Profile SheetPBL Lesson Plan

Title: Scientists Explore How to Preserve our Coral Reefs

Names: Trisha BorgenJody ChisholmAlan GeppertRobin ScottAngela Will(Painter)

Primary Topic: Science Primary STEM Area: ScienceOutside Subject Areas: Language Arts, Mathematics, Speaking and ListeningGrade Level: 4th-6th Class Time: Six 60 minute sessions

Description of Student Roles and Problem Situation:

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

Adaptations for ESE Students● Visual aids/audio-materials● Break long presentations into short segments● Write assignments● Allow more time for assignments● Reduce reading level of assignments● Reduce homework assignments● Read written questions and directions aloud● Provide clear handouts● Allow student to dictate answers

Adaptations for ELL Students:

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

Resources:http://www.nwf.org/Wildlife/Threats-to-Wildlife/Global-Warming/Effects-on-Wildlife-and-Habitat/Coral-Reefs.aspxhttp://www.nature.org/ourinitiatives/urgentissues/coralreefs/ways-to-help-coral-reefs/index.htm (Nature Conservancy information on coral reefs)http://coralreef.noaa.gov/conservation/methods/ (ways coral reefs are being conserved)http://water.epa.gov/type/oceb/artificialreefs_index.cfm (artificial reefs)http://www.scubadiving.com/training/ask-expert/should-we-create-artificial-reefs (opinion article on creating artifical reefs)http://www.theatlantic.com/photo/2011/04/artificial-reefs-around-the-world/100042/ (pictures of artificial reefs around the world)http://www.macarthurbeach.org/http://www.pbcgov.com/parks/locations/peanutisland.htm#.VXm8tqHD_IUhttp://www.reef-rescue.org/CoralMapping_01.shtmlhttp://www.pbchistoryonline.org/page/natural-and-artificial-reefshttp://myfwc.com/conservation/saltwater/artificial-reefs/http://www.nature.org/ourinitiatives/urgentissues/coralreefs/ways-to-help-coral-reefs/index.htmhttps://www.youtube.com/watch?v=eIul2ObvKV8 (definition of coral reefs and their importance)https://www.youtube.com/watch?v=9Xs0f3tAD0E

STEM Areas:

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

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

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

Mathematics: Students will estimate the area in distance that is in question, and equate how much the area needs, to become a healthy and prosperous reef-bed. Based on the solution that is chosen, students will calculate how much time it would take to repopulate the reef-bed area in question.

Learning Outcomes/Standards:

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

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

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

MAFS.K12.MP.1.1Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph

data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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

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

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

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

ISTE 3: Students apply digital tools to gather, evaluate, and use information.a. Plan strategies to guide inquiryb. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a

variety of sources and mediac. Evaluate and select information sources and digital tools based on the appropriateness to

specific tasksd. Process data and report results

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

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

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

Engineering Standards: Construction Explanations and Designing Solutions-

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

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

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

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

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

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

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

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

Learning Outcome # 3: After investigating different local areas, the students will accurately calculate an area and perimeter measurement needed to restore the designated reef-bed. Supporting Standards:MAFS.3.MD.3.5: Recognize area as an attribute of plane figures and understand concepts of area measurement. MAFS.4.MD.1.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

Learning Outcome # 4: Using information from their research, the students will determine the amount of time needed to repopulate the reef-bed area. Students must score a satisfactory on the Written Report Rubric. Supporting Standards:MAFS.3.MD.1.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes.

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

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

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

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

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

Engineering Standards: Construction Explanations and Designing Solutions-

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

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

Description of Student Roles and Problem Situation:

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

Meet the Problem Method:

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

Office of the Environmental Protection Agency561 Reef WayPalm Beach, FL

Memorandum-Immediate Action Requested

To: All Local Marine Biologists

From: the Environmental Protection Agency

Date: June 10, 2015

Re: What’s going on with our coral reefs?____________________________________________________________________________As you have come to understand, preserving and restoring our local coral reefs is of utmost importance. In recent months, we have received numerous concerns from citizens of Palm Beach County regarding the local coral reefs and how they are impacting our oceans.

