CURRICULUM AND STANDARDS
TABLE OF CONTENTS
REFERENCING OF STANDARDS
PROGRAM GOALS
The ClASSROOM OF THE SEA MODEL (Figure 1)
The AQUANAUT PROGRAM MODEL (Figure 2)
TEACHING ORDER OF THE BASIC SCIENCES
DEVELOPMENT AND MAINTENANCE OF THE COS CURRICULUM
CONTENT STANDARDS
CONTENT STANDARD 1: PHYSICAL SCIENCE [m]
CONTENT STANDARD 1: PHYSICS [u]
CONTENT STANDARD 2: CHEMISTRY [u]
CONTENT STANDARD 3: LIFE SCIENCE [m]
CONTENT STANDARD 3: BIOLOGY [u]
CONTENT STANDARD 4: ADVANCED MARINE SCIENCE [AMS]
CURRICULUM OUTLINE
CURRICULUM OUTLINE - TO-1m: PHYSICAL SCIENCE
CURRICULUM OUTLINE - TO- STANDARD 1u: PHYSICS
CURRICULUM OUTLINE - TO-2u: CHEMISTRY
CURRICULUM OUTLINE - TO-3m: LIFE SCIENCE
CURRICULUM OUTLINE - TO-3u: BIOLOGY
CURRICULUM OUTLINE - TO-4u: ADVANCED MARINE SCIENCE
COS PBL PROJECTS
CLASSROOM OF THE SEA
"Teaching science through marine science for middle and secondary school students"
REFERENCING OF STANDARDS
As a matter of cross-referencing topics in this curriculum with other curricula, as stated above, reference numbers are assigned as per the reference appendix at the end of this document. In general, 1 is assigned the National Science Education Standards, 2 is assigned the Science Curriculum Framework of the State of Connecticut, and 3 is assigned the Benchmarks for Scientific Literacy. All other references will be assigned numbers in accordance with the references appendix.
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PROGRAM GOALS
The overarching goal of the Classroom of the Sea is to enhance scientific literacy and provide greater opportunities for deaf students by developing and testing the effectiveness of an authentic learning environment and problem-based learning to teach science to deaf students, and to demonstrate the features of the model to others so that they may adopt them under different authentic learning contexts. We propose to achieve this goal through the development of an integrated program comprised of the following measurable objectives:
 Objective One - To develop an integrated science curriculum for deaf students using highly interdisciplinary marine science.
Objective Two - To provide real-world oceanographic research opportunities - hands-on and virtually - to enrich the marine science curriculum.
Objective Three - To develop processes for optimizing the use of technical signs and American Sign Language in science and technology instruction.
Objective Four - To adapt and develop technologies to disseminate the curriculum, language enhancement strategies, and research results to the Deaf community, educators of deaf students, and others.
Objective Five - To provide greater opportunities for deaf students to pursue careers in science and technology.
Objective Six - To demonstrate the comprehensive science education model to other educators and assist them in implementing the successful components in various authentic learning environments.
These objectives are integrated as shown in figure 1.
As a result of science education for grades 7 through 12 in accordance with this curriculum, students will:
understand and apply basic concepts, principles and theories of physics, chemistry and biology (in that order), earth and space science, computer science and mathematics and their interrelationships 2,3,C ;
recognize and participate in scientific endeavors centered on related marine science concepts and practicum in a real-world setting;C
participate in activities which are problem based and use inquiry skills that will lead to a greater understanding of theory and practical perceptions of the world 1,3, C ;
participate in the identification, use, and potential development of appropriate communications access measures with which to teach and relate scientific and technological concepts, equipment and analysis measures as part of existing means of communication within the Deaf Community; both academic and at large. This includes the appropriate use of "classifiers" in American Sign Language (ASL) and English signing as well as appropriate development of signs for science as appropriate and with consent of the community at large.C
identify and solve problems through exploration of the marine environment, including formulation of hypotheses, experimental design, use of technology, testing of hypotheses and analysis of data, and drawing conclusions based on the above tasks;C
select and properly use appropriate in-situ and field research technologies, laboratory technology, equipment and materials3;
understand and use existing and emerging technologies which have an effect on society and our quality of life, including personal, academic and work environments3;
analyze the possibilities and limits of science technology in order to make and defend decisions about scientific and societal issues 1,2,3,C;
understand that the way in which scientific knowledge is formulated is crucial to the validity of that knowledge 1,2,3.
The goals of the COS program are achieved by classroom "teams" and "crews" as a community of learners. The design of the COS curriculum seeks to create this community of learners by creating a "classroom team"; comprised of the classroom teacher, students, teaching specialists, and mentor scientists. The lessons are actually team taught under the control of the classroom teacher who causes the students to use knowledge learned in past grades to discover and understand new concepts in science. Multiple classroom teams will be encouraged to work as a "crew" to discuss elements presented in the curriculum or in the lab modules/field experiences described below via "web boards" and "virtual lessons and problem-labs".
In the COS, information and data will be presented and stored on the web boards for use in the labs and classroom instruction. Team ideas, student views and questions, data manipulations, scientific papers, and discussions will be presented on the web board. The teams and crews in the school can then share this information. The web board also allows the teacher-scientist-education group a private section for the discussion and evaluation of teaching methods, communications access issues, and classroom situations. This forms a critical alliance of self-helping colleagues. It also provides a method for professional development between the teachers and scientists and a forum for answering technical questions and developing new ideas. This is especially important given the fast pace advancement of technology, new scientific discoveries, and changing political climate with respect to science and the environment. The use of this methodology is critical to the COS curriculum as a curriculum maintenance tool and as a thread to tie the community of learners together. The application of critical thinking, problem based lab modules in which the classroom team works as a research team (or with other teams as a research crew) allows a free flow of ideas and information to take place and be refined as scientific concepts are introduced.
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Figure 1. The Classroom of the Sea Model
Another key learning mechanism used in the COS program is that of apprenticeships. COS apprenticeships not only give the students a chance to "job shadow" practicing scientists but encourage students to ask questions of the scientists. The scientists-mentors act as coaches and supporters. The dialogue between the teams, crews and scientists also allow the students to see that collaborative efforts permit better solutions to be made and are the basis for conducting research in the field. The students learn that in situ science missions at sea require many experts and technicians to realize success. Finally, the student-mentor apprenticeship brings the students out at sea and to the point of "discovery", allowing them to experience the "a-hah!" aspect of scientific discovery. This model is taken from the Aquanaut Program (Babb, Scheifele and Tedeschi, 1998) and is depicted in figure 2. In COS, classroom teams and crews are asked to collaborate in solving a series of increasingly complex problems. This problem based learning mechanism prepares the students to actually work in parallel with scientists on actual at-sea research projects when they reach the 12th grade (as Advanced Marine Science (AMS) students).
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Figure 2. The Aquanaut Program Model
The problem based learning (PBL) method is collaborative, case-based, and student-centered. Teams of students collaborate, and with a PBL coach/mentor, work through a problem. This problem, or case, is ill structured, requiring the students to problem solve from a minimum of presented information (Koschmann et al., 1994). Ill-structured problems require the students to identify the problem and its related components, as well as design and implement a solution to address the problem. Most ill structured problems are interdisciplinary in nature, like many found in the "real world" thereby facilitating transfer to the "real world."
