Life on the

Bahamian Coral Reef

An Educator’s Guide to the Virtual Coral Reef Field Trip

Bahamas Reef Environment Educational Foundation (BREEF)

www.breef.org
 The Bahamas Reef Environment
Educational Foundation (BREEF) is a
Bahamian non-profit foundation
established in 1993. BREEF’s mission
is to promote the conservation of the
Bahamian marine environment that
sustains our way of life. BREEF informs the public about the
importance of our marine environment, threats to our oceans and
motivates people to get involved with protecting our critical marine
resources.

Coral reefs play an important role in our tourism and fishing industries, providing food, recreation and shoreline
protection for us all. The BREEF Virtual Coral Reef Field Trip toolkit includes a 25-min. film with interactive extras, this
educator's guide and the 'Life on the Bahamian Coral Reef' poster. This important learning resource, developed by
BREEF with funding from the Kerzner Marine Foundation's Blue Project, is designed for use in Bahamian high schools.
It provides an enriching and engaging classroom experience for students learning about coral reef ecosystems.

Project Rationale

There can be challenges to taking students on an actual coral reef

field trip. This tool kit will expose students to some of the
wonders of the Bahamian coral reef while in their classroom. It
will also lay the groundwork for further field studies on coral reefs
and other ecosystems.

Through use of the tools provided in this kit, students will develop
their scientific process skills and gain an appreciation for the need
for conservation of coral reefs both locally and globally.

Kit Components

 Film — Virtual Coral Reef Field Trip

 Poster—Life on the Bahamian Coral Reef
 Educator’s Guide
Table of contents page
Film Overview 1
Background Information on Coral Reefs 2
Supporting Activities
Reef Creature ID 6
Reef Bingo 7
Reef Fish ID 8
Coral’s Web 9
Fish Adaptations 10
Reef Survey Simulation 11
Teaching Resources
Reef Bingo Cards 12
Sample Coral Reef Food Web 15
Student Worksheets 16
FILM OVERVIEW
1

Virtual Coral Reef Field Trip

Environmental Biology: Unit—Coral Reef Ecosystems
This engaging 25 minute high definition film targets a 10-12th grade student audience and is linked to the Ministry of
Education—Department of Education Biology curriculum. It provides an up close look at Bahamian coral reefs with an
emphasis on reef biodiversity. The film is supplemented by three short interactive extras: Reef Creature ID (non-fish
species), Reef Fish ID and Reef Survey Simulation which may be used to reinforce concepts and assess student
achievement of selected learner outcomes.

Learner Outcomes:
 Identify the location of coral reefs
around the world and in The
Bahamas.
 Describe the relationship between
the location of coral reefs and the
Main Film Sequence abiotic factors needed for coral reefs
to thrive.
 Observe a coral polyp.
 Distinguish between hard and soft
corals.
0-5 minutes: Location of coral reefs, abiotic factors required  Observe and identify the organisms in
for corals to thrive. a Bahamian coral reef ecosystem.
5-7 minutes: Description of a coral reef, coral polyps,  Construct a coral reef food web.
relationship between corals and zooxanthellae,  Observe the adaptations of reef
types of corals. organisms to their environment.
 Discuss ways humans impact the
7-15 minutes: Reef biodiversity, adaptations of common reef marine environment.
organisms: producers, herbivores and carnivores.  Suggest ways coral reefs can be
15-25 minutes: Benefits, threats and conservation of protected.
coral reefs.
 reefs
o w that low
ou k
n shal
Did y in clear, se these
BACKGROUND INFORMATION
2
u
thrive ater beca allow
lit w
sun btain What is a coral reef?
tions o o
condi thellae t ded for
n ee
zooxa hat is n A coral reef is a massive limestone structure built by coral animals called polyps and
h t t s ?
lig esi cemented together by calcareous algae over many years. The reef forms the basis of
synth
photo the coral reef ecosystem, and supports great biodiversity. Although coral reefs cover
less than 1% of the world’s seafloor, they contain 25% of all marine species.
The world’s reefs are found
in three major regions; the

C
Indo-Pacific, the Red Sea
and the Western Atlantic
Region. These regions have
tropical and subtropical
climates in which reefs

O
thrive. Coral reefs are found
in these areas because corals
Image courtesy of NOAA National Ocean Service Communications and require warm, sunlit, clear,
Education Division oceanservice.noaa.gov/education clean and shallow saltwater
to survive.

R
Coral reefs -

Corals are invertebrates that belong to the phylum

Cnidaria. Organisms in this group have soft bodies
and tentacles with stinging cells (nematocysts) that

A
surround the only body opening. Other Cnidarians
include jellyfish and sea anemones.

Corals are colonies of tiny animals called polyps,

which secrete a calcium carbonate (limestone)

L
skeleton that builds the structure of the reef.

