Students will compare and contrast the needs of living things.

Students will compare and contrast marine environments before and after a shipwreck.

Students will observe and describe the adaptations living things have to survive in unique habitats.

Students will infer the environment of various living things and how each might use its environment to meet its needs.

Students will plan and conduct an investigation to compare the effects of different strengths of moving water on the motion of an object.

Students will compare how humans in different parts of the world meet the basic need for water and identify ways that water can be conserved.

Students will compare and contrast the interactions of manta rays and scuba divers.

Students will devise a device that can be used for planting coral to restore a reef.

Students will create a model of a structure capable of collecting energy from the sun.

Students will be presented with a problem and working in groups will design a solution to the problem.

Students will observe a WWII shipwreck and discuss how humans impact coral reef ecosystems.

Students will make observations to support evidence-based accounts that objects can only be seen when illuminated.

Students will begin to understand the impacts of illegal fishing, then will work together to draw or design a new or modified net to reduce bycatch.

Students will design, build, and test a structure based on a problem they need to solve.

Students will compare and contrast the plants and animals found in various habitats.

Students will create a model of their own island complete with various landforms.

Students will compare and contrast changes over time.

Students will organize and classify marine and terrestrial animals.

Students will build a model depicting the animals commonly found on and around shipwrecks and explain why those animals are found there.

Students will compare how humans in different parts of the world meet the basic need for water, then generate and compare possible solutions for acquiring freshwater from a well.

Students will create a model of a marine and terrestrial animal then compare how each gets around.

Students will observe that the traits of living things can be influenced by the environment.

Students will plan and conduct an investigation to compare the effects of balanced and unbalanced forces on an object using water.

Students will construct an argument to determine which organism is better suited for life in the ocean.

Students will compare changes to man-made and natural structures over time.

Students will be presented with a design problem and working together will design a solution to the problem.

Students will describe, illustrate, and explain the external parts of kelp.

Students will make observations to support evidence that light can be transferred from place to place.

Students will design a solution to one of the problems facing coral reefs today.

Students will observe the feeding behavior of manta rays, then develop a model to illustrate how the shape of an object helps it solve a given problem.

Students will learn about bycatch and illegal fishing, then will design or illustrate a new or modified fishing apparatus to reduce bycatch.

Students will model how Earth’s spheres (geosphere, bioshpere, hydrosphere, atmosphere) interact.

Students will make observations about plants, animals, and decomposers in a marine ecosystem.

Students will explore different ways communities protect Earth’s resources.

Students will design a model to describe the movement of matter through a marine environment.

Students will devise a solution to a problem they perceive in the local village.

Students will identify a problem and begin identifying and discussing solutions, and the limitations and implications of those solutions.

Students will describe how light is absorbed in the ocean and explain why the ocean appears blue.

Students will observe a WWII shipwreck in the Solomon Islands, discuss how humans impact marine biodiversity, then design their own artificial reef.

Students will develop a model to describe the flow of energy through an ecosystem.

Students will discuss bycatch and the impacts this practice has on the marine ecosystem, then discuss ways to improve current fishing strategies.

Students will plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object using water.

Students will investigate the impacts of a shipwreck to determine both the positive and negative impacts to the environment.

Students will review photosynthesis, discuss and identify terrestrial and marine autotrophs, then diagram the process.

Students will observe, describe, and communicate their findings of a desert ecosystem.

Students will observe the long-term impact of moving water on land, then discuss the difference between weathering and erosion and how each acts to change the landscape.