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TEACHING ORDER OF THE BASIC SCIENCES
Although the Classroom of the Sea (COS) curriculum is integrated across science subjects to the extent that each of the basic sciences are embroiled in the functioning of the marine environment, it is clear that each core science subject must be the focal point in any given school year. This is a matter of practicality in teaching. For the most part, the order of teaching science has historically been as follows: biology, chemistry, and physics.
The historical order of teaching science makes little sense given the practical function of the universe and the logical progression of thought which is fundamental to science. The order of teaching the basic tenets of science in the COS program is: physics, chemistry and biology. The rationale for such an order is that the study of physics describes the mechanisms by which the universe operates. It also defines the most basic units of matter and the most basic interactions between the material building blocks of matter. Having once defined these basic building blocks and discovered their interactions at a most basic level, basic concepts as to their use and performance in both the large and small scales can be discovered.
This provides a logical and "normal" segue from physics to chemistry whereupon increasingly more complex interactions between materials can be studied. Understanding chemical principles becomes more intuitive if the student understands the nature of matter and the physical constraints on interactions between both particles and objects. Finally, having an understanding of physical and chemical principles the student will be able to understand how organisms function from both the physical and biochemical aspects. This encompasses gross biology and anatomy as well s microbiology. The form and function of organisms, which are constrained by the laws of physics and enabled by chemical interactions, will be more easily understood.
Thus, the order of teaching the basic tenets of science will be as stated within the COS curriculum throughout all grades from 7 through 12. Grade 12 students (known as Advanced Marine Science or AMS) will make use of this teaching order to advance towards field research as the primary mechanism for scientific discovery. They will make use of basic statistics and understanding advanced technologies in the development and testing of hypotheses in defense of scientific discovery. Again, the COS teaching order of the sciences provides the students and teachers with a natural progression towards science literacy.
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DEVELOPMENT AND MAINTENANCE OF THE COS CURRICULUM
The COS curriculum is an extensive document that is meant to be dynamic in nature. All curricula require maintenance require renewal and revision to ensure their usefulness. The COS curriculum, being based on marine science and technology, requires (minimally) annual review and updating since ocean exploration and marine technologies are advancing at a rapid rate. In addition, the basic curriculum is enhanced by the resources and teaching styles of the COS faculty.
The integration and resource identification and management will be the task of the COS faculty. The mechanism for doing so will be the COS "Curriculum Elaboration Form" (CEF) which is figure #3 found on page 6. The COS faculty will fill out and submit CEFs to the COS curriculum manager and chief scientist for inclusion into the COS curriculum. The COS curriculum will be reviewed annually by the COS faculty, the NEAG School of Education, NURC NA&GL at the University of Connecticut and the Rochester Institute of Technology.
Another important aspect of this curriculum is that of communications access. Since the lexicon and subsequent teaching methodologies will change as this curriculum is taught, specific key notations will be made within the curriculum regarding signing and lexicon issues. These will also require annual updating.
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COS LESSON PLANS AND MATERIALS
The format adopted for all COS lesson plans is a standard layout that is used and approved by the National Science Teachers Association (NSTA) and is in accordance with the National Standards. Each lesson plan consists of several sections as follows: Curriculum Cross Reference, Objectives, Background, Learning Procedure, Materials, References, and Handouts.
The academic standards set the tone and present the requirements for the subjects that are to be taught in COS. The requirements are based on state and national directives with added topics that are specifically oceanographic. The "Flow Tables" are guidelines that describe the teaching pathway that is taken at the American School for the Deaf in West Hartford, Connecticut where the COS program was developed and piloted. Other schools may choose to alter this pathway to accommodate their own students.
COS lesson (unit) plans are developed to facilitate the achievement of these academic standards. Each lesson is devised to be "stand-alone" in nature. That is, the numeric serialization does not imply that the lesson should be taught in any specific order. A teacher may choose to teach any topic in any order that makes sense to the institution and class that they serve.
Each lesson plan follows a standard format and can be directly cross-referenced to these academic standards. Technical background information on the topic is included as are activities. Neither of these items is all-inclusive however, references are provided. A teacher may choose to use the activities provided or to substitute activities of their own devising. Thus, the lesson plans provide a framework for teaching any specific topic and may serve to save time for teachers in their weekly/daily planning.
Many lesson plans have handouts included. These handouts are COS program materials but may be copied and used for classroom instruction. Learning activities may be revised and new ones added to the lessons as part of the annual maintenance. Although the lesson plans are written for COS the author of the lesson plan itself is not necessarily the author of the learning activities within them.
The title page serialization consists of the standard number and letter to which the lesson is applicable, the topic and sub-topic numbers (if applicable) as per the academic standards and the topic title of the lesson. The lesson plan includes cross references to these standards, a list of measurable objectives, appropriate technical background information, references and internet links, learning activities, suggested integration links with other subjects, handouts and student evaluation suggestions. The format is one that is derived from the national Marine Educators Association (NMEA) and the National Science Teachers Association (NSTA). All Lesson (unit) plan covers are to be uniformly written. An example of a cover page follows (Figure 3). The coding on the cover is meant to allow for archiving and digital filing of these lessons.