Types of Corals Coral polyp diagram

There are two groups of corals: hard corals or hermatypes are reef-building corals (e.g.
brain or elkhorn coral) and soft corals or ahermatypes (e.g. seafans and sea whips).

Hard corals have microscopic algae called zooxanthellae living within their tissues in a

R
mutualistic symbiotic relationship. Zooxanthellae supply corals with food and oxygen
which they produce by photosynthesis. Corals protect the zooxanthellae and provide
them with carbon dioxide. Since coral tissues are transparent, the zooxanthellae also
give corals their colour. If corals become stressed due to environmental changes, e.g.
high water temperatures, they expel their zooxanthellae and thus appear white. This is

E
called Coral Bleaching. Bleached corals are highly susceptible to disease. If the stress is
prolonged so that corals are unable to re-attract zooxanthellae, they may die.

Photo: French Grunts

E Brain Coral Seafan

F
Elkhorn Coral
Pseudodiploria strigosa Acropora palmata Gorgonia ventalina
 Let’s do our part to protect them 3

Reef Biodiversity

Coral Reefs are also known as the “Rainforest of the sea”. They are home to a wide
variety of organisms, from the tiniest plankton to the biggest of fish. The organisms
that live on reefs have behavioral or physical adaptations that allow them to survive
in their habitat (refer to page 10). All organisms play a role in keeping the ecosystem
intact.

Marine macroalgae (seaweed), phytoplankton, seagrass and zooxanthellae are the

producers in the coral reef ecosystem. They attract herbivores such as sea urchins,
parrotfish, wrasses and damselfish. Grazing by herbivores controls the producers
which compete with corals for space on the reef.

Herbivores attract carnivores like the Nassau grouper, snappers and sharks to the
reef. These consumers control the populations of herbivores and other carnivores.
Detritivores such as sea cucumbers and spiny lobster feed on the dead remains of
animals and plants. This process cycles nutrients and ensures the health of the
ecosystem.

Each organism has a particular niche and contributes to the ecological balance on the
reef. Significant changes in species populations, due to activities such as overfishing,
can alter the dynamics on the reef and may result in food chain disruptions.
Photos: Top to Bottom—sea grass (producer), long-spined urchin (herbivore), black grouper
(carnivore)

Types of Reefs
A third of the Caribbean’s coral reefs are located in The Bahamas. The most extensive reef systems are found along the
northern and eastern coasts or the windward side of the islands. There are four main types of reefs:

Fringing Reefs - these run parallel to the shoreline, and are located closest to the shore.

Barrier Reefs - these reefs run parallel to the shoreline, but are much further from shore than a fringing reef. They
form a barrier between the land and the ocean, protecting the land from erosion by waves. In The Bahamas, barrier
reefs are usually found on the windward (northern or eastern) side of our Islands. The Andros Barrier Reef is the third
longest barrier reef in the world and stretches for more than 140 miles along the east coast of Andros.

Atolls - An atoll is a circular or U-shaped reef that encloses a Did you know that the
distinct lagoon. They are commonly found in oceanic locations. world’s longest barrier
They are formed when a volcanic island surrounded by a fringing reef is Australia’s Great
reef subsides leaving a lagoon in its place. As the island sinks, the Barrier Reef, which spans
reef grows upward. Hogsty reef, located between Acklins and over 1600 miles? With a
Inagua is considered to be a pseudo-atoll because it does not length of 700 miles, the
have a true volcanic origin. However, this 9 x 5 km reef has all of 2nd longest is the
the features of a true atoll. Mesoamerican Barrier
Photo: Hogsty Reef, Bahamas Reef System along the
east coast of Mexico,
Patch Reefs— this type of reef is common in shallow water throughout The Bahamas. Belize, Guatemala and
These small, isolated patches of reef are often referred to as coral heads. Honduras.
BACKGROUND INFORMATION
4
Did y
Reef Threats recen
ou kn
ow th
tly at
0 0
Corals require clear, shallow, sunlit, oxygenated, warm (79 F-81 F), salt water in co ral re explore scientists h
efs in d d ave
light e
order to thrive. Changes in these abiotic factors cause corals to become stressed, can p water be ep-water
co en low
resulting in bleaching events. In recent times, these events have increased in th rals grow etrate? Dee where
very
frequency and severity due to increased water temperatures. This results in pho
ey do
not h slowly p-water
tos a v e zo becau
decreased live coral cover in reef ecosystems. partic ynthesize. oxanthella se
ul e to
destru arly vuln The
ctive erable y a re
Threats can be classified as natural or human-induced (anthropogenic). bottom fishin to
t r a g pra a
Organisms are adapted to cope with the natural threats which have always g as exp w lin ct ice
lorati g, and to called
occurred. However, humans have added additional stressors with which corals on. oil an
d
are not adapted to cope. As a result, approximately 75% of reefs worldwide are
threatened.

