The Lizard Island Coral Reef Study Tour is an educational initiative of the LIRRF. Secondary students and teachers are offered a week-long immersive educational experience at LIRS, led by marine science professionals. The third annual Study Tour took place in late September 2024.
For the first time, this tour comprised teachers only, all from NSW primary and secondary schools. Nineteen teachers won places on this fully funded trip from an overwhelming number of applicants. A wonderful donation to LIRRF by the Corella Fund enabled the current Study Tour and the next one that is planned for 2025. All teacher participants contributed to the following report which was coordinated by Jason Borg.
A group of nineteen science educators across NSW gathered in the Hinterland terminal of the Cairns Airport greeting one another and expressing excitement for what promised to be a phenomenal week of exploration and learning.
Hinterland flight.
Photo: Ruth Bjerne.
The approximate one-hour small plane flight across the coast of Cairns to Lizard Island set the scene for what would be our new home and lifestyle for the next seven days. We all marvelled at the many reef fragments peering through the crystalline blue waters of the Pacific Ocean from our birds-eye view, counting our blessings all the while.
Throughout the week we were educated on several key coral reef ecosystem factors. There was ample time to put all our learning into practice, with the number of hours spent in the classroom being matched by time spent in the ocean snorkelling. We undertook Rapid Visual Surveys (RVS) of the rugosity, number of fish and the percentage live coral cover to establish correlations between such factors across transects that spanned across the outer, middle and inner shore. We were briefed on the Great Barrier Reef (GBR) and reef geomorphology as well as how to identify invertebrates and vertebrates that call the coral reefs home.
Reef monitoring. Photo: Annie Martin
On several snorkels, we were greeted by a rich diversity of marine life which we learned to identify, growing in confidence each day with the help of our encyclopaedic guides, Coral Sea Foundation Lizard Island Field Guide and the 2003 version of the Reef Fish Identification Guide written by Allen et al. A few highlights included anemonefish, moray eels, black and white tip reef sharks, nudibranchs, green turtles and giant clams. We also observed the feeding ecology of a range of reef fish from herbivores to benthic carnivores. High tides allowed us to access the mangrove forest found in the lagoon, where we saw cow-tail ray and a giant shovelnose guitarfish. Beyond this we also practiced photographic techniques for reef monitoring to then leverage artificial intelligence pattern recognition programs.
The week amalgamated in a shift to the land where we traversed what is considered a highly challenging hike up Cook’s Look. The hike, with its many steep inclines, led us to the highest point on the island with rewarding panoramic views. Along the way we learned about the numerous unique rock formations created by Aboriginal Peoples and the history of the traditional landowners.
Cook’s Look hike.
Interesting and unexpected lessons
“One piece of knowledge that I feel has been particularly interesting as well as unexpected was the profound significance of symbiosis in reef ecology. Learning about how many species interdependently rely on each other has absolutely blown me away.”
“The GBR is constantly evolving in a world of disturbance (crown-of-thorns starfish outbreaks, cyclones and bleaching events), which means it is in a constant state of recovery. This gives us some hope for the future that some corals will be able to survive in a warmer environment.”
“Crown-of-thorns starfish are a native GBR species, and we need to manage the mass outbreaks in the most effective manner.”
“I enjoyed learning how to identify different corals in the practical field exercises and being introduced to their incredible biology, physiology and resilience in the face of rising threats to the entire reef system.”
“Restoration projects (e.g. growing coral) are not as effective as their conservation counterparts (e.g. establishing marine parks). Thus, the strategies best suited to protect the reefs are not restoration but conserving current marine parks and extending protections.”
Green Turtle, Chelonia mydas. Photo: Shane Abell.
Changing perceptions of coral ecology
“Initially my understanding was that once a reef dies then it is gone. This has shown that coral reefs are fragile but resilient and they can recover to 90% much faster than previously thought.”
“My initial perception was that once coral was bleached its ability to recover was extremely low. But now, I understand that it’s more complex than a black and white view.”
“A coral reef is not a fragile, entirely vulnerable and nearly dead ecosystem in my eyes anymore. Although I see the reefs as certainly under threat, I now also see them as incredibly intelligent in their capacity to evolve, recover and rebuild.”
“When reefs are given space without interference they stand a better chance of recovering. Seeing this firsthand made me realise how critical these areas are to the long-term survival of coral reefs.”