American School for the Deaf
Classroom of the Sea Program
Advanced Maritime Studies
LESSON PLAN
Topic 4u / Lesson 1: Scientific Writing I - Scientific Papers
Figure 3. Sample Lesson (Unit) Plan Cover
CONTENT STANDARDS
CONTENT STANDARD I
 Indicates a standard curriculum knowledge requirement item
 Indicates a COS "team" or "crew" problem
CONTENT STANDARD 1: PHYSICAL SCIENCE [m]
7 / 8 PERFORMANCE STANDARDS
Students in grades 7 - 8 will:
1m1 - recognize that the source of heat and radiant energy for the earth is the sun1,2;
1m2 - be able to name the six basic forms of energy in the universe and cite examples on earth and in space;
1m3 - understand that energy can be transformed from one form to another form1,3,2;
1m4 - be able to describe forms of energy on earth and in the earth's atmosphere;1,2,3
1 mP-1 (PHYS) You are constructing an underwater
habitat. Be able to define, devise and describe ways to provide the
various energy needs for the habitat.C
1m5 - be able to define "matter" as anything that has volume and weight1,2,3;
1m6 - recognize that energy can be used to bring about changes in matter1,2;
1m7 - recognize and define that matter can exist in "states" as solids, liquids, and gases3,2,1;
1m8 - understand that all objects have a position in space;1,2
1m9 - understand that an object's position in space is relative to some reference point2;
1m10 - understand that when an object changes position it s said to be in motion2;
1m11 - understand that a force applied to an object is required to move that object1,2;
1m12 - know that the basic forces are "push" and "pull";C
1m13 - understand that all objects have "mass" 1,2,3
1m14 - understand the air and water have mass and why;C
1m15 - understand that "gravity" is an attractive force between to objects;1,2,3
1m16 - understand the objects in space are effectively "weightless";1,2,3
1m17 - understand that the earth revolves around the sun and that it spins on an axis of rotation1,2,3;
1m18 - understand the relationship between the spin of the earth and the movement of the water on the earth;C
1m19 - witness a high and low tide at one station;
1mP-2 (PHYS) Predict the time of the next four (4)
tidal cycles and determine the depths of high and
low tides. If working as crews use a different site for
each team.C
1m20 - be able to basically explain how the revolution of earth about the sun causes seasonal change on earth2;
1m21 - understand that the earth's crust is divided into plates that float on the asthenosphere and that this motion is called "plate tectonics";C
1m22 - understand that the motion of these plates is what shapes to oceans and continents;1,2
1m23 - be able to name all of the continents of earth2,3;
1m24 - be able to point out and describe latitude and longitude on a map or globe; C
1m25 - understand the relationship between the spin of the earth and the movement of the atmosphere2;
1m26 - be able to define "gyre, cyclonic and anti-cyclonic in terms of force and motion;c
1mP-3 (PHYS) Create and maintain a plot of all
U.S. East coast hurricanes during this current hurricane
Season. Work as a crew with COS 9-11 (P-7) and
display this on the COS web site;C
1m27 - understand why it is important to know how fast things fall;1,2
1m28 - understand the heat is a consequence of moving atoms;1,2,3
1m29 - demonstrate that heat can be transferred by conduction, convection, and radiation2;
1m30 - understand that the surface of the oceans are heated by the sun and mixed by waves in terms of radiation, conduction, and convection;C
1m31 - be able to define "insulator" in terms of heat flow2,1;
1m32 - understand that "temperature" is a measure of heat and that a thermometer is the device used tomake this measurement2;
1m33 - understand that there are three temperature scales: Fahrenheit, Celsius, and Absolute1,2;
1m34 - understand and be able to locate the different temperature regimes on the earth;C
1 mP-4 (PHYS) Know which state of matter heats up
fastest; solids, liquids or gases. Given that the earth
is a "water planet" discuss the consequences with respect
to heating and cooling of the earth and compare the
earth's atmosphere to that of the other planets in
our solar system with respect to heat. Show this
on the COS web site;C
1m35 - understand that "pressure" is the effect of the application of a force on an object or by one object on another;c
1m36 - understand that one object exerting a force or pressure on another causes a collision;1,2
1m37 - be able to name the geological parts of the earth from core to crust;C
1m38 - be able to define "fluid";1,2,C
1m39 - be able to define "condensation" and "evaporation" in terms of heat and states of matter;1,2,3
1m40 - understand that the heart is a force pump;C
1m41 - understand that all organisms in the ocean are subject to changes of pressure;C
1m42 - understand that all organisms must maintain a certain temperature to survive2;
1m43 - be able to define "density" in terms of the number of molecules per unit area;1,2,3
1m44 - understand the relationship between density and floatation;c
1m45 - explain how a submarine can go up and down in the water column;C
1m46 - understand what "viscosity" is;1,2,C
1mP-5 (PHYS) compare viscosities of various motor
oils and tell why some are used in automobiles in
winter and some in summer. Display as a poster;C
1m47 - explain the mechanisms by which rock, buried deep enough, may be reformed by pressure and heat into different kinds of rocks and minerals2;
1m48 - recognize that the movement of heat and materials within the earth causes earthquakes and volcanic eruptions2;
1mP-6 (GEOPHYS) Working as a crew with
COS 9- 11 (P-14) create a poster that shows
the formation of Long Island Sound in picture
form;C
1m49 - be able to describe what alternating current (AC) and direct current (DC) are and give examples of sources of each;1,2
1m50 - understand that lightning is a form of static electricity;1,2,3
1m51 - understand that electricity can be generated by a variety of sources and that it is one of the six basic forms of energy2;
1m52 - be able to define "magnetism" and understand that magnets are bi-polar ( North-South = + / -)2;
1m53 - understand what a magnetic "field" is;1,2,3
1m54 - understand the physical relationship between magnetic poles and know that the earth is bi-polar;1,2
1m55 - understand what an "insulator" is and give examples of conductors and insulators2;
1m56 - understand the rules of electrical safety;C
1m57 - understand what "periodic motion" is and be able to give practical examples of objects in periodic motion2;
1m58 - understand that waves represent a form of periodic motion2;
1m59 - be able to define and depict the basic parts of a wave including: crest (peak), trough (peak), amplitude, peak-to-peak, and wavelength2,3;
1m60 - understand what a "seismic wave" is, that it is the longest of the earthly waves that is not electromagnetic in nature;C
1m61 - understand the difference between electromagnetic waves and physical waves2,3;
1m62 - understand that waves may be reflected and refracted2,3;
1m63 - understand the difference between waves and particles2;
1m64 - understand what an "octave" is;C
1m65 - understand that the motion of water particles in a wave are circular;1,2,3,C
1m66 - understand how waves are generated by wind;C
1m67 - understand what "in phase" and "out of phase" mean with respect to waves;C
1m68 - understand what "nodes" and "anti-nodes" are;1,2
1m69 - understand that everything vibrates at some frequency;1,2
1m70 - understand what "reflection" is1,2;
1m71 - understand what atoms are and identify the following; Nucleus, proton, neutron, electron2
1m72 - understand what elements are and how they relate to atoms and matter2;
1m73 - understand that every atom is different based upon the number of protons and electrons it has within it;1,2
1m74 - understand what "molecules" and "compounds" are and how they relate to atoms and elements2;
1mP-7 (PHYS/CHEM) Construct models of basic
molecules and compounds including: water [H2O],
carbon monoxide [CO], carbon dioxide [CO2],
sodium chloride [NaCl], and nitrate [NO3];
1m75 - understand that the various atoms that comprise a molecule and compound;1,2
1m76 - understand that the elements that make up seawater can be identified and measured and know the names of the various methods used by chemical oceanographers to measure salinity;C
1m77 - be able to define "salinity" as it applies to chemical oceanography;C
1m78 - use physical and chemical properties to classify and describe matter in terms of elements, compounds, mixtures, atoms, and molecules2;
1m79 - show that, while the quantity of matter is conserved changes in matter can result in the formation of new materials2,3;
1m80 - be familiar with standard laboratory safety practices;1,2,C
1m81 - know the four general properties of matter: mass, weight, volume and density2,3;
1m82 - understand how the oceans were formed;C
1m83 - be able to describe the basic water cycle including energy transfers, the distribution and characteristics of water, and influences on human activity2;
1(mC-1) GEOCHEM / HIST Draw a map of
Long Island Sound showing how the water flows,
all major rivers and states, and the earliest
Connecticut settlements. Try to explain why these
locations were settled first and how these settlements
might have affected the water chemistry and quality
of Long Island Sound;C
1m84 - demonstrate that some properties (such as mass and volume) depend on the amount of material and some properties (such as density, melting point, and boiling point) are independent of the amount of material2;
1m85 - understand that combinations of chemical symbols are called chemical formulas2;
1m86 - know what "colloids" are, what the properties of colloids are and be able to give examples2;
1m87 - know what "soluble" means and be able to give examples of substances that are soluble and insoluble2;
1m88 - be able to name and describe the four forces within the atom;C
1m89 - know the chemical symbols for the basic elements of hydrogen, oxygen, carbon, and nitrogen;C
1m90 - understand that the combining of atoms of elements to form new substances is called chemical bonding;1,2,3,C
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CONTENT STANDARD 1: PHYSICS [u]
Indicates a standard curriculum knowledge requirement item
Indicates a COS "team" or "crew" problem
9 - 12 PERFORMANCE STANDARDS
Students in grades 9 - 12 will:
1u1 - classify various forms of energy as either kinetic or potential1,3,2;
1u2 - understand conservation of energy in terms of transformation of energy as an equation1,2;
v 1u3 - identify energy transformations that occur in various systems (e.g., biological, physical, mechanical, geological);C
1u4 - understand how mechanical energy relates to the movement of the atmosphere, earth's plates, and the motion of oceanic waters;
1uP-1 (PHYS) You are constructing an underwater
habitat. Define, devise and describe ways to provide the
various energy needs for the habitat.2
1u5 - Know that the most basic form of "matter" is the atom and that atoms relate to elements that can be found either on earth or in space1,2;
1u6 - be able to calculate the potential or kinetic energy of an object;1,2
1u7 - understand that a point is representative of one-space, a line representative of two-dimensional space, and a volume representative of three-dimensional space;1,2,3
1u8 - be able to plot the position of a two-dimensional (line) object in space;1,2,3
1u9 - be able to measure the distance between changes of position of one or more objects in space and plot them on a Cartesian Coordinate system;1,2,3
1uP-1 (NAV) using a chart of the Gulf of Maine, plot a course from Gloucester to Jeffries Ledge, then, to Tillies Bank, then to Province Town. Show all headings, latitudes and longitudes.C
1uP1a (NAV) using the given lab procedure, plot the slant-range to an object as if the object were an occupied submersible;C
1u10 - understand Newton's First Law1,2;
1uP1a (BIOPHYS) apply the measurement of volume mass, and weight to the fitness of scallops at different levels within a cage, over time.C
1u11 - understand the difference between "mass" and "weight"2,3;
1u12 - understand that "weight" is a force relative to gravity;C
1u13 - understand Newton's equation for the Universal Law of Gravitation and the roles of objects' masses and the distance between those objects;3,C
1u14 - understand the historical significance of Newton's Universal Law of Gravitation and discuss what physical phenomena in our universe are explained by this law;1,C
1u15 - be able to show mathematically why objects in space are effectively weightless;C
1uP-2 (PHYS) Using your own body weight calculate the amount of weight you must wear on your weight belt to maintain neutral buoyancy while conducting underwater research at 60 feet.C
1u16 - be able to explain the relationship between forces of the earth, moon, and sun and the tides;C
1u17 - understand that applying a force to an object will cause it to "accelerate";1,2,3
1u18 - be able to define "acceleration" in physical terms2;
1uP-3 (PHYS) Construct a tide table for the next month including phases of the moon, and mean water levels.C
1u19 - understand and be able to mathematically state Newton's Second Law;1,2,3
1u20 - know what the "Calculus" is, who developed it, and what it's uses are in physics;C
1u21 - be able to algebraically calculate the value for force, mass or acceleration using Newton's Second Law, given two of the three variables;C
1u22 - know the numerical values of acceleration due to gravity on the earth in both English and metric forms;1,2
1u23 - understand that a change in distance occurring over a period of time is velocity2;
1u24 - be able to calculate the slope of a straight-line on a Cartesian Coordinate system2;
1u25 - understand that the slope of a line plotted on axes which represent distance over time is the "velocity" of that object over that time;C
1uP-4 (PHYS) Conduct Galileo's free-fall experiment, using the inclined plane and various masses. Plot your results in Microsoft Excel™ and discuss your results with your team members;C
1u26 - be able to define "momentum" in terms of mass, velocity and impulse2;
1u27 - be able to define "angular momentum"1,2;
1u28 - be able to define "torque";1,2
1up4a - Build a simple Remotely Operated Vehicle (ROV) that can submerge to a depth of 4 meters and maintain neutral buoyancy at depth;C
1u29 - be able to explain oceanic "tides" in terms of gravitational forces, and angular momentum between the earth, sun and moon;C
1u30 - know that the first supercontinent of earth was called Pangaea and that the first ocean was thePacific;2,C
1u31 - understand that there are three kinds of motion: linear, circular, and periodic1,2,3;
1u32 - understand that tectonic plates converge, diverge, and move laterally in accordance with Newton's laws;2,C
1u33 - know about the mid-Atlantic Ridge;C
1u34 - be able to describe plate divergence and lateral movement in terms of momentum;C
1u35 - be able to describe seismic waves in terms of Newton's Second Law;1,2,3
1u36 - understand the relationship between longitude and time;
1uP-5 (PHYS-NAV) Discuss what problems early
mariners had with navigation by not being
able to accurately determine the longitude
and devise a way that this problem could be
solved by your team;C
1uP-6 (PHYS-NAV) Using the course that you
previously plotted in problem P-1 (PHYS),
state how long it will take for the R/V
CONNECTICUT to reach each destination
If she travels at 9 knots and 11 knots speed,
respectively. Add these figures to your chart;C
1u37 - be able to describe the "Coriolis Effect" in terms of circular motion, angular momentum, and inertial frames;C
1u38 - understand the relationship between angular momentum, force, and weather events such as hurricanes and tornadoes;C
1uP-7 (PHYS) Create and maintain a plot of all
Tropical storms and hurricanes during this
U.S. East coast hurricane season. Explain
what a cyclone is and why the winds move
the way they are in your storm plot. Predict
the date and time when each hurricane will
reach Southeastern Connecticut. Work as a
crew with COS 7 & 8 (P-3) to display this on the COS web site;C
1u39 - be able to compute an object's velocity and acceleration through algebraic manipulation2;
1u40 - understand that all object on earth fall at the same rate regardless of weight2;
1u41 - be able to reproduce Galileo's "free fall" experiments and make predictions from the results;C
1u42 - understand the historical and scientific significance of knowing that all objects on earth fall at the same rate with the exception of the effects of friction;1,2
1uP-8 (PHYS) be able to calculate own ship's speed by dropping an object from the bow and timing its movement to the stern;C
1u43 - understand what "geostrophic flow" is;C
1u44 - be able to locate and name the earth's major ocean currents;C
1u45 - understand that the total amount of disorder in the universe is increasing2;
1u46 - recognize that heat energy is related to the disorderly motion of atoms or molecules2;
1u47 - understand that the surface of the oceans are heated by the sun and mixed by waves in terms of radiation, conduction, and convection;C
1u48 - be able to explain the stratification of the worlds oceans on the basis of temperature;C
1uP-9 (PHYS-CHEM) Using a CTD construct temperature
plots for five (5) locations in Long Island Sound.
Identify any "thermoclines" on each plot and compare them.
