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!BSTRACT 4HE PROCESS OF CORAL ISLAND FORMATION IS OFTEN TABLE AS WELL AS PICTURES OF CORAL ISLANDS FROM ALL OVER THE DIFFICULT FOR MIDDLE SCHOOL STUDENTS TO COMPREHEND #ORAL ISLAND WORLD HAD IMMEDIATELY CAPTIVATED THE STUDENTS 1UESTIONS FORMATION IS A DYNAMIC PROCESS AND STUDENTS SHOULD HAVE THE SUCH AS h7HAT IS CORAL MADE OF v AND h(OW CAN CORAL BE OPPORTUNITY TO EXPERIENCE THIS PROCESS IN A SYNERGISTIC CONTEXT PART OF AN ISLAND v CIRCULATED THROUGH THE CLASSROOM 4HE 4HE AUTHORS PROVIDE INSTRUCTIONAL GUIDELINES FOR CONSTRUCTING STUDENTS COMMENTS AND QUESTIONS INCLUDED SEVERAL MISCON A CORAL ISLAND 3TUDENTS PLAY AN INTERACTIVE ROLE IN THIS ACTIVITY CEPTIONS SUCH AS ONE STUDENTS THEORY THAT hCORAL ISLANDS WHICH GIVES THEM BOTH VISUAL AND TACTILE EXPERIENCES 4HE ARE FORMED FROM WHITE METEORS THAT FALL OUT OF THE SKY AND ACTIVITY WAS DESIGNED FOR TH GRADE STUDENTS !FTER COMPLETING INTO THE OCEANv THE ACTIVITY THE STUDENTS COULD ACCURATELY DESCRIBE THE SIGNIFICANT 4HE CORALS BEAUTIFUL YET ALIEN QUALITY ALREADY HAD STU COMPONENTS AND PROCESS OF CORAL ISLAND FORMATION !DDITIONALLY DENTS MESMERIZED 4HE IDEA THAT THESE ALIEN OBJECTS COULD STUDENTS UNDERSTOOD THAT THIS IS AN ONGOING GEOLOGIC PROCESS FORM AN ISLAND FURTHER PIQUED THEIR CURIOSITY 4HE FORMATION OF A CORAL ISLAND IS THE RESULT OF A DYNAMIC BUT SLOW PROCESS +EYWORDS ATOLL CORAL ISLAND ISLAND FORMATION LAGOON THAT INVOLVES THE GROWTH OF CORAL ON AN OCEANIC VOLCANO )NQUIRY INTO AUTHENTIC QUESTIONS GENERATED FROM STUDENT AND THE SUBSEQUENT SUBSIDENCE OF THE VOLCANO AND CREATION EXPERIENCES IS THE CENTRAL STRATEGY FOR TEACHING SCIENCE OF A CORAL ATOLL 'RIGG )LLUSTRATING THIS PROCESS IN .ATIONAL 3CIENCE %DUCATION 3TANDARDS .ATIONAL 2ESEARCH THE CLASSROOM IS A WAY TO COVER THE SECOND OCEAN LITERACY #OUNCIL ESSENTIAL PRINCIPLE BY INVESTIGATING HOW SUBSIDENCE AND EROSIVE PROCESSES CAN HELP SHAPE %ARTHS FEATURES .ATIONAL ORAL ISLANDS ARE FORMED FROM LARGE WHITE MOUNTAINS 'EOGRAPHIC 3OCIETY ET AL º THAT LIE BENEATH THE OCEAN v YELLED ONE SIXTH GRADE #ORAL ISLAND FORMATION IS A PROCESS THAT TAKES MILLIONS STUDENT WHEN ASKED HOW CORAL ISLANDS ARE FORMED 4HE OF YEARS )T BEGINS WITH A NEWLY FORMED VOLCANIC ISLAND VARIOUS KINDS OF CORAL SKELETONS ON THE SIXTH GRADE STUDENTS THAT RISES ABOVE THE SURFACE OF THE OCEAN !S THE ISLAND STABILIZES AND MAGMA STOPS FLOWING INTO THE OCEAN CORAL STARTS TO GROW IN THE SHALLOW WATER AROUND THE VOLCANIC (%!4(%2 !534). IS AN .3& '+ GRADUATE FELLOW