CORAL REEFS OF THE WORLD CLASSIFIED BY THREAT FROM LOCAL ACTIVITIES

Image courtesy of World Resources Institute Reefs at Risk Revisited, 2011 http://www.wri.org

Disease Predation Human Induced

of corals and important of corals and reef Overfishing
Climate Change
reef species, e.g. urchins species overharvesting,
warmer water causes
harvest of juveniles,
coral bleaching,
destructive fishing practices
ocean acidification

Natural Threats
Pollution Human Invasive Species
marine debris,
chemical pollutants:
Induced e.g. Lionfish
compete with
Hurricanes and Storms oil spills, fertilizers, Threats native species
wave action during storms, sewage
excessive rainfall may affect salinity
Habitat Destruction
sediments from dredging and coastal developments,
Did you know that coral polyps reproduce vessel grounding and anchoring
sexually to start new colonies and asexually (by
budding) to expand a colony?
BACKGROUND INFORMATION
5
Reef Benefits and Conservation
As a coastal nation, The Bahamas relies heavily on the ecosystem services that coral reefs provide. Reefs provide a
habitat for marine organisms, a supply of seafood (protein), shoreline protection, employment through fishing and
tourism, recreation, opportunities for scientific research, medicinal and commercial products, and are a main source of
sand for beaches. Protection of reefs with a variety of conservation tools will bring economic and ecological benefits.
Public Education — public and school campaigns are conducted by BREEF and other conservation partners.
“In the end we will conserve only what we love. We will love only what we understand. We will understand only
what we are taught”. Baba Dioum
Protection of Connected Habitats — marine habitats are interdependent and are impacted by activities that
take place both at sea and on land. Many marine species also use several habitats to complete their life cycle.
Thus, protection of wetlands, beaches, seagrass, tidal flats and deep water habitats also protect coral reefs.
Scientific Research — is being conducted by scientists to collect data that will guide management efforts.
Coral Reef Conservation Tools

Ongoing projects include coral reef surveys; a coral nursery programme; conch, grouper and crawfish
population studies; invasive species (Lionfish) research and removal activities.

Legislation — Harvesting of coral, sea turtles, marine mammals and commercial fishing of sharks is prohibited
in The Bahamas. Fishery regulations encompass a number of tools including closed seasons, size limits, gear
restrictions, bag limits for sports fishing and restricted entry into the fishery to prevent overexploitation of
resources. Enforcement of regulations helps to ensure that we will have these marine resources for the future.
Marine Protected Areas (MPAs) — As a signatory to the Caribbean Challenge Initiative, the government of The
Bahamas has committed to effectively conserving and managing 20% of our marine and coastal environment by the
year 2020. The Bahamas’ system of marine parks and reserves protect critical habitats, including coral reefs.
National Parks are currently managed by The Bahamas National Trust. Marine Reserves have been established
specifically to support fishery replenishment and are managed by the Department of Marine Resources.
1 2
3 These Marine Protected Areas
Protect Coral Reefs (2012)
4 1. Walker’s Cay National Park
2. No Name Cay Marine Reserve
11 3. Fowl Cays National Park
4. Pelican Cays Land and Sea Park
5 5. North and South Andros
6 Marine Parks
6. Exuma Cays Land and Sea Park
9
7. Moriah Harbour Cay National
7 Park
8. The Exuma (Jewfish Cay)
Marine Reserve
8
9. The Conception Island
National Park
10. Little Inagua National Park
11. South Berry Islands Marine
10
Reserve

Visit www.bahamasprotected.com for

updates on new and proposed MPAs.
 SUPPORTING ACTIVITIES
6
Extra 1— Interactive Reef Creature Identification & Trivia
This short film focuses on marine producers and non-fish animal species
commonly found in the coral reef ecosystem. It highlights common species
as well as species of ecological, cultural, and/or socioeconomic significance.
Information is given about each species to allow students to gather
information that could be used to develop a coral reef food web. Additional
information is provided pertaining to their conservation status and
significance.
Photo: Cushion Sea Star

Materials:
 VCRFT Film Extra 1 - Reef Creature ID
 Student Worksheet (page 16)
Reef Creature ID Quiz
Extra 1 includes a short organism identification quiz that consists of eight multiple choice questions. Before the film
begins, ensure that students have the worksheet and a pen/pencil ready. The film has a built-in countdown to
transition to the quiz, but you may PAUSE the film until you are ready to continue. The answers have also been
provided on the film. Another countdown has been built-in so that you can ensure that the students are ready before
the answers are reviewed.

