Education
Coral Cores: Ocean Timelines
http://flowergarden.noaa.gov
Grade Level 6-12
Timeframe 45-60 Minutes
Materials Coral Core x-ray image
Poster adhesive
Metric rulers (1 per student) Yarn or string Tape Date Cards
Photo Credit: G.P. Schmahl/FGBNMS
Photo: Credit Goes Here
Activity Summary Most people are familiar with the growth rings
seen in tree cross-sections, but few are aware that similar growth
patterns are visible in skeletons of reef-building corals. This
activity will introduce students to these growth patterns and what
they can tell us about the environment in which the corals
live.
Learning Objectives Students will be able to: Describe growth
patterns in reef-building coral skeletons. Determine an annual
growth average for a particular coral skeleton. Identify potential
impacts to coral growth. Use existing data to estimate for missing
data. Compare coral colony size at the time of specific historical
events.
Background Information Coral polyps are soft-bodied animals
related to anemones and jellyfish.Their tube-like bodies are closed
at one end. A mouth opening at the other end is surrounded by
flexible, stinging tentacles. Coral polyps within a colony are
genetically identical and situated in close proximity to one
another, with each polyp joined to the ones
beside it. Beneath this thin layer of living tissue at the top
of a coral colony, the polyps of reef-building corals create hard
layers of calcium carbonate. This is what we consider the hard, or
stony, part of the reef. This is the coral skeleton.
As coral colonies grow, new layers of skeleton are deposited.
The amount of growth in coral skeletons is determined by variations
in temperature and other weather conditions.
Photo Credit: National Ocean Service
At Flower Garden Banks National Marine Sanctuary, in the
northwestern Gulf of Mexico, scientists have determined that coral
skeletons tend to grow more rapidly in fall and winter months, when
temperatures are more moderate (72-77F= 22-25C). This creates less
dense growth in the skeleton, while slower growth rates in summer
create higher density skeleton. The result is an identifiable
series of growth bands in coral colonies, much like those observed
in trees. Historical temperature data for the sanctuary can be
found at http://coralreefwatch.noaa.gov/satellite/vs/caribb
ean.php#FlowerGardenBanks_Texas
In order to see these layers, scientists drill cores out of
established coral heads. This gives them a look at years-worth of
layers in one compact unit. The larger the coral colony, the more
years of data they can extract. In Flower Garden Banks National
Marine Sanctuary there are many large coral colonies, some as big
as small cars. This means that there is potential for a lot of
data.
X-rays of coral cores allow scientists to examine the annual
growth bands in reef-building corals. Dark bands show the slow,
high-density growth that takes place during the summer. Lighter
bands show the faster, low-density growth that takes place during
the winter.
Scientists can take a look back in time to determine when
temperatures were warmer or cooler, by simply examining the depth
of each growth band. Larger low-density bands indicate warmer
winter temperatures. Slightly darker bands, known as stress bands,
indicate periods of environmental stress, such as temperature
extremes.
Photo Credit: Amy Bratcher, Texas A&M University
http://flowergarden.noaa.gov
http://coralreefwatch.noaa.gov/satellite/vs/caribb
Within each band scientists can also evaluate the chemical
content to learn more about atmospheric conditions. By drilling out
12 tiny samples from each growth band, they can examine the oxygen
and carbon isotopes to determine specific temperatures during each
month of the year.
Photo Credit: G.P. Schmahl /FGBNMS
In 2005, coral core samples were taken from several colonies of
Montastrea faveolata (image below), a species of star coral, at
East and West Flower Garden Banks.
Scientists from Texas A&M University are analyzing these
core samples to identify patterns in growth over periods of time.
They will then compare these to what we know of air and water
temperature readings in the region. This information can then be
used to help them evaluate cores that go back farther than recorded
weather data, and read climate history.
Why do we want to do all of this? Understanding how climate
change has affected the Gulf of Mexico over a period of years,
decades, or even centuries may help us recognize and anticipate
future climate changes, so that we can appropriately manage our
marine resources.
Vocabulary CALCIUM CARBONATE A white crystalline compound that
occurs naturally in coral skeletons and mollusk shells, as well as
limestone and marble. Used to manufacture cement. Chemical symbol
CaCO3 .
COLONY A group of the same kinds of animals living together.
DENSITY A measure of a compactness of a substance.
PALEOCLIMATOLOGY Study of climatic conditions in the geologic past
using evidence found in geologic records such as coral skeletons,
sediments, etc. POLYP An animal with a cylindrical body and a mouth
opening surrounded by stinging tentacles. The end opposite the
mouth is attached to a hard surface.
Preparation 1) Cut apart the four core images, then copy and
enlarge them. To create life size images you will have to double
the size of each core. Display the core images on the wall, one
above the other, to create one continuous core.
2) Copy and cut apart the Date Cards you wish to use, or create
your own.
Procedure 1) Have students examine the images and
identify the summer growth bands. These are the denser, darker
bands caused by slower growth.
2) Have students identify the winter growth bands. These are the
lighter, less dense areas.
3) Starting at the top of the core, have students label the very
first dark band as 2005.
http://flowergarden.noaa.gov
http:http://flowergarden.noaa.gov
4) Have students count back and label every 10 years on the
core. How many years are represented by this coral core sample?
5) Have each student select a 10-year span and measure the depth
of each growth band within that decade, to the nearest millimeter.
What is the greatest depth? Least depth? Average depth? What does
this tell them about temperature change in that decade?
6) Have students identify any stress bands within that decade
then research what kinds of stressors might cause these.
7) Assuming that the coral core is incomplete by about 50 years,
have students calculate the likely height of the missing section
(the oldest part). Reposition the core image so that the bottom of
the core sample is that far above the floor. Use yarn or string to
create the outline of a coral head from the bottom of the core
image to the floor.
8) Using the same assumption as above, have students calculate
the likely height of the coral colony at the time the core sample
was
taken. Create an outline of a coral head from the top of the
core image to the floor, remembering that corals grow out as well
as up. Compare the change in size over the lifespan of the coral
colony.
Extending the Lesson 1) Lay Date Cards face down on a table. 2)
Have each student select one of the Date
Cards and match it to the corresponding year on the coral core
image. Attach the card near the appropriate growth band.
3) Have each student measure the approximate height of the coral
head at the time that event took place.
4) Discuss with students the events and world changes that have
occurred during the lifespan of that coral head. Are any of these
events likely to have affected the corals of Flower Garden Banks
National Marine Sanctuary?
http://flowergarden.noaa.gov
http://flowergarden.noaa.gov
page5
Additional Notes The coral core images in this activity are
x-rays of a Montastrea faveolata core taken from Flower Garden
Banks National Marine Sanctuary in 2005. These images are
consecutive, from left to right, and account for the entire core
sample. You will notice there are some breaks in the sample. These
occurred while attempting to extract the core from the coral head.
This might lead to a discussion on the difficulties of doing this
kind of work. Scientists dont always get to work with perfect
samples. The small arrows that you see next to the core sample on
the far right indicate high-density growth bands from the years
1860, 1850 and 1840. You can use these as reference points to help
check your students work.
