):

-Describe and give examples of three phyla of macro-algae

-Explain the differences in structure between an alga and a sea-grass

-Compare and contrast submergent and emergent plants

CCSS/NGSSS:

-LACC.1112.RST.1.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

-SC.912.L.17.7: Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.

- SC.912.L.17.9: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. |

|Review of Unit 6 for Upcoming Test

Objectives (SWBAT):

-Describe the main characteristics of plankton.

-Compare and contrast phytoplankton and zooplankton, meroplankton and holoplankton.

-Differentiate between GPP (gross primary productivity) and NPP (net primary

productivity).

-Discuss the role of producers in coastal and marine ecosystems.

-Model planktonic structure.

-Utilize binomial nomenclature to create names for planktonic organisms.

-Compare and contrast algae and submergent & emergent vascular plants

-Review and utilize safe lab practices.

CCSS/NGSSS:

-LACC.1112.RST.1.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

-SC.912.L.17.7: Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.

- SC.912.L.17.9: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. |

|Test: Plankton and Marine Plants (Algae)

Objectives (SWBAT):

-Describe the main characteristics of plankton.

-Compare and contrast phytoplankton and zooplankton, meroplankton and holoplankton.

-Differentiate between GPP (gross primary productivity) and NPP (net primary

productivity).

-Discuss the role of producers in coastal and marine ecosystems.

-Model planktonic structure.

-Utilize binomial nomenclature to create names for planktonic organisms.

-Compare and contrast algae and submergent & emergent vascular plants

-Review and utilize safe lab practices.

CCSS/NGSSS:

-LACC.1112.RST.1.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

- SC.912.L.17.7: Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.

- SC.912.L.17.9: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. | |Engage |Warm-Up Activity:

Have the students take a few minutes to answer the following questions in their composition notebooks and then switch notebooks with the persons next to them at their tables. After each person at the table has read another viewpoint, then they will have some time to discuss comparisons and contrasts of their thoughts, once the discussion has ceased have the students record any changes to their original answers.

Questions:

1) What is the greatest challenge for a plant to adapt to living in the sea? What properties of plants make this possible? (From notes/outlining of 5-21-

2) Remembering the Forest of the Deep focus questions, where do we find vascular plants in marine/maritime environment, and what roles do

they play?

|

|Warm-Up Activity:

Students will be given a flash card with a maritime vascular plant (sea-grasses) and will have to determine whether they believe it to be native to Florida or not by recording the name of the sea-grass with its native or non-native status in their notebooks. They will then switch cards with the person sitting next to/across from them and repeat the process.

Possible Sea-Grasses and Statuses

-Zostera marina (eelgrass)

Non-native

-Phyllospadix scouleri (surf grass) Non-native

-Thalassia testudinum (turtle grass) Native, Most Common

-Syringodium filiforme (manatee grass) Native

-Halodule wrightii (shoal grass) Native

-Halophila johnsonii (Johnson's grass)

Native

-Halophila decipiens (paddle grass) Native

-Halophila engelmanni (star grass) Native

- Ruppia maritima (widgeon grass) Native |

|Warm-Up Activity:

Have the students discuss any last minute misconceptions or confusion they have about the test material (review sheet, previous activities, previous labs, power point notes, etc.) Design student discourse in a Think-pair-share method so that both students can be receptive to feedback. | |Explore |Have students review their algae labs and allow students to view microscope slides again for further clarification to help them develop stronger answers for their lab questions. Allow students to work in groups to discuss the answers to the questions. (All work should be done in composition books) | |Have students divide themselves into two groups by their assigned seats. Have power point jeopardy test review game visible on white board. Students will consult with their teams to answer review questions (25 questions)

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|Begin Test

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Explain

|Have students take notes on the Ms. Andrews’s power point discussing vascular plants, sea-grasses, specifically the comparison and contrast of algae, and submergent & emergent vascular plants.

| |Have students discuss questions they may have about review games, review sheets, their algae labs, power point notes, or outlines of the chapter. If time hold class discourse on the ecological importance of algae, aquatic plants, and how the disappearance of them would impact the marine ecosystems. | |Continue Testing | |

Elaborate

|Discuss web-quest activity that will be conducted by/on Wednesday. Hand out review sheet and remind students that it is posted on the school website as well with other resources for this unit. | |Have students use computers, notes, and textbooks to complete/finish their Algae/Aquatic Plant web quest activities. | |Continue Testing, if finished then start reading/outlining next section on Invertebrates. | |Evaluate |Have students finish Algae lab and begin reviewing for their test on Friday.

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|Have students turn in their completed Algae lab assignments (in composition books), finish their plant web-quest activity, and check for progress on their methods for reviewing for the test on Friday. |

|Finish Testing and make sure to start reading/outlining next section on Invertebrates for Monday.

| |Resources |

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