Beneath the Caribbean
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
INTRODUCING BENEATH THE CARIBBEAN
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . .
Coral Reef Ecosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Haiku . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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SE C T I O N 1
SECTION 2
SE C T I O N 3
SECTION 4
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
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© Copyright 1997 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS
Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce
consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for
nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of
the instructional and pedagogical resources available to develop and distribute educational programs
in film, videocassette, laserdisc, CD-ROM and CD-i formats.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia
1-800-FOR-AIMS
1-800-367-2467
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© Copyright 1997 AIMS Multimedia
Congratulations!
You have chosen a learning program
that will actively motivate your students
AND provide you with easily accessible
and easily manageable instructional
guidelines designed to make your
teaching role efficient and rewarding.
The AIMS Teaching Module provides
you with a video program keyed to your
classroom curriculum, instructions and
guidelines for use, plus a comprehensive teaching program containing a
wide range of activities and ideas for
interaction between all content areas.
Our authors, educators, and consultants
have written and reviewed the AIMS
Teaching Modules to align with the
Educate America Act: Goals 2000.
This ATM, with its clear definition of
manageability, both in the classroom
and beyond, allows you to tailor specific activities to meet all of your classroom needs.
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© Copyright 1997 AIMS Multimedia
RATIONALE
In today’s classrooms, educational pedagogy is often founded on Benjamin S.
Bloom’s “Six Levels of Cognitive
Complexity.” The practical application
of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels,
from the simple to the complex:
Knowledge (rote memory skills),
Comprehension (the ability to relate or
retell), Application (the ability to apply
knowledge outside its origin), Analysis
(relating and differentiating parts of a
whole), Synthesis (relating parts to a
whole), and Evaluation (making a judgment or formulating an opinion).
The AIMS Teaching Module is designed
to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning
with the students’ life experiences, realities, and expectations. AIMS’ learner
verification studies prove that our AIMS
Teaching Modules help students to
absorb, retain, and to demonstrate ability to use new knowledge in their world.
Our educational materials are written
and designed for today’s classroom,
which incorporates a wide range of
intellectual, cultural, physical, and emotional diversities.
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© Copyright 1997 AIMS Multimedia
ORGANIZATION AND
MANAGEMENT
To facilitate ease in classroom manageability, the AIMS Teaching Module is
organized in four sections. You are
reading Section 1, Introduction to the
Aims Teaching Module (ATM).
SECTION 2,
INTRODUCING THIS ATM
will give you the specific information
you need to integrate the program into
your classroom curriculum.
SECTION 3,
PREPARATION FOR VIEWING
provides suggestions and strategies for
motivation, language pre p a re d n e s s ,
readiness, and focus prior to viewing
the program with your students.
SECTION 4,
AFTER VIEWING THE PROGRAM
provides suggestions for additional
activities plus an assortment of consumable assessment and extended activities,
designed
to
broaden
comprehension of the topic and to make
connections to other curriculum content
areas.
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© Copyright 1997 AIMS Multimedia
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module is
designed to accompany a video program written and produced by some of
the world’s most credible and creative
writers and producers of educational
programming. To facilitate diversity and
flexibility in your classroom, your AIMS
Teaching Module features these components:
Themes
The Major Theme tells how this AIMS
Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other
curriculum content areas, enabling
teachers to use the teaching module to
incorporate the topic into a variety of
learning areas.
Overview
The Overview provides a synopsis of
content covered in the video program.
Its purpose is to give you a summary of
the subject matter and to enhance your
introductory preparation.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
learners can be expected to gain from
each program. After completion of the
AIMS Teaching Module, your students
will be able to demonstrate dynamic
and applied comprehension of the
topic.
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© Copyright 1997 AIMS Multimedia
PREPARATION FOR VIEWING
Discussion Ideas
SECTION 3
Introduction to the Program is
designed to enable students to recall
or relate prior knowledge about the
topic and to prepare them for what
they are about to learn.
Discussion Ideas are designed to help
you assess students’ prior knowledge
about the topic and to give students a
preview of what they will learn.
Active discussion stimulates interest in
a subject and can motivate even the
most reluctant learner. Listening, as
well as speaking, is active participation. Encourage your students to participate at the rate they feel
comfortable. Model sharing personal
experiences when applicable, and
model listening to students’ ideas and
opinions.
