Title: Scientists Explore How to Preserve Our Coral Reefs

Profile Sheet

PBL Lesson Plan

Title: Scientists Explore How to Preserve our Coral Reefs

Names:

Trisha Borgen

Jody Chisholm

Alan Geppert

Robin Scott

Angela Will(Painter)

Primary Topic: Science

Primary STEM Area: Science

Outside Subject Areas: Language Arts, Mathematics, Speaking and Listening

Grade Level: 4th-6th

Class Time: Six 60 minute sessions

Description of Student Roles and Problem Situation:

Students will play the role of marine biologists. They will need to hold a press conference addressing the issues on how to best preserve our coral reefs. The problem is that many citizens in the area are concerned with what is happening to the local coral reefs. Some are confused by what the county is spending money on in regards to preserving the coral reefs and some are concerned with the effects that these decisions will have on the environment. During the press conference, students will address local community members, concerned citizens, the local news, and Environmental Protection Agency.

Adaptations for ESE Students

● Visual aids/audio-materials

● Break long presentations into short segments

● Write assignments

● Allow more time for assignments

● Reduce reading level of assignments

● Reduce homework assignments

● Read written questions and directions aloud

● Provide clear handouts

● Allow student to dictate answers

Adaptations for ELL Students:

● Oral and/or written directions
● Open-ended sentences and dialogue (cloze)
● Role-play
● Chart
● Group Problem Solving
● Classroom library and listening center

Resources:

http://www.nwf.org/Wildlife/Threats-to-Wildlife/Global-Warming/Effects-on-Wildlife-and-Habitat/Coral-Reefs.aspx

http://www.nature.org/ourinitiatives/urgentissues/coralreefs/ways-to-help-coral-reefs/index.htm (Nature Conservancy information on coral reefs)

http://coralreef.noaa.gov/conservation/methods/ (ways coral reefs are being conserved)

http://water.epa.gov/type/oceb/artificialreefs_index.cfm (artificial reefs)

http://www.scubadiving.com/training/ask-expert/should-we-create-artificial-reefs (opinion article on creating artifical reefs)

http://www.theatlantic.com/photo/2011/04/artificial-reefs-around-the-world/100042/ (pictures of artificial reefs around the world)

http://www.macarthurbeach.org/

http://www.pbcgov.com/parks/locations/peanutisland.htm#.VXm8tqHD_IU

http://www.reef-rescue.org/CoralMapping_01.shtml

http://www.pbchistoryonline.org/page/natural-and-artificial-reefs

http://myfwc.com/conservation/saltwater/artificial-reefs/

http://www.nature.org/ourinitiatives/urgentissues/coralreefs/ways-to-help-coral-reefs/index.htm

https://www.youtube.com/watch?v=eIul2ObvKV8 (definition of coral reefs and their importance)

https://www.youtube.com/watch?v=9Xs0f3tAD0E

STEM Areas:

Science: Science concepts are incorporated throughout this entire problem based lesson. In order to solve the problem, students need to work through the scientific process to create and design at least two possible solutions to the problem of coral reef degradation. In order to determine two possible solutions, students will need to understand the importance of coral reefs, what is causing the degradation, and current preservation attempts.

Technology: Students will utilize computers to conduct research. They will also use technology to generate and present solutions based on the Meet the Problem requirements.

Engineering: Based on the chosen solutions, each group will create a model/visual of their possible solution.

Mathematics: Students will estimate the area in distance that is in question, and equate how much the area needs, to become a healthy and prosperous reef-bed.

Based on the solution that is chosen, students will calculate how much time it would take to repopulate the reef-bed area in question.

Learning Outcomes/Standards:

Learning Outcome #1: After researching how the environment changes, students will explains how plants and animals use different methods to survive providing at least 3 accurate scientific facts.

Supporting Standards:

SC.5.L.15.1 Describe how, when the environmental changes, difference between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.

SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations; experiments requiring the identification of variables; collecting and organizing data; interpreting data in charts, tables, and graphics; analyze information; make predictions; and defend conclusions.

