for use in Green Patch - Department of the Environment · Exercise 3 - Understanding Waves 11 Teachers Lesson Plan - Understanding Salinity 15 Exercise 4 - Understanding Salininty

The waters of Booderee National Park have the highest

fish species richness so far recorded across temperate Australia and its sea grass meadows are among the

largest remaining intact meadows in NSW.

marin

e environmen

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H

ealthy Learning - out of the classroom into the park

for use in Green PatchStage 3 for YearS 5 & 6

Booderee National Park Healthy Learning Program

2 BoodereeNationalPark-HealthyLearningProgram

The Marine Environment, a Scientific Perspective

Introduction

Thistopicarecontainsachoiceof15lessonsandexercisesthatincludearangeofsuggestionsforachievingStage3learningoutcomesforthefollowingNSWsyllabus;

EnglishTS3.1,TS3.2,WS3.9,WS3.12,

MathsMS3.1,

Science and TechnologyINVS3.7,LTS3.3,ESS3.6,

PDHPE(PersonalDevelopmentHealthandPhysicalEducation)COS3.1,INS3.3,

Visual ArtsVAS3.1,VAS3.2and

DramaDRAS3.1,DRAS3.2

TheexercisesinthistopictakeapredominantlyscientificapproachtothestudyandunderstandingofMarineecosystems.Theyprovideanopportunityforstudentstohaveaninsightintothewayresearchersgoaboutmeasuringandstudyingtheenvironment.TherearealsosomeexercisesthatincorporateotherdisciplinessuchasVisualArtsandDance.

Theexerciseslookat;

• Whyoceansaresalty?

• Whatcauseswaves?

• Whatcausestides?

• SomeofthedifferentmarineenvironmentsintheParkandsomeofthedifferentspecies.

• Howaquaticspecieshaveadaptedovertime.

• SomereasonswhythereissuchrichaquaticlifeinBoodereewatersandJervisBayingeneral.

• WhyitisimportanttohaveaMarinePark?

• WhataresomeoftheMarineParkrules?

• Someimpactsofglobalwarmingonthelocalenvironment.

Someoftheexercisesattachedtothistopicexamineaspectsoftheintertidalzones(withinthebeachareaofGreenPatch).

ContentsIntroduction - Marine Environment, a Scientific Perspective 2

Preparation 3

Exercise 1 - Tides 6

Exercise 2 - Understanding Tides 9

Exercise 3 - Understanding Waves 11

Teachers Lesson Plan - Understanding Salinity 15

Exercise 4 - Understanding Salininty 16

Exercise 5 - Jervis Bay, the meeting of two waters 18

Exercise 6 - Understanding Algae 21

Exercise 7 - Extersion to Exercise 5 & 6 25

Exercise 8 - Intertidal Zone 26

Teachers Lesson Plan. Exercise 9 - Intertidal zone through Dance 29

Teachers Lesson Plan. Exercise 10 - Sand Sculpture 30

Teachers Lesson Plan - Exercise 11 31

Exercise 11 - Measuring the Velocity of Water 32

Exercise 12 - Plotting Rainfall 34

Teachers Lesson Plan. Exercise 13 - Global Warming and Sea Level Rises 45

Exercise 13 - Global warming and Sea Level Rises 46

Exercise 14 - Crossword 48

Exercise 15 - Marine Environment Dictionary 50

BoodereeNationalPark-HealthyLearningProgram3

PreparationStudents will need at least a pen, pencil, rubber, notebook and a clipboard and depending on what exercise they do they may also need;

• aping-pongball(formeasuringvelocityofwater).Exercise11.

• astopwatch(formeasuringvelocityofwater).Exercise11.

• ameasuringtape.Exercise11and13.

• afewpiecesofropeorstring–approximately1-2minlength(forthetidalexerciseaboutthesun,moonandearth).Exercise2.

• afewbuckets(forstudyingwaveformation).Exercise2.

• rollofstring(globalwarmingexercise).Exercise13.

• ropeorstring(1-2minlength).Exercise2.

• ameasuringstickorpolethat’sminimumlengthis1m(globalwarmingexercise).Exercise13.

• aspiritlevel(globalwarmingexercise).Exercise13.

Youmaywanttotakephotosofsomeoftheartworksanddancescreatedbystudentsatthebeach(exercises9and10).Oryoumaywanttotakephotosofthetidalzonesforcomparingandcontrastingovertime(thismaybeusefulforexercisessuchastheglobalwarmingexercise13).

Some suggested preparation exercises

Studentstobrainstorm,writedownandresearch;

• Whatisamarineenvironment?

• Whyweneedtoprotectmarineenvironments.

• WhatisuniqueaboutBoodereeNationalPark?

• WhataresomeofthelocalmarinespeciesinBoodereeNationalPark?

• Whatdoesthreatenedand/orendangeredspeciesmeanandwhichlocalmarinespeciesareendangered.

• Whatcausestides?

• Whataretidalzones?

Please Note-ifstudentsaregoingtorockplatformsand/ortoduneenvironmentsthenpleaseremindstudentsofthefragilityofthesenaturalenvironments.Nothingistobetakenfromthebeachorrockplatforms,includingshells,astheyallserveapurposeinthenaturalenvironment(eg-ahomeforacreature).TheyareconsideredpartoftheParkandareprotected.Alsopleasebecarefulparticularlyifaccessingrockplatformsastheycanbedangerous.Theyarealsooftenclosetodeepwatersandcanbeunstableandslipperyinplaces.

Itissuggestedthatwhenschoolsareplanningafieldtrip,teacherschecktheAustralianGovernmentsBureauofmeteorologywebsitewww.bom.gov.aufortidaltimes.Alsocheckthissiteforweatherforecasts.Donotpartakeinanystreambasedexercisesduringstormsorfloodconditions.Andpleasenotethatthebesttimeforstudentstostudythewholetidalzoneisatlowtide.