Introduction To Vocabulary
Focus
Introduction to Vocabulary is a
review of language used in the program: w o rds, phrases, usage. This
vocabulary introduction is designed to
ensure that all learners, including limited English proficiency learners, will
have full understanding of the language usage in the content of the program.
Help learners set a purpose for
watching the program with Focus,
designed to give students a focal
point for comprehension continuity.
In preparation for viewing the video
program, the AIMS Teaching Module
offers activity and/or discussion
ideas that you may use in any order
or combination.
Introduction To The Program
AFTER VIEWING THE
PROGRAM
SECTION 4
After your students have viewed the
program, you may introduce any or
all of these activities to interact with
other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on
and in-depth extended study of the
topic.
Jump Right In
Jump Right In provides abbreviated
instructions for quick management of
the program.
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© Copyright 1997 AIMS Multimedia
SUGGESTED
ACTIVITIES
The Suggested Activities offer ideas
for activities you can direct in the
classroom or have your students complete independently, in pairs, or in
small work groups after they have
viewed the program. To accommodate your range of classroom needs,
the activities are organized into skills
categories. Their labels will tell you
how to identify each activity and help
you correlate it into your classroom
curriculum. To help you schedule your
classroom lesson time, the AIMS
hourglass gives you an estimate of the
time each activity should require.
Some of the activities fall into these
categories:
Meeting Individual
Needs
These activities are designed to aid in
classroom continuity. Reluctant learners and learners acquiring English
will benefit from these activities
geared to enhance comprehension of
language in order to fully grasp content meaning.
Curriculum
Connections
Critical Thinking
Critical Thinking activities are
designed to stimulate learners’ own
opinions and ideas. These activities
require students to use the thinking
process to discern fact from opinion,
consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or
combine what they already know
with what they have learned to make
inferences.
Cultural Diversity
Each AIMS Teaching Module has an
activity called Cultural Awareness,
Cultural Diversity, or Cultural
Exchange that encourages students to
share their backgrounds, cultures,
heritage, or knowledge of other countries, customs, and language.
Hands On
These are experimental or tactile
activities that relate directly to the
material taught in the program.Your
students will have opportunities to
make discoveries and formulate ideas
on their own, based on what they
learn in this unit.
Writing
Many of the suggested activities are
intended to integrate the content of
the ATM program into other content
areas of the classroom curriculum.
These cross-connections turn the
classroom teaching experience into a
whole learning experience.
Every AIMS Teaching Module will
contain an activity designed for students to use the writing process to
express their ideas about what they
have learned. The writing activity
may also help them to make the connection between what they are learning in this unit and how it applies to
other content areas.
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© Copyright 1997 AIMS Multimedia
In The Newsroom
Each AIMS Teaching Module contains
a newsroom activity designed to help
students make the relationship
between what they learn in the classroom and how it applies in their
world. The purpose of In The
Newsroom is to actively involve each
class member in a whole learning
experience. Each student will have an
opportunity to perform all of the tasks
involved in production: writing,
researching, producing, directing,
and interviewing as they create their
own classroom news program.
Extended Activities
These activities provide opportunities
for students to work separately or
together to conduct further research,
explore answers to their own questions, or apply what they have
learned to other media or content
areas.
Link to the World
These activities offer ideas for connecting learners’ classroom activities
to their community and the rest of the
world.
Culminating Activity
To wrap up the unit, AIMS Teaching
Modules offer suggestions for ways to
reinforce what students have learned
and how they can use their new
knowledge to enhance their world
view.
VOCABULARY
Every ATM contains an activity that
reinforces the meaning and usage of
the vocabulary words introduced in
the program content. Students will
either read or find the definition of
each vocabulary word, then use the
word in a written sentence.
CHECKING
COMPREHENSION
Checking Comprehension is designed
to help you evaluate how well your
students understand, retain, and
recall the information presented in the
AIMS Teaching Module. Depending
on your students’ needs, you may
direct this activity to the whole group
yourself, or you may want to have
students work on the activity page
independently, in pairs, or in small
groups. Students can verify their written answers through discussion or by
viewing the video a second time. If
you choose, you can reproduce the
answers from your Answer Key or
write the answer choices in a Word
Bank for students to use. Students can
use this completed activity as a study
guide to prepare for the test.
