Warwick School District

Curriculum❯College Prep Oceanography - STEELS

College Prep Oceanography - STEELS

Grade Levels: 10 | 11 | 12 |

Course Description

Students will explore the chemical, physical, and biological makeup of the Earth's oceans. Students will study the chemical makeup of the ocean, ocean currents, topography, tides, and oceanic zones.

Prerequisite: A- or higher in Biology (0223), C- or higher in CP Biology (0222) or Honors Biology(0221)

Core Curriculum Content Standards

PA Common Core: Science and Technical Subjects (2012)

  • Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 11-12

      • Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.(3.5.11-12.A)
      • 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.(3.5.11-12.B)
      • Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.(3.5.11-12.C)
      • Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.(3.5.11-12.H)

Keystone Biology (2012)

  • Continuity and Unity of Life

    • Ecology

      • Describe ecological levels of organization in the biosphere.(BIO.B.4.1)
      • Describe interactions and relationships in an ecosystem.(BIO.B.4.2)

Keystone Chemistry (2012)

  • Structure and Properties of Matter

    • Properties and Classification of Matter

      • Identify and describe how observable and measurable properties can be used to classify and describe matter and energy.(CHEM.A.1.1)
        • Classify physical or chemical changes within a system in terms of matter and/or energy.(CHEM.A.1.1.1)

Sci & Tech - Physical Sciences: Chemistry and Physics (2009-2012)

  • Chemistry

    • GRADE 12

      • Compare and contrast colligative properties of mixtures. Compare and contrast the unique properties of water to other liquids.(3.2.12.A1)
      • Distinguish among the isotopic forms of elements. Explain the probabilistic nature of radioactive decay based on subatomic rearrangement in the atomic nucleus. Explain how light is absorbed or emitted by electron orbital transitions.(3.2.12.A2)

    • CHEMISTRY

      • Differentiate between physical properties and chemical properties. Differentiate between pure substances and mixtures; differentiate between heterogeneous and homogeneous mixtures. Explain the relationship of an element’s position on the periodic table to its atomic number, ionization energy, electro-negativity, atomic size, and classification of elements. Use electro-negativity to explain the difference between polar and non-polar covalent bonds(3.2.C.A1)
      • Describe the three normal states of matter in terms of energy, particle motion, and phase transitions. Identify the three main types of radioactive decay and compare their properties. Describe the process of radioactive decay by using nuclear equations and explain the concept of half-life for an isotope. Compare and contrast nuclear fission and nuclear fusion.(3.2.C.A3)
      • Predict how combinations of substances can result in physical and/or chemical changes. Interpret and apply the laws of conservation of mass, constant composition (definite proportions), and multiple proportions. Balance chemical equations by applying the laws of conservation of mass. Classify chemical reactions as synthesis (combination), decomposition, single displacement (replacement), double displacement, and combustion. Use stoichiometry to predict quantitative relationships in a chemical reaction.(3.2.C.A4)

  • Sci & Tech - Physics

    • GRADE 10

      • Analyze the relationships among the net forces acting on a body, the mass of the body, and the resulting acceleration using Newton’s Second Law of Motion. Apply Newton’s Law of Universal Gravitation to the forces between two objects. Use Newton’s Third Law to explain forces as interactions between bodies. Describe how interactions between objects conserve momentum.(3.2.10.B1)
      • Understand that waves transfer energy without transferring matter. Compare and contrast the wave nature of light and sound. Describe the components of the electromagnetic spectrum. Describe the difference between sound and light waves.(3.2.10.B5)

    • GRADE 12

      • Explain how energy flowing through an open system can be lost. Demonstrate how the law of conservation of momentum and conservation of energy provide alternate approaches to predict and describe the motion of objects.(3.2.12.B2)

Sci & Tech - Earth and Space Sciences (2009-2012)

