2. CORAL REEFS AN MST INQUIRY UNIT EDUC 7204T DR. O’CONNOR-PETRUSO BY DANIELLE NOTO, JENNIFER CHARTERS, JENNIFER STERNBERG, AND LEANN ANDERSON

3. CORAL REEFS TABLE OF CONTENTS Lesson/TitleBlooms TaxonomyGardner’s IntelligencesAdditives Lesson 1 Introduction to Coral Reefs “What is a coral reef?” Knowledge comprehensionVerbal/linguistic Visual Intrapersonal Computer Scavenger Hunt Coral reef movie Filamentality Lesson 2 Type of Coral Reefs “What does a coral look like?” Comprehension ApplyVisual Intrapersonal Computer PowerPoint handout Lesson 3 The Ecosystem “What are the conditions for survival? Apply SynthesizeIntrapersonal Visual/spatial Logical Computer PowerPoint Graphic organizer Lesson 4 Why are Coral Reefs Dying? Signs, Causes, Solution…. Analysis SynthesizeVerbal/linguistic Naturalist Visual Maps of the Great Barrier reef PowerPoint Hand outs Great Barrier Reef video Lesson 5 Great Barrier Reefs “How and when are they formed” Knowledge ComprehensionVisual Intrapersonal Spatial Computer KWL chart Movie: Reef Life Lesson 6 How Can a “geographic focus” sharpen our insights about a conservation issue. Synthesize EvaluationSpatial Kinesthetic Logical Computer Scavenger Hunt Filamentality Graphic organizer News Feed: Coral Reefs In Danger (CBS) Movie Human Impacts on Coral Reefs

4. STANDARDS Lessons correspond with New York City 4 th grade curriculum standards based on the following subjects: Science – New York City’s Science Scope and Sequence Math- NCTM Technology – ISTE This unity focuses on the 4 th grade science curricula

5. CORAL REEFS: GRAPHIC ORGANIZER Lesson 1: Introduction to coral Reefs Lesson 2: Coral & Coral Polyp Anatomy Lesson 3: The ecosystem Lesson 4: Great Barrier Reefs Lesson 5: Virtual Field Trip: Coral reef Adventure Lesson 6: Why are Coral Reefs Dying? The Study of Coral Reefs

6. The Study of Coral Reefs: Coral Anatomy, Coral Reef Ecosystem, Environmental and Human Impact on Coral Restoration and Protection. Key Idea 3 Individual Organisms and Species change over time. Key Idea 3 Individual Organisms and Species change over time. Key Idea 5 Organisms maintain a dynamic equilibrium that sustains life. Key Idea 5 Organisms maintain a dynamic equilibrium that sustains life. Key Idea 6 Plants and animals depend on each other and their physical environment Key Idea 6 Plants and animals depend on each other and their physical environment Key Idea 3 Individual Organisms and species change over time: 3.1a Each animal has different structures that serve different functions in growth, survival, and reproduction 3.1b Each plant has different structures that serve different functions in growth, survival, and reproduction 3.1c In order to survive in their environment, plants and animals must be adapted to that environment. Key Idea 3 Individual Organisms and species change over time: 3.1a Each animal has different structures that serve different functions in growth, survival, and reproduction 3.1b Each plant has different structures that serve different functions in growth, survival, and reproduction 3.1c In order to survive in their environment, plants and animals must be adapted to that environment. Key Idea 5 Organisms maintain a dynamic equilibrium that sustains life. 5.1b An organism's external physical features can enable it to carry out life functions in its particular environment. 5.2a Plants respond to changes in their environment. 5.2g The health, growth, and development of organisms are affected by environmental conditions... Key Idea 5 Organisms maintain a dynamic equilibrium that sustains life. 5.1b An organism's external physical features can enable it to carry out life functions in its particular environment. 5.2a Plants respond to changes in their environment. 5.2g The health, growth, and development of organisms are affected by environmental conditions... Key Idea 6 Plants and animals depend on each other and their physical environment 6.1b All animals depend on plants. Some other animals (predators) eat other animals (prey). 6.1e An organism's pattern of behavior is related to the nature of that organism's environment... 6.1f When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations. Key Idea 6 Plants and animals depend on each other and their physical environment 6.1b All animals depend on plants. Some other animals (predators) eat other animals (prey). 6.1e An organism's pattern of behavior is related to the nature of that organism's environment... 6.1f When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.

