ALEX Lesson Plan

     

Coral Reefs

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  This lesson provided by:  
Author:Nancy Newton
System: Monroe County
School: Monroeville Elementary School
The event this resource created for:GEMS
  General Lesson Information  
Lesson Plan ID: 23901

Title:

Coral Reefs

Overview/Annotation:

This lesson defines what a coral reef is and how it affects society. It addresses the fact that oceans take up three-fourths of the earth's surface. This lesson also addresses how coral reefs help people and how people can help protect coral reefs.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

 Associated Standards and Objectives 
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
6 ) Identify states, continents, oceans, and the equator using maps, globes, and technology.

•  Identifying map elements, including title, legend, compass rose, and scale
•  Identifying the intermediate directions of northeast, southeast, northwest, and southwest
•  Recognizing technological resources such as a virtual globe, satellite images, and radar
•  Locating points on a grid
Insight Unpacked Content
Strand: Geography
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Identify states, continents, oceans, the equator and other geographic features on maps, globes, and technology resources.
  • Students use map elements to locate and describe features on maps, globes, and technology resources.
  • Students use appropriate terminology, including directions and intermediate directions, to describe locations on maps, globes and technology resources.
Teacher Vocabulary:
  • states
  • continents
  • oceans
  • equator
  • intermediate directions
  • recognize
  • virtual globe
  • satellite images
  • radar
  • locate
  • points on a grid
Knowledge:
Students know:
  • Differences among the ways maps, globes, and technological resources represent Earth and portions of the Earth.
  • Location of states, continents, oceans, equator, and other physical and man-made geographic features. Intermediate directions.
  • Vocabulary: states, continents, oceans, equator, map, globe, title, legend, compass rose, scale, virtual globe, satellite image, radar, northeast, southeast, northwest, southwest
Skills:
Students are able to:
  • Use maps, globes, and technological resources.
  • Locate states, continents, oceans, the equator, and other geographic features.
  • Locate map elements and use them effectively.
  • Use intermediate directions to describe location.
  • Locate points on a grid.
Understanding:
Students understand that:
  • Maps, globes, and geographic technology resources are representations of a variety of geographic features.
Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
10 ) Identify ways people throughout the country are affected by their human and physical environments.

Examples: land use, housing, occupation

•  Comparing physical features of regions throughout the United States
Example: differences in a desert environment, a tropical rain forest, and a polar region

•  Identifying positive and negative ways people affect the environment
Examples: positive—restocking fish in lakes, reforesting cleared land

negative—polluting water, littering roadways, eroding soil

•  Recognizing benefits of recreation and tourism at state and national parks (Alabama)
Insight Unpacked Content
Strand: Economics, Geography, History
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Identify ways people are affected by their human and physical environments and provide examples of each.
  • Compare physical features of regions throughout the United States.
  • Identify positive and negative ways people affect the environment, including the benefits of recreation and tourism at state and national parks.
Teacher Vocabulary:
  • identify
  • human environment
  • physical environment
  • compare
  • physical features
  • regions of the United States
  • recognize benefits
  • recreation
  • tourism
  • state parks
  • national parks
Knowledge:
Students know:
  • Difference between human and physical environments the physical regions of the United States and the features of each.
  • Affects of environment on human behavior and ways of life.
  • Positive and negative affects of humans on the environment.
  • Examples of types of tourism and recreation and the affects of each, including state and national parks.
Skills:
Students are able to:
  • List examples of the ways human and physical environments affect people and the ways they live.
  • Differentiate between regions of the United States based upon their physical features.
  • Differentiate between positive and negative effects that people have on the environment.
  • Explain the benefits of recreation and tourism, including at state and national parks.
Understanding:
Students understand that:
  • There are various ways that people are affected by their human and physical environments, as well as the effects, both positive and negative, that humans have on the environment.

Local/National Standards:

National Science Education Standards come from the National Academies of Science, and Project 2061 comes from the American Association for the Advancement of Science. NS.K-4.1 SCIENCE AS INQUIRY
As a result of activities in grades K-4, all students should develop abilities necessary to do scientific inquiry.
Understanding about scientific inquiry.
NS.K-4.3 LIFE SCIENCE
As a result of activities in grades K-4, all students should develop understanding of the characteristics of organisms, life cycles of organisms, organisms and environments
NS.K-4.4 EARTH AND SPACE SCIENCE
As a result of their activities in grades K-4, all students should develop an understanding of properties of earth materials, objects in the sky, changes in earth and sky.
NS.K-4.5 SCIENCE AND TECHNOLOGY
As a result of activities in grades K-4, all students should develop abilities of technological design.
Understanding about science and technology.
Abilities to distinguish between natural objects and objects made by humans.
NS.K-4.6 PERSONAL AND SOCIAL PERSPECTIVES
As a result of activities in grades K-4, all students should develop understanding of personal health, characteristics and changes in populations, types of resources, changes in environments, science and technology in local challenges.
NS.K-4.7 HISTORY OF NATURE AND SCIENCE:
As a result of activities in grades K-4, all students should develop understanding of science as a human endeavor.