EXTRA 1
1. [Halimeda] Halimeda is an example of : Answer Key
A. Seaweed B. Sea fan C. Seagrass D. Sea cucumber
[on-screen image]
2. [Seagrass] This plant is not an algae, it is actually a flowering plant. What is it?
A. Zooxanthellae B. Seaweed C. Sea urchin D. Seagrass Correct Answer
3. [Long-spined urchin] In a food chain of marine organisms, this would be classified as:
A. Herbivore B. Omnivore C. Producer D. Carnivore

4. [Sea cucumber] This echinoderm is important to reef health because it cleans the sea
floor by processing sand. What is it called?
A. Anemone B. Sea star C. Sea cucumber D. Queen conch

5. [Halimeda algae, Brain coral, Sponge and Sea fan] Which of these organisms is a
plant?
A. Halimeda B. Brain coral C. Sponge D. Sea fan

6. [Adult conch with thick lip exposed labeled A and juvenile conch with no lip labeled
B]. Which picture shows a conch that can be legally harvested in The Bahamas?
A. B.

7. [Spiny lobster/Crawfish] The closed season for crawfish is April 1st to July 31st . This
suggests that crawfish mainly breed during which seasons? Photo: Pillar coral
A. Spring - Summer B Summer – Fall
C. Fall - Winter D. Winter - Spring

8. [Brain coral, Sea fan, Sea whip and Sponge]. Which of the following is a reef-building
coral?
A. Brain coral B. Sea fan C. Sea whip D. Sponge
SUPPORTING ACTIVITIES
7
Extra 1— Classroom Extension Activity

REEF BINGO
This activity will reinforce the concepts learned in Extra 1. The bingo cards also
include organisms that students will observe during the main film.

Materials:
 Bingo Cards—one per team of up to three students
 Place Markers, e.g. foam pieces, beans etc. — 16 per team
 Bingo Caller Cards
 Prizes (optional)

Instructions:
 Make a set of bingo cards using the resources on pages 12-14, to provide a
different card for each team of 2-3 students.
 Distribute one bingo card and 16 markers to each team.
 Call at random the clues for each organism. There are several clues for each. Call
as many clues as you deem appropriate, and in accordance with the needs of your
students. Feel free to create additional clues. Clues may feature adaptations
(physical and behavioral characteristics), the importance of and threats to the
species, regulations to protect the species, etc.
 Students will place the markers on an image that matches a called clue, if it is on
their card.
 The winner must shout out the word ‘BINGO’.
 Winners can be determined using an agreed bingo pattern (see table below).

BINGO Pattern Description

BLACKOUT All images marked
LINES Must make a horizontal, vertical or diagonal
line
‘T’ Fill in the card in the shape of a right side up,
upside down or sideways ‘T ‘, e.g. top row and
middle column
‘U’ Fill in the card in the shape of an upside down
or right side up ‘U’, e.g. left and right column
and top or bottom row
SQUARES Fill in the outer perimeter of the card

Photo: Flamingo Tongue on Sea Fan

 SUPPORTING ACTIVITIES
8
Extra 2— Interactive Fish Identification & Trivia

This short film focuses on reef fish species found in The Bahamas. The
species that have been highlighted are of ecological, cultural, and/or
socioeconomic significance. This section builds upon Extra 1 so that
students will be able to construct a coral reef food web consisting of at
least three interlinked food chains. Additional information is provided
pertaining to their conservation status and significance.
Photo: Nassau Grouper
Materials:
 VCRFT Film Extra 2—Reef Fish ID
 Student Worksheet (page 16)

Fish ID Quiz
Extra 2 includes a short organism identification quiz that consists of eight True/False questions. Before the film begins,
ensure that students have the worksheet and a pen/pencil ready . The film has a built-in countdown to transition to the
quiz, but you may PAUSE the film until you are ready to continue. The answers have also been provided on the film.
Another countdown has been built-in so that you can ensure that the students are ready before the answers are
reviewed.

1. [Snapper]: This fish is known as the Nassau grouper.

True or False
EXTRA 2
Answer Key
2 .[Grunt] Quite popular with local fishermen, this is a snap shot of a bar jack.
True or False
[on-screen image]
3. [Nassau grouper] The closed season for this fish takes place during the
winter months to give them a chance to breed. Correct Answer
True or False

4. [Lionfish] This fish, a native of the Indo-Pacific region, and an invasive

species in The Bahamas, is safe to eat.
True or False

5. [Parrotfish] This herbivorous fish has a beak-shaped mouth.

