Unit 3: Go with the Flow... Page 26 Activity 3.1: Map This!... Page 30

Transcription

1

2 Table of Content Sanctuary Reef Companion Content Unit Unit 1: Introduction to Coral Reefs... Page 3 Activity 1.1: Polyp Palooza... Page 8 Activity 1.2a: It Starts with a Polyp... Page 13 Activity 1.2b: Grow Your Own Corals... Page 17 Unit 2: Coral Reef Communities... Page 19 Activity 2.1: What a Reef Wants... Page 22 Unit 3: Go with the Flow... Page 26 Activity 3.1: Map This!... Page 30 Unit 4: Relief for Reefs... Page 33 Activity 4.1: Searching for Sanctuaries... Page 41 Activity 4.2: Balancing Act... Page 44 Appendix A: Evaluation Documents... Page 47 Pre/Post Questions for Students Sanctuary Reef Exhibit Observation Form Final Instructor Questionnaire Final Student Questionnaire Appendix B: Vocabulary... Page 56 Appendix C: Education Standards Addressed... Page 61 National Educational Standards Sunshine State Education Standards Ocean Literacy -2-

3 Unit 1: Introduction to Coral Reefs Coral reefs are entire living systems, built by colonies of tiny coral animals over millions of years. Coral reefs are made up of hard and soft corals as well as an abundant amount of marine animals and plants. Full of as much diversity as rainforests, coral reefs are one of Earth s most important ecosystems. The biodiversity of a reef system supports a vast interdependent food web, from plankton, microscopic plants and animals, to humans. Every organism in a coral reef plays a vital role, from the microscopic zooxanthellae that live inside the coral polyps tissues, to the colorful reef fish. The millions of species that live in coral reefs provide important food sources for top predators, such as sharks, sea turtles, and dolphins. Also, millions of people around the world depend on coral reefs for their livelihood. However, these important ecosystems are seriously threatened by human impact. As we change the environment of the Earth, the conditions of our oceans change as well. Through scientific exploration and discovery at research institutions, such as Mote Marine Laboratory, we are learning how the health of coral reefs depends on the complex interactions of its inhabitants. This unit will help you to understand what corals are, how coral reefs are formed, what organisms can be found there, what threatens coral reefs and what National Marine Sanctuaries are doing and what you can do to help protect these important ecosystems. What are corals? Coral reefs are made up of many tiny living animals that feed, fight, grow and reproduce. Corals are invertebrates, animals without a backbone, belonging to the class Anthozoa (AN-THO-ZOA) and the phylum Cnidaria (NI-DARIA). They are closely related to other cnidarians such as jellyfish, which float through the water, and anemones that, like corals, attach themselves to a hard surface. The individual coral animal body is called a polyp. Hard or reef-building corals secrete a stony limestone skeleton as they grow. This skeleton is made up of a compound called calcium carbonate (CaCO3), which provides protection to the coral animal and helps the polyp to attach to a hard surface. Coral polyps are connected to other polyps to form a colony. A coral colony usually grows from one original larva, which has settled on a hard surface where it will lay down its limestone skeleton. The larva will then make a duplicate of itself by dividing, budding and fusing to eventually create an entire group of interconnected living coral polyps. Coral polyps in a colony are connected by a membrane called the cenosarc, in which they can share nutrients and energy. As the coral colony grows, new polyps are formed over the top of old polyps. Coral reefs may be & & & & & Close-up of coral polyps -3-

4 over 100 feet thick, but the living part is only a thin layer of corals and other organisms, perhaps only a few inches thick on the surface. There are two main types of coral: non-reef builders (ahermatypic) and reef builders (hermatypic). Ahermatypic corals, such as soft corals, do not play a big role in the formation of a coral reef. Some individual corals grow as single polyps that do not form colonies. Soft corals are colonial corals that have a flexible skeleton and depend on toxic chemicals in their tissues to protect themselves from predators. Hermatypic, or reef building corals, are hard corals that form large colonies from thousands of connected polyps living together, sharing food and energy. Hard corals use zooxanthellae to help create their strong limestone skeleton, very similar to the process used by clams, oysters and snails to create their hard shells. The zooxanthellae are the corals solar panels and provide enough energy to build their skeletons rapidly. Generation after generation of polyps add to the skeleton, forming corals of an incredible variety of shapes and sizes. Coral colonies can grow bigger than a small house and can be several hundred years old. Over thousand of years, the skeletons of many coral colonies living together form reefs. Anatomy Corals, like other anthozoans, have a simple body structure that has only one body opening, the mouth. Each polyp has a mouth surrounded by a ring of tentacles leading to a stomach-like cavity. Coral tentacles are armed with stinging cells called nematocysts. At night, the coral uses the nematocysts to capture tiny organisms, such as plankton, in the ocean water. The prey is passed to the mouth, then into the stomach-like cavity where it is digested and nutrients are absorbed. Solid waste then will pass back out through the coral polyp s mouth. Energy from food is shared with neighboring polyps of a colony through the cenosarc. Living inside each coral polyp are tiny, microscopic algae called zooxanthellae (ZOO-ZAN- THELLY), which provide some energy and give corals their brilliant colors. The relationship between a coral polyp and its zooxanthellae is necessary for the survival Mucus protects corals from diseases. Nutrients in the mucus attract a huge number of bacteria. Corals produce certain kinds of mucus to attract certain kinds of bacteria. Mote scientists have discovered that these bacteria produce antibiotics that may help to resist diseases. of both the organisms. Zooxanthellae, like other plants and algae, will undergo photosynthesis. Photosynthesis is an important process for the helper algae, as it uses the sunlight to make food for itself. In turn during this process, the zooxanthellae will produce by-products such as oxygen and sugars. The coral polyp will use the by-products and turn them into energy, which they can share with the rest of the colony. The coral polyp itself provides shelter and protection for the microscopic algae. Since coral polyp skin is practically transparent, the color of the helper algae will show through, giving the corals their colorful appearance. Corals cannot obtain enough energy from feeding alone to build large -4-

5 mouth stomach Stylized coral polyp cross section,,,,,,,, colonies and form reefs. The zooxanthellae provide the corals with up to 98% of the energy that they produce, allowing the corals to make their skeletons grow faster and form reefs. Corals in turn provide the zooxanthellae with a safe place to live where they receive plenty of sunlight and nitrogen-rich waste products. Coral reefs are found in the tropics where the warm, clear, shallow water allows enough sunlight to reach the algae living in their tissues. The relationship between a coral and its zooxanthellae is delicately balanced and small changes in environmental conditions, especially seawater temperature, can disturb it. If water temperatures increase, the algae may die or leave the coral, causing the corals to expel their helper algae. When the zooxanthellae are lost, corals lose energy and color, causing them to appear white as their limestone skeleton shows through their transparent skin. This process is called bleaching and could result in the death of the coral due to starvation and lack of energy from the zooxanthellae. Bleached corals can only survive for a few weeks without their zooxanthellae, and if water conditions do not return to normal the corals cannot recruit new zooxanthellae and will die. Reproduction, On a few nights of each year many of the corals on the reef reproduce in an event called mass, spawning. Tens to hundreds of, species of corals release their eggs, Star coral spawning and sperm into the water on the same night. The eggs float to the ocean s surface where they can be fertilized, forming new coral larvae called planulae. The coral planulae swim in -5-

6 the ocean for several days to weeks until they settle on a hard surface and grow into new corals. Corals can also reproduce asexually by budding. During budding the coral polyp will divide to make a near identical copy of itself that will remain attached to the parent polyp. A coral colony will form after repeated rounds of budding and can grow to contain hundreds and even thousands of polyps. As new polyps form they overgrow older polyps that die and add their calcium carbonate skeleton to the foundation of the reef., Coral gametes Competition Space on a reef is limited and corals will compete with their neighbors, including other plants and animals, to prevent overgrowth. Coral polyps on the edges of colonies may use long sweeper tentacles loaded with nematocysts to sting many of their neighbors that grow too close. They can also use long, tubular mesenterial filaments, which are extended from the polyp s stomach cavities to digest away intruding neighbors. Since the corals zooxanthellae need light to undergo photosynthesis, some branching species of corals such as staghorn and elkhorn, will compete by growing rapidly in an attempt to over-shade their neighbors from the bright sun light. Types of Coral Reef Formations There are three major types of reef formations: fringing, barrier and atoll reefs. Fringing reefs form just off the coast of a continent or an island and usually grow from a shallow sandy lagoon to the reef crest where the most wave resistant corals grow, to the reef face where the majority of the coral species are found. Barrier reefs form farther offshore, usually 6-62 miles ( kilometers) from the coast, and often form large walls of coral separated from the coast by a large channel or lagoon. Atolls are circular reefs surrounding a lagoon that forms when islands sink into the ocean over millions of years. Usually the inside of an atoll reef is where living coral can be found. The Florida Keys coral reefs are considered to be the 3rd largest barrier reef in the world. The largest is the Great Barrier Reef in Australia and the 2nd largest is found off the coast of Belize. Coral reef formations 56*7'$+2"48+?$$:+:)'@%&6);#+ Image coutesy of -6-

7 &#!"#$ #!"#* %&#$ %&#* '"#$ '"#* (&#$ (&#* )"#* )"#$!&"#.!-&#.!%"#.!"&#.!("#.!&"#.!-&#.!%"#.!"&#.!("#.!/&#.!("#+!"&#+!%"#+!-&#+!&"#+,&#+ )"#+ (&#+ '"#+ %&#+!"#+ &#!"#. %&#. '"#. (&#. )"#.!/&#.!("#+!"&#+!%"#+!-&#+!&"#+,&#+ )"#+ (&#+ '"#+ %&#+!"#+ &#!"#. %&#. '"#. (&#. )"#. )"#* )"#$ (&#$ (&#* '"#$ '"#* %&#$ %&#*!"#$ &#!"#* Reef Distribution Tropical coral reefs grow best in sunny, shallow, clear water. The water must be clear and shallow so that the reef can get lots of sunlight. They rarely grow deeper than 130 feet (40 meters) and they prefer salt water, surviving poorly in areas where there is a lot of river runoff due to freshwater and silt which can cover a reef or muddy the water blocking the sunlight. The best temperature for a coral reef is between 77 F 88 F (25 C - 31 C) and the best salinity (amount of salt) is between parts per The best temperatures and salinities for corals are most often found in warm, shallow tropical oceans of the world, mostly between the Tropic of Cancer (23.5 N latitude) and the Tropic of Capricorn (23.5 S latitude). Since ocean currents can bring warm water to cooler places, reef corals grow in surprising locations such as off the coast of Texas and near Tokyo, Japan. There are two major coral reef regions in the world: the Indo-West Pacific and the Western Atlantic. The Indo-West Pacific region spans from the Red Sea through Australia to the Indian Ocean and to Africa. This is the largest coral reef region in the world with the greatest diversity of coral and fish species. The Western Atlantic region spans from Florida to Brazil, and includes the Caribbean, Bermuda, and the Gulf of Mexico. Reefs are also found in the tropical eastern Atlantic and Eastern Pacific, but they are less developed and diverse. 3H"IN+K+ F')C6?+)>+G%=?$'+ 3H"IN+K+ 3H"IN+M+ F')C6?+)>+G%C'6?)'=+ 3H"IN+M+ 56*7'$+2"2-8+9:);%:+<6#&'6;7&6)=+)>+?)'%:+'$$>#+@6=<6?%&$<+6=+'$<A"+BCC$'+<%#D$<+:6=$+E%'(#+&D$+F')C6?+)>+G%=?$'+%&+3H"IJ+K+:%&6&7<$L+:)!$'+<%#D$<+:6=$+ Global distribution of coral reefs (indicated in red). Upper dashed line marks the Tropic of Cancer at 23.5 N latitude; lower dashed line marks the Tropic of Capricorn at 23.5 S latitude. -7-

8 Activity 1.1a: Polyp Palooza Grade Level: 6-12 Vocabulary: See Appendix B Key Words: atoll reef, barrier reef, cenosarc, coral polyp, fringing reef, mouth, nematocysts, plankton, tentacles, zooxanthellae Standards Addressed: See Appendix C Overview Students will understand the anatomy of a coral polyp as well as the various types of coral reefs. Time Required: minutes Objectives Students will be able to: 1. identify the physical characteristics of a coral polyp; 2. describe the characteristics that make up a coral reef; 3. identify various types of coral reefs and their geographic distribution; and 4. explain the importance of coral reef systems in Florida and the worldʼs oceans. Materials Handout 1.1.1: Polyp Palooza (1 copy per student) Handout 1.1.2: Reef Recognition (1 copy per student) Writing utensils Background for Instructor Please use background information provided in Unit 1. Procedure 1. Provide each student with a copy of Handouts and Allow the students to work individually or in groups to identify the anatomy of a coral polyp and the various types of coral reefs. The students may use copies of background information in Unit Assign each group/student a reef formation (barrier, atoll, fringing) for Question #4 on Handout Continue a discussion of coral polyp anatomy with Activity 1.1b. Extension After completing this activity, continue to Activity 1.1b. -8-

9 Handout Polyp Palooza! Name: Coral Colony Anatomy Identify each part of a coral colony s anatomy. #8 #1 #7 #6 #2 mouth #4 #3 stomach #5 #1. #5. #2. #6. #3. #7. #4. #8. -9-

10 Handout Answer Key Polyp Palooza! Coral Polyp Anatomy Label each part of a coral polyp s anatomy. #8 #7 #1 #6 #2 mouth #4 #3 stomach #5 #1. Tentacles #5. Limestone or CaCO3 skeleton #2. Mouth/Anus #6. Bacteria #3. Stomach #7. Nematocysts/Stinging cells #4. Cenosarc #8. Mucus Coating -10-

11 Handout Reef Recognition Name: Reef Formation Label the various reef formations. 1)( This is a reef. 1+( This is a reef. 1B( This is an reef. #4 Draw a reef. -11-

12 Handout Reef Recognition Answer Key Reef Formation Label the various reef formations. 1)( This is a fringing reef. 1+( This is a barrier reef. 1B( This is an atoll reef. Be sure to assign each student/ group a type of reef for #4. #4-12-

