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
©2014 Khaled bin Sultan Living Oceans Foundation. All rights reserved.
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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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
© 2014 Khaled bin Sultan Living Oceans Foundation
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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?
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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
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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
CREDIT: KEN MARKS
© 2014 Khaled bin Sultan Living Oceans Foundation
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Unit 5: Coral reprodUCtion
FIGURE 5-7. Bailout of
a staghorn coral polyp
FIGURE 5-6. Mushroom
coral undergoing ssion
© 2014 Khaled bin Sultan Living Oceans Foundation
© 2014 Khaled bin Sultan Living Oceans Foundation
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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).
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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.
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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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? __________________________________
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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.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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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.
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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.
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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.
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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
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.
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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.
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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
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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.
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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
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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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.
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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.
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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.
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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Unit 5: Coral reprodUCtion - ComiC Clones stUdent Worksheet
Cartoon Strip Title: __________________________________________________ By: ______________________________________
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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:
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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.
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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.
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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.
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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.
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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.
© 2015 Khaled bin Sultan living OceanS FOundatiOnwww.livingOceanSFOundatiOn.Org
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 authors 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