AT THE 5NI ISLAND 4HIS NEW FRINGING CORAL REEF CONTAINS MANY TINY VERSITY OF /REGONS )NSTITUTE OF -ARINE "IOLOGY IN #HARLESTON /RE GON 3HE TEACHES MARINE BIOLOGY TO FIFTH AND SIXTH GRADE STUDENTS ANIMALS CALLED CORAL POLYPS THAT CREATE LIMESTONE SHELLS AT -ILLICOMA )NTERMEDIATE 3CHOOL IN #OOS "AY /REGON 4HE FOCUS 4HE POLYPS GROW AND DEVELOP ON ANY SOLID SURFACE BUILD OF HER MASTERS THESIS IS THE PHYSIOLOGY AND ECOLOGY OF THE SEA ING ON THE SKELETAL REMAINS OF OTHER POLYPS #ONSEQUENTLY ANEMONE -ETRIDIUM SENILE WITHIN THE 3OUTH 3LOUGH %STUARY #OOS A CORAL REEF IS COMPOSED OF A THIN LAYER OF LIVING CORAL ON "AY /REGON 3HE DEVELOPED THIS ACTIVITY WITH SUPPORT FROM THE TOP OF THE LIMESTONE REMAINS OF DEAD CORAL $ARWIN .ATIONAL 3CIENCE &OUNDATION '+ 'RANT NUMBER $'% AND NUMBER $'% % MAIL HAUSTIN UOREGONEDU 'RIGG /VER MILLIONS OF YEARS THE VOLCANIC ISLAND UNDERGOES !-%,)! %$$ IS A SIXTH GRADE TEACHER AT -ILLICOMA )NTERMEDIATE SIGNIFICANT CHANGES &IRST THE ISLAND MOVES AWAY FROM THE 3CHOOL IN #OOS "AY /REGON 3HE SERVED AS AN .3& '+ SIXTH GRADE MENTOR TEACHER DURING THE n ACADEMIC SCHOOL YEAR MAGMA HOT SPOT THAT ORIGINALLY CAUSED IT TO GROW SO NO NEW % MAIL !MELIA% COOS BAYKORUS MATERIAL IS ADDED TO THE ISLAND !S THE MAGMA COOLS THE #OPYRIGHT Ú (ELDREF 0UBLICATIONS ROCKS DENSITY INCREASES RESULTING IN SUBSIDENCE SINKING
3#)%.#% !#4)6)4)%3 6OL .O
OF THE ISLAND 3ECOND THE EROSIVE PROCESSES OF WIND RAIN 0REACTIVITY !SSESSMENT AND WAVES SLOWLY DISINTEGRATE THE ISLANDS SURFACE MAKING "EFORE THE CORAL ISLAND FORMATION ACTIVITY STUDENTS IT SMALLER &INALLY RISING SEA LEVELS RESULTING FROM GLOBAL ANSWERED QUESTIONS THAT ASSESSED THEIR UNDERSTANDING OF CLIMATE CHANGE CAUSE THE ISLAND TO SINK BELOW THE SURFACE ISLAND FORMATION AND CONNECTED THEIR PREVIOUS KNOWL 4HE FRINGING CORAL REEF GRADUALLY SINKS OR SUBSIDES WITH ITS EDGE OF ISLANDS WITH THE ACTIVITY 1UESTIONS INCLUDED THE ISLAND (OWEVER NEW CORAL POLYPS CONTINUE TO GROW ON TOP FOLLOWING 7HAT GEOLOGIC PROCESSES ARE RESPONSIBLE FOR OF THE LIMESTONE SKELETONS DEVELOPING FAST ENOUGH TO KEEP THE FORMATION OF ISLANDS 7HAT MATERIALS COMPOSE CORAL THE SURFACE OF THE CORAL REEF AT SEA LEVEL ! LAGOON STARTS TO ISLANDS (OW DO YOU THINK CORAL ISLANDS FORM 4YPICAL FORM BETWEEN THE ISLAND AND THE REEF 4HIS LAGOON EVENTUALLY STUDENT RESPONSES INVOLVED CONCEPTS SUCH AS THE TECTONIC SURROUNDS THE SINKING VOLCANIC ISLAND AND THE CORAL REEF CON SHIFTING OF PLATES THE RISING OF SEA LEVELS THE RISE OF TINUES TO GROW UP AROUND THE ISLAND BECOMING A BARRIER