coral bleaching - gbrmpa

Year 8 - Science

Year 8 Australian Science Curriculum Focus Explaining phenomena involving science and its applications. Students investigate how and why coral bleaching occurs and evaluate the impacts of coral bleaching.Students develop an understanding of: • Plantandanimalcells• Howcoralforms• Requirementsforhealthycoral• Coralbleaching• ImpactsofcoralbleachingontheGreatBarrierReefInquiry questions for the unit: • Whatarethestructuresofplantandanimalcells? • Howiscoralformedandwhatdoesitneedtosurvive? • Whatiscoralbleachingandwhydoesitoccur? • Whencoralbleachingoccurs,howdoesthisaffecttheGreatBarrierReefandindustriesrelianton theGreatBarrierReef? • Whatbehaviourscanwechangetohelppreventcoralbleaching? • Arethesuggestedchangesachievableandreasonableforothermembersofsociety?

Coral Bleaching

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Year 8 Science – Coral Bleaching Version 0.2 1 Great Barrier Reef Marine Park Authority

Year 8 Science Unit overview — Coral Bleaching

School name Unit title Duration of unit

Coral Bleaching Approximately five weeks

Unit outline

Year 8 Australian Science Curriculum Focus – Explaining phenomena involving science and its applications.

Students investigate how and why coral bleaching occurs and evaluate the impacts of coral bleaching.

Students develop an understanding of:

Plant and animal cells

How corals form

Requirements for healthy coral

Coral bleaching

Impacts of coral bleaching on the Great Barrier Reef

Inquiry questions for the unit:

What are the structures of plant and animal cells?

How is coral formed and what does it need to survive?

What is coral bleaching and why does it occur?

When coral bleaching occurs, how does this affect the Great Barrier Reef and industries reliant on the Great Barrier Reef?

What behaviours can we change to help prevent coral bleaching?

Are the suggested changes achievable and reasonable for other members of society?

Year 8 Level Description – Over Years 7 to 10, students develop their understanding of microscopic and atomic structures; how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces and develop the ability to quantify changes and relative amounts. In Year 8, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems. They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs. Similarly, they explore changes in matter at a particle level and distinguish between chemical and physical change. They begin to classify different forms of energy and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations. They make predictions and propose explanations, drawing on evidence to support their views. Year 8 Achievement Standard - By the end of Year 8, students investigate questions to reach conclusions consistent with scientific knowledge. They describe how science inquiry contributes to an understanding of the world. Students measure and control variables, present data and findings that support their conclusions and describe how improvements to methods could improve the quality of their results. Students describe the structure and function of two different types of cells and describe the functioning of a major system in a multi-cellular organism. They compare physical and chemical changes and describe differences between substances using the particle theory. They describe examples of how different forms of energy cause change in simple systems. They describe a situation where scientific knowledge has been used to solve a real-world problem and demonstrate an awareness of how the application of science can affect people in different ways.

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Teacher Notes:

Unit overview The Great Barrier Reef Marine Park Authority (GBRMPA) Coral Bleaching Teaching Unit is a science based Year 8 unit of work. The content descriptors for this unit are from the 2011 Australian Science Curriculum (www.australiancurriculum.edu.au). Following the inquiry based 5Es approach to teaching science, the unit is based on the Australian Curriculum, Assessment and Reporting Authority (ACARA) expectations of a minimum of two hours per week of science lessons for Year 8 students. Each lesson is of approximately one hour duration, with some lessons requiring more time to allow further depth of study or time for excursions. The nature of science investigations is to follow the line of student inquiry to promote and encourage students to think like scientists. Teachers may find that students will need, or want, to complete investigations other than those suggested in the teaching strategies outlined in this unit. Students are to be encouraged to follow their own line of inquiry and in the case where students do this, the teaching strategies and resources outlined in this unit may be used as a guide to supplement the student directed investigations. The overall unit or the individual lessons could be extended or shortened to cater for individual classes as deemed necessary by the class teacher. Teachers will need to allow time to prepare for the lessons prior to teaching each lesson.

Aim of the unit The lessons are structured to build students’ knowledge of animal and plant cells, to gain an in-depth understanding of how and why coral bleaching occurs and what can be done locally and globally to help reduce coral bleaching events. Corals are the building blocks of the Great Barrier Reef. Their health is vital to all life on the Great Barrier Reef (for more information on coral and the Great Barrier Reef see below in ‘Coral background information’ and also www.gbrmpa.gov.au). Gaining an understanding of their structure, their life cycle and their needs for survival will build students’ environmental knowledge and encourage their understanding of sustainability and stewardship. The main premise of this unit is climate change, which is one of the Key Focus Areas of the Great Barrier Reef Outlook Report 2009 (see www.gbrmpa.gov.au for more information on the Outlook Report 2009). GBRMPA encourages teachers to follow the main aim of Reef Guardianship – to be stewards of the environment.

Coral background information o What is coral?

Corals are magnificent creatures and they are responsible for the formation and beauty of the Great Barrier Reef. About 400 different kinds of corals are found in the Great Barrier Reef Marine Park and they come in many different shapes, sizes and colours. Corals are animals closely related to jellyfish, but do not move through the water. Instead, corals remain in one place throughout their lifetime. Like most creatures, corals require food, water, shelter and sunlight to survive. The exact rate at which coral colonies grow varies amongst species. Some corals, such as staghorn corals, can grow up to 30 centimetres each year while the massive porites corals grow at an average of one to three millimetres per year.

o Types of coral Generally there are two main types of corals - hard and soft. Hard or stony corals have six (or multiples of six) smooth tentacles, while soft corals have eight feathery tentacles around their mouth. Hard corals have a hard skeleton, which is the part you see when a coral dies and is the part that once broken up forms the coral rubble and then the sand at the floor of the reef. Soft corals do not have a hard skeleton.

o Importance of coral Corals are responsible for the formation of the Great Barrier Reef. They are the building blocks of the Reef and form a major part of the Reef ecosystem, providing food and shelter for hundreds of species of animals. When mass bleaching occurs and the coral does not recover, the biodiversity in that area of reef is lost.

o Some unique facts about corals Colouring - Some corals have pigments in their tissues that give them their orange, yellow, green, blue, red and purple colours. Others get their golden-brown colour from the algae (zooxanthallae) that live within their tissues. Feeding - Corals eat tiny animals which drift around in the water (called zooplankton) and very small fish. These animals are caught by the coral’s tentacles that are loaded with specialised stinging cells called nematocysts. Corals can also feed from the tiny plants or algae called zooxanthellae that live within their cells in a symbiotic (mutually beneficial) relationship. Like plants, zooxanthellae use the sun to make food for themselves and the coral. This is why it is important for corals to live in clear, shallow waters where they can get lots of sunlight.

http://www.australiancurriculum.edu.au/

http://www.gbrmpa.gov.au/


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Unit Lessons

Engage Lesson 1: What do we know about the Great Barrier Reef, coral and coral bleaching?