Related Links Flower Garden Banks National Marine Sanctuary
(FGBNMS) http://flowergarden.noaa.gov Coral Cores: Ocean Timelines
http://flowergarden.noaa.gov/science/coralcores.html FGBNMS
Education Lessons & Activities
http://flowergaren.noaa.gov/document_library/eddocuments.html
National Marine Sanctuaries http://sanctuaries.noaa.gov
For More Information Education Coordinator Flower Garden Banks
National Marine Sanctuary 4700 Avenue U, Building 216 Galveston, TX
77551 409-621-5151 409-621-1316 (fax) [email protected]
http://flowergarden.noaa.gov
Acknowledgement This lesson was developed by NOAAs Flower Garden
Banks National Marine Sanctuary. Technical information was provided
by researchers Niall Slowey and Amy Bratcher at Texas A&M
University.
This lesson is in the public domain and cannot be used for
commercial purposes. Permission is hereby granted for the
reproduction, without alteration, of this lesson on the condition
its source is acknowledged.
When reproducing this lesson, please cite NOAAs Flower Garden
Banks National Marine Sanctuary as the source, and provide the
following URL for further information:
http://flowergarden.noaa.gov.
mailto:[email protected]:http://flowergarden.noaa.govhttp:http://flowergarden.noaa.govmailto:[email protected]:http://sanctuaries.noaa.govhttp://flowergaren.noaa.gov/document_library/edhttp:http://flowergarden.noaa.gov
http://flowergarden.noaa.gov
A B C
Phot
os:
Am
y B
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her
OCEAN SCIENCE
DATE CARDS
January 17, 1992 Flower Garden Banks National Marine Sanctuary
designated in northwestern Gulf of Mexico.
January 23, 1960 Bathyscaph Trieste made the worlds deepest dive
to 35, 802 feet in the Marianas Trench.
May 2, 1775 Benjamin Franklin made the first scientific study of
the Gulf Stream.
March 15, 1960 President Eisenhower created the first underwater
preserve in the U.S in Key Largo, Florida.
March 23, 2005 An autonomous underwater vehicle was launched to
collect scientific data in the Gulf Stream.
March 24, 1989 Exxon-Valdez spilled 11 million gallons of oil
into Prince William Sound, Alaska, affecting 2000km of Alaska
coastline.
April 15, 1912 The HMS Titanic sank after striking an iceberg in
the north Atlantic.
April 28, 1962 Thor Heyerdahl and his crew sailed from Peru on a
raft called Kon Tiki, arriving in Polynesia 101 days later.
June 8, 1992 World Oceans Day was celebrated for the first
time.
August 10, 1846 The Smithsonian Institute was founded.
June 2, 1977 The leatherback sea turtle was listed as endangered
throughout its range.
November 21, 2001 Regulations were enacted to prevent
allanchoring at Flower Garden Banks National Marine Sanctuary.
July 16, 1872 Roald Amundsen, polar explorer and first to reach
the South Pole, was born.
June 11, 1910 Jacques Cousteau, ocean explorer and inventor of
SCUBA, was born.
http://flowergarden.noaa.gov
February 12, 1809 Charles Darwin, famed naturalist and explorer,
was born.
August 4, 1790 The U.S. Coast Guard was established.
January 3, 1807 Sir James Clark Ross took the first modern
sounding in the deep sea.
October 1996 Stetson Bank was added to the Flower Garden Banks
National Marine Sanctuary.
August 15, 1934 William Beebe and Otis Barton descended 3,028
feet under the sea in a bathysphere.
December 22, 1938 Marjorie Courtenay-Latimer discovered the
first living Coelacanth.
September 1, 1985 Dr. Robert Ballard discovered the wreck of the
HMS Titanic.
October 18, 1972 The Clean Water Act was enacted.
October 23, 1972 The Marine Protection, Research and Sanctuaries
Act established the National Marine Sanctuary Program.
November 1947 Kerr-McGee drilled the first commercial oil well
out of sight of land in the Gulf of Mexico.
November 17, 1869 The Suez Canal opened.
December 1862 The ironclad ship Monitor sank off of Cape
Hatteras, NC.
August 28, 1998 An artificial reef was formed off Port Isabel,
TX by sinking a ship.
December 28, 1973 The Endangered Species Act was enacted.
http://flowergarden.noaa.gov
WORLD EVENTS
DATE CARDS
September 16, 1810 Mexico won its independence from Spain.
June 18, 1812 The War of 1812, between the U.S. and Great
Britain, began.
1817-1820 Jean Lafitte occupied Galveston Island and used it as
a base for smuggling and privateering.
January 3, 1823 Stephen F. Austin received a grant from Mexico
to begin colonization of Texas.
December 3, 1828 Andrew Jackson was elected President of the
United States.
December 23, 1823 Clement C. Moore first published A Visit from
St. Nicholas.
June 14, 1834 Isaac Fischer, Jr. received a patent for
sandpaper.
August 27, 1957 The first oil well in the U.S. was drilled near
Titusville, PA.
February 23-March 6, 1836 The Mexicans laid siege to the Alamo
in Texas.
May 5, 1862 Mexico wins independence from Spain (Cinco de
Mayo).
April 21, 1836 Sam Houston won the Battle of San Jacinto against
Mexico.
December 29, 1845 Texas became the 28th state under President
James Polk.
March 17, 1845 The rubber band was invented.
August 15, 1914 The Panama Canal was opened.
http://flowergarden.noaa.gov
December 29, 1851 The first YMCA opened in Boston, MA.
May 1, 1840 First postage stamp issued in Great Britain.
October 27, 1997 Mini-crash of stock markets around the
world.
April 9, 1865 The U.S. Civil War ended.
February 1, 1861 Texas joined the Confederate States of
America.
January 1, 1863 Abraham Lincoln signed the Emancipation
Proclamation.
March 30, 1870 Texas was re-admitted to the Union.
March 7, 1876 Alexander Graham Bell received a patent for the
telephone.
July 4, 1876 The United States celebrated its Centennial.
January 27, 1888 The National Geographic Society was founded in
Washington, DC.
March 12, 1912 The Girl Scouts organization was founded.
March 12, 1894 Coca Cola was first sold in bottles.
September 8, 1900 The Great Storm struck Galveston and destroyed
the island, killing over 6000 people.
September 18, 1926 The Great Miami Hurricane killed over 100
people.
http://flowergarden.noaa.gov
June 25, 1950 The Korean War began.
July 1965 U.S. troops were first committed to the Vietnam
War.
September 7, 1888 George Eastman patented the first film camera
under the trademark Kodak.
January 1, 1892 Ellis Island began accepting immigrants.
September 1, 1939 World War II began.
October 28, 1986 100th anniversary of the dedication of the
Statue of Liberty in New York Harbor.
March 20, 1917 The zipper was patented by Gideon Sundback.
June 28, 1914 Frances Ferdinand was assassinated at Sarajevo,
which led to the start of World War I.
February 8, 1910 The Boy Scouts of America was founded.
September 15, 1883 The University of Texas opened in Austin,
TX.
May 16, 1888 The state capitol was dedicated in Austin, TX.
January 10, 1901 Black Gold was discovered at Spindletop oil
field near Beaumont, TX.