13 Activity 1.2a: It Starts with a Polyp Grade Level: 6-8 Vocabulary: See Appendix B Key Words: calcium carbonate, coral polyp, medusa, tentacles, zooxanthellae Standards: See Appendix C Overview Students will understand how a coral functions as well as its role in a reef system by constructing a model of a coral polyp. Time Required: One minute class period. Objectives Students will be able to: 1. identify the physical characteristics of a coral polyp; 2. describe the characteristics that make up a coral reef; 3. identify various types of coral reefs and their geographic distribution; and 4. explain the importance of coral reef systems in Florida and the worldʼs oceans. NOTE: There are two lessons provided for building coral polyps, one to make non-edible polyps and another for edible polyps. Please read each material list and procedure carefully to help you decide which lesson will best suit your classroom. Materials For Non-Edible Polyps: Glue Scissors Tape Disposable plastic gloves Brown paper bags Cardboard tubes from saran wrap, aluminum foil, or paper towel rolls Construction paper (any color that reflects the color of coral reefs) Shoe or tissue box (to be used as a stand for the coral polyps) For Edible Polyps: Water Measuring cups Paper plates Toothpicks (1 per student) Candy sprinkles Napkins for clean-up Large marshmallows (1 per student) -13-

14 Thin licorice whips (several per student) Heat source (i.e.: microwave to melt the candy coating Candy melts or baking chocolate broken into small pieces: ½ ounce melted for each student Note for Edible Polyps: This activity can be done as a demonstration if students cannot eat the finished product. If students are allowed to eat their creations, be sure they wash their hands before beginning the project and that clean utensils are used during the activity. Also remind the students that no one is allowed to handle anyone elseʼs candy since they may be eating it. Candy melts are sold at cooking and craft stores that sell candy-making equipment. Candy melts are ideal for this activity because they melt quickly and uniformly. Other types of chocolate can be used for this activity, but make sure the chocolate used melts uniformly. Use a Pyrex measuring cup to melt the chocolate. It will be helpful to stir the chocolate as it melts. Use caution when assisting students as they roll their marshmallows in the warm chocolate. Background for Instructor Are corals animals, vegetables, or minerals? Some corals are hard and resemble rocks, others are soft. However, both hard and soft corals photosynthesize, which led early scientists to classify corals as plants. Even today, many students are surprised to find that corals belong to the Phylum Cnidaria, a unique group of invertebrate animals. This phylum of stinging animals can be further divided into three classes: Hydrozoa, the hydroids; Scyphozoa, the jellies; and Anthozoa, the corals and sea anemones. While Cnidarians are very diverse, they share some common defining characteristics. All Cnidarians have the ability to sting (Cnidaria is Greek for nettle). Cnidarians have a ring of specialized tentacles surrounding a central opening (both mouth and anus) for stinging and capturing prey, as well as for fending off predators. The Cnidarian body form is simple and can exist in either a polyp or medusa shape. The polyp body shape, like a sea anemone, is a cylindrical hollow tube. The medusa body shape, as seen in jellies, are free-floating, umbrella-like forms with the oral side and tentacles dangling down. Regardless of the body shape, Cnidarians are radially symmetrical. This means that all of their parts are arranged around a central axis similar to the spokes of a wheel. The majority of reef-building corals are colonies of individual polyps that exist together and share a common skeleton. The polyps of these hard corals extract calcium and carbonate from the ocean water depositing it as a hard calcium carbonate skeleton. All hard coral polyps produce a hard skeleton that is used for support and protection. Polyps within a colony fuse their stony skeletons together to form one massive skeleton. When one coral polyp dies, the skeleton remains, allowing new corals to grow on top of the old. -14-

15 Procedure for Non-Edible Polyps 1. Using construction paper, fold in half (the long way) to create tubes that will fit inside the supplied cardboard tubes (tubes can be used from paper towels, saran wrap, or aluminum foil). Secure the construction paper tubes with glue or tape. NOTE: The construction paper tubes should fit snuggly inside the cardboard tubes, as to move in and out of them easily. 2. Repeat Step 1, constructing 3 tubes total. 3. Cut the supplied cardboard tubes into thirds. 4. Pull a disposable plastic glove through each construction paper tube until only the fingers are exposed at the top of the tube. 5. Draw dark dots at the center of each fingertip to represent the coral polyp mouth. 6. Insert the construction paper tubes inside the cardboard tubes to complete the coral polyp. 7. Choose a coral form and model the shape by gluing the constructed polyps to a box (can use tissue or shoe boxes). See background materials for various coral forms. 8. Glue pieces of crumbled brown paper bag in between the coral polyps. These will represent the calcium carbonate build up. You can also color these bags to represent the different colors of corals. Procedure for Edible Polyps 1. Arrange students in teams of two or three. 2. Give each team a paper plate. Ask students to write their names on the outer top edge of the plate. This plate will represent the groupsʼ hard substrate, the place where coral grows. 3. Give each student another paper plate as a working surface as they create the edible coral. Students need to wash their hands before working with the following items, and eating of items is allowed only after the activity is completed! 4. Give each student one marshmallow and a toothpick. The marshmallow represents the body of the coral polyp and the toothpick will be used to make openings for the tentacles that surround the central opening at the top. 5. Ask students to make six holes in the top of the marshmallow, indicating where the tentacles will go later in the activity. 6. Now pour 1 2 ounce of melted chocolate onto each studentʼs plate. Have students carefully roll their marshmallows in the candy coating, covering the outside of the polyp body. Students need to be careful not to fill the holes where the tentacles will be attached. The chocolate coating represents the hard calcium carbonate that creates the skeleton of the coral reef. 7. Next have students dampen the sides of their marshmallow with water and dust candy sprinkles on the sides of the marshmallow. The sprinkles represent the living zooxanthellae (helper algae) in the coralʼs tissues. 8. Give each student six licorice whips and ask them to carefully insert them into the pre-poked holes in the top of the marshmallow, using the toothpick. The -15-

16 licorice whips need to be inserted firmly so they do not fall out. The licorice whips represent the tentacles of the coral belonging to the Phylum Cnidaria. 9. Students then need to place their marshmallows on the teamʼs paper plate, close enough that they could fuse together. This represents what happens as the calcium carbonate skeleton is formed. Ask the students to discuss their coral reef with their teammates. What do each of the parts of the coral do to protect it? How can the other corals located around it help them all to survive? 10.Finally, ask the students to pretend they are coralivores (such as a parrotfish) on a coral reef and ask them to eat the corals they created! Discussion 1. Why do the corals move up and down inside their tube homes? 2. Why do different corals show different colors? Extension After completing this exercise, have the students research the role corals have in Floridaʼs marine environments. Discover more coralivores (coral predators) in the library. Resources University of South Floridaʼs Making Waves program. <waves.marine.usf.edu> MacGillivray Freemanʼs Coral Reef Adventureʼs Educatorʼs Guide < Acknowledgements Activity based on MacGillivray Freemanʼs Coral Reef Adventureʼs Can You Eat a Reef? Activity and USFʼs Making Waves program. -16-

