Lesson: Repairing Reefs

Observe a 360° photo of a coral reef and watch a video about the structure of coral reefs.

• Post a photo of a coral reef or take a 360° virtual dive in a coral reef at https://sanctuaries.noaa.gov/vr/florida-keys/cheeca-rocks/. Have students share observations and what they know about coral reefs. Ask them to predict which of the structures they see are kinds of coral. How would they describe the structures? (lumpy, branching, fan-shaped, etc.)
• Watch the video “Coral Reef Construction.” Ask: How does a single coral polyp add to a reef structure? (by growing its skeleton, located beneath it) What happens when that coral polyp dies and leaves its skeleton behind, and then a coral larva comes along? (It attaches to the skeleton and grows.)

Read an article about coral reef restoration and analyze patterns in coral reef locations.

• Tell students they are going to learn about a coral reef that scientists are working to rescue. Preview the article, including the “Words to Know” on page 13. Read the article aloud, pausing between sections to summarize key information. 
• Preview the Coral Reef Locations map skill sheet. Have students complete it in pairs, then discuss answers as a class. Ask: What is one possible reason that most coral reefs are located between the Tropics of Cancer and Capricorn? (The waters are warmer there. While water can be too warm for coral, it can also be too cold for most corals.) What other evidence do you see for this explanation? (There are no reefs in the chilly Arctic and Southern oceans.) 

Summarize key ideas about coral reefs using the article, the video, and a map. 

• Using information from the article, the video, and a map, work with the class to generate three lists: “Importance of Coral Reefs,” “Threats to Coral Reefs,” and “Actions to Protect Coral Reefs.” For each of the actions, such as 3-D printing structures as described in the article, talk about how the action would help and list difficulties to implementing it. Ask: How could those difficulties be overcome? 

Communicate information about a virtual visit to a coral reef.

• Discuss the article’s concluding quote about the majesty and wonder of coral reefs. Then let students explore more 360° virtual dives at https://sanctuaries.noaa.gov/vr/. Use the Learning Extension (available below and at the end of the scrollable online article) to guide students in creating a postcard about a reef.

Complete low-stakes assessments to check for understanding about coral reefs and threats they face.

• Share the Think It Through skills sheet. Have students complete it in pairs and discuss answers as a class.
• Have students complete the No-Sweat Bubble Test.

⇨ Learning Extension: Go for a virtual swim in a coral reef at: https://sanctuaries.noaa.gov/vr/. Then create a postcard about your time in the reef.