Lauren

Lauren Killea

The above file contains the proper formatting for my text set. I could not get the font to format the tabs, leading to difficulty reading one big square of text. My apologies. :0)


 * Annotated text set -- The Intertidal Zone**

__**Context for using the text set:**__ Marine Biology is a third year high school science course, taken only after completion of both Biology and Chemistry. The class consists of juniors and seniors interested in marine sciences, of whom posses a desire to explore the oceans and the diverse life found within. Course topics include but are not limited to, the ocean as a habitat, seawater characteristics and properties, ocean circulation patterns, marine organisms and adaptations, marine habitats and human/ocean interactions. Students in this class should have a handle on Biology, Chemistry and Calculus topics, although motivated students without the required background can be successful. Additional support is provided for individuals with special learning needs. The following text set is designed for use with a three-week unit on Intertidal Zonation, concluding with a field trip to the intertidal and a written scientific report on an animal living in one of the intertidal zones.

__**Print Resources:**__ //Text #1:// Sumich, J. and Morrissey, J. (2004). Introduction to the biology of marine life. Boston: Jones and Bartlett Publishers. This textbook guides students through the challenge of understanding marine organisms and the environments in which they live. Some included concepts are the ocean as a habitat, patterns of association, focuses on specific groups of marine organisms, estuaries, coastal seas, shallow seas, the open ocean, the deep-sea and the polar seas. I selected this textbook because it touches upon many important concepts in the field of marine biology. Specifically for this unit, the focus would be chapter 8, Temperate Coastal Seas. This chapter includes detailed descriptions for the various zones in the intertidal, different types of intertidal communities, such as rocky shore and sandy beaches, and pictures and diagrams to support the text. I would use the information in the textbook as instructional material and the pictures are supports during my lessons. I would also assign sections for individual reading, so my students are exposed to the details of the intertidal that we may not have time to cover in its entirety. Reading guides or outlines would be provided to guide students through the reading and to organize ideas and concepts. This is a 450-page textbook, so it is not attached.
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//Text #2:// Needham, K. (2005). The great undersea search. London: Usborne Publishing Ltd. This book contains a number of “hidden picture” type puzzles, where readers have to find a certain number of items in a large picture. All of the puzzles in the book involve the ocean and marine life. Aside from just looking for items in the big pictures, little captions are given about different animals and the ocean. I selected this text because it is a fun way to learn more about the ocean and the types of animals you can find within. It also gets the students thinking about how different animals interact with each other in the same environment. I would have this text in the classroom in case students want to check it out if they have free time. To create an assignment using the book, I could make copies of the Rocky Intertidal pages (8-9) and have students complete the search, but then also support, comment on or challenge the statements accompanying the pictures presented. This is a 32 page hardcover book, so it is not attached.
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//Text #3:// Holmes, J. (2002). Seashore players most successful when they’re in their zone. Retrieved October 29, 2007, from Washington State University website: http://www.beachwatchers.wsu.edu/island/essays/zonation.htm This text, an “essay from nature,” was written by either a beach watcher or an environmentally conscious author and found on the Washington State University website. The essay summarizes the different zones of the intertidal and discusses animals found within each zone. The essay supports reasons as to why only the interactions of five animals need to be looked at to illustrate zonation and the factors that blur the borders. I selected this text because it allows students to read an essay written by a “non-scientist” who shows their knowledge in marine biology and the importance of our unit of study. The essay also describes intertidal zonation in different coastal areas than our own, allowing students to further see the diversity of intertidal zones. I would have students read the essay in small groups and identify the important concepts found within the text. I would also have with my students brainstorm the differences and similarities they think we would find in intertidal zones in our coastal area compared to those in Puget Sound, Washington state, the area the essay was written about. See attachment #3 for the four-page article.
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//Text #4:// Carrington, E., Zabel, E. and D’Arezzo, A. (1998). Field guide to the shores of Rhode Island. Retrieved October 29, 2007 from, University of Rhode Island website, College of Environment and Life Science website: http://www.uri.edu/cels/bio/rishores/home.htm This text is a guide to the common organisms found in the intertidal zones of the Rhode Island shore. Intertidal communities include are rocky shores and salt marshes, both prevalent in Rhode Island. I selected this text because as a teacher in RI I would take my students on a field trip to the coast to get a hands-on experience with the intertidal zone. To successfully identify the various organisms, this field guide would be very helpful. I would introduce the students to this field guide prior to our trip into the field so they are familiar with the organisms we will encounter. I would also laminate a number of copies of the field guide to bring out into the field with us. Keeping the guide waterproof and allowing students access to the guides out in the field will help them identify the various species. The field guide is not attached because its format would not print; however, it can be accessed through the above website.
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//Text #5:// Maine Harbors (2007). Narragansett Pier November tide chart. Retrieved October 29, 2007, from the World Wide Web: http://www.maineharbors.com/ri/novnrr07.htm The tide chart for November contains relevant information including date, day, times and heights of high and low tide, sunrise, sunset and moon phase. Other tide charts can also be accessed for various parts of RI and for most shorelines up to Maine. I selected this text because it is important to check the tides because adventuring out on a field trip to the intertidal. It would not be a good idea to go it is high tide or even when the tide is coming in. I would have the students use the tide chart to determine a good time to go on our field trip would be, and conversely, when a bad time to go would be. This unit will most likely be taught after tides, waves and water motion, so the students will be able to activate their prior knowledge to defend their choice of preferred time to go to the intertidal. Tide charts are available for all months, as I do not advise going to the intertidal in November (it’s too cold!) See attachment #5 for the November tide chart for Narragansett Pier, RI.
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//Text #6:// Capital Regional District (2007). Illustration of intertidal zonation. Retrieved October 28, 2007, from the World Wide Web: http://www.crd.bc.ca/watersheds/ecosystems/documents/tidal_diagram01.pdf The illustration shows divisions within the intertidal zone, along with the marine organisms that occupy each zone. Low tide and high tide limits are also identified. I selected this illustration because it contains all of the detailed sub-zones within the marine intertidal zone. The picture also defines where the lowest tide is and where the highest tide goes to, allowing students to actually see which animals are exposed to the sun and air and which ones are never exposed, opposed to only reading about the differences. I would distribute this illustration of the intertidal zone to students once we are discussing the differences of animals living within each zone. We would first brainstorm ideas as to which animals live where, and why they are successful in each zone, and then I would give the students the picture to compare. See attachment #6 for the illustration of intertidal zonation.