17 Activity 1.2b: Grow Your Own Corals Grade Level: 9-12 Vocabulary: See Appendix B Key Words: calcium carbonate, medusa, polyps, zooxanthellae Standards: See Appendix C Overview Students will observe the growth of crystals that develop in a way similar to how coral polyps create their calcium carbonate cups. Time Required: One minute class period, plus 3 days for observations. Objectives Students will be able to: 1. identify the physical characteristics of a coral polyp; 2. describe the characteristics that make up a coral reef; and 3. explain the importance of coral reef systems in Florida and the worldʼs oceans. Materials Plastic bowls (have students bring from home) Pieces of charcoal, porous brick, tile, cement, or sponge Water Table salt (iodized or plain) Liquid bluing (found in bleaches at grocery stores) Food coloring Measuring tablespoons Masking tape Pens Procedure 1. Ask students to label their bowl with pieces of masking tape with their names on them. Have them put some pieces of charcoal, brick, tile, sponge, or cement into their bowls. 2. Students should pour two tablespoons of water, two tablespoons of salt, and two tablespoons of liquid bluing over the base material (charcoal, etc.) Set bowls on a table or counter top. Formations need free air circulation to develop. 3. The next day have them add two more tablespoons of salt. 4. On the third day, pour in the bottom of the bowl (not directly on the base material) two tablespoons each of salt, water, and bluing, then add a few drops of food coloring to each piece of base material. 5. A crystal formation should appear by the third day. If not, it may be necessary to add two tablespoons of household ammonia to aid the growth. (Only -17-

18 teachers or other adults should handle and add the ammonia). To keep your formation growing, just add more bluing, salt, and water from time to time. 6. Explain to the students that just as the water, bluing, and dissolved salt combined to form crystals, coral polyps use dissolved calcium carbonate to create the stony cup that protects their soft bodies and creates reefs. Discussion 1. Why do the corals move up and down inside their soft bodies? 2. Why do different corals show different colors? Extension After completing this exercise, have the students research the role corals have in Floridaʼs marine environments. -18-

19 Unit 2: Coral Reef Communities There are more species of organisms living on coral reefs than in any other environment in the ocean. In fact, despite covering less that 0.2% of the total area of oceans, coral reefs are noted for some of the highest levels of productivity on Earth. Also, 25% of all marine organisms live in a coral reef at one point or another in their lifetime. Compared only to rainforests, coral reefs form a Even though the ocean covers over 70% of our planet, only 0.2% of the ocean is occupied by coral reefs. An astonishing 1/4 of all ocean life depend on coral reefs at one point or another in their lifetime. habitat where an amazing amount of biodiversity is found. An estimated 1-9 million species live on coral reefs, which are home to thousands of species found nowhere else on Earth. For many it is a hunting ground, a safe place to hide, a place to breed, to raise young, and to grow old. There is a complex and delicate web of close relationships between the many organisms in a coral reef ecosystem. Symbiosis & Survival Many animals found on the reef survive by their appearance and adaptations. Critters like urchins and sea stars rely on their spiny skin to deter predators. Octopus and squid use color changing cells to alter the appearance of their skin so that they can hide from predators and sneak up on their prey. Others like scorpionfish and mantis shrimp lie in wait to ambush their prey. But, survival strategies on coral reefs extend beyond the usual physical adaptations like camouflage, spines and stingers. Relationships between animals as well as between animals and plants have evolved on the reef to include a variety of social and biological interactions in which one or all of the organisms involved receive some benefit. The amount of benefit (and cost) may change over time as the relationships c h a n g e i n r e s p o n s e t o environmental changes or other inputs. Scientists call these i n t e r a c t i o n s s y m b i o t i c relationships. One of the most interesting aspects of the coral reef community involves partnerships formed between different species. If the association is beneficial in some way to one or both partners the relationship is commonly referred to as symbiosis. Symbiosis comes Corals and zooxanthellae depend on each other for survival from the words "sym" which means together and "biosis" which means life. The numbers of symbiotic relationships on a coral reef are extensive, perhaps even the greatest found in one single habitat on the planet. There are 3 types of -19-

20 symbiotic relationships: mutualism, parasitism, and commensalism. Mutualism The coral polyps themselves act as hosts to a variety of symbionts, including zooxanthellae. These helper algae live in the tissues of the coral polyp and use the sun s energy to produce sugars and other by-products that are necessary for the survival of the coral. The relationship between coral and zooxanthellae is an example of mutualism. Mutualism is a symbiotic relationship where both organisms benefit in one way or the other. Another well-known mutualistic relationship involves the sea anemone and the anemone fish, or clownfish. The anemone s tentacles are armed with nematocysts and will harm most small creatures, including fish. However, the clownfish builds a defense to these stinging tentacles by creating a mucus coating on their body that protects against the nematocysts. The clownfish will make a home within the anemone s tentacles providing a safe place for it and its companion. In turn, the clownfish Anemone and clownfish brings meals back to the anemone where, while it eats, bits of the prey may fall into the anemone s tentacles, providing an easy snack for the anemone. The anemone plays part in another mutualistic relationship, but this time with a specific type of hermit crab. The hermit crab first finds a snail shell to use as a mobile shelter. An anemone can easily attach itself to the hard shell, creating a mobile environment for itself. The anemone serves 2 purposes to the hermit crab: camouflage and stinging protection. In turn, the anemone has found a place to live and acquire scraps of food. Some fish, known as cleanerfish, may also form mutualistic relationships. Cleanerfish, like certain gobies and wrasse, feed on the external parasites and diseased or damaged tissues of other fish, thus providing a beneficial health service. The cleaners are very thorough with their inspections, often entering the mouth or gills of voracious predators such as groupers, snappers, and eels with total i m m u n i t y. S t u d i e s i n w h i c h cleanerfish have been removed from a section of reef resulted in significant increases in parasitism and disease. Other small animals, like shrimp, may also take on this role and can be found at cleaner stations to help rid animals of pesky parasites. Grouper and cleaner wrasse -20-

21 Parasitism Parasitism is a relationship in which one organism benefits and the host organism is harmed. A great example of this relationship is that of sea lice and reef fish. Sea lice or sea louse will attach to various types of reef fish and feed on their healthy tissues. The reef fish is obviously harmed by this as the parasitic lice eat its tissues from the outside in. In some cases, sea lice will even eat the tongue of certain reef fish and replace it with its own body. This allows the sea lice to eat pieces of food while the reef fish is feeding. Commensalism Commensalism is a relationship in which only one of the two organisms involved benefits. Common examples of commensalism are the relationships between remoras, or shark suckers, and larger marine animals, especially sharks, rays and sea turtles. The Tongue replacement by isopod on snapper Photo courtesy of < remora uses its modified dorsal fin to suction to its host s body. The host animal is not harmed by the attached remora. However, the remora benefits by saving energy due to its limited swimming and obtains food scraps when its host is feeding. Remora and nurse shark -21-

22 Activity 2.1: What a Reef Wants Grade Level: 6-12 Vocabulary: See Appendix B Key Words: anemone, anemonefish, clownfish, commensalism, mutualism, nematocysts, parasitism, photosynthesis, symbiosis, zooxanthellae Standards: See Appendix C Overview Students will be able to identify several reef partnerships and describe how the organisms help each other. Time Required: One minute class period. Objectives Students will be able to understand: 1. the different relationships that exist in coral reef environments and 2. how humans can have an impact on these relationships. Materials Handout 2.1.1: The Daily Reef Review Want Ads (1 per group) Handout 2.1.2: Players and Partners cards (1 per group) Preparation Note: Cut out the Players & Partners cards before distributing to students. If you are making multiple copies, it may be useful to make each copy of Handout on different colored paper to keep each set organized. Procedure 1. Divide class into groups and give each group one copy of Handout and a set of the Players & Partners cards, one set per group. 2. While working in groups ask students to take turns reading a want ad and discussing which Player could have placed the Ad and which Players might answer the Want Ad. Students should try to match up as many partners and players as possible, based on the advertisements in The Daily Reef Review. 3. After students find matching pairs of Players and Partnerships cards, students should discuss whether each relationship is an example of mutualism, commensalism, or parasitism. Discussion 1. Discuss with the students the partnerships found living in, on and around a coral reef. 2. Ask them to explain the different types of living relationships the inhabitants of the coral reefs have. -22-

