CORAL REPRODUCTION

Coral reef

eCology CurriCulum

unit 5:

CORAL

REPRODUCTION

This unit is part of the Coral Reef Ecology Curriculum that was developed by the Education Department of the Khaled bin Sultan Living

Oceans Foundation. It has been designed for secondary school students, but can be adapted for other uses. The entire curriculum can

be found online at lof.org/CoralReefCurriculum.

Author and Design/Layout: Amy Heemsoth, Director of Education

Editorial assistance provided by: Andrew Bruckner, Ken Marks, Melinda Campbell, Alexandra Dempsey, and Liz Rauer Thompson

Illustrations by: Amy Heemsoth

Cover Photo: ©Michele Westmorland/iLCP

Unless otherwise noted, photos are property of the Khaled bin Sultan Living Oceans Foundation. The Khaled bin Sultan Living Oceans

Foundation and authors disclaim any liability for injury or damage related to the use of this curriculum. These materials may be

reproduced for education purposes. When using any of the materials from this curriculum, please include the following attribution:

Khaled bin Sultan Living Oceans Foundation Coral Reef Ecology Curriculum www.lof.org

The Khaled bin Sultan Living Oceans Foundation (KSLOF) was incorporated in California as a 501(c)(3), public benet, Private

Operating Foundation in September 2000. The Living Oceans Foundation is dedicated to providing science-based solutions to protect

and restore ocean health through research, outreach, and education. The educational goals of the Khaled bin Sultan Living Oceans

Foundation and development of the Coral Reef Ecology Curriculum are generously supported by Prince Khaled bin Sultan of Saudi

Arabia. For more information, visit www.lof.org.

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Khaled bin Sultan Living Oceans Foundation

7 Old Solomons Island Road, Suite 200

Annapolis, MD, 21401, USA

(443) 221.6844

[email protected]

SCIENCE WITHOUT BORDERS

®

1

This unit explains different strategies that corals use to reproduce.

STANDARDS

• CCSS: RST.9-10.1, 2, 3, 4, 5, 6, 7, 8, 9, 10; RST.11-12.1, 2, 3, 4, 6,

10; SL.9-10.1, 6; SL.11-12.1, 6

• NGSS: HS-LS2-8

• OLP: 5.C.44, 5.C.47, 5.C.48, 5.C.50, 5.C.53, 5.C.54, 5.C.55, 5.C.56

MULTIMEDIA RESOURCE

• Birds and the Bees YouTube video (https://youtu.be/rpKSQM2cDk0)

LEARNING OBJECTIVES

• Dene reproduction.

• Dene and differentiate between the two types of coral reproduction.

• Recognize that the majority of corals are hermaphroditic broadcast

spawners.

• List and dene the two types of sexual reproduction in corals.

• Compare the different advantages and disadvantages of being a

brooder or a spawner.

• Explain the meaning of safety in numbers and how this applies to

coral reproduction.

• Differentiate between synchronous and asynchronous spawners.

• List 5 environmental cues that could affect spawning.

• Recognize that successful coral reproduction will likely be affected by

anthropogenic effects.

• Differentiate between the different types of asexual reproduction

(fragmentation, ssion, bailout, and budding).

• Differentiate between intra-tentacular and extra-tentacular budding.

UNIT PROCEDURE

1. Show Birds and the Bees YouTube video.

a. Complete Watch It! Birds and the Bees student worksheet.

2. Teach Background Information section A) Sexual Reproduction.

a. Complete Lesson 1: Safety in Numbers student worksheet.

3. Teach Background Information section B) Asexual Reproduction.

a. Complete Lesson 2: Comic Clones student worksheet.

4. Teach students how to read and critique blogs.

a. Complete Read It! Rolling Stones student worksheet.

5. Evaluate students using Unit 5: Coral Reproduction Quiz

(found online at www.lof.org/education/portal/quiz/reproduction-

assessment-1/). NOTE: User must be logged in.

KEYWORDS

• Anthropogenic

• Asexual Reproduction

• Asynchronous Spawners (plural)

• Bailout

• Broadcast Spawners (plural)

• Brooder

• Budding

• Buoyant

• Embryo

• Extra-tentacular Budding

• Fertilization

• Fission

• Fragmentation

• Gamete

• Gastrovascular Cavity

• Hermaphrodite

• Intra-tentacular Budding

• Invertebrate

• Mass Spawners (plural)

• Oral Disk

• Planula

• Polyp

• Reproduction

• Safety in Numbers

• Sessile

• Sexual Reproduction

• Synchronous Spawners (plural)

• Tentacles

CORAL REPRODUCTION

Unit 5: Coral reprodUCtion - Version 2

2

Unit 5: Coral reprodUCtion

FIGURE 5-1. Mass spawning event where the round objects are eggs and the white

clouds are sperm.

BACKGROUND INFORMATION

Reproduction is the process of creating offspring. Organisms must reproduce in order for their species to

survive. How do corals reproduce? Remember that corals are sessile so they have to be creative when it

comes to reproduction. In this unit, we will learn about different strategies that coral use to reproduce.