MAFS.K12.MP.1.1

Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

ISTE 2: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media formats

c. Contribute to project teams to produce original works or solve problems

ISTE 3: Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. Process data and report results

LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

LAFS.5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve the problem efficiently.

LAFS.5.RI.3.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Engineering Standards:

Construction Explanations and Designing Solutions-

● Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.

● Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

Learning Outcome #2: After reading about the life cycle and metamorphosis of coral reef beds, students will compare the Florida species of coral to other species from locations around the world providing at least 3 accurate scientific facts.

Supporting Standards:

SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants.

ISTE 2: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media formats

c. Contribute to project teams to produce original works or solve problems

Learning Outcome # 3: After investigating different local areas, the students will accurately calculate an area and perimeter measurement needed to restore the designated reef-bed.

Supporting Standards:

MAFS.3.MD.3.5: Recognize area as an attribute of plane figures and understand concepts of area measurement.

MAFS.4.MD.1.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

Learning Outcome # 4: Using information from their research, the students will determine the amount of time needed to repopulate the reef-bed area. Students must score a satisfactory on the Written Report Rubric.

Supporting Standards:

MAFS.3.MD.1.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes.

LAFS.5.RI.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

LAFS.5.RI.1.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text

LAFS.5.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)

LAFS.5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve the problem efficiently

SC.5.L.15.1 Describe how, when the environmental changes, difference between individuals allow some plants and animals to survive and reproduce while others die or move to new locations

Engineering Standards:

Construction Explanations and Designing Solutions-

● Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem

● Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution

Description of Student Roles and Problem Situation:

Meet the Problem Method:

Students will receive a memo from the Environmental Protection Agency (EPA) requesting an investigative report (see the memo below) regarding how/or if to continue the preservation of the coral reefs as well as the endangered species that inhabit the reef. Although methods have been uncovered and observed at http://coralreef.noaa.gov/conservation/methods/ (ways coral reefs are being conserved), still other solutions must be investigated. In addition to the memo from the EPA, two articles will be provided to students. This request is in response to the citizens of Palm Beach County concerns that it is not cost effective to continue to support reef restoration. Citizens need to gain more knowledge about this situation. The final findings will be presented to the community in a press conference regarding how/or if to continue the preservation of the coral reefs and the impact that decision will have on the community. The EPA is also requesting a report of the students’ findings.

Office of the Environmental Protection Agency

561 Reef Way

Palm Beach, FL

Memorandum-Immediate Action Requested

To: All Local Marine Biologists

From: the Environmental Protection Agency

Date: June 10, 2015

Re: What’s going on with our coral reefs?

______

As you have come to understand, preserving and restoring our local coral reefs is of utmost importance. In recent months, we have received numerous concerns from citizens of Palm Beach County regarding the local coral reefs and how they are impacting our oceans.

The Environmental Protection Agency (EPA) will be conducting a Town Hall Meeting on Tuesday, September 22, 2015 at the Loggerhead Marinelife Center. The meeting will begin at 6:00 p.m. The EPA would like for a group of established marine biologists to present their possible solutions at this time. It would also be a great help if you were able to present at least two options that might solve this problem for the EPA to consider. Your group will have $5,000.00 to use for this research.

Sincerely,

Environmental Protection Agency

www.dep.state.fl.us./coastal/habitats/coral/issues.htm

/ DEP Home / / About DEP / / Programs / / Contact / / Site Map / / Search /

Top of Form

Bottom of Form

Programs

Florida Coastal Office
Aquatic Preserves
National Estuarine Research Reserves
Florida Keys National Marine Sanctuary
Coral Reef Conservation Program
Coastal Management Program