If they are different, explain why. Compile this data and
show it on the COS web site;C
1u49 - be able to define "black body radiator" and "albedo" in terms of heat flow;C
1u50 - be able to define and calculate "specific heat";1,2
1u51 - be able to cross-calculate temperature from one temperature scale to another;1,2,3
1u52 - be able to describe the global and local heat balance and how "advection" affects the heat balance;C
1uP-10 (BIOPHYS) Explain how thermo-regulation is maintained by the human body and compare [each of] a species of bird, terrestrial animal, and marine animal and how each maintains "homeostasis." Show this on the COS web site;C
1u53 - be able to define "pressure" as a force per unit area and be able to compute pressure as a function of F/A; 1,2
1uP-11 (BIOPHYS) Sperm Whales (Physeter
catadon) routinely dive to depths of 1,000
feet (303.03 meters). Calculate the pressure
that a Sperm Whale is undergoing at that
depth in psi, atmospheres, inches of mercury,
and bars. Do the same for any other species
of marine mammal and for an aircraft flying
at 30,000 feet (9090.9 meters). Show this on
the COS web site;C
1u54 - understand the difference between an "elastic" and an "inelastic" collision and be able to give examples of each;C
1u55 - understand the consequences of the earth having a hot, liquid core;1,2,3
1u56 - understand the relationship between pressure and depth in the ocean;C
1u57 - be familiar with both English and SI units of measure for pressure1,2,3;
1u58 - understand the "box model" of thermohaline oceanic flow in terms of heat flow, evaporation and condensation;C
1u59 - understand what a "front" is with respect to temperature, pressure, movement and oceanographic and atmospheric consequences;C
1u60 - Understand what geostrophic flow and upwelling are;C
1u61 - understand what currents are and the different technologies for measuring them;
1uP11a - (PHYS-OCEANOG) create a model showing
current flow in an oceanic setting;C
1u62 - be able to describe the operation of a human heart in physical terms (as a force pump);C
1u63 - understand the effects on a human diver of pressure;C
1uP-12 (BIOPHYS) Describe how
three (3) different marine organisms cope
with changes in pressure. Display as a poster;C
1u64 - be able to describe the relationship between temperature and pressure2;
1u65 - be able to draw simple plots of temperature versus depth for the polar, temperate and tropical oceanic regions of the earth;C
1u66 - be able to explain those plots;C
1u67 - be able to explain Pascal's Principle2;
1u68 - be able to explain Archimedes Principle2;
1u69 - construct and be able to explain the operation of a "density diver" apparatus;C
1u70 - be able to explain how planktonic lifeforms maintain their depth in the water column;C
1u71 - be able to explain how a submarine dives, surfaces and maintains depth;C
1u72 - understand how pelagic fish, marine mammals and plankton maintain depth;C
1u73 - be able to define "turbulent" and "laminar" flow;C
1uP-13 (BIOPHYS) provide ideas as to how
dolphins are able to attain the speeds they do
in the open ocean, given their body structure
and discuss how we might use this infor-
mation to develop faster sailboats to use in
the Americas Cup Races. Display on the
COS web site;C
1u74 - understand "Bernoulli's Principle";1,2,3
1u75 - be able to describe the effects of flow and Bernoulli's Principle on current flow in the ocean;C
1u76 - create a poster depicting the physical principles that allow a hydraulic jack to work;C
1u77 - explain that the lithosphere consists of separate plates that ride on a denser, hotter, gradually deformable layer of the earth that releases energy and brings new materials to earth's surface2,C;
1u78 - explain interactions between the earth's lithosphere, hydrosphere, atmosphere, and biosphere;1,2,3
1uP-14 (GEOPHYS) Working as a crew with COS 7 & 8 (P-6) create a poster showing the formation of Long Island Sound including written narrative and geo-physical explanations;C
1u79 - understand that changing electric fields produce magnetic fields;1,2
1u80 - be able to describe Maxwell's equations;C
1u81 - be able to define and draw examples of: open circuit, closed (complete) circuit, and short circuit;1,2
1u82 - understand what "current", "voltage", and "resistance" are2;
1u83 - understand how electrical generators produce electricity, what electrical frequency is and the units of measurement for "frequency";1,2
1u84 - know that in the U.S. generator frequency is 60 Hertz (Hz) and in other countries it is 50 Hz and the consequences during travel;1,2
1u85 - understand the difference between "direct current" and "alternating current";1,2
1u86 - understand what an electric "field" is;1,2
1u87 - understand what a cathode ray tube is;2
1u88 - be able to draw a basic house circuit for power consumption and know where and how electricity is brought into and routed within their homes;1,2
1u89 - understand Coulomb's Law;1,2
1u90 - understand how to administer CPR;C
1u91 - understand Ohm's Law and be able to use it calculate total resistance, current and voltage of a basic electronic circuit;1,2,C
1u92 - understand and be able to draw simple "series" and "parallel" electronic circuits;1,2
1u93 - understand what "power" is, how it is measured and its units of measurement including: Watts and Horsepower. Be able to calculate power;1,2,3
1u94 - be able to read and compute a household electric bill;C
1u95 - be able to calculate total resistance in a simple series and parallel electronic circuit2;
1u96 - be able to identify a series-parallel electronic circuit and calculate total resistance;
1u97 - understand what "capacitance" is2;
1u98 - be able to calculate total capacitance for series and parallel electronic circuits;2
1u99 - understand what "simple harmonic motion" is and how it relates to periodic motion2;
1u100 - be able to define and depict "transverse" and "longitudinal" waves and give practical examples of each;2
1u101 - be able to derive a waveform using the geometry of the unit circle;C
1u102 - define and depict sine and cosine waves and be able to use calculator and tables to compute the value of each for various given angles2;
1u103 - know the Pythagorean Theorem and be able to solve for any side of a right triangle by algebraic manipulation of the theorem;1,2,3,C
1u104 - know the types of waves that comprise the electromagnetic spectrum2;
1u105 - understand what "constructive and destructive interference" are and be able to give examples of each2;
1u106 - understand what "frequency" is and know its units of measurement 1,2;
1u107 - define and understand the terms "spectrum", "frequency range," and "frequency band";C
1u108 - understand what an "octave" is;C
1u109 - be able to calculate wave speed, wavelength, and frequency by algebraic manipulation2;
1u110 - be familiar with the wave equations;C
1u111 - understand how physical oceanographers determine wave height;C
1u112 - understand the relationship between waves and energy transport;C
1u113 - understand what a "plane wave" is;C
1u114 - understand Snell's Law;2,C
1u115 - understand what constructive and destructive interference are and be able to give examples of each;1,2,C
1u116 - understand the principle of "superposition";1,2,3
1u117 - understand what "in phase" and "out of phase" mean with respect to waves;1,2,3
1u118 - understand what "nodes" and "anti-nodes" are;1,2,C
1u119 - understand what standing waves are and how they are generated;1,2,C
1u120 - understand the principle of resonance;1,2,C
1u121 - understand what "fundamental frequency" is;1,2,C
1u122 - understand what "harmonics" and "partials" are;C
1u123 - understand what "refraction" and "diffraction" are and be able to give examples of each1,2;
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CONTENT STANDARD 2: CHEMISTRY
Indicates a standard curriculum knowledge requirement item
Indicates a COS "team" or "crew" problem
CONTENT STANDARD 2: CHEMISTRY [u]
9 - 12 PERFORMANCE STANDARDS
Students in grades 9 - 12 will:
2u1 - be able to draw and label a Bohr atomic model including major subatomic particles such as: proton, neutron, electron, gluon, quarks, electron cloud, rings2;
2u2 - understand how elements are listed and grouped in the Periodic Table of elements2,3;
2u3 - understand the significance of protons and neutrons with respect to the atomic mass of an atom2;
2u4 - understand and define "atomic weight" and "atomic number"2;
2u5 - understand what "atomic charge" is and how it relates to elements and molecules;1,2,3
2u6 - understand what "ions" are and be able to give examples;1,2
2u7 - understand what "major constituents", "trace elements", and "dissolved gasses" are with respect to atoms, elements, molecules, compounds contained in seawater; and give examples2;
2u8 - define and be able to calculate "charge";1,2,C
2u9 - understand what "conductivity' is and howC
2u10 - understand what a "titration" is;C
2u11 - describe the nature of atoms and how atoms combine to form molecules2;
2u12 - explain how the chemical and physical properties of substances are related to their atomic and molecular structures2,3;
2u13 - understand the need for cleanliness in the laboratory and how it may affect the results of experiments carried out in the lab;C
2u14 - understand the concept of "density" as it applies to oceanography;
2u15 - understand that new water is being introduced into the oceans via riverine input;C
2u16 - know what an "estuary" is in chemical terms; energy transfers, the distribution and characteristics of water, and influences on human activity2,C;
2u(C-1) GEOCHEM discuss the major
elements you think would come from
the surrounding watershed, rock and
sediments, and biomass that would be dissolved
in the waters of the Connecticut River;C
2u17 - be able to define and give examples of "chemical properties" and "chemical changes [reactions]"2;
2u18 - be able to define the terms "reactant" and "product"2;
2u19 - recognize that the ability of a reaction to occur and the extent to which it proceeds depends on the relative stability of the reactants compared to the products and the conditions under which the
reaction occurs2;
2u20 - be able to define and give examples of "heterogeneous mixtures" and "homogeneous mixtures"2;
2u21 - know what a "solution" is, what "solutes" and "solvents" are and be able to give examples2;
2u22 - know what "solubility" is and how it is determined2;
2u23 - know what "alloys" are;1,2
2u24 - understand what the atomic number of an atom represents1,2,3;
2u25 - understand what "isotopes" are;1,2
2u26 - understand what atomic mass is and its relationship to isotopes;1,2
2u27 - know who Dmitri Mendeleev was and his contribution to chemistry (Periodic Table of Elements);1,2
2u28 - know who Henry Moseley was and how he developed the modern Periodic Table;C
2u29 - understand the design and layout of the modern Periodic Table of Elements (e.g. groups, families and periods);1,2
2u30 - know the physical and chemical properties of metals, nonmetals, and metalloids;1,2
2u31 - know what the alkali, alkaline, and transition metals are and their properties;1,2
2u32 - know the properties of the boron, carbon, nitrogen, oxygen, and halogen families;1,2
2u33 - know what the noble gases are and their properties;1,2,3
2u34 - know what rare-earth elements are;1,2
2u35 - understand what valence electrons are;1,2
2u36 - understand what pH is and how to measure it;1,2,C
2u37 - understand the role of pH is oceans and rivers with respect to constituents and sound absorption and how it is naturally altered;C
2uC-A Explain why pH is an important
measurement in pool systems containing
marine mammals in aquaria and how it can
be controlled;C
2uC-B Explain why pH of blood is important
and how it is controlled;C
2u38 - understand what ionic an covalent bonds are and how they are indicated in writing and diagrams2;
2u39 - understand what an "oxidation number" is and what it represents;1,2,3
2u40 - understand how to use oxidation numbers to predict how atoms will combine and what formula for the resulting compound will be;1,2
2uC-2 (BIOCHEM) Using a bivalve species
such as scallops, as an indicator deploy caged
animals for a known time and sample to
determine water quality and fitness.C
2uC-3 (CHEM) Using standard laboratory and
shipboard techniques as well as advanced underwater sampling techniques such as CTD, ROV and acoustical devices, perform a complete characterization of four sites including a river site, estuary, and
oceanic areas. Report these on the COS web site for at least two different seasons.C
2u41 - Explain how salinity, temperature, and pressure affect the speed of sound in water.C
2uC-4 (P-CHEM) Using a CTD monitor the
salinity and temperature as a function of
pressure at two different sites in at least two
different seasons in LIS and show how the
speed of sound is affected and whether
sound ducting occurs;C
Indicates a standard curriculum knowledge requirement item
Indicates a COS "team" or "crew" problem
Back to Index
CONTENT STANDARD 3: LIFE SCIENCE [m]
7 / 8 PERFORMANCE STANDARDS
Students on grades 7 - 8 will:
m1- be able to compute the average of a series of numbers;1,2,3
3m2- be familiar with the parts of a standard microscope;1,2
3m3- understand the basic life functions of respiration, movement, elimination, response to stimuli,eating, and reproduction2;
3m4- know that the basic life processes are "photosynthesis" and "respiration"2,3
3m5- recognize that basic life processes, such as photosynthesis and respiration occur at the cellular level2;
3m6- explain the effects of disease on the inability of organisms to carry out essential life functions2;
3m7- understand that the matter making up living things is the same matter found in the physical world2;
3m8- identify and describe basic cell structure2;
3m9- identify similarities and differences that characterize different types of cells (e.g. plant, animal)2;
3m10- understand that cells divide for growth, replacement, repair and reproduction2;
3m11- differentiate between unicellular and multicellular organisms2;
3m12- recognize that tissues and organs in multicellular organisms are made of specialized groups of cells, which work together to perform specific functions2;
3m13- understand that, while most living things are composed of cells there are other things such as viruses that are difficult to identify as living or non-living2;
3m14- recognize that all living things, from simple cells to multicellular organisms, share basic characteristics and requirements2,3;
3m15- show how living and non-living things can be grouped using the characteristics they share;2ll
3m16- understand that all living things may be listed according to a classification scheme and that this schema is known as taxonomy2,3;
3m17- know the five kingdoms in the taxonomic classification system and be able to give examples of each2,3;
3m18- describe and analyze the ways in which scientists determine the relatedness of organisms2,C;
LS1- (BIO) conduct a trawl and organize, compare and
categorize similarities and differences among
the organisms captured2;
3m19- know what plankton are and that they are the base of the marine food chainC;
3m20- understand that there are two basic types of plankton: phytoplankton and zooplankton and understand the differences between themC;
3m21- understand that diatoms are a species of phytoplanktonC;
3m22- know that algae are forms of planktonC;
LS-2 (BIO) conduct a plankton tow and
observe and identify zooplankton and
phytoplankton. Make drawings of each and
Post on the COS web siteC;
3m23- know the definition of "plants"2;
3m24- be able to name the basic parts of a plant2;
3m25- be able to name the basic parts of a plant2;
3m26- know common animal traits (e.g. have blood, breath air, etc.)1,2;
3m27- understand the differences between vertebrate and invertebrate animals1,2,3;
LS-3 (BIO) conduct a trawl of known distance
then sort the organisms caught by type (i.e. benthic
versus pelagic) and count the number of each.