  • Earth Structure, Processes and Cycles

    • GRADE 10

      • Relate plate tectonics to both slow and rapid changes in the earth’s surface. Describe the rock cycle and the processes that are responsible for the formation of igneous, sedimentary, and metamorphic rocks. Relate geochemical cycles to the conservation of matter. Explain how the Earth is composed of a number of dynamic, interacting systems exchanging energy or matter.(3.3.10.A1)
      • Analyze the effects on the environment and the carbon cycle of using both renewable and nonrenewable sources of energy.(3.3.10.A2)
      • Explain how the evolution of Earth has been driven by interactions between the lithosphere, hydrosphere, atmosphere, and biosphere.(3.3.10.A3)
      • Relate geochemical cycles to conservation of matter. Explain how the Earth’s systems and its various cycles are driven by energy.(3.3.10.A4)
      • Explain how there is only one ocean. Explain the processes of the hydrologic cycle. Explain the dynamics of oceanic currents and their relationship to global circulation within the marine environment.(3.3.10.A5)
      • Interpret meteorological data to describe and/or predict weather. Explain the phenomena that cause global atmospheric processes such as storms, currents, and wind patterns.(3.3.10.A6)
      • SCALE/MODELS Interpret and create models of the Earth’s physical features in various mapping representations. CONSTANCY AND CHANGE Relate constancy and change to the hydrologic and geochemical cycles. SCALE Apply an appropriate scale to illustrate major events throughout geologic time. CONSTANCY/CHANGE Describe factors that contribute to global climate change.(3.3.10.A7)
      • -Compare and contrast scientific theories. -Know that both direct and indirect observations are used by scientists to study the natural world and universe. -Identify questions and concepts that guide scientific investigations. -Formulate and revise explanations and models using logic and evidence. -Recognize and analyze alternative explanations and models. -Explain the importance of accuracy and precision in making valid measurements.(3.3.10.A8)

    • GRADE 12

      • Explain how parts are related to other parts in weather systems, solar systems, and earth systems, including how the output from one part can become an input to another part. Analyze the processes that cause the movement of material in the Earth’s systems. Classify Earth’s internal and external sources of energy such as radioactive decay, gravity, and solar energy(3.3.12.A1)
      • Analyze the availability, location, and extraction of Earth’s resources. Evaluate the impact of using renewable and nonrenewable energy resources on the Earth’s system.(3.3.12.A2)
      • Classify Earth’s internal and external sources of energy such as radioactive decay, gravity, and solar energy. Relate the transfer of energy through radiation, conduction, and convection to global atmospheric processes.(3.3.12.A4)
      • Explain how the ocean dominates the Earth’s carbon cycle.(3.3.12.A5)
      • Explain how the unequal heating of the Earth’s surface leads to atmospheric global circulation changes, climate, local short term changes, and weather. Relate the transfer of energy through radiation, conduction, and convection to global atmospheric processes.(3.3.12.A6)
      • -Examine the status of existing theories. -Evaluate experimental information for relevance and adherence to science processes. -Judge that conclusions are consistent and logical with experimental conditions. -Interpret results of experimental research to predict new information, propose additional investigable questions, or advance a solution. -Communicate and defend a scientific argument.(3.3.12.A8)

  • Origin and Evolution of the Universe

    • GRADE 10

      • Explain how gravity is responsible for planetary orbits. Explain what caused the sun, Earth, and most of the other planets to form between 4 and 5 billion years ago. Provide evidence to suggest the Big Bang Theory. Describe the basic nuclear processes involved in energy production in a star.(3.3.10.B1)

Environment and Ecology (2009-2012)

  • Ecology

    • GRADE 10

      • Examine the effects of limiting factors on population dynamics. -Analyze possible causes of population fluctuations. -Explain the concept of carrying capacity in an ecosystem. -Describe how organisms become classified as threatened or endangered. -Describe how limiting factors cause organisms to become extinct.(4.1.10.A)
      • Explain the consequences of interrupting natural cycles.(4.1.10.B)
      • Evaluate the efficiency of energy flow within a food web. Describe how energy is converted from one form to another as it moves through a food web (photosynthetic, geothermal).(4.1.10.C)

    • GRADE 12

      • Analyze the significance of biological diversity in an ecosystem. -Explain how species adapt to limiting factors in an ecosystem. -Analyze the differences between natural causes and human causes of extinction. -Research wildlife management laws and their effects on biodiversity.(4.1.12.A)
      • Research solutions to problems caused by interrupting natural cycles.(4.1.12.B)
      • Research how humans affect energy flow within an ecosystem. -Describe the impact of industrial, agricultural, and commercial enterprises on an ecosystem(4.1.12.C)
      • Analyze the effects of new and emerging technologies on biodiversity in specific ecosystems. -Evaluate the impact of laws and regulations on reducing the number of threatened and endangered species.(4.1.12.D)
      • Research solutions addressing human impacts on ecosystems over time.(4.1.12.E)