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

Sincerely, Environmental Protection Agency

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

Programs

Flor ida Coastal Office Aqu atic Preserves Nati onal Estuarine Research Reserves Flor ida Keys National Marine Sanctuary Cor al Reef Conservation Program Coa stal Management Program

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Abo ut Us Con tacts Pub lic Notices

Florida's Coral Reefs Quick TopicsCoral cover on many Caribbean reefs has declined up to 80 percent over the past three decades. Southeast Florida’s reefs, which are a part of the greater Caribbean/Western Atlantic reef province, are being monitored for diseases, bleaching and other problems associated with human activities. Monitoring data from 105 stations in the Florida Keys has revealed a 44 percent decline in coral cover from 1996-2005. Because corals are very slow-growing, this loss represents a serious and significant threat to local coral ecosystems. While reefs can withstand varying levels of natural disturbance, they may not be as resilient to human-induced stresses. In southeast Florida, coastal resources are under intense stress resulting from high population densities and coastal development.

Large coastal infrastructure projects, such as the installation of pipes, cables and wastewater outfalls for public utilities, can contribute to shoreline erosion and can damage coral habitat through mechanical impacts or degradation of water

A large brain coral, crushed by a grounded vessel off Port Everglades, Florida Photo: Dave Gilliam, National Coral Reef Institute

Coastal Habitats

Coral Reefs o Boating Tips o How You Can Help o Management

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quality. Beach nourishment projects, in which large volumes of sand are re-located from offshore to onshore, can cause severe impacts to reefs. Coral reef organisms may be smothered by sediments and reduced water clarity deprives corals of the light they require for photosynthesis by their symbiotic algae.Dredge and fill projects and construction of seawalls and docks can negatively impact seagrasses, mangroves and other benthic communities that are inter-connected with the coral reef ecosystem. These projects can directly impact corals by destroying them during construction, or they can result in indirect impacts, such as reducing the amount of available light when a new dock shades the seafloor.Runoff from residential, industrial, and agricultural areas containing fertilizers, silt, chemicals, debris, and other contaminants are carried through storm drains to Florida’s waterways. Sewage discharges from waste treatment facilities, boats, and developed land areas contribute to coral diseases and death. Even treated sewage contains high nutrient levels which trigger algal blooms that smother reefs, and may also contain bacteria and viruses which threaten the health of both the marine environment and humans. Pollution from people who live many miles from the coast can destroy corals as liquids and solids eventually make their way downstream to the ocean through our numerous inland canals and waterways, and through groundwater transport.Physical contact from fins, hands, or equipment of boaters, divers, snorkelers and fishermen can damage delicate corals.

Abandoned, improperly discarded, or lost fishing gear like line, nets and traps cause physical damage to reef systems. Ships and other vessels that run aground or drop anchor on reefs can dislodge, overturn and crush corals.Overfishing has depleted many fishery resources. A 2001 scientific assessment of fisheries and marine habitats in Biscayne National Park, Florida indicated that 77 percent of the 35 fish stocks studied (including groupers, snappers, grunts, and barracudas) were overfished according to federal designations. Recreational fishing in south Florida increased 444 percent from 1964 to 1998. In southeast Florida, the number of registered recreational vessels has increased 329 percent and the size of the commercial fleet has doubled since 1945.Two species of coral (Acropora cervicornis and Acropora palmata) that are found in south Florida waters and throughout the Caribbean were listed as Threatened Species under the federal Endangered Species Act in 2006. On geologic time scales, Acroporids were the dominant reef building corals off the southeast Florida coast. Pillar coral (Dendrogyra cylindrus), which also occurs offshore southeast Florida, was placed on the State of Florida’s Endangered Species List by the Florida Fish and Wildlife Conservation Commission in 1985. All species of stony corals (Order Scleractinia), including fire corals (Genus Millepora), as well as sea fans of the species Gorgonia flabellum and Gorgonia ventalina, are protected from take, attempted take, destruction, sale, attempted sale or possession under Florida Administrative Code Rule 68B-4216.A lack of public awareness and appreciation regarding the significance of coral reef communities and how they can be harmed is another threat to reefs. Increased public knowledge and community involvement in the protection of coral reefs will help to decrease the threats to this valuable natural resource.

Last updated:

3900 Commonwealth Boulevard M.S. 235 Tallahassee, Florida 32399 850-245-2094

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

Ecosystems: Coral Reefs

Natural and Anthropogenic Influences

Coral reef ecosystems are complex, dynamic, and sensitive systems. Although they are geologically robust and have persisted through major climactic shifts, they are however, sensitive to small environmental perturbations over the short-term. Slight changes in one component of the ecosystem affect the health of other components. Changes may be attributed to a number of causes but generally

fall into two categories, natural disturbances and anthropogenic disturbances. Distinguishing between natural and anthropogenic disturbance is not always simple because the impacts of human actions may not be seen until well after the action has occurred or may not be seen until it is coupled with a natural disturbance. Also, some events that appear to be natural may have been influenced by human actions. Impacts may be direct or indirect and may be compounded where several occur. For these reasons, it is often difficult to make cause-and-effect linkages when reef degradation is observed. Anthropogenic influences and natural variability in coral reef ecosystems are discussed below with emphasis on changes or effects seen in the coral reefs of the National Marine Sanctuary System.