Calculate the average number of each species and
Plot as a bar graph.
Conduct a second trawl and use the data from the first
trawl to predict the abundances of species in the second.
Are the abundances the same or different? Discuss
reasons why they are or are or are not. Post the
results on the COS web siteC.
LS-4 (BIO) Conduct a trawl and sort organisms ac-
cording to kingdom and body type. State what each
organism (predator) eats (prey species) Display on the COS web site;
3m28- understand the difference between warm-blooded (homeotherms) and cold-blooded (poikilotherms) animals 2,3;
3m29- know the traits of amphibians2,3;
3m30- know the traits of reptiles2,3;
3m31- explain the differences between human beings and other primates2;
3m32- know the traits that are purely mammalian1,2,3;
3m33- know what a marine mammal is and the names of the major groups of marine mammalsC;
3m34- know what marine mammal species are found in the North Atlantic regionC;
3m35- be able to name some important commercial fish speciesC;
3m36- know the ways in which animals communicate (e.g. tactile, sound, sight, movement, etc.)1,2,C;
3m37- know the names of basic animal groupings (e.g. pack, pod, pride, etc.)C
3m38- recognize that living things contain systems (such as digestion and respiration) that enable them to carry out basic processes2;
3m39- understand that, when living things reproduce, they transfer genetic information from one generation to the next2;
3m40- understand that animals, including humans, have body systems which are: skeletal, skin, muscular, respiratory, digestive, urinary, reproductive, and nervous1,2;
3m41- understand, in general, the purpose of the human skeletal system1,2;
3m42- understand, in general, the purpose and composition of human skin1,2;
3m43- understand, in general, the purpose of the human muscular system1,2;
3m44- understand, in general, the purpose and major parts of the human respiratory system1,2;
3m45- understand, in general, the purpose and major parts of the human digestive system1,2;
3m46- understand, in general, the purpose and major parts of the human urinary system1,2;
3m47- understand, in general, the purpose and major parts of the human nervous system1,2;
3m48- understand, in general, the purpose and major parts of the human male and female reproductive systems1,2;
3m49- be able to name the six senses and the major organs that comprise them1,2;
3m50- be able to define "ecosystem" and "biome"1,2,3;
3m51- know what biomes are and be able to name the major biomes2,3;
3m52- explain the need for sunlight and other abiotic factors, such as air and water, in an ecosystem2;
3m53- know what the intertidal, sub-tidal and abyssal zones are including the major characteristics of eachC;
LS5- using a Remotely Operated Vehicle (ROV)
observe the sub-tidal zone and describe what you
seeC;
LS6- go on a beach walk and describe the intertidal zone
that you observed in terms of organisms found,
type of area (rocky shore, beach, etc)C;
3m54- understand the differences between woodlands, wetlands, watershed, shoreline, inter-tidal, and sub-tidal zonesC;
3m55- explain how both organisms and ecosystems can change2;
3m56- know what "natural resources" are2,3;
3m57- understand how "supply and demand" effect our natural sources1,2,3;
3m58- understand the "water cycle"2;
3m59- understand the "carbon cycle"C;
3m60- understand that organisms have life cycles and be able to describe the life cycle of familiar organisms2;
3m61- understand what is meant by the "food chain"2;
3m62- describe the roles of producers, consumers and decomposers in an ecosystem and provide specific distribution and abundance of organisms1,2,C;
3m63- explain that while matter is recycled in an ecosystem there is a one-way flow of energy in ecosystems2;
3m64- understand the complimentary nature of structure and function2;
3m65- explain that the features of living things (e.g. trunks, tails, webbed feet) can be indicators of their roles and places in an ecosystem2;
3m66- identify anatomical and behavioral adaptations, which allow organisms to survive in specific environments2;
3m67- explain that the number and variety of organisms and populations are dependent on the resources and physical factors of their environments2;
3m68- understand that extinction of a species occurs when the environment changes and the species is not able to adapt to the changes2;
3m69- recognize that individual organisms with certain traits are more likely than others to survive and have offspring2;
3m70- understand what the term "abundance" means in an ecological senseC;
3m71- understand the meaning of the terms "threatened," "endangered," "critically endangered," and "extinct" and give examples of eachC;
3m72- understand that the basic idea of biological evolution is that the earth's present-day species developed from earlier species2;
LS-7 (BIO) discuss how you think present-day
reptiles and amphibians might relate to the
dinosaurs. Conduct your discussion on your
web boardC;
3m73- know that the many thousands of layers of sedimentary rock provide evidence for the history of the earth and its changing life forms2;
3m74- describe the general ways that the earth's oceans impact life, as we know it, on earth1,2,C;
LS-8 (BIO) investigate and list the uses
of "diatomaceous earth" and report on
your investigations as a posterC;
LS-9 (BIO/SOC. STUDY) make a poster showing
the creation of Long Island Sound and the species of
animals that live around its borders and within itC;
3m75- know that man did not exist during the age of the dinosaurs (at the same time as dinosaurs)C;
LS-10 (BIO) draw a picture of a fictitious animal
in the future of earth. Show and discuss the adap-
tations of your creature to that time and place. Tell
what its habitat will be like and display your work
on the COS web siteC;
Back to Index
Indicates a standard curriculum knowledge requirement item
Indicates a COS "team" or "crew" problem
CONTENT STANDARD 3: BIOLOGY [u]
9-12 PERFORMANCE STANDARDS
Students in grades 9 - 12 will:
3u1 - understand how statistics are used in the life sciences to explain the distribution and abundance of organisms and populations1,2,3;
3u2 - be able to define and calculate the mean, median, and standard deviation of a series of numbers and apply this to populations1,2;
3u3 - be able to calculate percentage and apply this to populationsC;
3u4 - be able to plot and relate means, median, standard deviation and percentages to species, populations and habitatsC;
3u6 - explain that the distribution and abundance of organisms and populations in ecosystems are ultimately governed by the availability of matter and energy and the ability of the ecosystem to recycle organic materials2;
3u7 - describe the movement of matter and energy through different levels of organizations of living systems and show how matter and energy are transformed and conserved2;
3u8 - explain ways in which humans can minimize their impact on biomes2;
3u9 - explain the differences between the Earth's major biomes in terms of both climate and organisms2;
B-1 (BIO) using a Remotely
Operated Vehicle (ROV), conduct
a transect of known distance and count
the number of each species as a frame-by-
frame analysis. Conduct a second transect
in an area of differing bottom type. Using
the same type of analysis plot abundances for
both transects and discuss similarities, differences
and how this data might relate to
distribution and habitat types. Post on the
COS web siteC.