7. LESSON OVERVIEW Lesson #1: Introduction to Coral Reefs - “What is a Coral Reef” Lesson #2: Types Of Coral & Coral Polyps – “What does a coral look like” Lesson #3: The Ecosystem - “What are the conditions for survival” Lesson #4: Why are Coral Reefs dying? - “Signs, Causes, solution…” Lesson #5: Great Barrier Reef – “How and When were they formed” Lesson #6: How can a “geographic focus” sharpen our insights about a conservation issue.

8. THREE LESSONS The Three Lessons that are going to be presented through this presentation are lessons 1, 2, and 6. Lesson 1 is the introduction of Coral Reefs Lesson 2 is the types of Coral Reefs looking at Coral Reef anatomy Lesson 6 is How can a “geographic focus” sharpen our insights about a conservation issue

9. OBJECTIVES FOR LESSONS 1, 2 AND Lesson 1’s Objectives: To describe in basic terms, the process by which a coral reef is formed. To identify the place in which coral reefs belong and in which they are found. To explain and illustrate where coral reefs are found and what they look like. To construct their own coral reef. To evaluate their show box coral reef. Lesson 2’s Objectives: To characterize the parts of a coral polyp. To construct an edible coral polyp model. To evaluate their individual polyps through the study of real polyps. To design an edible polyp that shows how they feed independently in a coral colony. Lesson 6‘s Objectives: To explore the concept of ecotourism. To gather information about the Great Barrier Reef, the World’s largest reef To create maps of Australia and the Great Barrier Reef. To work in teams to create a presentation about ecotourism. To present their project and ideas about ecotourism to the class.

10. LESSON #1: INTRODUCTION TO CORAL REEFS What is a Coral Reef? Objectives: To describe in basic terms, the process by which a coral reef is formed. To identify the place in which coral reefs belong and in which they are found. To explain and illustrate where coral reefs are found and what they look like. To construct their own coral reef. To evaluate their show box coral reef.

11. LESSON 1: STANDARDS NAEP Process Skills S5c: Use evidence from reliable sources to construct explanations S5d: Evaluates different points of view using relevant experiences, and evaluates the accuracy, design, and outcomes of investigations. S5f: Works individually and in teams to collect and share information and ideas. NAEP Science Content Standard: L4.1: Organisms need food, water and air; a way to dispose of waste; and an environment in which they can live. L4.3: Organisms interact and are interdependent in various ways including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

12. LESSON 1: STANDARDS (CONTINUED) ISTE NETs Standards for Literate Students: Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Communication and Collaboration - 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. Research and Information Fluency - Students apply digital tools to gather, evaluate, and use information. Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. NCTM Math Skills: Process Standards: Representation: Use mathematical language and measurement tools to correctly express mathematical ideas precisely. Problem Solving Apply and adapt a variety of appropriate strategies to solve problems Content Standards: Represent data using line plots, Collect data using observations, surveys, and experiments.

13. LESSON 1 PROCEDURE Lesson 1 will be conducted over three science periods. For this presentation, we will be focusing on day 1. Teach: Day One 1- Clips will be shown to the students to start off the new unit on coral reefs. 2- Teacher will ask a few close ended questions after the clip has been shown. What animals did you see in the movie? Answer: clown fish, stingrays, sea horse Did you see any coral reefs? What did they look like and who lived near them? Answer: Yes. The reefs were colorful, big, sharp and soft. All the sea animals lived near them. 3- New vocabulary words will be introduced to students. Class will be told to copy the words into their science notebooks. a) Habitat: the natural environment of a plant or animal. b) Coral Reefs: A reef composed mainly of coral and other organic matter of which parts have solidified into limestone. c) Organisms: any animal or plant. d) Coral: the hard, variously colored, calcareous skeleton secreted by certain marine polyps.

14. LESSON 1 PROCEDURE (CONTINUED) 4- Have the students look over and fill out the handout: Can you identify these fish from the case of Finding Nemo. Have the students fill it in groups of four students. The groups should be cooperative heterogeneous groups picked by the teacher. 5- Give the students ten minutes to fill it out and discuss the results. 6- As a class, gather information on students favorite coral reef animals. Use tally marks to record responses and graph the results.

