Coral Cores: Ocean Timelines · at the top of a coral colony, the polyps of reef-building corals create hard layers of calcium carbonate. This is what we consider the hard, or stony,

Education

Coral Cores: Ocean Timelines

http://flowergarden.noaa.gov

Grade Level 6-12

Timeframe 45-60 Minutes

Materials Coral Core x-ray image

Poster adhesive

Metric rulers (1 per student) Yarn or string Tape Date Cards

Photo Credit: G.P. Schmahl/FGBNMS

Photo: Credit Goes Here

Activity Summary Most people are familiar with the growth rings seen in tree cross-sections, but few are aware that similar growth patterns are visible in skeletons of reef-building corals. This activity will introduce students to these growth patterns and what they can tell us about the environment in which the corals live.

Learning Objectives Students will be able to: Describe growth patterns in reef-building coral skeletons. Determine an annual growth average for a particular coral skeleton. Identify potential impacts to coral growth. Use existing data to estimate for missing data. Compare coral colony size at the time of specific historical events.

Background Information Coral polyps are soft-bodied animals related to anemones and jellyfish.Their tube-like bodies are closed at one end. A mouth opening at the other end is surrounded by flexible, stinging tentacles. Coral polyps within a colony are genetically identical and situated in close proximity to one another, with each polyp joined to the ones

beside it. Beneath this thin layer of living tissue at the top of a coral colony, the polyps of reef-building corals create hard layers of calcium carbonate. This is what we consider the hard, or stony, part of the reef. This is the coral skeleton.

As coral colonies grow, new layers of skeleton are deposited. The amount of growth in coral skeletons is determined by variations in temperature and other weather conditions.

Photo Credit: National Ocean Service

At Flower Garden Banks National Marine Sanctuary, in the northwestern Gulf of Mexico, scientists have determined that coral skeletons tend to grow more rapidly in fall and winter months, when temperatures are more moderate (72-77F= 22-25C). This creates less dense growth in the skeleton, while slower growth rates in summer create higher density skeleton. The result is an identifiable series of growth bands in coral colonies, much like those observed in trees. Historical temperature data for the sanctuary can be found at http://coralreefwatch.noaa.gov/satellite/vs/caribb ean.php#FlowerGardenBanks_Texas

In order to see these layers, scientists drill cores out of established coral heads. This gives them a look at years-worth of layers in one compact unit. The larger the coral colony, the more years of data they can extract. In Flower Garden Banks National Marine Sanctuary there are many large coral colonies, some as big as small cars. This means that there is potential for a lot of data.

X-rays of coral cores allow scientists to examine the annual growth bands in reef-building corals. Dark bands show the slow, high-density growth that takes place during the summer. Lighter bands show the faster, low-density growth that takes place during the winter.

Scientists can take a look back in time to determine when temperatures were warmer or cooler, by simply examining the depth of each growth band. Larger low-density bands indicate warmer winter temperatures. Slightly darker bands, known as stress bands, indicate periods of environmental stress, such as temperature extremes.

Photo Credit: Amy Bratcher, Texas A&M University


http://coralreefwatch.noaa.gov/satellite/vs/caribb

Within each band scientists can also evaluate the chemical content to learn more about atmospheric conditions. By drilling out 12 tiny samples from each growth band, they can examine the oxygen and carbon isotopes to determine specific temperatures during each month of the year.

Photo Credit: G.P. Schmahl /FGBNMS

In 2005, coral core samples were taken from several colonies of Montastrea faveolata (image below), a species of star coral, at East and West Flower Garden Banks.

Scientists from Texas A&M University are analyzing these core samples to identify patterns in growth over periods of time. They will then compare these to what we know of air and water

temperature readings in the region. This information can then be used to help them evaluate cores that go back farther than recorded weather data, and read climate history.

Why do we want to do all of this? Understanding how climate change has affected the Gulf of Mexico over a period of years, decades, or even centuries may help us recognize and anticipate future climate changes, so that we can appropriately manage our marine resources.

Vocabulary CALCIUM CARBONATE A white crystalline compound that occurs naturally in coral skeletons and mollusk shells, as well as limestone and marble. Used to manufacture cement. Chemical symbol CaCO3 .

COLONY A group of the same kinds of animals living together.

DENSITY A measure of a compactness of a substance. PALEOCLIMATOLOGY Study of climatic conditions in the geologic past using evidence found in geologic records such as coral skeletons, sediments, etc. POLYP An animal with a cylindrical body and a mouth opening surrounded by stinging tentacles. The end opposite the mouth is attached to a hard surface.

Preparation 1) Cut apart the four core images, then copy and

enlarge them. To create life size images you will have to double the size of each core. Display the core images on the wall, one above the other, to create one continuous core.

2) Copy and cut apart the Date Cards you wish to use, or create your own.

Procedure 1) Have students examine the images and

identify the summer growth bands. These are the denser, darker bands caused by slower growth.

2) Have students identify the winter growth bands. These are the lighter, less dense areas.

3) Starting at the top of the core, have students label the very first dark band as 2005.


http:http://flowergarden.noaa.gov

4) Have students count back and label every 10 years on the core. How many years are represented by this coral core sample?

5) Have each student select a 10-year span and measure the depth of each growth band within that decade, to the nearest millimeter. What is the greatest depth? Least depth? Average depth? What does this tell them about temperature change in that decade?

6) Have students identify any stress bands within that decade then research what kinds of stressors might cause these.

7) Assuming that the coral core is incomplete by about 50 years, have students calculate the likely height of the missing section (the oldest part). Reposition the core image so that the bottom of the core sample is that far above the floor. Use yarn or string to create the outline of a coral head from the bottom of the core image to the floor.

8) Using the same assumption as above, have students calculate the likely height of the coral colony at the time the core sample was

taken. Create an outline of a coral head from the top of the core image to the floor, remembering that corals grow out as well as up. Compare the change in size over the lifespan of the coral colony.

Extending the Lesson 1) Lay Date Cards face down on a table. 2) Have each student select one of the Date

Cards and match it to the corresponding year on the coral core image. Attach the card near the appropriate growth band.

3) Have each student measure the approximate height of the coral head at the time that event took place.

