AICE Marine Science AS Chapter 5 Examples of marine ecosystems Day 3

Chapter 5 Examples of marine ecosystems Day#3. Lesson plan

5.2 The tropical coral reef-cont.
- describe and compare the four types of tropical coral reef: fringing, barrier, patch and atoll, in terms of their proximity to the coast and lagoon structure (if present)
- describe and explain the different causes and effects of reef erosion
- explain the use of artificial reefs

Fringing reef: a reef close to and surrounding newer volcanic islands or that borders continental landmasses
Barrier reef: a reef separated by a lagoon from the land mass with which it is associated
Atoll: a coral reef somewhat circular in shape with a central lagoon
Patch reef: small, isolated reef usually located within the lagoon of a barrier reef
Lagoon: a shallow, sheltered body of water with a soft sediment bottom
Reef erosion: when a coral loses more of its calcium carbonate skeleton per year than it gains

Lecture/Notes
- Describe and compare fringing, barrier, patch, and atoll reefs in terms of their proximity to the coast and lagoon structure (if present).
- Describe and explain the different causes and effects of reef erosion.
  - Present case studies of coral reefs that have experienced significant erosion. For example, discuss the impact of hurricanes on Caribbean reefs or the effects of coral bleaching in the Great Barrier Reef.
  - Analyze the factors contributing to reef erosion in each case study, such as physical damage from storms, increased ocean temperatures, and human activities.
- Explain the use of artificial reefs.
  - Present successful examples of artificial reefs, such as the USS Spiegel Grove in Florida or the reef balls in the Philippines. Discuss the materials used and the process of creating these reefs.
  - Highlight the ecological benefits, such as providing new habitats for marine life and promoting biodiversity.

CREDIT: 7NEWS Australia

Small group activity – Project-Based Learning:
- Assign students a project to design their own artificial reef. They can research materials, create models, and present their designs to the class.
- Encourage students to consider ecological, economic, and social factors in their designs.

Exit ticket
- If you opt to have students complete their notes using the Student Guided Notes format during your lecture, then use the bellringer as the exit ticket activity in class.
- If you opt to have students complete their notes using the Student Guided Notes format at home (homework), then use the following exit ticket activity:
  - Case Study 5.1: Crown-of-thorns starfish on Indo-Pacific reefs. – page 165-166 (Coursebook)

The sole homework task assigned to my students revolves around meticulously transcribing notes in the Student Guided Notes format. They meticulously replicate content by hand from the Lecture/Notes (PPT – slides 26 – 34) presentation.
This approach ensures that during class time, while I continue to deliver lectures and expound on topics, students have their notes already compiled. Consequently, they can actively engage, ask questions, and delve deeper into understanding rather than merely being preoccupied with note-taking. This strategy efficiently liberates valuable class time, allowing for engaging activities and practice Cambridge style questions.