REEF VOLCANOES AND THE AMALGAMATION OF SKELETONS OF SMALL /VER TIME THE ENTIRE VOLCANIC ISLAND SINKS BELOW THE SURFACE ANIMALS CALLED POLYPS 3TUDENTS ALSO MADE CONNECTIONS OF THE OCEAN LEAVING AN ATOLL A RING OF GROWING CORAL WITH AN BETWEEN THE RISE OF VOLCANIC ISLANDS AND THE FORMATION OPEN LAGOON IN ITS CENTER $ARWIN 'RIGG OF CORAL REEFS "ECAUSE THE PROCESS OF CORAL ISLAND FORMATION ENCOMPASSES ABSTRACT GEOLOGIC PROCESSES LIKE EROSION AND SUBSIDENCE IT CAN /BJECTIVES OF #ORAL )SLAND &ORMATION !CTIVITY BE HARD TO COMPREHEND #OMBINING BOTH VISUAL AND TACTILE EXPERIENCES AS STUDENTS CONSTRUCT THEIR OWN CORAL ISLAND IS AN 3TUDENTS CAN DISTINGUISH BETWEEN DIFFERENT ISLAND TYPES EFFECTIVE WAY TO HELP MIDDLE SCHOOL STUDENTS LEARN ABOUT CORAL 3TUDENTS CAN DESCRIBE HOW A CORAL ISLAND FORMS AND WHAT ISLAND FORMATION !S STUDENTS BECOME INVOLVED IN THE FORMATION CREATES THE ATOLL USING VOCABULARY SUCH AS BARRIER REEF PROCESS THEY SYNTHESIZE DIFFERENT COMPONENTS AND STAGES OF FRINGING REEF SUBSIDENCE ATOLL AND LAGOON CORAL ISLAND FORMATION AND SEE HOW EACH STAGE CONTRIBUTES TO THE 3TUDENTS CAN EXPLAIN HOW THE FORMATION OF THEIR ISLAND OVERALL PROCESS 5LTIMATELY THIS ACTIVITY INCREASES THE STUDENTS MODELS THAT OF AN ACTUAL CORAL ISLAND SCIENTIFIC LITERACY ENABLING THEM TO DESCRIBE EXPLAIN AND TEACH THIS PROCESS TO OTHERS .ATIONAL 2ESEARCH #OUNCIL -ATERIALS
"ACKGROUND v Coral skeleton set (can be purchased from Carolina Bio- logical Supply) ,ESSON #ONTEXT v Five pictures of coral islands or atolls from around the 3IXTH GRADE STUDENTS PARTICIPATED IN THE FOLLOWING INTRO world (e.g., Tuamotu Islands, Caroline Islands, Maldives, DUCTORY LESSON TO GAIN SOME BACKGROUND ON CORAL ISLAND FOR Laccadive Islands, Chagos Archipelago); images can be MATION BEFORE BEGINNING THE HANDS ON ACTIVITY 4O HELP THEM found online or in old calendars such as the National BEGIN THINKING ABOUT ISLANDS STUDENTS WORKED IN GROUPS OF Geographic Islands calendar THREE TO OBSERVE VARIOUS OBJECTS TYPICALLY FOUND ON ISLANDS v Schematic for the initial setup of the coral island activity SUCH AS FISH BONES SHELLS SAND AND CORAL AS WELL AS PICTURES (for the teacher; see Figure 1) OF DIFFERENT TYPES OF ISLANDS !FTER THIS OBSERVATION EACH STU v Three Coral Island Formation worksheets for each stu- DENT WROTE HIS OR HER OWN DEFINITION OF AN ISLAND AND SHARED IT dent (see Figures 2–4) WITH THE CLASS 4HE TEACHER LED A DISCUSSION OF THESE IDEAS AND v Overhead on coral island formation (see Figure 5) STUDENTS VOTED ON THE BEST