Corals reproduce by one of two methods:

1. Sexual reproduction

2. Asexual reproduction

A) SEXUAL REPRODUCTION

Let’s begin with sexual reproduction, the production of a new organism from two others of the opposite sex.

This requires the production of sperm and eggs, which are often referred to as gametes. Gametes are mature

sexual reproductive cells. The majority of coral species are hermaphroditic, meaning that they produce both

sperm and eggs. The rest consist of separate sexes (male or female) meaning that they produce either eggs or

sperm. When a sperm and egg combine to form a new organism it is called fertilization.

The majority of corals are considered hermaphroditic broadcast spawners, a type of external fertilization.

Broadcast spawners, sometimes referred to as mass spawners or synchronous spawners, release both

sperm and eggs into the water at the same time (gure 5-1). Some corals release buoyant egg and sperm

bundles. These do not self fertilize, but instead, they oat to the water’s surface where they break apart,

releasing gametes, which then combine with those from other corals, completing the process of fertilization.

Other corals fertilize the eggs internally in the gastrovascular cavity (see Unit 3: Coral Anatomy), and allow

them to grow into planulae (see Unit 3: Coral Anatomy). These corals are called brooders.

Both of these are different reproductive strategies that have various outcomes. Can you think of the benets

and disadvantages of each of these strategies?

3

Unit 5: Coral reprodUCtion

Some corals can actually use a combination of brooding and spawning in order to benet from each

reproductive strategy and ensure the survival of their species.

A mass spawning occurs when many different coral species synchronize the release of their eggs and sperm.

Mass spawnings have been observed on coral reefs throughout the world. Usually the event occurs once a

year; however, two spawnings have been documented. Additionally, in some areas, minor spawning events

occur throughout the year. Generally, spawning events take place after a full moon during certain times of the

year, dependent on location.

Here are a few examples:

• Great Barrier Reef, Australia; occurs in October or November and sometimes December, 4-5 days after

the full moon (GBRMPA 2011)

• Western Australia; occurs in March or April, 4-14 days after the full moon (Babcock et al. 1994)

• Florida Keys; occurs in August or September, 3-5 days after the full moon (Szmant 1986)

• Flower Garden Banks, Gulf of Mexico; occurs in August, 7-10 days after the full moon (National Ocean

Service 2014)

Other non-coral invertebrates have been observed releasing their gametes during the mass spawning

as well, including sea stars, sea urchins, sea cucumbers, sponges, marine worms, and molluscs. Again,

this reproductive behavior is benecial by allowing a large amount of gametes to be present; therefore, the

likelihood of an individual being eaten is decreased. This is sometimes referred to as safety in numbers. Even

though there is a feeding frenzy by sh and invertebrates (gure 5-2), there are many gametes present and

many will survive.

Benet to Spawners Benet to Brooders

More sperm and eggs released; safety in numbers Fewer but better developed planulae

Carried in currents over greater distances; greater

genetic diversity

Can settle immediately; less chance of getting eaten

Requires less energy Can release planulae at any time because it is

already in its planktonic stage

Disadvantage to Spawners Disadvantage to Brooders

Longer distance = less chance of survival Less genetic diversity

Have to get the synchronization correct for gametes

to be able to reproduce

Requires more energy

FIGURE 5-2. Brittle

star feeding on

coral’s gametes

FIGURE 5-3. A

coral nursery in

Vava’u, Tonga

4

Unit 5: Coral reprodUCtion

In areas like the Great Barrier Reef, the spawn is so large that a pink slick of unfertilized eggs and embryos

(fertilized eggs) can be seen on the surface of the ocean (see unit cover).

Some corals are asynchronous spawners meaning that they can spawn during the mass spawn, but they are

more likely to spawn before or after it. Different species spawn at different times.

There are certain environmental cues that tell corals when to spawn. It is unclear exactly which cues affect

spawning events, though it is believed that corals respond to multiple environmental cues. What environmental

cues do you think could affect spawning?

Here are some potential environmental cues:

• Sea temperature

• Salinity

• Storms and weather conditions

• Currents

• Latitudinal variation

• Day length

• Tidal cycle

• Lunar cycle

• Chemical signaling

• Wind patterns

• Anthropogenic effects

As corals become more threatened by anthropogenic, or human produced effects, it is likely that successful

coral reproduction will also be at risk (see Unit 19:Threats).

B) ASEXUAL REPRODUCTION

The second way that corals can reproduce is via asexual reproduction. Asexual reproduction is a means

of reproduction where a new organism arises from a single organism. This new organism will only have the

genes of the parent organism and it is an identical clone of the parent. Corals use several different methods of

asexual reproduction.

1. Fragmentation: when a piece of coral intentionally or unintentionally (storms, human disturbance, etc.) is

broken off from the parent coral. It can grow, developing into a mature coral and starting new colonies. This

method is often used by people to restore coral reefs (gure 5-3). A fragment can be broken off, grown until

they are healthy and mature enough, and then transplanted on to a coral reef.