15. GRAPHIC ORGANIZER: KWL CHART KWL What I know about coral reefs What I want to know about coral reefs What I’ve learned about coral reefs

16. QUESTIONS: Questions: Closed-Ended Questions: What animals can you name that you saw in the clip of Finding Nemo? Answer: clown fish, stingrays, sea horse Did you see any coral reefs? What did they look like and who lived near them? Answer: Yes. The reefs were colorful, big, sharp and soft. All the sea animals lived near them. Open-Ended Questions: How could we create a coral reef without being in the ocean? If corals grow in the warmer waters of the ocean, would a diver have to swim very deep to observe the animals? Explain. What did you place in your underwater scene? Why did you choose these objects and organisms?

17. REEF FISH: NAME THE CHARACTER REEF FISHWas it featured in the film? Name the Characters/s Anemone Fish/clownfish These bright orange fish live among the tentacles of sea anemones. They can live in one anemone for many years. While other fish get stung by the anemone, anemone fish protect themselves by staying coated with the anemone’s mucus. This is why they are always rubbing against the tentacles. Cleaner Shrimp In the coral reefs of the tropical oceans, tiny vividly colored cleaner shrimp perform a cleaning service for many kinds of reef fish. Several species of shrimp are known to act this way, sitting at their cleaning-stations waving their antennae about as an invitation to cruising fish. A fish troubled with skin damage or parasites arrives at a cleaning station and hovers there patiently while the shrimp works their way over the customer’s body, sometimes pushing into the gill cavities and even the gaping mouth of reef fish. Nipping and snipping, these crustaceans clean the fish, enjoying a meal of skin debris and parasites as their rewards. Blue Tang(Surgeonfish) The brilliantly colored blue tang is one of 75 or so species of surgeonfish. They are usually disk-shaped with small down turned mouths. They have specially designed comb-like teeth for scraping algae off the Reef. Another common feature is a set of spines located at the base of the tail. These spines are very sharp, and can extend from the body to lash out in defense.

18. REEF FISH: NAME THE CHARACTER (CONTINUED) REEF FISHWas it featured in the film? Name the Characters/s Humbug(Damselfish) Damselfish are very common Reef fish. They are small, deep bodied fish that remain close to the substrate. At any hint of danger, they dart back into protection of the coral Moorish Idol The Moorish idol is unmistakable fish, with it’s extremely bold coloration and projecting snout. It’s body is deep and compressed, and it’s dorsal fins are pointed and swept back. Royal Gramma Royal gammas are a very colorful and distinctive fish which half of the body is a deep purple and the back half is a bright yellow

19. WHAT IS YOUR FAVORITE CORAL REEF? Coral Reef AnimalTally of people who like the animal Stingray Octopus Angelfish Clownfish Shark Starfish Seahorse Eel Lobster Clams shrimp

20. WHAT IS YOUR FAVORITE CORAL REEF ANIMAL GRAPH Fill in the name of the coral reef animals on top and then graph your findings

21. LESSON 1 WEB 2.0 TOOL: Coral Reef Movie - http://www.youtube.com/watch?v=QY8iaJq28- U&feature=relatedhttp://www.youtube.com/watch?v=QY8iaJq28- U&feature=related Watching the movie finding Nemo

22. LESSON 1 ASSESSMENT The assessment will be assessed in a variety of ways, both formally and informally. Student will be asked questions, create projects, and students will be assessed on their completion of their coral’s comfort activity through a rubric Students will also be assessed by their Coral’s Comfort zone activity and the shoebox Coral reef activity created in class.

23. CORALS’ COMFORT ZONE ACTIVITY Problem: Coral reefs are found in warmer water. (There are corals that grow in deep seas that are soft corals and not reefs.) By creating a model of ocean water, we will observe what happens when cold and warm salt water is poured into the same container. Then, we can conclude in what layer of the ocean corals thrive. Hypothesis: I predict that ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________because__________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ____________________________________________________________________________________ Materials 2 L (64oz.) glass jar or glass bowl 2 L (8 c.) warm water 75 mL (1/3 c.) salt Blue food coloring Measuring cup Spoon Mixing bowl Paper cup Pencil or pen with point Refrigerator or freezer

24. CORALS’ COMFORT ZONE ACTIVITY (CONTINUED) Procedure Pour 1.5 L (6 c.) of warm water into the large glass jar. Add the salt and stir until it is completely dissolved. Stick your finger in and take a taste. This is about the amount of salt in the ocean water. Measure 250 mL (1 c.) of the saltwater and pour it into the mixing bowl. Add drops of blue food coloring until the water is dark blue. Put the bowl in the refrigerator or freezer until the water is cold. Use the point of the pencil or pen to poke a hole into the bottom of the paper cup and rest the cup on the rim of the jar. The bottom of the cup should be underwater. (If you’re using a bowl, a partner will need to hold the cup over the water.) When the blue water in the refrigerator is cold, pour it very slowly into the cup and observe.