DEFINITION !FTER THE DISCUSSION THE v One can of white shaving cream, labeled “coral reef TEACHER GAVE STUDENTS A FORMAL DEFINITION OF AN ISLAND A LAND mix,” for each group MASS SMALLER THAN A CONTINENT ENTIRELY SURROUNDED BY WATER v One empty soda can for each group 3TUDENTS WROTE THIS DEFINITION NEXT TO THEIR OWN v One 7.6 s 12.7 cm (3 s 5 in.) index card per group; 4HE TEACHER THEN USED PICTURES AND OVERHEADS TO INTRODUCE fold each card into the shape of a cone and tape to top VOLCANIC BARRIER AND CONTINENTAL ISLANDS 3TUDENTS ASKED of can QUESTIONS AND RECORDED BASIC DEFINITIVE FEATURES OF EACH TYPE v One tub of water for each group (water level should be OF ISLAND INCLUDING THE MATERIAL FROM WHICH THE ISLAND IS 2.5–5.0 cm from the top, so the water will not overflow COMPOSED HOW THE ISLAND FORMS AND WHERE ISLANDS OF THIS when the can displaces water) TYPE ARE FOUND %ACH GROUP OF STUDENTS THEN PICKED ONE OF THE v One blue paper plate for each group with a hole cut from THREE ISLAND TYPES TO RESEARCH IN GREATER DETAIL /VER THE NEXT the center (the hole should be the exact diameter of the FEW DAYS STUDENTS CREATED POSTERS LISTING THEIR ISLAND TYPES soda can, so the can barely fits through), and labeled SPECIFIC CHARACTERISTICS DETAILS ABOUT ITS PROCESS OF FORMATION “ocean” in large letters with a permanent marker AND DESCRIPTIONS OF WHERE IT CAN BE FOUND %ACH GROUP HAD v 60 marbles for each group MIN TO PRESENT ITS FINISHED ISLAND POSTER TO THE CLASS v Paper towels (for cleaning up spilled water) &ALL 3#)%.#% !#4)6)4)%3
#ORAL )SLAND &ORMATION !CTIVITY 3ETUP 3TAGE ))) #ORAL )SLAND &ORMATION +EY
&)'52% 3TAGE ))) #ORAL )SLAND &ORMATION WORKSHEET KEY &)'52% )NITIAL SETUP FOR CORAL ISLAND FORMATION ACTIVITY
4HREE 3TAGES OF #ORAL )SLAND &ORMATION
3TAGE ) #ORAL )SLAND &ORMATION +EY
&)'52% 3TAGE ) #ORAL )SLAND &ORMATION WORKSHEET KEY
&)'52% #ORAL )SLAND &ORMATION OVERHEAD WHICH SHOWS THE THREE DIFFERENT STAGES AND COMPONENTS OF THE ISLAND FORMATION PROCESS &IGURE MODIFIED FROM HTTP 3TAGE )) #ORAL )SLAND &ORMATION +EY WWWCORISNOAAGOVABOUTWHAT?AREATOLL?DEV?JPG
0ROCEDURE 4HE ACTIVITY TAKES APPROXIMATELY MIN ! CLASSROOM WITH AN OVERHEAD PROJECTOR TABLES AND SINK IS IDEAL FOR THIS ACTIVITY 0LACE STUDENTS IN GROUPS OF THREE AND ASSIGN EACH STUDENT A LETTER FOR THE ACTIVITY STUDENT ! STUDENT " AND STUDENT # (ANG PICTURES OF DIFFERENT CORAL ISLANDS FROM AROUND THE WORLD ON THE BLACKBOARD AND WALLS OF THE CLASSROOM !SK EACH GROUP TO DISCUSS THE PICTURES AND PREDICT HOW THEY &)'52% 3TAGE )) #ORAL )SLAND &ORMATION WORKSHEET KEY THINK A CORAL ISLAND IS FORMED BASED ON THEIR OBSERVATION 3#)%.#% !#4)6)4)%3 6OL .O
