UNIT 1:  Classification & Protists:  The student can

The student can

1.  Define, explain, and use in context:, invertebrate, prokaryote, eukaryote, autotroph, heterotroph, , symmetry, diatoms, dinoglagellates, cyanobacteria, algae, euglena, paramecium, amoeba, protist, frustule, centrales, pennales, bacteria, Moneran, evolution, phylogeny, morphology, cladogram, natural selection, binomial nomenclature, Volvox, Spirogyra, Noctiluca, holdfast, Bryozoans, cyanobacteria

2.  Given a picture or diagram of an organism, identify whether it exhibits no symmetry, radial symmetry, or bilateral symmetry.

3.  Read and interpret a simple cladogram.

4.  Recite/list the 3 major classification systems:  5 kingdoms, 6 kingdoms, and 3 domains, including Protista, Monera (Eubacteria, Archaebacteria), Fungi, Plantae, Animalia; Bacteria, Archaea, Eukarya, and identify major characteristics of each.

5.  List and describe characteristics of various taxons, including monerans, protists, fungi, plants, animals, foraminiferians, radiolarians, amoeba, Rotifera, arthropods, bryozoans, brachiopods, and echinoderms.

6.  Identify cell structures:  nucleus, cell membrane, cell wall, cytoplasm, vacuole, Golgi body, endoplasmic reticulum, lysozomes,

7.  Explain the importance of algae.

8.  Classify marine organisms using a dichotomous key.

9.  Identify structures: euglena, amoeba, paramecium, etc.

10. Identify 3 shapes of bacteria.

11.  Identify the green algae (Chorophyta), red algae (Rhodophyta), and brown algae (Phaeophyta).

12.  Correctly write scientific names (Genus species)

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UNIT 2: Intro to Animals

1.  Define, explain, and use in context: vertebrate, invertebrate, porifera, cnidarians, echinoderms, worms, prokaryote, eukaryote, autotroph, heterotroph, endo/exoskeleton, integumentary system, body plan, coelom/pseudocoelom, symmetry, blastopore, protostome, deuterostome, cleavage, determinant/indeterminant.

2.  Identify and explain basic body systems and function:  nervous, endocrine, excretory, reproductive, muscular, digestive, integumentary.

3.  Identify the body side or perspective:  anterior, posterior, dorsal, ventral.

3.  Explain the differences in eucoelomate, acoelomate, and pseudocoelomate, and identify types of organisms that have each type of body plan.

4.  Explain the differences in protostomes and deuterostomes and identify organisms with each type of development.

5.  List characteristics of animals.

6.  List the major animal phyla and basic characteristics of each.

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UNIT 3:  Porifera & Cnidaria Objectives:  The student can

PORIFERA:

1.  Define, explain, and use in context:  endoderm, ectoderm, mesenchyme, benthic, ostia, osculum, collar cells, spicules, spongin, encrusting organisms, filter feeders, budding, conjugation,

2.  Compare and contrast sponges, bryozoans, and rotifers.

3.  Explain the reproductive cycle of the sponge:  embryo, larva.

4.  Sketch a simple sponge and label anatomical structures.

5.  Discuss the diversity and economic value of sponges.

6.  Use the compound light microscope to examine spicules from various sponge samples. Identify the type of spicules, and match the samples.

 CNIDARIA:

1. Define, explain, and use in context:  Cnidarian, cnidocyte, medusa, polyp, nerve net, cnidoblasts, nematocysts, mesoglea, symbiosis/symbionts, coral polyp, zooxanthellae, hydroids.

2. Describe sexual reproduction in a sample jellyfish species, the moon jelly (Aurelia).

3. Compare jellyfish (Cnidarians) with comb jellies in the phylum Ctenophora.

4. Explain feeding adaptations of the jellyfish and the sea anemone.

5. Describe basic systems in the jellyfish such as the nervous system.

6. Explain how coral reef structures are formed and relationships within the reef.

7. Describe methods used to restore coral reef health.

8. Identify and list interesting features of hydroids and the Portuguese Man-of-War.

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UNIT 4 Objectives: Marine Worms.  The student can

1.  Explain why worms are classified in different phyla and describe the characteristics of each phylum: Platyhelminthes, Nematoda, Annelida, Nemertea, Pogonophora, and Chaetognatha.