December 17, 1903 The Wright Brothers made their first flight at
Kitty Hawk.
October 3, 1906 SOS became the international distress
signal.
http://flowergarden.noaa.gov
JACQUES COUSTEAU
DATE CARDS
1910 Cousteau was born in Saint-Andr-de-Cubzac, France on June
11.
1959 Cousteau addressed the first World Oceanic Congress.
1930 Cousteau entered Ecole Navale (French Naval Academy).
1960 Cousteau joined a movement to prevent the dumping of French
atomic waste into the Mediterranean Sea.
1933 Cousteau graduated from the Naval Academy and entered the
French Navy.
1960 Cousteau was featured on the cover of Time Magazine.
1936 Cousteau was given a pair of underwater goggles. Upon first
explorations, he immediately began designing a device for
underwater breathing.
1961 Cousteau was awarded National Geographic Magazines Gold
Medal.
WWII Cousteau served as a gunnery officer in the French Navy and
was awarded the prestigiousLegion dHonneur.
1966 Cousteaus first hour-long special, The World of
Jacques-Yves Cousteau, aired on TV.
1942 Cousteau designed the Aqua-Lung.
1968 The Undersea World of Jacques Cousteau wasfirst aired and
ran for eight seasons.
1957 Cousteau resigned from the French Navy and became director
of the Oceanographic Museum in Monaco.
1975 Cousteau founded the Cousteau Society to raise public
opinion against pollution.
http://flowergarden.noaa.gov
1985 Cousteau received the U.S. Presidential Medal of
Freedom.
1987 Cousteau was inducted into the Television Academys Hall of
Fame.
1988 National Geographic Society honored Cousteau with the
Centennial Award.
1989 France admitted Cousteau membership into its prestigious
Academy.
1997 Cousteau died in Paris, France on June 25.
SOURCE:
http://www.notablebiographies.com/CoDa/Cousteau-Jacques.html
http://flowergarden.noaa.gov
http://flowergarden.noaa.gov
Texas Essential Knowledge and Skills
(TEKS) - Science
6.2C Collect and record data using the International System of
Units (SI) and qualitative means. 6.2E Analyze data to formulate
reasonable explanations, communicate conclusions, and predict
trends. 6.12E Describe biotic and abiotic parts of an ecosystem in
which organisms interact. 7.2C Collect and record data using the
International System of Units (SI) and qualitative means. 7.2E
Analyze data to formulate reasonable explanations, communicate
conclusions, and predict trends. 7.13A Investigate how organisms
respond to external stimuli found in the environment. 8.2C Collect
and record data using the International System of Units (SI) and
qualitative means. 8.2E Analyze data to formulate reasonable
explanations, communicate conclusions, and predict trends. 8.11D
Recognize human dependence on ocean systems and explain how human
activities have modified these systems. Aquatic Science.2F Collect
data, make accurate measurements, record values, and calculate
relevant quantities. Aquatic Science.2J Communicate valid
conclusions. Aquatic Science.3B Communicate and apply scientific
information extracted from various sources. Aquatic Science.4A
Identify key features and characteristics of atmospheric,
geological, hydrological and biological systems as they relate to
aquatic environments. Aquatic Science.6B Examine the
interrelationships between aquatic systems and climate and weather.
Aquatic Science.12A Predict effects of chemical, organic, physical,
and thermal changes from humans on the living and nonliving
components of an aquatic ecosystem. Biology.2F Collect and organize
data and make accurate measurements. Biology.2J Communicate valid
conclusions. Biology.11B Investigate and analyze how organisms,
populations, and communities respond to external factors.
Earth/Space Science.2G Make inferences and predict trends from
data. Earth/Space Science.2I Communicate valid conclusions.
Earth/Space Science.15B Investigate evidence such as cores for
climate variability and its use in developing computer models to
explain present and predict future climates.
Ocean Literacy Principles
2. The ocean and life in the ocean shape the features of Earth.
(a) 5. The ocean supports a great diversity of life and ecosystems.
(a,f)
Climate Literacy Principles
3. Life on Earth depends on, is shaped by, and affects climate.
(a, c) 4. Climate varies over space and time through both natural
and man-made processes. (e)
Education Standards
National Education Standards
Science: MS-LS2-1. Analyze and interpret data to provide
evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem. ELA/Literacy: WHST.6-8.2
Write informative/explanatory texts to examine a topic.
ELA/Literacy: WHST.6-8.9 Draw evidence from informational texts to
support analysis, reflection, and research. ELA/Literacy:
WHST.9-12.9 Draw evidence from informational texts to support
analysis, reflection, and research. ELA/Literacy: RST.11-12.9
Synthesize information from a range of sources into a coherent
understanding of a concept. Mathematics: HSN-Q.A.3 Choose a level
of accuracy appropriate to limitations on measurement when report
quantities. Mathematics: 6.SP.B.5 Summarize numerical data sets in
relation to their context.
Education
Coral Spawning Globe
Grade Le vel 5-8
Timeframe 30-60 minutes
Materials (makes 24 globes)
24 plastic jarslids (8-10 oz. size) Oil-based modeling clay
Watercolor paintbrushes witnarrow handles (or other blunt ended
tools of similar size) 24 bump chenille stems Scissors or wire
cutters Large mixing container (8 quarts or larger) 24 cups water 8
tsp. (4 packets) Knox OriGelatin (unflavored) other brands may
produce different results Spoon Blue food coloring 24 Tbsp.
plasTeflon tape (used by plumbers)
tic stuffing pellets
with screw on
g
h
inal
Activity Summary This activity models the appearance of the mass
coral spawning event that takes place at Flower Garden Banks
National Marine Sanctuary every August. The result is like a snow
globe in which the snow floats up instead of down, and the scene is
a model of a coral reef, complete with Christmas tree worms.
Learning Objectives Students will be able to: Model th
Banks National Marine Sanctuary; e boulder-like coral structures
of Flower Garden
Identify some of the animal species that live on the reef;
Explain how
spawning events and what happens corals release reproductive
bundles during m
to the resulting larvae; aass
nd Identify the proper conditions for reef-building coral
growth.
Background Information Every year, 7-10 days after the full moon
in August, the corals at Flower Garden Banks National Marine
Sanctuary have a mass spawning event. Each night, corals release
their sperm and egg bundles into the water in large quantities,
creating an underwater snowstorm.
http://flowergarden.noaa.gov/
Once the bundles float to the surface, they break open and
fertilization takes place. The resulting planula larvae (baby
corals) float with the currents as they develop over the next few
weeks, until they become heavy enough to sink and settle on the
bottom. Those that are fortunate enough to land in an area with the
proper conditions will mature into coral polyps (individual
animals) that will then reproduce asexually by splitting or budding
to form a coral colony.