CONSUMABLE
ACTIVITIES
The AIMS Teaching Module provides
a selection of consumable activities,
designed to specifically reinforce the
content of this learning unit.
Whenever applicable, they are
arranged in order from low to high
difficulty level, to allow a seamless
facilitation of the learning process.
You may choose to have students take
these activities home or to work on
them in the classroom independently,
in pairs or in small groups.
TEST
The AIMS Teaching Module Test permits you to assess students’ understanding of what they have learned.
The test is formatted in one of several
standard test formats to give your
students a range of experiences in
test-taking techniques. Be sure to
read, or remind students to read, the
directions carefully and to read each
answer choice before making a
selection. Use the Answer Key to
check their answers.
CHECKING
VOCABULARY
The Checking Vocabulary activity
provides the opportunity for students
to assess their knowledge of new
vocabulary with this word game or
puzzle. The format of this vocabular y
activity allows students to use the
related words and phrases in a different context.
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© Copyright 1997 AIMS Multimedia
ADDITIONAL
AIMS MULTIMEDIA
PROGRAMS
After you have completed this AIMS
Teaching Module you may be interested
in more of the programs that AIMS
offers. This list includes several related
AIMS programs.
ADDITIONAL READING
SUGGESTIONS
AIMS offers a carefully researched list of
other resources that you and your students may find rewarding.
ANSWER KEY
Reproduces tests and work pages with
answers marked.
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© Copyright 1997 AIMS Multimedia
Beneath the Caribbean
THEMES
OVERVIEW
Examination of a coral reef is an
excellent introduction to the study of
ecosystems. The major theme of
Beneath the Caribbean is the
structure and function of a coral reef.
Related
themes
include
the
physiology and life processes of fish
and reptiles in and around a coral
reef, and the issue of extinction.
The Caribbean Sea, like other
tropical ocean regions, contains
warm, clear water. The water is clear
due to the absence of plankton and
suspended sediment. Plankton is the
base of the food web in all oceans
and, because there is little plankton in
the tropics, tropical ocean water is
nearly sterile in comparison with the
fertile waters of the temperate
oceans. This is in contrast to the
popular misconception that tropical
ocean regions are very high in
biological productivity. In order for
life to flourish in the nutrient-poor
tropical seas, the creatures of the seas
have evolved many methods to
capture food.
The most successful solution to the
problem is the coral reef community.
The reef is a living structure made of
coral animals. The reef itself is
adapted to survive and grow in
tropical seas. As it grows, it provides
a safe haven for fish and
invertebrates. This draws all kinds of
life to the reef. The reef forms the
basis for a complete ecosystem.
Beneath the Caribbean shows the
importance of the reef community
and introduces viewers to many of the
great number of unique and
fascinating creatures which live on,
around or near the reef. These
include dolphins, manatees, eels,
fish, turtles, and many more. Viewers
will also learn about the coastal
mangroves and their importance as a
nursery for small fish. Featuring
beautiful footage taken completely in
the wild, viewers will witness the
startling complexities of life in a
tropical ocean ecosystem.
OBJECTIVES
To introduce the coral reef as an
ecosystem
To illustrate the importance of
coral reefs and mangrove forests
To show the roles different creatures play in the ecosystem
To examine the diversity of life in
a tropical ocean
To instill respect, understanding
and concern for creatures of the
sea
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© Copyright 1997 AIMS Multimedia Beneath the Caribbean
Use this page for your individual notes about planning and/or effective ways to manage this
AIMS Teaching Module in your classroom.
Our AIMS Multimedia Educational Department welcomes your observations and comments.
Please feel free to address your correspondence to:
AIMS Multimedia
Editorial Department
9710 DeSoto Avenue
Chatsworth, California 91311-4409
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© Copyright 1997 AIMS Multimedia Beneath the Caribbean
INTRODUCTION TO
THE PROGRAM
To introduce the similarities of all
aquatic creatures, even those as
diverse as the hermit crab and the
manatee, ask what all aquatic
creatures have in common. The class
should be able to suggest that they all
live in water for most, if not all of their
lives, breathe, find and eat food,
reproduce, act as predators or seek
protection from predators. Then ask
for a list of creatures which live in
water, especially in or near a reef.
