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Melody Hagaman
CORAL REEFS
Standards and Benchmarks: Science Content Standards for Grades 9-12
Science as Inquiry (Std A)
 Abilities necessary to do scientific inquiry
Life Science (Std C)
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Interdependence of organisms
Matter, energy, and organization in living systems
Earth and Space Science (Std D)
 Energy in the earth system
Science in Personal and Social Perspectives (Std F)
Natural resources
Environmental quality
Natural and human-induced hazards
Overview:
Coral reefs comprise some of the greatest biodiversity on Earth. Their sensitive nature, however, makes them extremely vulnerable to changes in the environment.
Humans, therefore, need to become more aware of their effects on coral populations and then come up with a plan for reviving them.
Concepts:
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What is the role of a coral reef in the biosphere?
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What makes coral so sensitive?
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What factors impact coral growth?
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What impact have humans had on coral populations?
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How can the negative effects on coral reefs be stopped and/or reversed?
Objectives:
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Students will describe the diversity of life in coral reefs as it relates to the biosphere.
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Students will explain the relationship between coral and its symbiotic organism,
Zooanthellae .
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Students will use models to demonstrate the effect changes in the spheres (i.e., water temperature, salinity, and Ultra Violet light, sedimentation, increased precipitation, etc.) have on coral growth.

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Students will discuss the impact of humans on coral populations.
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Students will research and then propose ideas to reviving coral populations.
Materials:
Computers with internet access, with at least one hooked up to a projector
Encyclopedias
Journals and other scientific periodicals
Assorted Textbooks
Calcium carbonate pellets or shells
Table Salt
A UV light (optional)
Water
Dark construction paper
Small Bean seedlings
A sunny window
Hot Plate
Refrigerator
Day 1:
The unit will begin with the showing of a brief animated video entitled “Coral” from BrainPOP.com
( http://www.brainpop.com/science/diversityoflife/coral/preview.weml
). This will introduce students to the concept of coral reefs. The video covers their biodiversity, their role in oceanic life, as well as how coral grow. Once students have watched the video, they will read more about coral reefs in their textbooks (the textbook should include information on the symbiotic relationship with Zooanthellae ). Afterward, they will begin research on the environmental requirements for coral growth. They will conduct this research independently using the encyclopedias, journals, periodicals, and the following websites: oceanworld.tamu.edu/students/ coral /index.html
www.uvi.edu/ coral .reefer/ life.bio.sunysb.edu/marinebio/ coral reef
Students will write one page about what they have found out about coral growth.
Day 2:
Students will be divided into four groups. Each group will be assigned one factor that has been found to influence coral growth (temperature, salinity, UV radiation, and sedimentation). The teacher will explain that the calcium carbonate pellets represent the shells secreted by coral, while the bean seedlings represent the photosynthetic
Zooanthellae . Each of these is needed for the coral to grow and survive. The groups will each conduct an experiment to model the effects of their factor on either calcium carbonate precipitation or photosynthesis.

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The group assigned the temperature factor will fill three large glass beakers with water. They will place a calcium carbonate pellet or shell in each beaker. One beaker will be placed on the hotplate, and the heat will be turned up to high.
Another beaker will be left at room temperature, and the last will be placed in the refrigerator.
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The group assigned to salinity will also receive three beakers. They will place a calcium carbonate pellet or shell in each. They will fill the first beaker with a mixture of half salt half fresh water. The second will be ¾ fresh water, ¼ salt.
The third will be all fresh water.
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The group assigned to UV radiation will be given two seedlings. The first they will place under a UV light (on high power, and preferably in the back of the room or a storage closet). The second seedling will be simply placed in the sunny window.
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The group assigned to sedimentation will recreate the light conditions of a lowsediment environment and a high sediment environment. They will also be given two seedlings. The first, which represents normal low sediment levels, will be placed in the sunny window. The second will be placed under a cone of dark colored construction paper and then set in the sunny window.
Students will then formulate a hypothesis for their experiment and then begin a lab report with their problem, hypothesis, materials, and procedures included.
Day 3:
Class will begin with the students making and recording observations about their experiments. Once they have recorded their results and observations (whether or not the calcium carbonate remained in tact, whether or not their plants look the same as the day(s) before), they will finish their lab report by recording their observations and making a conclusion. Time will then be given for each group to share their experiment with the class, including what it represented, their hypothesis and how it was tested, the results, and any conclusions. Conclusions should include how the knowledge gained relates to the four spheres of the Earth. Lab reports will be turned in and graded for completeness. Groups will also be given a presentation grade for their sharing. Once presentations are done, groups will use their knowledge gained from the experiments, video, and prior research to research and develop a plan for stopping and/or reversing coral bleaching and desiccation. They will, again, use encyclopedias, journals, and at least two of the following websites for their research: www.
coral reef.noaa.gov/ www.
coral reefalliance.org/ www.epa.gov/owow/oceans/ coral / www.panda.org/about_wwf/what_we_do/marine/blue_planet/coasts/ coral _ reefs /index.
cfm www.nature.org/joinanddonate/rescuereef/
Groups will conduct research and, if finished, begin constructing a one page action statement about what they can do to help save the coral reefs. The action statement will

be assessed by the inclusion of multiple ideas about how to save coral reefs, and the citing of resources for each idea.
Day 4:
The unit will end with the students finishing their action statements. Once the statements are all complete, the groups will choose the thing which they think was the most important thing they learned in their research and will share it with the class. The rest of the class will debate/discuss whether or not they agree with the idea/plan the group chose to present. Action statements will be handed in.
Assessment: As already mentioned, students will be graded on their participation in presentations. Their lab reports will be graded for completeness and valid use of the scientific method. Action statements will be graded on the inclusion of cited research and multiple ideas for solutions. All other things will be assessed informally.