Schooling yellow tail

Seal Nudibranch

Port Jackson shark

Jelly fish Porcupine fish Schooling Australian salmon

Jervis Bay is the place where two waters meet, warm tropical and cool

temperate waters.

This mix brings great diversity.

It is the main reason Booderee waters have the highest fish species richness across

temperate Australia.

Southern right whale and calf

Octopus

Weedy seadragon

Schooling Australian salmon

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EXERCISE 1 - TidesWhat causes tides?

Tidesarecausedbythepull(gravitationalinteraction)betweenthespinningmoon,earthandsun.Approximatelyevery12hoursthegravitationalattractionbetweenthemoonandtheearthcausestheoceanstobulgeinthedirectionofthemooncreatinghightide.Andanotherbulgehappensontheoppositesidethatcauseslowtide.

Theearthandthemoonarerotatingwhilethisgravitationalpullishappening,sotwotidesoccureachday-twohightidesandtwolowtides.

1www.enchantedlearning.com/ subjects/oceans/tides.shtml

Whentheearth,sunandmoonareinlinewitheachother,thegravitationalforcesareparticularlystrong.Thiscauseslargetidesthatarecalledspringtides.Thesespringtidesoccurduringfullmoonandanewmooninallseasons(notjustspring).

Neaptidesareweakertidesthatoccurwhenthemoonisinitsquarterphase.1

SpringTides

NeapTides

fullmoonornewmoon

moon earthsun

earthsun

moon

quartermoon

Answer the following questions 1.Whatcausestides?

2.Howdoyouthinktideshelpshapethecoastalenvironment?

3.Whatdoyouthinkaresomeoftheimportantrolesofatide?

4.Inwhatwayscanthetideprovidefoodtoanimalssuchasacraborbird?

5.Whatisaspringtide?Andwhendoesitoccur?

6.Whatisaneaptideandwhendoesitoccur?

7.Whathappenstotideswhenitiseitherfullmoonornewmoon?


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2.0

1.5

1.0

0.5

0.0

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newmoon fullmoon1stquarter3rdquarter

MOONPHASES

Wednesday26January2011

Thursday3February2011

Friday11February2011

Friday18February2011


8.Whenaretideshighest?

9.Whenisthecontrastbetweenhighandlowtidegreatest?

10.Describeanypatternsthatyoucanseebetweenthemoonphasesandtidalheights.

Booderee beach tides — tidal curves

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Break up into groups of 3

• The“earth”istoholdontoarope/string(1–2metresinlength)atwaistheight.

• The“sun”istostandstill.

• The“earth”istotakesixstepsawayfromthesun.

• The“moon”istotakefourstepsawayfromtheearth.

• The“earth”holdsontooneendofthestringandpassesovertheotherendtothe“moon”.“Earth”and“moon”needtobefarenoughapartforthestringtobestretched.

• Thenthe“moon”needstoslowlyrotatearoundthe“earth”whilethe“earth”slowlyrotatesaroundthe“sun”.Letthe“earth”and“moon”gentlyfeelthepulltheyhavetowardeachother.

Swap roles around within the group so the “sun” can have a chance at being either “earth” or “moon”.

EXERCISE 2 - Understanding TidesNeed to bring

• Ropeorstring1-2minlength(pergroupofthree)

• Eachstudenttohaveapen,pencil,rubber,notebookandaclipboard

One of you becomes the sun, the other the moon and the other the “earth”.

1.Describewhathappenedwhenyoubecamethesun,moonandearth.

Sun

Moon

Earth

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Answer the following questions

Some facts

Didyouknowthatdolphinsightings(likemanyotheranimals)arerelativelyabundantaroundfullmoon.Mostdolphinsfeedonmicronektonicanimals.Micronektonsaresmallbutactiveswimmingorganismsranginginsizebetweenplankton(lessthan2cm)andlargernekton(largerthan10cm).Micronektonismainlymadeupofcephalopods(smallspeciesandjuvenilestagesoflargeoceanicspecies),crustaceansandmainlyjuvenilefish2.

Researchshowsthatanincreaseinlunarilluminationeffectsthesemicronektonicanimals.Insomelocationsmicronektonicanimalsmigratetosurfacewatersduringthefullmoonphase.Chasingtheirfoodmaybeoneofthereasonswhydolphinsspendmoretimeatthesurfaceinthefullmoonlight3.


2.Describetherelationshipbetweenthesun,moonandtheearthandhowtheirrelationship effectstides.

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EXERCISE 3 - Understanding WavesNeed to bring

• Abucket(pergrouporclass)

• Eachstudenttohaveapen,pencil,rubber,notebookandaclipboard

Some facts

Wind makes waves

Whenthewindblowsonthesurfaceofwateritcreateswaves.Theycanbeassmallasmicroripplesorripplesandcanbeaslargeaschoporfullydevelopedoceanwaves.

Thehighestpointofthewaveiscalledthecrestwhilethelowestpointofthewaveiscalledthetrough.Aspillingwaveisabreakingwaveandaplungingwaveiswhenthetopofawavecurlsandtrapsair2.Thisissometimescalled‘abarrel’bysurfers.

Thesizeofwavesdependon;

1. windvelocity(speed)

2. howlongthewindblowsand

3. thefetch(thedistanceandareathatthewindblowsover).

InotherwordsalargeopenoceanlikethePacificOceanhasamuchgreaterfetchthansayenclosedwaterslikeStGeorgesBasinorJervisBay.

Underwatergroundcontoursandslopescanalsohelpshapeonshorewaves.Aswavesentershallowwatertheirheightincreasesandtheirlengthdecreases.

Tsunamis

Extremewavessuchastsunamiscanbedevastatingtocoastalareas.ThewordtsunamicomesfromJapanese,meaning“harbourwave.”Itissometimesreferredtoasatidalwavebutithasnothingtodowitheitherharboursortides.Earthquakes,landslidesorvolcaniceruptionsthatabruptlydestabilisetheoceanfloorcreatetsunamis.Tsunamishaveverylongwavelengths(theyrangefrom10–500kmslongbutusuallyarearoundtwohundredkilometreslong).Duetotheirlargewavelengththeytendtobehaveratherlikeshallowwaveswhenindeepwaterandoftenpassunnoticedastheyusuallyappearasonlyaslightswell.Evenshipsrarelynoticetheirpassage.Butastsunamisreachmoreshallowwaterstheybegintoformextremelylargepowerfulwavesthatsurgetoshore.

