Read e-book Coral Reef: A Fascinating Children’s Picture Book about Coral Reefs and Tropical Fish

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But what she finds beneath the sea and her adventures give her new memories she can never forget. Her underwater light fails, and she nearly bumps into a pound fish inside a shipwreck. Join her in meeting barracuda in their hunt for food and fascinating fish in their night colors and much more! In this enchanting book, the creatures of the tropical seas reveal their secrets and mysteries from dawn to dusk and dark night.

Science, poetry and dazzling full-color photographs merge to create a remarkable book. Illustrated with photographs by Martin Scheiner. With lucid text, the author describes the exotic undersea world. It took a while to read them all. Kids might enjoy exploring the coral reef and reading tons of labels.

It does provide good information for a report. Recommended for Grades Apr 20, Alex Tierney added it Shelves: eced Coral Reefs is an informational book about coral reefs and other kinds of life living in water. The book gives information about how the reefs are formed, how they grow, and how many different kinds of plants and animals live in the coral reefs.

The book is acurate and does convey factual material. The book gives lots of information on the different types of coral reefs such as, fringe reef, barrier reef, and atoll. The books also desribes everything that it talks about incase the reader does no Coral Reefs is an informational book about coral reefs and other kinds of life living in water.

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The books also desribes everything that it talks about incase the reader does not know what something is. The information is presented in an organized way. First, the author talks about where coral reefs are found, then goes on to describe what they are, and then describes all of the different kinds. The format and design of the book is appealing to children mainly due to the pictures. They are very bright and detailed so the children get to see exactly what the different reefs and species look like. Also, the book has captians everywhere, so children can read those if they have a question about something in the pictures.

The author's writing style is very clear. She uses words that a child would be able to understand and pictures to go along with the writing. There are also definitions of words on the pages so that if a child gets stuck while reading, they can look at the definition to figure out what the word means.

This book was a very colorful and factual book to use in a classroom to teach about coral reefs. I think that sometimes coral reefs get forgotten about in schools in the United States because there aren't really any near it.

Reefball Kids Page

I think that by teaching children about coral reefs, a teacher is opening up their mind to different types of habiats and ecoststems as well. I would read this book to students in a classroom, and then have the students design and draw their own coral reefs which included all of the different ecosystems in a reef. Jun 17, Ashlee rated it it was ok Shelves: boston-summer , jackson-summer We love Gail Gibbons but this book is not one of her best.

The facts repeat and do not build upon each other. Feb 02, Cassie Thornton rated it really liked it Shelves: exploring-public-library , inofrmational , ages This book has many great and colorful pictures that portray the Coral Reef. On each page it has definitions of different words that relate to the Coral Reef. These definitions will help students understand what they are reading. The words in this book are a little advanced but the pictures and arrows will help them while reading this book.

In the back of the book it also has facts about the Coral Reef for students to read to learn more. May 11, Betty Brantner rated it it was amazing Shelves: cvtc-kidlit. This story by Gail Gibbons is a great book. The illustrations in Coral Reefs are beautiful. I would recommend this for ages 5 and 6.

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This would be a good book to have as a read aloud in a science class. A good activity with this book would be separating into three groups and match the reef live with the reef zone and present what you find on a poster. Jul 02, Cara Byrne rated it liked it. An informative look at the coral reefs all over the globe. It's not easily readable to my preschooler, but it has some beautiful illustrations of interesting-named sea creatures that the two of us marveled over. Aug 06, Misbah rated it really liked it Shelves: animal , non-fiction. Beautiful watercolor illustrations! This book definitely makes me want to learn more about coral reefs!

Visiting one has always been on my bucket list. I think that is a good introductory reading to compare and contrast non fiction and fiction for fourth graders. Mar 19, Dawn rated it it was amazing Shelves: children-s-literature. Coral Reefs by Gail Gibbons is a beautifully illustrated informative work of non-fiction intended for readers seven and up. This book takes the reader on a factual adventure through different coral reefs throughout the world and the reef's inhabitants.

I rated this book five stars for the captivating illustrations that expand to the edges of each page. This book is page after page of knowledgeable facts about everything you need to know regarding coral reefs at a child friendly age appropriate l Coral Reefs by Gail Gibbons is a beautifully illustrated informative work of non-fiction intended for readers seven and up.

This book is page after page of knowledgeable facts about everything you need to know regarding coral reefs at a child friendly age appropriate level. The work covers where reefs are found around the world, types of sea life and coral found in different places, the three main types of coral reefs are discovered in detail including how they grow and the differences of day and night.

Not only coral and plant life are introduced but also the various sea life that can be found. Every page has facts, descriptions and labels to easily identify. The print is clear and easy to follow and the illustrations are exceptional. This book would be a great resource for young readers learning about the ocean and the habitats within. Feb 06, Jenny rated it it was amazing Shelves: read-to-the-kids. This is a great book for kids. That sounds like a lot, but there is really only an average of sentences per page.

