An Ecological Survey and Comparison of Plants and Animals That Live Near and In The Ocean

http://edweb.sdsu.edu/triton/ecosur/ecosur.html

Introduction

During the fourth quarter of the 1995-96 school year this marine/biology unit was developed through the direction of the San Diego Unified School District's Triton Project, a Challenge Grant funded by the U. S. Department of Education.

The purpose of this project is to explore the differences that exist between land and sea life, especially those that inhabit the biomes in which we live - coastal, inland and mountain.

Content Areas and Grades

This unit is primarily useful for a biological study of animal adaptation differences and biomes for 8th and 9th grade classes. It will also enhance writing across the curriculum and support the research process.

Organizing Theme and Guiding Questions

Do animals and plants have adaptive qualities?
Are the qualities similar or dissimilar?
What are the adaptive characteristics of birds?
What are the adaptive characteristics of plants?
How important is biome in adaptation?
Are plants or animal more efficient in adaptation?

Goals, Objectives, and Curriculum Standards

Use concepts expected of middle school students to explain a variety of observations and phenomena.

Biological Science Standards Addressed:

Understand evolution, species, diversity, adaptation, variation, extinction.
Understand form and function, cause and effect, consistency and change.
Use scientific reasoning strategies, scientific knowledge and common sense to formulate questions, understand and explain a wide range of phenomena.

Implementation Overview

This unit requires approximately two weeks of class time. It could also be accomplished in three weeks by providing two - one hour blocks class time per week. The unit is ideal for life science classes which have access to the ocean, mountains, coastal, and inland areas for field trips. It should be considered an interdisciplinary unit in combination with English and social studies.

Material Resources Needed

Netscape access
Computer availability
Library resources
Class set of reference materials
Transportation to camp site
Camping equipment
Binoculars

Human Resources Needed

Classroom intructor
Librarian
Additional staffing for camping trip

Entry Level Skills and Knowledge

Computer access skills (keyboarding, basic, etc.)
Knowledge of evolution, and basic adaptation
Classification and biome knowledge concepts
Basic research skills

Outline of Activities

Day 1	Introduce unit to students and provide time for discussion. Show examples of finished product and explain the use of the template and/or journal.
Days 2-4	If a multi-day or a single day camping trip has been planned it should occur during these days.
Days 5-7	Use as research days, to begin essays, or to begin drawings.
Days 8-9	Use of Netscape for research should be occuring by all students.
Days 10-12	Compiling and printing of information gathered.
Days 13-14	Final comparisons made-final project assembly.

Evaluation

A successful unit will be demonstrated by the students ability to organize materials in an effective manner meeting criterion stated at the beginning of the unit.

Oral and visual presentations by students
Evaluation of project folder by teacher
Evaluation of project folder by students using a point system

Conclusion

The success of a unit of this kind depends largely upon the students knowledge and use of prescribed resources. It would be ideal for the students to experience a camp-like setting (either a day camp or a 2-3 day exposure) to ensure a practical approach to essay writing, and visual contact with the plants and animals in the study.

Last updated on August 17, 1996.
Return to the Triton Curriculum Page