Scientistsbelievethatthecolouredsandsformingthesteepdunesbehindsteamersbeach(ontheoceansideofBoodereeNationalPark)weredumpedtherebyaseriesoftsunamis,themostrecentissaidtohavehitthecoastlineofBoodereearound500–600yearsago.SomescientistsbelievethatthistsunamiwascreatedbyameteoritethatlandedintheoceantothesouthofNewZealand’ssouthisland.ThattsunamiisbelievedtohavecreatedwavesthathitthiscoastandwentrightoverthehighestpointoftheBherwerrepeninsula.

2www.enchantedlearning.com/subjects/oceanwaves3www.bom.gov.au/tsunami

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From the information you have just read identify the following words and place them in the correct location in the diagram below.

Answer the following questions 1.Whatisoneofthemaincausesofwaves?

2.Thesizeofwaves(createdbywind)dependsonwhat3factors?

3.Whatisamicroripple?

4.Apartfromwindwhatothertwoforcescancreatewaves?

crest, trough, wave length, wave height,

spilling wave, plunging wave, ripple, crop

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8a.Describeabarrelwave.

8b.Whatisthescientifictermforabarrelwave?

9.Dotsunamiwavesortidalwaveshaveanythingtodowithtides?

10.Whataretsunamiscausedby?

11.Whatistheaveragewavelengthofatsunamiindeepwaters?

12.Whyaretsunamisnormallyundetectedindeepwater?

13.WhatisthenameofthebeachatBoodereeNationalParkthatisbelievedtohavehadatsunamihititanddepositdifferentcolouredoceansandshighuponit’sdunesabout600yearsago?

5.Whatdoeswindvelocitymean?

6.Whatdoesfetchmean?

7.Describehowwindvelocityandafetchaffecttheocean

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Extension exerciseWavesareaconstantsourceofenergy.Atschoolyoumayliketodosomefurtherresearchintotherenewableenergythatwavescreate.Seeifyoucanfinddifferentdesignsthatusethisenergy(CarnegieWaveEnergyisonecompanyinWAyoucouldresearchandgetsomeideasfrom).

Designawaveturbinebyfirstlyresearchingandthendrawingsketchesanddiagrams.Perhapsyourclassmayliketoextendthisbyturningtheirdesignintoamodelortakinganexcursiontoalocationwheretheyusewaveturbines.

ExperimentFill some water in a bucket and blow on the top of the water.

Whatisthewaterdoingwhen;

1.Nooneisblowingonit?

2.Whensomeoneisblowingonthesurfaceofthewaterlightly?

3.Whensomeoneisblowingonthesurfaceofthewateralittle stronger?

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Low energy waves in the protected waters at Green Patch

Excursion Need to bring — pen,pencil,rubber,notebookandaclipboard.

Ifappropriate,(andifteachershavedoneariskassessmentoftherockplatform)takealookatsomesmallrockpools.ToreachtherockpoolsatGreenPatchfollowthedesignatedtrack(refertoGreenPatchmapintheTeachersGuideoronourwebsitewww.booderee.gov.au)

Inthedriedrockpoolstakealookatthesaltdeposits.Theyareagreatvisualexampleoftheevaporationprocessandsaltdepositions.Andtheyalsogiveagoodvisualinsightintosomemineralsthatmakeupsaltwater.

Please Note — thatifithasrecentlybeenrainingyoumaynotfindanydriedsaltinrockpools.


Salinity Experiment Materials needed — somecontainers(suchasicecreamcontainers),waterandsalt.

Ifyoudon’twanttoordon’thavetheopportunitytovisitrockpools,asimpleexperimentthatcanbedoneatschoolcouldgivethesameeffectanddemonstratetheevaporationprocess.Studentscanmixafewhandfulsofsaltwithasmallamountoffreshwaterandplaceitinacontainersuchasice-creamcontainer.Placethecontainerinthesunfordaysoruntilallthewaterevaporates,leavingthesaltdepositsbehind.

Explaintheprocessofevaporationandhowwaterbecomessaltierasmoreandmoreofitevaporates.

Please Note —Donotputtoomuchwaterinthecontainerasthiswillprolongthedryingperiod.Alsopleasenotethatevaporationisaffectedbycertainseasonsandweatherconditionslikehumiditylevels.Hot,dryandlowhumidityconditionsspeeduptheevaporationprocesswhilecoolerconditionsorhighhumidityslowevaporationrates.Thiswouldbegoodtodiscusswithstudentsasitisanexampleofwhathappensduringcertainseasonsandconditionsinnature.

Thereareverydistinctseasonalcontrastsbetweensummerandwinterinwatertemperatureswithinthebay.However,salinityremainsrelativelyconsistent(35.5%)inbaywatersthroughouttheyearexceptintimesofheavyrainwhenfreshwaterincreasesandlowersthesalinitylevels4.

4ANCA(Kowari5),1995,p67

Teachers Lesson Plan - Understanding Salinity

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Rock pools surrounded by Neptune’s necklace

Dried saltwater in a rock pool


EXERCISE 4 - Understanding SalinityHow has the sea and/or ocean become so salty? Look below at the journey that mineral salts take from land to the ocean as well as the evaporation process of large masses of ocean waters.

Answer the following questions 1.Fromthediagramabovedescribethecycleofhowtheseaandoceanbecomessalty?

2.If3.5%oftheseaismineralsandotherelementsthenwhat%oftheseaisfreshwater?

3.Nametwoplaceswheremineralsaltscomefrom

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dissolvedsalts(donotevaporate)

volcano

molten

distilledmoisture

H20evaporation

surfacerunoff(erosion)

saltandmineralsinrocksandsoil(subsurfacerunoff)


4.Whatdoesevaporationmean?