Explore Lesson 2: What are cells?

Lesson 3: Investigating Plant Cells

Lesson 4: Investigating Animal Cells

Explain Lesson 5: Single Cell Zooxanthellae

Lesson 6: Coral (types of coral, mitosis)

Elaborate Lesson 7: Investigating Coral Bleaching

Lesson 8: What is being done? What can be done?

Evaluate Lesson 9: Assessment Preparation

Lesson 10: Assessment Preparation



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Identify curriculum

Content descriptions to be taught General capabilities and cross-curriculum priorities Science Understandings Science as a Human Endeavour Science Inquiry Skills

Biological Sciences

Cells are the basic units of living things and have specialised structures and functions o Examining a variety of cells using a

light microscope, by digital technology or by viewing a simulation

o Distinguishing plant cells from animal or fungal cells

o Identifying structures within cells and describing their function

o Recognising that some organisms consist of a single cell

o Recognising that cells reproduce via cell division

o Describing mitosis as cell division for growth and repair

Use and Influence of Science

Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations o investigating strategies

implemented to maintain part of the local environment, such as bushland, a beach, a lake, a desert or a shoreline

Questioning and Predicting

Identify questions and problems that can be

investigated scientifically and make

predictions based on scientific knowledge

Planning and Conducting

Collaboratively and individually plan and

conduct a range of investigation types,

including fieldwork and experiments,

ensuring safety and ethical guidelines are

followed

In fair tests, measure and control variables

and select equipment to collect data with

accuracy appropriate to the task

Processing and Analysing Data and

Information

Construct and use a range of

representations, including graphs, keys and

models to represent and analyse patterns or

relationships, including using digital

technologies as appropriate

Summarise data from students’ own

investigations and secondary sources and

use scientific understanding to identify

relationships and draw conclusions

Evaluating

Reflect on the method used to investigate a

question or solve a problem, including

evaluating the quality of the data collected,

and identify improvements to the method

Use scientific knowledge and findings from

investigations to evaluate claims

Communicating

Communicate ideas, findings and solutions

to problems using scientific language and

representations using digital technologies

as appropriate

Literacy

Communicate confidently in listening, reading and viewing, writing, speaking and creating print and visual materials

Critical and Creative Thinking

Observe, question, make predictions and think creatively to solve problems during investigations

Ethical Behaviour

Consider human impacts on the environment and other living organisms and evaluate their own and other people’s actions

Personal and Social Competence

Follow procedures and work both within a group and independently to share and discuss ideas

Sustainability

Investigate human impacts on coral and the Great Barrier Reef the role we all play in maintaining the health of the Great Barrier Reef and its unique ecosystem

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Relevant prior curriculum Curriculum working towards

Year 7 of the Australian Science Curriculum outlines that by the end of Year 7, students pose questions and apply scientific concepts to everyday problems and make general predictions based on their experiences. They plan procedures for investigations that take into account the need for fair testing and use equipment that improves fairness and accuracy. They communicate their observations and data clearly, summarise their data where appropriate and suggest improvements to their methods.

Students predict the effect of single changes on systems involving living things and suggest ways to classify organisms based on observable differences. They distinguish between pure substances and mixtures and plan appropriate methods to separate mixtures. They explain why some resources are not renewable and describe changes to water during the water cycle. They describe how unbalanced forces change the motion of objects and how changes in the position of objects in space cause other observable effects. They identify where science knowledge is used to propose solutions to problems and describe examples of where people use science in their work. They describe how evidence has led to an improved understanding of a scientific idea.

In Year 9, students consider the operation of systems at a range of scales. They explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as continental movement.

Links to other learning areas

QSA Year 8 Literacy Indicators (2009)

Speaking and Listening

SL8 iv. Contribute to conversations and discussions by:

- using agreed protocols

- responding to appropriate interruptions

- negotiating with others

- justifying and evaluating opinions and developing arguments

Reading and Viewing

RV8 vi. Automatically read and understand a wide range of words, including technical and literary language in subject-specific contexts

Writing and Designing

WD8 i. Identify purpose, audience and writing task and consider topic, subject matter, text structure and writer-reader relationships for complex writing/designing tasks, including multi-modal and hybrid texts

WD8 iv. Write and design texts using a range of strategies to plan, including:

- generating a range of ideas and selecting the most appropriate one

- gathering information from personal knowledge and learning experiences, and from a range of reliable resources

- completing in a reasonable timeframe

- organising information using strategies such an hypotheses and research notes

- determining relevance and adequacy of information for the purpose

WD8 vi. Write well-structured paragraphs that have clearly defined purposes and that support a particular stance

WD8 x. Select technical or literary language that precisely represents subject matter to reinforce relationships across the text and to denote desired context using subject and context-specific language across the whole text

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School Specific Links to Other Learning Areas (schools should insert their own links to other learning areas as necessary)

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Assessment Make judgements

Describe the assessment Assessment date Student task sheet, links to QSA Literacy Indicators (2009) and guide to making judgements can be found in the resource section of the unit.

Summative Assessment

Option 1.

Students will provide an information poster aimed to educate the local community about coral bleaching. On the information poster, students will need to include the following information:

Explain how coral is formed and survives on the Great Barrier Reef.

Explain the role coral plays in the ecosystem of the Great Barrier Reef.

Explain the process of coral bleaching and what causes it to happen.

Explain the effects of coral bleaching – short term and long term.

Give examples of what individual people can do to prevent the causes of coral bleaching.

Students will also include pictures or diagrams to enhance the educational poster.

