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Yourwebbrowser(Safari7)isoutofdate.Formoresecurity,comfortand thebestexperienceonthissite: Updateyourbrowser Ignore Activitydevelop C O RA L R E E F S U C C E S S I O N Howdocoralreefecosystemsdemonstratetheecologicalprinciplesof shiftingbaselines,disturbance,succession,andsustainability? OVERVIEW Studentsusecoralreefecosystemcasestudiestoexploretheecological principlesofshiftingbaselines,naturalandanthropogenicdisturbance, succession,andsustainability. Forthecompleteactivitywithmediaresources,visit: http://www.nationalgeographic.org/activity/coral-reef-succession/ DIRECTIO NS 1.Activatestudents’priorknowledgeofecologicalsuccessionandtypesof disturbances. Leadaclassdiscussionorhavestudentsusethink-pair-share,followedbya classdiscussion.Ask:Doecosystemschangeovertime?Whatcouldcausethose changes?Recordstudents’responsesontheboard.Studentsmaygive examplessuchasvolcaniceruptions(MountSt.HelensorKrakatau),wildfires (Yellowstone,westernU.S.),nuclearcontamination(Chernobyl,ThreeMile Island),deforestation(Amazonrainforest),andhurricanes(Katrina,Mitch).They mayalsomentionthatecosystemschangegraduallyasdifferentspecies flourishandothersdeclineduetoavarietyoffactors. 2.Exploreanthropogenicandnaturalcausesofchangeandecological succession. Next,havestudentsdrawatwo-columnchartintheirnotebooks.Dothesame ontheboard,labelingonecolumn“AnthropogenicCauseforChange”andthe 1of11 othercolumn“NaturalCauseforChange.”Basedonthetypesofchangesthey brainstormed,havestudentsclassifythemasanthropogenicornatural.Explain thatonereasonforecosystemchangeissuccession,theprogressivechangein thespeciescompositionofanecosystem.Ecologicalsuccessioninterrestrial andmarineecosystemsresultsfrombothhuman-caused,or anthropogenicdisturbances,andnaturaldisturbances.Often,afteramajor disturbance,youcanobserveanecosystemmovethroughseveralstagesof succession.Discussthesuccessionalstagesthatoccurafteroneortwoofthe examplesstudentslisted. 3.Buildbackgroundonshiftingbaselinesandsuccessioninmarine ecosystems. TellstudentstheywillwatchavideooftheTEDtalk,“GlimpsesofaPristine Ocean,”byEnricSala.AskthemtopayattentiontohowDr.Sala’stalkrelatesto theconceptofecologicalsuccession.Showstudentsthefirst3minutes,30 secondsofthevideo.Afterviewing,askstudentstosummarizewhattheysaw. Elicitfromstudentsthatthevideousescoralreefswithvaryingdegreesof humanhabitationandimpactstoshowhowthecompositionofreefspecies changesovertime.Askstudentstoprovideexamplesofdisturbancesthatoccur inmarineecosystems.AddtheirideasonthetablefromStep2.Elicitexamples suchashurricanes,oceanwarming,deadzones(anoxia),overfishing,habitat destruction(trawling,coastaldevelopment),andpollution(toxicwaste,oilspill). Usingtheexampleofcoralreefsfromthevideotoprovidecontext,ask:Whatis abaseline?Elicitfromstudentsthatabaselineisapointofreferenceagainst whichsignificantchangecanbemeasured.Explainthata“shiftingbaseline”is whenourpointofreferenceaboutwhatisnaturalinanecosystemshiftsuntil weacceptitscurrentstateasnormal,andtherefore,lowerourstandardsabout itshealthandsustainability.Ask:Whyisitimportanttohaveanaccuratebaseline formarineecosystemslikecoralreefs?Elicitfromstudentsthatifweknowthe baselineforanecosystemindecline,wecanworktorestoreittothatlevel.If thebaselinehasshifted,wemaybeacceptingadegradedsystemasnormal. 2of11 4.Dividestudentsintosmallgroupsandhavethemstarttheworksheet. DistributeacopyoftheShiftingBaselinesandSuccessionworksheettoeach student.Dividestudentsintosmallgroupsandreadaloudthedirections.Ask eachgrouptoprovideatleastoneexampleofeachitemincolumn1.Havea whole-classdiscussionaboutstudents’examples.Usetheexamplesgenerated fromSteps1-3,includingthevideo,tocorrectanymisconceptionsstudents haveabouteachoftheitemsinthelist.Forexample,studentsmaythinkthata pristineecosystemisanecosystemtowhichhumanshavenoaccess.Clarify thattheoceanandatmosphereconnecthumanstoallmarineecosystems.Also clarifythatsustainabilitycanbedefinedindifferentways,butforthisactivity theyneedtothinkaboutitintermsofoceanresourcesandecology. 