Marine
Ecology of
Southern Florida
5
Graduate Level Quarter Hours
Instructors:
Tracy Cindric
and Michael Hickey
- Description/Rationale:
State the need and purpose of the course.
Participants
in this course will be presented with experiential learning and content
lessons in the areas of ecology, biology, oceanography and physical
science. Additional
resources will be provided for self-study assignments. Facilitators will
also reinforce pedagogy and teaching techniques, align lessons to the
Ohio Science Standards and provide hands-on activities and lesson plans
for use in the classroom.
Learners are expected to increase personal science content
knowledge and field methods in the areas of ecology, biology,
oceanography and physical science. They
will revisit effective teaching strategies and be provided with hands-on
activities and lesson plans for use in the classroom.
Participants will demonstrate by way of pre- and post-tests,
together with daily journals, homework assignments, class discussion and
a final teaching project that they have increased science content area
knowledge and skills sufficiently to provide enhanced science teaching
in their classrooms. Participants
will also realize a positive appreciation for scientific study, the
organisms near and in the oceans, and the interconnectness and impacts
of society and the oceans.
- Knowledge,
Skills, and Dispositions
(Objectives/Student Learning Outcomes):
Teachers
in the
Ohio
area have very little, if any, exposure to first hand knowledge of
marine environments. This
course will allow experiential learning and provide a field methods
opportunity that will translate positively into the classroom.
Through personal journals, pictures and an intimate understanding
of lab objectives, a teacher will have a more dynamic impact of student
learning.
Through a combination of alignment with Ohio Standards and reflection
on adaptations to suit individual student needs, participants will
develop an increased pedagogical skill level.
Participants will be able to identify and classify tropical fish,
corals and sea grasses. They
will explore exotic and invasive species including mangroves, alligators
and possibly manatees. The
interrelated nature of marine ecosystems and impacts by and upon humans
will be studied. Temperature
and salinity data will be collected and compared.
In addition, participants will learn to snorkel through the
various environments as well as operate a GPS unit.
Course attendance will provide participants with a familiarity
with snorkeling techniques together with associated water safety.
They will learn to operate and navigate using a hand held GPS
unit. Small boat handling
will be taught in canoes, kayaks and under sail.
Field methods for data collection, observations and note taking
will be taught.
- Technology:
Explain
how technology will be used to maximize student learning.
GPS
units will be used throughout the week to map the locations of data
collection points for temperature, salinity, and turbidity.
Data will be analyzed using Microsoft Excel.
For their final project, teachers will create a photojournalistic
essay detailing their journey and learning throughout the week.
Digital cameras will be available throughout the week to document
activities. Projects will be
shared with colleagues and students by PowerPoint presentations or the
creation of websites.
- Topical
Outline:
List the topics to be covered.
Fish,
Coral and Grass Classification and Identification
Introduction
to GPS technology
Temperature
and Salinity Data Collection Protocol
Everglades
History, Drainage Patterns, Invasive Species, and Future Outlook
Proper
snorkeling technique and basic ocean safety
Mangrove
Forests
and Their Importance
Factors
affecting water quality, temperature and salinity
Coral
Symbiosis
Factors
affecting coral health
Bioluminescence
Geology
of the Keys
Fossil
Reefs
- Course
Requirements/Evaluation:
Indicate a percentage next to each course requirement so
students may easily see how performance relates to grade:
Attendance 10%
|
A
94-100%
|
C
74-76%
|
Reading Assignments 10%
|
A- 90-93%
|
C- 70-73%
|
Quizzes 15%
|
B+ 87-89%
|
D+ 67-69%
|
Draft of final project
15%
|
B
84-86%
|
D
64-66%
|
Pre- and post tests 5%
|
B-
80-83%
|
F
63% and below
|
Daily Journal 20%
|
C+ 77-79%
|
|
Final Project 25%
|
|
|
- Texts/Reading
List/Bibliography:
Include titles, authors, and publication dates.
1.
The Identification, Conservation, and Management of Estuarine and
Marine Nurseries for Fish and Invertebrates
Michael W Beck; Kenneth L
Heck Jr; Kenneth W Able; Daniel L Childers; et al
Bioscience; Aug
2001
2.
Has Coral Bleaching Delayed Our Understanding of Fundamental
Aspects of Coral-Dinoflagellate Symbioses
Peter J Edmunds; Ruth D
Gates; Bioscience; Oct 2003
3.
Coral Warning
The Science Teacher; Apr
1999;
4.
First aid for an ailing reef
Beth Baker; Bioscience; Mar
1999;
5.
Mangrove Forests: One of the World's Threatened Major Tropical
Environments
Ivan Valiela; Jennifer L
Bowen; Joanna K York; Bioscience; Oct 2001
6.
Restoring the
Everglades
Cohn, Jeffrey P; Bioscience;
Oct 1994
7.
Students' Conceptual Understandings of Science After
Participating in a High School Marine Ecology Class
Julie Lambert; Journal of
Geoscience Education; Nov 2005
8.
A Sense of Place-GPS and the Biology Field Trip
Thomas L Eddy; The
Science Teacher; Jan 2006
9. Uses of Bioluminescence
Tracy Klug; 2001
10. Shark
Trouble
Peter
Benchley; Random House 2002
- Additional
Resources:
1. A
Field Guide to Coral Reefs: Caribbean
and
Florida
Eugene
Kaplan; Houghton Mifflin 1999
2.
Guide to Reef Fish of
Florida
(Plastic Identification Card)
Natural World Press
3.
Guide to Reef Invertebrates of
Florida
and the
Caribbean
(Plastic Identification Card)
Natural World Press
4.
Where in the World? GPS Projects for the Technology Class
Sam Guccione; Tech
Directions; Sep 2005