Natural Disturbances

Coral reef ecosystems are naturally variable and experience natural disturbances that vary on both temporal and spatial scales. Natural disturbance events that affect coral reefs include, tropical storms, outbreaks of a coral predators, disease, extended periods of elevated or low water temperatures, and extremely low tides. Although these events disturb the reefs and may kill a significant amount of coral, they are part of a natural cycle that reefs experience and the reef ecosystem may benefit in other ways. The destruction caused by a hurricane, for example, opens space for reef organisms that had been excluded by larger and longer lived corals. Hurricanes also flush out accumulated sediment within the reef and create more substrate for organisms to settle and grow on. A healthy reef ecosystem will eventually recover from natural disturbance events. However, when these natural disturbances occur to a reef system that has been impacted by human activities, the reef system may have a reduced or even no capacity to rebound. A natural disturbance acting synergistically with accumulated human impacts may result in destruction that is not reversed in the same time frame it naturally would occur.

In the last two decades, coral reefs in the Caribbean and around the world have experienced major natural disturbances. These natural events may have been influenced by human activities. During the early 1980s a water borne pathogen was carried throughout the Caribbean Sea. This pathogen caused a massive die-off of the long-spined sea urchin Diadema antillarum. At some locations the population of Diadema was reduced by 95 percent. Diadema is an important algae grazer, so its reduction resulted in increasing algal growth throughout reefs in the Caribbean. The resulting increased growth of algae along with incidents of coral diseases, nutrient inputs, and over harvesting of fish has resulted in many Caribbean reefs shifting from coral to algal dominance. The pathogen that caused this massive die-off has never been identified. However, it first appeared near the Panama Canal leading some to speculate that it may have been introduced by shipping through the Panama Canal.

Both the Florida Keys and Flower Garden Banks National Marine Sanctuaries experienced a near loss of Diadema throughout their reefs during the early 1980s. In the Florida Keys, the loss of this important herbivore along with diseases, overfishing, and pollution has been implicated in the documented decline in coral cover and increase in macroalgae on the reefs. After the die-off of Diadema on reefs of the Flower Garden Banks, there was a short-term increase in algae that only lasted a year. No decline in coral cover or long-term increase in macroalgae as a result of losing Diadema was observed. It has been suggested that these reefs have been minimally impacted by human activities so even though a major herbivore was significantly reduced, other organisms like herbivorous fish have filled the role of the algae eating Diadema.

Throughout 1997-98, a widespread coral bleaching event that affected all of the major tropical oceans of the world occurred. This event prompted the International Society for Reef Studies to issue a report on the status of bleaching around the world. Coral bleaching is a general response to stress on corals that affects the symbiotic relationship between the coral and its algae. When corals bleach they lose their symbiotic algae and/or the algae lose pigments resulting in the coral becoming pale. Corals can survive short bleaching events, but if the stress is intense or prolonged, corals may eventually die. Reports of the 1997-98 bleaching coincided with elevated water temperatures. The elevated water temperatures have been linked to the 1997-1998 El Nino event. There is no evidence that human actions influenced this event. Nevertheless, the worldwide impact this El Nino had on coral reefs illustrates how susceptible corals are to changes in water temperature. Therefore, we need to minimize the impact of human activities that may cause global warming.

The coral reefs of Flower Garden Banks, Gray's Reef, and the Hawaiian Islands Humpback Whale National Marine Sanctuaries were not affected by the major bleaching event in 1997-98. However, The Florida Keys National Marine Sanctuary reported reefs with mild to severe bleaching during 1997 and

1998. In Fagatele Bay National Marine Sanctuary, bleaching occurred in shallow waters, but this was primarily due to extremely low tides and not elevated water temperature.

The coral reefs within the natural marine sanctuaries all experience some of these natural disturbances. You can read about cycles of disturbance and recovery in Fagatele Bay National Marine Sanctuary in this month's research feature. Management practices cannot prevent naturally occurring disturbance events. However, the sanctuary program can reduce human impacts and protect the coral reef ecosystem so that it has the capacity to recover from the natural disturbances.

