Marine Science

Marine Science

Marine Science is a deep, wide-ranging course for students who are curious about the ocean and ready to take their science skills to the next level. Designed for middle schoolers and high schoolers (and adaptable across experience levels), this course explores the living ocean from the smallest organisms to complex ecosystems—and connects that learning to the environmental questions shaping our world today.

Because the course is taught one-to-one, the pacing and emphasis can be tailored to each student: some learners will want a rigorous biology-forward approach; others may be drawn to ecology, conservation, climate, or human impacts. Either way, students build durable scientific knowledge and the habits of mind that matter most: careful reading, evidence-based thinking, clear writing, and curiosity-driven investigation.

Course Structure

The course is typically divided into three complementary threads each week. Together, they combine “core academics” with real-world relevance and the kind of sustained reading and discussion that builds confidence over time.

1) Marine Science Content (about 2–3 hours/week)

This thread forms the academic backbone of the course. Students engage with a mix of high-quality science readings and learning materials—such as selections from textbooks, scientific articles written for students, videos, animations, and interactive resources. Weekly work includes guided reading response questions, occasional data analysis, and sometimes observation-based activities that can be adapted to the student’s location and access to natural environments.

Across the year, students typically move from foundational concepts to more complex systems. Early units often focus on marine environments and the diversity of ocean life (from unicellular organisms through algae, plants, and invertebrates), while later units tend to explore marine vertebrates (fishes, reptiles, birds, and mammals), ecosystem dynamics, adaptation, and ecology. Students also encounter core oceanography ideas—like currents, coastal systems, and the physical conditions that shape life underwater—so they learn not just what lives in the ocean, but why it lives where it does.

2) Current Events & Marine Science in the Real World (about 1 hour/week)

Marine science is happening right now—and students should feel that. Each week, students read one or two recent articles related to marine biology, conservation, climate, fisheries, ocean policy, or emerging research. They practice summarizing the article, identifying the central claim, and evaluating the evidence and implications.

This is more than “keeping up with the news.” It teaches students how to read science in the wild: to separate data from opinion, to notice uncertainty and limitations, and to connect classroom concepts to real-world decisions. These articles become a natural springboard for discussion during live sessions, where students learn to articulate what they think and why.

3) Long-Form Reading, Discussion, and Writing (about 1–2 hours/week)

To build scientific maturity, students need sustained reading—and the ability to respond thoughtfully to it. In this thread, students work through a longer-form text (a popular science book, memoir, or carefully chosen excerpts), completing a structured written response each week. Responses focus on understanding the author’s central ideas, analyzing key passages, comparing concepts across readings, and practicing critique and application.

As the reading progresses, students begin to synthesize and develop stronger arguments over time. Once the text is complete, students produce a more formal written piece (such as a book report, essay, or seminar prep) that draws from their earlier responses and supports a live, evidence-based discussion.

Projects and Culminating Work

Marine Science is intentionally project-based. Students don’t just learn facts—they use what they learn to build, create, or investigate something meaningful.

End of Semester One: The final weeks are typically dedicated to brainstorming and designing a mini-project that the student can complete independently. This project introduces project-based learning and helps students begin thinking like scientists: choosing a question, gathering information, making observations, and communicating results. Depending on context, students may incorporate a community or volunteer component, citizen science participation, or a small expeditionary learning element.

End of Semester Two: The course culminates in a student-designed final project driven by personal interests and passions. Projects can be research-based, creative, analytic, or community-facing—and whenever possible, they connect to something beyond the student (a local environmental need, a public audience, or a real-world stakeholder). Throughout the process, the instructor supports topic selection, scope, planning, research methods, and clear presentation.

Students close the year with a written self-reflection that highlights strengths, challenges, growth, and future goals—helping them build both academic skill and self-awareness as learners.

What Students Gain

By the end of the course, students will have:

• A stronger foundation in marine biology, ecology, and ocean systems
• Improved scientific reading and writing skills
• Practice interpreting data and evidence
• A clearer understanding of today’s marine science and conservation challenges
• A substantial project they can be proud of (and often share)