| (A) differentiate among freshwater, brackish, and saltwater ecosystems; (B) identify the major properties and components of different marine and freshwater life zones; and (C) identify biological, chemical, geological, and physical components of an aquatic life zone as they relate to the organisms in it. (10) Science concepts. The student knows environmental adaptations of aquatic organisms. The student is expected to: (A) classify different aquatic organisms using tools such as dichotomous keys; (B) compare and describe how adaptations allow an organism to exist within an aquatic environment; and (C) compare differences in adaptations of aquatic organisms to fresh water and marine environments. (11) Science concepts. The student knows about the interdependence and interactions that occur in aquatic environments. The student is expected to: (A) identify how energy flows and matter cycles through both fresh water and salt water aquatic systems, including food webs, chains, and pyramids; and (B) evaluate the factors affecting aquatic population cycles. (12) Science concepts. The student understands how human activities impact aquatic environments. The student is expected to: (A) predict effects of chemical, organic, physical, and thermal changes from humans on the living and nonliving components of an aquatic ecosystem; (B) analyze the cumulative impact of human population growth on an aquatic system; (C) investigate the role of humans in unbalanced systems such as invasive species, fish farming, cultural eutrophication, or red tides; (D) analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments; and (E) understand the impact of various laws and policies such as The Endangered Species Act, right of capture laws, or Clean Water Act on aquatic systems. |