Write this list on the board to return
to after viewing the program.
INTRODUCTION TO
VOCABULARY
The coral reef is an ecosystem.
Introduce or review the concept of
ecosystem. If this is a new word to
students, ask for volunteers to look it
up and report on its definition. Have
the class give examples of various
ecosystems of the world (oceans, rain
forests, meadows, tundra, etc.).
FOCUS
Have students watch for ways in
which creatures of the coral reef use
the reef for protection, feeding,
breeding and hunting.
DISCUSSION IDEAS
Point out to the class the wonderful
ways in which diversity enhances all
ecosystems. Discuss the concept of
diversity as it applies to people (of
many colors, sizes, shapes, habitats,
opinions, etc.), animals (among them,
the many sizes, shapes, habitats, life
processes, functions) and aquatic
c re a t u res (also many sizes and
shapes, functions, methods of
defense, etc.). Ask what this world
would be like without diversity. Some
people say that if we were all the
same, there would be no fighting and
prejudice. What does the class think
about this thought?
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© Copyright 1997 AIMS Multimedia Beneath the Caribbean
JUMP RIGHT IN
HOW TO USE THE
BENEATH THE CARIBBEAN AIMS TEACHING MODULE
Preparation
Viewing BENEATH THE CARIBBEAN
After Viewing BENEATH THE
CARIBBEAN
Read Beneath the Caribbean
Themes,
Overview,
and
Objectives to become familiar
with program content and expectations.
Use Preparation for Viewing
suggestions to introduce the topic
to students.
Set up viewing monitor so that all
students have a clear view.
Depending on your classroom
size and learning range, you may
choose to have students view
Beneath the Caribbean together
or in small groups.
Some students may benefit from
viewing the video more than one
time.
Select Suggested Activities that
integrate into your classroom curriculum. If applicable, gather
materials or resources.
Choose the best way for students
to work on each activity. Some
activities work best for the whole
group. Other activities are
designed for students to work
independently, in pairs, or in
small groups. Whenever possible,
encourage students to share their
work with the rest of the group.
Duplicate the appropriate number of Vocabulary, Checking
C o m p re h e n s i o n, and consumable activity pages for your students.
You may choose to have students
take consumable activities home,
or complete them in the classroom, independently, or in
groups.
Administer the Test to assess students’ comprehension of what
they have learned, and to provide
them with practice in test-taking
procedures.
Use the Culminating Activity
as a forum for students to display,
summarize, extend, or share
what they have learned with each
other, the rest of the school, or a
local community organization.
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© Copyright 1997 AIMS Multimedia Beneath the Caribbean
SUGGESTED ACTIVITIES
Meeting Individual Needs
Return to the list made for the Introduction to the Program activity. Having seen Beneath the
Caribbean, have the class review and refine the list. Add as many creatures as possible who
live in or near coral reefs, including those who live in mangrove forests. Elicit suggestions as
to why the coral reef harbors so many diverse creatures (it provides an abundance of food and
shelter).
25 Minutes
Meeting Individual Needs
Have students draw three columns on a piece of paper and label the columns “reef,” “mangrove forest,” and “ocean bottom.” Students should list at least three creatures who live in or
near these areas, and what that environment provides for the creatures. For example, three
creatures who live on the ocean bottom are eels, flounders and sting rays. The ocean bottom
provides camouflage and food. On the “reef” list, don’t forget the reef itself, which is a living
animal.
25 Minutes
Connection to Science
Reef polyps produce calcium carbonate, or limestone, for the reef skeleton. Ask what chemicals combine to make calcium carbonate (carbon and calcium). Ask for a volunteer to look up
“carbon” in the dictionary and read the definition, including the various forms of carbon. Note
that all living organisms contain carbon. Divide the class into small groups and have each
group research one form of carbon (these include charcoal, coal, coke, lignite, peat, graphite
and diamond). Groups should report on their topic to the class, and be ready with at least one
example of how the carbon form is used. Wrap up this project by telling students that the study
of carbon compounds is called organic chemistry.