True or False

6. [Angelfish] These fish, known as angelfish, help to control the amount of

algae on the coral reef.
True or False

7. [Green Moray Eel] The body shape of this fish indicates that it is usually
seen lying flat on the seafloor.
True or False

8. [Caribbean Reef Shark] Sharks are important species; they help to keep
Photos: Yellowtail Snapper (top), Queen Angel-
our oceans healthy. fish (bottom)
True or False
 SUPPORTING ACTIVITIES
9
Extra 2 — Classroom Extension Activity

CONSTRUCT A FOOD WEB

Materials:
A food web shows the feeding relationships between organisms by depicting how
 One set of student-selected
energy moves through a community of organisms. In this activity, students will
organism cards per group
construct a coral reef food web consisting of at least three interlinked food chains
 Arrows/string/markers
using the organisms from the word list below.
 Poster board
 Glue/tape
Instructions:
 Review the organisms in the list below and classify them according to types of feeders (producer, herbivore,
omnivore, carnivore, detritivore).
 Establish as many energy transfer/feeding relationships between the organisms as possible using the Virtual Coral
Reef Field Trip film, books, Internet, etc. as resources.
 Select organisms from the list to create a food web of at least three interlinked food chains. Marks will be awarded
according to the accuracy and complexity of your food web.
 Create organism cards using the word list or the images on page 14.
 Organize and affix the cards to a poster board to create a food web.
 Using a ruler, draw arrows to show the energy relationships between the organisms. The arrowhead should point to
the animal that is consuming another.
 You are encouraged to use a legend, colour coding, labels, titles, etc. to effectively communicate ideas.
 Present your food web to the class. Use ecology terms to convey ideas — energy flow, producer, consumer,
herbivore, omnivore, carnivore, detritivore, 1st, 2nd, 3rd, 4th trophic level, top predator, etc.

Organism List: Butterflyfish, Coral, Damselfish, Green Turtle, Hawksbill Turtle, Lionfish, Marine Algae (Seaweed), Nassau
Grouper, Parrotfish, Phytoplankton, Queen Conch, Sea Cucumber, Seagrass, Sea Urchin, Shark, Silversides, Snapper,
Southern Ray, Spiny Lobster, Sponge, Zooplankton, Zooxanthellae. (You may add additional organisms if you wish)

FOOD WEB RUBRIC (sample web on page 15)

Criteria Level 1 Level 2 Level 3 Level 4
Organisms  Less than 10  11-15  16-20  21 +
 Less than 3  3 interconnected food  3-5 interconnected  More than 5
interconnected food chains food chains interconnected
chains food chains
Energy Flow  Many missing arrows  Few missing arrows  Accurate use of  Extensive use of
 Arrows backwards  Few arrows backwards arrows arrows
 Energy flow difficult to  Energy flow sometimes  Energy flow is usually  Energy flow is
follow clear and easy to follow clear and easy to always accurate
follow and clear
Knowledge  Limited understanding  Moderate  Clear understanding of  Excellent
of organism roles understanding of organism roles understanding of
 Consistently inaccurate organism roles  Accurate use of organism roles
use of terminology  Moderate use of terminology  Extensive and
terminology accurate use of
terminology
Organization  Limited use of legend,  Moderate  Well-organized  Extensively
colour coding, title, organized
labels, neatness
SUPPORTING ACTIVITIES 10
Extra 2— Classroom Extension Activity—Fish Adaptations
Students can use two organisms of their choice to show how they are adapted for life on the coral reef . They
should be able to use the observable features of a fish to answer the following questions:
What does the fish eat? Is it a herbivore or carnivore? Where in the water column does it feed (i.e. on the
seafloor, in the water column, at the surface)? Is it a fast or slow swimmer? Is it an ambush predator?

BACKGROUND INFORMATION
Adaptation is a process that takes place over multiple generations in which a species becomes better suited
to survive in its environment. Adaptations may be physical or behavioral. Physical adaptations are the
physical features of an organism (e.g. shape, body covering). Behavioral adaptations are instincts and/or the
ability to learn (e.g. schooling, mating in spawning aggregations, feeding at night).

B ody shape - Fish that are fast swimmers have a fusiform or

streamlined shape: cylindrical and tapered (e.g. barracuda).
Compressed: flattened side-to-side body shapes navigate easier in dense
cover or reefs (e.g. angelfish, butterflyfish). Depressed: flattened top-to-
bottom, is common on bottom-dwelling fish (e.g. stingray). The Elongated:
ribbon-like shape of eels allow them to wriggle into small crevices.

T ail shape – Faster swimmers have lunate moon/sickle-shaped

tails (e.g. marlin), forked tails (e.g. bonefish, grunt) or
rounded tails (e.g. grouper). Slower swimmers tend to have tapered
tails (e.g. eels).

C oloration and markings - Some fish (e.g. flounder and scorpion fish)
can camouflage in order to ambush prey and/or escape predation.
Since predators often swallow prey head first, butterflyfish have a line
through the eye to make it less noticeable to predators. They may also have
markings on the tail called ocellated spots that resemble a false eye. Sharks
exhibit countershading - dark back, light belly - so they blend in with the dark
bottom when viewed from above and with the well-lit water surface from
below. Lionfish use bright colors to warn predators that they are venomous.