They even have a simple pronunciation guides next to a few of the complicated words. The last page has a few amazing facts about coral reefs. It is informative as well as accessible. The illustrations are c This is a great book for kids. The illustrations are colorful and interesting. I think they are watercolors, or something like that. Every animal in the illustrations are labeled and my kids enjoyed reading the names of the fish and corals. The author made sure to include animals with great names like the chocolate surgeonfish, bubble coral, spotted sweetlips, yellow saddle goatfish and tomato anemonefish.

Nov 30, Christina Baldridge rated it really liked it Shelves: informational. In spite of this deficit of local knowledge, the multicultural context of the city, the role played by the mass media Huston et al. In a less-advantaged urban neighborhood, schoolchildren have drawings which are poorer in biodiversity or human activities linked with marine ecosystems, which could be reflecting their socio-economic context and the fact that they live beyond walking distance from the sea.

This traditional knowledge is well-developed in a fishing community where schoolchildren demonstrate good marine ecological knowledge before the MARECO protocol, a trend observed in New Caledonia but also in coastal villages in Madagascar where the same protocol has been developed with Vezo communities Ferraris et al.

This may be explained by classical ethno-ecological processes of knowledge acquisition Ellen, in connection with close, longstanding and regular contacts of the children with the marine ecosystem through their family and the direct link between fishing activities and consumption. These regular contacts have the effect of tightening, increasing and homogenizing their ecological knowledge in a fairly extensive hybridization with information provided by the mass media and the school Hurrell and Pochettino, Thus it seems surprising at first sight that schoolchildren in a coastal school near an MPA might make drawings which are poorer in biodiversity or human activities associated with the marine environment.

This result can be explained by the fact that Thio is a mining village with adults working mainly in the nickel mines and where the marine protected area is recent and not connected directly to the village. In addition, the exploitation of nickel impacts the terrestrial environment with significant land erosion, making the coastal seawater turbid and leading to degradation of coral reefs Chabanet et al. Finally, children in the rural school, located for our case study in the mountains, are characterized through their drawings by representations of the sea and the reef as seen from above, with people representative of the local community.

They also make drawings where marine species are globally less represented, as they probably have trouble representing a marine ecosystem, mainly because they do not know it. This situation may explain the fact that in several drawings there are species such as whale or shark, more known through the media as emblematic species. In addition, local context or time circumstances may exacerbate a strong fascination, fear and imagination about the species, in particular, in our case, following an accident caused by a shark just before our intervention in the school and relayed in the media.

This phenomenon was observed several times in Reunion in different classes involved in the research program where children drew sharks, the island having been impacted recently by several successive shark accidents Lagabrielle et al. Through the use of the MARECO protocol, the children developed a holistic perception that allows them to represent a healthy multi-colored coral reef reflection of perceived biodiversity and to connect it to their environment as demonstrated in our results.

The colors of the reef come largely from corals that build the complex underwater seascape, in particular from pigments included in their algal symbionts zooxanthellae. When the concentration of pigments declines drastically loss or expulsion of a major portion of zooxanthellae , the coral becomes pale and bleached due to the low concentration of pigments and the increased visibility of the coral's white skeleton. If corals do not regain their zooxanthellae, they die and are rapidly colonized by algae. Degradation of coral reefs causes a reduction of coral cover, which is replaced by algae, but also of coral and fish diversity Chabanet et al.

Then the number of colors represented in the drawings is a relevant proxy of the marine biodiversity perceived by children after the MARECO protocol Figure 9. The presence of brilliant colors, which are generally factors of attractiveness Reber et al. Figure 9. Sequences of 4 Sea-Reef1-Reef2 drawings for 4 children first name who drew interesting features to highlight and scool indicated in parentheses.

Boyer: socially advantaged urban neighborhood, Noell: less advantaged urban neighborhood, Thio: coastal area close to a marine reserve, Banians: coastal area within a large fishing community, Coula: rural environment. Finally, the use of MARECO has led to an overall decrease in human activities mainly fishing and diving in the children's representation of the environment, while their link with the coral reef was one of the messages conveyed by the games mainly the board game.

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This decrease in human activities could be related to the impact of the awareness campaign, with the reef being associated with management e. A majority of children adopted an underwater vision to draw the coral reef after the use of the toolbox Figure 9. This can be explained by the visual influence of the images of the picture book, mainly by the poster included with it that the child could take home, but also by a focus brought by the teacher poster display in class or by the fact that the coral reef is a pictorial object that is rich and difficult to draw.

Globally MARECO has a positive effect in all schools, but compared to each other, the impact is stronger in the less-advantaged urban school and the coastal school near an MPA where children have very poor knowledge or experience of coral reefs before the awareness campaign. Nonetheless, the cultural and socio-economic factors related to MARECO impact need to be investigated further in social sciences including all countries where the program has been performed to obtain more replications by school type for statistical analysis.

Another general trend of our study points out a greater homogeneity in Reef2 drawings compared to Sea and Reef1 which show greater interpersonal variability in perception of marine ecosystems within or between classes. Playing games as a vehicle for learning is not a new concept Annetta et al. If games are used in class, it is necessary for the teachers to assess them from an educational perspective to determine whether they can be integrated into their teaching practices Britain and Liber, Some studies on the impact of environmental education campaigns exist with the use of questionnaires passed to children in schools e.