OF THE CORAL AT THEIR TABLE AND THE PICTURES OF CORAL ISLANDS )NSTRUCT STUDENTS TO LABEL THE PARTS OF THEIR ISLAND ON THE 4ELL STUDENTS TO SAVE THEIR PREDICTIONS FOR THE DISCUSSION 3TAGE )) #ORAL )SLAND &ORMATION WORKSHEET &IGURE AFTER THE ACTIVITY 4O MODEL THE ULTIMATE STAGE IN CORAL ISLAND FORMATION 0LACE TWO DIFFERENT TYPES OF CORAL ONE TUB OF WATER STUDENT # SPRAYS ANOTHER LAYER OR SO OF SHAVING CREAM ON ONE PAPER PLATE WITH A HOLE CUT OUT ONE SODA CAN WITH TOP OF THE EXISTING LAYERS )F THE CAN HAS NOT SUNK TO THE ATTACHED CONE SHAPED INDEX CARD MARBLES AND ONE SHAV BOTTOM ALREADY STUDENT " CAN PUSH THE CAN AND THE PAPER ING CREAM CAN LABELED hCORAL REEF MIXv AT EACH TABLE &IGURE CONE TAPED TO ITS TOP ALL THE WAY THROUGH THE HOLE AND INTO SHOWS A SCHEMATIC FOR THE INITIAL SETUP OF THE ACTIVITY THE WATER 4HE PAPER CONE IS NOW SATURATED WITH WATER AND 'IVE EACH STUDENT A COPY OF THE #ORAL )SLAND &ORMATION WILL SLOWLY START TO COME APART IN THE TUB )F THE TUB IS TOO WORKSHEETS &IGURES n AND TELL THE STUDENTS THAT THEY SMALL HAVE STUDENTS REMOVE THE CAN AND THE CONE FROM THE WILL ACTIVELY GO THROUGH THE CORAL ISLAND FORMATION PROCESS TUB COMPLETELY BUT REMIND THEM THAT THE ISLAND HAS SUNK TO MAKE THEIR OWN CORAL ISLAND 2EMIND STUDENTS THAT IN BENEATH THE SURFACE OF THE OCEAN 3TUDENTS SHOULD SEE A RING REALITY THIS PROCESS TAKES MILLIONS OF YEARS &OR EXAMPLE OF CORAL SHAVING CREAM WITH A LARGE HOLE IN THE CENTER THAT IN (AWAII THE PROCESS HAS BEEN GOING ON FOR THE PAST IS FILLED BY THE SURROUNDING WATER MILLION YEARS !SK THE STUDENTS HOW THEIR ISLAND HAS CHANGED 7HAT 4ELL STUDENT ! IN EACH GROUP TO PLACE THE BLUE PLATE HAPPENED TO THE VOLCANIC ISLAND 7HERE DID IT GO (OW WITH THE HOLE IN THE CENTER ON TOP OF THE WATER IN THE TUB DID THIS HAPPEN 7HAT HAPPENED TO THE CORAL REEF 7HY 3TUDENT " PLACES THE SODA CAN IN THE HOLE SO THE CAN AND THE 7HAT IS THIS CORAL REEF CALLED NOW 7HAT IS THE WATER IN THE PLATE ARE FLOATING TOGETHER ON TOP OF THE WATER 3TUDENT # CENTER CALLED SLOWLY SPRAYS A THIN LAYER OF SHAVING CREAM AROUND THE BASE !SK STUDENTS TO EXPLAIN WHAT HAS HAPPENED TO THEIR MODEL OF THE CAN SEE &IGURE ISLAND $URING THE DISCUSSION INTRODUCE THE CONCEPT THAT WHAT !SK STUDENTS WHAT THEY THINK THE CAN THE SHAVING IS LEFT OF THE ISLAND IS A RING OF GROWING CORAL CALLED AN ATOLL CREAM AND THE TUB OF WATER REPRESENT !FTER DISCUSSING THEIR WITH WATER IN THE