M outh location and size - Usually carnivores have large mouths for
swallowing whole fish (e.g. Groupers, Sharks). Small mouths are
used for nibbling on plants and small animals (e.g. parrotfish,
damselfish). A dorsal or upturned mouth is used for eating near the
surface (e.g. barracuda). Anterior or front-facing mouths are used for
eating in the water column (e.g. snapper). Ventral mouths turn
downwards or are on the underside of the fish. They are used for eating
near or on the seafloor (e.g. stingray).

Photos (clockwise from top left): Southern Stingray, Great Barracuda, Banded Butterflyfish, Stoplight Parrotfish
SUPPORTING ACTIVITIES
11

Extra 3 — Reef Survey Simulation

Marine biologists conduct reef surveys to assess reef systems. These

scientists are trained to identify fish, coral and other benthic species such
as algae and invertebrates. The data collected may be used to develop
conservation management strategies.

Materials: Extra 3 is a short film clip showing a variety of common reef organisms
 VCRFT Film Extra 3— Reef Survey Sim- found on Bahamian reefs. The activity simulates a reef survey. Students
ulation will be required to complete the Reef Survey worksheet to identify as
 Student Worksheet (page 16) many of the organisms in the film as they can.

Reef Survey
Ensure that students have their supplies ready before viewing the film and that they fully understand how to complete
the survey sheet BEFORE the film begins. The film clip will play twice. During the first showing, students should focus
on the identification of individual organisms. They should tick the box next to each organism that they observe, as the
film plays. During the second showing, students should also pay attention to the organism abundance. After the
second showing, PAUSE the film to give students sufficient time to estimate and record the abundance of each
observed organism. Abundances should be recorded by circling the letter that applies according to the following key:
S—Single 1 F—Few 2-10 M– Many 11-100 Abundant — > 100

Press PLAY when you are ready to review the answers. The film clip will play again with the answers so that students
can check their responses. The name of each species will be indicated as they appear on the screen. Students should
compare and discuss the abundances that they have recorded and explain why their responses vary.

Follow up questions:
1. What skills do scientists need in order to
conduct coral reef surveys?
A—swimming and snorkeling, SCUBA
certification, strong observation skills, accurate
data recording and input, species ID skills
2. What challenges do scientists face when
collecting accurate fish population data?
A—fish move so they are difficult to count, large
number of organisms to remember, large area of
ocean to cover
3. How can they overcome these challenges?
A—conduct multiple surveys, practice, specialize
in certain species groups, collect data from a
representative area using a transect or quadrat
Photo (foreground): Mustard Hill Coral
 TEACHING RESOURCE — REEF BINGO
12

R E E F Instructions:
1. Make a copy of pages 12-14.

2. Cut out the BINGO Card Template—

Copy as many as you need to provide a
card for each student/group of
students. Two cards can fit on a 8½” x
11” sheet.

3. Retain one copy of the BINGO clues

for the BINGO caller.

4. *Make several copies of page 14.

Cut out the images and stick them on
the blank BINGO cards so that each
card has a different combination of
images (25 images have been provided
and there are 16 spaces on each card).

5. You are now ready to play REEF

BINGO.

* or allow students to create the cards

to develop their scientific process skills.

REEF BINGO CLUES—CALLER CARDS

 I am very important to ocean health.  I am a carnivorous fish with a skeleton  I am a silvery fish.
 I am a carnivorous fish with a skeleton made of cartilage.  My streamlined body makes me a fast
made of cartilage.  I am often seen lying partially buried on swimmer, which is important for a top
 I have a dark back and a lighter belly so the seafloor. predator.
that I can be less visible to prey.  I use the barb on my tail for protection  My large mouth indicates that I am
 I cannot be commercially harvested in against predators. carnivore.
The Bahamas.
I am a Shark I am a Southern Ray I am a Barracuda

 I am a favourite food fish.  I am a marine invasive species.

 You cannot catch me during the closed  I am a ribbon-shaped fish.  I am a native of the Indo-Pacific region.
season which takes place during the  This shape allows me to fit into the  Although my spines are venomous, my
winter so that I can reproduce. crevices in the reef. meat is safe to eat.
 I have five wide vertical markings on my  I am a carnivore.  I am a threat to the fishing industry
body, and a black saddle-shaped spot because I compete with native fish for
on the base of my tail. I am an Eel prey.
I am a Nassau Grouper I am a Lionfish
TEACHING RESOURCE — REEF BINGO BINGO CLUES
13
REEF BINGO CLUES—CALLER CARDS
 I am a microscopic unicellular organism.  I am a simple plant with no true roots,  I am a marine mollusc.
 My cells contain chlorophyll. stems or leaves.  I produce my own shell.
 I live inside coral polyps and supply  I compete with corals for space on the  I live in the seagrass that surrounds the
them with food. reef. reef.
 I give corals their colour.  Parrotfish and sea urchins feed on me.  I must have a thick, flared lip in order to
 Corals expel me when they are stressed.  There are many different types of my be harvested.
I am Zooxanthellae kind, one example is Halimeda.
I am a Marine Algae/Seaweed I am a Queen Conch

