All lessons › Reef in hot water › Lesson 2
Australian primary science · Year 6 · Lesson 2 of 3
Reading the reef
Inquiry question: How does the length of a marine heatwave affect coral bleaching?
Marked no materials needed
Pattern seeking
What students learn
Data from many reefs show a clear pattern: the longer the water stays too hot, the more coral bleaches. Collecting this data takes teams of scientists, rangers and volunteers who build on each other’s observations.
Success criteria
- I can describe the relationship between heat-stress weeks and bleaching.
- I can spot an outlier and suggest a reason for it.
- I can explain why reef science needs many people working together.
Preparation and materials
Before this lesson: Students can explain what corals need and what bleaching is (lesson 1).
- iPads with Bottlebrush Education open (nothing else needed) — 13 (one per pair)
- Projector or big screen — 1
Teacher setup
- Open this lesson’s student view (the reef data table) on your screen to demonstrate.
- Check the iPads are charged.
Safety and adaptations
Follow school science and equipment risk assessment procedures for the materials used.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Pairs read the reef data table in the student view.
- Sort the reefs from fewest to most weeks of heat stress, and record them in order.
- Describe the relationship in one sentence (“The more…, the more…”).
- Find the outlier and suggest two possible reasons for it, using lesson 1.
- Read how the data were collected and list everyone who helped. Then try Data detective and Build an explanation.
Teacher modelling prompt
Read Reef A and Reef B aloud. Think aloud: “Reef A: 0 hot weeks, 2 percent bleached. Reef B: 2 weeks, 10 percent. More weeks, more bleaching so far.” Then show how to sort the reefs from fewest to most hot weeks before looking for a pattern.
Record and explain evidence
Recording question: How does the length of a marine heatwave affect coral bleaching?
| Reef | Weeks of heat stress | Coral bleached (%) | Fits the pattern? | Possible reason (if it doesn’t fit) |
|---|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which claim uses all of the evidence?
Provided example or reference data
Example data: heat stress and coral bleaching on eight reefs in one summer (made up for this lesson, following the pattern reef scientists report)
| Reef | Weeks the water was at least 1°C above the usual summer maximum | Coral bleached (%) |
|---|---|---|
| Reef A | 0 | 2 |
| Reef B | 2 | 10 |
| Reef C | 4 | 30 |
| Reef D | 6 | 55 |
| Reef E | 6 | 15 |
| Reef F | 8 | 75 |
| Reef G | 10 | 85 |
| Reef H | 12 | 95 |
| How data like these are collected | Satellites measure sea surface temperature every day. Scientists in planes and helicopters score bleaching on hundreds of reefs from the air. Divers from AIMS and universities check reefs underwater. Traditional Owner rangers and Marine Park rangers monitor their sea country, and tourism operators and volunteers report what they see through citizen science programs such as Eye on the Reef. |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? Describe the relationship shown in the data.
Explain with evidence: Reef E had 6 hot weeks but only 15% bleached. Suggest a reason using a physical condition.
Apply the idea: Why do reef scientists work with rangers, pilots and volunteers instead of surveying the Reef alone?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.