GK-12 Activity-Lesson Plan
Your Name: Noelle Relles
1. Activity Title: Coral Reefs: An Island Nation Debate
2. Focus:
Coral Reefs
Coral Ecosystems
Marine Policy
3. Grade Levels/ Subject:
Grades 9-16
Applicable to earth science, biology, ecology, marine science, and
general science courses
4. VA Science Standard(s) addressed:
ES. 7 The student will investigate and understand the
differences between renewable and nonrenewable resources.
Key concepts include:
d) making informed judgments related to resource use
and its effects on Earth systems; and
e) environmental costs and benefits.
ES. 11 The student will investigate and understand that oceans
are complex, interactive physical, chemical, and biological
systems and are subject to long- and short-term variations. Key
concepts include:
a) physical and chemical changes (in this case sea level
variations)
b) importance of environmental and geologic implications
e) economic and public policy issues concerning the oceans and
the coastal zone
BIO. 9 The student will investigate and understand dynamic equilibria
within populations, communities and ecosystems. Key concepts
include:
d) the effects of natural events and human activites on
ecosystems
5. Learning objectives
1. Students will learn to do research and distinguish between good
(reliable, peer reviewed) versus bad (unreliable, irreputable) online
sources.
2. Students will learn the benefits and ecosystem services associated
with coral reefs, the importance of biodiversity and the current
threats to their existence.
3. Students will explore the considerations of various stakeholders
when creating marine policies, specifically related to the
preservation of coral reef ecosystems.
6. Total time required for the lesson and time needed for each
segment of the lesson (approximate)
One 75 minute lecture on coral organisms, reef formation, as
ecosystems, and associated threats.
One 60 minute class period to help students research their
interest group and learn to use good, reliable online sources.
One 100 minute class for presentation of interest groups’
concerns and subsequent debate. Wrap-up with 30 minute
lecture on Marine Protected Areas (MPAs), marine reserves, and
the use of marine policies.
One 60-90 minute class period working on the Coral snapshots
activity (Bridge: Coral Snapshots DATA Activity) to tie ideas and
lessons learned into current scientific research.
7. Key words, vocabulary:
See attached worksheet with vocabulary to accompany initial
powerpoint presentation. Include Marine Protected Area (MPA),
marine reserve, no-take area (NTA) and marine policy.
8. Background information
See attached pdf of powerpoint presentation, which includes
useful links to short videos to include in introductory material.
9. Student hand-outs and other materials needed
See attached vocabulary sheet for students to fill out during initial
powerpoint presentation. See attached assignment.
Useful websites for student research:
http://www.epa.gov/OWOW/oceans/coral/#solutions
http://oceanservice.noaa.gov/education/kits/corals/coral11_protecting.html
http://www.panda.org/what_we_do/how_we_work/conservation/marine/protected
_areas/increasing_protection/corals_mangroves/
http://coralreef.noaa.gov/
10. Materials & Supplies, Audiovisual & Computer Equipment
Computer and projector for initial presentation of coral reef
material via a powerpoint and wrap-up powerpoint on marine
reserves. Computer access for students to research their
interest group for debate and prepare powerpoints.
11. Classroom setup
Any setup where students can see the powerpoint presentation
is acceptable for lecture. Computer lab would be most
appropriate when working on research. Desks or tables in a
circular pattern to facilitate debate/discussion.
12. Procedure:
This activity will begin with an introductory lecture to the coral
organism, the symbiotic relationship that facilitates coral reef formation, the
progression of reef formation, the importance of coral reefs as ecosystems
and the current threats to this fragile ecosystem. See attached pdf of
introductory powerpoint. Students will then be broken into 6 groups, which
represent various stakeholders at a town hall meeting on an island nation
concerned about the future health of its coral reefs. A significant portion of
the class period will be spent handing out the assignment (see attached),
organizing students into groups, and helping students perform online
research. The third class period taken up by this assignment will be a
concluding lecture on the implementation of Marine Protected Areas (MPAs),
including different levels of protection, their successes and failures (see
attached pdf of wrap-up powerpoint presentation). The final portion of this
unit will be to complete The Bridge DATA activity entitle Coral Snapshots (see
attached pdf) in order to demonstrate real-world applicability of marine
policy and scientific research.
13. Assessment:
List several questions for the students to answer after the activity. You
should have at least one question for each of your learning objectives, and
additional questions to extend and apply the concepts the students should
have learned. Consult Bloom’s taxonomy!)
1. How might you determine whether an online resource is legitimate
or not?
2. Why are coral reefs important? What might happen if they
continue to be degraded?
3. Who might be concerned about the degradation of coral reefs?
How might coral reef degradation affect a small island nation as
compared to a large country like the United States?
14. References:
See websites listed above as well as:
www.bmp.org
www.stinapa.org