25. CORALS’ COMFORT ZONE ACTIVITY (CONTINUED) Observations & Conclusions 1a. Was your hypothesis correct? Describe what happened to the cold blue water when it was poured into the warm water. b. Use crayons or colored pencils to draw what you observed. Label the drawing. 2. If corals grow in the warmer waters of the ocean, would a diver have to swim very deep to observe the animals? Explain. _________________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ _____________________________________________

26. LESSON 2: TYPES OF CORAL REEFS What does a coral reef look like? Objectives: To characterize the parts of a coral polyp To construct an edible coral polyp model To evaluate their individual polyps through the study of real polyps To design an edible polyp that shows how they feed independently in a coral colony.

27. LESSON 2: STANDARDS NCTM Math Skills: Process Standards: Problem Solving Apply and adapt a variety of appropriate strategies to solve problems Content Standards: Problem Solving: Grades 3-5 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them Collect data using observations, surveys, and experiments NAEP Science Content Standards Scientific Inquiry: S4.1 Design and critique aspects of scientific investigations (e.g., involvement of control groups, adequacy of sample) S4.3 Identify patterns in data and/or relate patterns in data to theoretical models; S4.4 Use empirical evidence to validate or criticize conclusions about explanations and predictions

28. LESSON 2: STANDARDS (CONTINUED) Technology: T4.3 Apply science principles or data to anticipate effects of technological design Interdependence: From the interdependence of organisms L4.3: Organisms interact and are interdependent in various ways including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms. L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations. ISTE NETs Standards for Literate Students: Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression

29. LESSON 2: PROCEDURE Have the students fill out a KWL chart to establish what they know, what they want to learn and what they have learned already about coral and polyps. Have students place what they know about the coral and polyps in the first column, and what they would want to learn in the second column. The third column, what I have learned will be filled out at the end of the unit study of Coral Reefs. Hand out copies of The Incredible Coral Reef by Toni Albert. Read the hand out with the class. Ask questions in reference to the handout.  What is coral?  What is a polyp?  How is a coral polyp formed?  What are some threats to the coral polyps?

30. LESSON 2: PROCEDURE (CONTINUED) Have the students go on the Website: http://www.usm.edu/marineeducation/old/coralreef/03.pdf http://www.usm.edu/marineeducation/old/coralreef/03.pdf On this website the children will research polyps and how their structures are formed. Show students pictures of coral polyps. Have them come to the board and label the pictures on an overhead or smart board. Have the students create their own edible coral polyp. This will help the students learn the part of the coral polyp while having fun doing so. As a follow as time allows have the students complete the handout on the Great Barrier Reef. This should be completed for homework if not in class.

31. LESSON 2: FILAMENTALITY AND WEB 2.0 TOOL Teacher will log onto the filamentality website and visit http://oceanservice.noaa.gov/education/for_fun/Makeanediblecoralreef.pdf http://oceanservice.noaa.gov/education/for_fun/Makeanediblecoralreef.pdf Students will visit the http://whc.unesco.org website to watch and witness the importance of coral reefs.http://whc.unesco.org Students will visit http://www.nasa.gov/centers/goddard/images/content/143896main_heron_isla nd_lg.jpg and http://www.nationalgeographic.com/features/00/earthpulse/reef/reef1_flash- feature.html, and see different satellite images of the great barrier reef. http://www.nasa.gov/centers/goddard/images/content/143896main_heron_isla nd_lg.jpg

32. LESSON 2: ASSESSMENT The assessment will be given in many different ways: Students will be assessed on their completion of the polyp essay and it will be based on a rubric. Students will also be assessed on the edible coral polyp activity.

33. LESSON 2: ASSESSMENT ACTIVITY Class Activity Procedure: You may want to prepare a model colony to show your students before they make their own. 1. Group the students into pairs. 2. Give each pair of students a paper plate. The plate represents the limestone base to which the coral is attached. 3. Give each student a marshmallow on a toothpick and six strips of licorice. The marshmallow represents the polyp body and the licorice represents the tentacles. 4. Give each pair one ounce of melted candy coating from the heat source in a shallow container (the candy represents the limestone skeleton). 5. Have the students work together. Roll the sides of the marshmallow in the melted candy coating and stand the marshmallows on a paper plate. If the marshmallows are placed close enough together, they will attach to each other and resemble a coral colony. 6. Have the students insert six licorice strips around the top of the marshmallow. Children may want to use their toothpicks to help them poke the holes. [Be careful to remove all toothpicks!] 7. Slightly dampen the marshmallows with water and sprinkle it with the sprinkles. The sprinkles represent the endosymbiosis. Use only one color per polyp. 8. Discuss the edible polyp model. Explain what the marshmallow, the candy, they licorice and the sprinkles, and the plate represent. 9. Now have the students pretend that they are parrot fish or crown of thorn sea stars and eat their polyps