23 1"23456&'7878&! 3. Ask students to explain symbiosis, mutualism, commensalism, and parasitism. Ask students to think about how humans might disrupt these relationships. B;C9&;0D& Extension: Research other coral reef relationships on the Internet or in books. Watch the video MacGillivray Freemanʼs Coral Reef Adventureʼs, available on! ;/''!;*)<!=*)!>**4! DVD from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a free ride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arch!"#$%&''(&'))*+,"-.&/0& 22, Page 4D "**EE&%#!;&$%#4!!!!!!!!!!!! AFO5"GGQ&FHP"F#.3&#..J&#.OFL 3.26(&G44YF2-&J4#&#44HH"6.&64& O%"#.&G5Z5#Q&"P"#6H.26&42& [.26%F$&;M.25.7&?44H&"23& E4"#3&@?::&F2&.Z$%"2-.&J4#& O.$5#F6Q&O.#MF$.O7& & For more info about >*)!E*)#!/$=*)E&%/*$!&0*B%! coral reefs, visit?*)&'!)##=5f!./5/%! GGGHE*%#H*)9! -23-

24 !"#$%&'()*+*)(!"#$%&'()(!#&*+%&'( -24-

25 Handout!"#$%&'(%)*'+,-./01'23432' 2.1.2!"#$%&'()(!#&*+%&'( Answer Key,-""(,.&/(0.&(1..2(3(4%+*#"(5$6-%+-'*(7%%2%2( EF%(G+2(-'(7%#&H()(8.*(B"6#%I( -25-

26 Unit 3: Go with the Flow Over thousands of years, stony coral reefs formed the land that is now the Florida Keys. The islands of the Florida Keys run south west from the city of Miami, FL. The first island you will encounter is Key Largo. The Florida Keys span 110 miles and are connected by bridges and causeways. The last island, also called The Last Resort, is Key West, the Southernmost Point in the continental U.S. Even though the Florida Keys occupies a small space on the global map, it s important to remember that water flow coming from far away still has an enormous impact on the health of this important area. The Gulf of Mexico Watershed may be bigger than you think! A watershed is the land that water flows over, or under, as it travels to a stream, river, or lake. The landscape around us is made up of many connected basins and watersheds. In each watershed, all water runs to the lowest point, usually a stream, river, or lake. As the water flows, it travels over the surface and across farm fields, forests, residential lawns, and city streets. It The Florida Keys is mainly known for its coral reefs, but this region also sustains many other habitats including mangrove forests, seagrass beds, hardbottom regions, patch reefs, and bank reefs. can also seep into the soil and travel as ground water. Every person, plant and animal lives in a watershed. Only 5 of the 50 states in the U.S. border the Gulf of Mexico, but 31 states total influence the Gulf of Mexico Watershed. If you live in Alabama, Florida, Louisiana, Mississippi, or Texas, you can easily see how your actions may affect the Gulf of Mexico. But what if you live in Wyoming or Maryland? Do your actions affect the Gulf of Mexico at all? Yes they do! Did you know that the Gulf of Mexico watershed covers almost two million square miles? All of the states between the Rocky Mountains and the Appalachian Mountains send their runoff to the Gulf of Mexico. That even includes states as far away as Montana and New York! 33 major rivers drain into the Gulf of Mexico, as well as innumerable small rivers, creeks, and streams. You influence what happens in your watershed, good or bad, by how you treat the natural resources around you. What happens in your small watershed also affects the larger watershed downstream. If you use too much fertilizer on you lawn, pour chemicals down the drain, or litter the beaches, rain and wind will wash that water out into the Gulf. -26-

27 There are 31 states in the Gulf of Mexico Watershed. Are you one of them? Bad Influence: Negative Impacts on Coral Reefs A coral reef system supports an immense connected food web, from tiny plants and animals, to humans. Today, these ecosystems are seriously threatened by human impacts. Despite their great economic and recreational value, coral reefs are severely impacted by climate change, fishing, and landbased sources of pollution. Impact 1: Ocean Acidification When carbon dioxide (CO2) from the atmosphere dissolves in seawater, carbonic acid is formed. This phenomenon, called ocean acidification, is decreasing the ability of many marine organisms, such as corals, to build their shells and skeletal structure. Climate change can reduce the ability of corals to form their limestone skeletons, causing a drastic decrease in coral populations. Through deforestation and the burning of fossil fuels, humans have increased the amount of carbon dioxide (CO2) in the atmosphere. Unfortunately, the ocean is the largest natural reservoir for excess CO2, causing damage to reef building corals. If present rates of destruction are allowed to continue, 60% of the world's coral reefs will be destroyed over the next few decades. In coming decades, ocean acidification could affect some of the most basic processes of the sea. -27-

28 Impact 2: Pollution Coral reefs need clean water to thrive. From trash to oil, pollution is damaging reefs worldwide. Pollution from human activities, even hundreds of miles from the coast, can damage corals. Coastal areas are some of the most biologically productive and diverse on earth, but they are also some of the most populated areas by people. The closer we live to the coast, the more we directly we impact these precious habitats. Over 80% of marine pollution comes from landbased activities, such as land fertilizers, sewage and litter. Major tourism takes place in coastal areas, with beaches and coral reefs amongst the most popular vacation destinations. Since people are so Corals Count! The value of reefs with some coral facts by number: 400 million: Approximate number of years coral habitat has been around Thousands: Years it takes for reefs to form 3rd largest: The Florida Keys coral reef tract is the third longest barrier reef in the world. 15: Percent of the world's coral reefs seriously threatened with loss within the next 10 to 20 years, without including climate change effects. Many causes may be at work, but scientists agree that human influences, including climate change caused by greenhouse gases, are harming corals worldwide. $1.3 Billion: Reef-related expenditures between May 2000 and June 2001 in Miami- Dade County close, this makes it easier for pollution to reach the sea. From plastic bags to pesticides, most of the waste we produce on land eventually reaches the oceans, either through deliberate dumping or from run-off through drains and rivers. Impact 3: Physical Damage Coral reefs are fragile habitats that are often destroyed by irresponsible actions, such as boat groundings and harvesting. Once reefs are damaged, they are less able to support the creatures that inhabit them. Damaged reefs lose value as a tourist destination and lessen the ability to support fisheries. Reefs are often destroyed by ships running aground and boats dropping anchors on these precious habitats. Even touching fragile coral while diving or snorkeling can cause enough damage to destroy the colony. Corals are often harvested for home décor and jewelry, which has also contributed to the major decline in coral populations and their ability to support life. Impact 4: Bleaching Coral bleaching is the whitening of corals due to the expulsion or death of their partner algae. Since the algae provides some energy and give corals their color, without them the corals are left with little energy and their white limestone skeleton. This is usually the beginning of the end for most corals. -28-

