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Dauphin Island Sea Lab Field Trip

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DauphinIslandsealab.avi
DauphinIslandsealab_x264.mp4
DISLTRANSCRIPTFILE.doc

Creator:

Phillip Cosper, NBCT Science

Kim Knight, NBCT Business/Marketing


School/Organization:

Childersburg Middle School, 

Talladega County Schools

Overview:

This podcast gives a brief overview of our field trip to the Dauphin Island Sea Lab.  This incredible weekend excursion provided 35 8th grade science club students a chance to explore a barrier island, view marine life hands-on, and study ecological and evironmental elements of the Gulf of Mexico.  The students participated in several activities such as trip to the local estuarium, a boat trip on the sea lab research vessel, a salt marsh trip, shark dissection, and a plankton study.  The students learned a tremendous amount about the Gulf of Mexico and Dauphin Island.  The trip was amazing and the students still talk about it today!


Length: 4:17

Content Areas: Science

Alabama Course of Study Alignments and/or Professional Development Standard Alignments:

SC (7)
1. Describe characteristics common to living things, including growth and development, reproduction, cellular organization, use of energy, exchange of gases, and response to the environment.
  • Identifying homeostasis as the process by which an organism responds to its internal or external environment
  • Predicting how an organism's behavior impacts the environment
  • Identifying unicellular organisms, including bacteria and protists, by their methods of locomotion, reproduction, ingestion, excretion, and effects on other organisms
  • Identifying the structure of a virus
  •  
    SC (7)
    2. Identify functions of organelles found in eukaryotic cells, including the nucleus, cell membrane, cell wall, mitochondria, chloroplasts, and vacuoles.
    Example: mitochondria releasing energy for use in cellular respiration
  • Identifying components of the cell theory
  • Identifying cells as prokaryotic or eukaryotic
  • Listing the sequence of the mitotic cell cycle
  •  
    SC (7)
    4. Describe organisms in the six-kingdom classification system by their characteristics.
  • Recognizing genus and species as components of a scientific name
  • Identifying contributions of Aristotle and Linnaeus to the early history of taxonomy
  •  
    SC (7)
    5. Identify major differences between plants and animals, including internal structures, external structures, methods of locomotion, methods of reproduction, and stages of development.
  • Describing the processes of photosynthesis and cellular respiration
  •  
    SC (7)
    6. Describe evidence of species variation due to climate, changing landforms, interspecies interaction, and genetic mutation.
    Examples: fossil records over geologic time, rapid bacterial mutations due to environmental pressures
     
    SC (7)
    7. Describe biotic and abiotic factors in the environment.
    Examples:
    biotic—plants, animals;
    abiotic—climate, water, soil
  • Classifying organisms as autotrophs or heterotrophs
  • Arranging the sequence of energy flow in an ecosystem through food webs, food chains, and energy pyramids
  •  
    SC (8)
    1. Identify steps within the scientific process.
  • Applying process skills to interpret data from graphs, tables, and charts
  • Identifying controls and variables in a scientific investigation
  • Measuring dimension, volume, and mass using Systéme International d'Unités (SI units)
  • Identifying examples of hypotheses
  • Identifying appropriate laboratory glassware, balances, time measuring equipment, and optical instruments used to conduct an investigation
  •  
    SC (8)
    12. Classify waves as mechanical or electromagnetic.
    Examples:
    mechanical—earthquake waves;
    electromagnetic—ultraviolet light waves, visible light waves
  • Describing how earthquake waves, sound waves, water waves, and electromagnetic waves can be destructive or beneficial due to the transfer of energy
  • Describing longitudinal and transverse waves
  • Describing how waves travel through different media
  • Relating wavelength, frequency, and amplitude to energy
  • Describing the electromagnetic spectrum in terms of frequencies
  • Example: electromagnetic spectrum in increasing frequencies—microwaves, infrared light, visible light, ultraviolet light, X rays
     

     


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