5.Whenthereisalotofevaporationwhathappenstothesea?

6.Whatdoeserosionmean?

7.Saltcanhelpcorrodeorbreakdownsomesolids.Inwhatwaythencansaltwaterspeedupthe

erosionprocess.Givesomeexamples.

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Sandstone with honeycomb weathering


EXERCISE 5 - Jervis Bay, the meeting of two watersSome facts

SomeofthereasonswhyBoodereeNationalParkissouniqueisthatitisthemeetingplaceoftwodifferentmarineenvironments-warmandcoolwaters.ThemixofthetropicalandtemperatewatersbringsgreatdiversityofmarinespeciestoBooderee.

JervisBayMarineParkandBoodereeNationalParkwatersalsosupportarangeofbirdlife,morethan230speciesofalgae,hundredsofspeciesofinvertebrates(ananimalwithoutabackbone)andmorethan210speciesofreeffishsomeofwhicharethreatenedandneedtheprotectionthatamarineparkprovidesfortheirsurvival6.

Threatened species

InNSWalone,1,068nativelandandmarinespeciesarelistedasthreatenedwithextinction7.BoodereeNationalParkhelpsprotectadiverserangeofspecies,someofwhicharelistedasthreatenedspecies.

Threatenedorendangeredspeciesarespeciesthatarethreatenedwithextinction.ThespeciesthatareregisteredasthreatenedorendangeredareprotectedunderAustralianlaw.

BoodereeNationalParkhasvariousthreatenedmarinespeciesthatitprotects.Theseareeasternpotbellyseahorse,bigbellyseahorse,weedyseadragons,motherofpearlpipefish,whitebodiedpipefish,blackpipefish,Briggs’pipefish,littlepenguins,white-belliedseaeagles,greenturtles,greynursesharks,southernrightandhumpbackwhalesandAustralianfurseals.AllthesespeciescanbefoundinBoodereewatersinseasonandarelistedonSPRAT(SpeciesProfileandThreatenedDataBase)orundertheEPBC(EnvironmentProtectionBiodiversityConversation)Act.

Jervis Bay

South Paci�c Ocean

East Australian

Current

Indian Ocean

Leeuwin Current

West Australian Current

Antarctic Circumpolar Current

Southern Ocean

5ANCA(Kowari5),1995,p386Aquenal,2004,p2-47www.threatenedspeciesenvironment.nsw.gov.au

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TheseagrassmeadowsofBoodereeandJervisBayareamongthelargestremainingintactinNSW.Theyprovideshelter,breedingandnurseryareasandfoodformanymarinespecies.Theyalsostabilisethesandyfloorofthebaywhichhelpskeepthewatervisibilityveryclear.

ResearchersstudyingthevariousmarinespeciesinBoodereefoundthatBoodereewatershavethehighestfishspeciesrichnesssofarrecordedacrosstemperateAustralia.ThesefindingshighlighthowuniqueandimportantBoodereeandJervisBaywatersareinprotectingmarinebiodiversity5.


Answer the following questions 1.WhydoesBoodereeNationalParkhavesucharichmarinelife?

2.NamethreespeciesfoundinBoodereewaters.

3.Whatdoesthreatenedorendangeredspeciesmean?

4.Whyareseagrassbedsimportant?

5.Name5differentthreatenedspeciesfoundinJervisBayandBoodereewaters.

6.Whatisaninvertebrate?

7.Givethreedifferentexamplesofinvertebrates.

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8.ApproximatelyhowmanyreeffishspeciesarefoundinBoodereewaters?

9.Nametwobirdspeciesthatliveinandaroundthesaltwaterandareconsideredthreatened

marinespecies.

Extended exercise Back at school research and write an essay on one of the threatened or endangered species found at Booderee National Park.

• Describewhatitisandsomeofitsfeaturesandcharacteristicsandhabits.

• Wherecanitbefound?Whatisitsnaturalenvironment?

• Whyhasitbecomethreatened?

• Whataspectsofitmakeitvulnerable?

• Whyisitimportanttoprotectthisspecies?

• Placeitwithinafoodchainandexplainitsrelationshiptootherspecies.

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Penguin feathers


EXERCISE 6 - Understanding AlgaeSome facts

ThetemperateprotectedwatersofBoodereefosteralargerangeofAlgaespecies,morethan230specieshavebeenrecorded8.

Marinealgaearebelievedtobetheprimaryoxygenproducersoftheocean,ifnottheearth,astheyproduce50%oftheworldsoxygensupply.Becauseoftheirreallyimportantroleinoxygenproductionandprovidingmarinefood,somepeoplebelievethatifmarinealgaewoulddieout,alllifeonearthwouldbeseriouslythreatened9.

Thehealthofalocalmarineenvironmentcanoftenbemeasuredbythediversityandhealthofthemarinealgaelivingandgrowinginit.ThisistruetoBoodereebecausewhileithasalargeandimpressiverangeofAlgaespecieslivinghealthilyinitswaters,italsohasthehighestfishspeciesrichnesssofarrecordedacrosstemperateAustralia.

Algaeareuniquetootherplantsastheydonothavearootsystemlikefloweringplants.Insteadofrootsalgaehavewhatiscalledholdfastswhichhelpholdthealgaedownfirmlyontotherocksurfacebuttheydonotbringinnutrientstotheplantinthesamewayasrootsdo.Theyfeedthemselvesthroughtheirleaf-likefrondsthataresurroundedbynutrient-carryingseawater.

Algaealsoreproducedifferentlytofloweringplants.Theyhavesporeslikeferns,mosses,lichensandliverworts.