  • Natural Resources

    • GRADE 10

      • Evaluate factors affecting the use of natural resources. -Evaluate the effect of consumer demands on the use of natural resources. -Analyze how technologies such as modern mining, harvesting, and transportation equipment affect the use of our natural resources. -Describe how local and state agencies manage natural resources.(4.3.10.A)
      • Analyze how humans manage and distribute natural resources. -Describe the use of a natural resource with an emphasis on the environmental consequences of extracting, processing, transporting, using, and disposing of it. -Analyze the impact of technology on the management, distribution, and disposal of natural resources.(4.3.10.B)

    • GRADE 12

      • Evaluate the advantages and disadvantages of using renewable and nonrenewable resources. -Explain how consumption rate affects the sustainability of resource use. -Evaluate the advantages and disadvantages of using renewable resources such as solar power, wind power, and biofuels.(4.3.12.A)
      • Analyze factors that influence the local, regional, national, and global availability of natural resources. -Compare the use of natural resources in different countries. -Analyze the social, economic, and political factors that affect the distribution of natural resources (e.g., wars, political systems, classism, racism).(4.3.12.B)

  • Humans and the Environment

    • GRADE 10

      • Explain how public policy encourages or discourages the sustainable use of natural resources. -Research laws and polices that address the sustainable use of natural resources (e.g., solid and liquid waste management, industry, agriculture and enterprise).(4.5.10.A)

    • GRADE 12

      • Research how technology influences the sustainable use of natural resources. -Analyze how consumer demands drive the development of technology enabling the sustainable use of natural resources.(4.5.12.A)

Science, Technology & Engineering, and Environmental Literacy & Sustainability (2023)

  • Life Science

    • Grades 9-12

      • Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.(3.1.9-12.K)
      • Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.(3.1.9-12.S)
      • Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.(3.1.9-12.T)
      • Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.(3.1.9-12.V)
      • Construct an explanation based on evidence for how natural selection leads to adaptation of populations.(3.1.9-12.W)
      • Evaluate the evidence supporting claims that changes in environmental conditions may result in (1)increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.(3.1.9-12.X)

  • Physical Science

    • Grades 9-12

      • Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.(3.2.9-12.L)
      • Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.(3.2.9-12.T)

  • Earth and Space Science

    • Grades 9-12

      • Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.(3.3.9-12.E)
      • Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.(3.3.9-12.F)
      • Analyze geoscience data to make the claim that one change to Earth's surface can create feedback that causes changes to other Earth systems.(3.3.9-12.H)
      • Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.(3.3.9-12.I)
      • Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.(3.3.9-12.J)
      • Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.(3.3.9-12.K)
      • Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.(3.3.9-12.L)
      • Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.(3.3.9-12.M)
      • Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.(3.3.9-12.N)
      • Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.(3.3.9-12.O)
      • Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.(3.3.9-12.P)
      • Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.(3.3.9-12.Q)
      • Evaluate or refine a technological solution that reduces the impact of human activities on natural systems.(3.3.9-12.R)

  • Environmental Literacy & Sustainability

    • Grades 9-12

      • Analyze and interpret how issues, trends, technologies, and policies impact agricultural, food, and environmental systems and resources.(3.4.9-12.A)
      • Analyze and interpret how issues, trends, technologies, and policies impact watersheds and water resources.(3.4.9-12.C)
      • Analyze and evaluate how best resource management practices and environmental laws achieve sustainability of natural resources.(3.4.9-12.G)

  • Technology & Engineering

    • Grades 9-12

      • Optimize a design by addressing desired qualities within criteria and constraints while considering trade-offs.(3.5.9-12.W)

Next Generation Science Standards (2014)

  • Grades 9-12

    • Earth and Space Sciences(HS.ES)
      • Earth Systems(HS.ES.S2)
        • Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.(HS.ES.S2.1)
        • Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.(HS.ES.S2.3)

Units

Unit #1 - History & Exploration

Unit #2 - Ocean Chemistry

Unit #3 - Topography

Unit #4 - Currents

Unit #5 - Waves

Unit #6 - Tides

Unit #7 - Ocean Zones

Unit #8 - Marine Resources

Unit #9 - Environmental Concerns

Course Resources

Textbook: CP Oceanography; Sarah Martens
https://divediscover.whoi.edu/for-teachers/long-baseline-lbl-navigation-activity/
Science News: Magazine of the Society for Science.
Vocabulary tools like Quizlet
Review game platforms such as Blooket, Kahoot, Gimkit, Quizizz, Quizlet Live