Oceanography

This challenging marine science course is designed to meet the needs of a student who wishes to obtain an in-depth awareness of coastal and marine systems. This course includes a study of the physical, chemical and geological aspects of oceanography, marine biology, the coastal environment and the interrelationships among other disciplines. Students will be engaged in a variety of challenging real-world projects using Narragansett Bay as a natural lab. Students will follow field projects both in the environment as well as through the use of technology. Students can expect to work and be immersed in the marine environment. This rigorous course utilizes resources at a college reading level.

Recommendation: Successful completion of Chemistry.

This course is a study of the total marine environment with emphasis on basic facts and principles of physical, chemical, biological and geological oceanography. Topics include the origin of oceans and the composition and history of seawater, oceanic currents, tides, waves and beaches, the sea floor, plant and animal life in the sea, oceanic resources, minerals and food, and marine pollution, undersea living, marine farming, and laws of the sea and the coastal region of Rhode Island, open ocean and coastal exploration through history and navigational chart reading. There will be a year-end project, which will have both a written and media presentation component.

PHS Learning Expectations:

1. Access and critically analyze information to answer questions and explore ideas

2. Solve problems through prioritizing and planning for results

3. Write proficiently for a variety of purposes

4. Communicate effectively in a variety of formats

5. Interpret and design visual messages for specific purposes

6. Engage in work with integrity, both independently and collaboratively

7. Demonstrate knowledge and skills through the use of technology

NGSS Science and Engineering Practices

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating ideas

NGSS Crosscutting Concepts

1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

Performance Expectations/Standards:

Next Generation Science Standards:

HS-PS1-5 Matter and its Interactions

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs

HS-PS3-1 Energy

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

HS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales

HS-LS2-7 Ecosystems: Interactions, Energy, and Dynamics

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

HS-LS2-8.

Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

HS-LS4-2 Biological Evolution: Unity and Diversity

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.

HS-LS4-6 Biological Evolution: Unity and Diversity

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*

HS-ESS3-1 Earth and Human Activity

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.

HS-ESS3-6 Earth and Human Activity

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity

HS-ETS1-1.

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2.

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3.

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

Ocean Literacy Framework:

Ocean Literacy Principle #1: The Earth has one big ocean with many features.

Ocean Literacy Principle 2: The ocean and life in the ocean shape the features of the Earth.

Ocean Literacy Principle 3: The ocean is a major influence on weather and climate.

Ocean Literacy Principle 4: The ocean makes Earth habitable.

Ocean Literacy Principle 5: The ocean supports a great diversity of life and ecosystems.

Ocean Literacy Principle 6: The ocean and humans are inextricably interconnected.

Ocean Literacy Principle 7: The ocean is largely unexplored.