Coral polyp and zooxanthellae relationship poems

Project Aloha ‘Āina - Coral Reefs - Maui

In recognition of the marvelous beauty of a coral reef, read on to learn in symbiosis with single-celled algae, better known as zooxanthellae. Students explore relationships among coral reef organisms, Hawaiian ʻaumakua (family zooxanthellae - algae that live in the tissues of coral polyps .. Write a paragraph or a poem that summarizes your relationship to the coral reef. Text #5: Coral Reef Biodiversity (Informational Text) Generally, their brilliant color comes from the zooxanthellae (tiny algae) living inside. beneficial.

In exchange, they have a place to live inside the animal's body. But when the zooxanthellae are under stress, such as high temperatures, they will die or leave their host—a process known as bleaching.

Close-up of a Coral Polyp Credit: The brownish-green specks seen in this coral polyp are the zooxanthellae that most shallow, warm-water corals depend on for much of their food. Like plants, zooxanthellae capture energy from the sun and turn it into food, some of which the coral eats in exchange for protection. Where Do They Live? Smithsonian Institution As you can see in this diagram, the zooxanthellae live within the tissue of their host coral.

The coral polyp itself lives in a cup it built from calcium carbonate; decades of piled up calcium carbonate cups create the reef. Photo Collection of Dr. Their pink color comes from the zooxanthellae living inside. More about coral reef ecosystems can be found in our Coral Reefs featured story. How would you describe your relationship to the marine environment?

  • Smithsonian Ocean
  • Fishing Links
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Go over the rules to play a Fishing Links game with the coral reef cards. Divide the class into six teams or more if the class is large. Ask each team to have paper and pen ready. Distribute an apex predator coral reef card to each team. Show them that there is text on the back of the cards. Explain that the objective of the game is to complete a food chain that shows the species needed to support the team's apex predator.

Tell teams that you have the cards that each team needs to complete a food chain and review food chains with the class producers, herbivores, omnivores, carnivores and decomposers.

Explain that to receive a coral reef card, teams must correctly answer a challenge card. They will have one minute to write a response. The first team to create the longest food chain in the correct order wins. Play the Fishing Links game. Ask a volunteer to draw a challenge card and read it to the class.

Give teams one minute to write the answer to the challenge card. Go around the room and read the teams' responses. Give a coral reef card from the team's envelope to each team with a correct response.

What Is Coral? A Coral Polyp and Zooxanthellae | Smithsonian Ocean

If a team doesn't answer the challenge card correctly, no food chain card is given. Once all challenge cards are read, stop distributing food chain cards and challenge teams to create a food chain with no missing links. Declare the team with the longest food chain the winner. Hand out the remaining coral reef cards and ask teams to complete the food chains. Review their food chains. Have teams share at least one of the "Did you know? Have students revisit their responses on Learning Log - 1 and update it with the species needed to support the apex predators.

Use the challenge cards from the game to assess students' knowledge, either by conducting interviews with students, or by having students select a card and write an answer. Distribute Learning Log - 2 and ask students to complete it with the missing links in the food chains. Distribute the student reading about the shark guardian. References Dudley, Michael Kioni.

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Hobson, Edmund and E. Pukui, Mary Kawena, E. Haertig and Catherine Lee. Native Use of Fish in Hawaii. Retrieved January 3,from http: Organisms and the Environment - Cycles of Matter and Energy - Have students place the coral reef cards face down and take turns turning over cards and trying to make matches between predators and prey.

View samples of plankton under the microscope and have students examine them and try to identify body structures that enable these organisms to survive by enabling them to move toward or capture prey.

Organisms and the Environment - Have students design ways to create three-dimensional coral reef food chains and display them in the school.