29 Recent years have seen widespread and severe coral bleaching events around the globe, with coral mortality reaching 70% in some regions. Coral bleaching happens when conditions in the reef become stressful, such as extreme temperature changes, low salinity and the introduction of toxins. If climate change issues are not addressed, coral ecosystem conservation efforts may become pointless. Coral bleaching Impact 5: Invasive Species and Aquarium Trade Coral reefs thrive when natural species populations are in balance. Large numbers of fish and other reef critters are threatened by harvesting for the aquarium trade and some are being wiped out by non-native competitors. Species that do not occur naturally in an area are invasives. These species usually multiply rapidly, taking over the habitat, often drastically altering the ecosystem and out-competing native species. An example of an invasive in the Florida Keys is the lionfish. Invasive species, such as the lionfish, are usually introduced by humans releasing them in areas where they do not belong. When this happens, invasives succeed because there is little competition from local species. Nearly 2 million people worldwide own marine aquariums. Many of these are stocked with marine life captured directly from the wild. To increase the health of reefs, regulations are in place to encourage the aquarium trade to practice sustainable collection and to raise industry standards. Lionfish, which are native to the Indo-Pacific waters of the world, have become a big problem in Caribbean reefs. Since they are not native to this region of the world, they have no natural predators and compete with native species for food and living space. If you ever encounter a lionfish, be careful- they have lots of poisonous spines! -29-

30 Activity 3.1: Map This! Grade Level: 6-12 Vocabulary: See Appendix B Key Words: invasive species, tributary, watershed Standards Addressed: See Appendix C Overview Students will understand that many U.S. states and various bodies of water directly and indirectly influence to the Gulf of Mexico watershed. Time Required: minutes Objectives Students will be able to: 1. identify and label the 50 United States; 2. identify and label major bodies of water in and around the United States; 3. recognize the positive and negative impacts humans have on the Gulf of Mexico watershed; 4. recognize that states, even far away from the Gulf of Mexico, have an impact of the health of the corals reefs found in the Florida Keys. Materials Handout 3.1.1: United States Map (1 copy per student) Writing utensils Colored pencils, crayons or markers Background for Instructor Please use background information provided in Unit 3. Procedure 1. Provide each student with a copy of Handout Allow the students to work individually or in groups to complete the activity. 3. Use the completed maps for discussion. Discussion After completing this activity, discuss how human actions and impacts, even from states as far away as Minnesota, can negatively and positively affect the Florida Keys coral reefs. Acknowledgements Flower Garden Banks National Marine Sanctuary

31 Handout Map This! Name: Thirty-one states (approximately 2/3 of the U.S.) contribute to the Gulf of Mexico watershed. Using the instructions below, label and color all important contributors. 1. Label the Gulf of Mexico, Atlantic Ocean and Pacific Ocean 2. Draw in the Mississippi River and its major tributaries. 3. Label the 50 states. Use the two-letter abbreviation for each state states contribute to the Gulf of Mexico watershed. a. Identify the states that directly drain into the Gulf of Mexico. Color these states red. How many of these states did you find? b. Identify the states which contributes to the watershed. Color the part of these states inside the watershed green. How many of these states did you find? 5. Place a star at the approximate location of the Florida Keys National Marine Sanctuary. -31-

32 Handout Map This! Answer Key States Colored Red: Alabama, Florida, Louisiana, Mississippi, Texas States Colored Green: Arkansas, Colorado, Georgia, Illinois, Indiana, Iowa, Kansas, Kentucky, Maryland, Minnesota, Missouri, Montana, Nebraska, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Pennsylvania, South Dakota, Tennessee, Virginia, West Virginia, Wisconsin, Wyoming -32-

33 Unit 4: Relief for Reefs Appropriately placed and well-managed marine protected areas (MPAs) and National Marine Sanctuaries (NMS) are effective tools to protect and restore coral reef ecosystems particularly when combined with other management strategies, such as integrated coastal management and ecosystem-based fisheries management. In 1972, exactly 100 years after the first national park was created, the nation made a similar commitment to preserving its marine treasures by establishing the National Marine Sanctuary Program. The National Marine Sanctuary System consists of 14 marine protected areas that encompass more Oceans cover over 2/3 of our planet s surface, but only 0.6% of the oceans have been protected. than 150,000 square miles of marine and Great Lakes waters from Washington State to the Florida Keys, and from Lake Huron to American Samoa. The system includes 13 national marine sanctuaries and the Northwestern Hawaiian Islands Marine National Monument. Today, our marine sanctuary system encompass deep ocean gardens, nearshore coral reefs, whale migration corridors, deep sea canyons, and even underwater archeological sites. The sites range in size from one-quarter square mile in Fagatele Bay, American Samoa to more than 135,000 square miles in the Northwestern Hawaiian Islands, the largest marine protected area in the world. The mission of NOAA's National Marine Sanctuaries is to serve as the trustee for the nation's system of marine protected areas, to conserve, protect, and enhance their biodiversity, ecological integrity and cultural legacy. The primary objective of a sanctuary is to protect its natural and cultural features while allowing people to use and enjoy the ocean in a sustainable way. Sanctuary waters provide a secure habitat for species close to extinction and protect historically significant shipwrecks and artifacts. Sanctuaries serve as natural classrooms and laboratories for schoolchildren and researchers alike to promote understanding and stewardship of our oceans. They often are cherished recreational spots for -33-

34 sport fishing and diving and support commercial industries such as tourism, fishing and kelp harvesting. Cultural and historical features are also protected by the Sanctuary, from shipwrecks and lighthouses to archaeological sites and the cultural history of native communities. Sanctuaries are established to protect areas that encompass unique or significant natural and cultural features. FL Keys National Marine Sanctuary Established in 1990, Florida Keys National Marine Sanctuary protects 2,900 square nautical miles of important marine habitat, including maritime heritage resources, as well as coral reef, hard bottom, seagrass meadows, mangrove communities and sand flats. National Oceanic and Atmospheric Administration (NOAA) and the state of Florida manage the sanctuary. The Florida Keys are a partial barrier between the warm-temperate waters of the Gulf of Mexico and the tropical to subtropical waters of the Atlantic Ocean to their south. This complex marine ecosystem is the foundation for the commercial fishing and tourism-based economies that are vital to the health and livelihood of south Florida. Shipwrecks The waters around Florida have been traveled for more than 1,000 years. Until the railroads came to Florida, ships and boats were vital to the development of the region for transporting goods and passengers. Strong currents, geography and geological hazards, especially the Florida Keys Reefs and powerful hurricanes caused many ships to founder and wreck. These hazards have left a -34-

35 large number of shipwrecks in the seas surrounding Florida. These vessels are time capsules from an earlier age and contain a wealth of information on the history of commerce and transport in Florida and the greater Caribbean area. Federal and state regulations prohibit the removal or disturbance of any cultural resource found in Sanctuary waters, including shipwrecks. Historic shipwrecks, including the 1733 Spanish Plate Fleet, located within the Florida Keys National Marine Sanctuary are protected by federal law, just as natural resources are protected, so that future generations may visit, learn from, and enjoy these unique examples of our maritime heritage. Disaster of 1733 Spanish Plate Fleet On Friday, the thirteenth of July 1733, the New Spain Fleet left Havana harbor on its return voyage to Spain. The following day, after the vessels sighted the Florida Keys, the wind shifted abruptly from the east and increased in velocity. The fleet was ordered to turn back to Havana and to sail as close to the wind as possible, but it was too late. By nightfall of the fifteenth, all or most of the ships had been driven westward and scattered, sunk, or swamped along eighty miles of the Florida Keys. Four ships made it safely back to Havana. Only one vessel, the galleon El Africa, managed to sail on to Spain undamaged. Routes of Spanish Plate Fleets -35-