Macroalgae (or Large Algae),arethelargestandmostvisibleformsofalgae.Whereas,Microalgaeareoftenmicroscopicandcoatthefloorofmanyrockpoolsandsurfaces.Theyformoneofthemostimportantfoodsourcesforalgae-eatingmolluscs(seashorecreaturesusuallywithashellsuchasabarnacles).Microalgaealsodriftaroundin

8Aquenal,2004,p39ANCA(Kowari5),1995,p14310www.mesa.edu.au/friends/seashores/algae.html

theoceancurrentsandformpartofplankton.Planktonisamajorfoodsourceformanyoceanicandseashoreanimals.Animalsaslargeaswhaleseatplankton.

Algaearedividedintothreemaingroups-green,brownandredalgae.Theydifferfromeachotherbecausetheyhavedifferingphotosyntheticpigmentsystems.

Photosynthesisistheprocessbywhichalgae(plantsandsomebacteria)usetheenergyfromsunlighttoproducesugar(food).Inotherwords,theycancreatetheirownfoodfromabsorbingsunlightthroughtheirfronds.

Green algaegettheircolourfromtheirphotosyntheticchlorophyllpigments.Greenalgaearecommonwherethereisalotoflight.Theygenerallyliveintheintertidalzonesandinshallowwateraswellasinsomefreshwaterhabitatsastheyneedalotofsunlighttophotosynthesis.SomeexamplesofGreenAlgaeare,sealettuceandgreenvelvet.

Brown algaehaveadditionalpigmentswhichmaskthegreenchlorophyll.Thesepigmentsallowthebrownalgaetoliveindeeperwaters,asthepigmentsaremoreefficientinabsorbingsunlightthangreenchlorophyll.Theycommonlyliveinseashorefringeandshallowsub-tidalzones.SomebrownalgaefromsouthernAustralianwatersarethefastestgrowingofallplants.SomeexamplesofBrownAlgaeare,Neptune’snecklaceandleatherkelp.

Red algaecomeinavarietyofshades(red,purple,mauve,orangeoryellow).Redalgaehaveadditionalredproteinpigmentsintheirfrondswhichallowtheredalgaetogrowatfargreaterdepthsthanthegreenandbrownalgae.Redalgaerarelyarefoundintheinter-tidalzone(unlesswashedup).Theypreferdeeperwaterstolive.Redalgaecanbefoundatdepthsofupto200metres.SomeexamplesofRedAlgaeare,corallineseaweedandencrustingcorallines10.

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Answer the following questions 1.HowmanyalgaespecieshavebeenfoundinBoodereeandJervisBaywaters?

2.Whyaremarinealgaebelievedtobetheprimaryproducersoftheocean?

3.Whatpercentageoftheworldsoxygensupplydomarinealgaeproduce?

4.Givethreereasonswhyisitsoimportanttoprotectmarinealgae?

5.Whatmakesalgaedifferenttootherplantspecies?Describesomeofitsspecialfeatures.

6.Whatisafrondandwhatisaholdfast?

7.Whatismacroalgae?

8.Whatismicroalgae?

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9.Whatmajorfoodsourcedoesmicroalgaeformpartof?

10.Whatisphotosynthesis?

11.Whatarethethreealgaegroups?

12.Wherecanyoufindgreenalgaeandwhy?

13.Wherearebrownalgaepredominantlyfoundandwhy?

14.Wherecanredalgaepredominantlybefoundandwhy?

15.Namethreewaysalgaepopulationscanbedamagedorthreatened.

16.Namethreereasonswhyitisimportanttoprotectalgae.

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Write down which algae group (red, brown or green) the algae below belong to.

Neptune’snecklace

Corallineseaweed

Sealettuce

Leatherkelp

Greenvelvet

Encrustingcorallines


Extended exerciseAt Green Patch TakeawalkalongthebeachorvisittherockplatformatGreenPatch(fordirectionspleaserefertothemapsintheteachersguideorvisitourwebsiteonwww.booderee.gov.au).

Documentallthealgaespecieswasheduponthebeachoraliveintherockplatforms.

Eitherdescribethem,drawthemortakephotosofthem.

• Howmanydifferentspeciesdidyoufind?

• Categorisethemintothethreealgaegroups–green,brownorred.

Howhavetheirfeaturesadaptedtotheenvironmenttheylivein?Ifchoosingtovisittherockplatformsand/orrockpoolspleasebeawareoftheOH&Sissuesandalsopleasetakecarewhenvisitingthemtonotdamageand/orinjureanyspecies.Therockpoolenvironmentisafragileprotectedareaandcanbedamagedeasily.

Back in your classroomYoumayliketoresearchthesewords-identifywhattheylooklikeandwritedownwhethertheyaremicroormacroalgae.

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Neptune’s necklace

Green and red algae


EXERCISE 7 - Extension to Exercise 5 & 6Draw a line between the plant or animal species and the category it belongs to.

SPECIES CATEGORY

Sealettuce

Worm

SeaUrchin

Seadragon FISH

Prawn

Kelp BIRD

SouthernCottesloe

LittlePenguin INVERTIBRATE

Greenseavelvet

White-belliedseaeagle ALGAE

Starfish

Neptune’snecklace

Squid

Snail

Jellyfish

Sootytern

Describe some of the different features of fish, birds, invertebrates and algae.

Fish

Birds

Invertebrate

Algae

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EXERCISE 8 - Intertidal Zone Need to bring

• apen,pencil,rubber,notebookandaclipboard

Some facts

The Intertidal Zone(alsoknownastheforeshoreorlittoralzone)isthebeacharea,theareawewalkon,spreadourtowelsouton,readabookonorbuildoursandcastleson.Nowit’stimetohaveacloserlookatitandunderstandthereasonswhyittransformsitselfdailyandlearnmoreaboutsomeofthespeciesthatcallthisareahome.

Theintertidalzoneistheareabetweenlowtideandhightide.Eachdaythisareafacesdramaticchangesinmoisture,salinity,temperaturesandtheturbulenceofwaterandwinds.Itisexposedtotheair,thewater,wavesandhugetemperaturechangesatdifferenttimesoftheday.Organismsthatliveinthisareahavehadtoadapttoanenvironmentofharshextremesandconstantchange.