2.  Compare and contrast the three major phyla.

3.  Describe the strategies of the three major phyla for digestion, reproduction, respiration, etc.

4.  Define, explain, and use in context:  water column, ganglia, bilateral symmetry, parasite, host, proboscis,  coelom, parapodia, setae, nephridia, hirudin, flame cells, crop, gizzard.

5.  Recite general characteristics and specific adaptations of the following organisms:  flatworm, planarian, tapeworm, trematode, ribbon worm, roundworm, nematode, segmented worm, annelid, sandworm, bloodworm, leech, giant tube worm, arrow worm, bristle worm (polychaete.)

6.  Dissect a representative species (earthworm) and identify major structures and associated functions.

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UNIT Objectives: Fish (Chapter 12 in text)

The student can

1.  Define, explain, and use in context:  protochordates, tunicates, lancelet, acorn worm, chordates, placoid scales, gill slits, spiracles, later line organ, ampullae of Lorenzini, claspers, circuli, nekton, pelagic, swim bladder, spawning, camouflage.

2.  Identify anatomical structures, both external and internal, in fish, and provide the functions.

3.  Distinguish among the 3 subphyla of Chordata: Urochordata, and Cephalochordata

4.  Distinguish among the 3 classes of chordates:  Agnatha, Chondrichthyes, and Osteichthyes.

5.  Explain how bony fish are classified and the reason they are considered vertebrates.

6.  List characteristics and adaptations of cartilaginous and bony fishes.

7.  Classify common organisms as bony or cartilaginous fish.

8.  Discuss the role of fishes in the marine and freshwater ecosystems and well as estuaries.

9.  Trace the path of food through the digestive system of a fish.

10. Trace the path of blood through the circulatory system of a fish.

11.  Describe reproductive strategies among fishes.

12. Prepare a cladogram to identify the evolution of the fishes.

UNIT Objectives: Arthropods & Crustaceans (Chapter 10 in text)

1.  Define, explain, and use in context:  arthropod, amphipod, barnacle, book gills, book lungs, carapace, cephalothorax, chitin, cirri, copepod, crustacean, exoskeleton, molting, swimmerets, telson, uropod, tagma, spinneret, mandible, hemolymph, nauplius, regeneration, cheliped, autotomy, Malpighian tubules, green gland, gonads, vas deferens, ovary, testes, ovary, maxilla, spiracles, gastric mill, ostia, “in berry”, appendage, decapod,

2.  Dissect a crayfish and identify/label the main anatomic structures of this typical arthropod:  cephalothorax, abdomen, eyes, maxillipeds, walking legs, swimmerets, telson, uropods, first/second antennae, chelipeds, brain, stomach, digestive gland, heart, testis, intestine, anus, nerve cord, mouth, maxillipeds.

3.  Explain how arthropods carry out their life functions and sense the world around them:  seeing, hearing, etc.

4.  List characteristics as well as physical and behavioral adaptations of crabs, crayfish, shrimp, horseshoe crab, barnacles.

5.  Distinguish among and compare/contrast these arthropods:  lobster, crayfish, crab, shrimp, copepods, krill, amphipods, isopods, barnacles, horseshoe crabs, marine insects. Compare/contrast body plans, life cycles, characteristics, adaptations, etc.

6.  Discuss how arthropods and crustaceans interact with each other and their environments to determine ecological roles.

7.  List the main taxa within the phylum Arthropoda along with common examples of each taxon.

UNIT Objectives: Mollusks Objectives

1.  Describe how the clam is classified.

2.  Identify the main anatomical structures in a clam and the associated functions.

3.  Recite the three main classes of mollusks and identifying characteristics of each.

4.  Compare and contrast diversity among the mollusks.

5.  Define, explain, and use in context:  pelecypods, adductor muscles, incurrent/excurrent siphon, byssal threads, foot, operculum, radula, nudibranch, pen, chromatophore, beak, gills, mantle, central cavity, growth rings, umbo.

6.  Identify and describe characteristics of bivalves, gastropods, cephalopods, nudibranchs, chambered nautilus, cuttlefish, chitons, and scaphopods.

7.  Identify posterior, anterior, ventral, and dorsal surfaces of a bivalve.

8.  Describe strategies of the mollusks for reproduction, digestion, respiration, circulation, and defense.chaete.)