34. EDIBLE CORAL POLYP Objective: Students will review the parts of a coral polyp by building an edible coral polyp model. Materials: White baking chocolate, candiquik mix, or other hard candy coating (½ ounce for each child) One marshmallow for each student (substitute: section of banana or strawberry) Toothpicks Red licorice (regular or whip): six two-inch strips for each child. If regular licorice is used, cut the Pieces into small, thin strips. Blue, red or green sprinkles Heat source (microwave or hot plate) for melting candy coating only Pan for candy coating Paper plates

35. EDIBLE CORAL POLYP (CONTINUED) Presentation: You may want to prepare a model colony to show your students before they make their own. 1. Group the students into pairs. 2. Give each pair of students a paper plate. The plate represents the limestone base to which the coral is attached. 3. Give each student a marshmallow on a toothpick and six strips of licorice. The marshmallow represents the polyp body and the licorice represents the tentacles. 4. Give each pair one ounce of melted candy coating from the heat source in a shallow container (the candy represents the limestone skeleton). 5. Have the students work together. Roll the sides of the marshmallow in the melted candy coating and stand the marshmallows on a paper plate. If the marshmallows are placed close enough together, they will attach to each other and resemble a coral colony. 6. Have the students insert six licorice strips around the top of the marshmallow. Children may want to use their toothpicks to help them poke the holes. [Be careful to remove all toothpicks!] 7. Slightly dampen the marshmallows with water and sprinkle it with the sprinkles. The sprinkles represent the endosymbiosis. Use only one color per polyp. 8. Discuss the edible polyp model. Explain what the marshmallow, the candy, they licorice and the sprinkles, and the plate represent. 9. Now have the students pretend that they are parrot fish or crown of thorn sea stars and eat their polyps. Yummy!

36. LESSON 6: GREAT BARRIER REEF How can a “geographic focus” sharpen our insights about a conservation issue Objectives: To explore the concept of ecotourism. To gather information about the Great Barrier Reef, the World’s largest reef To create maps of Australia and the Great Barrier Reef. To work in teams to create a presentation about ecotourism. To present their project and ideas about ecotourism to the class

37. LESSON 6: STANDARDS NAEP Process Skills Scientific Inquiry: S4.4 – Sue empirical evidence to validate or criticize conclusions about explanations and predictions Technology: T4.1: Propose or critique solutions to problems, given criteria and scientific constraints. Life Science: L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live. The ISTE NETS and Performance Indicators for Students 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. d. create original works as a means of personal or group expression

38. LESSON 6: STANDARDS (CONTINUED). Communication and Collaboration: 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. Students: d. contribute to project teams to produce original works or solve problems. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project. 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. Connections to the National Geography Standards: Standard 1: "How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective" Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface" Standard 14: "How human actions modify the physical environment"

39. LESSON 6: PROCEDURE Two lesson periods For this lesson, teacher divides the class into groups of three.(Each team of students will create a presentation to convince the Australian government they are the best people to hire to give ecotourism.) Send the teams to the Ecotourism Explorer Web site (http://www.ecotourism.org/site/c.orLQKXPCLmF/b.4832143/k.CF7C/The_International_Ecotourism_Societ y__Uniting_Conservation_Communities_and_Sustainable_Travel.htm ) and ask them to note how ecotourism differs from standard tours.Ecotourism Explorer Web site After the students are in their groups, ask them to brainstorm on the previous lessons or they can gather information from the filamentality website to answer questions such as the following: What is a coral reef? What is the Great Barrier Reef? Why is the coral of the Great Barrier Reef important? What are some of the threats to the health of the reef? What do the terms "preservation," "conservation," and "restoration" mean? How might these terms apply to the Great Barrier Reef of Australia?