CENTER A LAGOON 4HE RING OF SHAVING CREAM IDEAS CONFIRM THAT THE TUB OF WATER REPRESENTS THE OCEAN AT THE WATERS SURFACE REPRESENTS THE ATOLL THE WATER WITHIN THE AND THAT THE CAN REPRESENTS THE NEWLY FORMED VOLCANIC HOLE IN THE CENTER OF THE SHAVING CREAM IS THE LAGOON AND THE ISLAND PROTRUDING FROM THE DEPTHS OF THE OCEAN 4HE SHAVING CAN THE FORMER ISLAND IS NOW UNDER THE WATER CREAM REPRESENTS THE NEW FRINGING REEF FORMING ALONG THE !SK THE STUDENTS HOW LONG THIS ACTIVITY TOOK $EPEND SHORE OF THE VOLCANIC ISLAND )T IS IMPORTANT TO NOTE THAT ING ON THE SIZE OF THE CLASS ANSWERS WILL VARY FROM MIN THE ACTUAL VOLCANIC ISLAND DOES NOT FLOAT LIKE THE CAN BUT TO MIN 4ELL STUDENTS THAT EACH MINUTE THAT THEY WERE IS CONNECTED TO THE BOTTOM OF THE OCEAN -AKE SURE EACH FORMING THEIR CORAL ISLAND REPRESENTED ROUGHLY MILLION STUDENT UNDERSTANDS THIS SO IT DOES NOT BECOME A LASTING YEARS OF ACTUAL CORAL ISLAND FORMATION (AVE THEM WORK OUT MISCONCEPTION HOW MANY MILLIONS OF YEARS THEIR n MIN TIME PERIOD )NSTRUCT STUDENTS TO LABEL THE PARTS OF THEIR ISLAND ON THE REPRESENTS %MPHASIZE HOW SLOW THIS PROCESS IS 3TAGE ) #ORAL )SLAND &ORMATION WORKSHEET SEE &IGURE (AVE STUDENTS LABEL THE PARTS OF THEIR NEW CORAL ISLAND !FTER STUDENTS COMPLETE THEIR WORKSHEET STUDENT ! ON THE 3TAGE ))) #ORAL )SLAND &ORMATION WORKSHEET SEE DROPS MARBLES INTO THE CAN !S THE CAN BEGINS TO SINK &IGURE 4HIS IS A GOOD TIME FOR A TEACHER TO USE PAPER THROUGH THE HOLE IN THE PLATE STUDENT # SPRAYS THREE MORE TOWELS TO MOP UP ANY SPILLED WATER FROM THE TABLES LAYERS OF SHAVING CREAM AROUND THE CAN WHILE STUDENT " 4O SOLIDIFY LEARNING AND ASSESS UNDERSTANDING ASK SIMULTANEOUSLY PUSHES THE CAN DOWN THROUGH THE HOLE UNTIL STUDENTS TO EXPLAIN THE THREE DIFFERENT STAGES OF CORAL ISLAND ONLY THE CONE TAPED TO THE TOP IS VISIBLE ON THE PLATE FORMATION IN THEIR OWN WORDS !SK STUDENTS HOW THEIR ISLAND HAS CHANGED 7HAT HAS 2EVIEW CORAL ISLAND FORMATION USING THE OVERHEAD SEE HAPPENED TO THE ISLAND (OW DID THIS HAPPEN 7HAT HAS &IGURE AND PICTURES OF THE CORAL ISLANDS HAPPENED TO THE CORAL REEF 7HAT DO THE CAN SHAVING CREAM &OR A FINAL ASSESSMENT HAVE STUDENTS WRITE THEIR AND TUB OF WATER REPRESENT NOW OWN DESCRIPTION OF CORAL ISLAND FORMATION USING PERTINENT #ONFIRM THAT THE CAN REPRESENTS THE SUBSIDING SINK VOCABULARY ING VOLCANIC ISLAND THAT THE NEWLY APPLIED SHAVING CREAM REPRESENTS THE GROWTH OF NEW CORAL ON TOP OF THE LIMESTONE %VALUATION REMNANTS OF DEAD CORAL AND THAT THE REEF AT THIS STAGE IS NOW !FTER COMPLETING THE ACTIVITY ASSESS STUDENTS ON THE BASIS OF CONSIDERED A BARRIER REEF AS IT CONTINUES TO GROW UPWARD THE FOLLOWING CRITERIA AROUND THE SINKING VOLCANIC ISLAND 4HE TUB OF WATER REPRE SENTS THE OCEAN !SK STUDENTS WHAT PROCESSES HAVE CAUSED PARTICIPATION IN THE ACTIVITY THE CHANGE IN THE ISLAND 4HIS ALLOWS FOR A DISCUSSION OF COMPLETION OF THE THREE CORAL ISLAND FORMATION SUBSIDENCE AND EROSION IF TIME PERMITS WORKSHEETS &ALL 3#)%.#% !#4)6)4)%3
OVERALL COMPREHENSION OF CORAL ISLAND FORMATION AND ITS THE TEACHER #ONSEQUENTLY AT THE END OF THE LESSON MANY PROCESS ASSESSED BY PARTICIPATION IN THE DISCUSSIONS DURING STUDENTS WANTED TO EXPAND THEIR KNOWLEDGE BY INVESTIGAT THE ACTIVITY AND ING PROCESSES THAT HELP SHAPE OTHER FEATURES ON %ARTH SUCH THEIR WRITTEN DESCRIPTION OF THE THREE DIFFERENT STAGES IN AS SAND DUNES SAND BARS CANYONS AND MOUNTAIN RANGES CORAL ISLAND FORMATION USING CORRECT VOCABULARY WORDS IE (ELPING STUDENTS MAKE THESE CONNECTIONS HELPED THEM ATOLL LAGOON BARRIER REEF FRINGING REEF SUBSIDENCE APPRECIATE THE UBIQUITOUS NATURE OF GEOLOGIC PROCESSES AND BETTER UNDERSTAND THE MECHANISMS LEADING TO THE CREATION OF %ARTHS FEATURES #ONCLUSION /VERALL THIS LESSON WENT VERY WELL 3TUDENTS PREVIOUS 2EFERENCES MISCONCEPTIONS CONCERNING CORAL ISLAND FORMATION APPEARED $ARWIN # 4HE STRUCTURE AND DISTRIBUTION OF CORAL REEFS TO DISSOLVE AS THEY COMPLETED THE ACTIVITY 3TUDENTS WERE ,ONDON 3MITH %LDER ABLE TO IDENTIFY DIFFERENT TYPES OF ISLANDS USE REL 'RIGG 2 $ARWIN POINT ! THRESHOLD FOR ATOLL FORMATION EVANT VOCABULARY TO DESCRIBE HOW THE CORAL ISLAND FORMS #ORAL 2EEFS n .ATIONAL 'EOGRAPHIC 3OCIETY .ATIONAL /CEANIC AND !TMOSPHERIC AND DESCRIBE HOW THE FORMATION OF THEIR ISLAND MODELED !DMINISTRATION ./!! #ENTERS FOR /CEAN 3CIENCES THAT OF A REAL CORAL ISLAND 3TUDENTS EXPLORED THIS PROCESS %DUCATION %XCELLENCE #/3%% .ATIONAL -ARINE 3ANCTUARY THROUGH TACTILE AND VISUAL PERSPECTIVES THAT HELPED THEM &OUNDATION .ATIONAL -ARINE %DUCATORS !SSOCIATION #OLLEGE FORGE CONNECTIONS BETWEEN THE PROCESS AND COMPONENTS OF %XPLORATION /CEAN LITERACY 4HE ESSENTIAL PRINCIPLES OF CORAL ISLAND FORMATION 4HROUGH ACTIVE LEARNING STU OF OCEAN SCIENCES GRADES +n HTTPWWWCOEXPLORATION ORGOCEANLITERACYDOCUMENTS/CEAN,IT#HARTPDF ACCESSED DENTS DISCOVERED ASPECTS OF THE PROCESS ON THEIR OWN BY !PRIL ASKING QUESTIONS AND WORKING TOGETHER TO FIGURE OUT THE .ATIONAL 2ESEARCH #OUNCIL .ATIONAL SCIENCE EDUCATION ANSWERS RATHER THAN BY RECEIVING INFORMATION SOLELY FROM STANDARDS 7ASHINGTON $# .ATIONAL !CADEMY 0RESS