 I am microscopic algae. I float in the  I consist of microscopic animals that  I am a flowering plant. Queen conch,
water column. float in the water column. starfish, sea urchins live in my habitat.
 Filter feeders such as sponges feed on  Coral polyps and filter feeders such as  Queen conch feed on the algae that
me. sponges eat me. grows on my leaves. Green turtles eat
 Coral polyps capture me from the water  I am a life cycle stage of many me.
column with their tentacles. commercially important species, e.g.  My roots help to stabilize the sand on
I am Marine Phytoplankton conch, crawfish, grouper. the seafloor.
I am Marine Zooplankton I am Seagrass: e.g. Turtle grass

 I am a colonial animal.  I am an echinoderm with long spines.  I am a carnivorous echinoderm.

 I have a ring of tentacles surrounding a  I am a herbivore.  I feed on small molluscs.
central mouth.  I feed on the algae that grows on the  People often collect me to use for
 Algae live symbiotically within my reef, which helps to keep the reef decoration, but this threatens my
tissues. healthy. species.
 I secrete a calcium carbonate/limestone
skeleton that builds the reef. I am a Sea Urchin I am a Sea star/Starfish
I am a Coral Polyp

 I am an echinoderm.  I am an important fishery resource that  I am a protected species that cannot be

 I live on the sandy seafloor. lives under reef ledges. harvested in The Bahamas.
 I process sand by feeding on the dead  I cannot be harvested from April 1-July  I am a hard boulder shaped coral that is
remains of animals and plants 31st. My season opens on August 1st. common on reefs.
(detritus).  You cannot harvest me if I am carrying  I resemble an important organ that is
eggs, and if my tail is less that 5 ½” long. part of the central nervous system.
I am a Sea Cucumber I am a Spiny Lobster/Crawfish
I am a Brain Coral

 I am an endangered species that cannot  I am a protected species that cannot be  I am a marine reptile that is fully
be harvested in The Bahamas. harvested in The Bahamas. protected in The Bahamas.
 I am a hard, branching coral.  I am a soft coral. I sway back and forth  The only time that I come on land is to
 I resemble deer antlers. with the water current. lay my eggs on a beach.
 I feed on zooplankton.  I feed on zooplankton.  I can be hurt by discarded plastic bags
which I may mistake for jellyfish, my
I am an Elkhorn Coral I am a Seafan favourite food.
I am a Sea Turtle

 I am very important to reef health.  I am a herbivorous fish.  I am a favorite food fish.

 I am a herbivorous fish with a beak-like  I feed on algae.  I eat smaller fish and crustaceans.
mouth.  My actions help to control the rate of  My body is silver to white, with a yellow
 I control the algae on the reef by algal growth, which helps to make stripe that runs from my eye to my tail.
scraping it from rocks as I feed. space for corals to grow.  My tail fin is yellow.
 The rock particles that I ingest are then
egested as sand. I am a Damselfish or Angelfish I am a Yellowtail Snapper
I am a Parrotfish
TEACHING RESOURCE—REEF BINGO BINGO ORGANISMS
14
Use the images below to create your own unique set of BINGO cards.
These images may also be used for the food web activity.

Phytoplankton
Zooxanthellae Marine Algae
Zooplankton

Parrotfish Damselfish Yellow Tail Snapper Angelfish

Image list L-R—Shark, Southern Ray, Barracuda, Nassau Grouper, Moray Eel, Lionfish, Zooxanthellae, Marine Algae,
Queen Conch, Phytoplankton, Zooplankton, Sea Grass, Coral Polyp, Sea Urchin, Sea Star, Sea Cucumber, Spiny
Lobster, Brain Coral, Elkhorn Coral, Sea Fan, Sea Turtle, Parrotfish, Damselfish, Yellow-tail Snapper, Angelfish.
TEACHING RESOURCE — SAMPLE FOOD WEB
15
This sample food web illustrates some of the potential feeding relationships
between organisms on a coral reef.

Shark

Snapper Nassau Grouper

Hawksbill Turtle

Butterflyfish Southern Ray

Silversides Lionfish
Sponge
*Spiny Lobster

Queen Conch Damselfish

Green Turtle Zooplankton Coral Sea Urchin

(with)
Parrotfish
Zooxanthellae

*Sea Cucumber
Seagrass Phytoplankton Marine Algae

KEY Feeder Type Feeding Relationship

Producer Producer to primary consumer
Herbivore Primary to secondary consumer
Carnivore Secondary to tertiary consumer or
Tertiary to quaternary consumer
Omnivore

* Detritivores feed on the dead

remains of animals and plants
 STUDENT WORKSHEET
16
VIRTUAL CORAL REEF FIELD TRIP FILM WORKSHEET
NAME __________________________ Date ______________________
Circle your answer for each question.