20 Minutes
Connection to Art
Bring in pictures of various types of corals, or have the class look for pictures. Note how many
shapes, sizes and colors coral can take. For example, needle coral are thin and delicate, brain
coral look like the human brain, polyp corals have fragile branches, bouquet corals are round,
and floral corals look like flowers. Among other colors, corals can be blue, yellow, pink, white,
green, red and multicolored. Students should choose one or several coral varieties and draw
a picture of them. Encourage students to be creative with their use of color and design, and to
juxtapose different coral shapes and colors so that the picture becomes a work of art as well
as a depiction of these aquatic creatures.
30 Minutes
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© Copyright 1997 AIMS Multimedia Beneath the Caribbean
Link to the World
Review the meaning of the word “ecosystem” and note that there are many kinds of ecosystems in the world. Divide the class into groups and have each group research and report on
one ecosystem. The reports should include pictures of the plant and animal life in the ecosystem, the climate, geography and population, if the ecosystem is in ecological danger, and why.
45 Minutes
Critical Thinking
Because dolphins are so intelligent and personable, many of them have been captured and put
on display at zoos and aquariums. Divide the class into two groups for a debate on the topic
“Should dolphins be captured and displayed?” One group should identify the pros of this issue
(among them: capture is a way of saving a species; it provides science with captive study material to learn more about dolphins; it introduces people to sea life). The second group will identify the reasons why dolphins should not be captured (such as: they are wild creatures who
belong in their own habitat; nature’s creatures are not meant for captive display; they may be
unable to survive in an artificial tank). Each group should appoint two debaters. Invite another
class in for the debate and have that class decide which side has been more persuasive.
45&30 Minutes
Connection to History
In Beneath the Caribbean, it is noted that Columbus thought manatees were mermaids, albeit
ugly ones. Have volunteers research the history of the tale of the mermaids and why Columbus
might have thought manatees were mermaids. Though manatees are not pretty creatures, they
are gentle and amiable, and have their own kind of beauty.
45 Minutes
Connection to Ecology
Manatees are endangered species who may well be extinct by the year 2000. Ask students
what happens when an organism becomes extinct (it disappears forever and leaves a gap in
the food chain which can have repercussions on many creatures, including man). Ask what
other animals are facing extinction (among them, the Siberian tiger, red wolf, pygmy chimpanzee, white rhinoceros, golden lion tamarind). Is extinction only a man-made problem, or
is there such a thing as natural extinction? What is the relationship between extinction and disappearing habitat? Ask for suggestions of ways in which manatees might be saved (captive
breeding programs, restrictions on boats in manatees’ waters, education about manatees,
reduced water pollution, etc.).
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© Copyright 1997 AIMS Multimedia Beneath the Caribbean
30 Minutes
Connection to Science
Bring in several types of natural sponges such as a loofa (available at markets and drug
stores). Have students examine their porous skeletons closely and write their observations
down. Why would sponges be used by people to wipe up liquids and dirt? Note that sponges
are invertebrates; that is, animals without backbones. Other invertebrates include earthworms,
jellyfish, squid, butterflies, starfish and tarantulas.
25 Minutes
Connection to Language Arts
This is will be exercise in writing descriptive prose. Using pictures of coral reef denizens, have
each student choose one creature and write a creative description of it. Essays should use
descriptive adjectives, similes and metaphors. Note that language can draw mind pictures just
as art can produce visual pictures. Encourage students to write mind pictures of the creatures
so that we can imagine not only their structure, but also their beauty and uniqueness.
25 Minutes
In the Newsroom
Tell students that they have been appointed reporters to tell the world about a terrible threat,
the possible extinction of the tropical coral reef in the Caribbean sea. Divide the class into four
groups. One group should research the structure of the coral reef and the aquatic life there.
The second group will research what the coral reef provides for creatures who live in and near
it. The third group develops ideas on what will happen if the reef becomes extinct and how to
prevent this. Each group should designate two writers and one reporter. Invite another class in
to hear the reporters’ newscast, and tape the newscast with audio or video equipment, if available.