“I was under the impression that coral bleaching and crown-of-thorns disturbances were a direct result of climate change. I was surprised to hear that these disturbances have been occurring naturally since the 1960s or earlier. Unfortunately, climate change has contributed to a higher frequency of these disturbances. The Australian Government needs to focus less on restoration and more on conservation.”
LICRST participants and guides. Photo: Emily Horton.
Impact on teaching and learning
“The utilisation of the ‘outdoor classroom’ in this experience will prompt future lessons where students can look to the outside world. I feel more confident in my ability to translate aspects of this complex coral reef system to assist student understanding about marine worlds and conservation methods.”
“This experience has enhanced my knowledge of coral reefs, conservation and the latest research through hands-on experience. It has also provided opportunities to collaborate with the other teachers on the tour. I now have links to lots of valuable information and resources.”
“As most of my students are refugees or new arrivals, I want to support their learning by providing information and resources that would otherwise be difficult for them to obtain. I hope to prompt a discovery mindset and encourage my students to be marine environmental advocates.”
“During lectures, it was clear that without policies in place to protect marine environments, the recovery process could be set back significantly. Educating others about why this matters is something I’ll be bringing back to my school and community.”
“As teachers we need to help create passionate stewards of the Earth by sharing moments of wonder like those we have experienced on this trip. The incredible adaptations of reef animals and symbiotic relationships of many are marvellous examples that we can share both with images and stories to again inspire the students in our care to love and protect our reefs.”
“I am going to get my Snowy Mountains kids to the south coast and into the ocean. I am going to place enormous emphasis on the connection of our local rivers to the ocean. I will bring to life the wonder, passion and awe that has been awakened in me, to them through photos, stories and videos.”
“I can now accurately discuss the reef and its cycles and inhabitants with greater depth and first-hand experience.”
“Snorkelling trips at my school have become directionless. The skills and knowledge gained through LICRST will ensure all snorkel trips (weekly) have purpose other than practicing snorkelling skills. First activities will include, reef threats, coral ID, Fish ID, fish feeding, fish behaviour, symbiotic relationships and invertebrates – all of which was explored in depth during the week at Lizard Island.”
“My teaching will be most impacted by the stories pertaining to the rich connection between the Great Barrier Reef and the original custodians of the land. Especially given my context working in a school with a demographic of 99% Aboriginal students. Local dreamtime creation stories and historical importance of Lizard Island as a male totemic initiation ground are sure to resonate with my current and future students.”
“I will emphasise how reefs are resilient and dynamic places, capable of adapting and recovering amidst environmental pressures. By incorporating real-world case studies and observations from my trip, I will provide students with tangible examples, making the content more engaging and allowing them to connect theoretical knowledge with real-life ecosystems.”
Messages of thanks
We would like to acknowledge and pay respect to the traditional custodians of Lizard Island, the Thaanill-warra People, Dingaal People and Ngurrumungu People. We are thankful for Dr Anne Hoggett for her proactivity in acquiring sponsorship, organising the selection of participants and the study program. We are extremely thankful for being selected for the inaugural teacher specific program. To Dr Lyle Vail for your informative and immersive lectures and tours of the station. To Ruth Carr and Arthur Davie, who met us with friendly faces and worked tirelessly behind the scenes to make our stay comfortable.
Many thanks to Dr Andy Lewis, Dr Cristiana Damiano and Emily Horton of the Coral Sea Foundation for ensuring the program ran smoothly and the sharing of your knowledge, skills and experience. Your openness to address the multitude of questions teeming through our brains is much appreciated as is your active efforts in researching and preserving coral reefs in Australia and Papua New Guinea.
Our deepest heartfelt thanks to the generous sponsorship of the Corella Fund in supporting the Lizard Island Coral Reef Study Tour (LICRST) for 2024. This has been an amazing opportunity to build networks between educators as well as educators and researchers empowering us to advocate for coral reef research and health when we return home to our approximately 3000 students.
Many thanks from the inaugural teacher group of 2024: Aeny Silva-Atiya, Ami Madden, Annie Martin, Brendan Toole, Dimitri Tolis, Jacqueline McCarthy, Jason Borg, Jodie Cooper, Julia Montgomery, Kirrilly Rumble, Melinda Ingram, Myolene Mesley, Natalie Manion, Nathan Mullen, Peter Lojszczyk, Ruth Bjerne, Scott Hogden, Shane Abell, Shannon Kelly.