Optimal growing conditions for reef-building corals include: A
hard surface for the po
anchor itself against currents and waves
lyp to attach and
Warm water (68-84 degrees Fahrenheit) Clear, sun
algae (zooxanthellae) thattissue can produce food through
photosynthesis
lit water so that the sym live in th
be corals iotic
Moving water to bring a supply of microscopic plankton to the
corals as a secondary food source
Preparation Download coral spawning video from
http://flowergarden.noawnvideo.htm
l aa.gov/image_library/sp
Learn more about coral spawning at
http://flowergarden.noaa.gov/education/coralsp awning.html
Gather materials Prepare liqu
o
o
o
o
Sprinkle gelatin over 6 cups of cool water in mBring remand then
addmStir mdissolved, thAdd a few drops of blue food coloring and
stir un
ixing bowl
ixing container.
i
til color is unif
xture until g
id:**
aining 18 cups of water to a boil,
en allow it to cool com
. it to the con
elatin is thorough
orm.
tents of the
ply letely.
**Plain water may be used, but the plastic pellets will float to
the top more quickly. The gelatin mixture helps slow them down just
a bit.
Procedure Show video footage of the mass coral spawning at
Flower Garden Banks National Marine Sanctuary. Talk to students
about how and why this occurs, or have them research the topic,
using information available from the sanctuary website. Once
students have a basic understanding of the process, invite them to
create their own models of the spawning reef.
Have each student:
1. Use various colors of ma smeach jar lid. Press firmedges to
m
all reef of boulder co
ake it adhere fly around the o
o
i
deling clay to create rals on the inside of
rmly to the lid. uter
http://flowergarden.noaa.gov/
http://flowergarden.noaa.gov/education/coralsphttp://flowergarden.noaa.gov/image_library/sp
Vocabulary ASEXUAL REPRODUCTIwhich producorganism.
es an offspring that is a clone of the parent ON A method of
reproduction
GAMETES Reproductive cells, such asthat unite and develop into a
new organis
sperm and eggs, m.
SPAWNING Depositinpurposes of reproduction.
g gametes into the water for the
SEXUAL REPRODUCTION involvgenetically dif
ing the fusion of a male and a female gamete to form ferent
offspring.
A method of reproduction
2. Use the handle end of a paintbrush (photo on previous page)
to poke shallow holes into the corals to represent the individual
coral cups found on the surface of a coral colony.
3.
4.
5.
6.
Cut a chenille stembetween each of the fluffy segmeach
chenfolded end into the reefto represenreef). Fill jar with the
blue teacher. Leave roomcoral colony. Add 1 Tbsp. of plastic
pellets to the jar. These represent the sperm and egg bundles
released by corals during sexual reproduction. Screw the lid onto
each jar, with the reef attaupside down.
ched. Th
ille segm
t Christm
e reef will n
ent in half and press the
(photo above) apart
as tree worm
for displacemliqu
o
at various intervals
i
w be hanging
d prepa
ents. Fold
r
s (3-4 per
ed by the ent by the
7. Check the liquid level in each jar. Remove or add liquid as
necessary to make sure each jar is full.
8. With jar firmly on table, remove the lid and place a single
layer of Teflon tape around the top edge of the jar, covering the
screw threads (this will help prevent leakage). Screw the lid onto
the jar for the final time.
9. Shake up the jars and turn them upside down so that the lids
are resting on the table. The plastic pellets should rise from the
reef to what is now the top of the jar, just as the reproductive
bundles do during a mass spawning event at Flower Garden Banks
National Marine Sanctuary.
http://flowergarden.noaa.gov/
Closing Have students brainstorm the benefits and drawbacks of
mass spawning as a reproductive strategy. For example, since coral
are not mobile, mass spawning allows for mixing with gametes from
corals of the same species that would otherwise be too far away. On
the other hand, reproductive material floating in the water is good
food for a variety of organisms and vulnerable to other threats.
Many of the gametes will be eaten or otherwise removed from the
gene pool.
Extending the Lesson
Learn about other organisms, both plants and animals, which use
a mass spawning strategy for reproduction.
Related Links
Flower Garden Banks National Marine Sanctuary (FGBNMS)
http://flowergarden.noaa.gov
FGBNMhttp://flowergarden.noaa.documents.htm
S Education Lessons & Activities
l gov/document_library/ed
National Marine Sanctuaries http://sanctuaries.noaa.gov
For More Information Education CFlower Garden Banks Na4700
Avenue U, Building 216 Galveston, TX 409-621-5151
[email protected] http://flowergarden.noaa.gov
oordinator
77551
409-621-1316 (fax)
tional Marine Sanctuary
Acknowledgement This lesson was developed by NOAAs Flower Garden
Banks National Marine Sanctuary.
This lesson is in the public domain and cannot be used for
commercial purposes. Permission is hereby granted for the
reproduction, without alteration, of this lesson on the condition
its source is acknowledged.
When reproducing this lesson, please cite NOAAs Flower Garden
Banks National Marine Sanctuary as the source, and provide the
following URL for further information:
http://flowergarden.noaa.gov.
If you have any further questions or need additional
[email protected]
mation, em.
ail
Education Standards
National Education Standards
Science: NS. 5-8.3 Structure and function in living systems;
Reproduction and heredity; Populations and ecosystems; Diversity
and adaptations of organisms
Texas Essential Knowledge and Skills(TEKS) - Science
5.3C Develop a model that represents how something works or
looks that cannot be seen 5.10A Compare the structures and
functions of different species that help them live and survive
6.3B, 7.3B, 8.3B Use models to represent aspects of the natural
world 6.3C, 7.3C, 8.3C Identify advantages and limitations of
models 6.12D Identify the basic characteristics of organisms that
further classify them in the currently recognized Kingdoms 6.12E
Describe biotic and abiotic parts of an ecosystem in which
organisms interact 7.10B Describe how biodiversity contributes to
the sustainability of an ecosystem 7.13A Investigate how organisms
respond to external stimuli found in the environment 7.14B Compare
the results of uniform or diverse offspring form sexual
reproduction or asexual reproduction
Ocean Literacy Principles
5.The ocean supports a great diversity of life and ecosystems
(a,d)
http://flowergarden.noaa.gov/
http:http://flowergarden.noaa.govmailto:[email protected]:http://flowergarden.noaa.govhttp:http://flowergarden.noaa.govmailto:[email protected]:http://sanctuaries.noaa.govhttp://flowergarden.noaa.gov/document_library/edhttp:http://flowergarden.noaa.gov
Education
http://flowergarden.noaa.gov
Coral U
p Close
Photo: FGBNMS/Schmahl
Acknowle
dgement This activity has been adapted from Shedd Aquariums
Coral Reefs Activity Guide for Grades 3-5 that is no longer in
publication.
Grade Level 3-12
Timeframe 45 Minutes
Materials Coral Polyp Diagram (see
Related Links section) Non-latex surgical gloves (1 per
student) Paper lunch bags (1 per
student) Washable green markers (can
be shared by students) 2 wooden dowel rods Cord or string 2
plastic clips Gummy worms
Photo: FGBNMS/Drinnen
Activity Summary This activity will introduce students to the
multi-faceted biology of reef-building corals--animals that are
also part plant and part mineral. Students will turn their own
hands into coral polyp models and learn about the special symbiotic
relationship that enables corals to survive.
Learning Objectives Students will: role play a coral polyp to
understand its function on the reef, be introduced to the biology
of coral polyps, and explore the role that photosynthesis plays in
a coral polyps
relationship with zooxanthellae.