Option 2.

Students will provide an information report on coral bleaching. The report will include the following information:

Introduce the topic of coral bleaching.

Explain how coral is formed and survives on the Great Barrier Reef.

Explain the role coral plays in the ecosystem of the Great Barrier Reef.

Explain the process of coral bleaching and what causes it to happen.

Explain the effects of coral bleaching – short term and long term (with a focus on the three areas of environmental, economic and social effects).

Give examples of what can be done to prevent the causes of coral bleaching.

Conclude with a summary of the main messages of the information report.

Students could include pictures and diagrams to enhance the information report if they choose to do so.

The summative assessment piece is designed to be produced and presented during the Evaluate stage of the unit when students will have gathered all the knowledge required to successfully address the criteria. This date is to be determined by the class teacher.

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Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment opportunities

Adjustments for needs of learners

Resources

ENGAGE - To capture interest and discover what we think we know

Lesson 1 – What do we know? Suggested Time – one hour Introduction – GBRMPA reef clips

Watch GBRMPA ‘Mass Coral Bleaching’ clip (Reef Beat 2009 animations or YouTube) as well as other clips (Reef Beat, YouTube, other Internet sites) of the Reef showing general reef life and different types of coral.

Ask students to share any experiences they have had visiting the Great Barrier Reef, Reef HQ in Townsville or other reefs around Australia or the world.

Investigation – TWHL

Create a TWHL chart. Focus on three areas – reef, coral and coral bleaching. Teachers could do this as a whole class, or ask students to form pairs to write down what they know about each topic and then share their answers with the class.

Break students up into pairs or small groups to research the Reef. Have a list of questions written on the board for students to find answers to. Each group could answer two or three questions and then report back to the class. Some suggestions of questions are:

o Where is the Great Barrier Reef? o How big is it? o What biodiversity does it support? o What environmental value does it have? o What economic value does it have? o What social value does it have? o Why look after it? o What if it is not looked after? o What is threatening it?

Provide students with books, Reef Fact Sheets (www.gbrmpa.gov.au in

T What we think

we know

W What we want to

learn

L What we learned

H How we know

(scientific

understandings)

Lesson 1

Diagnostic assessment opportunities:

- observe students’ responses during the lesson to determine students’ awareness of the topic.

Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) state that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any student to participate and experience success in learning.

The Disability Standards for Education 2005 (Cwlth) is available from: <www.ag.gov.au> select Human rights and anti-discrimination > Disability standards for education.

ESL Considerations

Teachers should refer to the Learning Place www.learningplace.com.au, ‘ESL in the Classroom’ for ‘Break it Down, Build it Up’ resources to help restructure the unit according to the ESL needs of the class.

Risk Management

Refer to Department of Education and Training www.education.qld.gov.au for advice and forms relating to risk

Lesson 1

Internet clips showing the Great Barrier Reef.

Mass Coral Bleaching Clip from GBRMPA -

available on Reef Beat 2009 animations www.gbrmpa.gov.au

or YouTube www.youtube.com/watch?v=o5VBc5ZE_dg

Books, Reef Fact Sheets and Maps from GBRMPA www.gbrmpa.gov.au.

Internet access for student research.


http://www.learningplace.com.au/

http://www.education.qld.gov.au/


http://www.youtube.com/watch?v=o5VBc5ZE_dg

http://www.youtube.com/watch?v=o5VBc5ZE_dg


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Resources

resources and publications section), maps from GBRMPA and Internet access for them to do their research.

Students share their answers with the class.

Start a science journal for students to record their learning and reflection as they progress through the unit. The science journal could be done in a simple ruled exercise book or on a computer in a format suitable to the class. How much time students are given to write in their science journal each lesson will need to be determined by the teacher according to the needs of the students. A science journal is a record of observations, experiences and reflections. It contains a series of dated, chronological entries. It may include written text, drawings, labelled diagrams, photographs, tables and graphs. Teachers could also use the science journal as a part of the students’ overall assessment.

management during curriculum activities and excursions.

EXPLORE – To have shared hands-on experiences

Lesson 2 – Cells Suggested Time – one hour Introduction – Set up investigation

As a class, read Resource 2 – Cells Investigation.

Discuss with students what they know about cells and what the aim of the investigation is.

Fill out the investigation planner (Resource 1) and set up the cells investigation (Resource 2).

Investigation – Cells investigation

Complete the cells investigation to examine onion and banana cells under a microscope. This will provide students with the opportunity to develop skills in preparing slides, using a microscope, identifying differences and similarities and practising drawing what they see.

Discuss the investigation and the results.

Students write their learning and reflections in their science journal. Lesson 3 – Plant Cells Suggested Time – one hour Introduction – Set up investigation

As a class, read Resource 3 – Searching for chloroplasts.

Discuss with students what chloroplasts do and what they should be looking for when they examine the plant cells under the microscope.

Fill out the investigation planner (Resource 1) and set up the searching for chloroplasts investigation (Resource 3).

Lesson 2

Formative assessment opportunities:

- use students' investigation planners to assess their developing science inquiry skills.

Lesson 3


- use students' investigation planners to assess their developing science inquiry skills and developing knowledge of cells.

Lesson 2

Resource 1 – Investigation Planner.

Resource 2 – Cells Investigation.

List of materials needed for the Cells investigation is provided in Resource 2.

Lesson 3


Resource 3 – Searching for Chloroplasts.

List of materials needed for the investigation is provided in Resource 3.

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Resources

Investigation – Searching for Chloroplasts

Complete the searching for chloroplasts investigation. This will provide students with an understanding of how plants create energy using sunlight. This is important for them to understand when they learn about zooxanthellae in Lesson 5.

Discuss what students observe under the microscope and how the chloroplasts use the sunlight to make energy for the plants.

Students write their learning and reflections in their science journal. Lesson 4 – Animal Cells Suggested Time – one hour Introduction – Set up investigation

As a class read Resource 4 – Animal Cells.

Discuss with students what different kinds of animal cells they can think of – skin, blood, hair, nerve cells.

Ask students if they think that all animal cells will look the same under the microscope or if they will look different? Why?

Fill out the investigation planner (Resource 1) and set up the animal cells investigation (Resource 4).