CREDIT: ANDREW BRUCKNER

2. Budding (gure 5-4): This category of asexual reproduction is found in all colonial corals. Budding occurs

when a portion of the parent polyp pinches off to form a new individual. There are two ways in which this

occurs:

• Intra-tentacular: Buds form from the parent polyp’s oral disks, producing same-sized polyps within the

ring of tentacles (gure 5-5a).

• Extra-tentacular: Buds forms outside the parent polyp’s ring of tentacles, producing a smaller polyp

(gure 5-5b).

FIGURE 5-4. Coral budding

FIGURE 5-5. a) Intra-tentacular budding; b) Extra-tentacular budding

a) b)

CREDIT: KEN MARKS

5

Unit 5: Coral reprodUCtion

FIGURE 5-7. Bailout of

a staghorn coral polyp

FIGURE 5-6. Mushroom

coral undergoing ssion

6

Unit 5: Coral reprodUCtion

3. Fission: During early developmental stages, some coral colonies have the ability to split into two or more

colonies. This sometimes occurs with corals from the Family Fungiidae, the mushroom corals (gure

5-6). They are solitary corals that can decalcify, or break up, their skeletons, creating two pieces and then

growing their other half back. Other similar types of reproduction occur in Fungiids. They can decalcify part

of the skeleton forming acanthocauli (juvenile polyps formed asexually). These polyps grow on top of their

dead parents and eventually break off into individual polyps.

4. Bailout (gure 5-7): When a single polyp abandons its colony and settles on the substrate to create a new

colony. Sometimes this is due to a stressful event such as coral bleaching (Sammarco 1982).

7

Unit 5: Coral reprodUCtion

Attributions

Figure 5-2. By Haplochromis [Public domain], 16 February 2007 via Wikimedia Commons. http://commons.

wikimedia.org/wiki/File%3AStony_coral_spawning.jpg.

Figure 5-7. For use of staghorn coral vector. By Tracey Saxby, Integration and Application Network, University

of Maryland Center for Environmental Science (ian.umces.edu/imagelibrary/).

Citations

Babcock, R. C., Wills, B. L., & Simpson, C. J. (1994). Mass spawning of corals on a high latitude coral reef.

Coral Reefs 13: 161-169.

Great Barrier Reef Marine Park Authority (GBRMPA). (2011). Coral Reproduction. Retrieved May 16, 2014

from http://www.gbrmpa.gov.au/about-the-reef/corals/coral-reproduction.

National Ocean Service. (10 February, 2014). Coral Spawning. Retrieved May 16, 2014 from http://

owergarden.noaa.gov/education/coralspawning.html.

Sammarco, P. W. (1982). Polyp bail-out: An escape response to environmental stress and the new means of

reproduction in corals. Marine Ecology Progress Series 10: 57-65.

Szmant, A. M. (1986). Reproductive ecology of Caribbean reef corals. Coral Reefs 5: 43-54.

8

Unit 5: Coral reprodUCtion - StUdent WorkSheet

Name: ___________________________ Date: _____________

Watch It!

birds and the bees birds and the bees

INSTRUCTIONS: Watch Birds and the Bees YouTube video (https://youtu.be/rpKSQM2cDk0) and answer

the following questions.

1. What percentage of the ocean oor is covered by coral reefs? __________________________________

2. Why are coral reefs important?

____________________________________________________________________________________

3. What are the two types of coral reproduction? Dene each type.

a. __________________________________________________________________________________

b. __________________________________________________________________________________

4. What is a mass spawning?

____________________________________________________________________________________

5. What is a gamete?

____________________________________________________________________________________

6. What type of reproduction is a mass spawning? __________________________________

7. Who else benets during a mass spawn?

____________________________________________________________________________________

8. What is a planula?

____________________________________________________________________________________

9. What is brooding?

____________________________________________________________________________________

10. What type of reproduction is brooding? __________________________________

9

Unit 5: Coral reprodUCtion - StUdent WorkSheet

Name: _________________________ Date: __________

Watch It!

birds and the bees birds and the bees

11. What is one benet that brooders have over mass spawners? Explain.

____________________________________________________________________________________

12. What is budding?

____________________________________________________________________________________

13. What type of reproduction is budding? __________________________________

14. What is fragmentation?

____________________________________________________________________________________

15. What type of reproduction is fragmentation? __________________________________

16. Why do corals need to reproduce? Explain.

____________________________________________________________________________________

10

Unit 5: Coral reprodUCtion - StUdent WorkSheet

Name: ___________________________ Date: _____________

Watch It!

birds and the bees birds and the bees

VIDEO SCRIPT:

Coral reefs only make up about one percent of the ocean oor, but they help support up to thirty percent of the

ocean’s sh.

Without the nutrition and shelter coral reefs provide, many other creatures too couldn’t survive.

But how do coral colonies ensure their own survival generation after generation?