Background Information As larvae, coral polyps are free
swimming. However, once they settle to the bottom, the rest of
their lives will be spent attached in one place. Polyps build a
hard (stony) external skeleton by extracting calcium, carbon and
oxygen from seawater and depositing it as a hard, calcium carbonate
cup under their bodies. Over time, polyps continue to add layers of
calcium carbonate to the cups beneath them (basal plates),
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resulting in upw ard growth of the skeleton.
Hundreds t o thousands of coral polyps together make up a r
eef-building coral colony. Each polypis connecte d to the next by a
thin layer of tissue (coenesarc) , creating a living mat over a
shared skeleton.
By themsel ves, coral polyps cannot create reefs. The key to t
heir growth is tiny algae called zooxanthel lae, which live inside
the tissues of thepolyps. Thr ough the process of photosynthesis,
the algae us e sunlight and carbon dioxide to create food a nd
oxygen. This food provides up to 70% of the necessary nutrients for
reef-building corals to sur vive.
By day, most reef-building coral polyps curl up
inside their skeletal cups, letting the zooxanthellae do their
job. At night, polyps become predators. They stretch out their
tentacles and use their harpoon-like nematocysts to catch the tiny
zooplankton drifting by. This is known as raptorial feeding. More
information about coral biology is available at
http://flowergarden.noaa.gov/education/coralbasics.html
Preparation Cut two sections of cord/string about 28
long. Tie one end of each cord/string to the end of each dowel.
At the other end of each cord/string, tie some type of clip to
which a gummy worm may be attached, yet still be pulled free.
Attach one gummy worm to each string just before the activity
begins.
Before distributing the bags to the students, cut the bottom
rectangle off each paper lunch bag to create a cylinder.
Procedure 1) Display the Polyp Anatomy diagram in front
of the class. Point out that a coral polyp consists mostly of a
mouth and stomach. It lacks most body parts of other animals
leaving it unable to move from place to place, see, or hear.
Discuss how coral polyps use two methods to feed.
2) Explain to students that they are going to role-play the life
of a coral polyp using their hands as models. Distribute the
gloves, paper bags, and green markers.
3) Instruct students to open the paper bag cylinder and fold
over one end as if they were cuffing their pants. Have them repeat
this to create a double cuff, then place this over their
non-writing hand, like a bracelet, with
http://flowergarden.noaa.gov/education/coralbasics.htmlhttp://flowergarden.noaa.gov/education/coralbasics.html
http://flowergarden.noaa.gov
the cuffed end at the top. This represents the skeletal cup that
the coral polyp sits in.
4) Instruct students to place the surgical glove on the same
hand as the bag. The gloved hand represents the coral polyp.
5) Instruct students to use the green markers to place dots all
over the gloved hand. Since this is washable marker, it will rub
off on desks and other surfaces, so advise them to avoid touching
anything. (If they do touch things, it can be cleaned up using a
wet-wipe.) These dots represent the zooxanthellae living in the
polyps tissues.
6) Since coral polyps rarely live alone, cluster groups of
students together to make colonies. Instruct students to place
their elbows close together on a table with all of their polyps
reaching upward.
7) Leave the classroom lights on to simulate day time and ask
the students how the corals are likely to be feeding. Since
photosynthesis is the primary method during the day, instruct
students to retract their tentacles (close their hands into fists)
even with the tops of their skeletal cups (bags). The green
zooxanthellae (green dots) can now get to work.
8) Turn off the classroom lights to simulate night time and ask
the student how the corals are likely to be feeding now. Since no
light is available, polyps should stretch out their tentacles
(fingers) for raptorial feeding.
9) Remind students that coral polyps are attached to the
substrate and cannot move, so
their elbows must remain on the table. And, coral polyps cannot
see, so they must keep their eyes closed. Using the dowels like
fishing poles, dangle the gummy worms over the cluster of polyps
(colony) and move them around. Invite the students to try to
capture the plankton with their tentacles.
Photo: FGBNMS/Drinnen
Vocabulary Calcium carbonate The main component of coral
skeletons, as well as the shells of snails, clams and crabs. It is
formed from calcium, carbon and oxygen (CaCO3). Nematocysts
Thread-like stinging cells in the tentacles of coral polyps,
anemones and jellies. Photosynthesis The process by which plants
use sunlight and chlorophyll to convert carbon dioxide and
water into simple carbohydrates and oxygen. Symbiosis A living
arrangement between organisms in which at least one organism
benefits. Zooplankton Free-floating, often microscopic, aquatic
animals Zooxanthellae Single-celled photosynthetic algae that live
symbiotically within coral polyp tissues.
http://flowergarden.noaa.gov
Photo: FGBNMS/Drinnen
10) Once the gummy worms have both been caught, invite the
students to open their eyes and see who got them. Use this as an
opportunity to discuss how the colony works as a community and when
even some of the polyps feed, they all benefit.
11) To close out the activity, ask students to remove their
gloves by grasping them from the bottom and pulling them off inside
out (to contain the green marker ink). Throw away or recycle the
gloves, if that is an option. Next, ask students to unroll the
cuffs on their paper bags and flatten them back out to be used
again.
Discussion This activity is an example of modeling nature in an
effort to improve understanding. However, no model is 100%
accurate. How was this model helpful to the students? What are some
limitations of this model? a) Hard coral polyps have tentacles in
multiples
of 6, but our hands only have 5 fingers. b) Polyps dont catch
food directly with their
tentacles, but with their nematocysts.
Extension Coral polyps not only get food from their symbiotic
algae, but they also get their colors from them. Coral bleaching is
a term used to describe a situation in which corals appear to turn
white. In actuality, what has happened is that the algae have left
the corals. This situation is usually the result of some kind of
stress event, often high water temperatures. Without the algae, the
coral polyps are mostly clear, allowing you to see through to their
white skeletons below--hence, the bleached appearance. Coral
bleaching is not necessarily a death sentence. If stress conditions
are alleviated in time, the corals may take on new algae and return
to a healthy state. Even so, recovery may take weeks to months and
recently stressed corals may be more susceptible to coral diseases.
You can simulate this process by doing the activity using green
sticker dots instead of green marker to represent the
zooxanthellae. Stickers may be slowly removed as stress levels rise
in a simulated bleaching event. More information about coral
bleaching is available at
http://flowergarden.noaa.gov/education/bleaching.html
http://flowergarden.noaa.gov/education/bleaching.htmlhttp://flowergarden.noaa.gov/education/bleaching.html
http://flowergarden.noaa.gov
Education Standards
National E ducation Standards - Science
3-LS2.D, 5-LS2.A Ecosystems: Interactions, Energy, Dynamics
4-LS1.A, 4-LS1.D From Molecules to Organisms: Structure &
Processes MS-LS2.A, HS-LS2.A Interdependent Relationships in
Ecosystems
Texas Essen tial Knowledge
& Skills
(TEKS) - S cience
3.3C Represent the natural world using models. Identify their
limitations. 3.9B Identify and describe the flow of energy in a
food chain and predict how changes in a food chain affect
theecosystem. 3.10A Explore how structure and functions of plants
and animals allow them to survive in a particular environment. 4.3C
Represent the natural world using models. 4.9A Investigate that
most producers need sunlight, water, and carbon dioxide to make
their own food, while consumers are dependent on other organisms
for food. 4.9B Describe the flow of energy through food webs and
predict how changes in the ecosystem affect the food web. 4.10A
Explore how adaptations enable organisms to survive in their
environment. 5.3C Develop a model that represents how something
works or looks that cannot be seen. 5.9B Describe how the flow of
energy derived from the Sun is transferred through a food chain.