1 Hour
Connection to Science
Flounder, scorpion fish, seahorses and frog fish have excellent camouflage. Discuss how and
why they camouflage themselves, and what other creatures do the same (several varieties of
insects camouflage themselves as leaves or branches). Do people ever use camouflage? Other
than camouflage, what else do creatures of the coral reef do to protect themselves? (hide in the
reef, swim quickly, puff up with spines, inject toxin into predators, etc.)
30 Minutes
Connection to Science
The coral reef is home to fish and reptiles and some mammals live near the reef or mangrove
forest. Have volunteers define these terms, then have other volunteers come to the board and
take suggestions from the class for creatures to write down in under each classification. After
naming fish and reptiles of the reef, and nearby mammals, they can make new lists of land
mammals, reptiles and amphibians.
45 Minutes
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Connection to the World/Geography
The coral reef in the Caribbean sea is just one of several reefs in the world. Have students
research other reefs and where they are, then point them out on a map. (Most reefs are in
the Pacific and Indian oceans.) They should note what kind of reef it is (fringing, barrier
reefs, or atoll). What are the requirements for the growth of a coral reef (shallow water
where sun can penetrate, clear, warm water). How does the location of coral reefs worldwide reflect these requirements?
20 Minutes
Connection to the Community
Dr. Peter Dutton and his volunteer group are just one example of how people are working
to save endangered creatures. Using whatever resources are available in your community,
including the phone book, chamber of commerce, local experts, and special interest groups,
develop a list of volunteer organizations which are working to protect the environment in
your community. Invite a speaker from one of the groups to come to the class, and encourage students to get involved in existing organizations or even form their own.
2/30- Minute Sessions
Culminating Activity
Have the class create a large mural of a coral reef for display in the school. Students can
divide into groups to draw different parts of the mural. Some may want to draw the bottom
feeders, others the coral and fish, others the larger marine animals in and near a reef. The
mural can also be created by each group producing separate drawings, then joining all the
pictures together when they are finished. Each creature in the mural should be identified
with a small number which corresponds to its name written below the mural. If desired, this
can be a multi-textured mural using paint, markers, colored pencils, fabrics, colored paper,
small pieces of wood and metal, eggshells, pictures from magazines, newspapers, and anything else students think will be interesting. Put the mural up in the school hallway or office,
if possible.
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© Copyright 1997 AIMS Multimedia Beneath the Caribbean
4/30-Minute Sessions
Name
VOCABULARY 1
Match the vocabulary word with its definition. Use a dictionary and review the video, if necessary.
calcium carbonate _____
coral polyp _____
invertebrate _____
marine _____
mobility _____
nematocyst _____
plankton _____
predator _____
sterile _____
tentacle _____
toxin _____
tropical _____
1. specialized stinging cell used to stun and capture food
2. animal which produces limestone in coral reefs
3. microscopic organism, one of the first in the food chain
4. combination of calcium and carbon
5. poison
6. animal that feeds on other animals
7. free from germs and contamination
8. hot and humid
9. animal without backbone
10. ability to move around
11. flexible, tube-like body part used to collect food
12. having to do with the ocean
19
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
Name
VOCABULARY 2
Match the vocabulary word with its definition. Use a dictionary and review the video, if necessary.
bottom dweller _____
camouflage _____
echolocation _____
extinct _____
filter feeder _____
frog fish _____
instinct _____
mammal _____
reptile _____
sediment _____
sponge _____
temperate _____
1.
fish which dangle lure in front of mouth
2.
organism living at the bottom of a body of water
3.
animal which strains food particles out of water
4.
no longer existing
5.
orienting oneself by bouncing sound off objects
6.
a class of vertebrate animals
7.
primitive marine animal with porous skeleton
8.
an inborn ability or knowledge
9.
old-blooded, egg-laying vertebrate
10. mild, as in climate
11. means of concealment
12. small particles of material which settle to the bottom of a liquid
20
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
Name
CHECKING COMPREHENSION
Read the passage below. In each blank write the word or phrase that fits best. Use the words in
the Word Bank below.
A coral reef is a living structure composed of _______________ who produce _______________, or limestone. Coral
reefs are important tropical _______________. They are home to numerous _______________ and _______________
for whom they provide _______________ and _______________. Common inhabitants of a reef include the filterfeeding _______________, the moray _______________, leatherback _______________ and bottom-dwelling
_______________. The mangrove forests act as _______________ for young fish. Larger creatures of the coral reef
include _______________, _______________ and _______________ .