5.HavestudentswatchtheNationalGeographicvideo“BelizeCoralReef.” AsstudentswatchtheNationalGeographicvideo(4minutes)havethemwork individuallyontheirworksheetstofillinexamplesandexplanationsforasmany ofthetermsaspossible.Afterthevideo,havegroupsworktogethertodiscuss andrefinetheirexamplesandexplanations.Usetheprovidedanswerkeyto facilitatethediscussion.Ask:Doyouthinkcoralreefscanrecoverfromnatural disturbancesatthesametimethatanthropogenicdisturbancesareincreasing? Whyorwhynot? 6.HavestudentswatchPart2ofthevideopodcast“ParadiseRedefined:Line Islands.” AsstudentswatchtheScrippsInstitutionofOceanographyvideo(7minutes,30 seconds),havethemworkindividuallyontheirworksheetstofillinexamples andexplanationsforasmanyofthetermsaspossible.Afterthevideo,have groupsworktogethertodiscussandrefinetheirexamplesandexplanations. Usetheprovidedanswerkeytofacilitatediscussionandcheckfor completeness.Ask:Howdidthescientistsdescribetheinitialstagesofcoralreef succession?Whatstagesdoyouthinkmightfollow?Elicitfromstudentsthatthe scientistsstatedthatahardorrockysubstratefreeofalgaewasneededsothat thesmallcoralrecruits,orpolyps,couldattachandbegintomultiplyintoacoral colony.Thecoralcolonieswouldthenprovidefood,space,andshelterforother 3of11 reefcreatures,includingherbivores.Then,carnivorousfishandinvertebrates wouldmultiplyandfeedontheherbivores.Asbiodiversityincreased,additional nicheswoulddevelop.AndinthecaseofthemorepristineLineIslands,thereef supportedmorepredatorsthanherbivoresandshowedsignsofstabilityand resilience. 6.Havestudentsreflectonwhattheyhavelearned. Leadaclassdiscussionabouthowthetermsshiftingbaseline,disturbance, succession,andsustainabilityareallinterconnected.Havestudentsusetheir worksheetstoshareexamplesoftheseecologicalprinciplesincoralreef ecosystems.Askstudentstobrainstormabouthowtheseprinciplesare applicableinothermarineorterrestrialecosystems. Modification InStep1,useavideo,animation,orecosystemdiagramtohelpstudents visualizethesuccessionalstagesanecosystemundergoesafteradisturbance. Modification InStep1,youmaychoosetoincorporatetheconceptsofpioneerspecies, primarysuccession,secondarysuccession,andclimaxcommunitythroughout thediscussion. InformalAssessment Assessstudents'worksheetsforcompletenessandaccuracy.Checkstudents' understandingbyaskingthemtorestatetheirexamplesandexplanationsofthe keyterms. ExtendingtheLearning HavestudentsuseGoogleEarth:OceanstoexploretheOceanNow2009Line IslandsExpeditionLogandreflectuponthecurrentstateoftheresearchand 4of11 howitcouldimpacttheestablishmentanddesignofcoralreefmarineprotected areas. O BJECTIVES Subjects&Disciplines Geography HumanGeography PhysicalGeography Science Biology Ecology Oceanography LearningObjectives Studentswill: providemarineexamplesofshiftingbaselines,ecologicalsuccession, sustainability,pristineanddisturbedecosystems,andanthropogenicand naturaldisturbances discusstherelationshipamongcoralreefcommunitiesandhow anthropogenicdisturbancesaffectreefbaselines,ecologicalsuccession, sustainability,andpristineversusdisturbedconditions TeachingApproach Learning-for-use TeachingMethods Cooperativelearning 5of11 Discussions Informationorganization Multimediainstruction Visualinstruction SkillsSummary Thisactivitytargetsthefollowingskills: 21stCenturyStudentOutcomes Information,Media,andTechnologySkills InformationLiteracy LearningandInnovationSkills CommunicationandCollaboration CriticalThinkingSkills Analyzing Understanding GeographicSkills AcquiringGeographicInformation AnsweringGeographicQuestions NationalStandards,Principles,and Practices N AT I O N A L G E O G RA P H Y S TA N DA RDS •Standard1: Howtousemapsandothergeographicrepresentations,geospatial technologies,andspatialthinkingtounderstandandcommunicateinformation •Standard14: 6of11 Howhumanactionsmodifythephysicalenvironment •Standard8: ThecharacteristicsandspatialdistributionofecosystemsandbiomesonEarth's surface N AT I O N A L S C I E N C E E DU C AT I O N S TA N DA RDS •(9-12)StandardC-4: Interdependenceoforganisms •(9-12)StandardF-3: Naturalresources •(9-12)StandardF-4: Environmentalquality •(9-12)StandardF-5: Naturalandhuman-inducedhazards •(9-12)StandardG-3: Historicalperspectives O C E A N LI T E RA C Y E SS E N T I A L P RI N C I P LE S A N D F U N DA M E N TA L C O N C E P T S •Principle5d: Oceanbiologyprovidesmanyuniqueexamplesoflifecycles,adaptationsand importantrelationshipsamongorganisms(suchassymbiosis,predator-prey dynamicsandenergytransfer)thatdonotoccuronland. •Principle5e: Theoceanisthree-dimensional,offeringvastlivingspaceanddiversehabitats fromthesurfacethroughthewatercolumntotheseafloor.Mostoftheliving spaceonEarthisintheocean. •Principle5f: Oceanhabitatsaredefinedbyenvironmentalfactors.Duetointeractionsof abioticfactorssuchassalinity,temperature,oxygen,pH,light,nutrients, pressure,substrateandcirculation,oceanlifeisnotevenlydistributed 7of11 temporallyorspatially,i.e.,itis“patchy”.Someregionsoftheoceansupport morediverseandabundantlifethananywhereonEarth,whilemuchofthe oceanisconsideredadesert. •Principle6c: Theoceanisasourceofinspiration,recreation,rejuvenationanddiscovery.Itis alsoanimportantelementintheheritageofmanycultures. •Principle6d: Muchoftheworld’spopulationlivesincoastalareas. PREPARATIO N WhatYou’llNeed M AT E RI A LS YO U P RO V I DE Pencils RE Q U I RE D T E C H N O LO G Y InternetAccess:Required TechSetup:1computerperclassroom,Projector,Speakers Plug-Ins:Flash,Quicktime P H Y S I C A L S PA C E Classroom G RO U P I N G Large-groupinstruction O T H E R N O T E S Beforestartingtheactivity,downloadandqueueupthevideos. 8of11 RE S O U RC E S P RO V I DE D: W E BS I T E S TED:EnricSala—GlimpsesofaPristineOcean ScrippsInstitutionofOceanography:ParadiseRedefined—LineIslands:Part2 RE S O U RC E S P RO V I DE D: U N DE F I N E D BelizeCoralReef RE S O U RC E S P RO V I DE D: H A N DO U T S & W O RK S H E E T S ShiftingBaselinesandSuccession ShiftingBaselinesandSuccessionAnswerKey BACKGRO U ND & VO CABU L ARY BackgroundInformation Abaselineisareferencepointuponwhichecologicalchangecanbemeasured orcompared.Coralreefecosystemsareespeciallysensitivetothecompounded effectsofanthropogenicandnaturaldisturbancesthatcanshifttheirbaselines andlimittheirabilitytorecovertoamorebalanced,pristinestate.Marine ecologistsrecognizetheimportanceofstudyingpristinereefsystemsandusing thatdataasabaselineformonitoringandmanagingthesuccessionand sustainabilityofdisturbedcoralreefcommunitiesandecosystems. PriorKnowledge [] RecommendedPriorActivities None 9of11 Vocabulary Term anthropogenic disturbance ecological succession marine ecosystem Partof Definition Speech noun changestothenaturalenvironmentcausedbyhuman activity. noun gradual,predictablechangestoanecosystemorhabitat. noun communityoflivingandnonlivingthingsintheocean. slowchangesinthestandardcharacteristicsofan shifting baseline noun ecosystem,whichcausethestandardstobeadjusted, suchasoverfishingleadingtoalower"baseline"estimate ofthefishpopulation.Alsocalledaslidingbaseline. sustainability noun useofresourcesinsuchamannerthattheywillneverbe exhausted. ForFurtherExploration Audio&Video CoralReefSystemsMultimedia:Mini-Documentaries—ShiftingBaselines Websites SCRIPPSExplorationsMagazine:ParadiseRedefined—Part1 SCRIPPSExplorationsMagazine:ParadiseRedefined—Part2 NOAACoralReefConservationProgram NationalGeographicEducation:NationalTeacherLeadershipAcademy (NTLA) FU NDER 10of11 ©1996–2017NationalGeographicSociety.Allrightsreserved. 11of11