NOTE – if coral cells are not available, teachers could provide students with pictures of coral cells from books or the Internet.

Investigation – Animal Cells

Complete the animal cells investigation. This will provide students with an understanding of how plant and animal cells differ and help develop their knowledge of animals and plants on the Great Barrier Reef.

Discuss with students what they observe. The questions at the end of the investigation in Resource 4 could be done as a class or used as discussion points once the investigation has finished.

Discuss with students the differences and similarities between the animal cells and the plant cells from the previous lesson.

Students write their learning and reflections in their science journal.

Lesson 4


- use students' investigation planners to assess their developing science inquiry skills and developing knowledge of cells.

Lesson 4


Resource 4 – Animal Cells.

List of materials needed for the investigation is provided in Resource 4.

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Resources

EXPLAIN – To demonstrate what we have learned by exploring

Lesson 5 – Single Cell Zooxanthellae Suggested Time – one hour Introduction – Discussion

Ask the students if anyone has heard of zooxanthellae, or if anyone has any ideas about what they are and what role they play on the Great Barrier Reef.

Provide images of zooxanthellae, or look at zooxanthellae under a light microscope if available.

As a class, define what zooxanthellae are and what they do. Students may need help with this if they have not heard of zooxanthellae before.

Discuss zooxanthellae with students using the following questions as a guide:

o If zooxanthellae are plants and need sunlight to make energy as all plants do, how do they get that sunlight underwater?

o Would they prefer to live in shallow water or deep water? Why? o What do you think happens when they do not receive enough

sunlight or too much sunlight? Investigation – Research

View GBRMPA clips about zooxanthellae see websites in Resources section. Watch the clips a couple of times and ask students to take notes about what zooxanthellae do, their importance, their relationship with coral, and how humans impact them.

Discuss the clips and ask students to share something from the notes they took.

Ask students to write up a small report about zooxanthellae explaining the main points about them – their needs, how they react to sunlight, what the symbiotic relationship is between coral and zooxanthellae, what their importance to the Great Barrier Reef is, how they are affected by changes in temperature. Students may want to watch the clips again to research, or teachers may have books or fact sheets from GBRMPA for students to use.

Ask students to share their small reports.


Lesson 5


- use students' notes and small reports to assess students’ developing knowledge of science understandings and human endeavours.

Lesson 5

YouTube clip - Coral Bleaching - from GBRMPA about zooxanthellae www.youtube.com/watch?v=u4R0FqkywxE

Coral Bleaching Clip from GBRMPA (describes zooxanthellae and their role on the Great Barrier Reef in animation form).

Available on Reef Beat 2009 DVD, on GBRMPA website www.gbrmpa.gov.au

or on YouTube (Coral Bleaching) www.youtube.com/watch?v=aEdoizgeNJk

Microscopes (and lights if not installed).

Prepared slides of zooxanthellae (if available).

http://www.youtube.com/watch?v=u4R0FqkywxE

http://www.youtube.com/watch?v=u4R0FqkywxE


http://www.youtube.com/watch?v=aEdoizgeNJk


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Resources

Lesson 6 – Coral Suggested Time – one hour Introduction – View pictures or video clips of coral

View the GBRMPA Coral Bleaching and the Great Barrier Reef animation. The animation shows the life cycle of coral, the role zooxanthellae play in the life cycle and how climate change associated rising sea temperatures can cause bleaching.

Discuss the clip with students – what happened in the clip when the coral started to die, why did the coral start dying, what happened to the ecosystem when the coral started to grow again, what is the importance of coral on the Great Barrier Reef?

Investigation – Researching Coral

Use Resource 5 for students to take notes on the two main types of coral – soft coral and hard coral. Ask students to form pairs or small groups. Each pair or group chooses either soft or hard coral to research. Teachers could also have other books, fact sheets and images of coral available for students to use.

Ask students to research a number of topics. Some suggestions are: o Explain the life cycle of coral o Explain the survival needs of coral o Draw and label a diagram of the structure of coral o Explain how corals get their food o Where coral get its colour o Explain the role of zooxanthellae in relation to coral o Why coral is such an important part of the Great Barrier Reef

ecosystem o Explain the different threats corals face o How corals repair themselves

Students could choose two or three different topics and share their findings with the rest of the class. Teachers could also ask students to each write one paragraph about a different topic each to generate a class constructed report about coral for display.

Students write their learning and reflections in their science journal. OPTIONAL EXTRA ACTIVITY - To build knowledge about coral, investigate coral via local resources such as Reef HQ, Underwater World, Museums, scientists, information centres, libraries, or other resources available in your local area.

Lesson 6


- use students’ research to assess students’ developing knowledge of science understandings and human endeavours.

Lesson 6

Coral Bleaching and the Great Barrier Reef - describes life cycle of coral and how climate change impacts this. Available from GBRMPA www.gbrmpa.gov.au, Reef Beat 2009 DVD or YouTube

www.youtube.com/watch?v=iW8nCALx5iA

Resource 5 – Coral

Books, fact sheets, images of coral for student research.


http://www.youtube.com/watch?v=iW8nCALx5iA


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Resources

ELABORATE – To build understanding through an investigation

Lesson 7 – Investigating Coral Bleaching Suggested Time – one hour Introduction – Review

Watch the GBRMPA Coral Bleaching clips again (see websites in Resources column). There are other clips also available on the GBRMPA website and YouTube. Teachers may choose other clips to complement the two suggested.

Ask students to apply their knowledge and understanding of how coral forms, what it needs to survive and zooxanthellae to create a definition of what coral bleaching is and what causes it.

Pose the question – what does coral bleaching mean for the Great Barrier Reef? Write down some of the students’ responses for students to reflect on later in the lesson.

Investigation – Data

As a class, read Reef Beat Poster 2009 – Climate Change and the Great Barrier Reef, Poster 2 Coral Bleaching. Clarify unknown words and ask students if they have any comments about the information.

Discuss the graph on the poster and ask students to predict what will happen if the sea temperatures continue to rise – short term and long term.

Ask students to use the information in the poster to write their own paragraph about what coral bleaching is, what causes it and what its impacts will be. Students could reflect back on the information from the beginning of the lesson to help them think about what to write.

Ask students to share their paragraphs.