3u10 - understand the role of the cell membrane in controlling materials entering and leaving the cell2;
3u11 - be able to basically describe the processes of "photosynthesis" and "respiration"2,3;
3u12 - understand that there are specialized structures in the cell used for energy capture and release2;
3u13 - explain that the function of cells depends on proteins, which are made of specific sequences of amino acids coded by DNA, that are unique to each individual2;
3u14 - explain chemical bonds and metabolic processes, such as photosynthesis and cellular respiration, as the use of energy by organisms2;
3u15 - know that cell behaviour can be influenced by other cells, chemicals or other organisms2;
3u16 - describe the processes and results of mitosis and meiosis2;
3u17 - know that cells function in a narrow range of physical conditions, such as temperature and pH, to carry out life functions that help them maintain themselves in homeostasis2;
3u18 - understand that continual solar energy input and the fixing of solar energy by photo-synthetic organisms is not necessary for most life2,3;
3u19 - recognize that while viruses lack the standard cellular structure, they have the genetic material to invade living cells2;
3u20 - understand that plankton are primary producers that are single and multicellular organismsC;
3u21 - understand that there are 50,000 species of plankton including 8,000 species of diatom and be able to identify some local speciesC;
3u22 - be able to describe diatom reproduction by cell divisionC;
B-2 (MARINE BIO) conduct a plankton tow
and observe, identify and count species of
plankton. Specifically, count diatoms.
Conduct tows at different times during the
year and plot the results. Explain your results
post on the COS web siteC;
3u23 - understand that some cells are specialized and describe how "nematocist" (stinging) cells work in jellyfish and sea anemonesC;
3u24 - describe how specialized cells allow marine and terrestrial creatures to bioluminesceC;
3u25 - be able to define and give examples of "meroplankton"C;
3u26 - be able to operate a dissecting microscope and video microscope2,C;
B-3 (BIO) take video of various organisms
using the video microscope, using a literature
search add a descriptive brief of the biology
of the species recorded and post on the COS
web siteC;
3u27 - identify anatomical and behavioural adaptations which allow organisms to survive in specific enviornments2,3;
3u28 - describe how different life functions (e.g. digestion, reproduction) are carried out by different organisms2;
3u29 - understand that each organism carries a set of instructions (genes) for specifying the components and functions of the organism2;
3u30 - recognize that changes in the types of species traits are more likely than others to survive and on earth may have occurred either gradually or through sudden bursts of major change known as punctuated equilibrium2;
3u31 - explain that differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors2;
3u32 - compare and contrast Mendel's Laws (of segregation and independent assortment) of heredity2;
3u33 - be able to describe the theory of natural selection and understand how fossil records, anatomical and molecular forms of evidence support this theory2;
3u34 - describe scientific theories for the origin of life and the evidence to support them2;
3u36 - describe the biological history of human beings2;
3u37 - describe the impact of the oceans on the biology and evolution of organisms on earth and specifically, on humanityC,1,3;
3u38 - describe how the inter-relationship between humans and the Long Island Sound have impacted one another biologically and socially over timeC;
B-4 (BIO/SOC. STUDY) create a poster
showing a timeline of the creation of Long
Island Sound including settlements of peoples
from early times to the present day, species of
animals that live on its borders, and marine
species that inhabit it. Work with COS 7/8
teams and present the work as a posterC;
3u39 - compare and contrast different types of asexual and sexual reproduction2;
3u40 - explain how heritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells2;
3u41 - understand that modern molecular biology allows scientists to analyze, isolate and alter genes, and this ability helps scientists in the analysis and treatment of certain diseases2;
3u42 - know the different levels of the taxa and the derivation of taxonomic classification2;
3u43 - understand that taxonomic classification is based on the morphology of organisms within it2,3;
3u44 - be able to use taxonomic tables to identify organismsC;
3u45 - understand that the life cycles of organisms relates directly to the environment in which they live and to the other organisms that live in that environment with them1,2,3;
3u46 - understand what the term "succession" means and be able to cite examples in both the terrestrial and marine environmentsC;
3u47 - be bale to draw a table of the basic terrestrial and marine food chainsC;
B-5 (MARN BIO) Conduct a trawl of two
different habitat areas or bodies of water.
and use taxonomic tables to fully identify
each species. Discuss the basic morphological
features of each species, the habitat in
which each resides, and its prey species.
Construct a web posting that shows the data,
along with graphs of relative abundances of
each species, and comments on succession of
the species found (if appropriate). Try to
relate what you have found in the marine
environment to the terrestrial environmentC;
3u48 - be able to describe the succession of organisms in a typical east coast sub-tidal zoneC;
3u49 - understand what the term 'fitness' means in an ecological senseC;
3u50 - using any bivalve species, deploy cages of live animals at different sites, sample tissue and take measurements to determine fitness and stress over time at that site and report on this studyC;
3u51 - know what a "life table" is and what it tells usC;
3u52 - be able to give examples of adaptations in terrestrial and marine organismsC;
3u53 - understand what an "apex predator" is and be able to give examplesC;
B-6 (BIO) discuss and display a poster on
the evolution and adaptations of whales
give references and display on the COS web siteC;
B-7 (BIO) discuss what impact the
destruction of one species ( e.g. lions in
Africa and sea otters in California) has on the
food chain. Use your web board to discuss these
cases with scientists and other classroom teamsC;
B-8 (BIO/SOC STUDY) use your web
board to discuss the impacts of over-fishing
in the Gulf of Maine with scientists and other
classroom teamsC;
3u54 - understand the meaning of the terms "threatened," "endangered," "critically endangered," "endangered in the wild," and "extinct" and give examples of eachC;
3u55 - be able to describe the primary differences between marine, aquatic and terrestrial plants;
3u56 - be able to describe the process of photosynthesis including light and dark reactions2;
3u57 - understand that continual solar energy input and the fixing of solar energy by photosynthetic organisms is necessary for most life2;
3u58 - recognize that while viruses lack the standard cellular structure, they have the genetic material to invade living cells2;
3u59 - describe the major distinctions among the kingdoms of living things (e.g. prokaryotic, /eukaryotic, nucleated/non-nucleated, heterotrophic / autotrophic)2;
3u60 - describe why diversity in a species is important for its survival in a changing environment2,3;
3u61 - given a classification key, classify a given organism2;
3u62 - describe ways in which internal and external structures, organ systems and body plans contribute to organisms being able to carry out life functions or processes (e.g. re-production, response to stimuli, production and/or digestion of food, and production of food, and production of energy, circulation, excretion, and homeostasis)2;
B8a - design a classification key which can be used
by others to group organisms2;
3u63 - understand that the present diversity of life is a result of natural selection and other evolutionary processes that have been at work for long periods of time2;
3u64 - describe how different life functions (e.g.digestion, reproduction) are carried out by different organisms2;
3u65 - recognize that living things often have specialized sensory organs that help them gather information about their environments2;
3u66 - explain that preservation of the Earth's biological diversity is critical to the future of human beings and other living things2,3;
3u67 - be able to describe the skeletal system of animals including its purpose and the difference between exo-skeleton and endoskeleton1,2,3;
3u68 - be able to describe the human skeletal system1,2;
3u69 - be able to describe human skin and compare it to that of other vertebrate animals1,2;
3u70 - be able to describe the basic anatomy and physiology of the human 3u71 - understand the difference between smooth and striated muscle1,2;
3u72 - be able to describe the basic anatomy and physiology of the human respiratory system;
3u73 - be able to describe the basic anatomy and physiology of | 