Anthropogenic Influences

A recent World Resources Institute report estimates that nearly 60 percent of the world's reefs are threatened by increasing human activity. The expanding human population and its activities may impact coral reef health in a number of ways. Development, urbanization, and agriculture lead to increases in freshwater runoff, polluted runoff, sedimentation, and nutrient inputs. Growing industry and automobile usage cause an increase in emissions contributing to the green house effect and chemical deposition from air to water. Commercial and private vessel traffic mean the possibility of fuel leaks or spills, vessel groundings, and anchor damage.

Harvest of reef resources is also taking a toll on the health of coral reef ecosystems. Overfishing on reefs leads to an unbalanced ecosystem, allowing more competitive or less desirable organisms to become dominant. Fishing methods such as the use of explosives and poisons severely harm reefs and reef organisms. Harvest of coral skeleton for souvenirs depletes healthy corals or substrate where coral larvae might have settled. Increased tourism in areas of coral reef habitat contributes to increased pressure from scuba diving, recreational fishing, and vessel traffic.

Threats to coral reefs in national marine sanctuaries vary according to the location and uses of the reefs. Examples of the most significant anthropogenic threats to reefs in the sanctuaries are discussed below.

Fagatele Bay National Marine Sanctuary

In Fagatele Bay National Marine Sanctuary, two of the most significant anthropogenic threats are overfishing and dynamite fishing. The desire to increase fish catches, especially in an area of increasing depletion, often means the use of more destructive fishing methods. Dynamite fishing not only kills reef fish but indiscriminately kills other reef organisms as well as damaging the physical structure of reefs. Although sanctuary regulations prohibit the use of poisons, explosives, and spearguns, as well as other fishing techniques, the effects of overfishing are still seen in the sanctuary due to insufficient sanctuary enforcement and less stringent regulations outside the sanctuary. A recently established contract with the local Department of Marine and Wildlife Resources and the National Marine Fisheries Service to conduct enforcement at the site may increase regulatory compliance.

Flower Garden Banks National Marine Sanctuary

Although the Flower Garden Banks are surrounded by an area of active offshore hydrocarbon development, the oil industry is not considered a great threat to the health of the banks' coral reef ecosystem. Monitoring studies conducted around oil platforms in place for over 10 years showed that under normal operating conditions, benthic communities have not been significantly altered and contaminants have not accumulated. Large oil leaks or spills have been rare, and small leaks and spills have been shown to have negligible effects. Rather, anchoring by large vessels has long been a threat. The banks offer convenient, shallow anchoring locations for ships waiting for orders, making engine repairs, etc. Several incidences of anchor damage by large vessels have been observed over the past 20 years. An incident in 1983 allowed researchers to quantify the amount of damage caused by one vessel's anchor and anchor chain.

Today, sanctuary regulations prohibit the anchoring or otherwise mooring of vessels greater

than 100 feet in length. Anchoring of vessels less than or equal to 100 feet in length where mooring buoys are available is also prohibited. In some cases, vessels over 100 feet may obtain a permit from the sanctuary to use the mooring buoys. There are approximately 15 mooring buoys within the sanctuary maintained by a private company through a contract with the sanctuary. Many of the buoys were originally installed by volunteers prior to sanctuary designation. Mooring buoys along with NOAA nautical charts appropriately marked to notify mariners of the regulations have helped alleviate chronic anchor damage in the sanctuary. However, significant threats still exist because of the lack of information on foreign charts often used on foreign-flagged vessels. Attempts are underway to rectify this problem.

Cable damage, similar to anchor damage, is also fairly common in the sanctuary. Cable damage occurs when a slack cables between tugs and barges or other towed vessels contact the reef surface. They topple corals and other upright organisms and can cut into the reef. Though regulations exist that address this problem, identification of responsible parties is often difficult. Other options to reduce such damage involve education and better indication of the reefs on charts.

Florida Keys National Marine Sanctuary

Anthropogenic threats to the reef ecosystem in the Florida Keys National Marine Sanctuary stem primarily from coastal development, overfishing, and inappropriate small vessel use. Large vessel groundings can also quickly devastate large areas of coral reefs. Between 1984 and 1997 seven ships over 200 feet in length grounded in the Florida Keys, destroying over 19 acres of coral reef. Following groundings, sediment is suspended for days, threatening the health of coral and other organisms that survived the initial insult. A system of radar beacons (Racons), navigational aides that allow vessels to identify their precise location relative to the sanctuary's reef tract, have recently been installed as part of the settlement in the Container Ship Houston grounding case. An "area to be avoided" has also been established. It prohibits tank vessels and vessels greater than 50 meters in length from operating in a designated area of coral reef habitat.