MarineBiologistshavedividedtheintertidalzoneintothreesubzones.Thelow intertidal zoneisanareathatisonlyexposedtoairatthelowestoflowtides.Itismostlysubmergedbywaterandisoftenteemingwithlife(marinevegetation,anemones,seacucumbers,smallfish,crabs,greenalgaeetc…).Themid intertidal zone,istheareaofthebeachthatissubmergedonanaveragehightideandexposedtoairontheaveragelowtide.Thehigh intertidal zoneistheareaabovethehighestmarkofanaveragetide.Duringanaveragedayitisexposedtothesplashofwavesandwhenkingtidesoccuritissubmerged.

In the box below, draw a side (slice) section of the intertidal zone. Label the low, mid and high intertidal zone areas. And draw and label at least two organisms that use each of these intertidal zone areas.

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Answer the following questions 1.Whatistheintertidalzone?

2.List5animalsorplantsthatuseand/orliveintheintertidalzone.

3.Whydosomeorganismsthatliveinthiszonehavehardshells?

4.Theintertidalzonefacesdramaticandregularchanges.Whatarefourexamplesofthesechanges?

5.Doyouthinktheintertidalzonewouldbeaneasyorhardenvironmenttolivein?

6.Why?

7.DescribetheLowintertidalzone

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Waratah anemone Noddiwink Velvet sea star

8.DescribetheMidintertidalzone

9.DescribetheHighintertidalzone.

10.Nametwoorganismsthatliveand/oruseeachoneofthesezones.

Lowintertidalzone

Midintertidalzone

Highintertidalzone

11.Describeatleast4intertidalorganismsandhowtheseorganismshaveadaptedtosuittheenvironmenttheyliveinand/orutilise.


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Red rock crab Rock platform, mid intertidal zone


Teachers Lesson Plan EXERCISE 9 – Intertidal zone through DanceNeed to bring

• Youmayliketobringastillsand/oraudiovisualcameratodocumentthecreateddances.

Afterstudentsunderstandsomeoftheactiveforcesbehindtidaltransformation(exercise8)theymayliketodesignadance(ingroupsorindividually)thatreflectstheintertidalzone.The created dance could be in whatever style they choose as long as it captures the intertidal zones moods, rhythms and transformations.Thiszonetypicallyhasmomentsofcalmness,hecticmomentsandthenmomentsofcalmnessagain.

Teachers/Rangersmayliketothrowastickintothewaterandspend5minuteswatchingitspath,frombeingtossed,pushed,tofloating,rolling,landingandbeingstilluntilthenextwavepullsitbackandforthandsoon.Thismaygivesomestudentsideasfortheirchoreography.

Youwillfindrhythm,movement,drama,tension,harshness,softness,diversity,vulnerability,strength,andweaknessinthiszone.Tappingintosomeofthecharacteristicsandemotionsaswellassomeoftheanimals,plantsandobjectsthatliveandexistinthis

zonehasthepotentialofcreatingfantasticsolos,groupand/orclasschoreographeddanceperformances.

Somefurtherideasforcharacters,interpretativemovementandtextureare-rotation,waves,wind,sun,heat,splashing,tumbling,sand,moon,birds,crabmovements,footprints,footprintsthatwashawayand/orotheraspectsofmarinelifesuchasdeath,birth,feedingyoungetc…

ThisdanceexercisemaybeginatGreenPatchwherestudentscandrawfromtheenvironmenttheyarelearningabout.Alocatesometimeforthemtocreatetheirideasandpracticethem.ThendancescanbeperformedinfrontoftheclassatGreenPatch.Potentiallythisdanceexercisecouldbeexpandedonandperformedbackatschoolwherestudentscouldalsocreateoutfits,musicetc…

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Please remember that the entire Park is protected

• Donotbuildsculpturesonapartofthebeachthathasgroundcover,asitmaycausedamageanddestabilizethefragileduneenvironment.

• Pleasenotethatshellsareprotected.DonotremoveshellsoranyothernaturalobjectsfromthePark.

• Pleaseremoveanyrubbishoffthebeachthatwasusedinthecreationofsculpturesanddisposeofrubbishinthebinsprovidedupnearthecarpark.Westronglyrecommendthatyouuseappropriateprotectivegearwheneverhandlingrubbish.

Teachers Lesson Plan EXERCISE 10 – Sand Sculptures Need to bring

• Ifteacherswouldliketodocumentthesculpturesstudentscreate,bringacamera.Alsoifteachersand/orstudentsaregoingtohandlebeachrubbishitisadvisedthatyoubringappropriateglovesandgarbagebags.

Understanding Impacts on the Marine Environment through Sculpture

Thisexercisegivesstudentstheopportunitytounderstandandinterpretthemarineenvironmentthroughthecreativeprocessofsculpture.

Itissuggestedthatteachersand/orstudentssetatopicoftheirchoice.Itcouldbeatopicsuchasmarinelife(variousanimals),relationshipbetweentwomarineanimalsorsomethinglikehumanimpactonthemarineenvironment.Ifyouchoosethelatterthenherearesomeexamplesofsculptureideas;

• Withsomewashedupropeorfishinglinestudentscouldbuildaturtleoutofsandandhaveitslegtangledintheropeand/orline.

• Makeasculptureofaseagulloreaglewithoneleg(leginjuredfromrubbish),

• Usewashedupseaweedtoportrayoilandbuildashipoutofsandthatisstrandedwithanoilspillaffectingfishandbirds.

• Createawhalesculpturethathasplasticbagsinitsstomach.

• Createasculpturethathaspatternsliketyremarksoverapipibed.

Studentsculpturesmayincludewashedupkelp,seaweed,shellsanddriftwoodand/orsafewasheduprubbish(pleasetakeextracareandwearappropriateprotectivegearifchoosingtohandleanyrubbish).

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Creating a sand sculpture


Teachers Lesson Plan EXERCISE 11 – Measuring the Velocity of WaterNeed to bring

• Ping-pongball,stopwatchandtapemeasureand/orpieceofstring5minlength.