Well, birds do it, bees do it, and even corals do it.

Reproduce, create offspring that keep their species going.

Corals use two reproduction techniques: sexual, requiring both males and females; and asexual, by

themselves.

The most common kind of sexual reproduction is called mass spawning. This happens when corals release

their eggs and sperm, called gametes, into the water.

Regionally, each coral species spawns at the same time. That’s because most corals can’t move, so they can’t

come into reproductive contact.

Instead, scientists think they release large amounts of eggs and sperm when triggered by environmental cues,

like temperature and the phase of the moon.

For sh and invertebrates, coral spawning means a feeding frenzy!

At spawning, male and female gametes combine and form a free-oating planula, or coral larva.

Tiny planulae can drift for weeks in ocean currents before settling on a hard surface, like rocks, and developing

into the corals that make up a reef.

In another kind of sexual reproduction called brooding, male corals release sperm into the water.

The sperm can be taken in by female corals, which contain eggs.

Fertilization occurs inside the female.

The planulae exit through the coral’s mouth when they’re mature, so they can settle sooner.

With less distance to travel, planulae created by brooding are less likely to be eaten.

Then there’s asexual reproduction, which takes place in several ways.

One of the most common is budding.

When a mature coral polyp reaches a certain size, it starts to divide rst elongating, then forming two mouths,

and nally separating into two polyps.

11

Unit 5: Coral reprodUCtion - StUdent WorkSheet

Name: _________________________ Date: __________

Watch It!

birds and the bees birds and the bees

This process is called budding.

It continues throughout the coral colony’s life. The constant addition of new polyps allows corals to grow,

creating the foundation of the reef.

Storms and hurricanes can trigger another kind of asexual reproduction called fragmentation.

When corals are broken, they can reattach, just like some plants do, and grow into a new coral colony.

Sexual and asexual reproduction have given corals a brilliant assortment of techniques to ensure that they

survive from one generation to the next.

That’s good news for the multitude of ocean animals that make coral reefs their home.

12

Unit 5: Coral reprodUCtion - answer Key

Watch It!

birds and the bees birds and the bees

INSTRUCTIONS: Watch Birds and the Bees YouTube video (https://youtu.be/rpKSQM2cDk0) and answer

the following questions.

1. What percentage of the ocean oor is covered by coral reefs? __________________________________

2. Why are coral reefs important?

____________________________________________________________________________________

3. What are the two types of coral reproduction? Dene each type.

a. __________________________________________________________________________________

b. __________________________________________________________________________________

4. What is a mass spawning?

____________________________________________________________________________________

5. What is a gamete?

____________________________________________________________________________________

6. What type of reproduction is a mass spawning? __________________________________

7. Who else benets during a mass spawn?

____________________________________________________________________________________

8. What is a planula?

____________________________________________________________________________________

9. What is brooding?

____________________________________________________________________________________

About 1%

Coral reefs are important because they provide nutrition and shelter for many other organisms.

Sexual reproduction - requiring both males and females

Asexual reproduction - corals reproducing by themselves

Mass spawning occurs when corals of the same species release their sperm and eggs into the

water at the same time.

Reproductive cells - egg and sperm

Sexual reproduction

Other animals such as sh and invertebrates feed on the gametes, beneting from a mass

spawning event.

A planula is a coral larva that forms after fertilization takes place.

Brooding takes place when male corals release sperm into the water, which is then taken up by

female corals. The egg is fertilized inside of the coral polyp.

13

Unit 5: Coral reprodUCtion - answer Key

Watch It!

birds and the bees birds and the bees

10. What type of reproduction is brooding? __________________________________

11. What is one benet that brooders have over mass spawners? Explain.

____________________________________________________________________________________

12. What is budding?

____________________________________________________________________________________

13. What type of reproduction is budding? __________________________________

14. What is fragmentation?

____________________________________________________________________________________

15. What type of reproduction is fragmentation? __________________________________

16. Why do corals need to reproduce? Explain.

____________________________________________________________________________________

Sexual reproduction

Asexual reproduction

Brooders are less likely to be eaten because they have less distance to travel before they nd a

place to settle.

Budding takes place when a mature coral polyp reaches a certain size and begins to divide into

two completely separate coral polyps.

Fragmentation occurs when corals are broken. Sometimes the broken piece can reattach to a

surface and grow into a new coral colony.

Corals reproduce in order to ensure that they will survive from one generation to the next.

14

Unit 5: Coral reprodUCtion - Safety in nUmberS

Lesson 1

teacher’s Notes teacher’s Notes

Author

• Melinda Campbell, Khaled bin Sultan

Living Oceans Foundation

LEARNING OBJECTIVEs

• Explain the meaning of safety in

numbers.

• Dene mass spawning.

• Demonstrate safety in numbers.

• Describe how safety in numbers

applies to coral reproduction.

