Found a problem? Check here.

Credits: 1

Recommended: I would consider this an easier course than the “core” science courses.

Course Description: Students will study oceanography as a science from many different perspectives. Chemical, physical, and geological oceanography will be explored. Students will study not only the ocean, but water systems, coastlines and marine life as well, including plants, algae, vertebrates and invertebrates. Students will complete hands-on as well as virtual labs. Students will research and share their findings using projects, written and oral reports, and PowerPoint presentations.

Notes: The base of this course is GA Virtual Learning’s Oceanography course. The PDF worksheets and labs are from there. The beginning of the course brings up “millions of years.” I bring in a Bible-based article to show another perspective. Later in the course I bring in a documentary to show scientists with opposing viewpoints. There is a lot of optional printing (*). It’s for people who want more time off of the computer. If you are more interested in saving money, just skip over those and read them online. Not all assignments have answers at this time. If students are filling in a worksheet, they will find the answers in the material and write them in and should not need to check them, and sometimes points are awarded just for completing an assignment. There are also tests, quizzes which are self graded, and grading rubrics for labs. Materials are listed in bold next to the lesson number. A (source) link does not need to be clicked. It’s just to give credit to the source of an assignment or a quote.

Materials Needed

Lesson 1(*) (Note that an asterisk * indicates that there is a worksheet in this lesson.)

Welcome to your first day of school! I wanted to give you one important reminder before you begin. Many of your lessons below have an internet link for you to click on. When you go to the different internet pages for your lessons, please DO NOT click on anything else on that page except what the directions tell you to. DO NOT click on any advertisements or games. DO NOT click on anything that takes you to a different website. Just stay focused on your lesson and then close that window and you should be right back here for the next lesson. Okay?

If a link is not working to follow the steps on the FAQ page.

1. (*)Print out your first quarter grading sheet or use the Excel version.
2. It’s time for a lesson on science. Science is the collection of observations made about the world. When something is being observed, there are basic assumptions being made. If your basic assumption is that the oceans have a Creator, you would draw different conclusions than those who assume no creator. Scientists come to different conclusions because they are using different lenses to look at the question. The original base of this course, GA Virtual’s Oceanography, assumes no Creator and an earth that is millions of years old. I start with the assumption that the earth has a Creator, because I know it’s true. I also believe in a literal 6-day creation and so believe the earth is young, relatively speaking. Below you’ll find an article by a PhD scientist to help you see that different conclusions are made when you start from a different mindset, one of faith in the truth of the Bible.
3. Read the introduction and copy down the key terms. Leave room for writing definitions.
4. Read and write the definitions for each type of oceanography.
5. Tell someone which you are most interested in and why.
6. Read about ocean basins. No, you don’t have to learn the information about millions of years, but that is what the mainstream calls “fact.”
7. Read this article about how we see evidence of a young earth in the oceans. Don’t forget that you aren’t alone in believing this way. Smart people agree with you!
8. Talk to your parents about what you read.
9. Write in the definition of basin.
10. Look at the map on the page. Where is it the most shallow? Where is it deepest?
11. What’s the biggest ocean? (answer: Pacific)
12. What percent of the Earth is covered with water? (answer: 71%)
13. What percent of the Earth’s water is fresh? (answer: 3%)
14. This is the end of your work for this course for your first day. You are allowed to move at your own pace (this is homeschooling), but it’s intended you complete one lesson a day.

Lesson 2

1. Read about the history of oceanography.
2. Fill in definitions on your key terms list. You’ll be writing your own definitions.
3. Do some online research to learn more about one of the men listed.
4. Write a paragraph on what you learned.
5. Record 5 points for a complete paragraph.

Lesson 3

1. Draw a map of something to scale. It can be your desk (add symbols and a key and show where the computer is, the lamp, the pencil…); it could be your room, your yard…
2. Measure and divide to draw to scale.
3. Add symbols and a key.
4. Make sure to include your scale.
5. If you need help, scale and key.
6. Record 5 points for a complete map.

Lesson 4

1. Read about ocean resources. Always add in definitions when you come across them.
2. Based on what you have read and learned so far, answer each question for thought in separate, complete paragraphs.
   • Life as we know it on Earth apparently requires water in some form. The planet Mars appears not to have liquid water on its surface, but evidence suggests that it may have had water at one time. Do you think Mars could have also hosted Earth-like life? Might life still exist there? Support your answers with specific scientific examples.
   • Do you think it is possible to overuse our ocean resources? Describe the reasons for your opinion and support your position with specific scientific examples. (source – Reminder from the course description: A (source) link does not need to be clicked. It’s just to give credit to the source of an assignment or a quote.)
3. Score 5 points for each complete paragraph which answers the question.
4. Record up to 10 points.

Lesson 5*

1. *Complete the What is Oceanography? worksheet.
2. You can check your answers here.
3. Record 10 points for completing the worksheet. Lose a point for any missing answer.

Lesson 6

1. Complete the Fun Facts worksheet. You will need to look up the answers.
2. You can check the answers here.
3. Record 10 points for completing the worksheet. Lose a point for any missing answer.

Lesson 7

1. Use the From the Ocean to the Sea worksheet. Learn about some sea creatures that are used in household products. Then choose a couple to research to find what alternatives there are and the comparative costs and effectiveness between the alternatives and the sea-sourced products.
2. Here’s one place to get started. Here’s one more.
3. Answer the analyze questions.
4. Record up to 10 points for completing the described research and up to 6 points for the analyze questions.

Lesson 8

1. Review your terms, put them away, and do the matching activity.
2. Check your answers. Click and drag to reveal: (g, i, e, c, d, a, f, h, b)
3. Complete the crossword. Check your answers by clicking the key at the top of the page. Add a point if you followed the directions and reviewed your terms.
4. Record both of your scores out of 10 and 11.

Lesson 9

1. Write down the key terms. Leave room for definitions and fill them in as you come to them. You will write the definitions in your own words.
2. Read about the scientific method.
3. Design a simple experiment following the steps of the scientific method. You don’t have to write up a report, but you need to record your observations/data.
4. What are your different types of variables?

Lesson 10

1. Make a graph using Excel or Open Office. If you don’t have one of those, you can use an online program, or if you insist, graph paper. Gather up some oceanography facts as your data and graph it.
2. Record five points for a labeled graph.

Lesson 11

1. Read this guide to writing a lab report.
2. Write a lab report for your Lesson 9 experiment.
3. Record 10 points for a compete report including: introduction, methods, results, analysis and references. Okay, you don’t need references on this one. Take two points off for any missing part.

