Focus
Grade Level
Focus Question
Field ecology and the diversity of life in marine ecosystems.
High School (mostly 10th grade students)
What is field ecology? How can field ecology help scientists
learn the biodiversity within a marine ecosystem? What is
the diversity within a tropical reef ecosystem?
Learning Objectives
Competency Goal 4: The learner will develop an understand
of the unity and diversity of life.
Objective 4.01: Analyze the classification of organisms
according to their evolutionary relationships.
-Similarities and differences among the Eukaryotic
kingdoms: Protists, Fungi, Plants, Animals.
Competency Goal 5: The learner will develop and
understanding of the ecological relationship among organisms.
Objective 5.01: Investigate and analyze the interrelationships
among organisms, populations, communities and ecosystems.
-Techniques of field ecology.
Learner Objectives:
After this lesson students should be able to:
-Identify the diversity of marine organisms in a reef ecosystem.
-Recognize ecological principles at work in this ecosystem.
-Have an understanding of field ecology.
Materials
Audio/Visual
Materials
Internet websites, handout to record information
Aquarius Reef base website:
-http://aquarius.uncw.edu/
Educational Websites:
-Coral Reef Animals
http://www.seasky.org/reeflife/sea2.html
YouTube Videos:
Aquarius Reef Base: If reefs could talk:
-http://youtu.be/Ci977ubMErY
Teaching Time
1 hour, 30 minutes
Seat Arrangement
Maximum number
of students
Key Words
Background
Information (Prior
Knowledge)
Opening Activities
Groups of four
30, but more if necessary
Field ecology, coral reef
Students will have prior knowledge in the diversity and
classification of both terrestrial (land) and marine (water)
from sponges to marine invertebrates, and to the most
complex group, the chordates. They will be able to recognize
the animals and determine their characteristics as well as
marine and terrestrial plant life. Students will also know the
basic ecological principles, and be able to define “ecology.”
Begin by giving each student two Post-It notes, and the
handout.
Ask the class “What kind of organisms do you think live in a
coral reef? (At this point define coral reef as: a marine
ecosystem composed of numerous marine organisms
typically found in tropical environments. Provide examples:
Great Barrier Reef, Florida Keys, etc.)
Tell students to write down two organisms, one on each
Post-It note.
Divide the chalkboard into two sides (Animals and Plants)
and ask students to bring their Post-It notes up to the board
and place them in the correct place on the board.
After each student has placed their Post-It notes on the
board, go over the sticky notes aloud, removing any
duplicates. If there are organisms that should be on the list,
but students have forgotten, ask the class to brainstorm and
share any other organisms.
After the list is completely compiled, ask students (on their
handout) to write down the organisms on their handout
from most simple to most complex. The list should go from
sponges to marine chordates. This will allow students to
review material already learned on the complexity of
organisms.
Learning Procedure
(Activity)
After you have created a comprehensive list of organisms
that live in a coral reef, utilize the website
(http://www.seasky.org/reeflife/sea2.html) to show
students the different marine organisms and classify them
into their major taxa.
After explaining and classifying these organisms, introduce
the concept of field ecology and how it would tie into
studying these organisms.
(Define field ecology as the practical application of the study
of ecological principles and ecosystems.) Field ecology is a
very broad concept, so for this lecture we will focus on the
concept of field ecology being a way to go out in the field to
analyze and experiment in an ecosystem.
Ask students what the limitations of marine field ecology
versus terrestrial field ecology. (What are the limitations of
studying and experimenting in the ocean versus on land?
What can’t scientists spend numerous amounts of time
studying marine ecosystems like they can terrestrial
ecosystems?
(Answer: dives can only last a few hours at the most and
with terrestrial studies you can spend as much time as
necessary to study whatever it is you need to study.)
Introduce the Aquarius reef base in the Florida Keys as a
solution to this limitation. Use the Aquarius reef base
website to show students the basic theme of the base.
In addition to the website, show the YouTube video as
another visual representation of the base:
(http://youtu.be/Ci977ubMErY )
After showing students the reef base, introduce the history
of diving and solutions to marine field ecology (this is
located on the Aquarius website.)
Next, have students work in their groups of four and create
a pro/con chart of utilizing Aquarius and underwater diving
as a means of marine field ecology.
After about five minutes, ask students to share their
information they wrote down.
After students have shared, on the board, highlight the
benefits of Aquarius. (Underwater living, constant
observation of organisms, easier to study these organisms,
you are in direct contact and proximity to what it is you are
studying, cuts out the limitation of short dives.)
Next, use the photo section of the Aquarius website to show
students the different types of marine organisms that the
divers at the base have encountered. Ask students to use the
list they created earlier, and highlight the organisms they
see.
After showing the students these photos, wrap up the
activity by telling students that Aquarius allows for marine
field ecology. The divers are out on the reef studying and
experimenting in the reef ecosystem.
*A possible addition to the activity would be to hold a Skype
session with the scientists in the Aquarius reef base.
Students would be allowed to ask the divers questions and
see what the inside of Aquarius looks like.
Connections to other Discussing the history of diving and marine field ecology is a
subjects
connection to History and the Humanities.
Closing Activity and
Assignments
The project/assignment is another connection to the
Humanities by incorporating English and Language Arts.
Students will complete a writing assignment.
Explain to students: “You are an Aquanaut on a seven day
research mission. Compile a research journal in which you
describe the environment you live in, the organisms you
encounter, and what goes through your mind.”
Page 1: Cover page
Page 2: Day 1
Page 3: Day 2
Page 4: Day 3
Page 5: Day 4
Page 6: Day 5
Page 7: Day 6
Page 8: Day 7
Page 9: Experiments that you would carry out
Page 10: Your thoughts about the week, what you favorite
part of the week was (Reflection)
Each entry should be at least a page. Each student should
have at least two paragraph of text. Encourage students to
draw the organisms that they encounter.
*A rubric is attached.
Assessment
Other Links and
Resources
Students will turn in their handout. This is a formative
assessment based on the learning activity.
None
Marne Field Ecology & Marine Biodiversity Handout
Name: _________________________________________
1. Please list the marine organisms we discussed from most simple to most
complex.
2. List the Pros and Cons of underwater diving and the Aquarius Reef Base.
PROS
CONS
Aquarius Research Journal Rubric
Name: ________________________________________
Day One
Two paragraphs of text
At lest one drawing
1
1
3
3
5
5
Day Two
Two paragraphs of text
At least one drawing
1
1
3
3
5
5
Day Three
Two paragraphs of text
At least one drawing
1
1
3
3
5
5
Day Four
Two paragraphs of text
At least one drawing
1
1
3
3
5
5
Day Five
Two paragraphs of text
At least one drawing
1
1
3
3
5
5
Day Six
Two paragraphs of text
At least one drawing
1
1
3
3
5
5
Day Seven
Two paragraphs of text
At least one drawing
1
3
5
Experiments you would carry out
5
10
15
Conclusion/Reflection Page
5
10
15
Grammar/Spelling
1
3
5
Total Points:
______/100