KEYWORDS

• Broadcast Spawners

• Embryo

• Gamete

• Mass Spawners

• Safety in Numbers

• Sexual Reproduction

MATERIALS

• Large open area (like a playing eld)

• 2 ropes (or other means to mark

boundaries)

• Watch It! Birds and the Bees student

worksheet

• Lesson 1: Safety in Numbers

student worksheet

EXTENSION

• Discuss why safety in numbers

applies to all organisms, regardless of

age, and not just coral gametes.

STANDARDS

• CCSS: RST.9-10.3, 4, 5, 9;

RST.11-12.3; SL.9-10.1, 6;

SL.11-12.1, 6

• NGSS: HS-LS2-8

• OLP: 5.C.44, 5.C.53, 5.C.54, 5.C.55,

5.C.56

PROCEDURE

1. You will need to secure access to a large area where the

students can play a form of the game Tag.

2. Watch Birds and the Bees YouTube video (https://www.

youtube.com/watch) and answer questions on Watch It!

Birds and the Bees student worksheet.

3. Teach Background Information section A) Sexual

Reproduction.

4. Hand out Lesson 1: Safety in Numbers student

worksheet.

5. Have students answer questions 1 and 2 at the top of the

student worksheet. Discuss the answers with the class.

6. Go over the rules of the game on the student worksheet.

7. Assign who will be playing each role for each round of

Tag. You can increase or decrease the number of rounds,

depending on how many students are in your class and/

or how much time you have for the activity. You may also

need to adjust the number of gametes in the later rounds

to accommodate all of your students.

8. Moderate the activity to ensure that students are

following the rules of their role properly. Write down how

many gametes reach adulthood for each round. If you

have a student who is unable to run, s/he could perform

this task.

9. After the last round, discuss the results and how

changing the predator-to-prey ratio influenced how many

gametes successfully reached adulthood.

10. Have the students fill in Data Table 1 and answer the

remaining questions on the student worksheet.

15

Unit 5: Coral reprodUCtion - StUdent WorkSheet

Name: _________________________ Date: __________

Lesson 1

Safety in numbers Safety in numbers

INSTRUCTIONS: Mass spawning takes advantage of the concept, safety in numbers. Answer the following

questions regarding these concepts.

1. Dene mass spawning.

2. What does the phrase, safety in numbers, mean to you?

You will demonstrate the concept of safety in numbers by playing a version of the game Tag. There are two

types of players: gametes and predators.

Gamete: Your goal is to be released from your parent on the bottom of the water column (original end

of the eld), get up to the surface (opposite end of the eld) to become an embryo, then get back to the

bottom (original end of the eld) to settle and grow into an adult coral.

Predator: You are “it”! Your goal is to eat (“tag”) as many gametes as you can.

RULES:

1. Predators start at the surface; gametes start at the bottom. Look at Data Table 1 to see how many of each

should be in each round.

2. When gametes are released (i.e., teacher says, “Go!”), they will race to the surface, while trying to avoid

predators.

3. The surface is a safe zone. Predators cannot enter this area. Gametes may stay for a maximum of fteen

seconds before they head back to the bottom; once gametes leave the surface, they may not go back.

4. All gametes who make it all the way to the surface and back to the bottom are counted and recorded at the

end of the round. (Congratulations! You get to grow into an adult coral!)

5. Gametes that are “eaten” by a predator at any time, will not become an adult and should join the teacher

on the sidelines.

6. Everyone must stay in bounds, at all times, or you will “dry out.” If this happens, join your teacher on the

sidelines.

DATA TABLE 1:

Round

A.

Number of

Predators

B. Number of

Gametes (at start)

C. Number of

Gametes who

reached adulthood

D. Gamete Success

Rate

(B-C) / B x 100

1 3 3

2 3 6

3 3 10

4 3 20

5 3 25

16

Unit 5: Coral reprodUCtion - Safety in nUmberS StUdent WorkSheet

INSTRUCTIONS: Answer the questions below.

1. How do corals and other organisms benet from Safety in Numbers?

2. How did this version of Tag illustrate Safety in Numbers?

3. Can lone gametes be successful? Give an example from today’s Tag activity in your explanation.

4. Which role did you play today? Now that you have played this game, how would you change your strategy

(or how did you change your strategy, if you played more than one round)?

5. How would you change this game to make it better illustrate the concept of Safety in Numbers?

6. List the best set of three traits you think would be necessary to survive in the wild. Explain why you chose

this set of traits.

17

Unit 5: Coral reprodUCtion - answer Key

Lesson 1

Safety in numbers Safety in numbers

INSTRUCTIONS: Mass spawning takes advantage of the concept, safety in numbers. Answer the following

questions regarding these concepts.

1. Dene mass spawning.

A type of sexual reproduction when organisms, such as corals, release their gametes into the water

at the same time.

2. What does the phrase, safety in numbers, mean to you?

Individual organisms have less of a chance of being preyed on when there is a greater number of

organisms present.

You will demonstrate the concept of safety in numbers by playing a version of the game Tag. There are two

types of players: gametes and predators.