Lesson 12

1. Complete some activities.
2. Complete the question for thought: “Most scientists will tell you that no experiment is a failure. How can they make such a claim? Why do scientists further suggest the experimenters indicate their hypothesis as supported or not supported rather than proven or correct? Use specific examples your responses.”
3. Record 5 points for a complete answer.

Lesson 13(*)

1. Use this list of Latin roots, prefixes and suffixes and complete the (*)name game assignment.
2. Present your pictures and names, meanings and reasons.
3. Record 4 points for each organism if you include each of those things.
4. Read over your definitions for this unit’s vocabulary. You should know their meanings.

Lesson 14(*) (Materials: aluminum foil, pennies or a bunch of the same small coins)

1. (*)Complete the lab, Sink or Float.
2. (*)Here is your rubric that you will be scored with.
3. Complete the lab and record your score.
4. There is a test tomorrow on this unit. You should review all of the information from the unit. This should help.

Lesson 15(*)

1. You can review your scientific method notes, but then put them away.
2. (*)Take the test.
3. Check your answers.
4. Record your score out of 30; 1 point for each question/blank if correct and up to 5 points for each picture. Take off 1 point for anything missing from the pictures section (potential for 2 points extra credit).

Lesson 16

1. Today’s assignment requires you to use your observational skills.
   • How does using your sense of hearing contribute to the scientific method? Make two observations using your sense of hearing for the sounds produced by:
     • deep sea
     • seagulls
     • humpback
     • waves
     • storm
   • Next, watch this video. How does your sense of sight contribute to the scientific method? Write a brief paragraph of what you see from the video.
2. Record 7 points: 2 for the two observations and 5 for a complete paragraph answering the second part.

Lesson 17*

1. Copy the key terms and leave room for definitions.
2. Read about basins and write down definitions on your list.
3. *Color in the ocean basins on this map and make a key telling what’s what.
4. Save this map.

Lesson 18

1. Read about maps.
2. Learn about the Equator, Prime Meridian, and longitude and latitude lines.
3. Practice.

Lesson 19(*) (Materials: stiff cardboard–cereal box, etc., two pieces of paper, Exacto knife or some cutting tool for cutting slits)

1. Read about the ocean floor and write down your definitions.
2. (*)Make a sea floor spreading model. You can cut your paper down to size if your cardboard isn’t big enough for a full piece.
3. If this is taking you too long, you can finish on Lesson 20.
4. Show your model to someone and explain the things listed under pupil outcomes.
5. Record 20 points: 10 points for model and 10 points for successfully explaining.

Lesson 20

1. You don’t have to do the experiment, but look at the pictures to see how pressure is increased even in such a small amount of water in a small area. Compare that to the ocean!
2. Learn about underwater pressure.
3. How are some animals created to live under great pressure? (alternate link)

Lesson 21

1. Read about plate tectonics. Write in your definitions.
2. Complete this interactive on the earth’s plates and boundaries.
3. Here’s an article about Pangea from a Christian perspective. Here’s one more with some thoughts and verses.

Lesson 22 (Materials: I guess you could say this is optional–make a sediment dessert, cookie crumbs, mini chocolate chips,…)

1. Read about sediments. Make sure you are writing your definitions.
2. View the fossil in the sediment. Here’s a drawing imagining fossils found in layers of sediment.
3. Scroll down and read the overview directions.
4. Draw layers of sediment and fossil. Label with names from your reading.
5. Show your drawing to someone and explain what type of sediment is in each layer.
6. Now create a dessert for everyone based on your drawing and the overview directions. (optional)

Lesson 23(*)

1. (*)You have two days to complete this lab on Mapping the Ocean Floor. This is made to be done on Excel or similar program, but you can do it by hand.
2. If you want to see mapping the ocean floor in action in real life, here’s a video.

Lesson 24

1. Finish your ocean floor map graph and analysis.
2. Check your answers.
3. Record 19 points for completing the chart, 10 points for the graph, 18 points for the analysis (2 each). Total is 47. Add 3 for completing it on time.

Lesson 25(*)

1. (*)Answer the questions on this Ocean Basin Worksheet. Use your notes and the readings from this unit to help you.
2. (Answers)Record 10 points for completing it. Take off 1 point for each incomplete answer.

Lesson 26(*)

1. (*)Answer the questions on this Ocean Floor Worksheet. Use your notes and the readings from this unit to help you.
2. Record 10 points for completing it. Take off 1 point for each incomplete answer.

Lesson 27

1. Complete the crossword puzzle. Use your notes and the readings from this unit to help you.
2. Record 10 points for finishing the crossword puzzle. Take off 1 point for each incomplete space.

Lesson 28(*)

1. (*)Set up this Salty Water lab and finish the procedure until you have to let it sit.
2. Review your vocabulary.

Lesson 29

1. Finish your salty water lab and write it up completely.
2. Use the rubric to grade your lab. Divide the score by 4. Record your score out of 25.
3. You might want to save this for your portfolio.

Lesson 30

1. Learn about the structure of the ocean floor. Answer the first five questions at the end of the page. (You may need to register for a free CK12 account to view this page.)
2. Label the parts of the ocean floor. Once you get it correct, you are done.
3. Record up to 17 points.

Lesson 31

1. Write down the key terms.
2. Read about water and write down definitions.
3. Read this extra page on water cohesion and adhesion.
4. Read about solutions. You can skip the last paragraph on colloids.
5. They call water the universal solvent. Does that mean it dissolves everything?
6. Explain to someone how water sticks to itself.

Lesson 32

1. Read about the hydrologic cycle and write in your definitions.
2. Can you say what’s happening in each point on the diagram? (Here’s a diagram with the info if you need it.)
3. Go through the lesson and learn about the “global impact.”
4. Watch the pumps and make observations. Answer the questions in number 2 on the page in a short paragraph.
5. Read the answers.

Lesson 33

1. Read salinity, hydrogen, and dissolved oxygen. Make sure you are writing down definitions.
2. Take a look at this diagram. Study it and explain to someone what it is showing. (answer: When waste enters the water, what happens to the oxygen levels?)

Lesson 34

1. Go through this virtual lab simulation on dissolved oxygen.
2. You can look through the links on the left to read the aims, theory, and procedure. Take the pretest. Then click on Simulation and go through all the simulation steps. (You may need to shrink your screen to see the whole simulation. On a PC, click Ctrl – to zoom out.) Answer the questions throughout. Keep track of your answers and if they were correct. Write down the numbers it shows. Pay attention to the colors. The simulation ends with the “Inference” page. When you finish the simulation, take the posttest.
3. Record 20 points for a completing the lab, up to 10 points for the quiz, and two points for each correct answer throughout the lab. Total: 38

Lesson 35

1. Read about minerals. Make sure you are always writing down the definitions for your terms.
2. Read about the nitrogen cycle.
3. Watch this animation on the nitrogen cycle.
4. Complete the activity for review. You don’t have to record your score. Do it thoughtfully to help you learn/remember the terms. Make sure you know all your terms.