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//Text #7:// Arnold, L. and Sanders, J. (2000). Hold on or go with the flow. On Splash Zone [CD]. Available on the World Wide Web: http://www.montereybayaquarium.org/lc/activities/lyrics_rocksong.asp?bhcp=1 This song is about the Rocky Intertidal (an example of an intertidal zone) which sings about the need for organisms to adhere themselves to hard surfaces (like rocks) so they don’t get brought out to sea with the tides. The song has a very catchy tune. I selected this song because it is very cute and upbeat, but also very informative. This song exhibits the need for animals to be well adapted to the environment in which they live in order to be successful and survive. I would play this song for my students when we discuss animals living in the intertidal zone, and how they adapt in order to survive. Although pretty cheesy, this song portrays valuable information about the animals living in the intertidal zone. High school students can always use some comic relief in the classroom! Students could even go on to change the lyrics when we study different zones of the ocean beyond the intertidal zone. See attachment #7 for song lyrics.
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//Text #8:// MarineBio. (2007). MarineBio. Retrieved October 28, 2007, from the World Wide Web: http://marinebio.org MarineBio.org is an informational website with various sections for students to explore. There is a specific area for students to use, as well as an area for scientists. Areas of interest include Marine Bio in the news, a blog, and numerous informative sections on getting involved, marine conservation, the ocean, education and careers, explore and discover and deep resources. I selected this text because it provides a great deal of “real world” information and applications for students to explore. Not only can students acquire marine biology facts, but they can also learn about the importance of the oceans and what is being done to conserve them and the diverse life within. The site map will also be very helpful as the students explore, as it provides a detailed breakdown of everything found on the website, including links to other “cool” sites. I would ask students to specifically look at and compare the marine zones, found under The Ocean section of the website. Additionally, the students would use the website to discover adaptations of organisms found living in the intertidal zone. See attachment #8 for the site map of the website.
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//Text #9:// March, T. (2001). Marine Biology WebQuest. Retrieved October 28, 2007, from the World Wide Web: http://www.ga.k12.pa.us/academics/US/science/mbiowqst/index.htm This webquest has students research a specific marine organism after deciphering the common name (which is scrambled). The scientific name is given (in Latin), which can help the students figure out the common name. Each student if assigned a species and uses the accompanying website links and resources in the classroom to write a 6 to 10 page paper about their animal. The paper must include the taxonomic classification, the environmental conditions the animal needs to survive, niche and adaptations the animal possess to make it so successful in its specific environment. I selected this text because it is an interactive webquest that my students can use to write scientific reports on a specific marine organism living in the intertidal zone. Using the webquest, students will be able to gather information and understand why certain animals live in the intertidal zone. Their report also serves as an assessment for the unit. I would use this webquest, assigning students only the organisms that occupy the intertidal zone. This would be assigned as a culminating assessment to the unit on the intertidal zone. Using their new knowledge of this marine zone and other resources, students can report how and why certain marine organisms are successful in this zone. See attachment #9 for the webquest.
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//Text #10:// Pauls, J. (1980). Marine Biology activities. Ocean Related Curriculum Activities. Seattle: Pacific Science Center. Retrieved October 27, 2007, from the World Wide Web: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1c/3a/d1.pdf This 103-page document put out by project ORCA in Seattle, Washington includes lessons, activities and student worksheets all related to marine biology. I selected this text because it has a great deal of information about the intertidal zone. It was includes relevant background information, activities, field trip ideas, student worksheets and lesson plans. It is a very thorough and informational text that will be very useful in a unit about intertidal zonation. I would use this text to prepare for teaching my student about various aspects of marine biology, specifically the intertidal zone. Topics include the different zones of the intertidal, observing structural and behavioral adaptations of organisms and intertidal habitats. Ideas are also provided for fieldwork to provide students with hands-on activities. Sections can be used individually, or the entire unit can be utilized to teach about the intertidal. For the students, quizzes and assessments are included, which they could complete at the end of accompanying sections of the unit. See attachment #10 for the document resume including abstract of included material.
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//Text #11:// Maine Intertidal Zone Investigation, adapted by Maben, A. Rocky intertidal transect study. Los Angeles County Office of Education. Retrieved October 29, 2007, from Bigelow Laboratory website: http://alpha2.bigelow.org/mitzi/CSI.html This lab handout includes learning objectives, background information, materials list, procedures, data analysis, assessment questions and vocabulary terms all related to intertidal zonation. Using this text will allow students to get a hands-on experience out in the field. They will have to use the scientific method to complete the activity and work cooperatively with their classmates. I would have students use this lab handout to guide them through the hands-on experience of exploring the intertidal zones and getting the feeling of being a marine biologist. The in-class activities will prepare the students for the fieldwork, which will be much more successful sue to the helpful guidance of the lab handout. Each method is described in detail, minimizing confusion and maximizing understanding. See attachment #11 for the lab handout.
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To utilize the above texts within a unit on Intertidal Zonation, I would begin by introducing this marine environment using the textbook (text #1) and the illustration (text #6). The first few days of instruction would mostly be guided by lecture, defining the different zones and the animals within each zone. Once the students are comfortable with the basics of the intertidal zone, mostly likely by the end of the first week, I would assign the webquest (text #9) to start in class, giving students the opportunity to work on their research papers. The MarineBio website (text #8) will help students with their research for their final webquest project. The lab handouts (text #11) would be distributed to students prior to our field trip to the intertidal zone so they can look them over and be prepared. To prepare for the field trip, we would also look at the field guides (text #4) and determine an optimal time to explore the intertidal based on the tides using the tide charts (text #5). The Holmes essay (text #3) on the intertidal in Washington could be read either before or after the trip to the intertidal. Reading it before would prepare students for what they may and may not see in the RI intertidal. Reading it afterwards would allow students to compare what they saw in RI to that in Washington and generate reasons why that might be.
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The Great Undersea Search (text #2) would most likely just be in the classroom for students to use in their free time to learn little interesting facts about marine animals. This book would be useful for almost every topic we cover throughout the year. Hold On or Go with the Flow (text #7) would be a fun song to play for my students, although not necessary. It may be beneficial to “music smart” learners to help them associate certain animals to the intertidal zone and why they are successful in that zone. Lastly, the ORCA marine biology activities and lesson plans (text #10) will be used by myself a great deal. Different teaching strategies and activities will be utilized, and my students may complete various assessments or worksheets found within this text.