Gamete: Your goal is to be released from your parent on the bottom of the water column (original end

of the eld), get up to the surface (opposite end of the eld) to become an embryo, then get back to the

bottom (original end of the eld) to settle and grow into an adult coral.

Predator: You are “it”! Your goal is to eat (“tag”) as many gametes as you can.

Rules:

1. Predators start at the surface; gametes start at the bottom. Look at Data Table 1 to see how many of each

should be in each round.

2. When gametes are released (i.e., teacher says, “Go!”), they will race to the surface, while trying to avoid

predators.

3. The surface is a safe zone. Predators cannot enter this area. Gametes may stay for a maximum of fteen

seconds before they head back to the bottom; once gametes leave the surface, they may not go back.

4. All gametes who make it all the way to the surface and back to the bottom are counted and recorded at the

end of the round. (Congratulations! You get to grow into an adult coral!)

5. Gametes that are “eaten” by a predator at any time, will not become an adult and should join the teacher

on the sidelines.

6. Everyone must stay in bounds, at all times, or you will “dry out.” If this happens, join your teacher on the

sidelines.

DATA TABLE 1:

Round

A.

Number of

Predators

B. Number of

Gametes (at start)

C. Number of

Gametes who

reached adulthood

D. Gamete Success

Rate

(B-C) / C x 100

1 3 3

2 3 6

3 3 10

4 3 20

5 3 25

18

Unit 5: Coral reprodUCtion - Safety in nUmberS anSwer Key

INSTRUCTIONS: Answer the questions below.

1. How do corals and other organisms benet from Safety in Numbers?

By all of these organisms releasing millions of gametes at the same time, an individual is less likely

to be eaten.

2. How did this version of Tag illustrate Safety in Numbers?

The more gametes in each round, the less likely an individual would be “eaten”.

3. Can lone gametes be successful? Give an example from today’s Tag activity in your explanation.

Yes, a lone gamete can make it to adulthood without being preyed upon. In round 2, Karim was

fast enough that he could outrun the predators, even when there were only a few gametes for the

predators to go after.

4. Which role did you play today? Now that you have played this game, how would you change your strategy

(or how did you change your strategy, if you played more than one round)?

Answers may vary. I would not have waited so long in the safety zone because the predators caught

up with me and guarded me while I was trying to leave. I would have stayed in a group of others so

it was harder for the predator to get to me.

5. How would you change this game to make it better illustrate the concept of Safety in Numbers?

Answers may vary.

6. List the best set of three traits you think would be necessary to survive in the wild. Explain why you chose

this set of traits.

Answers may vary, but may include speed, camouage, stingers, etc.

19

Unit 5: Coral reprodUCtion - ComiC Clones

Lesson 2

teacher’s Notes teacher’s Notes

AuthorS

• Melinda Campbell & Maddie O’Beirne,

Khaled bin Sultan Living Oceans

Foundation

LEARNING OBJECTIVES

• Dene fragmentation, ssion, bailout,

and budding.

• Describe one of the four types of

asexual reproduction found in corals.

KEYWORDS

• Asexual Reproduction

• Bailout

• Budding

• Extra-tentacular Budding

• Fission

• Fragmentation

• Intra-tentacular Budding

• Polyp

MATERIALS

• Colored pencils, crayons, or markers

• Watch It! Birds and the Bees student

worksheet

• Lesson 2: Comic Clones student

worksheet

EXTENSION

• Display the comic strips around the

classroom or school building. Have

the class critique each one, explaining

what is correct or incorrect and how

they would improve each strip.

EVALUATION

• Use the grading rubric.

STANDARDS

• CCSS: RST.9-10.4, 5, 7; RST.11-12.4;

SL.9-10.1, 6; SL.11-12.1, 6

• NGSS: HS-LS2-8

• OLP: 5.C.44, 5.C.47, 5.C.48

PROCEDURE

1. Watch Birds and the Bees YouTube video (https://www.

youtube.com/watch) and answer questions on Watch It!

Birds and the Bees student worksheet.

2. Teach Background Information section B) Asexual

Reproduction.

3. Hand out Lesson 2: Comic Clones student worksheet

and go over the grading rubric.

4. Students will work in pairs to design a comic strip

version of one of the four forms of asexual reproduction

(fragmentation, fission, bailout, or budding). Encourage

creativity in creating characters (e.g., to represent the

corals, their offspring, or a narrator).

5. Get students to volunteer to present their comic strip

to the class. Try to have a presentation of at least one

depiction of each form of asexual reproduction.

20

Unit 5: Coral reprodUCtion - StUdent WorkSheet

Name: ___________________________ Date: _____________

Lesson 2

comic clones comic clones

It’s time to make some new corals! But how do these animals reproduce? Many corals can reproduce

asexually. That means new organisms are created from a single organism – they clone themselves! There

are four ways corals reproduce asexually: fragmentation, ssion, bailout, and budding. Now that we know how

corals make new corals, it’s your turn to draw the reproductive cycle!