Lesson 36(*)

1. (*) Complete the Chemical Oceanography Worksheet. Remember, this isn’t a quiz. You can go through the material and find the answers.
2. Record 10 points for completion.

Lesson 37(*) (Materials needed: ruler, salt, one small potato)

1. (*) Complete the Salinity Experiment Lab.
2. Write up your lab.
3. Use the rubric to grade your lab. Record your score.

Lesson 38

1. Complete this water cycle activity.
2. Record 10 points if you completed the activity. (Record this in Lesson 39’s place.)
3. Make sure you know your terms from this unit.

Lesson 39(*)

1. (*) Go on a virtual field trip. Complete pages 4 – 6.
2. Use any of the links there. If some don’t work, use what does. You can also do some searching.
3. Record up to 50 points for completion. (Record this in Lesson 38’s place.)

Lesson 40(*)

1. Below is your test for this unit.
2. Answer the two questions for thought. Your answer should include at least two parts for both the magic show and the salt water question. You may score up to 4 points for that section.
3. (*)Complete this terms test.
4. Record a total score of up to 24.

Lesson 41

1. Copy down these key terms about physical oceanography.
   • Climate, Thermocline, Greenhouse gases, Global warming, El Nino, Coriolis Effect, Gyres, Radiation
2. Read about climate.
3. Read about the greenhouse effect and global warming. Make sure you write down definitions.
4. Read about how global warming affects the oceans.
5. How do greenhouse gases affect climate?
6. Explain to someone what is happening in the simulation.

Lesson 42

1. Global warming is what is taught as truth. Here’s a documentary called The Global Warming Swindle that aired on British television. These aren’t Christians going against the status quo. These are scientists telling what they believe is true. You can decide for yourself about global warming. You do need to know what it is. This documentary, more than anything, can show you that scientist don’t all agree! People like to make you feel stupid if you don’t agree with what “all scientists say.” The truth is that scientists don’t agree on a lot of things.

Lesson 43

1. Read about El Nino and about the Corolis Effect. Make sure you are taking notes and writing definitions.
2. Read about La Nina.  (alternate link)
3. Check out these animations. Describe what is happening during El Nino and La Nina.
4. What does this El Nino animation show? (alternate link)

Lesson 44

1. Research about the differences between weather and climate. After completing your review, create a multimedia presentation of about 6 slides that explains the difference between weather and climate.
2. Here are some sites you can use for information.
   1. NASA
   2. NOAA
   3. NCEI
3. Present your finished product to an audience. Read your slides and explain them.
4. Record up to 2 points for each slide: 1 point for content and 1 for presentation. Add 1 point for the cover slide and 1 for the credits slide. Add 1 point for finishing today. (total 15)

Lesson 45 (Materials: One large clear glass jar (large enough to hold a plastic or paper cup), two paper cups, soil (such as potting or topsoil), outdoor thermometer (small enough for the base to fit in the cup), spray bottle with water.)

1. Complete this Global Warming Experiment.
2. You don’t have to write up a lab. You can copy and paste this into a word processing program, fill in the blanks and write in answers to the questions.
3. Record your score out of 25. Give yourself 25 points for completing the assignment. Take off 1 point for any missing answer.

This is the end of the first quarter. You should save some of your labs in your portfolio. You could also save a test and worksheet answers. To figure out your grade: total up your scores and divide by the total possible. Then multiply it by 100. Your goal is to get an A. Where are you losing points? How can you keep from losing them next quarter?

Lesson 46(*)

1. (*)Print out next quarter’s grading sheet or use the Excel version.
2. Read over these questions on ocean currents.  (alternate link)
3. Use this lesson (alternate link) and this site to answer as many questions as you can.
4. Use this link for question 15.  (alternate link)
5. Score 1 point for each number completed and answered. You may search for answers you can’t find elsewhere.
6. Record your score out of 10 points. (potential for extra credit)

Lesson 47

1. Follow the directions on this world climate activity.
2. Use this website to find your weather data.
3. Record 1 point for each ? you responded to. (That’s 15 possible points.) Record 5 points for each of the three bullet points you graphed. (another 15 points)

Lesson 48 (Materials needed: ice; blue food coloring — which doesn’t have to be blue; hot water; clear glass cup; bowl; a large clear straw)

1. Complete this Ocean Currents and Temperature Lab.
2. Reminder: guide to writing a lab report.
3. Write up your lab.
4. Use the rubric to grade your lab.
5. Divide your score in half and record your score out of 50.

Lesson 49

1. Review your terms and definitions.
2. Complete the crossword puzzle as your quiz.
3. Record your score out of 6.
4. Now complete this test. This is a sample of what your final will be like.
5. Check your answers. Save this test to study from at the end of the course when you will take your final.

Lesson 50*

1. Copy down the key terms on “Moving Water.” As always fill in the definitions as you read.
   • Surface currents, Deep water currents, Upwellings, Density currents, Westerlies, Trade Winds, Gulf Stream, Wavelength, Frequency, Tsunami, Capillary, Chop, Swell, Seiche, Tide, Semi-diurnal
2. Read about currents.
3. View this video showing a simulation of ocean currents.
4. *Print out this map of the world and draw on the ocean currents.
5. Show someone your map and describe where the wind currents go and how they affect the ocean currents.

Lesson 51

1. Read about waves. Fill in definitions.
2. Copy the formula and study the diagram.
3. Read the global impact lesson (scroll down). There may be a topic introduced here that you may be interested in learning more about during the end-of-the-year project.
4. Watch the waves.
5. Now measure a wave. Choose water. You can view from the top and side.
   • What is the relationship between wavelength and period? As wavelength increases, how is wave period affected? (answer: The wavelength is the distance between successive waves, and the period is the time it takes for waves to cover that distance.)
   • The approximate speed of a wave train can be calculated from the average period of the waves in the train, using a simple formula: speed (in knots, which are nautical miles per hour) = 1.5 x period (in seconds). If a gale 400 nautical miles offshore has kicked up high waves with a period of 12 seconds, when should you go to the beach? (answer: The speed of the wave train is 1.5 x 12, or 18 miles an hour. Since the waves are coming from 400 nautical miles away, they should star hitting the beach in just over 22 hours (400/18 = 22.22)

Lesson 52

1. Read about the power of waves.

Lesson 53

1. Read about tides. Fill in definitions.
2. Watch the lesson video on tides. Scroll down to read about Global Impact.
3. Scroll down and look at the image on this page.
4. How much time passes between one high tide and the next? (answer: The tides are caused mainly by the gravitational attraction between the moon and the earth, so the spacing between tides will depend on the length of the lunar day. Since the lunar day is 24 hours and 50 minutes long and the earth rotates through two tidal bulges in that time, high tides will be spaced 12 hours and 25 minutes apart.)
5. How much time passes between low tide and the next high tide? (answer: High tides are 12 hours and 25 minutes apart and are separated by a low tide. So low tide must come 6 hours and 12.5 minutes after one high tide and before the next.)