Nevertheless, these studies are related to field practice, observation or investigation especially via the internet but not to the impact of games in schools. The originality of the MARECO toolbox comes from the evaluation of the impact of the awareness campaign through drawings made by young schoolchildren, but also from its development by scientists in association with an elementary-school teacher who created a booklet including activities for each of the three games.

Therefore the concepts developed in the games are part of the school curriculum in life sciences and thus integrated naturally into the schoolchildren's learning process. According to our results based on the analysis of drawings characterized by quantitative variables, it appears that the effect of the toolbox is more pronounced for the picture book and card game, and more limited for the board game, even though children particularly appreciated the latter. This must be checked against the analysis of the interviews made in parallel with the children and teachers, but also with the commentaries made by the children about their drawings.

Moreover, the timescale of the research program does not enable analysis of the real longer-term assimilation of the messages conveyed via the teaching toolbox, nor its impact on effective changes in representation, linked to knowledge or behavior. Nevertheless, one of the teachers taking part in the program in a disadvantaged urban neighborhood had children in fifth grade make drawings.

In the meantime, there had been no new intervention or teaching regarding the coral reef within the framework of the school curriculum. For the entirety of their drawings, there is clear persistence of the knowledge acquired 3 years previously. The diversity of the colors, wealth of the organisms drawn, knowledge of their names brain coral, tabular coral, branch coral, crown-of-thorns starfish, etc.

Therefore MARECO has retained a positive impact on children over time, but this result has only been verified for seven children. Another specificity of the awareness campaign is linked to the teachers' appropriation of the MARECO toolbox as an educational tool. Some of the teachers focused on the scientific learning it enables initiation to the scientific approach, learning of new vocabulary, the acquiring of knowledge of ecosystems, raising awareness of environmental problems, pollution, climate change, etc.

Others leant on the toolbox as an aid for productions both scientific and artistic intended for the parents paintings, sculptures, etc. In Mayotte, for instance, a teacher emphasized that when the picture book was taken home, this was the first time the parents and the children had ever done something together Surugue, The teachers participating in the project proved to be proactive, independently developing tools to optimize the experiment, as much from their own experience as by elaborating a reflexive analysis on their way of using it.

A case in point is how, for the board game, a teacher enhanced the playful side to the game by giving more weight to the role of the marine-reserve manager. Teachers' appropriation of the toolbox was also observed in other cultural contexts such as Madagascar, in coastal villages with limited means and electricity Stoica, This point underscores another interesting aspect of the toolbox, which is its transferability to southern countries owing to its simplicity of use no need for electricity, a computer or the internet.

This feature may be a brake for more developed countries where children tend to be drawn to more sophisticated games video, internet network access, etc. The MARECO toolbox thus appears to have fulfilled its objective of raising awareness of the coral reefs, with the caveat that humans are often, in this case study, absent from the representation of the ecosystem. This may be the reflection of the alarmist messages, unfortunately justified, of how humans disturb the reef, and which lend credence to the standpoint of nature protectionists to the detriment of the perspective of social conservationists Caveen et al.

The results showed statistically that the drawings' representations of coral reefs before and after the awareness campaign are different, and that the numbers of colors used by the child for the drawings can be used as an indicator that the child has developed a more accurate holistic perception of the coral reef ecosystem, including marine biodiversity and seascape description.

It appears necessary, however, to reinforce future awareness campaigns with messages boosting understanding of the place of humans in the ecosystem and how they can act for improved management of their activities e. From a methodological viewpoint, it would be interesting in the future to develop an indicator related to ecosystem functions using the qualitative information collected on the drawings, e. In a context of Anthropocene where the degradation of coral reefs is accelerated in response to numerous anthropogenic drivers and climate change, the global challenge is to maintain the biological functions of the ecosystem and involve civil society in its management, including the young generation.

As stated by Hughes et al. To strengthen the link between children and nature in this instance, coral reefs , it is essential that children develop direct experience in order to develop an understanding of the biological world and implicitly in our case of the richness of coral reefs in terms of biodiversity but also interactions.

This gap could be at least be bridged by using movies and videos e. To be agents of change in a sustainable world, children must be engaged in a fun, rigorous, action-oriented and socially responsible learning process. Participatory approaches to learning for sustainability are recommended such as those developed in marine educational areas or Eco-Schools 2 , which provide an integrated system for the environmental management of schools and involve children, teachers, managers and multi-level decision-makers.

JF and CB performed the statistical analyses. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Our thanks to all the school children who participated enthusiastically as well as to the parents who took part in the exercise with the MARECO toolbox.

2 Hours of Beautiful Coral Reef Fish, Relaxing Ocean Fish, & Stunning Aquarium Relax Music 1080p HD

Thanks to the New Caledonian Directorate of Education, particularly Vanessa Montagnat, and the school directors who helped us to intervene in the schools. Special thanks also to Claire Garrigue for her help and availability during the implementation of the MARECO protocol and to Celia Northam for her valuable support in translating into English and proofreading.

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