5.9C Predict the effects of changes in ecosystems caused by living
organisms. 5.10A Compare the structures and functions of different
species that help them survive. 6.3B Use models to represent
aspects of the natural world. 6.3C Identify advantages and
limitations of models. 7.3B Use models to represent aspects of the
natural world. 7.3C Identify advantages and limitations of models.
7.5A Recognize that radiant energy from the sun is transformed into
chemical energy through the process of photosynthesis. 7.8A Predict
and describe how different types of catastrophic events impact
ecosystems. 7.13A Investigate how organisms respond to external
stimuli found in the environment. 8.3B Use models to represent
aspects of the natural world. 8.3C Identify advantages and
limitations of models. 8.11A Describe producer/consumer
relationships as they occur in food webs. Aquatic Science.5D
Identify the interdependence of organisms in an aquatic
environment. Aquatic Science.10B Compare and describe how
adaptations allow an organism to exist within an aquatic
environment. Aquatic Science.12A Predict effects of thermal changes
from humans on the living and nonliving components of an aquatic
ecosystem. Biology.12A Interpret relationships among organisms.
Biology.12B Compare variations and adaptations of organisms in
different ecosystems. Biology.12F Describe how environmental change
can impact ecosystem stability.
Ocean Literacy Principles
2. The ocean and life in the ocean shape the features of Earth.
(d) 5. The ocean supports a great diversity of life and ecosystems.
(a, d) 6. The ocean and humans are inextricably interconnected.
(e)
Climate Literacy Principles
3. Life on Earth depends on, is shaped by, and affects climate.
(a, c) 7. Climate change will have consequences for the earth
system and human lives. (c, d)
http://flowergarden.noaa.gov
Related Links Flower Garden Banks National Marine Sanctuary
(FGBNMS) http://flowergarden.noaa.gov FGBNMS Education Lessons
& Activities, including this lesson and the Coral Polyp Diagram
http://flowergarden.noaa.gov/document_library/eddocuments.html
Coral Basics
http://flowergarden.noaa.gov/education/coralbasics.html Coral
Bleaching http://flowergarden.noaa.gov/education/bleaching.html
National Marine Sanctuaries http://sanctuaries.noaa.gov
For More Information Education Coordinator Flower Garden Banks
National Marine Sanctuary 4700 Avenue U, Building 216 Galveston, TX
77551 409-621-5151 409-621-1316 (fax) [email protected]
http://flowergarden.noaa.gov
Acknowledgement This lesson was originally developed by Shedd
Aquarium and appeared in their Coral Reefs Activity Guide for
Grades 3-5 published in 2000. This is a modified version of the
activity as it has been adapted by Flower Garden Banks National
Marine Sanctuary, with approval from Shedd Aquarium.
This lesson is in the public domain and cannot be used for
commercial purposes. Permission is hereby granted for the
reproduction, without alteration, of this lesson on the condition
its source is acknowledged.
When reproducing this lesson, please cite Shedd Aquarium and
NOAAs Flower Garden Banks National Marine Sanctuary as the source,
and provide the following URLs for further information:
http://www.sheddaquarium.org/ and http://flowergarden.noaa.gov.
http://flowergarden.noaa.gov/http://flowergarden.noaa.gov/document_library/eddocuments.htmlhttp://flowergarden.noaa.gov/document_library/eddocuments.htmlhttp://flowergarden.noaa.gov/education/coralbasics.htmlhttp://flowergarden.noaa.gov/education/coralbasics.htmlhttp://flowergarden.noaa.gov/education/bleaching.htmlhttp://flowergarden.noaa.gov/education/bleaching.htmlhttp://sanctuaries.noaa.gov/mailto:[email protected]://flowergarden.noaa.gov/http://www.sheddaquarium.org/
Education
Long-Term Reef Monitoring
Photo FGBNMS/Hickerson
Grade Level 6-12
Timeframe 45-60 Minutes
Materials Find the Differences pictures,
1 per student
Series of photos from Repetitive Photo Stations at Stetson Bank,
1 series per
group
Paper and pencil, 1 set per group
Key Words Long-term Monitoring
Repetitive Photo Station
Bottom Time
T-frame
Photo: FGBNMS
Activity Summary Environmental monitoring is a challenging
activity, especially underwater. Appropriate equipment must be
selected to record the best possible results in the most consistent
manner. It is also important that the monitoring procedures
themselves create as little impact on the environment as possible.
This activity will introduce students to the methods used for
evaluating underwater habitats and the kinds of information that
can be learned from those efforts.
Learning Objectives Students will be able to:
Describe how a reef habitat is marked for monitoring.
Explain what techniques are used to make monitoring work
more
efficient and why. Identify habitat changes in reef monitoring
images and potential
causes of those changes. Discuss challenges in monitoring
techniques and image evaluation.
Background Information Long-term monitoring data has been
collected at East and West Flower Garden Banks on a continuous
basis since 1978. This was originally
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prompted by drilling activity in the vicinity. The Minerals
Management Service (now known as the Bureau of Offshore Energy
Management or BOEM), charged with regulating oil and gas production
activities in the Gulf of Mexico, wanted to establish a means of
determining what impacts, if any, oil and gas activities were
having on nearby coral reefs. In 1993, a similar monitoring program
was established by the Gulf Reef Environmental Action Team (GREAT)
at Stetson Bank.
Together, these monitoring activities constitute one of the
longest monitoring programs of a coral reef anywhere in the
world.
Over the years, these monitoring activities have changed only
slightly in number and scope. Today these monitoring activities
include the following:
East and West Flower Garden Banks: Repetitive photo stations
show growth,
loss of tissue, coral cover and incidents of
bleaching and disease
Repetitive close-up stations examine the
advance or retreat of colonies of Diploria
strigosa (a species of brain coral)
10-meter random photo transects show
percent cover, species diversity, frequency
of occurrence and dominance of benthic
species
Fish surveys determine species, abundance, and size of fish
traveling within a certain distance of the surveyor over a
specified period of time
Stetson Bank:
Repetitive photo stations show growth,
loss of tissue, coral cover and incidents of
bleaching and disease
10-meter transects show percent cover,
species diversity, frequency of occurrence
http://flowergarden.noaa.gov
and dominance
Repetitive photo stations are the biggest part of these
monitoring programs. The purpose of these stations is to capture
the same photo at the same place every year, for comparison.
Stations are marked by metal eyebolts embedded in the reef, with
number or letter tags attached (cattle ear tags). This seems to be
the best way to establish a permanent marker with little impact to
the reef itself.
To make the photos the same every year, researchers mount the
camera on a special T-frame. The camera is positioned in the middle
of the crossbar at the top of the T with the lens facing down
toward the ground. A compass, a level, and camera flashes are also
mounted on the crossbar.