Lesson 54

1. Read about coastlines. Write definitions.
2. Study this sea level map. (You can move around the map.)
3. Write a paragraph stating the trends based on the observations you’ve made about the map.

Lesson 55

1. Do this current mapping activity. Create a multimedia presentation which outlines three of the major ocean currents. Be sure to answer the following questions within your presentation. Briefly discuss each of your currents by answering the following questions:
   • Where does the current originate?
   • Where does the current end?
   • Is it a warm or cold current?
   • Does the current flow clockwise or counter-clockwise?
   • Identify the neighboring currents.
   • A representative picture of the current.
   • Something unique about the current
     • (based on a Georgia Virtual Learning Assignment source – retired link; you don’t need to click this!)
2. Using this link for currents information. Do your own research as necessary.
3. Complete this for Lesson 56. Use the rubric to guide you. Make it nice!

Lesson 56

1. Complete your current mapping activity.
2. Present your project to an audience.
3. Grade your project. (Add 10 points if you completed the project on time.)
4. Divide your score in half. Record your score.

Lesson 57

1. Complete the high tide / low tide assignment.
2. Use the link given for your data.
3. Give yourself 1 point for each question completed. (27 total points, a, b, c… are each separate points)

Lesson 58(*) (Materials: 11” x 14” white paper–doesn’t have to be exact, you could tape to regular pieces of paper together to make them longer; 3 speed electrical fan, gooseneck lamp-or other light source, clock or watch, rectangular clear plastic storage box, water, metric ruler)

1. (*)Complete the Making Waves lab.
2. You can finish your graph and write up tomorrow if necessary.

Lesson 59

1. Complete your lab write-up.
2. Use the rubric to grade your lab.
3. Record your score.
4. Do the review activities: matching, unscramble.

Lesson 60

1. Play a game to practice the unit content.
2. Take the waves, tides and currents quiz.
3. Record your score out of 15.

Lesson 61

1. Copy the list of key terms.
2. Read about the different zones and take notes, filling in definitions.

Lesson 62

1. Read about blue water. Take notes.
2. Take the quiz.

Lesson 63

1. Read about the littoral zone.
   • Use the arrow and then click each flashing point.
   • This works for me, but if the Flash Emulator causes you trouble, here’s an article you can use instead.
2. Write a paragraph on the difficulties/dangers of this zone.
3. State your thesis. Support it with details. Conclude.
4. Record up to 5 points. Take off 1 point for each thing missing (from #4).

Lesson 64

1. Read about the ocean floor.
2. Take the quiz.

Lesson 65

1. Read about ocean habitats.
2. Read more about the types of living things in an ecosystem.
3. An autotroph is a producer. They form nutritional substance from carbon dioxide (CO2).
4. A heterotroph is a consumer. They get nutrition from complex substances.
5. Make a diagram using all of the orange words, showing their relationship.

Lesson 66

1. Read about the beaches.
2. Take the quiz.

Lesson 67

1. Read about the coral reefs.
2. Take the quiz.

Lesson 68

1. Read about the estuaries. Use the arrows.
2. Take the quiz.

Lesson 69

1. Read about the hydrothermal vents.
2. Take the quiz.

Lesson 70

1. Read about the kelp forests. Use the arrows.
2. Take the quiz.

Lesson 71

1. Read about the sea grass beds. Use the arrows.
2. Take the quiz.

Lesson 72

1. Read about the marine food chain.
2. Watch this video on trophic level and the ecological pyramid. TAKE NOTES!
3. Try placing ocean animals on food chains. Keep going. There are many to try. Some are marine food chains.

Lesson 73

1. Read about ocean ecosystems.
2. Answer the questions.

Lesson 74

1. Read about marine communities and take notes.
2. Explain to someone what each orange word is. No reading definitions! Explain in a way they can understand.

Lesson 75

1. Read about ocean water (use the arrows) and take the quiz.

Lesson 76

1. Read about human impact and take notes.
2. Read about human impact on marine ecosystems.
3. Write a paragraph about human impact on marine ecosystems. Make any point you want. State your thesis. Use details. End with a conclusion.
4. Record 5 points. Take off 1 point for any of those pieces missing.

Lesson 77

1. This article illustrates the debate that exists between the scientists, environmentalists, and fishermen regarding the situation of declining population of sea otters off the coast of California.
2. If you had to pick a side to defend, would you stand alongside the sea otter conservationists or the representatives of the fishing community? Why? What would you say? Do you think common ground can be found? Is there a solution to the problem? Write a brief statement clarifying your position. Include specific examples and relevant facts to support your position. (Source)
3. Write a paragraph to state your position.
4. State your thesis. Use details. End with a conclusion.
5. Record 5 points. Take off 1 point for any of those pieces missing.

Lesson 78 (Materials: 1 ketchup or soy sauce packet from a restaurant or a Milky Way mini candy individually sealed or a pen cap or straw with a bit of clay, a 1 or 2 liter clear plastic bottle)

1. Complete The Cartesian Diver Experiment. The link in the document doesn’t work. You can skip that question and give yourself the point!
2. Answer the questions.
3. Record 25 points, 1 off for any answer not given.

Lesson 79

Use the links below on animal adaptations to answer the questions. (You can do your own research if you can’t find an answer.)

1. • one
   • two
   • three
   • four
2. Record 10 points, 1 for each answer completed. (Answers)

Lesson 80

1. Review your notes and prepare for a test. Make sure you know about marine communities and human influence and trophic level and the ecological pyramid.
2. These activities and flash cards might help with your review.

Lesson 81(*)

1. (*)Take the marine ecosystems test.
2. Check your answers. (The numbers in parenthesis tell you how many points that question is worth.)
3. Add 3 points to your score. Record your score out of 45 points. (This is labeled as Lesson 80 on your grading sheet.)
4. You might want to save this for your portfolio.

Lesson 82

1. Follow the directions and answer the questions in the Tox Town Activity.
2. Use this link complete the questions. (This is an archive link. It will be slow to load. You will have to search online to help with questions 8-10. Those aren’t working on the site.)
3. Record 15 points, 1 for each complete answer. (This is labeled as Lesson 81 on your grading sheet.)