36 Protecting Fishing Healthy coral reefs support fisheries as well as jobs and businesses through tourism and recreation. Approximately half of all federally managed fisheries depend on coral reefs and related habitats for a portion of their life cycles. The NOAA National Marine Fisheries Service estimates the commercial value of U.S. fisheries from coral reefs is over $100 million. Shifting Baselines Shifting baselines are the continual, slow, hard-to-notice changes in things, such as the disappearance of fish and corals in the coral reefs. A baseline is an important reference point for measuring the health of ecosystems and helps us to evaluate change. It's how things used to be. It is the tall grass prairies filled with buffalo, the swamps of Florida teeming with bird life and the rivers of the Northwest packed with salmon. In an ideal world, the baseline for any given habitat would be what was there before humans had much impact. If we know the baseline for a degraded ecosystem, we can work to restore it. But if the baseline shifted before we really had a chance to monitor it, then we may end up accepting a degraded state as the normal condition The term shifting baselines has been applied to analysis of everything from deteriorating cities to declining quality of entertainment. Is it really this bad? In many places, yes. Ask any veteran diver how rich and full of life Caribbean coral reefs used to be. Ask any marine biologist who has watched the reefs decline, or any underwater photographer who finds it increasingly difficult to find reefs worth photographing in the Caribbean. Fish Responsibly Once coral reefs are damaged, they are less able to support the many creatures that inhabit them. When a coral reef supports fewer fish, plants, and animals, it also loses value as a tourist destination and lessens its ability to support fisheries. Many people visit the Florida Keys each year to take advantage of the fantastic fishing. Do your part to practice sustainable fishing! Participate in catch and release fishing tournaments Use Circle hooks rather than standard J-hooks while fishing Use reputable and eco-friendly fishing guides and tours when booking your trip Drop anchor in areas where you are less likely to damage fragile reef habitat Follow fishing guidelines set by the state of Florida Do not fish in marine protected areas and be on the lookout for No Take zones Hooked on Fishing Circle hooks are used by many anglers to effectively catch fish. The principle behind the hook is simple: After the hook has been swallowed the angler applies pressure to the line, pulling the hook out of the stomach. The unique hook shape causes the hook to slide towards the point of resistance and embed itself in the jaw or in the corner of the fish's mouth. The actual curved shape of the hook keeps the hook from catching in the gut cavity or throat. Circle hooks can be used for most species of fish caught on hook and line and are less likely to be swallowed by other marine animals, such as sea turtles. -36-

37 Research & Discovery Coral reef ecosystems are some of the most valuable ecosystems on Earth. They provide billions of dollars in economic and environmental services food, protection for coasts, and tourism. Reefs are also home to the richest marine biodiversity on Earth. Coral reefs face serious threats, especially from the impacts of climate change, ocean acidification, fishing, and land-based pollution. Mote Marine Laboratory, NOAA and the National Marine Sanctuaries conduct research, restoration, and monitoring projects in coral ecosystems in order to improve the health of these precious ecosystems. Founded in 1955, Mote Marine Laboratory is an independent nonprofit marine research organization based in Sarasota, Fl., with field stations in eastern Sarasota County, Charlotte Harbor and Summerland Key and Key West. Mote is dedicated to marine research, education, and conservation. Mote works in partnership with the National Oceanic and Atmospheric Administration (NOAA), the National Marine Sanctuaries Program, the Florida Keys National Marine Sanctuary (FKNMS), the National Park Service, the U.S. Fish & Wildlife Service, and many other agencies. Reefs are more than just corals A healthy coral reef and healthy fish depend on a dynamic balance between diverse corals and the many creatures that live there. In recent decades drastic declines of various reef fish, reef corals and algae-grazing reef cleaners have changed that balance. Scientists at Mote Marine Laboratory are working to restore key links in this coral reef ecosystem. Returning essential species to Florida s coral reef ecosystem is one type of research carried out by Mote Marine Laboratory in partnership with NOAA and other agencies. Restoring Long-Spined Sea Urchins to Help Reefs Recover When these busy algae-grazers return to a reef, the amount of smothering brown algae goes down and the amount of healthy coral cover goes up. A few long-spined sea urchins continue to reproduce in the wild. But with no places to hide on damaged reef crests, young urchins often die. Scientists are testing a process of moving these youngsters to deeper, safer reefs, and then returning them to the crests once they mature. -37-

38 Mote scientists hope to release large numbers of lab-raised urchins into the wild in the near future. This might help boost recovery rates for natural urchin populations. Scientists study and recreate in the lab the exact water and light conditions urchins need to produce eggs and grow. Juvenile urchins could then be returned to the reef. Nursing Hard Corals to Safeguard Nature s Diversity Living corals the fragile creatures that build coral reefs are in trouble. High water temperatures, diseases, algae overgrowth, pollution and boat accidents are all taking their toll. In order to restore healthy corals to damaged reefs, Mote scientists grow stony corals in laboratory and open-water nurseries. Coral nurseries also preserve the genetic material of endangered or threatened coral species. Researchers are now nursing 23 species of corals. How it works Corals grow when individual coral animals (polyps) divide and multiply. Mote starts with fragments of corals that have been broken off by heavy storms or by boats running into reefs, and collected through qualified sanctuary programs. Back in the nursery, the coral fragments need the right salt levels, water quality and light to grow. They also need the right wave action, which researchers create with pumps. Once the growing corals reach the best size and shape for survival, scientists will place them on damaged reefs. Bacteria Keep Corals Healthy Bacteria by the billions live in coral mucus. Thanks to Mote scientists, we now know that some of these bacteria produce antibiotics that may help corals resist diseases. The bacteria act as the coral s immune system. When our own immune systems are stressed, we might get a cold. When corals are stressed (because of water that is too warm, too salty or too cloudy) they can get sick too. -38-