40. LESSON 6: PROCEDURE (CONTINUED) Remind Students that: The Great Barrier Reef lies off the east coast of Australia. It is the world's largest coral reef. Coral reefs have been called the "tropical rain forests of the ocean." Designated by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as a World Heritage Area, the Great Barrier Reef is a popular tourist site, as well as an important environmental resource.World Heritage Area Students must also be reminded that to get the job as ecotour guides, teams will need to know a lot about the reef, and about how to visit it in an environmentally sound way. They can start their research at the following Web sites: They can start their research at the following Web site: http://www.gbrmpa.gov.au/, and also on the filamentality website. Remind students to take notes, because they will be putting together a presentation to promote their ecotourism venture. First, students will gather information about the Great Coral Reef, keeping in mind points they may want to address in their presentations. Give students the freedom to create a presentation they wish. Here are some suggestions on what they might want to include in their presentations: A map of Australia and the Great Barrier Reef. A description of the Great Barrier reef. Why the Great Barrier reef is important? Tips for responsible techniques and practices for marine ecotourism.

41. LESSON 6: PROCEDURE (CONTINUED) In closing, have a brief class discussion about what students have learned about ecotourism. How have their ideas about ecotourism changed since the beginning of the lesson? How do they feel about people who travel without regard to the damage they might be doing to fragile ecological systems such as the Great Barrier Reef? Teams should prepare to pitch their ideas for ecotourism at the Great Barrier Reef to the Australian government (their classmates). Encourage them to have fun—choose an Australian name for their "company," dress like a tour guide, use props, and affect an Australian accent. Classmates will pretend to be Australian government officials. Each team should limit its presentation to 5 to 10 minutes. Both team members should participate in the presentation.

42. LESSON 6: WEB 2.0 TOOL Ecotourism Explorer Website (http://www.ecotourism.org/site/c.orLQKXPCLmF/b.4832143/k.CF7C/The_Inter national_Ecotourism_Society__Uniting_Conservation_Communities_and_Sustain able_Travel.htm)

43. LESSON 6: ASSESSMENT The assessment will be given in many different ways: Students will be assessed on their completion of their presentations and this will be done both formally through a rubric and informally through class discussion

44. CORAL REEF WEBSITE SCAVENGER HUNT Go to the web site: http://www.mbgnet.net/http://www.mbgnet.net/ You will use the information found at various places on this site to answer the questions below. In some cases you will have to use your own knowledge along with information on the site to answer the question. Make sure that you read the questions carefully and that you verify your answers. 1. How many different biomes and ecosystems are there on our planet? ________________________________________________________________________________________________________________________________ ____________________________ 2. Name the biomes: ________________________________________________________________________________________________________________________________ ______________________________ 3. Name the fresh water ecosystems: ________________________________________________________________________________________________________________________________ ________________________________ 4. Name the marine ecosystems: __________________________________________________________________________________________________ 5. Which biome/ecosystem do you live in? __________________________________________________________________________________________________ 6. In which biome/ecosystem would you find a coral reef? __________________________________________________________________________________________________

45. SCAVENGER HUNT (CONTINUED) Click on the biome tab where you would find the coral reef. Answer these questions: 1. How long would it take for a coral reef to grow 5 inches? __________________________________________________________________________________________________ 2. Draw a line that is 5 inches in height using your ruler.

46. SCAVENGER HUNT CONTINUED. Name one way that humans can be a threat to the coral reef. __________________________________________________________________________________________________ 4. What is the name of the animal that makes up the coral? __________________________________________________________________________________________________ 5. What is the common name for calcium carbonate? Where might you find it in your everyday life? __________________________________________________________________________________________________ 6. Why are many small tropical fish found in the coral reef? __________________________________________________________________________________________________ 7. What is the largest coral reef named and where is it located? __________________________________________________________________________________________________ 8. Name 2 other places where a coral reef may be found. __________________________________________________________________________________________________ 9. Name tropical ocean animals for each category: a) 2 fish:__________________________________________ b) 1 bird:__________________________________________ c) 1 reptile:________________________________________ d) 1 mammal:_______________________________________ e) 1 invertebrate:____________________________________ 10. Why does the Stonefish look the way it does? __________________________________________________________________________________________________

47. CONGRATULATIONS………. You have earned your Master Oceanographer’s Degree!! Coral Reef Scavenger Hunt Now that you have become an informed oceanographer, you are asked to write an entry for a log. Remember to include the date of your entry, the location of where you are and provide 3 pieces of information about your day’s adventure in your mini-sub. Use the information from the web site, the scavenger hunt and our novel Dolphins at Daybreak to help you. ________________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________