4) Discuss with students the events and world changes that have occurred during the lifespan of that coral head. Are any of these events likely to have affected the corals of Flower Garden Banks National Marine Sanctuary?



page5

Additional Notes The coral core images in this activity are x-rays of a Montastrea faveolata core taken from Flower Garden Banks National Marine Sanctuary in 2005. These images are consecutive, from left to right, and account for the entire core sample. You will notice there are some breaks in the sample. These occurred while attempting to extract the core from the coral head. This might lead to a discussion on the difficulties of doing this kind of work. Scientists dont always get to work with perfect samples. The small arrows that you see next to the core sample on the far right indicate high-density growth bands from the years 1860, 1850 and 1840. You can use these as reference points to help check your students work.

Related Links Flower Garden Banks National Marine Sanctuary (FGBNMS) http://flowergarden.noaa.gov Coral Cores: Ocean Timelines http://flowergarden.noaa.gov/science/coralcores.html FGBNMS Education Lessons & Activities http://flowergaren.noaa.gov/document_library/eddocuments.html

National Marine Sanctuaries http://sanctuaries.noaa.gov

For More Information Education Coordinator Flower Garden Banks National Marine Sanctuary 4700 Avenue U, Building 216 Galveston, TX 77551 409-621-5151 409-621-1316 (fax) [email protected] http://flowergarden.noaa.gov

Acknowledgement This lesson was developed by NOAAs Flower Garden Banks National Marine Sanctuary. Technical information was provided by researchers Niall Slowey and Amy Bratcher at Texas A&M University.

This lesson is in the public domain and cannot be used for commercial purposes. Permission is hereby granted for the reproduction, without alteration, of this lesson on the condition its source is acknowledged.

When reproducing this lesson, please cite NOAAs Flower Garden Banks National Marine Sanctuary as the source, and provide the following URL for further information: http://flowergarden.noaa.gov.

mailto:[email protected]:http://flowergarden.noaa.govhttp:http://flowergarden.noaa.govmailto:[email protected]:http://sanctuaries.noaa.govhttp://flowergaren.noaa.gov/document_library/edhttp:http://flowergarden.noaa.gov


A B C

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OCEAN SCIENCE

DATE CARDS

January 17, 1992 Flower Garden Banks National Marine Sanctuary designated in northwestern Gulf of Mexico.

January 23, 1960 Bathyscaph Trieste made the worlds deepest dive to 35, 802 feet in the Marianas Trench.

May 2, 1775 Benjamin Franklin made the first scientific study of the Gulf Stream.

March 15, 1960 President Eisenhower created the first underwater preserve in the U.S in Key Largo, Florida.

March 23, 2005 An autonomous underwater vehicle was launched to collect scientific data in the Gulf Stream.

March 24, 1989 Exxon-Valdez spilled 11 million gallons of oil into Prince William Sound, Alaska, affecting 2000km of Alaska coastline.

April 15, 1912 The HMS Titanic sank after striking an iceberg in the north Atlantic.

April 28, 1962 Thor Heyerdahl and his crew sailed from Peru on a raft called Kon Tiki, arriving in Polynesia 101 days later.

June 8, 1992 World Oceans Day was celebrated for the first time.

August 10, 1846 The Smithsonian Institute was founded.

June 2, 1977 The leatherback sea turtle was listed as endangered throughout its range.

November 21, 2001 Regulations were enacted to prevent allanchoring at Flower Garden Banks National Marine Sanctuary.

July 16, 1872 Roald Amundsen, polar explorer and first to reach the South Pole, was born.

June 11, 1910 Jacques Cousteau, ocean explorer and inventor of SCUBA, was born.


February 12, 1809 Charles Darwin, famed naturalist and explorer, was born.

August 4, 1790 The U.S. Coast Guard was established.

January 3, 1807 Sir James Clark Ross took the first modern sounding in the deep sea.

October 1996 Stetson Bank was added to the Flower Garden Banks National Marine Sanctuary.

August 15, 1934 William Beebe and Otis Barton descended 3,028 feet under the sea in a bathysphere.

December 22, 1938 Marjorie Courtenay-Latimer discovered the first living Coelacanth.

September 1, 1985 Dr. Robert Ballard discovered the wreck of the HMS Titanic.

October 18, 1972 The Clean Water Act was enacted.

October 23, 1972 The Marine Protection, Research and Sanctuaries Act established the National Marine Sanctuary Program.

November 1947 Kerr-McGee drilled the first commercial oil well out of sight of land in the Gulf of Mexico.

November 17, 1869 The Suez Canal opened.

December 1862 The ironclad ship Monitor sank off of Cape Hatteras, NC.

August 28, 1998 An artificial reef was formed off Port Isabel, TX by sinking a ship.

December 28, 1973 The Endangered Species Act was enacted.


WORLD EVENTS

DATE CARDS

September 16, 1810 Mexico won its independence from Spain.

June 18, 1812 The War of 1812, between the U.S. and Great Britain, began.

1817-1820 Jean Lafitte occupied Galveston Island and used it as a base for smuggling and privateering.

January 3, 1823 Stephen F. Austin received a grant from Mexico to begin colonization of Texas.

December 3, 1828 Andrew Jackson was elected President of the United States.

December 23, 1823 Clement C. Moore first published A Visit from St. Nicholas.

June 14, 1834 Isaac Fischer, Jr. received a patent for sandpaper.

August 27, 1957 The first oil well in the U.S. was drilled near Titusville, PA.

February 23-March 6, 1836 The Mexicans laid siege to the Alamo in Texas.

May 5, 1862 Mexico wins independence from Spain (Cinco de Mayo).

April 21, 1836 Sam Houston won the Battle of San Jacinto against Mexico.

December 29, 1845 Texas became the 28th state under President James Polk.

March 17, 1845 The rubber band was invented.

August 15, 1914 The Panama Canal was opened.


December 29, 1851 The first YMCA opened in Boston, MA.

May 1, 1840 First postage stamp issued in Great Britain.

October 27, 1997 Mini-crash of stock markets around the world.

April 9, 1865 The U.S. Civil War ended.

February 1, 1861 Texas joined the Confederate States of America.

January 1, 1863 Abraham Lincoln signed the Emancipation Proclamation.

March 30, 1870 Texas was re-admitted to the Union.

March 7, 1876 Alexander Graham Bell received a patent for the telephone.

July 4, 1876 The United States celebrated its Centennial.

January 27, 1888 The National Geographic Society was founded in Washington, DC.

March 12, 1912 The Girl Scouts organization was founded.

March 12, 1894 Coca Cola was first sold in bottles.