Nutrient pollution and sediments from coastal development and farming can block sunlight, smother corals, and impede larval settlement. Nutrient-rich runoff and discharges promote algal blooms and the growth of bottom-dwelling algal competitors. Algal blooms subsequently block sunlight, reducing coral growth. Algal competitors interfere with coral reproduction by competing for substrate. This pollution may also weaken corals and create an environment where coral disease pathogens thrive, ultimately increasing corals' susceptibility to disease. Recent reports suggest that the occurrence of coral disease has increased throughout the Florida Keys.

Water diversion in South Florida is also a problem because of the linkage of Florida Bay to the sanctuary. Water diversion has lead to reduced freshwater flows in the Bay that in turn lead to in an increase in plankton blooms, sponge and seagrass die-offs, and fish kills.

Overfishing, including harvest of lobster and conch, can cause shifts in fish size, abundance, and species composition within the reef community. Multiple jurisdictions regulate fisheries in the Florida Keys. Though established regulations are stringent, they are complex partially due to the multiple jurisdictions and the large diversity of fish species. Enforcement officers patrol the area but more officers are needed as well as outreach programs to keep the public abreast of current regulations.

Gray's Reef National Marine Sanctuary

Anchoring and overfishing currently threaten the health of the Gray's Reef ecosystem. Anchoring harms benthic organisms such as hard corals, sponges, and octocorals. Fish data from the sanctuary shows decreasing trends in fish abundance and diversity, similar to trends seen throughout the region. During its management plan revision process, the sanctuary will consider management tools to more fully protect the organisms of the sanctuary.

Hawaiian Islands Humpback Whale National Marine Sanctuary

Commercial fishing, recreational fishing, destructive fishing practices, and collection of fish for aquaria have led to overfishing and subsequent degradation of Hawaiian coral reefs. Long-term catch trends suggest that there has been approximately an 80 percent decline in the nearshore stocks this century. Overfishing is partially due to an increase in population, improved fishing technology, improved gear, and failure to recognize or follow traditional conservation practices. Additionally, the number of commercial permits issued to collect reef fish increased by 39 percent between 1995 and 1998. The inability to adequately enforce existing regulations and to create new regulations in a timely manner further exacerbates the problem of overfishing. Fisheries issues in the sanctuary are managed by the State of Hawaii within state waters and by the Western Pacific Fisheries Council in Federal waters.

Sediment runoff and pollution and nutrients from agricultural practices also widely impact coral reef habitat in the sanctuary. The effects of sedimentation and nutrification are described above for the Florida Keys National Marine Sanctuary. Sources of sediment on Hawaiian reefs include: improperly managed construction sites; cleared agricultural lands; heavy grazed lands; and eroding stream banks. Nutrients from fertilizers and pollutants such as bacteria from livestock, herbicides, and insecticides enter marine waters in runoff and seepage. The Hawaiian Islands Humpback Whale National Marine Sanctuary is currently working with the State of Hawaii Department of Health and the U.S. Environmental Protection Agency to address the issue of Total Maximum Daily Loads in certain areas within sanctuary boundaries.

The State of Hawaii Department of Land and Natural Resources, Division of Aquatic Resources has jurisdiction over the coral reefs in the sanctuary.

Problem Statement: How can we, as marine biologists, preserve and/or restore Florida’s coral reefs, in such a way that we:

● provide an economic benefit to local coastal communities● increase reef fish habitat ● meet the required deadline ● stay within the allocated budget ● follow state and federal guidelines

Know/Need to Know Board:

KNOW NEED TO KNOW

News conference will be held on Tuesday, September 22, 2015 at 6:00 p.m.

*What methods of preserving coral reefs have been taken already?

There is a $5000.00 budget to use for research of possible solutions.

*What are the causes of coral reef destruction?

There are citizens in Palm Beach County that are concerned.

*What are state and federal guidelines?

Southeast Florida’s reefs, which are a part of the greater Caribbean/Western Atlantic reef province, are being monitored for diseases, bleaching and other problems associated with human activities.

*How are local coral reefs impacting our ocean?

Monitoring data from 105 stations in the Florida Keys has revealed a 44 percent decline in coral cover from 1996-2005.

*What constitutes coral reef destruction?