Students write their learning and reflections in their science journal. OPTIONAL EXTRA OR EXTENSION ACTIVITY (if time allows) – students complete a futures circle to look more in depth at the long term and short term impacts of coral bleaching. The futures circle is a circular form of a cause-and-effect chart asking students to look at the environmental, economic and social impacts of coral bleaching, while also looking at what could be done to help stop coral bleaching from happening. Use Resource 6 – Futures Circle as a guide for students.

Lesson 7

Summative assessment opportunities: - use students’ research to assess students’ developing knowledge of science understandings and human endeavours.

Lesson 7

GBRMPA Coral Bleaching animations. Available on Reef Beat 2009 DVD or on YouTube -

Coral Bleaching - www.youtube.com/watch?v=aEdoizgeNJk

Coral Bleaching and the Great Barrier Reef - www.youtube.com/watch?v=iW8nCALx5iA

Both clips are also available on the GBRMPA website www.gbrmpa.gov.au.

Reef Beat Poster 2009 – Climate Change and the Great Barrier Reef Poster 2 Coral Bleaching www.gbrmpa.gov.au or on Reef Beat 2009 DVD.







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Resources

Lesson 8 – What is being done? What can be done? Suggested Time – one hour Introduction – What you can do?

As a class, read Reef Beat Poster 2009 – Climate Change and the Great Barrier Reef, Poster 10 What you can do. Clarify unknown words and ask students if they have any comments about the information.

Ask students to comment on how the information in the poster relates to coral bleaching, how will making the changes suggested help stop coral bleaching?

Discuss with students things they already do as suggested in the poster or other ideas they may have.

Investigation – Carbon Footprints

Use the Power House Museum website to compile data of class carbon footprint.

Analyse the footprint and make predictions about what it means for how the class uses energy. Is it a sustainable carbon footprint? Is it too high? How does the class energy use impact living organisms such as coral?

Discuss how the carbon footprint is related to coral bleaching; what is the reason for learning this? Are carbon footprints related to other environmental issues? What are some examples of these issues?

Ask students to form pairs and in five minutes, write down a number of ways they can reduce their carbon footprint and therefore help stop coral bleaching.

Ask the students to share their responses and create a class list of what they can do as individuals, as a class, as a school, as a family, as a community.


Lesson 8

Summative assessment opportunities:

- use students’ comments, ideas, and analysis to assess how they have applied their science knowledge to their daily lives in caring for the environment.

Lesson 8

Reef Beat Poster 2009 – Climate Change and the Great Barrier Reef Poster 10 What you can do www.gbrmpa.gov.au or on Reef Beat 2009 DVD.

Power House Museum Carbon Footprint Calculator www.powerhousemuseum.com/online/bigfoot


http://www.powerhousemuseum.com/online/bigfoot

http://www.powerhousemuseum.com/online/bigfoot

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Resources

EVALUATE – To review and reflect on learning

Lesson 9 – Assessment preparation

Suggested time – one hour

Introduction – Reflection and begin task

As a class, reflect on what has been learned throughout the lessons.

Explain to the students that they are going to begin their final assessment project. Present them with a task sheet (Resource 7). Teachers could give students the option to choose between the two projects, or teachers could choose the project best suited to their class.

Read through the task sheet together and identify all the requirements of the task.

Discuss available resources (identify all the work done throughout the unit that will help the students complete the task).

Set out a plan for time management and resource management.

Investigation – Start preparing projects

Allow students time to research and prepare their projects.

Students may need scaffolding for different parts of the project; this will depend on the need of the class.

Lesson 10 – 12 – Continue assessment preparation

Lesson 9

Summative assessment opportunities:

- use students’ final assessment piece to assess their science understandings, human endeavours and inquiry skills.

Lesson 9

Resource 7 – Student Task Sheet

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Use feedback (these are some suggestions, teachers will need to vary this according to the needs of their class)

Ways to monitor learning and assessment

Year 8 teacher:

Initially plan the teaching, learning and assessment needs of all learners and make adjustments to the unit plan as necessary

Use diagnostic, formative and summative assessment opportunities throughout the unit to plan for students learning and assess student knowledge development

Mark presentations and moderate with colleagues to achieve consensus and consistency of teacher judgment

Feedback to students Teachers:

Plan opportunities for conversations to provide ongoing feedback (spoken and written) and encouragement to students on their strengths and areas for improvement

Reflect on and review learning opportunities to individualise learning experiences required

Provide multiple opportunities for students to experience, practise and improve knowledge, processes and skills

Students:

Identify what they can do well and what they need to improve

Provide feedback to a peer on interaction skills and suggest some strategies for improvement (written and spoken feedback)

Reflection on the unit plan At the conclusion of the unit teachers can reflect on the unit for future planning by answering the following questions:

What worked well in this unit?

What was a stumbling block?

How would you refine it?

What trends and gaps in learning have you identified?

How will you build on these learning experiences next term and beyond?

Year 8 Science — Coral Bleaching Version 0.2 Great Barrier Reef Marine Park Authority

Resource 1 – Investigation Planner

Investigation Planner

Name: ........................................................................................................................ Date: ..........................................................................

Investigation Question Hypothesis What do you think will happen? Explain why.

To make the test fair what are you going to:

Independent Variable Dependent Variable Control Variable

Change? Measure? Keep the same?

Labelled Diagram Equipment Procedure

How will you complete the investigation? Illustrate how you will set up your investigation. What equipment will you need? Use dot points.

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Resource 1 – Investigation Planner (cont.)

Explaining Results

When you changed the ........................................................................................ what happened?

Why did this happen? Was your hypothesis accurate?

What challenges did you have in doing this investigation? How could you improve this investigation? What would you investigate next?

Fairness? Accuracy?

Teacher Comments: ................................................................................................................................................................................................................................... ..............................................................................................................................................................................................................................................................................

..............................................................................................................................................................................................................................................................................

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Resource 2 – Cells Investigation

Aim To compare and contrast banana and onion skin cells.