September 8, 1900 The Great Storm struck Galveston and destroyed the island, killing over 6000 people.

September 18, 1926 The Great Miami Hurricane killed over 100 people.


June 25, 1950 The Korean War began.

July 1965 U.S. troops were first committed to the Vietnam War.

September 7, 1888 George Eastman patented the first film camera under the trademark Kodak.

January 1, 1892 Ellis Island began accepting immigrants.

September 1, 1939 World War II began.

October 28, 1986 100th anniversary of the dedication of the Statue of Liberty in New York Harbor.

March 20, 1917 The zipper was patented by Gideon Sundback.

June 28, 1914 Frances Ferdinand was assassinated at Sarajevo, which led to the start of World War I.

February 8, 1910 The Boy Scouts of America was founded.

September 15, 1883 The University of Texas opened in Austin, TX.

May 16, 1888 The state capitol was dedicated in Austin, TX.

January 10, 1901 Black Gold was discovered at Spindletop oil field near Beaumont, TX.

December 17, 1903 The Wright Brothers made their first flight at Kitty Hawk.

October 3, 1906 SOS became the international distress signal.


JACQUES COUSTEAU

DATE CARDS

1910 Cousteau was born in Saint-Andr-de-Cubzac, France on June 11.

1959 Cousteau addressed the first World Oceanic Congress.

1930 Cousteau entered Ecole Navale (French Naval Academy).

1960 Cousteau joined a movement to prevent the dumping of French atomic waste into the Mediterranean Sea.

1933 Cousteau graduated from the Naval Academy and entered the French Navy.

1960 Cousteau was featured on the cover of Time Magazine.

1936 Cousteau was given a pair of underwater goggles. Upon first explorations, he immediately began designing a device for underwater breathing.

1961 Cousteau was awarded National Geographic Magazines Gold Medal.

WWII Cousteau served as a gunnery officer in the French Navy and was awarded the prestigiousLegion dHonneur.

1966 Cousteaus first hour-long special, The World of Jacques-Yves Cousteau, aired on TV.

1942 Cousteau designed the Aqua-Lung.

1968 The Undersea World of Jacques Cousteau wasfirst aired and ran for eight seasons.

1957 Cousteau resigned from the French Navy and became director of the Oceanographic Museum in Monaco.

1975 Cousteau founded the Cousteau Society to raise public opinion against pollution.


1985 Cousteau received the U.S. Presidential Medal of Freedom.

1987 Cousteau was inducted into the Television Academys Hall of Fame.

1988 National Geographic Society honored Cousteau with the Centennial Award.

1989 France admitted Cousteau membership into its prestigious Academy.

1997 Cousteau died in Paris, France on June 25.

SOURCE: http://www.notablebiographies.com/CoDa/Cousteau-Jacques.html



Texas Essential Knowledge and Skills

(TEKS) - Science

6.2C Collect and record data using the International System of Units (SI) and qualitative means. 6.2E Analyze data to formulate reasonable explanations, communicate conclusions, and predict trends. 6.12E Describe biotic and abiotic parts of an ecosystem in which organisms interact. 7.2C Collect and record data using the International System of Units (SI) and qualitative means. 7.2E Analyze data to formulate reasonable explanations, communicate conclusions, and predict trends. 7.13A Investigate how organisms respond to external stimuli found in the environment. 8.2C Collect and record data using the International System of Units (SI) and qualitative means. 8.2E Analyze data to formulate reasonable explanations, communicate conclusions, and predict trends. 8.11D Recognize human dependence on ocean systems and explain how human activities have modified these systems. Aquatic Science.2F Collect data, make accurate measurements, record values, and calculate relevant quantities. Aquatic Science.2J Communicate valid conclusions. Aquatic Science.3B Communicate and apply scientific information extracted from various sources. Aquatic Science.4A Identify key features and characteristics of atmospheric, geological, hydrological and biological systems as they relate to aquatic environments. Aquatic Science.6B Examine the interrelationships between aquatic systems and climate and weather. Aquatic Science.12A Predict effects of chemical, organic, physical, and thermal changes from humans on the living and nonliving components of an aquatic ecosystem. Biology.2F Collect and organize data and make accurate measurements. Biology.2J Communicate valid conclusions. Biology.11B Investigate and analyze how organisms, populations, and communities respond to external factors. Earth/Space Science.2G Make inferences and predict trends from data. Earth/Space Science.2I Communicate valid conclusions. Earth/Space Science.15B Investigate evidence such as cores for climate variability and its use in developing computer models to explain present and predict future climates.

Ocean Literacy Principles

2. The ocean and life in the ocean shape the features of Earth. (a) 5. The ocean supports a great diversity of life and ecosystems. (a,f)

Climate Literacy Principles

3. Life on Earth depends on, is shaped by, and affects climate. (a, c) 4. Climate varies over space and time through both natural and man-made processes. (e)

Education Standards

National Education Standards

Science: MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. ELA/Literacy: WHST.6-8.2 Write informative/explanatory texts to examine a topic. ELA/Literacy: WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. ELA/Literacy: WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. ELA/Literacy: RST.11-12.9 Synthesize information from a range of sources into a coherent understanding of a concept. Mathematics: HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when report quantities. Mathematics: 6.SP.B.5 Summarize numerical data sets in relation to their context.

Education

Coral Spawning Globe

Grade Le vel 5-8

Timeframe 30-60 minutes

Materials (makes 24 globes)

24 plastic jarslids (8-10 oz. size) Oil-based modeling clay Watercolor paintbrushes witnarrow handles (or other blunt ended tools of similar size) 24 bump chenille stems Scissors or wire cutters Large mixing container (8 quarts or larger) 24 cups water 8 tsp. (4 packets) Knox OriGelatin (unflavored) other brands may produce different results Spoon Blue food coloring 24 Tbsp. plasTeflon tape (used by plumbers)

tic stuffing pellets

with screw on

g

h

inal

Activity Summary This activity models the appearance of the mass coral spawning event that takes place at Flower Garden Banks National Marine Sanctuary every August. The result is like a snow globe in which the snow floats up instead of down, and the scene is a model of a coral reef, complete with Christmas tree worms.

Learning Objectives Students will be able to: Model th

Banks National Marine Sanctuary; e boulder-like coral structures of Flower Garden

Identify some of the animal species that live on the reef; Explain how

spawning events and what happens corals release reproductive bundles during m

to the resulting larvae; aass

nd Identify the proper conditions for reef-building coral growth.