Content learning objective: 1. The student will demonstrate understanding of the scientific method through in-class and “in-the-field” work, activating previous and applying new knowledge of the intertidal zone.
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 * National Science Content Standard A: Science as Inquiry – As a result of activities in grades 9-12, all students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry.

Ready strategy objective: 2. The student will demonstrate understanding of scientific texts by using text features to compare, contrast, inference, and support content, in addition to completing lab reports and assessment questions.
 * R-12-7: Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information from text features (R-12-7.1) and using information from the text to answer questions, perform specific tasks, or solve problems (R-12-7.2).

Dear Lauren, I really love your text set, it seems to be very interactive (as Science should be) and well thought-out. I especially like the book; //The great undersea search// because I feel as if it would be of great interest to the students. I also think that the webquest and the website are fantastic! The website seems like it would be useful for someone to spend time exploring and it is very visual and interactive. I feel as though your text set includes a huge variety of texts and it is very great. The text set applies to a variety of Multiple Intelligences from musical to kinesthetic. I honestly don't have any criticism for your text set... I see such a wide variety of texts... I guess the only thing that you could include that I don't see is a video or something to that effect. But, this also isn't really necessary if you are going to actually go to the ocean and explore directly. Fantastic!

-Jess Smith

Hey Lauren, I liked your text set a lot, because it gives the students to not only learn about the tides, but it also brings it home with learning about the Narragansett tides. This helps the students relate to the subject. You also have a variety of sources, not just books. The song looks really interesting and something I think the students will enjoy. The variety of sources also helps students learn differently, you have hands on activities, and listening and reading activities. The text set will engage every student. -Stephen