Materials

• Microscope(andlightifnotinstalled) • Coverslips • Microscopeslides • Pipette • Onion • Banana • Methyleneblue(becarefulasthesedyescanstainyourclothesandskin) • Iodine • Tweezers • Gloves

Procedure

1. Putglovesonandcarefullypeelaverythinlayerofonionskin(membrane)fromtheonionusingtweezers. 2. Placeaflatpeiceofonionskinontoaslide. 3. Useapipettetoputadropofmethyleneblueontotheonionskin. 4. Coverwithacoverslip(makesuretherearenoairbubbles). 5. View the onion skin under the microscope. 6. Drawapictureinyoursciencejournalofwhatyouseeunderthemicroscope. 7. Squashaverysmallamountofbananaontoaslide. 8. Putadropofiodineontothebanana. 9. Cover with a cover slip. 10. View the banana under the microscope. 11. Completeascientificdrawinginyoursciencejournalofwhatyouseeunderthemicroscope. 12. Writedownthesimilaritiesanddifferencesbetweenthebananaandtheonionskin. 13. Wash and pack up your equipment.

Sourced and adapted from Clynton Educational Services, Evergreen Quest Pty Ltd, M. Ash, J. Buchanen, M Haire and E.Kennedy, Jacaranda Science 1, John Wiley & Sons Australia Brisbane, 1999.

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Resource 3 – Searching for Chloroplasts

Aim Tofindandobservechloroplastsandfindoutwhattheydo.

Materials

• Gloves • Tweezers • Pipette • MossorSpirogyra • Water • Microscope(andlightifnotinstalled) • Slides • Coverslips • Diluteiodinesolution

Procedure

1. Putongloves. 2. UsethetweezerstotakealeaffromthemossplantorasmallpieceofSpirogyra. 3. Placetheleafintoadropofwateronthemicroscopeslideusingapipette. 4. Covertheleafwithacoverslip. 5. Usethelightmicroscopetoobservetheleaf. 6. Completeascientificdrawinginyoursciencejournalofwhatyousee. 7. Label any chloroplasts that are present on your drawing. 8. Writedownadescriptionofthechloroplastswithyourdrawing. 9. What do you think gives the chloroplasts their colour? Write down your answer in your science journal. 10. Putadropofdiluteiodinesolutionunderthecoverslip.(Iodinestainsstarchablue-blackcolour.) 11. Didtheiodinestainanypartoftheleafadarkcolour?Writedownyouranswerinyoursciencejournal. 12. Ifso,whatdoesthissuggestaboutchloroplasts?Writedownyouranswerinyoursciencejournal.

Sourced and adapted from Mark Ash, Clynton Educational Services Pty Ltd and Evergreen Quest Pty Ltd, Jacaranda Science 2, John Wiley & Sons Australia Brisbane, 1999.

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Resource 4 – Animal Cells

Aim Tocompareanimalcellsandfindsimilaritiesanddifferences.

Materials

• Microscope(andlightifnotinstalled) • Preparedanimalslidese.g.bloodcells,cheekcells,musclecells,nervecells,coralcells(ifavailable).

Procedure

1. Drawatableinyoursciencejournal,similartotheonebelowtorecordyourobservations. 2. Use the light microscope to observe the prepared slides. 3. Asyouobserveeachtypeofanimalcell,recordyourobservationsinyourtable. 4. Whenyouhaverecordedinformationforeachtypeofanimalcell,answerthefollowingquestionsinyourscience journal: a.Whichfeaturesdidtheanimalcellshaveincommon? b.Inwhichwaysdidtheanimalcellsdifferfromeachother? c.Whyaretheresomefeaturesthatallcellspossess? d.Suggesthowtheshapeorsizeofthecellsmayassistthecellindoingitsjob. e.Suggestreasonsformsomeofthedifferencesobservedbetweenthecells.

Sourced and adapted from Clynton Educational Services, Evergreen Quest Pty Ltd, M. Ash, J. Buchanen, M Haire and E.Kennedy, Jacaranda Science 1, John Wiley & Sons Australia Brisbane, 1999.

Example table to record your observations –

Source of Type of Sketch of specimen Description of specimenspecimen specimenAnimal cheekcells Allowplentyofspacetodrawyourspecimen.Drawand Describeinwordswhatthespecimen labeltwotothreecellsinpencil,includethemagnification lookslike. andestimatedsize.Animal blood cells Animal muscle cells Animal nerve cells Animal coral cells

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Resource 5 – CoralAll pictures and information is from the Great Barrier Reef Marine Park Authority – www.gbrmpa.gov.au

About coralCoralsareresponsiblefortheformationoftheGreatBarrierReefandareextremelybeautiful.Althoughcoralsshowawiderangeofshapesandsizes,theysharethesamebasicbodyplan-asimplesack-likestomachwithasinglemouth,surroundedbyaringoftentacles.However,coralscomeinawiderangeofshapesandsizes.Thisdependsonfactorssuchasgenetics,depthofwater,currentstrengthanditslocationonareef. Coralsarecloselyrelatedtojellyfishandareverysimpleanimals.However,themajorityofcoralsarecolonialwithmany single polyps making up one colony. A coral colony can bethoughtofasbeingsimilartoanapartmentbuildingmadeupofseveralunits,witheachtenantholdingtheirheadoutthewindowtocatchpassingfood.Eachpolyphasitsownmouth,stomachandtentaclesandreproductiveorgans.Allfeedandbreedindividually.Somecoralsarecomposedofonly one polyp and are called solitary corals.

Different coralsGenerallytherearetwomaintypesofcorals-hardandsoft.Hardorstonycoralshavesix(ormultiplesofsix)smoothtentacles,whilesoftcoralshaveeightfeatherytentaclesaroundtheirmouth.Hardcoralshaveahardskeleton,whichis the part you see when a coral dies and is the part that is artificiallycolouredandsoldinshops.Softcoralsdonot.

GrowthTheframeworkofacoralreefiscomposedofthecalcare-ousskeletonsofmanycorals.Asacoralgrows,newpolypsreplace old polyps which become the calcareous skeleton.

Life cycle

Coral

Medusoid / Jellyfish form Polypoid / Coral form

Mesoglea

Gastrovascular cavity

Mouth

Tentacle

Tentacle

Mouth

Gastrovascular cavity

Mesoglea

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Resource 5 – Coral (cont.)