Background Information Every year, 7-10 days after the full moon in August, the corals at Flower Garden Banks National Marine Sanctuary have a mass spawning event. Each night, corals release their sperm and egg bundles into the water in large quantities, creating an underwater snowstorm.

http://flowergarden.noaa.gov/

Once the bundles float to the surface, they break open and fertilization takes place. The resulting planula larvae (baby corals) float with the currents as they develop over the next few weeks, until they become heavy enough to sink and settle on the bottom. Those that are fortunate enough to land in an area with the proper conditions will mature into coral polyps (individual animals) that will then reproduce asexually by splitting or budding to form a coral colony.

Optimal growing conditions for reef-building corals include: A hard surface for the po

anchor itself against currents and waves

lyp to attach and

Warm water (68-84 degrees Fahrenheit) Clear, sun

algae (zooxanthellae) thattissue can produce food through photosynthesis

lit water so that the sym live in th

be corals iotic

Moving water to bring a supply of microscopic plankton to the corals as a secondary food source

Preparation Download coral spawning video from

http://flowergarden.noawnvideo.htm

l aa.gov/image_library/sp

Learn more about coral spawning at http://flowergarden.noaa.gov/education/coralsp awning.html

Gather materials Prepare liqu

o

o

o

o

Sprinkle gelatin over 6 cups of cool water in mBring remand then addmStir mdissolved, thAdd a few drops of blue food coloring and stir un

ixing bowl

ixing container.

i

til color is unif

xture until g

id:**

aining 18 cups of water to a boil,

en allow it to cool com

. it to the con

elatin is thorough

orm.

tents of the

ply letely.

**Plain water may be used, but the plastic pellets will float to the top more quickly. The gelatin mixture helps slow them down just a bit.

Procedure Show video footage of the mass coral spawning at Flower Garden Banks National Marine Sanctuary. Talk to students about how and why this occurs, or have them research the topic, using information available from the sanctuary website. Once students have a basic understanding of the process, invite them to create their own models of the spawning reef.

Have each student:

1. Use various colors of ma smeach jar lid. Press firmedges to m

all reef of boulder co

ake it adhere fly around the o

o

i

deling clay to create rals on the inside of

rmly to the lid. uter


http://flowergarden.noaa.gov/education/coralsphttp://flowergarden.noaa.gov/image_library/sp

Vocabulary ASEXUAL REPRODUCTIwhich producorganism.

es an offspring that is a clone of the parent ON A method of reproduction

GAMETES Reproductive cells, such asthat unite and develop into a new organis

sperm and eggs, m.

SPAWNING Depositinpurposes of reproduction.

g gametes into the water for the

SEXUAL REPRODUCTION involvgenetically dif

ing the fusion of a male and a female gamete to form ferent offspring.

A method of reproduction

2. Use the handle end of a paintbrush (photo on previous page) to poke shallow holes into the corals to represent the individual coral cups found on the surface of a coral colony.

3.

4.

5.

6.

Cut a chenille stembetween each of the fluffy segmeach chenfolded end into the reefto represenreef). Fill jar with the blue teacher. Leave roomcoral colony. Add 1 Tbsp. of plastic pellets to the jar. These represent the sperm and egg bundles released by corals during sexual reproduction. Screw the lid onto each jar, with the reef attaupside down.

ched. Th

ille segm

t Christm

e reef will n

ent in half and press the

(photo above) apart

as tree worm

for displacemliqu

o

at various intervals

i

w be hanging

d prepa

ents. Fold

r

s (3-4 per

ed by the ent by the

7. Check the liquid level in each jar. Remove or add liquid as necessary to make sure each jar is full.

8. With jar firmly on table, remove the lid and place a single layer of Teflon tape around the top edge of the jar, covering the screw threads (this will help prevent leakage). Screw the lid onto the jar for the final time.

9. Shake up the jars and turn them upside down so that the lids are resting on the table. The plastic pellets should rise from the reef to what is now the top of the jar, just as the reproductive bundles do during a mass spawning event at Flower Garden Banks National Marine Sanctuary.


Closing Have students brainstorm the benefits and drawbacks of mass spawning as a reproductive strategy. For example, since coral are not mobile, mass spawning allows for mixing with gametes from corals of the same species that would otherwise be too far away. On the other hand, reproductive material floating in the water is good food for a variety of organisms and vulnerable to other threats. Many of the gametes will be eaten or otherwise removed from the gene pool.

Extending the Lesson

Learn about other organisms, both plants and animals, which use a mass spawning strategy for reproduction.

Related Links

Flower Garden Banks National Marine Sanctuary (FGBNMS) http://flowergarden.noaa.gov

FGBNMhttp://flowergarden.noaa.documents.htm

S Education Lessons & Activities

l gov/document_library/ed


For More Information Education CFlower Garden Banks Na4700 Avenue U, Building 216 Galveston, TX 409-621-5151 [email protected] http://flowergarden.noaa.gov

oordinator

77551

409-621-1316 (fax)

tional Marine Sanctuary

Acknowledgement This lesson was developed by NOAAs Flower Garden Banks National Marine Sanctuary.



If you have any further questions or need additional [email protected]

mation, em.

ail

Education Standards


Science: NS. 5-8.3 Structure and function in living systems; Reproduction and heredity; Populations and ecosystems; Diversity and adaptations of organisms

Texas Essential Knowledge and Skills(TEKS) - Science

5.3C Develop a model that represents how something works or looks that cannot be seen 5.10A Compare the structures and functions of different species that help them live and survive 6.3B, 7.3B, 8.3B Use models to represent aspects of the natural world 6.3C, 7.3C, 8.3C Identify advantages and limitations of models 6.12D Identify the basic characteristics of organisms that further classify them in the currently recognized Kingdoms 6.12E Describe biotic and abiotic parts of an ecosystem in which organisms interact 7.10B Describe how biodiversity contributes to the sustainability of an ecosystem 7.13A Investigate how organisms respond to external stimuli found in the environment 7.14B Compare the results of uniform or diverse offspring form sexual reproduction or asexual reproduction


5.The ocean supports a great diversity of life and ecosystems (a,d)


http:http://flowergarden.noaa.govmailto:[email protected]:http://flowergarden.noaa.govhttp:http://flowergarden.noaa.govmailto:[email protected]:http://sanctuaries.noaa.govhttp://flowergarden.noaa.gov/document_library/edhttp:http://flowergarden.noaa.gov

Education


Coral U

p Close

Photo: FGBNMS/Schmahl

Acknowle

dgement This activity has been adapted from Shedd Aquariums Coral Reefs Activity Guide for Grades 3-5 that is no longer in publication.

