Finding Protists

Unit:  Protists

Lab  1: Finding Protists in a drop of the pond and Identifying them.

Goal: 

• Identify the protists in a water sample.

Skills: 

• drawing microorganisms
•  describing microorganisms
•  preparing a microscope slide
•  observing microorganism
•  collecting specimens
• identifying protists

Materials:

• Science Journal
• Microscope
• Samples of pond water
• Microscopes slides

Procedure:

1. Visit the nearest pond, river or beach and collect water in a glass container (we recommend reusing glass containers of food that is previously cleaned).
2. Use a dropper pour a drop to the slide and cover with the coverslip.
3. Place the microscope slide on the object holder and focus the targets until you see the microorganisms.
4. Draw what you saw in your science notebook and describe the microorganism.

Evaluation System

Tools for Learning

 

1. Mini White Boards and markers.

UNIT 3: The Microbiological World

LESSON 1:  Phytoplankton

• Sea Soup Teacher¹s Guide: Discovering the Watery World of Phytoplankton and Zooplankton

LESSON 2: Zooplankton

• Sea Soup: Zooplankton          

LESSON 3: bacteria

• Onnetila Bacteria Science Kit Petri Dishes with Agar Educational STEM Science Fair Project Kit for Kids Age 9 and Above  (Amazon)

         LESSON 4: Protists

•   Microscope
•   Microscope Slides
•  Kingdom Protist DVD
•  Book Protist: Algae, Plankton, and other protists (A Class of their own) by Rona Arato.  (Barnes & Noble or Amazon)
•  Micro Aquarium from Carolina Scientific.

Learning Strategies

 

1. Problem-Solving Teaching

2. Concept mapping

3. Metacognition and Self Regulation Strategies

4. Self verbalization/Self Questioning

5. One-to one tuition

6. Digital Technology

7. Reading Comprehensive Strategies

8. Outdoor adventure learning.

9. Collaborative Learning

10. Interactive video

11. Field Trip

Reference

Schedule Time

Content

 

UNIT 1    The Science of Marine Biology

LESSON 1:  The importane of the ocean and marine organisms

LESSON 2:  Marine Biology History

LESSON 3: The properties of water

LESSON 4: The chemistry of sea water

LESSON 5: Temperature and salinity

LESSON 6: Light and sound 

 

UNIT 2: Fundamentals of Biology

LESSON 1: Cells

LESSON 2: The movement of substance

LESSON 3:The flow of energy

LESSON 4: Respiration

LESSON 5: Photosynthesis

UNIT 3: The Microbiological World

LESSON 1:  Phytoplankton, Nanoplankton and Zooplankton

LESSON 2: Bacteria

• description
• reproductions
• spores 
• habitats
• habitat marino
• bacilos
• cocos
• espirilos 
• espiroquetas
• micoplasma
• rickettsia

LESSON 3: Protistas 

• Producers protists. Algaes (red, green, brown)

•  Diatoms and dinoflagellates 

•  euglenes 

•  amoebas and foraminifera 

•  zooflagellates 

•  heterotrophic protists (mohos acuáticos).

 

UNIT 4:  Seaweeds and Plants

LESSON 1: Characteristics of Seaweeds

LESSON 2: Life cycle of Polysiphonia a red algae

LESSON 3:  Life cycle of the Kelp Laminaria

LESSON 4; Alternation of generation in Ulva

LESSON 5:  Life cycle of Clamydomonas

LESSON 6: Algae and human affairs 

UNIT 5:  Marine Invertebrates

LESSON 1:  Songes, Cnidarian, Worms

• characteristics

• neurons and ganglia

• digestive tract 

•  Sponges 

•  cnidarian 

•  worms

LESSON 2:  Echinoderms

• Arthropods

• Echinoderms

• spine skins

• simetry

•  nervous systems

• vascular systems

• classification 

  

LESSON 3: Molluscs

• characteristics

• ganglia and brain

•  blood pumping 

•  The bodies of molluscs 

•  marines worms

LESSON 4: Arthropods-Crustacean

UNIT 6: MARINE VERTBRATES 

LESSON 1: Fish without jaw

LESSON 2:  Cartilaginous fish

LESSON 3: Bony Fish

LESSON 4: MARINE REPTILES

LESSON 5: MARINE MAMMALS 

LESSON 6: BIRDS OF THE COAST 

 

 Bony fish, cartilaginous fish, fish without jaw

 

 

 

 

Specific goals

Goals

 

MARINE INVERTEBRATE

MOLLUSKS

1. List the characteristics, and give examples, of the organisms that belong to the main classes of mollusks. 
2. Describe the parts of a mollusk.
3. You will describe the structure and function of the different parts of a clam's body.
4. Explain the difference between an open circulatory system and a closed circulatory system
5. Describe the segmentation.
6. You'll mention some of the ways mollusks are important to humans.
7. Provided with a series of plates or specimens, students will distinguish between marine flatworms, ribbonworms, and segmented worms.

 

Special Assignments

 

UNIT: SEEDWEEDS AND PLANTS

Assignment #1: 

1. Identify the type of algae that belongs to each of these three phyla: Chlorophyta, Phaeophyta, Rhodophyta
2. What is phytoplankton?
3. How are kelps similar to vascular plants?
4. What characteristics of green algae suggest that they are probable ancestors of higher terrestrial plants?
5. What are some of the reasons for harvesting red and brown algae?

Assignment # 2: 

1. Giant kelps are sometimes called "the redwoods of the sea."  Kelp communities are often called "forests".  How are these names accurate? In what way are they not?
2. Why are kelp forests found only in waters near shore?
3. List one species found in kelp forests.

Assignment # 3:

Goal 1:  The students will learn how to write about science as part of traditional science content, because success in science, as in any field, requires mastery of discipline-specific systematic reflective thinking about writing.  

Goal 2: The students will learn to construct graphic organizers of the main concepts after they have gotten and read the information that was assigned. 

1. Get information about kelp forests off the coast of California.  What kind of those plants live there? How big are they? What other organisms live there? What advantages do you provide to other organisms to kelps?  What effect will harvesting kelps have on the environment? Illustrate this report with photos or with your own drawings.

UNIT MARINE INVERTEBRATE

UNIT: MARINE VERTEBRATE

Goal 1: The students will learn how to use self-questioning and think-aloud-aloud techniques so that they become more aware of and better able to control their reasoning and problem-solving skills.

ASSIGNMENT #1: HOW YOU CAN DEMONSTRATE A CONDITIONED RESPONSE?

Materials: An aquarium with fish, fish food

Feed the fish to an aquarium at the same time each day.  You should always give him the same amount and the same kind of food.  Before feeding the fish, gently tap on the side of the aquarium where you are going to throw the food.  Feed the fish in this way, for three weeks.  After three weeks, at the usual time of feeding, gently tap the side of the aquarium where you used to put the food.  This time don't throw food into the water.  Observe the behavior of the fish.

What is this type of behavior called?  Feed the fish once you have finished making your observations.

ASSIGNMENT # 2: 

Many species of fish and dolphins share the streamlined shape of the body. Which of these two species needs to surface to breathe?

Course description

 

  The ocean is the largest habitat on Earth with a great range of environments.  Is in the oceans, that life began, abundance and variety of living species.  In this marine biology course, the students will have the opportunity to learn the classification of marine species, identify the biodiversity hotspot, understand the cycles of life and energy, describe the zones of ocean life, understand the types of migration, understand how the bioluminescence occur in some sea.