39 Disease-producing bacteria can gain the upper hand, causing corals to sicken or even die. How Do Corals Stay Healthy? The Answers May Be Written in Slime Dr. Kim Ritchie studies coral mucus and the bacteria that live there. She recently discovered that antibiotics normally found in corals slimy coatings are actually produced by mucus-dwelling bacteria. She was the first to show that disease-fighting chemicals in the slime of elkhorn corals may be connected to NCCEE OONN T T EJ O JB OB SS CCI IEEN HH Esome specific bacteria. Thanks to Dr. Ritchie s research, we now know that types Ê of bacteria could be helpful in increasing the disease-fighting ability of corals,iãi>àv ÊEÊ ÃV ÛiÀÞÊ stressed by global climate change, land-based pollution à }ʵÕiÃÌ ÃÊ> `Ê > }Ê iüê ` ÃV ÛiÀ iãê>l ÕÌÊ ÜÊV À> ÊÀiivÃÊ and other factors. Ü À Ê ÃÊ iê `Ê vêàiãi>àv Ê` iêlþê ÌiÊ >À iê >L À>Ì ÀÞÊ Ê«>ÀÌ iàã «Ê Ü Ì Ê " Ê> `Ê Ì iàê>}i V iã Ê 9 ÕÀÊÃÕ««ÀÌÊ i «ÃÊvÕ `ÊÌ iãiê «ÀÌ> ÌÊ >VÌ Û Ì iã Ê6 à ÌÊÜÜÜ Ìi À}Êv ÀÊ ÀiÊ v À >Ì Ê How it works Ritchie collects coral slime by holding her breath, freediving down 15 to 20 feet to a reef, and carefully collecting samples using a syringe with no needle. Once back in her lab, she isolates the different bacteria she finds in the slime. She grows them and extracts their DNA, then tests them for antibiotics. This process has helped her identify hundreds of bacteria living on different coral species. More are being discovered and studied every day. ÜÊ` ÊV À> ÃÊÃÌ>ÞÊ i> Ì Þ ÊÊ / iê> ÃÜiÀÃÊ } ÌÊLiÊÜÀ ÌÌi Ê Êà i À Ê Ê, ÌV iêãìõ` iãêv À> Ê ÕVÕÃÊ> `ÊÌ iêl>vìià >Ê Ì >ÌÊ ÛiÊÌ iài Ê- iêàivi Ì ÞÊ` ÃV ÛiÀi`ÊÌ >ÌÊ> Ì L Ì VÃÊ À > ÞÊv Õ `Ê ÊV À> ýÊà ÞÊV >Ì }ÃÊ>ÀiÊ>VÌÕ> ÞÊ «À `ÕVi`ÊLÞÊ ÕVÕà `Üi }ÊL>VÌiÀ > Ê- iêü>ãêì iêv ÀÃÌÊ Ì Êà ÜÊÌ >ÌÊ` Ãi>Ãi v } Ì }ÊV i V> ÃÊ ÊÌ iêã iê vê i À ÊV À> ÃÊ >ÞÊLiÊV ivìi`êì ÊëiV v VÊL>VÌiÀ > / > ÃÊÌ Ê À Ê, ÌV i½ãêàiãi>àv ]ÊÜiÊ ÜÊ ÜÊÌ >ÌÊ Ã iêìþ«iãê vêl>vìià >ÊV Õ `ÊLiÊ i «võ Ê Ê VÀi>à }ÊÌ iê ` Ãi>Ãi v } Ì }Ê>L ÌÞÊ vêv À> ÃÊÃÌÀiÃÃi`ÊLÞÊ} L> Ê V >ÌiÊV > }i]ê > ` L>Ãi`Ê«ÕÌ Ê> `Ê Ì iàêv>vì Àà ÜÊ ÌÊÜ À Ã Ê Ê Ê Ê Ê Ê Ê UÊ, ÌV iêv ivìãêv À> Êà iêlþê ` }Ê iàêlài>ì ]Ê Ê vàii ` Û }Ê` Ü Ê xêì ÊÓäÊviiÌÊÌ Ê>ÊÀiiv]Ê> `ÊV>ÀivÕ ÞÊ Ê V ivì }ÊÃ> «iãêõã }Ê>ÊÃÞÀ }iêü Ì Ê Ê ii` i Ê Ê Ê UÊ/ ÃÊ«À ViÃÃÊ >ÃÊ i «i`ê iàê `i Ì vþê Õ `Ài`ÃÊ vê Ê L>VÌiÀ >Ê Û }Ê Ê` vviài ÌÊV À> ÊëiV iã Ê ÀiÊ>ÀiÊ Ê Li }Ê` ÃV ÛiÀi`Ê> `ÊÃÌÕ` i`êiûiàþê`>þ ÊÊÊ UÊ" ViÊL>V Ê Ê iàê >L]Êà iê à >ÌiÃÊÌ iê` vviài ÌÊL>VÌiÀ >Ê Ê Ã iêv `ÃÊ ÊÌ iêã i Ê- iê}à ÜÃÊÌ i Ê> `ÊiÝÌÀ>VÌÃÊÌ i ÀÊÊ Ê ]ÊÊÌ i ÊÌiÃÌÃÊÌ i Êv ÀÊ> Ì L Ì VÃ Ê À Ê, ÌV iê ÃÊÌ iê > >}iàê vêì iê >À iê VÀ L }ÞÊ*À }À> Ê>ÌÊ ÌiÊ >À iê >L À>Ì ÀÞ Ê Keep an Eye Out! Scientists, volunteer divers, boaters and anglers, all keep an eye on Florida s reefs. Early distress warnings can help us to understand the source of many problems and respond quickly. Erich Bartels of Mote Marine Laboratory coordinates the flood of data to create a complete and in-depth reef warning system. He manages Mote s BleachWatch program and the Marine Ecosystem Response and Assessment Project (MEERA). BleachWatch coordinates in-water and satellite data that track ocean temperatures, reports from trained volunteers, and historical records to create a complete picture of the spread of bleaching a response by corals to high water temperatures. Researchers test water samples for harmful algae or bacteria. Others collect data to measure how much damaging ultraviolet light travels through coral reef waters under different conditions. Bartels and his team recruit local residents who are on the water every day. They report signs of reef distress: sick fish, discolored water, bleached corals, algae blooms, stranded turtles or high water temperatures. -39-

40 Simple tips to help keep our oceans blue 1. Don t be a Drip! To conserve water take shorter showers, turn the facet off while brushing your teeth & run your dish and laundry only when there s a full load. 2. Become Pals with Plastic! Use a reuseable water bottle rather than purchasing a plastic one every time you re thirsty. It can take up to 500 years for plastic bottles to biodegrade! 3. Bag it! Bring reuseable bags to the store. All too often plastic bags end up in the ocean and threaten marine life such as sea turtles. Drifting plastic bags, debris and fishing line pose the greatest risk to wildlife. 4. The Scoop on Poop. Did you know that a small city can produce up to 2 ½ tons of pet poop a day?! Unless you want pet waste and diseases in your local waters, pick up after your pooch, we ll all thank you. 5. Scrub-a-Dub. Wash your car at a car wash that recycles water. When you wash your car at home, all the oil and dirt flow into storm drains and out into our waterways. If you have to wash at home, do it in your grass and be sure to turn off the hose when you re not using it! 6. Get Schooled! Learn more about coral reefs and tell others what you have learned and what they can do to help. 7. Fashion Faux Pas! Natural corals are often harvested for jewelry, home décor and aquariums. Purchase coral replicas instead, to prevent further damage to the health of the reef. Remember, fake can be fabulous! 8. Go Paperless! Give your mailbox a break and reduce the amount of trash you produce by signing up for e-newsletters and billing. Every American generates about 4 lbs. of trash per day, so lighten up! 9. Keep your Distance! If you see wildlife in nature, do not approach or disturbuse binoculars and cameras to get a closer look! This will not only keep you safe, but will help to keep wildlife wild. 10.Hands Off! Never touch, feed, handle or attempt to ride wild animals. Touching and feeding wildlife, or attempting to do so, can harm the animal, put you at risk and may even be illegal. Avoid using gloves when diving or snorkeling to minimize the temptation to touch. Buy a Protect Our Reefs license plate to become a partner in coral reef research, protection and conservation. Funds collected through the sale of the Protect Our Reefs specialty license plates help support Mote Marine Laboratory s Center for Coral Reef Research. The funds go toward Mote s own research, conservation and education programs. They also support a grant program that funds similar work by other Florida organizations. -40-