Grade Level 3-12

Timeframe 45 Minutes

Materials Coral Polyp Diagram (see

Related Links section) Non-latex surgical gloves (1 per

student) Paper lunch bags (1 per

student) Washable green markers (can

be shared by students) 2 wooden dowel rods Cord or string 2 plastic clips Gummy worms

Photo: FGBNMS/Drinnen

Activity Summary This activity will introduce students to the multi-faceted biology of reef-building corals--animals that are also part plant and part mineral. Students will turn their own hands into coral polyp models and learn about the special symbiotic relationship that enables corals to survive.

Learning Objectives Students will: role play a coral polyp to understand its function on the reef, be introduced to the biology of coral polyps, and explore the role that photosynthesis plays in a coral polyps

relationship with zooxanthellae.

Background Information As larvae, coral polyps are free swimming. However, once they settle to the bottom, the rest of their lives will be spent attached in one place. Polyps build a hard (stony) external skeleton by extracting calcium, carbon and oxygen from seawater and depositing it as a hard, calcium carbonate cup under their bodies. Over time, polyps continue to add layers of calcium carbonate to the cups beneath them (basal plates),


resulting in upw ard growth of the skeleton.

Hundreds t o thousands of coral polyps together make up a r eef-building coral colony. Each polypis connecte d to the next by a thin layer of tissue (coenesarc) , creating a living mat over a shared skeleton.

By themsel ves, coral polyps cannot create reefs. The key to t heir growth is tiny algae called zooxanthel lae, which live inside the tissues of thepolyps. Thr ough the process of photosynthesis, the algae us e sunlight and carbon dioxide to create food a nd oxygen. This food provides up to 70% of the necessary nutrients for reef-building corals to sur vive.

By day, most reef-building coral polyps curl up

inside their skeletal cups, letting the zooxanthellae do their job. At night, polyps become predators. They stretch out their tentacles and use their harpoon-like nematocysts to catch the tiny zooplankton drifting by. This is known as raptorial feeding. More information about coral biology is available at http://flowergarden.noaa.gov/education/coralbasics.html

Preparation Cut two sections of cord/string about 28

long. Tie one end of each cord/string to the end of each dowel. At the other end of each cord/string, tie some type of clip to which a gummy worm may be attached, yet still be pulled free. Attach one gummy worm to each string just before the activity begins.

Before distributing the bags to the students, cut the bottom rectangle off each paper lunch bag to create a cylinder.

Procedure 1) Display the Polyp Anatomy diagram in front

of the class. Point out that a coral polyp consists mostly of a mouth and stomach. It lacks most body parts of other animals leaving it unable to move from place to place, see, or hear. Discuss how coral polyps use two methods to feed.

2) Explain to students that they are going to role-play the life of a coral polyp using their hands as models. Distribute the gloves, paper bags, and green markers.

3) Instruct students to open the paper bag cylinder and fold over one end as if they were cuffing their pants. Have them repeat this to create a double cuff, then place this over their non-writing hand, like a bracelet, with

http://flowergarden.noaa.gov/education/coralbasics.htmlhttp://flowergarden.noaa.gov/education/coralbasics.html


the cuffed end at the top. This represents the skeletal cup that the coral polyp sits in.

4) Instruct students to place the surgical glove on the same hand as the bag. The gloved hand represents the coral polyp.

5) Instruct students to use the green markers to place dots all over the gloved hand. Since this is washable marker, it will rub off on desks and other surfaces, so advise them to avoid touching anything. (If they do touch things, it can be cleaned up using a wet-wipe.) These dots represent the zooxanthellae living in the polyps tissues.

6) Since coral polyps rarely live alone, cluster groups of students together to make colonies. Instruct students to place their elbows close together on a table with all of their polyps reaching upward.

7) Leave the classroom lights on to simulate day time and ask the students how the corals are likely to be feeding. Since photosynthesis is the primary method during the day, instruct students to retract their tentacles (close their hands into fists) even with the tops of their skeletal cups (bags). The green zooxanthellae (green dots) can now get to work.

8) Turn off the classroom lights to simulate night time and ask the student how the corals are likely to be feeding now. Since no light is available, polyps should stretch out their tentacles (fingers) for raptorial feeding.

9) Remind students that coral polyps are attached to the substrate and cannot move, so

their elbows must remain on the table. And, coral polyps cannot see, so they must keep their eyes closed. Using the dowels like fishing poles, dangle the gummy worms over the cluster of polyps (colony) and move them around. Invite the students to try to capture the plankton with their tentacles.


Vocabulary Calcium carbonate The main component of coral skeletons, as well as the shells of snails, clams and crabs. It is formed from calcium, carbon and oxygen (CaCO3). Nematocysts Thread-like stinging cells in the tentacles of coral polyps, anemones and jellies. Photosynthesis The process by which plants use sunlight and chlorophyll to convert carbon dioxide and

water into simple carbohydrates and oxygen. Symbiosis A living arrangement between organisms in which at least one organism benefits. Zooplankton Free-floating, often microscopic, aquatic animals Zooxanthellae Single-celled photosynthetic algae that live symbiotically within coral polyp tissues.



10) Once the gummy worms have both been caught, invite the students to open their eyes and see who got them. Use this as an opportunity to discuss how the colony works as a community and when even some of the polyps feed, they all benefit.

11) To close out the activity, ask students to remove their gloves by grasping them from the bottom and pulling them off inside out (to contain the green marker ink). Throw away or recycle the gloves, if that is an option. Next, ask students to unroll the cuffs on their paper bags and flatten them back out to be used again.

Discussion This activity is an example of modeling nature in an effort to improve understanding. However, no model is 100% accurate. How was this model helpful to the students? What are some limitations of this model? a) Hard coral polyps have tentacles in multiples

of 6, but our hands only have 5 fingers. b) Polyps dont catch food directly with their

tentacles, but with their nematocysts.