In southeast Florida, coastal resources are under intense stress resulting from high population densities and coastal development.

*How are environmental changes impacting the coral reefs?

Coral reef organisms may be smothered by sediments and reduced water clarity deprives corals of the light they require for photosynthesis by their symbiotic algae.

*How can I effectively research ways to preserve the local coral reefs?

Physical contact from fins, hands, or equipment of boaters, divers, snorkelers and fishermen can damage delicate corals.

*What are the costs of some of the methods of saving our coral reefs that have already been brought up?

Overfishing on reefs leads to an unbalanced ecosystem, allowing more competitive or less desirable organisms to become dominant.

*Will creating artificial reefs have a negative impact on the natural coral reefs?

Enforcement officers patrol the area but more officers are needed as well as outreach programs to keep the public abreast of current regulations.

*What is the size of the reef-bed that needs to be re-populated?

*How much time will it take to re-populate the area of concern?

Capstone Performance Description:

The students take the roles of marine biologists who need to make some decisions regarding the preservation of our local coral reefs. They will work in groups to present the best possible solution to this problem. This solution will be presented to the EPA and other community members in the form of a news conference. The student groups will use their choice of oral and visual presentation methods (Powerpoint, brochures, posters, videos) in order to successfully present their possible solutions to the audience. The capstone performance for the problem consists of a written report and an oral presentation. The students will be assessed using two different rubrics: a report rubric and an oral presentation rubric.

Students will be placed into groups of 3-5. Within these groups, each student is responsible for brainstorming, researching and creating a written report with visual aid(s) that includes at least two possible solutions. In sharing their report, each student will be playing the role of a marine biologist and present their solutions to the rest of his/her group. Each student must provide 2 possible solutions for restoring and/or preserving coastal reefs. The students must also provide 4 justifications for why they are recommending one solution over the other. Each member in the group will read the other students’ written reports in order to discuss which solution is the best.

Once the team of students has analyzed and chosen the “best” solution, they will create an oral/visual presentation. For the oral presentation, each member of the group will share his/her best solution as well as at least one justification for the group’s best solution. Groups will have 3 60-minute sessions to prepare for their Capstone Performances.

In the oral/visual presentation, each member of the marine biologists’ group will present his/her best solution from their report including at least one justification for the solution. In addition, the student may use a model or a multimedia aid during the presentation. After each student has shared his/her own best solution, then each student will justify the group’s best solution with at least 2 accurate facts. The group’s presentation must be at least 10-12 minutes long giving each student the flexibility with the amount of time for his/her individual presentation. Following each group’s presentation, audience members will ask each student at least 2 questions.

The audience will consist of the other students in the class, the assistant principal, and another science teacher. All parents will be invited to attend the presentation. The room will be arranged where the team of students will be in the front of the room with a podium, a long table, and chairs. At least one representative from the EPA will be in attendance. There will be a projector, screen, and computer access. An easel and other requested materials can be made accessible.

Rubrics for Capstone Performance:

Written Research Report Rubric: Preserve or Restore Coral ReefsStudent Name: ________________________________________

CRITERIA Superior: 5 Adequate: 3 Poor: 1

Content Accuracy All scientific content is 100% accurate.

All scientific content is accurate 90-99% of the time.

Scientific content is less than 90% accurate.

Quality of Solutions Each solution aligns with all of the conditions in the Problem Statement.

One solution aligns with all of the conditions in the Problem Statement; the second solution aligns with all but one of the conditions in the Problem Statement.

Neither solution aligns with all of the conditions in the Problem Statement.

Required Components The written report must include:1. the team’s Problem Statement2. an explanation of how plants and animals survive providing at least 3 accurate scientific facts3. a comparison of Florida species of coral reefs with other reefs providing at least 3 accurate scientific facts4. a calculation of the area and perimeter to re-populate a reef-bed with 100% accuracy5. a calculation of the amount of time needed to repopulate the reef-bed area with 100% accuracy6. two different solutions7. four reasons for choosing one solution over the other

The written report must include:1. an explanation of how plants and animals survive providing at least 2 accurate scientific facts2. a comparison of Florida species of coral reefs with other reefs providing at least 2 accurate scientific facts3. a calculation of the area and perimeter to re-populate a reef bed with at least 80% accuracy4. a calculation of the amount of time needed to repopulate the reef-bed with at least 80% accuracy5. two different solutions6. four reasons for

The written report contains less information than is listed in the “adequate” category.

choosing one solution over the other

Mechanics Report contains no grammatical errors (spelling, capitalization, punctuation, subject/verb agreement, citations of sources)

Report contains 1-3 grammatical errors.

