Monroe County School Programs

What are corals? How do they survive? Why are they so important? Students will develop a basic understanding of corals, how they function and why we want to protect them. They will use this knowledge to build their very own coral polyp using craft materials provided by Mote.

Standards:

• SC.K.L.14.3: Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
• SC.K.N.1.4: Observe and create a visual representation of an object which includes its major features.
• SC.1.L.17.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.
• SC.2.L.17.2: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.

Students learn about how animals’ adaptations help them survive in their habitats, specifically those who live at the reef! This lesson includes a STEM activity where students design their own sea creature perfectly adapted to live in their environment!

Standards:

• SC.K.L.14.3: Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
• SC.1.L.17.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.
• SC.2.L.17.2: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
• SC.3.L.17.1: Describe how animals and plants respond to changing seasons.
• SC.4.L.16.3: Recognize that animal behaviors may be shaped by heredity and learning.
• SC.5.L.15.1: Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
• SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycle variations, animal behaviors and physical characteristics.

Coral reefs are one of the most diverse ecosystems on our planet. How do all of these organisms live together in harmony? What kinds of relationships do we find on the reef? Students will explore symbiotic relationships and learn about the important jobs that each organism plays.

Standards:

• SC.3.N.1.6: Infer based on observation.
• SC.4.L.16.3: Recognize that animal behaviors may be shaped by heredity and learning.
• SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycle variations, animal behaviors and physical characteristics.
• SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
• SC.7.L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
• SC.8.L.18.1: Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.

Who makes up a coral reef? Students will be able to identify common coral and fish species found in their own backyard.. The Florida Reef Tract!

Standards:

• SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
• SC.7.L.15.2: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
• VA.68.S.2.3: Use visual-thinking and problem-solving skills in a sketchbook or journal to identify, practice, develop ideas, and resolve challenges in the creative process.
• SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
• SC.912.L.17.7: Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.

Explore the different ways in which scientists at Mote are growing, caring for and outplanting coral onto the Florida Reef Tract. Students will gain hands-on experience practicing restoration techniques.

Standards:

• SC.6.N.1.5: Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.
• SC.7.L.15.3: Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
• SC.7.L.16.4: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment.
• SC.8.N.3.1: Select models useful in relating the results of their own investigations.
• SC.912.N.1.7: Recognize the role of creativity in constructing scientific questions, methods and explanations.
• SC.912.E.6.6: Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
• SC.912.L.17.17: Assess the effectiveness of innovative methods of protecting the environment.

Most of us know about how climate change is warming our planet.. But have you heard of climate change's evil twin?! Students will learn about how the ocean and corals are affected by climate change, including global warming and ocean acidification.

Standards:

• SC.6.E.7.4: Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.
• SC.6.E.7.5: Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.
• SC.7.E.6.6: Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
• SC.7.L.15.3: Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
• SC.8.N.1.3: Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim.
• SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa.
• CTE-TECED.68.CONTEC.03.07: Research renewable fuels and energy.
• SC.8.P.8.8: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
• SC.8.P.9.3: Investigate and describe how temperature influences chemical changes.
• SC.912.N.4.1: Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.
• SC.912.E.6.6: Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
• SC.912.E.7.3: Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
• SC.912.E.7.9: Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.

Corals get stressed and sick just like humans! Students will recognize common diseases affecting the Florida Reef tract, what scientists are doing to prevent them from spreading, and more during this interactive lesson.

Standards:

• SC.6.N.1.2: Explain why scientific investigations should be replicable.
• SC.7.L.16.4: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment.
• SC.8.N.1.4: Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
• SC.912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
• SC.912.N.1.7: Recognize the role of creativity in constructing scientific questions, methods and explanations.
• SC.912.L.17.17: Assess the effectiveness of innovative methods of protecting the environment.

Our goal at Mote is not only to outplant corals, but to outplant corals that will be resilient to our changing ocean conditions. Learn how scientists are able to test for and identify corals that are able to persist when faced with threats of disease and bleaching events.

Standards:

• SC.912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
• SC.912.E.6.6: Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
• SC.912.E.7.3: Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
• SC.912.L.14.6: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.

Down here in the Keys we know all about invasive species. (Looking at you, iguanas!) Students will be able to identify introduced vs invasive species and take a closer look at those affecting our coral reef ecosystem. This lesson includes an interactive lionfish dissection as part of a larger citizen science project.

Standards:

• SC.912.L.17.17: Assess the effectiveness of innovative methods of protecting the environment.
• SC.912.L.15.13: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.

We cannot restore the reef by ourselves.. We need a little help from the corals themselves! Learn about how corals are able to reproduce and how scientists at Mote are speeding up the process of them becoming sexually mature.

Standards:

• SC.912.L.14.6: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
• SC.912.L.15.3: Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction.
• SC.912.L.15.15: Describe how mutation and genetic recombination increase genetic variation.