EXTRA 1 — Creature ID EXTRA 2 — Fish ID

Question Question True False
1 A B C D 1 T F
2 A B C D 2 T F
3 A B C D 3 T F
4 A B C D 4 T F
5 A B C D 5 T F
6 A B 6 T F

7 A B C D 7 T F
8 A B C D 8 T F
Score Score

Extra 3—VIRTUAL CORAL REEF SURVEY

Tick the box next each species that you observe.
After the film, record the abundance of each observed species by circling the letter that best applies.

INVERTEBRATES VERTEBRATES
Brain Coral □S FM A Angelfish □ S FM A Green Moray Eel □S FM A
Elkhorn Coral □ S F M A Bar Jack □S FM A Lionfish □S FM A

Queen Conch □ S F M A Barracuda □ S FM A Nassau Grouper □S FM A

Sea Cucumber □ S F M A Black Grouper □S FM A Parrotfish □S FM A

Seafan □ S F M A Bluehead Wrasse □S FM A Sea Turtle □ S FM A

Sea Star □ S F M A Bluestriped Grunt □S FM A Sergeant Major □S FM A

Sea Urchin □ S F M A Blue Tang □ S FM A Silversides □S FM A

Sponge □ S F M A Butterflyfish □ S FM A Southern Ray □S FM A

Spiny Lobster □ S F M A Caribbean Reef Shark □ S F M A Yellowtail Snapper □ S F M A

STUDENT WORKSHEET
17
VIRTUAL CORAL REEF FIELD TRIP POSTER WORKSHEET
NAME __________________________ Date ______________________
Refer to the Coral Reef poster ‘Life on the Bahamian Coral Reef’ to complete this worksheet.

1. List 2 organisms for each of the following types of feeders:

Producer Herbivore Carnivore Detritivore

2. Use the organisms on the poster to construct a food chain with THREE organisms.

3. Organisms are adapted to survive in their environment. Carefully observe the Green Moray Eel. What is the
advantage of its elongated body shape for life on the reef?

4. Label the diagram of the coral polyp.

C

5. Complete the following chart to show 5 benefits of coral reefs. A

D
D
B

F
BENEFITS

6. Complete the wheel to suggest FOUR threats

to coral reefs.

7. Give ONE action that each of the following groups can take to protect
coral reefs:
The Government THREATS

Fishermen

Conservation agencies like BREEF

You
Acknowledgements

BREEF gratefully acknowledges the following people and organizations for their contributions to this Educator’s
Guide: Louise Barry, Franchesca Bethell, Shelley Cant, Trueranda Cox, Chantal Curtis, Ancilleno Davis, Craig Layman,
Casuarina McKinney-Lambert, Marcia D. Musgrove, Bahamas National Trust, Department of Marine Resources,
Ministry of Education, Science and Technology, The Nature Conservancy.

Photographs and Illustrations:

Catherine Booker, Dominic Cant, Ancilleno Davis, Ellison Gomez, John Knowles, Sandra Voegeli, Creative Relations,
Khaled bin Sultan Living Oceans Foundation, Stuart Cove’s Dive Bahamas, World Resources Institute—Reefs at Risk,
NOAA National Ocean Service Communications and Education Division.

Written and designed by Charlene Carey (BREEF).

Production funding provided by The Kerzner Marine Foundation—Blue Project. Reprints by Atlantis Blue Project
Foundation.

Sources referenced for this guide include:

Bahamas Environmental Handbook. Bahamas Environment Science and Technology (BEST) Commission, 2002.

Burke, L., Reytar, K., Spalding, M., Perry A. Reefs at Risk Revisited: Summary for Decision Makers. Washington: World
Resources Institute, 2012.

Millman, John D. The Geomorphology and History of Hogsty Reef, a Bahamian Atoll. Bulletin of Marine Science,
University of Miami—Rosenstiel School of Marine and Atmospheric Science, September 1967.

Humann, Paul., Deloach, Ned. Reef Fish Identification: Florida Caribbean Bahamas. Jacksonville: New World
Publications, 2002.

The Coral Reef Teacher’s Guide. Reef Relief, 2004.

Treasures in the Sea: An Educator’s Guide to Teaching Marine Biodiversity. Bahamas National Trust and American
Museum of Natural History, 2007.

First edition ©2012: Second edition ©2016.

A publication of The Bahamas Reef Environment Educational Foundation
Caves Village, West Bay St., P.O. Box CB11005, Nassau, The Bahamas.
Tel: 327-9000 Fax 327-9002
email: breef@breef.org website: www.breef.org

This work is licensed under a Creative Commons Attribution-

NonCommercial-ShareAlike 4.0 International License.