Lesson 83

1. Copy the key terms.
2. Read about barrier islands.
3. What are some of Georgia’s barrier islands? (answer)
4. Read this article on barrier islands.
5. What are the two main functions of barrier islands? (answer: from the arcticle: “First, they protect the coastlines from severe storm damage. Second, they harbor several habitats that are refuges for wildlife.”)

Lesson 84

1. Read about the wetlands.
2. Make sure you are writing in your definitions.
3. Read about why wetlands are important.

Lesson 85

1. Make a chart.
2. List four different types of wetlands. (Here’s a secondary site.)
3. For each, list where it’s found, a plant species and an animal species in that habitat, and a plan for preservation.
4. Record 40 points (2 points for each part of the chart filled in – 20 items in the chart).

Lesson 86

1. Save the wetlands!
2. Use links as necessary. You should cite sources in the project you are going to make.
3. Create a brochure to let people know what they should do about it! Save the wetlands!
   • Here’s a brochure example. You could make it two-sided so that you can fold it.
4. Here is your rubric.
5. It is due on Lesson 88.
6. Save this for your portfolio when you are finished.

Lesson 87

1. Work on your brochure.
2. Use graphics.
3. Write a paragraph convincing people.
4. Make a clear point.
5. Cite sources.
6. Here is your rubric.

Lesson 88

1. Finish your brochure.
2. Score it out of 100 using this rubric.
3. Record your score.

Lesson 89

1. Learn about coral reefs.
2. Draw a diagram of each kind of reef. Label it. Show them to someone and explain them.
3. Write in your definitions.

Lesson 90

1. Research and answer the questions as a coral research diver.
   • In your journal, define and diagram a coral polyp.
   • Be able to identify and visually represent at least eight different species of coral and indicate whether it is classified as soft or hard.
   • Describe the general habitat of coral, how it lives, and how it reproduces.
   • How do the animal and plant organisms depend on each other? Explain three of these symbiotic relationships.
   • What are the natural enemies of the coral? Explain why they are threats.
     • Questions from: http://www2.lhric.org/kat/diver.htm (This is a source link, telling you where the above questions originally came from. You do not need to click on this link. You will see similar source links in upcoming assignments. Do not worry about clicking them.)
2. Present your answers orally to an audience. Ask them to grade you based on the following.
   • 2 points for each of the five answers if they were expressed with clarity.
   • 3 points for each of the five answers if they displayed expertise.
3. Record your score out of 25.

This is the end of the second quarter. You should save at least a lab, test and your brochure in your portfolio. To figure out your grade: total up your scores and divide by the total possible. Then multiply it by 100. Your goal is to get an A. Where are you losing points? How can you keep from losing them next quarter?

Lesson 91(*)

1. (*) Print out the third quarter grading sheet or use the Excel version.
2. Use the links on the page to answer the ten questions about coral reefs. You can use other sources as well.
3. Record up 10 points. Take away 1 point for any answer not found.
4. Identify safe and unsafe practices in the coral reef. Play Coral Reef Jenga or just read the different cards to learn about safe and unsafe practices. It’s on the 7th page of the pdf, but in the bottom left corner it says, “Educator’s Guide 10.”

Lesson 92

1. Research and answer the questions as a marine biologist. (You don’t have to “research” eight animals. You can just identify them.)
   • What animals live in and around the reef? Identify and visually represent five.
   • How do these animals contribute within the ecosystem?
   • Assess the importance of some of these animals outside of the ecosystem.
   • Choose three animals and explain why it is so important that each be saved from extinction.
     • Questions source
2. Suggested sites:
   • Ocean Planet
   • Sea World
   • Bonaire
   • Florida Keys Sanctuary
   • Coral Reef Invertebrates
   • Coral Reef Network
3. Present your answers orally to an audience. Ask them to grade you based on the following.
   • 2 points for each of the four answers if they were expressed with clarity.
   • 3 points for each of the four answers if they displayed expertise.
4. Record your score out of 20.

Lesson 93

1. Read about special adaptations. Use the link at the bottom of the page to read more.
2. Follow the directions and design your coral reef dweller.
3. Read through the links on the left about sea dwellers. Tell someone about what you think is the most interesting animal you read about.

Lesson 94

1. Research and answer the questions as a marine botanist using the sites given.
   • What plants live in and around the coral reef? Identify and visually represent three.
   • How does each contribute to the ecosystem?
   • Assess the importance of some of these plants outside of the ecosystem.
   • Choose 3 plants and rank order them according to their importance. Explain why it is so important that they be saved from extinction.
     • Questions from: http://www2.lhric.org/kat/bot.htm
2. Present your answers orally to an audience. Ask them to grade you based on the following.
   • 2 points for each of the four answers if they were expressed with clarity.
   • 3 points for each of the four answers if they displayed expertise.
3. Record your score out of 20.

Lesson 95

1. Identify the coral reef inhabitants. There are twenty, with two bonus ones. Record 1 point for each one that you find to identify. You only need ten to finish the assignment, but you can get extra credit for any you find above and beyond that.
   • Sites to help: one, two
2. Check answers.
3. Record your score out of 10. (Potential for extra credit)
4. *Complete part two and find the information for whichever organism you choose. You can print the template to fill out with the info.

Lesson 96

1. Answer the questions as a marine environmentalist. Search the internet, as necessary, to find answers.
   • What is a coral reef? What is it composed of? In what parts of the world are reefs usually located?
   • How are reefs usually formed? What does a volcano have to do with a coral reef?
   • What is an atoll and what is its relationship to a coral reef?
   • What are the major types of reefs that exist in the world, and where are they located?
   • Discuss the reef as an ecosystem, detailing the interdependence of the individual species.
   • Choose at least three organizations which are researching reefs and give detailed descriptions of their efforts to preserve them.
     • Questions from: http://www2.lhric.org/kat/env.htm
2. Present your answers orally to an audience. Ask them to grade you based on the following.
   • 2 points for each of the six answers if they were expressed with clarity.
   • 3 points for each of the six answers if they displayed expertise.
3. Record your score out of 30.

Lesson 97

1. Read about things that damage the coral reef, and fill in the blanks on the phrases.
   • Use the links below instead of the links on the page to help you.
   • buoys
   • threats
2. Check answers.
3. Record 1 point for each one filled completely in.
4. Write a paragraph about human impact on the coral reef.
5. Record up to 5 points for the eight phrases. Take 1 point off for each incomplete answer.
6. Record up to 5 points for your paragraph. Take 1 point off for any piece missing. It should have a topic sentence (thesis), details/examples, conclusion.
7. Total is out of 10 points.