WORD BANK
barracuda
carbon carbonate
coral polyps
dolphins
ecosystems
eel
fish
food
manatees
nursery
reptiles
shelter
sponges
sting rays
turtles
21
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
Name
CORAL REEF ECOSYSTEM
In the pictures below, circle the creatures that live in or near a coral reef, and cross out the ones
which do not belong in this ecosystem.
22
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
Name
HAIKU
Haiku is an ancient Japanese form of poetry consisting of three lines. The lines of a haiku do not
rhyme. Instead, the haiku gets its rhythm from the number of syllables in each line: five in the first
line, seven in the second, and five in the third. The Japanese often use haiku to express their
feelings about nature.
Write your own haiku to describe a coral reef, animals which live in it, a mangrove forest, or any
other component of a coral reef.
(7 syllables) _________________________________________________________________________________________
(5 syllables) _________________________________________________________________________________________
(7 syllables) _________________________________________________________________________________________
23
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
Name
TEST
Check the correct answer.
1. Coral reef are living organisms composed of:
coral polyps
sponges
fish
eels
all of the above
2. The chemical composition of a coral reef is:
oxygen
shells
calcium carbonate
plankton
tentacles
3. The water of the Caribbean sea is blue because:
it has low levels of sediment and plankton
it lacks light
it is shallow
it is tropical
none of the above
4. Sponges get their food by:
trapping it with tentacles
moving along the ocean floor
searching in reef crevices
filtering organisms from water
producing toxins
5. By living on a hermit crab shell, the anemone is able to be:
safer
more mobile
larger
less visible to predators
better camouflaged
24
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
Name
6. Leatherback and loggerhead turtles are:
marine reptiles
endangered
air breathers
none of the above
all of the above
7. When in danger, puffer fish:
hide
camouflage themselves
inflate
attack
swim faster
8. Nematocysts are:
sponges
food lures on frog fish
turtle eggs
stinging tentacles
limestone
9. Coral reef organisms protect themselves from predators by:
camouflage
hiding in the reef
stinging tentacles
none of the above
all of the above
10. A coral reef is an ______ ecosystem.
desert
aquatic
mountain
forest
tundra
25
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
Name
11. One reason manatees are in danger of extinction is:
accidents with boats
over fishing
barracudas
changing climate
loss of habitat
12. The sting ray is a bottom-dwelling fish which lacks:
fins
gills
spines
tentacles
swimming bladder
13. Dolphins locate their food primarily by:
sight
echolocation
smell
movement
speed
14. Shipwrecks provide:
hiding places for fish
head starts for coral reefs
food for aquatic life
A and B
A, B and C
15. We need to protect coral reefs because:
they are home to diverse species
they are important ecosystems
they are part of the food chain
all of the above
none of the above
26
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
Beneath the South Pacific
Beneath the North Atlantic
Coral Reef: A Living Wonder
Animals of the North Pacific
Living Reef
Animal Life in a Tidepool
Dolphins: Our Friends from the Sea
27
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
ANSWER KEY for page 19
VOCABULARY 1
Match the vocabulary word with its definition. Use a dictionary and review the video, if necessary.
4
calcium carbonate _____
2
coral polyp _____
9
invertebrate _____
12
marine _____
10
mobility _____
1
nematocyst _____
3
plankton _____
6
predator _____
7
sterile _____
11
tentacle _____
5
toxin _____
8
tropical _____
1. specialized stinging cell used to stun and capture food
2. animal which produces limestone in coral reefs
3. microscopic organism, one of the first in the food chain
4. combination of calcium and carbon
5. poison
6. animal that feeds on other animals
7. free from germs and contamination
8. hot and humid
9. animal without backbone
10. ability to move around
11. flexible, tube-like body part used to collect food
12. having to do with the ocean
28
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
ANSWER KEY for page 20
VOCABULARY 2
Match the vocabulary word with its definition. Use a dictionary and review the video, if necessary.