The base of the T-frame is placed at the pin location. The frame
is rotated until it is facing north and the level is used to make
sure the camera is perpendicular to the sea floor. Then, the
picture is taken. This system allows the camera to capture the
exact same area in the image every year.
Monitoring Procedures Since each diver participating in the
research effort has a limited amount of time he or she can stay
underwater, due to the limitations of scuba diving, work is
conducted in shifts. Each dive team has a specific task to
accomplish so that the next shifts will be able to make the most of
their bottom time (time under water).
A typical monitoring expedition goes something like this:
Shift 1: Lay measuring tapes (transects) on the bottom starting
at buoy moorings and swimming out on predetermined compass headings
for specific distances.
Shift 2: Locate monitoring pins using tape transects and
underwater maps for reference. The maps show distances and compass
headings from the tapes to pin locations. Relative location of one
pin to another is also noted. Even so, the pins are often difficult
to find thanks to continuous algae growth.
Scrape algae and other growth off pin tags as
they are located so numbers can be seen. Mark pins with weighted
lengths of white plastic chains (18). The chains float up into the
water so the pin locations can be seen from much farther away.
Shift 3: Take photos at all of the marked pins, documenting the
order in which they are taken and how many are taken at each
location. The photographer can quickly move from one station to the
next by simply looking for the floating chain markers. Collect
chains as photos are taken.
Shift 4: Remove transect tapes.
Move boat to another study site, and repeat!
Monitoring Challenges Of course, no system is perfect! When this
system was first established we didnt have digital cameras, so film
cameras were used. This meant that the researchers were unable to
tell if their images were captured correctly until they returned to
shore and had their film developed.
In 2007, the camera malfunctioned during both East and West Bank
and Stetson Bank monitoring trips, resulting in no usable photos.
Both trips had to be rescheduled and all stations re-photographed.
In 2008, sanctuary researchers switched to digital photography.
http://flowergarden.noaa.gov
Vocabulary BOTTOM TIME the amount of time a scuba diver can
spend underwater based on the limitations of available air to
breathe and build-up of nitrogen in body tissues LONG-TERM
MONITORING evaluation of an ecosystem over an extended period of
time, often on an annual basis
REPETITIVE PHOTO STATION a designated location at which a
photograph is taken, at least once a year, for comparison with
previous images at that location T-FRAME a camera stand in the
shape of a T that allows for consistent photographs at specific
locations
What other challenges are associated with this type of
monitoring project? As with any project at sea, weather and sea
conditions are always a concern. Researchers schedule the
monitoring to take place in the same month each year, but that
doesnt always mean that is when it will happen. Mother Nature may
have other ideas.
Rescheduling the trips is also a challenge because they depend
on availability of both staff time and a research vessel to get
them there. Once on site, equipment failure and lighting conditions
may affect the quality of the photos themselves.
The job of the researchers is to manage time and materials so
they are as prepared as possible when the next monitoring
opportunity presents itself.
Preparation
Collect Find the Differences cartoons. These are often available
in the Sunday comics of your local newspaper. You can also find
books of images that challenge people to spot the differences.
Laminate Find the Differences pictures so that they can be used
over and over again.
Print and laminate full-color sets of the Stetson Monitoring
photos available on the web site at
http://flowergarden.noaa.gov/document_libra ry/eddocuments.html.
There are photo series
from 3 different photo stations. Make enough sets so that each
group will have its own series of images to examine.
Find the Differences example
Procedure ENGAGE 1. Divide the class into groups of 3-4
students
and assign each group a work area. 2. Distribute one Find the
Differences picture
to each student. 3. Challenge each student to find as many
differences as possible in his/her picture within a minute.
4. Have students within each group swap pictures and try to find
the differences again. Allow another minute.
5. Repeat the picture swap until each student has seen all of
the pictures within his/her group.
http://flowergarden.noaa.gov
http://flowergarden.noaa.gov/document_libra
EXPLAIN 1. Within each group have the students discuss
on average how many differences they were able to find in each
of the picture sets and how they found those differences. What
techniques did they use? In which pictures were the differences
harder or easier to find? Did color make it easier or harder? Did
the subject matter make it easier or harder? Did it matter how busy
the picture was?
2. Have each group select one person to report the groups
findings.
3. Engage the entire classroom in the same discussion so that
each group can share its findings. Make note on the board of the
different techniques used to find the differences. The list may
include some or all of the following: use prior knowledge (previous
experience with these types of puzzles), examine small sections of
the picture at a time, overlay the picture with a grid, write down
the changes as they are found, repeated sampling, cover part of the
picture.
EXPLORE 1. Distribute one series of photo station photos
to each group. 2. Explain that these photos were taken at
Stetson Bank, part of Flower Garden Banks National Marine
Sanctuary, in the Gulf of Mexico. The photo stations were located
60-80 feet underwater.
3. Challenge each group to identify and document the changes
that have taken place from year to year within their set of photos.
Allow 5-10 minutes for this process.
4. Collect the photo sets and redistribute them to the groups so
that each group has a different photo station than before.
5. Challenge each group to again identify and document the
changes that have taken place from year to year within their set of
photos. Allow another 5-10 minutes for this process.
6. Repeat the photo swap until each group has seen photos from
each of the three photo stations.
EXPLAIN 1. Within each group have the students discuss,
on average, how many differences they found at each of the photo
stations and how they found those differences. How did this compare
to the "Find the Difference" activity? Was it easier or harder?
Why? Did they use the same techniques in both activities? Was one
photo station easier or harder than another to evaluate? Was lack
of familiarity with the subject an issue?
2. Have each group select one person to report the groups
findings.
3. Engage the entire classroom in a discussion of the types of
changes observed from one year to the next in the photo station
sets. Note on the board the different responses. These responses
may include some or all of the following: color change, change in
size of the objects, new objects, missing objects. It is important
to keep students from presuming what happened. They should just
make literal
http://flowergarden.noaa.gov
observations.
EXTEND 1. In groups, or individually, challenge students
to identify the different objects in the photo station photos.
Some of the objects they should be able to identify are sponges,
fire coral, brain coral, algae, fish.
2. Next, direct the students to learn about the conditions for
growth required of each of the biological specimens in the
photos.
3. Which of these objects is likely to be an indicator of change
over time? Why? Sponges, corals and rocks are more stable objects
and likely to be better indicators. Which is not? Why? Fish change
location constantly and are therefore not an indicator of specific
changes in the substrate, however they may be more likely to hang
out in an area based upon what is or is not there. The amount of
algae growth may indicate change, but algae is also easily removed
from an area by animals, physical impacts, etc. so there would have
to be substantial change from one year to the next to indicate any
type of long-term alteration.
4. In groups, have students re-evaluate their original set of
photo station photos. Does being able to identify the objects in
the photos make it any easier to identify changes?
EVALUATE Have each group answer the following questions
regarding their original set of photo station images. 1. Between
what years were the most significant
changes noted? June 2005 to June 2006 2. What was the nature of
these changes? Objects
missing, broken, or greatly reduced in size. Lots of algae
growth
3. What could have caused these changes? Students should do some
research to find out what was happening in the Gulf of Mexico
during that time. Use the following hints if needed HINTS: What
major events occurred in the Gulf of Mexico in late summer of 2005?