Information

About Us
Contacts
Public Notices

Related Programs

Florida Oceans Council
Gulf of Mexico Program
Gulf of Mexico Alliance

/ Florida's Coral Reefs / Quick Topics
Coral cover on many Caribbean reefs has declined up to 80 percent over the past three decades. Southeast Florida’s reefs, which are a part of the greater Caribbean/Western Atlantic reef province, are being monitored for diseases, bleaching and other problems associated with human activities. Monitoring data from 105 stations in the Florida Keys has revealed a 44 percent decline in coral cover from 1996-2005. Because corals are very slow-growing, this loss represents a serious and significant threat to local coral ecosystems. While reefs can withstand varying levels of natural disturbance, they may not be as resilient to human-induced stresses. In southeast Florida, coastal resources are under intense stress resulting from high population densities and coastal development.
Large coastal infrastructure projects, such as the installation of pipes, cables and wastewater outfalls for public utilities, can contribute to shoreline erosion and can damage coral habitat through mechanical impacts or degradation of water quality. Beach nourishment projects, in which large volumes of sand are re-located from offshore to onshore, can cause severe impacts to reefs. Coral reef organisms may be smothered by sediments and reduced water clarity deprives corals of the light they require for photosynthesis by their symbiotic algae. /
A large brain coral, crushed by a grounded vessel off Port Everglades, Florida
Photo: Dave Gilliam, National Coral Reef Institute
Dredge and fill projects and construction of seawalls and docks can negatively impact seagrasses, mangroves and other benthic communities that are inter-connected with the coral reef ecosystem. These projects can directly impact corals by destroying them during construction, or they can result in indirect impacts, such as reducing the amount of available light when a new dock shades the seafloor.
Runoff from residential, industrial, and agricultural areas containing fertilizers, silt, chemicals, debris, and other contaminants are carried through storm drains to Florida’s waterways. Sewage discharges from waste treatment facilities, boats, and developed land areas contribute to coral diseases and death. Even treated sewage contains high nutrient levels which trigger algal blooms that smother reefs, and may also contain bacteria and viruses which threaten the health of both the marine environment and humans. Pollution from people who live many miles from the coast can destroy corals as liquids and solids eventually make their way downstream to the ocean through our numerous inland canals and waterways, and through groundwater transport.
Physical contact from fins, hands, or equipment of boaters, divers, snorkelers and fishermen can damage delicate corals. Abandoned, improperly discarded, or lost fishing gear like line, nets and traps cause physical damage to reef systems. Ships and other vessels that run aground or drop anchor on reefs can dislodge, overturn and crush corals.
Overfishing has depleted many fishery resources. A 2001 scientific assessment of fisheries and marine habitats in Biscayne National Park, Florida indicated that 77 percent of the 35 fish stocks studied (including groupers, snappers, grunts, and barracudas) were overfished according to federal designations. Recreational fishing in south Florida increased 444 percent from 1964 to 1998. In southeast Florida, the number of registered recreational vessels has increased 329 percent and the size of the commercial fleet has doubled since 1945.
Two species of coral (Acropora cervicornis and Acropora palmata) that are found in south Florida waters and throughout the Caribbean were listed as Threatened Species under the federal Endangered Species Act in 2006. On geologic time scales, Acroporids were the dominant reef building corals off the southeast Florida coast. Pillar coral (Dendrogyra cylindrus), which also occurs offshore southeast Florida, was placed on the State of Florida’s Endangered Species List by the Florida Fish and Wildlife Conservation Commission in 1985. All species of stony corals (Order Scleractinia), including fire corals (Genus Millepora), as well as sea fans of the species Gorgonia flabellum and Gorgonia ventalina, are protected from take, attempted take, destruction, sale, attempted sale or possession under Florida Administrative Code Rule 68B-4216.
A lack of public awareness and appreciation regarding the significance of coral reef communities and how they can be harmed is another threat to reefs. Increased public knowledge and community involvement in the protection of coral reefs will help to decrease the threats to this valuable natural resource.
/

Coastal Habitats
Coral Reefs

o Boating Tips
o How You Can Help
o Management
§ Resource Management
§ Mapping and Monitoring
§ Education and Outreach
o Issues
o Coral Images

Estuaries
Mangroves
Salt Marshes
Seagrasses

Last updated:
/ 3900 Commonwealth Boulevard M.S. 235 Tallahassee, Florida 32399 850-245-2094

Sanctuaries.noaa.gov/about/ecosystems/coralimpacts.html