Lesson 98

1. Complete the Bermudian Coral Food Web.
2. Use these links to help. These are from the site linked in the assignment directions.
   • fishes, plants, and zooplankton
3. Follow the directions and answer the discussion questions. Answer with “what” and “why.”
4. Record 10 points for making a food web for ten organisms.
5. Record 2 points for each discussion question answered telling both what and why. Take off 1 point for any incomplete part of the answer.
6. Total: 14 points

Lesson 99(*)

1. (*)Start your Coastal Ecosystem PowerPoint project. (You can request to do a project other than a PowerPoint.)
2. (*)Here is your rubric.
3. This is due on Lesson 101.

Lesson 100

1. Work on your project.
2. Make sure you understand how you will be graded with your rubric.

Lesson 101

1. Complete your project.
2. Grade your project with the rubric.
3. Record your score out of 90.

Lesson 102

1. Read about shores and fill in your definitions.
2. Make sure you know the vocabulary from this unit.
3. On Lesson 103 there will be a test on the marine communities from this section of the course. Look through the pages and your notes to prepare.

Lesson 103(*)

1. (*)Take your Marine Communities Test.
2. Check your answers.
3. 1 point for each correct True/False statement. Score up to 3 points for the questions at the end — score for clarity, completeness, and correctness. Add 2 points to your score.
4. Record your score out of 25 points.
5. You might want to hold onto this for your portfolio.

Lesson 104

1. Read the Intro to Marine Plants and copy down the key terms.
2. Read about marine plants and write in the definitions.
   • Use the online dictionary to listen to how the words are pronounced. Click on the speaker by the word.
3. Practice the terms.

Lesson 105

1. You have three days to complete the “I Didn’t Know” PowerPoint project. (You can present your project in a different format.)
2. Each one starts with a “I didn’t know…” comment. Each one also includes a picture and a fact. You may need to do some research to come up with your fact statements. You can use the unit to come up with your “I didn’t know” statements.
3. You will present your project to an audience when it is complete.
4. Here is your rubric.

Lesson 106

1. Work on your project.

Lesson 107

1. Finish and present your “I Didn’t Know” project.
2. Score your project with the rubric.
3. Record your score out of 90.

Lesson 108

1. Complete the Red Tide article assignment. Use the link on the assignment.
2. Score 1 point for each question answered in your summary. (total possible: 10)
3. Add up to 5 points for writing your summary in a structured paragraph(s) with introduction, details and conclusion.
4. Record your score out of 15.
5. You might want to include this in your portfolio.

Lesson 109 (Materials: only if you can get it; if not, you can do it virtually: Sprig of Elodea, Water w /Baking Soda, clear glass, Timer or Watch, 60 watt light)

1. Set up and complete Elodea Lab. Make a chart to record your data. (See #2 below.)
2. If you don’t have the plant, you can do this lab virtually. Use the light at each setting for a minute. (Here is a second virtual lab I’m just holding here in case we lose the other.)
3. You will write up your lab with analysis on Lesson 110.

Lesson 110

1. Write up your lab.
2. You might want to save this for your portfolio.
3. Score your lab.
4. Record your score.

Lesson 111(*)

1. (*)Complete this photosynthesis virtual lab using this virtual lab set up.
2. Record the data and answer the analysis questions. You do not need to write up a lab.
   • 2 points for each numbered question answered. (total: 10)
   • 1 point for each complete block of data gathered. (total: 15)
3. Record your score out of 25.

Lesson 112

1. Write about the importance of marine plant life. Think about ecosystem balance and global impact. (need help?)
2. Write in complete paragraphs.
3. Record 1 point for each specific example or specific fact included.
4. Add 1 point for a topic sentence. Add 1 point for a conclusion sentence.
5. Record your score out of 5. (potential for extra credit!)

Lesson 113

1. Review the terminology from the course so far.
2. You can use your notes and the flashcards.
3. Complete the review activities. Take note of where you had any trouble.

Lesson 114

1. Read over your key terms and definitions lists. Focus on the areas where you had trouble.

Lesson 115

1. Take this test: Midterm 2.
2. You will not record this grade. You will see how much you are remembering from the course.
3. Check your answers.
4. NOTE: the grading sheet lists vocabulary for this day. You can give yourself 5 points if you got five correct answers.)
5. You will need to know this information for your final (a test at the end of the course).

Lesson 116

1. Copy the key terms.
2. Read the overview of marine invertebrates and copy the definitions and take notes.
3. Search out images of each of the orange words. Draw a picture of each kind. I always recommend Google safe search whenever looking for images. Other safe searches do not work as well.

Lesson 117

1. Read more on plankton. Watch the video.
2. Make a diagram or diagrams that shows the relationships between various types of plankton. You can use broad categories such as consumer, producer, zooplankton, animal plankton, but also add on smaller categories of plankton where they would belong.

Lesson 118

1. Read about starfish and watch the video.
2. Read about mollusca.
3. For each orange word, animal category, list some examples of that type of animal.

Lesson 119

1. Read about worms.
2. Create a diagram or chart that compares and contrasts the six different types of worms.

Lesson 120* (Materials: crustacean– a crawfish or crayfish or lobster; if you can’t, you can just look at the pictures.)

1. Read about crustaceans.
2. They belong to the group of arthropods. What’s significant about them? (answer: They are the largest group of animals.)
3. Identify the parts of a crustacean. If you can’t do the dissection, you can read through and look at the pictures.
4. Here is a dissection activity. Use the pictures and instructions and try to identify the parts listed and delineated.
5. *Print and label the fiddler crab. (I would copy and paste on to a document and then print.)

Lesson 121 (Materials: ruler, index card — you can print a ruler from online if needed and use a regular piece of paper instead of an index card)

1. Complete the fiddler crab population estimation lab.
2. Answer the analysis questions.
3. Score up to 10 points, 1 for each trial completed, tracing the square inch and counting the crabs.
4. Score 2 points for each analysis question answered. (total 8 possible)
5. Score 5 points for each completed calculation: average, area, estimation of population. (total 15 possible)
6. Score 2 points if you completed every part of the assignment. Never turn in incomplete work!
7. Record your score out of 35.

Lesson 122*

1. *Print page 3. Follow the directions to fill in the phylum chart.
2. Here are some links that might help you.
   • Phyla characteristics
   • Phylum comparisons
   • Phylum names
3. You can check your answers against these submitted by a parent.