Extension Coral polyps not only get food from their symbiotic algae, but they also get their colors from them. Coral bleaching is a term used to describe a situation in which corals appear to turn white. In actuality, what has happened is that the algae have left the corals. This situation is usually the result of some kind of stress event, often high water temperatures. Without the algae, the coral polyps are mostly clear, allowing you to see through to their white skeletons below--hence, the bleached appearance. Coral bleaching is not necessarily a death sentence. If stress conditions are alleviated in time, the corals may take on new algae and return to a healthy state. Even so, recovery may take weeks to months and recently stressed corals may be more susceptible to coral diseases. You can simulate this process by doing the activity using green sticker dots instead of green marker to represent the zooxanthellae. Stickers may be slowly removed as stress levels rise in a simulated bleaching event. More information about coral bleaching is available at http://flowergarden.noaa.gov/education/bleaching.html

http://flowergarden.noaa.gov/education/bleaching.htmlhttp://flowergarden.noaa.gov/education/bleaching.html


Education Standards

National E ducation Standards - Science

3-LS2.D, 5-LS2.A Ecosystems: Interactions, Energy, Dynamics 4-LS1.A, 4-LS1.D From Molecules to Organisms: Structure & Processes MS-LS2.A, HS-LS2.A Interdependent Relationships in Ecosystems

Texas Essen tial Knowledge

& Skills

(TEKS) - S cience

3.3C Represent the natural world using models. Identify their limitations. 3.9B Identify and describe the flow of energy in a food chain and predict how changes in a food chain affect theecosystem. 3.10A Explore how structure and functions of plants and animals allow them to survive in a particular environment. 4.3C Represent the natural world using models. 4.9A Investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food. 4.9B Describe the flow of energy through food webs and predict how changes in the ecosystem affect the food web. 4.10A Explore how adaptations enable organisms to survive in their environment. 5.3C Develop a model that represents how something works or looks that cannot be seen. 5.9B Describe how the flow of energy derived from the Sun is transferred through a food chain. 5.9C Predict the effects of changes in ecosystems caused by living organisms. 5.10A Compare the structures and functions of different species that help them survive. 6.3B Use models to represent aspects of the natural world. 6.3C Identify advantages and limitations of models. 7.3B Use models to represent aspects of the natural world. 7.3C Identify advantages and limitations of models. 7.5A Recognize that radiant energy from the sun is transformed into chemical energy through the process of photosynthesis. 7.8A Predict and describe how different types of catastrophic events impact ecosystems. 7.13A Investigate how organisms respond to external stimuli found in the environment. 8.3B Use models to represent aspects of the natural world. 8.3C Identify advantages and limitations of models. 8.11A Describe producer/consumer relationships as they occur in food webs. Aquatic Science.5D Identify the interdependence of organisms in an aquatic environment. Aquatic Science.10B Compare and describe how adaptations allow an organism to exist within an aquatic environment. Aquatic Science.12A Predict effects of thermal changes from humans on the living and nonliving components of an aquatic ecosystem. Biology.12A Interpret relationships among organisms. Biology.12B Compare variations and adaptations of organisms in different ecosystems. Biology.12F Describe how environmental change can impact ecosystem stability.


2. The ocean and life in the ocean shape the features of Earth. (d) 5. The ocean supports a great diversity of life and ecosystems. (a, d) 6. The ocean and humans are inextricably interconnected. (e)


3. Life on Earth depends on, is shaped by, and affects climate. (a, c) 7. Climate change will have consequences for the earth system and human lives. (c, d)


Related Links Flower Garden Banks National Marine Sanctuary (FGBNMS) http://flowergarden.noaa.gov FGBNMS Education Lessons & Activities, including this lesson and the Coral Polyp Diagram http://flowergarden.noaa.gov/document_library/eddocuments.html Coral Basics http://flowergarden.noaa.gov/education/coralbasics.html Coral Bleaching http://flowergarden.noaa.gov/education/bleaching.html National Marine Sanctuaries http://sanctuaries.noaa.gov


Acknowledgement This lesson was originally developed by Shedd Aquarium and appeared in their Coral Reefs Activity Guide for Grades 3-5 published in 2000. This is a modified version of the activity as it has been adapted by Flower Garden Banks National Marine Sanctuary, with approval from Shedd Aquarium.


When reproducing this lesson, please cite Shedd Aquarium and NOAAs Flower Garden Banks National Marine Sanctuary as the source, and provide the following URLs for further information: http://www.sheddaquarium.org/ and http://flowergarden.noaa.gov.

http://flowergarden.noaa.gov/http://flowergarden.noaa.gov/document_library/eddocuments.htmlhttp://flowergarden.noaa.gov/document_library/eddocuments.htmlhttp://flowergarden.noaa.gov/education/coralbasics.htmlhttp://flowergarden.noaa.gov/education/coralbasics.htmlhttp://flowergarden.noaa.gov/education/bleaching.htmlhttp://flowergarden.noaa.gov/education/bleaching.htmlhttp://sanctuaries.noaa.gov/mailto:[email protected]://flowergarden.noaa.gov/http://www.sheddaquarium.org/

Education

Long-Term Reef Monitoring

Photo FGBNMS/Hickerson

Grade Level 6-12

Timeframe 45-60 Minutes

Materials Find the Differences pictures,

1 per student

Series of photos from Repetitive Photo Stations at Stetson Bank, 1 series per

group

Paper and pencil, 1 set per group

Key Words Long-term Monitoring

Repetitive Photo Station

Bottom Time

T-frame

Photo: FGBNMS

Activity Summary Environmental monitoring is a challenging activity, especially underwater. Appropriate equipment must be selected to record the best possible results in the most consistent manner. It is also important that the monitoring procedures themselves create as little impact on the environment as possible. This activity will introduce students to the methods used for evaluating underwater habitats and the kinds of information that can be learned from those efforts.

Learning Objectives Students will be able to:

Describe how a reef habitat is marked for monitoring.

Explain what techniques are used to make monitoring work more

efficient and why. Identify habitat changes in reef monitoring images and potential

causes of those changes. Discuss challenges in monitoring techniques and image evaluation.

Background Information Long-term monitoring data has been collected at East and West Flower Garden Banks on a continuous basis since 1978. This was originally


prompted by drilling activity in the vicinity. The Minerals Management Service (now known as the Bureau of Offshore Energy Management or BOEM), charged with regulating oil and gas production activities in the Gulf of Mexico, wanted to establish a means of determining what impacts, if any, oil and gas activities were having on nearby coral reefs. In 1993, a similar monitoring program was established by the Gulf Reef Environmental Action Team (GREAT) at Stetson Bank.