FeedingCoralsemployavarietyofmethodstoobtaintheirfood.Coralsusetheirtentaclestofilterandcap-tureplanktonandsmallfishfromthewatercolumn.Nematocycts(stingingcells)liningthetentacleskinhelptoparalysethefoodsothatthetentaclescandeliverittothemouth.Hardcorals,however,gainmostoftheirenergyfromthetinyalgaecalledzooxanthellaewhichliveinsidetheirskin.Thezooxanthellaeusethecoralasasafeplacetolive,andinreturn,canprovidethecoralwithupto80percentofitsenergy.Thisiscalledasymbioticrelationship.Thisiswhyitisimportantforcoralstoliveinshallowwaterswheretheycangetlotsofsunlight.Softcoralsaremuchmorelikelytofeedwiththeirtentaclesextendedduringthedaythanhardcor-als.Somecontainzooxanthellaeandappearbrownincolourwhilethebrightcoloursofthespiculesarerevealedinthosewithoutzooxanthellae.Onlysomespeciesareabletoretracttheirpolyps.Someofthesecanalsocontracttheirentirestructurewhenunderstresssuchasinlowtides.Coral colourSomecoralshavepigmentsintheirtissuesthatgivethemtheirorange,yellow,green,blue,redandpurplecolours.Othersgettheirgolden-browncolourfromthealgae(zooxanthellae)thatlivewithintheirtissues.Aslightpassesthroughwateritisrefracted,orbent.Somecolours,suchasredsandyellowsarelost,ie,youcannolongerseethem.Thecoloursleftarethebluesandgreens;thisiswhytheoceanappearsabluecolour.Thecoralsyouseeinmanypicturesonlyappearsocolourfulbecausethephotographerhasusedartificiallightstocaptureallthecoloursofthespectrum.Coral healthWhencoralsarenot‘well’theygetstressedandlosetheirzooxanthellaeandendupawhitecolour.Thisisknownascoralbleaching.Thecoralactuallylooksdeadbutoftenitisnot.Highorlowtem-peraturesandlackofsunlightcancauseacoraltobleachbuttheyusuallyregainthealgaeandtheircoloursinafewmonthsifstressorsarereducedorcease.Soft coral and hard coralSoftcoralshavesoftbodiesmadeupofalargenumberofpolypsconnectedbyfleshytissue.Theylackthelimestoneskeletonfoundontheirrelatives,thehardcoral.Theterm‘soft’isabitmislead-ingbecausethesecoralshavenumeroustiny,needle-likespiculesintheirtissues.Apartfromtheir

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swayingbodiesandjellylikefeel,softcoralsaredistinguishedbytheeighttentaclesoneachpolypandhaveafeatheryappearance,whereashardcoralshavesmoothtentacles.Softcoralsmayseempotentiallymorevulnerabletopredatorsthanthosehardcoralswhichhaveastonyskeletonbut,inreality,theyarenot.Thisispartlybecauseofthepresenceofthespikyspiculeswhichfunctionlikethornsonarosebushandpartlybecausesoftcoralscontainpower-fultoxins(terpenes).Underwater,thesetoxinsmakethetissuesofsoftcoralseitherdistastefulortoxictofish.Theyarealsoputtouseintheconstantbattleforspace.Softcoralsintroducethemintothewateraroundthemwheretheycankillneighbouringhardcoralsandrepelothersoftcor-als.Softcoralsareabletomove,veryslowly,byextendingthetissuesattheirbase.Whentheirroutecrosseshardcoralcoloniestheykillthepolyps,leavingawhite,deadpathbehindthem.Coral needsHumansneedfood,waterandsheltertosurvive.Thesethingsarealsoimportanttocoralsbuttheyhaveotherspecificneeds: • Preferablyclearwater,althoughsomecoralsareabletosurviveininshoremuddywaters. • Shallowwater(approx.0-30m)wheretheyreceiveadequatesunlight. • Lownutrientlevels. • Watertemperatureranging16-35degreesCelsius.

Threats Humanscandamagecoralsbyhittingthemwithanchors,walkingonthemandpollutingthewater they live in. Storms can injure or even kill many corals. Diseases can also kill them. Climate change can impact them.

Coral predatorsParrotfish,butterflyfish,angelfish,seaslugs,snails,wormsandthecrown-of-thornsstarfishalleatcorals.

Coral relationshipsCrabs,shrimps,fish,eelsandwormsallliveunderorwithinacoralcolonyforprotection.

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Recognising coralTheeasiestwaytoidentifyhardcoralsisbytheirappearancee.g.boulder,branching,plate,table,vase,bushy,solitary.Theycanalsobedescribedasrocklike,heavyandsolidfeeling.Hardcoralscan also be sharp and dangerous.

Protecting coralItisimportanttotreatcoralswellsotheywillbearoundforaverylongtime.Neverremoveorbreakoffapieceofcoral.Whenreefwalking,neverwalkwhereyouarenotsupposedtoandsticktothesandyareas.Whenyouareinaboatneveranchornearacoralreefbecausetheanchorcouldgetcaught in the coral and destroy it.

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Resource 6 – Futures CircleStudentsidentifyacertainevent.Astheymoveoutofthe circle,theydefinewhatgraduallyhappensduetotheevent. Formoreadvancedanalysisofanevent,studentslookat theN,S,EandWofanevent–Natural,Social, Economic and Who did it? and/or Whowillfixit?Studentscouldthen go on to investigate how it couldbefixed.

EVENT

IMMEDIATE IMPACTSAnimmediateresultoftheevent

GRADUAL IMPACTSThings that happen more slowly over time due

to the immediate impacts

Social Impacts

Who did it?Who will

fix it?

Natural Impacts

Economic Impacts

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Resource 7 – Student Task SheetYear 8 Science – Coral Bleaching

Summative Assessment – OPTION 1

Your Task Youwillprovideaninformationposteraimedtoeducatethelocalcommunityaboutcoralbleaching. Ontheinformationposter,youwillneedtoincludethefollowinginformation:

• ExplainhowcoralisformedandsurvivesontheGreatBarrierReef.

• ExplaintherolecoralplaysintheecosystemoftheGreatBarrierReef.

• Explaintheprocessofcoralbleachingandwhatcausesittohappen.

• Explaintheeffectsofcoralbleaching–shorttermandlongterm.

• Giveexamplesofwhatindividualpeoplecandotopreventthecausesofcoralbleaching.