Primary Learning Objective(s):

Students will be able to define coral reefs. Students will be able to describe the ocean. Students will explain that most of the earth is made up of oceans. Students will explain how the ocean coral reefs help people. Students will describe how to help protect the coral reefs.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Printer to print assessment. Copier to make copies for each student.

Technology Resources Needed:

Computer with access to Internet Explorer. Adobe Acrobat Reader. Macromedia Shockwave. Quicktime for Movies. Flash Media. Real One Player.

Background/Preparation:

The teacher needs to become familiar with the lesson prior to teaching. It is very important to check the websites to see if your computer can open these websites or needs updates as well as which websites you wish to use during the lesson. Print assessment, if applicable, and make copies for each student.

  Procedures/Activities: 
1.)The Teacher will show Internet video to class entitled: The Sights & Sounds of Australia's Great Barrier Reef to give background information on coral reefs. This will be a whole group activity. You may want to have them sit in a group on the floor or stay in their desks.
(National Geographic)
The Sights & Sounds of Australia's Great Barrier Reef video.

2.)For this step, you may want to group children on the floor in front of you as whole group. You can call on students for answers. The teacher will then start discussion with the following question: What is a coral reef? Coral reefs are beautiful vibrant underwater cities, home to one hundred thousand different species of sea creatures. A coral reef is like a city. Little crabs dig their holes, fishes find crevices to hide in, some animals even live on top of other animals; every inch of the reef is covered with life and every form of life has a job to do. For example, fishes that eat seaweeds and other algae are called herbivores, and herbivorous fishes constantly crop the reef of fast-growing seaweeds that could smother coral polyps. Many fishes such as jacks (Trevally) even “commute” onto the reef from deeper water in search of food or even cleaning. Teacher will then access the website listed for students to take a virtual reality dive and learn more about coral reef animals. This can be a teacher led activity to the whole group or can be used as an individual activity as an extension of the lesson. (Teacher will continue questioning students as stated in the following steps.)
(Coral Reef Adventure)
This is a virtual reality site that allows you to take a dive in to the coral reef and learn about some of the animals.

3.)What is an ocean? A large body of salt water making up three-fourths of the earth's surface. View attached website to see an animated map of the earth's oceans.
(Wikipedia)
This is a page from Wikipedia defining ocean. It has an animated map of the world showing the oceans of the earth. Wikipedia is a non reference resource.

4.)How are coral reefs important to people? They provide food & jobs for people. They provide food from the ocean animals caught by fishermen from the coral reefs. They provide jobs to fishermen. Many tourists come to visit the reefs and dive in the waters of the reefs which provides jobs for hotels, restaurants, airlines, boat tour companies and many more. They protect coastlines by breaking up incoming waves that would cause erosion. Chemicals from coral reef animals help scientists create medicine.
(Coral Reef Adventure Memory Game)
This is a Thinkfinity resource. A cute little memory game related to the underwater animals in a coral reef. There are several games on this page for the students.

5.)Can fishing harm coral reefs? Yes. Fishermen catch too many coral reef fish or blow up parts of a coral reef to get their nets through more easily.

6.)What can we do to help protect the coral reefs? People can be careful not to overfish the coral reefs. People can also be careful not to pollute, as air and water pollution can harm the coral reefs. People need to be careful not to build too many buildings on the coastline as this development can damage the coral reefs.
(National Geographic)
This is a website with a map of the Great Barrier Reef (the largest reef in the world). Students can also take a virtual reality dive into the reef and learn about some of the animals with only the click of a mouse.

7.)Assessment attached. This written assessment can be used for older elementary students. For younger students, oral assessment would be best. In fact, following discussion with the group, I would ask the questions and select students to answer at intervals. I would give this assessment a total of 25 points and count each question as 5 points each.

8.)This is a game type activity for students to assess what they have learned. Please access the website for use.
(The Coral Reef Adventure Test of Knowledge Fun Zone)
This is a test of knowledge about the coral reef. A fun game for students to assess what they have learned.


Attachments:
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  Assessment  

Assessment Strategies

Refer to step #6 for assessment information.

Acceleration:

When finished with assignment, these students can assist in helping other students if needed. They can also access the websites is steps 3, 5 & 7 and do the various activities offered while other students are involved with completing teacher led instruction or completing current task.

Intervention:

Peer tutoring. Pair with student who has completed and understands assignment. Allow them to work together for completion of task. They may also need assistance with computer and accessing websites. A computer expert should be the helper - the child who has mastered this and can help others navigate through the process as needed.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.