INSTRUCTIONS:

1. Dene the types of asexual reproduction in the space below.

Type Denition

Bailout

Budding

Fission

Fragmentation

2. Choose one of the four types of asexual reproduction found in corals.

3. Make a cartoon strip about your chosen type of asexual reproduction by dividing the large box, on the

following page, into 4-6 smaller boxes. Work with a partner to come up with a story and character(s) to

demonstrate the process corals go through to make new corals.

21

Unit 5: Coral reprodUCtion - ComiC Clones stUdent Worksheet

Cartoon Strip Title: __________________________________________________ By: ______________________________________

22

Unit 5: Coral reprodUCtion - ComiC Clones stUdent Worksheet

GRADING RUBRIC:

Category 4 3 2 1 Score

Neatness

Images are neat

and attractive to

the eye.

Images are

attractive to the

eye.

Images are

messy, but

still mostly

attractive.

Images are

messy and

distracting.

Complete

Information

Comic strip

includes all of

the information

in the denition.

Comic strip

includes more

than half of the

information in

the denition.

Comic strip

includes more

than a quarter of

the information

in the denition.

Comic strip

includes less

than a quarter of

the information

in the denition.

Organization

Exceptionally

clear, logical,

and thorough

development

with excellent

transitions

between comic

strip frames.

Clear and

logical order

with good

transitions

between comic

strip frames.

Somewhat clear

and logical

development

with basic

transitions

between comic

strip frames.

Lacks

development of

ideas with weak

or no transitions

between comic

strip frames.

Grammar/

Spelling

Comic strip is

free of errors.

Comic strip has

only 1-2 errors.

Comic strip has

3-5 errors.

Comic strip has

more than 5

errors.

TOTAL Out of 16:

23

Unit 5: Coral reprodUCtion - answer Key

Lesson 2

comic clones comic clones

It’s time to make some new corals! But how do these animals reproduce? Many corals can reproduce

asexually. That means new organisms are created from a single organism – they clone themselves! There

are four ways corals reproduce asexually: fragmentation, ssion, bailout, and budding. Now that we know how

corals make new corals, it’s your turn to draw the reproductive cycle!

INSTRUCTIONS:

1. Dene the types of asexual reproduction in the space below.

Type Denition

Bailout A form of asexual reproduction where a single polyp abandons its colony

and settles on substrate to create a new colony.

Budding A type of asexual reproduction where a portion of the parent polyp

pinches off to form a new individual.

Fission A type of asexual reproduction where some coral colonies have the ability

to split into two or more colonies, during early developmental stages.

Fragmentation A type of asexual reproduction when a coral is intentionally or

unintentionally broken off from the parent coral.

2. Choose one of the four types of asexual reproduction found in corals.

3. Make a cartoon strip about your chosen type of asexual reproduction by dividing the large box, on the

following page, into 4-6 smaller boxes. Work with a partner to come up with a story and character(s) to

demonstrate the process corals go through to make new corals.

24

Unit 5: Coral reprodUCtion - rolling StoneS

Read It!

teacher’s Notes teacher’s Notes

Author

• Melinda Campbell, Khaled bin Sultan

Living Oceans Foundation

LEARNING OBJECTIVEs

• Read, interpret, and comprehend a

blog.

• Determine how to responsibly use the

internet for collecting and responding

to information.

MATERIALS

• Internet access

• Rolling Stones blog (http://www.lof/

rolling-stones/)

• Read It! Rolling Stones student

worksheet

INTEGRATING SUBJECTS

• English Language Arts

PRIOR KNOWLEDGE

• Students will have prior knowledge

about bias and how to critique the

validity of websites.

STANDARDS

• CCSS: RST.9-10.1, 2, 4, 5, 6, 8, 10;

RST.11-12.1, 2, 4, 6, 10

• NGSS Practices: 1, 6, 7, 8

PROCEDURE

1. Have students read Rolling Stones blog (http://www.lof/

rolling-stones/).

2. While reading, instruct students to take notes, connecting

the information to their prior knowledge. They can note

things that they agree and disagree with. A space,

called Notes, is provided for this on the Read It! Rolling

Stones student worksheet.

3. Ask students to analyze the blog to determine the

elements (like tone or visual design) and content that

they like and dislike. Remind students to explain why

they like or dislike each element they mention. There is

also a space provided for these answers on the student

worksheet.

4. Have students answer the questions on their worksheet.

When they are looking for definitions, they should use

the context from the blog, our glossary, or other online

resources. You may want to set rules distinguishing other

websites or resources that they are allowed to access.

5. If you set up an online community for your class, have

the students post their comment(s) from the last question

and allow them to respond to each other. If you do not

have an online community, have the students share their

comment(s) with each other, either orally or by passing

their written responses around the classroom.

25

Unit 5: Coral reprodUCtion - StUdent WorkSheet

Name: _________________________ Date: __________

Read It!

Rolling Stones Rolling Stones

INSTRUCTIONS:

1. Read Rolling Stones, a blog from our Tuamotu, French Polynesia mission (http://www.lof.org/rolling-

stones/).