Report contains more than 3 grammatical errors.

Scoring Guide:Points Grade20 A19-15 B14-10 CBelow 10 Must resubmit

Oral Presentation Rubric: Preserve or Restore Coral ReefsStudent Name: ________________________________________

CRITERIA Superior: 5 Adequate: 3 Poor: 1

Oral Delivery Maintains eye contact with audience 90% or more of the time; fluctuations in volume and inflection are intended and add to clarify of presentation; no non-purposeful movement; volume is loud enough to be heard in back of room 90% or more of the time.

Maintains eye contact with audience over 80% of the time but less than 90%; 1-2 non-purposeful movements; volume is loud enough to be heard in the back of the room 80-89% of the time.

Eye contact is less than 80%; more than 2 non-purposeful movements; inaudible in back of room more than 20% of the time.

Quality of Comprehension and Accurate Content

Student answered audience member’s question correctly providing at least 2 accurate scientific facts for each question.

Student answered audience member’s question correctly providing at least 1 accurate scientific fact for each question.

Student failed to answer the question correctly or could not provide a scientific fact for either question.

Quality of Justification Explanation

Student’s reason for advocating the group’s

Student’s reason for advocating the

Student fails to advocate the

best solution is based on 2 accurate scientific facts and is financially feasible.

group’s best solution is based on at least 1 accurate scientific fact and is financially feasible.

group’s best solution with an accurate scientific fact, OR the reason may not be financially feasible.

Reflection Student answers all 5 questions.

Student answers 3 questions.

Student answered less than 3 questions.

Scoring Guide:Points Grade20 A19-15 B14-10 CBelow 10 F

Reflection Questions that may be used:1. Which resource do you feel was the most useful in devising the solution? Why?

2. What did you find most helpful about working together as a group on this problem? Why was this helpful?

3. What input did you have into how the group’s work was divided among the members? Did you feel this division of work was fair and equitable?

4. What special insight did you bring to the problem, based on the role you were playing? Explain why this was a valuable role to include in the problem.

5. Which Need to Know question was the most useful in helping the group find a solution to the problem? Why was this the most useful question?

6. What process did the group used to pick the best solution? What input did you offer in this process?

7. What do you think could have made this problem more realistic in nature? Explain and list several factors.

8. Do you think the solution was a realistic one—one that has real-world application? If so, why? If not, why do you think it fell short of this and what would you change to make it more realistic?

9. Were all participants equally satisfied with the best solution, even though they were playing different roles? Please identify some real world stakeholders who might not be pleased with your group’s solution.

Two Alternative Solutions:

Solution #1

As Marine Biologists, we believe there are ways that we can preserve and/or restore Florida’s coral reefs. After completing our research, we found two different types of coral, staghorn and elkhorn coral, can produce offspring through fragmentation. Fragmentation is a condition when a substance breaks off into smaller pieces. When some corals grow, such as the staghorn and elkhorn coral, a piece can break off into smaller branches and then attach themselves to rocks which can grow a new colony.

One way we feel we can help restore some coral colonies is to retrieve some of these branches and attach them to material that will be an adequate host. This process is called a “Coral Tree”. We believe with this reef revival, we will be able to grow enough coral to create enough reef habitats to help restore and maintain the reef habitats on the coast of Florida.

Pros and Cons to Man-made Coral Reefs Through the Process of Coral Trees :

Pros Cons

It will improve marine life in the areas where the coral trees are created.

Because the coral tree could attract more marine life, there is a chance of overfishing.

The coral trees provide alternate areas for If the coral tree is not put in the right area, it

fisherman to fish. could be harmful to the eco-system.

Because fisherman will be able to fish there, it will keep a balance of aquatic life so as to not inhibit the healthy growth of the coral reef.

Some companies take advantage of this idea to get rid of their garbage.

It can help reduce and recycle some wastes such as discarded metals and cement.

Some items, such as tires, could harm aquatic life.

It can create revenue from divers.

Solution #2

As Marine Biologists, we believe there is a second way we can preserve and/or restore Florida’s coral reefs. Our research demonstrated that coral reefs have been drastically impacted by the commercial and residential property owners of Florida due to runoff water containing toxic chemicals from fertilizers, pesticides and herbicides used on fields and lawns. We believe that a reduction or elimination of these toxic chemicals would lead to less toxic runoff in the oceans thus allowing the coral reefs to make a successful recovery back to health. Once healthy they would be able to reproduce and grow larger. Our recommendation is to write letters to our local, state and federal elected officials asking them to ban chemicals that are killing our reefs, which adversely impacts the ecological balance of our coastal waters and the economy of our state.