• Maychoosetobringahandnettoretrievetheball.

• Apen,pencil,rubber,notebookandaclipboard(perstudent).

Inthislesson,studentshavetheopportunitytobecomefamiliarwithoneofthewaysscientistsandrangersresearchandmeasurewatervelocity.

Exercise

OnGreenPatchbeach,atthebeachaccessbridge,dividetheclassintogroups(theyneedtobenolessthan3).

Fromthebeachaccessbridgestudentsaretomeasureadistanceof5minthedirectionthatthewaterisflowing.Studentsaretomarkthe5mspotinthesand.Anotherstudent(withastopwatch)istostandatthe5mmarkwhileanotherstudentistostandontheaccessbridgepositioningthemselvesontopofthecreekinthemiddleoftheflowingwaterarea(withapingpongball).Thatstudentthenistogentlydroptheping-pongballintothecreekbelow.Studentsareencouragednottothrowtheballotherwisereadingswillnotbeaccurate.Thestudentwiththestopwatchneedstostartrecordingthetimeassoonastheballlandsinthewater.Thisisnotasaccurateaswalkingmidstreamtoplacetheballbutitaimstoteachtheprinciplesofhowtomeasurespeedwhilehopefullykeepingstudentsdry.Ifyouwantmoreaccurateresultsanddon’tmindstudentsenteringthecreekwaterthentheycouldwalktheballininstead.Sometimesthestreamisveryshallowbutatothertimeswaterlevelsaremuchhigher.

Studentsaretowritedowntheirreadingsandwiththeresultscollected,studentscancalculatethespeedofTelegraphcreekusingtheequationSpeed=distancetravelledovertime(SPEED=DISTANCExTIME)inmetrespersecond(m/sec).Theyshouldrepeatthisexercisefourorfivetimestoseehowaccuratetheirreadingsareandcalculateanaveragespeed.Explaintostudentsthatresultsshouldnotvarygreatlyand,infact,inidealconditionstheyshouldnotvaryatall.Iftheirreadingsvarygreatlytheyshouldhavealookatthereasonswhy.

Ifstudentsrevisittheareaandrepeatthisexercise,resultscanbecollectedovertimeandstudentscanhaveabetterunderstandingofhowenvironmentschangeovertimeandwhatfactorscreatethesechanges.Ifthisexerciseisintendedtoberepeated(onanotherday)it

mightbeusefultoalsomeasurethedepthofthemidstreamandbackatschoolyoumayliketolookat(andprintoff)theprecipitationreadingsoftheweekandmonthyourexercisetookplace.Thiswouldplacethedepthofwaterincontextandgivestudentsabetterunderstandingofsomefactorsthateffectvelocityofwater.Refertothewebsitewww.bom.gov.auforJervisBayweatherrecords.

Some suggestions

WhilesomeoftheclassaredoingthismeasuringexerciseotherstudentscouldbeparticipatinginotherexercisesfromthisHealthyLearningresourcesuchasexercise10-creatingsandsculptures.

Please note - Ifthecreekistoodry(duetolowtideand/ordryperiods)thisexercisecannotbecompleted.Itisadvisedtonotdothisexerciseduringorafterastormorflood.

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EXERCISE 11 – Measuring the Velocity of WaterAfter measuring the speed or velocity of Telegraph creek answer the following questions. Remember: speed = distance x time.

1.WhatwasthespeedofTelegraphcreek?

Firstreading(distancextime)

Secondreading(distancextime)

Thirdreading(distancextime)

Forthreading(distancextime)

Fifthreading(distancextime)

2.Whataresomeofthefactorsthataffectthespeedofthecreek?

3.Whataresomeoftheeffects(impacts)ofafasterflowingcreek?

4.Whataresomeoftheeffectsofaslowflowingcreek?

5.Doeswaterflowcauseerosion?

6.Ifsohow?


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7.Wouldtheincreaseofwaterandthespeedofthewateraffecterosionrates?Explain.

8.Plotthe5readingsonthegraphbelow.

9.Arethereadingssimilar?

10.Ifnotthenwhydoyouthinktheyaredifferent?Thinkbacktothewayyouconductedtheexperiment.

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spee

d m

etre

s pe

r se

con

d

readings

1 2 3 4 5

22

20

18

16

14

12

10

8

6

4

2

0

EXERCISE 12 – Plotting Rainfall On the graph below plot the precipitation (rainfall) readings for 2009, Jervis Bay.

rain

fall

in m

illi

met

res

2009 PrEciPitation rEadings, JErvis Bay(inmm)Jan FEB mar aPriL may JunE JuLy aug sEPt oct nov dEc

31 114 20 101 75 119 78 12 15 117 34 102

Jan FEB mar aPriL may JunE JuLy aug sEPt oct nov dEc

months


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Answer the following questions for 2009 rainfall

1.Whichmonthwasthewettest?

2.Whichmonthwasthedriest?

3.Whatseasonreceivedthemostrainfall?

4.Whichseasonreceivedtheleastrainfall?

5.Whatistheaveragerainfallpermonth?

6.DescribewhatTelegraphcreekwouldhavelookedlikeduringJune2009

(wasitfull,fastflowing)?

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On the graph below plot the precipitation (rainfall) readings for 2008, Jervis Bay.

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rain

fall

in m

illi

met

res


64 323 68 114 14 114 142 75 46 121 57 67


months







5.HowwouldTelegraphcreeklookduringJune2008?


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rain

fall

in m

illi

met

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53 249 106 202 24 316 70 80 26 17 205 87


months









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rain

fall

in m

illi

met

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108 37 42 24 165 510 231 107 87 9 58 90


months









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rain

fall

in m

illi

met

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93 94 94 42 242 69 155 81 106 108 129 29


months









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After completing all the graphs, answer the following questions

1.Arethereanysimularrainfallpatternsbetween2009,2008,2007,2006and2005?Ifsodescribethem?

2.Whichyearwasthewettest?

3.Whichyearwasthedriest?

4.Whichwasthedriestseasononaverage?

