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
- Students will learn to do research and distinguish between good (reliable, peer reviewed) versus bad (unreliable, irreputable) online sources.
- Students will learn the benefits and ecosystem services associated with coral reefs, the importance of biodiversity and the current threats to their existence.
- 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:
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!)
- How might you determine whether an online resource is legitimate or not?
- Why are coral reefs important? What might happen if they continue to be degraded?
- 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: