Activity #A—
Planning
for
the
Field
Trip
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1. Planning for the field trip, whether actual or simulated, students should examine photographs, films or specimen s of the plant and animal organisms they are likely to encounter.
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2. Variations in times of tides and depth of tidal changes as well as distance from the open water should be discussed.
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3. Students should be able, by reading a tide table of the local area, to determine the best time for viewing specific habitats.
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4. Students should be able to collect and record pertinent data.
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5. Students should become familiar with the special habitat or habitats to be visited. (Bibliographic references)
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6. Students should be equipped to return samples of soil and water as well as specimens of biological importance.
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7. Students should be familiar with special testing equipment.
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8. Students should make classroom preparation for maintaining live specimens.
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9. Students should learn to make as much of their own equipment as is possible.
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10. Students should wear proper clothing and have some food with them if they are to be gone for any length of time.
The
Field
Trip
(coastal intertidal field trip)
Problem:
What are the biological effects of tidal changes on the organisms in tide pools on rocky coasts?
Information:
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1. Tidal changes occurring twice daily in salt water environments. Organisms that have adapted by living where they can survive exposure during low tide. Plants and animals may be found:
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a) Mud flats and tide marshes.
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b) Sandy beaches.
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c) Rocky coastlines and tide pools.
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d) Bays and estuaries.
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2. Each of these localized ecosystems have formed communities that provide environmental stability and make good breeding areas for animals that become parts of food chains that eventually can include our food. Light energy can be stored by marine plants and become the first food producers for the many consumers to follow.
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3. Definitions:
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a) Littoral Zone = Intertidal Zone.
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b) Supralittoral Zone = above high water; get sea spray.
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c) Sublittoral Zone = only exposed at spring tides.
Objectives:
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1. Students will be able to collect data from sites showing tidal changes.
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2. From their research and specific generalizations, the students will be able to prove or disprove the statements from the data they have collected.
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3. Students will be able to demonstrate or discuss some of the adaptations that some species possess to help them withstand the stress of tidal changes.
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4. Students will be able to do a transect across a tide pool for zonation.
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5. Students will be able to record temperature and salinity of water.
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6. Students will collect specimens, both plant and animal.
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7. Students define a rocky tide pool and the zonation of life.
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8. Students will classify the organisms seen using a dichotomous key. (pictures for younger students)
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9. Students will explain how the animals adapt to other variables they have to live with.
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10. Students will be able to discuss the ecological relationship among the dominant species.
Materials for Field Trip:
Notebook or clipboard, pencils.
Data recording sheets (supplied by teacher).
Thermometer.
Field identification guides (supplied by teacher).
Magnifying glass.
Hydrometer.
Microscope.
Tape measure and string.
Dip net and plankton net (made by students).
Collecting bottles and bucket.
FIELD TRIP QUESTIONS
Be ready for discussion on the following questions, based on your observations and data.
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1. In which zone do you find the greatest number of animals? What do you think is the reason for the larger number in that zone?
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2. Which animals predominated each zone?
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3. How do the shells of some of these animals differ? Are these differences related to the places in which the animals live?
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4. Did you see mussels bound to rocks by tough threads? How would this arrangement help the mussels when the tide came in?
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5. When you looked at some of the animal shells, how are they adapted to protect the animals?
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6. What other animals were able to anchor themselves in any way?
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7. How do the animals here eat?
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8. Are any animals dependent on other animals?
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9. What is the evidence that some animals feed on plants? If so, what plants do they eat?
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10. Were there some plantlike animals? Describe.
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11. How do you think these animals survive and reproduce?
figure available in print form.
figure available in print form.
figure available in print form.
figure available in print form.
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Procedure:
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1. Collect data from two or more sites and record on enclosed sheet.
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2. Do a transect across the rocky site for observing specific plants and animals in the zonation.
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3. Record the temperature and salinity, if possible.
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4. Record the most dominant plant species.
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5. Record the most dominant animal species.
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6. Collect plankton and use microscope. Make sketches and try to determine if phytoplankton or zooplankton.
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7. Record depth of water.
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8. Record if water level is rising or falling.
Evaluation:
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1. Students evaluation will be by means of a written test taken directly from the behavioral objectives.
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2. Students will be evaluated on a research paper based on their data and including suggestions for additional research.
For the Teacher:
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1. It is advisable that beginning students confine their observations to conspicuous macroscopic organisms.
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2. Collect species of algae (seaweed) and let the beginning student make up a system of classification for the identification of these organisms.
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3. Make herbarium sheets of algae with mimeograph paper. Cover with wax paper and press between sheets of newspapers weighted with books. Cover with saran wrap.
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4. What common foods are made with algae?
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5. Make up a food chain or a web game—who eats whom.
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6. Make a mural with different species done separately and added to the “rocky coast.”
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7. Suggestions for class discussion:
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a) Will sewagepolluted water affect the organism population in a different manner from changes in the water level?
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b) What effect could there be on populations of organisms if tide lands are destroyed or bulkheaded?
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8. Start a library of marineoriented books and pamphlets.
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9. Join an environmental group that is concerned about our wetlands.