What major event occurred on coral reefs around the world in the
summer of 2005? Hurricane Rita passed directly over the sanctuary
as a category 5 hurricane in September 2005. In 2005 there was also
a massive bleaching event on coral
http://flowergarden.noaa.gov
Education Standards
National Education Standards
Science: MS-LS2.C Ecosystem Dynamics, Functioning, and
Resilience. Ecosystems are dynamic in nature; their characteristics
can vary over time. Disruptions to components of an ecosystem can
lead to shifts in all its populations. Science: HS-LS2.C Ecosystem
Dynamics, Functioning, and Resilience. A complex set of
interactions within an ecosystem can keep it relatively constant
over long periods of time under stable conditions. ELA/Literacy:
WHST.6-8.9 Draw evidence from informational texts to support
analysis, reflection, and research. ELA/Literacy: WHST.9-12.9 Draw
evidence from informational texts to support analysis, reflection,
and research. ELA/Literacy: RST.11-12.9 Synthesize information from
a range of sources into a coherent understanding of a concept.
Texas Essential Knowledge and Skills(TEKS) - Science
6.2E Analyze data to formulate reasonable explanations,
communicate conclusions, and predict trends. 6.12E Describe biotic
and abiotic parts of an ecosystem in which organisms interact. 7.2E
Analyze data to formulate reasonable explanations, communicate
conclusions, and predict trends. 7.8A Predict and describe how
different types of catastrophic events such as hurricanes impact
ecosystems 7.13A Investigate how organisms respond to external
stimuli found in the environment. 8.2E Analyze data to formulate
reasonable explanations, communicate conclusions, and predict
trends. 8.11B Investigate how organisms and populations in an
ecosystem depend on and may compete for factors such as light,
water, range of temperatures, or substrate. Aquatic Science.3A
Analyze, evaluate and critique scientific explanations. Aquatic
Science.5A Evaluate data over a period of time from an established
aquatic environment. Aquatic Science.6B Examine the
interrelationships between aquatic systems and climate and weather.
Aquatic Science.12A Predict effects of chemical, organic, physical,
and thermal changes from humans on the living and nonliving
components of an aquatic ecosystem. Biology.2G Analyze, evaluate,
make inferences, and predict trends from data. Biology.3A Analyze,
evaluate and critique scientific explanations. Biology.11B
Investigate and analyze how organisms, populations, and communities
respond to external factors. Biology.12F Describe how environmental
change can impact ecosystem stability. Environmental Systems.3A
Analyze, evaluate and critique scientific explanations.
Environmental Systems.8A Analyze and describe the effects on areas
impacted by natural events such as hurricanes.
Ocean Literacy Principles
5. The ocean supports a great diversity of life and ecosystems.
(c,d,f) 7. The ocean is largely unexplored. (b)
Climate Literacy Principles
3. Life on Earth depends on, is shaped by, and affects climate.
(a)
http://flowergarden.noaa.gov
Related Links Flower Garden Banks National Marine Sanctuary
(FGBNMS) http://flowergarden.noaa.gov
FGBNMS Education Lessons & Activities
http://flowergaren.noaa.gov/document_library/ed documents.html
Long-Term Monitoring
http://flowergarden.noaa.gov/science/monitor.ht ml#longterm
East and West Flower Garden Bank Monitoring
http://flowergarden.noaa.gov/science/eastwestmo nitor.html
Stetson Bank Monitoring
http://flowergarden.noaa.gov/science/stetsonmon itor.html
Hurricane Rita Report
http://flowergarden.noaa.gov/document_library/s
cidocs/hurricaneritareport.pdf
Hurricane Ike Report
http://flowergarden.noaa.gov/science/ike2008.ht ml
Post-Hurricane Assessment from BOEM (2006-2008)
http://flowergarden.noaa.gov/document_library/s
cidocs/boem2009032.pdf
FGBNMS Species Lists
http://flowergarden.noaa.gov/about/specieslist.ht ml
National Marine Sanctuaries http://sanctuaries.noaa.gov
For More Information Education Coordinator Flower Garden Banks
National Marine Sanctuary 4700 Avenue U, Building 216 Galveston, TX
77551 409-621-5151 409-621-1316 (fax) [email protected]
http://flowergarden.noaa.gov
Acknowledgement This lesson was developed by NOAAs Flower Garden
Banks National Marine Sanctuary.
This lesson is in the public domain and cannot be used for
commercial purposes. Permission is hereby granted for the
reproduction, without alteration, of this lesson on the condition
its source is acknowledged.
When reproducing this lesson, please cite NOAAs Flower Garden
Banks National Marine Sanctuary as the source, and provide the
following URL for further information:
http://flowergarden.noaa.gov.
http://flowergarden.noaa.gov
http:http://flowergarden.noaa.govhttp:http://flowergarden.noaa.govmailto:[email protected]:http://sanctuaries.noaa.govhttp://flowergarden.noaa.gov/about/specieslist.hthttp://flowergarden.noaa.gov/document_library/shttp://flowergarden.noaa.gov/science/ike2008.hthttp://flowergarden.noaa.gov/document_library/shttp://flowergarden.noaa.gov/science/stetsonmonhttp://flowergarden.noaa.gov/science/eastwestmohttp://flowergarden.noaa.gov/science/monitor.hthttp://flowergaren.noaa.gov/document_library/edhttp:http://flowergarden.noaa.gov
coralcorescoralspawningglobecoralupclosereefmonitoringlesson
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/GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true
/GrayImageDownsampleType /Bicubic /GrayImageResolution 300
/GrayImageDepth -1 /GrayImageMinDownsampleDepth 2
/GrayImageDownsampleThreshold 1.50000 /EncodeGrayImages true
/GrayImageFilter /DCTEncode /AutoFilterGrayImages true
/GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict >
/GrayImageDict > /JPEG2000GrayACSImageDict >
/JPEG2000GrayImageDict > /AntiAliasMonoImages false
/CropMonoImages false /MonoImageMinResolution 1200
/MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true
/MonoImageDownsampleType /Bicubic /MonoImageResolution 1200
/MonoImageDepth -1 /MonoImageDownsampleThreshold 1.50000
/EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode
/MonoImageDict > /AllowPSXObjects false /CheckCompliance [ /None
] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false
/PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000
0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true
/PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ]
/PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier ()
/PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped
/False
/CreateJDFFile false /Description > /Namespace [ (Adobe)
(Common) (1.0) ] /OtherNamespaces [ > /FormElements false
/GenerateStructure true /IncludeBookmarks false /IncludeHyperlinks
false /IncludeInteractive false /IncludeLayers false
/IncludeProfiles false /MarksOffset 6 /MarksWeight 0.250000
/MultimediaHandling /UseObjectSettings /Namespace [ (Adobe)
(CreativeSuite) (2.0) ] /PDFXOutputIntentProfileSelector
/DocumentCMYK /PageMarksFile /RomanDefault /PreserveEditing true
/UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling
/UseDocumentProfile /UseDocumentBleed false >> > ]>>
setdistillerparams> setpagedevice