Lesson 123(*)

1. (*)Match the pictures of meroplankton to what they become. Don’t do (g). Here are some pages you can use:
   • https://australian.museum/learn/animals/plankton/meroplankton/
   • https://www.tumblr.com/rkherman/96635639630/organisms-that-spend-part-of-their-life-cycle-as
   • https://en.wikipedia.org/wiki/Trochophore
   • https://sio-legacy.ucsd.edu/zooplanktonguide/species/barnacle-larvae
   • https://www.vattenkikaren.gu.se/fakta/arter/mollusca/prosobra/gastveli/gastvee.html
2. Check your answers.
3. Do review activities.

Lesson 124(*)

1. (*)Take the invertebrate quiz.
2. Check your answers.
3. Record your score out of 25.

Lesson 125

1. Complete the Who Am I project.
2. It is due on Lesson 127.
3. Here is your rubric.

Lesson 126

1. Work on your project.

Lesson 127

1. Finish your project.
2. Present your project.
3. Use the rubric to score your project.
4. Ask your audience to score your oral presentation out of 10.
5. Record your score out of 100.

Lesson 128

1. Take one of the “Who Am I” phyla and write a short essay on it.
2. Your essay should have 5 paragraphs: an introduction, finishing with a thesis statement; three paragraphs, each beginning with a topic sentence that supports your thesis and including specific facts and details; and a conclusion.
3. This is due on Lesson 130.

Lesson 129

1. Work on writing your essay.

Lesson 130

1. Finish and edit your essay.
2. Score your essay using this rubric. Total possible is 20.
3. Add 5 points if all five parts of the essay are present.
4. Record your score out of 25.

Lesson 131

1. Copy down the key terms in the marine vertebrates unit.
2. Read about fish. Take notes on the orange words.
3. Build a fish until your fish survives.
4. Identify the fish.

Lesson 132*

1. Read about sharks and rays.
2. *Print out or draw a shark and label it with everything listed.
3. Read about skates and rays. This mentions millions of years. This guess as to the age is obviously opposed to what I believe about the young age of the earth.
4. Take a look at ray anatomy.

Lesson 133

1. Read about marine reptiles.
2. Read about the four types of marine reptiles. If you click on the links in the reading, you can see some short videos.
   • sea turtles
   • sea snakes
   • salt water crocodile
   • iguana
3. Watch the video, just because baby loggerhead turtles are cute. Actually, see how amazing they are. No parent teaches them where to go or how to get there safely. They were created with everything they need.
4. Make a diagram or chart that shows what characteristics the four types share and don’t share.

Lesson 134

1. Read about birds.
2. Read about penguins.
3. Check out this page (and site if you are interested) on penguin research.
4. Take the penguin challenge.

Lesson 135

1. Read about marine mammals.
2. Research dolphins.
3. Create an outline detailing their classification, habitat, characteristics, anatomy, food, and predators. (example outline)
4. This is due on Lesson 136. Write a title and then use the words above as your headings. You need at least three points under each of the headings listed above.

STOP

It’s time to save your work in your portfolio. You should save tests, labs and something that shows any project you completed and are proud of. Calculate your grade by dividing your total score by the total possible.

Lesson 136(*)

1. (*)Print out your grading sheet for the fourth quarter or you can use the Excel version.
2. Your outline is due.
3. Score 18 points if it is in correct form with 6 headings and 3 details for each one. Subtract 1 point for any of the 18 parts missing.
4. Add 1 point for a title.
5. Add 1 point for finishing on time.
6. Record your score out of 20.

Lesson 137

1. Read about manatees.
   • Why do you think manatees migrate?
   • Why do manatees stay in shallow water close to shore?
   • Why do manatees spend so much time eating?
   • Do you think there is a way that scientists might be able to use the migration and feeding habits as a way to lessen the risk of extinction?
   • What does a manatee need to survive?
   • What human activities are threatening manatee survival?
   • What manatee behaviors and characteristics make them vulnerable?
   • How quickly do the manatees reproduce? How does this reproduction rate affect its population numbers?
   • What can be done to help the manatees? What is being done now? (source)
2. Score a point for each thoughtful answer. There are 11 question marks. Record your score out of 10. (potential for extra credit)

Lesson 138

1. Use the links on the right to learn about sharks. Go through each tab as well.
2. Take the quiz. (For the first question, your answer choices are more than 100, more than 200, more than 300, more than 400. Choose the most appropriate. Yes, I know that more than 100 encompasses the other answers, but the correct answer is the most appropriate one.)
3. Check your answers.
4. Record your score out of 16.

Lesson 139(*)

1. (*)Complete the inventive ichthyologists assignment.
2. You can turn it in on Lesson 140.

Lesson 140

1. Finish your inventive ichthyologist assignment.
2. Score up to 10 points for your Atlantic Ocean characteristics. There should be ten.
3. Score up to 10 points for your fish’s adaptations and characteristics that it has in order to survive, if you can explain how its characteristics help it survive in that environment.
4. Score 5 points for paragraph or diagram.
5. Record up to 25 points.

Lesson 141(*)

1. (*) Complete all the parts of this fish lab.
2. You have three days. Today complete part A.
3. Do the review activity.

Lesson 142

1. Complete part B of the fish lab. (Skip numbers 5, 6, and 9)
2. Do the review activity to review key terms.

Lesson 143

1. Complete the extension activity.
2. Score up to 10 points for part A if all of the answers were found.
3. Score up to 10 points for part B if all of the fish were identified.
4. Score up to 5 points for completing the extension activity.
5. Record your score out of 25.
6. Complete the test.
7. Record your score out of 20.

Lesson 144 (*)

1. Begin researching whales. Follow the directions on this whale watching sheet. Not all links may be working. You can use your own research.
2. This is due on Lesson 150.
3. Research. Take notes. Record sites and other resources used for a bibliography or citations page.
4. Create an outline.
5. Write at least seven paragraphs.
6. Here is your rubric. Read it over and make sure you do what it takes to get a perfect score. 🙂

Lesson 145

1. Work on your report. Read the instructions on Lesson 144.

Lesson 146

1. Work on your report. Read the instructions on Lesson 144.

Lesson 147

1. Work on your report. Read the instructions on Lesson 144.

Lesson 148

1. Work on your report. Read the instructions on Lesson 144.

Lesson 149

1. Work on your report. Read the instructions on Lesson 144.

Lesson 150

1. Finish your report. Make sure it has a title and a bibliography. How it looks counts! If you quote something directly, make sure you cite it, label it within your paper so the reader knows it’s not your words and that you aren’t plagiarizing! Otherwise, you are!
2. Score it according to the rubric for up to 70 points.
3. Add 10 points if it is complete with title, bibliography, and at least seven paragraphs.
4. Add 10 points if you made an outline.
5. Add 10 points for completing on time IF you completed it by Lesson 150. You must finish your work on time!
6. Record your score out of 100.