Together, these monitoring activities constitute one of the longest monitoring programs of a coral reef anywhere in the world.

Over the years, these monitoring activities have changed only slightly in number and scope. Today these monitoring activities include the following:

East and West Flower Garden Banks: Repetitive photo stations show growth,

loss of tissue, coral cover and incidents of

bleaching and disease

Repetitive close-up stations examine the

advance or retreat of colonies of Diploria

strigosa (a species of brain coral)

10-meter random photo transects show

percent cover, species diversity, frequency

of occurrence and dominance of benthic

species

Fish surveys determine species, abundance, and size of fish traveling within a certain distance of the surveyor over a specified period of time

Stetson Bank:

Repetitive photo stations show growth,

loss of tissue, coral cover and incidents of

bleaching and disease

10-meter transects show percent cover,

species diversity, frequency of occurrence


and dominance

Repetitive photo stations are the biggest part of these monitoring programs. The purpose of these stations is to capture the same photo at the same place every year, for comparison.

Stations are marked by metal eyebolts embedded in the reef, with number or letter tags attached (cattle ear tags). This seems to be the best way to establish a permanent marker with little impact to the reef itself.

To make the photos the same every year, researchers mount the camera on a special T-frame. The camera is positioned in the middle of the crossbar at the top of the T with the lens facing down toward the ground. A compass, a level, and camera flashes are also mounted on the crossbar.

The base of the T-frame is placed at the pin location. The frame is rotated until it is facing north and the level is used to make sure the camera is perpendicular to the sea floor. Then, the picture is taken. This system allows the camera to capture the exact same area in the image every year.

Monitoring Procedures Since each diver participating in the research effort has a limited amount of time he or she can stay underwater, due to the limitations of scuba diving, work is conducted in shifts. Each dive team has a specific task to accomplish so that the next shifts will be able to make the most of their bottom time (time under water).

A typical monitoring expedition goes something like this:

Shift 1: Lay measuring tapes (transects) on the bottom starting at buoy moorings and swimming out on predetermined compass headings for specific distances.

Shift 2: Locate monitoring pins using tape transects and underwater maps for reference. The maps show distances and compass headings from the tapes to pin locations. Relative location of one pin to another is also noted. Even so, the pins are often difficult to find thanks to continuous algae growth.

Scrape algae and other growth off pin tags as

they are located so numbers can be seen. Mark pins with weighted lengths of white plastic chains (18). The chains float up into the water so the pin locations can be seen from much farther away.

Shift 3: Take photos at all of the marked pins, documenting the order in which they are taken and how many are taken at each location. The photographer can quickly move from one station to the next by simply looking for the floating chain markers. Collect chains as photos are taken.

Shift 4: Remove transect tapes.

Move boat to another study site, and repeat!

Monitoring Challenges Of course, no system is perfect! When this system was first established we didnt have digital cameras, so film cameras were used. This meant that the researchers were unable to tell if their images were captured correctly until they returned to shore and had their film developed.

In 2007, the camera malfunctioned during both East and West Bank and Stetson Bank monitoring trips, resulting in no usable photos. Both trips had to be rescheduled and all stations re-photographed. In 2008, sanctuary researchers switched to digital photography.


Vocabulary BOTTOM TIME the amount of time a scuba diver can spend underwater based on the limitations of available air to breathe and build-up of nitrogen in body tissues LONG-TERM MONITORING evaluation of an ecosystem over an extended period of time, often on an annual basis

REPETITIVE PHOTO STATION a designated location at which a photograph is taken, at least once a year, for comparison with previous images at that location T-FRAME a camera stand in the shape of a T that allows for consistent photographs at specific locations

What other challenges are associated with this type of monitoring project? As with any project at sea, weather and sea conditions are always a concern. Researchers schedule the monitoring to take place in the same month each year, but that doesnt always mean that is when it will happen. Mother Nature may have other ideas.

Rescheduling the trips is also a challenge because they depend on availability of both staff time and a research vessel to get them there. Once on site, equipment failure and lighting conditions may affect the quality of the photos themselves.

The job of the researchers is to manage time and materials so they are as prepared as possible when the next monitoring opportunity presents itself.

Preparation

Collect Find the Differences cartoons. These are often available in the Sunday comics of your local newspaper. You can also find books of images that challenge people to spot the differences.

Laminate Find the Differences pictures so that they can be used over and over again.

Print and laminate full-color sets of the Stetson Monitoring photos available on the web site at http://flowergarden.noaa.gov/document_libra ry/eddocuments.html. There are photo series

from 3 different photo stations. Make enough sets so that each group will have its own series of images to examine.

Find the Differences example

Procedure ENGAGE 1. Divide the class into groups of 3-4 students

and assign each group a work area. 2. Distribute one Find the Differences picture

to each student. 3. Challenge each student to find as many

differences as possible in his/her picture within a minute.

4. Have students within each group swap pictures and try to find the differences again. Allow another minute.

5. Repeat the picture swap until each student has seen all of the pictures within his/her group.


http://flowergarden.noaa.gov/document_libra

EXPLAIN 1. Within each group have the students discuss

on average how many differences they were able to find in each of the picture sets and how they found those differences. What techniques did they use? In which pictures were the differences harder or easier to find? Did color make it easier or harder? Did the subject matter make it easier or harder? Did it matter how busy the picture was?

2. Have each group select one person to report the groups findings.

3. Engage the entire classroom in the same discussion so that each group can share its findings. Make note on the board of the different techniques used to find the differences. The list may include some or all of the following: use prior knowledge (previous experience with these types of puzzles), examine small sections of the picture at a time, overlay the picture with a grid, write down the changes as they are found, repeated sampling, cover part of the picture.

EXPLORE 1. Distribute one series of photo station photos

to each group. 2. Explain that these photos were taken at

Stetson Bank, part of Flower Garden Banks National Marine Sanctuary, in the Gulf of Mexico. The photo stations were located 60-80 feet underwater.

3. Challenge each group to identify and document the changes that have taken place from year to year within their set of photos. Allow 5-10 minutes for this process.

4. Collect the photo sets and redistribute them to the groups so that each group has a different photo station than before.

5. Challenge each group to again identify and document the changes that have taken place from year to year within their set of photos. Allow another 5-10 minutes for this process.