2. While reading the blog, take notes and connect it to your prior learning. Note things that you agree or

disagree with. There is a space, below, for this.

3. Next, document what you like and dislike about this blog in the space below. Be sure to pay attention to

things like style and tone, along with the content and visual design. Be sure to explain what it is that you

do or do not like about each element.

4. Answer the questions.

LIKES

NOTES:

DISLIKES

26

Unit 5: Coral reprodUCtion - rolling StoneS StUdent WorkSheet

1. Sometimes the central idea of a piece of writing and its purpose are not the same. What is the central idea

of this blog (what is the whole blog discussing)? What is the end purpose of the blog (hint: check the title)?

2. What is the question about the Hao lagoon that the author is trying to answer?

3. What conclusion was made by the author? Cite specic textual evidence to support this.

4. Did the author fully support his claim? Explain why you think this.

5. Synchronous spawning, brooders, and gemmae are specic vocabulary for the topic of this blog. Dene

them below.

27

Unit 5: Coral reprodUCtion - rolling StoneS StUdent WorkSheet

6. Write a sentence of your own creation that connects the three words from #5, above.

7. Is this blog a reliable source for scientic information? Why or why not?

8. Do you notice any bias in this writing? If so, what?

9. Describe three things that you learned while reading this blog entry (they do not have to relate to the

central idea).

10. Construct a comment to post in response to this blog. Remember that a good comment makes

connections, asks a question, or gives an opinion in a respectful manner. You might want to quote the part

of the blog that you are specically referring to. Don’t be afraid to disagree with another writer, but be sure

to explain yourself and remain polite.

28

Unit 5: Coral reprodUCtion - rolling StoneS anSwer Key

1. Sometimes the central idea of a piece of writing and its purpose are not the same. What is the central idea

of this blog (what is the whole blog discussing)? What is the end purpose of the blog (hint: check the title)?

The central idea is about how corals reproduce. The purpose of the blog is to inform the audience

about a specic type of reproduction, involving gemmae, that the scientists observed on this dive.

2. What is the question about the Hao lagoon that the author is trying to answer?

How do the pore corals in the Hao lagoon reproduce?

3. What conclusion was made by the author? Cite specic textual evidence to support this.

The Hao lagoon pore corals reproduce using gemmae, and not sexual reproduction or other, more

common forms of asexual reproduction. Students should have specic quotes to back up this

claim, which may vary but might include the following:

• “During our surveys, we found very few small colonies produced through sexual coral

reproduction.”

• “…fragmentation is unlikely to be an important reproductive strategy…”

• “Littered over the substrate and in depressions on the colony surface were hundreds of round

to oval gemmae…”

• “The high number of these ‘rolling stones’ produced by one colony of Porites, and their high

survivorship, suggests this may be an important mode of coral reproduction for Porites in the

Hao Lagoon…”

4. Did the author fully support his claim? Explain why you think this.

Answers may vary. Be sure they explain their reasoning.

5. Synchronous spawning, brooders, and gemmae are specic vocabulary for the topic of this blog. Dene

them below.

• Synchronous spawning: a type of sexual reproduction when organisms, such as corals, release

their gametes into the water at the same time.

• Brooders: a type of sexual reproduction where corals fertilize gametes in their gastrovascular

cavity, allowing them to grow into planula larvae before being released into the water column.

• Gemmae: an asexually produced mass of soft tissue which can grow into a separate individual

colony.

29

Unit 5: Coral reprodUCtion - rolling StoneS anSwer Key

6. Write a sentence of your own creation that connects the three words from #5, above.

While many corals sexually reproduce through synchronous spawning or brooding, the pore corals

in the Hao lagoon asexually reproduce by forming gemmae.

7. Is this blog a reliable source for scientic information? Why or why not?

Yes. This is a rst-hand account of what the author has seen. It is from a reputable organization

that is based on scientic research. It also links you to the author’s credentials.

8. Do you notice any bias in this writing? If so, what?

Answers may vary, but should include that the author is an expert in this eld.

9. Describe three things that you learned while reading this blog entry (they do not have to relate to the

central idea).

Answers may vary.

10. Construct a comment to post in response to this blog. Remember that a good comment makes

connections, asks a question, or gives an opinion in a respectful manner. You might want to quote the part

of the blog that you are specically referring to. Don’t be afraid to disagree with another writer, but be sure

to explain yourself and remain polite.

Answers may vary.

The Khaled bin Sultan Living Oceans Foundation is a US-based

nonprot environmental science organization. The Foundation

was established to protect and restore the world’s oceans through

scientic research, outreach, and education.

The Coral Reef Ecology Curriculum is a comprehensive educational

resource designed to educate people about life on coral reefs.

Developed by educators and scientists at the Khaled bin Sultan

Living Oceans Foundation, this curriculum strives to increase

ocean literacy by creating awareness about coral reefs, the threats

they face, and how people can help to preserve these diverse

ecosystems.

Coral reef eCology CurriCulum