Days 1 and 4

Goals:

1. Students will gain an understanding of how coral reefs and islands are formed over a period of time, and see the world-wide distribution of reefs and islands.

2. Students will be introduced to coral reef habitat destruction, and what the causes of this destruction are.

Time:

One hour discussion on reef formation on Monday (part A), and one hour discussion on reef destruction for Thursday (part B).

Resources\Materials:

Reef map, pictures of reef development, pictures of island development, pictures of reef destruction, video on Hawaiian islands volcanos: "The Hawaiian volcanoes: a force for creation" (1986).

BOOKS
 

Simkin, T. & Siebert L. (1994). Volcanoes of the World.

Simon, Seymour. (1995). Volcanoes.

Smith, Alan L. & Roobol, M. John. (1990). Mt. Pelee, Martinique: A Study of an Active IslandArc Volcano.

Stearns, Harold T. (1995). Geology of the State of Hawaii http://volcano.und.nodak.edu/vw.html (excellent web site on volcanoes.)

Procedure:

Part A

1. Introduce the students to the concept of formation of islands.
 
A. Discuss how the islands were formed through volcanic activity.

B. Show the students pictures and a short video on the Hawaiian island volcanoes because they are active and can clearly show how islands are formed.
 

2. Introduce the students to the concept of reef building.
 
A. Discuss Charles Darwin's theory of reef formation.

B. Discuss the three types of reefs (fringing reef, barrier reef, atoll). For information on reef building, go to SeaWorld web page.

1. Introduce the students to habitat destruction and reef destruction worldwide. A. Topics to be discussed: Human impacts, pollution, reef harvesting, reef recovery time, biological diversity, biological uses (medicinal uses), status of reefs worldwide, stresses on reefs (bleaching, sedimentation, blast fishing), hobbyist impact on reefs. Go to the state of the reefs page at (http://www.nos.noaa.gov/icri/state.html).

Assessment:

After the interactive discussion, students will be expected to be able to identify two concepts learned both days the lesson is presented. The students will submit short essays on what they have learned and hand these essays in on the following days. The teacher will grade the essays based on the following:

4 Student demonstrated his/her knowledge on two concepts, discussed them in a clear and concise manner, and used colorful art work to portray the concepts.

3 Student demonstrated his/her knowledge on two concepts, and discussed them in a clear and concise manner.

2 Student identified two concepts, but did not discuss them in a clear and orderly fashion.

1 Student was able to identify, but not explain, two concepts discussed in class.

Curricular Strands:

Language Arts - writing essays

Science - discussion of formation and destruction of reefs

Art - art work in essays

History - creation of islands

Current Events - discussion of current events

Possible Extensions:

A guest speaker on the formation of islands or volcanoes. Nature hike to show students geological forces of nature. Build a volcano and make it erupt. Start recycling in the classroom so students can take an active role in helping the environment.

This page submitted by St. Norbert College Ocean Voyagers Program