You will also need to consider design aspects and include pictures or diagrams on your poster to en-hanceyourexplanationsofcoralbleachingonyoureducationalposter.

Summative Assessment – OPTION 2

Your Task Youwillprovideaninformationreportoncoralbleaching.Thereportwillincludethefollowing information:

• Introducethetopicofcoralbleaching.

• ExplainhowcoralisformedandsurvivesontheGreatBarrierReef.

• ExplaintherolecoralplaysintheecosystemoftheGreatBarrierReef.

• Explaintheprocessofcoralbleachingandwhatcausesittohappen.

• Explaintheeffectsofcoralbleaching–shorttermandlongtermwithafocusonthethree areasofenvironmental,economicandsocialeffects.

• Giveexamplesofwhatcanbedonetopreventthecausesofcoralbleaching.

• Concludewithasummaryofthemainmessagesoftheinformationreport.

Youcouldalsoincludepicturesanddiagramstoenhanceyourexplanationsofcoralbleachinginyourinformationreportifyouchoosetodoso.

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Year 8 Science – Coral Bleaching - Version 0.2 28 Great Barrier Reef Marine Park Authority

Year 8 Coral Bleaching – Summative Assessment Name: ______________________________________ Purpose of assessment: Students will research coral bleaching on the Great Barrier Reef and choose to display as either an educational poster or an information report.

Knowledge and Understanding

Science Understanding Science as a Human Endeavour

Skills

Science Inquiry Skills

Biological Sciences - Identify the cell structure and processes within corals to explain how cell composition and function of corals is related to:

Their formation and survival

The cause and process of coral bleaching on the Great Barrier Reef.

Use and Influence of Science - Using scientific knowledge, consider and explains the short and long term effects of coral bleaching -Investigates strategies to implement to prevent the causes of coral bleaching.

Questioning and Predicting - Identifies and explains coral bleaching on the Great Barrier Reef at a cellular level. Planning and Conducting - Plans and conducts an investigation into coral bleaching on the Great Barrier Reef at a cellular level. Processing and Analysing Data and Information - Uses information gathered to:

Interpret patterns between cellular processes and the causes and effects of coral bleaching

Construct representations of the data.

Evaluating - Reflect upon learning to identify key effects of coral bleaching in the short and long term and practical anthropogenic solutions that will reduce the impact of coral bleaching on the Great Barrier Reef. Communicating - Chooses the most appropriate method for displaying information and communicating to audience. -Diagrams and pictures used are relevant, labelled and referenced.

`

The student comprehensively and accurately describes and explains the formation and survival of coral and the cause and process of corals bleaching on the Great Barrier Reef on a cellular level.

Scientific knowledge is used to comprehensively explain the short and long term effects of coral bleaching in environmental, economic and social contexts. The student proposes detailed and scientifically robust strategies to prevent the causes of coral bleaching and demonstrates complexity of understanding by referring to ecosystem resilience as a strategy.

A very high level of detailed, scientific information is gathered and recorded during investigations to explain coral bleaching on the Great Barrier Reef at a cellular level. Information and data collected is used to interpret patterns and explicitly link cellular processes in corals and the causes and effects of coral bleaching in the short and long term.

The student accurately and reasonably reflects upon learning to provide solutions to coral bleaching with explicit links to scientific knowledge. Information and ideas are displayed in a clear and concise manner. Relevant and accurately labelled pictures and diagrams are used to add value to the poster/report.

The student describes and identifies the formation and survival of corals and the cause and process of coral bleaching on the Great Barrier Reef on a cellular level.

Scientific knowledge is used to adequately explain the short and long term effects of coral bleaching in environmental, economic and social contexts. The student proposes scientifically robust strategies to prevent the causes of coral bleaching.

Scientific information is gathered and recorded during investigations to explain coral bleaching on the Great Barrier Reef at a cellular level. Information and data collected is used to interpret patterns between cellular processes and the causes and effects of coral bleaching in the short and long term.

The student reflects upon learning to provide solutions to coral bleaching with some links to scientific knowledge. Information and ideas are displayed in a clear and concise manner. Relevant pictures or diagrams are used to add value to the poster/report.

The student, with teacher prompting, states the formation and survival of coral and the cause and process of coral bleaching on the Great Barrier Reef on a cellular level.

Some scientific knowledge is used to partially explain either the short or long term effects of coral bleaching in an environmental, economic and social context. The student proposes a strategy to prevent the cause of coral bleaching.

Some scientific information is gathered and recorded during investigations to explain coral bleaching on the Great Barrier Reef at a cellular level. Information and data collected is used to partially describe a pattern between cellular processes and the cause and effects of coral bleaching in either the short and long term.

The student partially summarises learning to provide a solution to coral bleaching with some reference to scientific knowledge. Information and ideas are displayed in a clear manner. A relevant picture or diagram is used that add value to the poster/report.

Year 8 Science – Coral Bleaching - Version 0.2 29 Great Barrier Reef Marine Park Authority

Year 8 Coral Bleaching – Summative Assessment Name: ______________________________

QSA Literacy Indicators (2009)

Speaking and Listening

SL8 iv.

Contribute to conversations and discussions by:

using agreed protocols

responding to appropriate interruptions

negotiating with others

justifying and evaluating opinions and developing arguments

Reading and Viewing

RV8 vi. Automatically read and understand a wide range of words, including technical and literary language in subject specific contexts

Writing and Designing

WD8 i. Identify purpose, audience and writing task and consider topic, subject matter, text structure and writer-reader relationships for complex writing/designing tasks, including multi-modal and hybrid texts

WD8 iv.

Write and design texts using a range of strategies to plan, including:

generating a range of ideas and selecting the most appropriate one

gathering information from personal knowledge and learning experiences, and from a range of reliable resources.

completing in a reasonable timeframe

organising information using strategies such as hypotheses and research notes

determining relevance and adequacy of information for the purpose

WD8 vi. Write well structured paragraphs that have clearly defined purposes and that support a particular stance.

WD8 x Select technical or literary language that precisely represents subject matter to reinforce relationships across the text and to denote desired context using subject and context-specific language across the whole text

Feedback:……………………………………………………………………………………………………………………………………………………………………………………………

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coral bleaching - gbrmpa

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