Educators' Corner

Students analyze maps of shipping lanes and whale sightings to devise a new shipping lane through the Stellwagon Bank National Marine Sanctuary to minimize ship strikes on whales.

In this two-part lesson, students will compare and contrast the adaptive strategies of branching coral and mounding coral through participation in an interactive PowerPoint and a hands-on lab activity. Students complete a note-taking guide during the PowerPoint that provides background information to be used during the lab. In the lab activity, teams of 4 students construct different corals out of paper and test the design stability against physical disturbance.

This lesson introduces the idea of interrelationships among organisms and how these could help them persist in a coral reef ecosystem. Students will learn about symbiotic relationships, with mutualism among coral and zooxanthellae as the model organisms in the first lesson and then moving on to parasitism and mutualism. Topics include the transfer of energy and matter through the processes of photosynthesis and respiration. These concepts are approached through the marine environment, rather than the terrestrial environment, which allows most students to take a step out of their comfort zone. Teaching these concepts with examples from the coral reef ecosystem is also a great way to incorporate ocean literacy into the classroom.

This lesson works well as an introduction or review of these processes. Please implement additional classroom activities that will complement the concepts discussed in this unit. This unit was written primarily for seventh graders, but adjustments can be made to fit any grade level.

Students will be able to describe galvanic exchange and explain how this process produces electric currents. Given two dissimilar metals and information on their position in an Electromotive Series, students will be able to predict which of the metals will deteriorate if they are placed in a salt solution. Students will also be able to describe the effect of electric currents on the availability of metal ions, and how this might contribute to the growth of corals on shipwrecks.

Students compare and contrast the various methods (chemiluminescence, bioluminescence, fluorescence, phosphorescence, triboluminescence) of light-production in deep-sea organisms. Students infer the light-producing process that is responsible for light emission based on observations of an ecosystem.

What discoveries and human benefits have resulted from exploration of the Earth’s deep oceans? Students will be able to describe at least three human benefits that have resulted from explorations of the Earth’s deep oceans. Students will be able to identify separate examples of Ocean Exploration expeditions focused on historical, biological, and physical features of the Earth’s deep oceans.

In this two part lesson, students gain a deeper understanding of the relationship between environmental factors and organism adaptations through a focused study on a specific coral reef denizen—the personable farmerfish. Students first take part in an interactive PowerPoint presentation to gain background knowledge and then apply learned concepts by participating in a board game.

Students will play a game in order to learn about predator-prey relationships, a simple food chain, and the coral reef ecosystem. Students will act the parts of various reef fishes, to explore the relationship between predators and their prey. When the lights are on, damselfish emerge from hiding in the reef to forage for food. At night, however, individual damselfish race against one another to find shelter in the reef. Damselfish that do not successfully find refuge at night may be eaten by nocturnally feeding squirrelfish. Squirrelfish do not come out to eat during the day for fear of being eaten by their predators, large emperors. These predator-prey relationships are altered as the coral reef habitat is damaged by pollution throughout the game. A follow-up PowerPoint is available on the MCR LTER education website to emphasize the concepts introduced in this lesson in a more formal format. Download the supplementary PowerPoint. 

Students explain the concepts of indicator species and microhabitats. Students compare and contrast “average regional conditions” with “site-specific conditions.” Students explain at least three examples of the impacts of climate change on top predators in the Arctic.

The goal of this game is to illustrate to the students what happens to a fish stock when large amounts of biomass are removed from a particular species. Students learn about over-fishing and its impact on the ocean.