Lesson 151(*)

1. Read over about barrier islands and the associated vocabulary. If you are near a coast, know if there are barrier islands off of it!
2. Explain to someone what a barrier island is.
3. (**)Answer these questions while you read this newsletter on loggerheads. (alternate link)
4. There are 13 questions. Score 1 point for each found and completed answer.
5. Record your score.
6. (You can check these parent-submitted answers if you’d like to see how others have answered.)

Lesson 152

1. Now we’re going to explore the coast of Maine. This site provides a variety of data from the area which you will analyze.
2. We’re going to start with phytos. You’ll read the page and use the links to answer the questions in bold. There are three main questions to answer. Use the links and follow the directions on those pages. Answer the questions as they come up. Use the data to draw conclusions.
3. Write answers to each of those three main questions on the first page. Write each with a topic sentence, restating the question. Then give the answer with specific data observations that support the answer. Score up to three points for each answer if it includes a topic sentence, answer, and data support.
4. Record your score out of 9 points.

Lesson 153*

1. *Print the data tracking_sheet. (You will use this again on Lesson 154.)
2. Complete activities 1 to 3 about mixed or layers. Follow the links. Answer the questions. These are your big questions to answer: According to your Gulf of Maine research, do certain types of phytoplankton thrive better under layered conditions? How about mixed conditions? Does the diversity of “successful species” change from season to season?
3. Write answers to each of those three main questions. Write each with a topic sentence, restating the question. Then give the answer with specific data observations that support the answer. Score up to 3 points for each answer if it includes a topic sentence, answer, and data support.
4. Record your sore out of 9 points.

Lesson 154

1. Complete activities 4 and 5.
2. Here are your big questions to answer: Can a storm event can change ocean layering? In general, which factor (i.e., temperature, salinity or fluorescence) was most affected by the storm? You will also calculate the thermocline strength before and after an autumn storm event.
3. Write answers to each of those two main questions. Write each with a topic sentence, restating the question. Then give the answer with specific data observations that support the answer. Score up to 3 points for each answer if it includes a topic sentence, answer, and data support. You will also score 3 points for your calculations.
4. Record your score out of 9 points.

Lesson 155

1. Next you will be looking at regional data sets.
2. Here are your main questions: What is the pattern of temperature with depth along track? Are there any “blobs” of unusually hot or cold water at depth? Where might these “water masses” have come from? Is the densest water at bottom? Can you detect a general pattern of surface productivity? What is the general pattern of chlorophyll concentration? Does it change from southwest (“1”) to northeast (“12”)? Is this what you expected based on surface data?
3. Write answers to each of those eight main questions. Write each with a topic sentence, restating the question. Then give the answer with specific details that support the answer. Score up to 3 points for each answer if it includes a topic sentence, answer, and support.
4. Record your score out of 24 points.

Lesson 156

1. Read the page and answer the questions about spring.
2. Here are your big questions: Do deep plankton look similar to those from surface waters? How might phytos that are not growing or reproducing contribute to the ecosystem? Did these stations have something in common in terms of location and / or depth, and did they have layered conditions? What types of phytos were sampled at depth and where did these “spring bloomers” come from?
3. Write answers to each of those four main questions. Write each with a topic sentence, restating the question. Then give the answer with specific data observations that support the answer. Score up to 3 points for each answer if it includes a topic sentence, answer and data support.
4. Record your score out of 12 points.

Lesson 157

1. Explore sea surface temperature.
2. Write responses to the three “key questions” to show your understanding.
3. Write answers to each of those the key questions. Write each with a topic sentence, restating the question. Then give the answer with specific data observations that support the answer. Score up to 3 points for each answer if it includes a topic sentence, answer and data support.
4. Record your score out of 9 points.

Lesson 158

1. We’re going to look at maps today.
2. Do the Greenland problem. Answer the question (4 points)
3. Scroll down and read through the next activity as well. Use the red outline map to compare the sizes of the yellow boxed areas in activity three.
   • Write your observations. (3 points)
4. Look through these different types of map projections. Here are more. Name four that you think have good qualities and why. Name four that you think are flawed and why. This article can help. (10 points)
5. Record your score out of 17.

Lesson 159

1. Make a scale drawing of 5000 to 1 of these phytoplankton: cyanobacteria, coccolithophores, diatoms and dinoflagellates. (adapted from bigelow.org)
2. Score 2 points for each drawing for accuracy and scaled size.
3. Record your score out of 8 points.

Lesson 160

1. You should look at your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. You will also be working on a final project due on Lesson 180.
4. For your final project you will take up a cause: Save the ________ ! You are going to create a media campaign to rally others to join your cause.
   • It could be the beaches, the reefs, the manatees, the seahorses, whatever you have interest in. I’ll give you some sites for some ideas if you are feeling clueless.
   • Your project will have three parts.
     1. a persuasive essay for an opinion piece in a newspaper
     2. a print ad for a full-page magazine ad, a brochure or a poster or flyer
     3. a commercial for either radio or TV
   • Your persuasive essay should have quotes with in text citations or at least references to statistics that are cited in the text. Here are some sites to help with the pieces of your project.
     1. how to write a persuasive essay.
     2. how to make a print ad
     3. how to make a commercial
   • Here are your rubrics:
     1. Persuasive Essay Rubric (40 points)
     2. Print Ad Rubric (16 points–You will double your score for up to 32 points.)
     3. TV or Radio Commercial Rubric (out of 32 points) SKIP the group work part — Points for the TV only section get added on as extra points.
   • If you don’t have an idea off the bat, peruse these sites for inspiration.
     • toxins in water
     • conservation news
     • endangered species
     • You don’t have to find something from this list. These are to help you come up with an idea for a cause.

Lesson 161

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 162

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 163

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 164

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 165

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 166

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 167

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 168

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 169

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 170

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 171

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 172

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 173

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 174

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 175

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 176

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 177

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to day 160 for the rubrics and requirements.

Lesson 178

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 179

1. Keep reviewing your vocabulary that you’ve been writing down. You should study a little each day to prepare for the final on Lesson 180. You should know the vocabulary for the final.
2. Also, it’s important to know the information that was on your two midterms. They were practice for the final.
3. Work on your final project due on Lesson 180. Refer back to Lesson 160 for the rubrics and requirements.

Lesson 180

1. 1. Present the pieces of your project and get a score for all of its parts. Record the total out of 100. There is potential for a little extra credit.)
   2. Take your final. Each question is marked with how many points it is worth.
   3. Grade your final.
   4. Record your scores. They are both out of 100.
   5. Figure your final grade.
   6. Congratulations on finishing the course!

1. Please take the polls. Answer honestly to help other students choose the best courses for themselves.

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