2
bottom dweller _____
11
camouflage _____
5
echolocation _____
4
extinct _____
3
filter feeder _____
1
frog fish _____
8
instinct _____
6
mammal _____
9
reptile _____
12
sediment _____
7
sponge _____
10
temperate _____
1.
fish which dangle lure in front of mouth
2.
organism living at the bottom of a body of water
3.
animal which strains food particles out of water
4.
no longer existing
5.
orienting oneself by bouncing sound off objects
6.
a class of vertebrate animals
7.
primitive marine animal with porous skeleton
8.
an inborn ability or knowledge
9.
old-blooded, egg-laying vertebrate
10. mild, as in climate
11. means of concealment
12. small particles of material which settle to the bottom of a liquid
29
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
ANSWER KEY for page 21
CHECKING COMPREHENSION
Read the passage below. In each blank write the word or phrase that fits best. Use the words in
the Word Bank below.
A coral reef is a living structure composed of coral polyps who produce carbon carbonate, or limestone. Coral reefs
are important tropical ecosystems. They are home to numerous fish and reptiles for whom they provide food and
shelter. Common inhabitants of a reef include the filter-feeding sponges, the moray eel, leatherback turtles and
bottom-dwelling sting rays. The mangrove forests act as nursery for young fish. Larger creatures of the coral reef
include barracuda, manatees and dolphins .
WORD BANK
barracuda
carbon carbonate
coral polyps
dolphins
ecosystems
eel
fish
food
manatees
nursery
reptiles
shelter
sponges
sting rays
turtles
300
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
ANSWER KEY for page 22
CORAL REEF ECOSYSTEM
In the pictures below, circle the creatures that live in or near a coral reef, and cross out the ones
which do not belong in this ecosystem.
31
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
ANSWER KEY for page 23
HAIKU
Haiku is an ancient Japanese form of poetry consisting of three lines. The lines of a haiku do not
rhyme. Instead, the haiku gets its rhythm from the number of syllables in each line: five in the first
line, seven in the second, and five in the third. The Japanese often use haiku to express their
feelings about nature.
Write your own haiku to describe a coral reef, animals which live in it, a mangrove forest, or any
other component of a coral reef.
ANSWERS MAY VARY
(7 syllables) _________________________________________________________________________________________
(5 syllables) _________________________________________________________________________________________
(7 syllables) _________________________________________________________________________________________
32
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
ANSWER KEY for page 24
TEST
Check the correct answer.
1. Coral reef are living organisms composed of:
coral polyps
sponges
fish
eels
all of the above
2. The chemical composition of a coral reef is:
oxygen
shells
calcium carbonate
plankton
tentacles
3. The water of the Caribbean sea is blue because:
it has low levels of sediment and plankton
it lacks light
it is shallow
it is tropical
none of the above
4. Sponges get their food by:
trapping it with tentacles
moving along the ocean floor
searching in reef crevices
filtering organisms from water
producing toxins
5. By living on a hermit crab shell, the anemone is able to be:
safer
more mobile
larger
less visible to predators
better camouflaged
33
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
ANSWER KEY for page 25
6. Leatherback and loggerhead turtles are:
marine reptiles
endangered
air breathers
none of the above
all of the above
7. When in danger, puffer fish:
hide
camouflage themselves
inflate
attack
swim faster
8. Nematocysts are:
sponges
food lures on frog fish
turtle eggs
stinging tentacles
limestone
9. Coral reef organisms protect themselves from predators by:
camouflage
hiding in the reef
stinging tentacles
none of the above
all of the above
10. A coral reef is a/an ______ ecosystem.
desert
aquatic
mountain
forest
tundra
34
© Copyright 1997 AIMS Multimedia Beneath the Caribbean
ANSWER KEY for page 26
11. One reason manatees are in danger of extinction is:
accidents with boats
over fishing
barracudas
changing climate
loss of habitat
12. The sting ray is a bottom-dwelling fish which lacks:
fins
gills
spines
tentacles
swimming bladder
13. Dolphins locate their food primarily by:
sight
echolocation
smell
movement
speed
14. Shipwrecks provide:
hiding places for fish
head starts for coral reefs
food for aquatic life
A and B
A, B and C
15. We need to protect coral reefs because:
they are home to diverse species
they are important ecosystems
they are part of the food chain
all of the above
none of the above
35
© Copyright 1997 AIMS Multimedia Beneath the Caribbean