6. Repeat the photo swap until each group has seen photos from each of the three photo stations.

EXPLAIN 1. Within each group have the students discuss,

on average, how many differences they found at each of the photo stations and how they found those differences. How did this compare to the "Find the Difference" activity? Was it easier or harder? Why? Did they use the same techniques in both activities? Was one photo station easier or harder than another to evaluate? Was lack of familiarity with the subject an issue?

2. Have each group select one person to report the groups findings.

3. Engage the entire classroom in a discussion of the types of changes observed from one year to the next in the photo station sets. Note on the board the different responses. These responses may include some or all of the following: color change, change in size of the objects, new objects, missing objects. It is important to keep students from presuming what happened. They should just make literal


observations.

EXTEND 1. In groups, or individually, challenge students

to identify the different objects in the photo station photos. Some of the objects they should be able to identify are sponges, fire coral, brain coral, algae, fish.

2. Next, direct the students to learn about the conditions for growth required of each of the biological specimens in the photos.

3. Which of these objects is likely to be an indicator of change over time? Why? Sponges, corals and rocks are more stable objects and likely to be better indicators. Which is not? Why? Fish change location constantly and are therefore not an indicator of specific changes in the substrate, however they may be more likely to hang out in an area based upon what is or is not there. The amount of algae growth may indicate change, but algae is also easily removed from an area by animals, physical impacts, etc. so there would have to be substantial change from one year to the next to indicate any type of long-term alteration.

4. In groups, have students re-evaluate their original set of photo station photos. Does being able to identify the objects in the photos make it any easier to identify changes?

EVALUATE Have each group answer the following questions regarding their original set of photo station images. 1. Between what years were the most significant

changes noted? June 2005 to June 2006 2. What was the nature of these changes? Objects

missing, broken, or greatly reduced in size. Lots of algae growth

3. What could have caused these changes? Students should do some research to find out what was happening in the Gulf of Mexico during that time. Use the following hints if needed HINTS: What major events occurred in the Gulf of Mexico in late summer of 2005? What major event occurred on coral reefs around the world in the summer of 2005? Hurricane Rita passed directly over the sanctuary as a category 5 hurricane in September 2005. In 2005 there was also a massive bleaching event on coral


Education Standards


Science: MS-LS2.C Ecosystem Dynamics, Functioning, and Resilience. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to components of an ecosystem can lead to shifts in all its populations. Science: HS-LS2.C Ecosystem Dynamics, Functioning, and Resilience. A complex set of interactions within an ecosystem can keep it relatively constant over long periods of time under stable conditions. ELA/Literacy: WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. ELA/Literacy: WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. ELA/Literacy: RST.11-12.9 Synthesize information from a range of sources into a coherent understanding of a concept.

Texas Essential Knowledge and Skills(TEKS) - Science

6.2E Analyze data to formulate reasonable explanations, communicate conclusions, and predict trends. 6.12E Describe biotic and abiotic parts of an ecosystem in which organisms interact. 7.2E Analyze data to formulate reasonable explanations, communicate conclusions, and predict trends. 7.8A Predict and describe how different types of catastrophic events such as hurricanes impact ecosystems 7.13A Investigate how organisms respond to external stimuli found in the environment. 8.2E Analyze data to formulate reasonable explanations, communicate conclusions, and predict trends. 8.11B Investigate how organisms and populations in an ecosystem depend on and may compete for factors such as light, water, range of temperatures, or substrate. Aquatic Science.3A Analyze, evaluate and critique scientific explanations. Aquatic Science.5A Evaluate data over a period of time from an established aquatic environment. Aquatic Science.6B Examine the interrelationships between aquatic systems and climate and weather. Aquatic Science.12A Predict effects of chemical, organic, physical, and thermal changes from humans on the living and nonliving components of an aquatic ecosystem. Biology.2G Analyze, evaluate, make inferences, and predict trends from data. Biology.3A Analyze, evaluate and critique scientific explanations. Biology.11B Investigate and analyze how organisms, populations, and communities respond to external factors. Biology.12F Describe how environmental change can impact ecosystem stability. Environmental Systems.3A Analyze, evaluate and critique scientific explanations. Environmental Systems.8A Analyze and describe the effects on areas impacted by natural events such as hurricanes.


5. The ocean supports a great diversity of life and ecosystems. (c,d,f) 7. The ocean is largely unexplored. (b)


3. Life on Earth depends on, is shaped by, and affects climate. (a)


Related Links Flower Garden Banks National Marine Sanctuary (FGBNMS) http://flowergarden.noaa.gov

FGBNMS Education Lessons & Activities http://flowergaren.noaa.gov/document_library/ed documents.html

Long-Term Monitoring http://flowergarden.noaa.gov/science/monitor.ht ml#longterm

East and West Flower Garden Bank Monitoring http://flowergarden.noaa.gov/science/eastwestmo nitor.html

Stetson Bank Monitoring http://flowergarden.noaa.gov/science/stetsonmon itor.html

Hurricane Rita Report http://flowergarden.noaa.gov/document_library/s cidocs/hurricaneritareport.pdf

Hurricane Ike Report http://flowergarden.noaa.gov/science/ike2008.ht ml

Post-Hurricane Assessment from BOEM (2006-2008) http://flowergarden.noaa.gov/document_library/s cidocs/boem2009032.pdf

FGBNMS Species Lists http://flowergarden.noaa.gov/about/specieslist.ht ml



Acknowledgement This lesson was developed by NOAAs Flower Garden Banks National Marine Sanctuary.




http:http://flowergarden.noaa.govhttp:http://flowergarden.noaa.govmailto:[email protected]:http://sanctuaries.noaa.govhttp://flowergarden.noaa.gov/about/specieslist.hthttp://flowergarden.noaa.gov/document_library/shttp://flowergarden.noaa.gov/science/ike2008.hthttp://flowergarden.noaa.gov/document_library/shttp://flowergarden.noaa.gov/science/stetsonmonhttp://flowergarden.noaa.gov/science/eastwestmohttp://flowergarden.noaa.gov/science/monitor.hthttp://flowergaren.noaa.gov/document_library/edhttp:http://flowergarden.noaa.gov

coralcorescoralspawningglobecoralupclosereefmonitoringlesson

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Documents

Coral Cores: Ocean Timelines · at the top of a coral colony, the polyps of reef-building corals create hard layers of calcium carbonate. This is what we consider the hard, or stony,