Biodiversity and the Great Barrier Reef

Unit Plan Mark Madden and Edward Sarisley

Biodiversity and Conservation Biology

CFLS660

Introduction
Coral reefs offer up a wide diversity of species, which is called
biodiversity. Two main types of organisms inhabit coral environments, those
with a backbone (vertebrates) and those without (invertebrates). Coral
polyps, or corals, for the structural foundation of coral reef ecosystems and
are the dominant inhabitant. Coral reef environments contain more species
per unit area than any other marine environment, containing about 4,000
species of fish, 800 species of hard corals, and hundreds of other species.
These coral reef environments are important in that there are many drugs
currently being developed from coral reef animals and plants as possible
cures for cancer, arthritis, bacterial infections, and other diseases.
Grade/Subject
IB Biology/AP Biology/Honors Biology/Advanced Biology 11th and 12th
*Can be modified for regular Biology classes
Time Frame
Between six and eight days depending on allotment of time for project and
presentation
Goal(s)

Students will understand what biodiversity is and what it means in a

given ecosystem
Student will be able to identify relationships species have with one
another in an ecosystem
Student will think critically on issues of preservation of biodiversity in
the Great Barrier Reef
Students will adequately and knowledgeably discuss human impacts
on reef ecosystems
Students will develop possible solutions to preserve reef ecosystems
and biodiversity

Standard(s)
IB Biology Topic 4: Ecology, 4.1: Species, communities and ecosystems
AP Biology Standard APB-7: The learner will develop understanding of basic
ecological principles.
Unit Lesson Planning
Day 1 Students will conduct the Introductory Activity/Prior Knowledge,
which will get the students thinking about biodiversity in terms of cars in a
parking lot. This will allow them to understand that ecosystems are made up

Biodiversity and the Great Barrier Reef

Unit Plan Mark Madden and Edward Sarisley
Biodiversity and Conservation Biology

CFLS660

of a multitude of species. This may or may not branch out into day 2
depending on class time (regular 40 or 50 minute classes vs. block schedule
of 90 minutes).
Day 2 (and 3) Students will look at notes covering biodiversity in
ecosystems and how species co-habitat with one another. They will also
discuss what causes changes to biodiversity and the affects that has on the
ecosystem as a whole. Small group discussions and large group discussions,
along with short video clips, will help engage students as well. Notes may
take more than one day. If so, adjust unit plan as needed but should take no
more than two class periods to complete. An interesting addition to break up
the notes would be to allow students to complete the extra activity labeled
Spread the Word Infomercial. Keep in mind that this will increase total time
spent on the unit, but is a fantastic way to incorporate technology into the
classroom.
Day 3 Students will become Jr. NOAA scientists and be introduced to the
project on the conservation of the Great Barrier Reef. This will introduce
them to the importance of reef systems and make them think critically on
many aspects of biodiversity. This activity could be considered a STEM based
activity if used properly.
Day 4 Students will be given time in class to complete their research and
begin building/making their project that will be presented to the class. This
is an intricate part of the project as it gets the students to be creative and
inventive with their work. Again, timing will be an issue as this will probably
take students time to complete fully, but allowing students to engage the
material themselves is worth the time as it becomes more personal and not
just something that must be memorized.
Day 5 (or 6) Students will present their projects to the class. They must be
knowledgeable about the material as they will be questioned at the end of
the presentation by both students and the teacher. Not only with this show
true understanding of the material, but it will show how well their project
engages others.
Day 6 (or 7) Students will end the unit on Biodiversity by completing an
assessment that will allow them to show how well they truly mastered the
material. Assessment format could be altered to best suit the type of
students in the class.
Field Trip Opportunity
One possibility for a hand-on experience with tropical organisms would be a
field trip. There are two possibilities depending upon where your school is.
The choices are as follows:

Biodiversity and the Great Barrier Reef

Unit Plan Mark Madden and Edward Sarisley
Biodiversity and Conservation Biology

CFLS660

Living Marine Resources Cooperative Science Center at the University

of Maryland Eastern Shore if located in and around Virginia/West
Virginia/Maryland
New England Aquarium in Boston, Massachusetts if located in and
around New York, Pennsylvania, and New England

Our thoughts for this field trip (if feasible within your school) would allow
students to get some in-depth understanding from individuals and get up
close and personal with the organisms that will be studied in class. Proper
arrangements and contacts must be set up in order to assure a great
experience for students. Since this will cost money, it may be necessary to
seek aid from within your school district or have a fundraiser. Our suggested
time to conduct the field trip is very early on in the unit, possibly soon after
the introductory activity. Again, this must be planned accordingly to allow
this to happen.
Materials
All necessary materials will be provided in class such as computers,
PowerPoint handouts, and worksheets. Materials need for individual group
projects will be obtained by the student and brought to class (unless they
can be obtained in the stock room).
Overall Outcome
It is the hope that students will learn to appreciate what the Earth has to
offer and understand that it can disappear as quickly as it appeared. By
showing students the importance of biodiversity and what it can offer
mankind, students will work towards a better future in terms of conservation
and ecological protection.
References
All references to this unit can be found online under the References section
of the website www.biodiversityandcoralreefs.weebly.com.