Reefs, Limestone, and Sea Level Change

Materials / Preparation

• One computer with internet access and a printer
  Three colored pencils per student (red, green, and yellow are suggested)
  A projector
  OR
  Computers for individual or small groups of students
• Print a copy of Map F (there are color and black and white versions available depending on your printing capability) for each student from Florida Limestone and Fossil Reef.
  Note: This site can be accessed directly from the Global Ups and Downs Student Web Page.

Grouping

Groups of two

Teacher tips

The teacher should read the Florida Limestone and Fossil Reef website prior to assigning it to students.

Procedure

1. In a class discussion, review the lines of evidence that large-scale ice melting and therefore sea level rise has occurred in the past.
   a. Segue into the “Fossil Evidence” lesson by asking again what we could look for that might provide evidence that sea level was different in the past. Where would we look?
   b. Open with leading questions such as “What are some things we find in oceans today?” (Hopefully students will mention reefs and other animals that live in the ocean), and “What do we know about things that lived in the oceans in earlier times?” and “How do we know this?” Record answers on board or on poster.
   c. Tell students that today they will be studying fossil reefs and limestone, a sedimentary rock, as evidence that may support their hypothesis of past sea level change.
2. Direct students to the Florida Limestone and Fossil Reef site, which can be accessed directly from the Global Ups and Downs Student Web Page, and have them read over the information with a partner and take notes in their notebooks.
   a. As students are nearing the end of their reading, pass out copies of the Florida map (Map F on Florida Limestone and Fossil Reef).
   b. Ask students to read the 6 questions on the website and answer them using the map. They should record their answers either on the back of the map or in their notebooks.
   c. Students who finish early can explore the information on sinkholes. A link to this information is located at end of the website.
3. Conclude by having a class discussion on what they learned about limestone and fossil reef formation and distribution and how it may support the students’ hypothesis that sea level has changed in the past. Let them know that they will be exploring additional lines of evidence in the next lesson.
   

Resources used

Florida Limestone and Fossil Reef
http:teachingboxes.org/seaLevel/lessons/lesson4_reefs/index.htm

Florida map
http://teachingboxes.org/seaLevel/lessons/lesson4_reefs/florida_topobathy_gray.htm