Lesson Format Helpful Hints
Author: Carol McNulty 8/21/2006 11:31:00 AM EST
VITAL INFORMATION
Subject(s):
AP Earth Science
Topic or Unit of Study:
Reefs
Grade/Level:
10th
Summary:
Students learn about the different kinds/stages
of reefs and also learn about Aquarius.
1. Focus and Review
(Establish Prior
Knowledge)
Activities and Setting:
Show students some pictures of reefs. Ask if
anyone has ever been scuba diving or snorkeling
near a reef. What kinds of things did they see?
Pass around pieces of coral for students to look
at while talking about their stories and the
pictures.
Materials and Time:
3-4 pictures of reefs, coral samples. Should only
last about 5 minutes.
1
II. Statement (Inform)
of Objectives
Activities and Setting:
By doing your own research and presenting your
artistic models to the class you will learn in-depth
information about the reef ecosystems. I will
help teach you how to go about researching your
own topics. Hopefully after this lesson, the next
time you go snorkeling or scuba diving you’ll know
more about what kind of reef you’re swimming in.
Materials and Time:
Should be a very quick explanation.
III. Teacher Input
(Present tasks,
information, and
guidance)
Activities and Setting:
I will have the students break up into five groups.
Preferably the groups have about 4-5 students
but I’m sure my class sizes will vary. Each group
will get a sheet telling them what type of reef
they are to research (abiotic reefs, oyster reefs,
fringing reefs, atolls, or barrier reefs) and
detailing what will be expected of them in the
diorama and presentation. After answering any of
their questions I will let them move to the
computers to do their research and begin making
their models.
Materials and Time:
10 minutes
IV. Guided Practice
(Elicit performance)
2
Activities and Setting:
While the students are researching their reefs
and making their models I will be walking around
the room making sure that each group is on task
and headed in the right direction. If there are
particular details that I want each group to
present with their section I will make sure that
they find and understand those points. If any
group is having a particularly hard time locating
information I could help by supplying websites or
helping them refine their search.
Materials and Time:
Varies.
V. Independent
Practice- Seatwork
and Homework
(Retain and transfer)
Activities and Setting:
After the intro activity, the students will break
off into groups to do their independent research
on the type of reef assigned to them. There will
be five groups (abiotic reefs, oyster reefs,
fringing reefs, atolls, and barrier reefs). Each
group will have the first class to research their
reef type, and begin making a model of it.
The models should creatively and accurately
reflect the fish and plants that would be found in
each reef. The models will be shoebox diaramas
made of supplies that I have asked them to bring
in over the course of the week (shoeboxes, glue,
toys to use as props) as well as classroom supplies
(construction paper, glue, scissors, markers,
crayons, popsicle sticks). that I already have.
The second day will be devoted to the
presentations. They will have fifteen minutes to
finish up their diaramas before beginning their
presentations. Each presentation should last 5-10
3
minutes. Each member of the group should
contribute something to the presentation. During
the presentation each group should discuss the
defining characteristics of their reef, the kinds
of plants and animals that would be found there,
as well as explain and describe their diarama.
After the coral reef section’s presentations
(fringing reef, barrier reef, atolls) we will spend
the rest of the class looking at the aquarius
webcams and having a short skype chat with the
aquanauts. The students will be able to ask the
aquanauts questions about what kind of reef
Aquarius is located in and see how accurate their
diarams and presentations were.
Materials and Time:
Each student will complete a worksheet during
the presentations showing that they were paying
attention and to serve as notes for that section.
The majority of two 1.5 hour class periods
VI. Closure (Plan for
maintenance)
Activities and Setting:
I will review the worksheet with them and make
sure that any of their questions are answered. If
possible I will have the presenting group answer
questions but I understand that there may be
topics that all of the students struggle with.
Materials and Time:
About 5 minutes or less.
STANDARDS &
ASSESSMENT
Standards:
4
Objective 2.05 Investigate the biosphere:
ecosystems and change.
Assessment/Rubrics:
Presentation/Diorama rubric:
creativity- 15
participation of each student- 30
clear explanations of:
fish in reef- 5
locations- 5
plants in reef- 5
importance of reef ecosystem to humans- 15
accuracy of diorama - 25
Final worksheet:
1. List two plants that would be found in this reef
2. List three animals that would live in this
ecosystem
3. Why is this ecosystem important to humans?
Does it have any natural resources that we rely
on?
4. Where in the world would this reef be found?
Are there any famous examples?
Reflective Information
(complete after lesson is
implemented)
5
Author's Comments &
Reflections:
6
You would complete this section after teaching.