Pros and Cons to Coral Reefs Through the Elimination of Toxic Chemicals :

Pros Cons

It will allow reefs to thrive in clean salt water It will take time for bans to take effect

Healthy reef make healthy oceans which will balance PH levels throughout the day this further protecting the delicate reef ecosystem.

After bans are in effect it will take more time for the ocean water to washout chemicals.

Additional healthy reef environments will provide fish to be fished and invite responsible divers/ snorkelers to enjoy their beauty

Big farmers, companies and residents will resist the ban.

Not only will it create healthy oceans but also healthy land

Eliminating the use of chemicals could change the dynamics of the food chain.

Justification for Best Solution:

Solution 2 is the best solution. We believe preventing the continued degradation of the reefs will be the best solution because of the following reasons. First, it will save existing reefs and allow them to rebuild. Secondly, this solution will cause the least amount of negative environmental damage. A third reason that Solution 2 is the best solution is that it will create not only a healthier oceans but land and groundwater. The final reason that this solution is the best is that it is cost effective.

Debriefing Plan: The acting marine biologists will be allowed to explain their solutions to members of the EPA (Environmental Protection Agency), in the presence of the rest of the groups, parents, teachers, members of the Florida Fish and Wildlife Conservation Committee, local citizens and members of the Professional Association of Diving Instructors (PADI). Using the Rating System for Solutions (below) chart, each student will rate other students’ solutions in order to determine the best solution. After adding students’ ratings for each of the solutions, the teacher will display the total points for each solution on the board. The students will then be asked if there is a way to combine the two solutions with the greatest number of points in order to make a better solution.

Rating System for Solutions

Groups Pro Total 3 ProsCapture each “pro” in brief.

Put the rating of the “pro” beside

it.

Con Total 3 ConsCapture each

“con” in brief. Put the rating of the “con” beside it.

Subtract the “con” total and record. (This

number could be a negative number.)

1

2

3

4

5

“Pro” Rating Scale: 1 Good basic solution but would need extensive revision for it to work. 3 I am cautiously optimistic about how this will still work. I see some flaws but think this solution could work. 5 Best idea I ever heard and think this will definitely solve the problem.

“Con” Rating Scale:

1 This would not help the problem but has an easy fix.

3 This would not help the problem and would take some major revisions to correct.

5 This idea is not realistic and would not work.

Six essential facts or concepts that the students need to know:

The teacher will identify the following 5 concepts that must arise during the researching, sharing and debriefing of the student solutions. These concepts will ensure that the learning outcomes and standards/objectives have been met for this project.

1. SC.5.L.15.1 Describe how, when the environment changes, the difference between individuals allow some plants and animals to survive and reproduce while others die or move to new locations more suited to their survival needs.

The teacher will ask the students in the group to provide examples from their research, of how plants and animals use different methods to survive and how some won’t survive based on the environment.

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

The teacher will ask students in their groups to provide evidence from their reading of the life cycle and metamorphosis of the coral reef beds. The teacher will also ask the students to compare these species of coral to other species from locations around the world.

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

The teacher will observe the individual students and groups final calculations of the area of concern and the proposed area of growth.

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

The teacher will coach students by assisting them in finding and/or providing research, websites to research, and information that is appropriate to their grade level.

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

The teacher will observe students informally throughout the process in order to ensure that they are developing meaningful text and presentation material.

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

The teacher will observe and assist students in groups on how to use digital media to work together and to help provide others in the group with valuable information.

1) The students need to know that organisms are interdependent and that other organisms can have a positive or negative affect on their survival.

2) The students need to know the life cycle and reproductive process of the coral organism.3) The students need to know all living things have a life cycle.4) The students need to know all living things need resources to survive and that the

availability of the resources can affect their life cycle.5) The students need to demonstrate reasoning skills to represent and communicate

mathematical relationships.6) The students need to develop and demonstrate skills in manipulating digital media.

Safety Concerns:

Students will exercise caution when utilizing technology. No food or drink will be allowed in any computer or science lab. Students using any supplies or tools to create visuals will follow the rules of Science Safety in their school. The teacher will review and remind students of how to be safe before the start of every lesson. The teacher will remind all students to use Internet Safety and to exercise caution while doing their research.