5.Whichwasthewettestseasononaverage?


Extended exercise Furtherresearchbackatschool.

Youmayliketofindthetemperaturesfor2009-2005,plotthemonagraph.Lookatanyrelatedweatherpatternsbetweentemperatureand/orrainfall.

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Teachers Lesson Plan EXERCISE 13 – Global Warming and Sea Level RisesNeed to bring

• Spiritlevel,stringorrope,measuringstick(atleast1m)and/ormeasuringtape.

• Teachersmaychoosetobringacamera.

• Allstudentstobringapen,pencil,rubber,notebookandaclipboard.

How will the coastline change as a result of global warming?

ThisexercisewilllookathowglobalwarmingpatternswillimpactonGreenPatchbeach.Itwilldemonstratetostudentstheimplicationofsealevelrises.

StudentscandothisexerciseupGreenPatchbeachtowardIluka(toseetheimpactontheduneareas)ortheycanstarttheexercisesonahighspotneartheGreenPatchbeachfootbridge.

Studentsaretomeasure,fromthehightidemark,a0.25m,a0.5manda1mwaterrise,takenoteofwhatwillbeunderwaterwitheachriseandanswerthequestions.

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Eastern reef egret

Green Patch beach and footbridge

EXERCISE 13 – Global Warming and Sea Level Rises

Global warming is the increase of average temperature (since mid 20th century) of the earths surface. Global warming melts polar ice and as a result increases sea levels. Sea level rises have occurred at a mean (average) rate of 1.8mm per year for the past century but since 1993 they have risen 3 mm per year. By the end of this century it is predicted that sea levels may rise by 0.8 to 2 metres.

• ChooseaspotonGreenPatchbeachtodothisexercise.Findwherethehightidemarkis.Atthispoint,holdthemeasuringpoleupstraightandattachastringtoitat0.5m.Runthestringtohighergroundstowardsthedunesortelegraphcreek.Whenyouhavereachedtheendofyourstringmakesurethestringislevel(usingthespiritlevel).Thisiswherethenewhighmarkwillbeifsealevelrisesbytheamountyouaremeasuring(0.5m).Repeatthiswiththestringataheightof1m.


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The diagram below is an example of how to conduct this exercise.

1.5metre

hightide

lowtide

not to scaLE

TelegraphCreek

Green Patch beach

1metre

0.5metre

0.25metre

Answer the following questions

Imagine what the impact of 0.5 metre water rise and a 1 metre water rise will be on the Green Patch environment.

1.Intheboxbelowsketchandlabeltheareawhereyouareconductingtheexercise

2.Describewhatwillbeunderwaterwitheachrise

0.25mrise

0.5mrise

1mrise

3.Whatiscausingsealevelrises?

4.Whataresomepracticalthingswecandotoslowdowntheprocessofglobalwarming.


Extended exercises

Research - Backatschoolyoucouldresearchandexplorevarioustopicsaroundglobalwarmingandcomeupwithsomesolutions.

Some essay suggestions -

1.Writeajournalisticorscientificstyleessaycontainingsomeglobalwarmingfacts.Lookathowsealevelrisesarealreadyaffectingsomelowlyingcountriesandislandsandhighlightsomeconcernsforthefuture.

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2.Writeamorepersonalstyleessayexplaininghowyoufeelaboutsealevelrisesandsomeotherimpactsofglobalwarming.Howisitgoingtoaffectyouand/oryourchildrens’summersonthebeach,orsurfing,oryourhomeand/orthehomesofmanyanimals?

3.Writeamorecreativestyleessay.Imagineyouaretravelling200yearsaheadinatimemachine.DescribewhatyouseewhenyouarriveatGreenPatch.YoumaywanttoputonScubadivinggearandentertheunderwaterworldthatusedtobedryland.Whatdoyousee?

EXERCISE 14 – Crossword

Marine environment

Hint-alotofthesewordsmaycomefromtheMarineEnvironmentDictionary(thatyouhavecreatedinExercise-15).


Across

1. ASurferswordforaplungingwave?

2. Anotherwordforspeed.

3. Onefactorthatcauseswaves.

4. Whatisanotherwordforlivingthing?

5. Whatisthehighestpointofawave?

6. Whatissomethingthatdoesnotevaporatefromtheocean?

7. Whatevaporatesfromtheocean?

Down

1. Whatmakestheseasalty?

2. Whatisthedistancetravelledbyacertaintime?-----=distancebytime.

3. Anotherwordforaquaticlife?

4. Amarinecreaturethatlivesinrockpools.

5. Thescientificwordforthebeachareaorzone?

6. Anaquaticenvironment?

7. Whatisprecipitation?

8. Somethingyoucanplotinformationon.

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2

3

1

4 5 6

5

7

6

8

7

3

1

2


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EXERCISE 15 – Marine Environment Dictionary Make a running list of new and/or key words. Write the words down and their meaning. The list has started. Write down what these words mean and extend the Dictionary with other relevant words.

Marineecology

Intertidalzone

LittoralZone

Globalwarming

MarinePark

Velocity


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ResourcesAquenal, 2004,SurveysofMarineBiodiversityinBNPwaters–ReportonResults ofFieldSurveys(May–June2004)forBNPDepartmentofEnvironment,Canberra

Department of Education and Training, 2007,EveryChancetoLearn,Curriculum FrameworkforACTschools(Preschooltoyear10),/NEALS,ACT.

Edgar, G. J. (1997)AustralianMarineLife:theplantsandanimalsoftemperate waters.ReedBooks,Kew.

NSW Department of Education and Training, 1999-2011,CurriculumSupport,NEALS, NSW.

Marine Ecology Progress Series, publishedDec3,2009,Vol395,K.Benoit-Bird, A.Dahood,B.Wursig,Usingactiveacousticstocomparelunareffectson predator-preybehaviorintwomarinemammalspecies,p119-135

www.boardofstudies.nsw.edu.au

www.bom.gov.au

www.enchantedlearning.com/subjects/oceans/tides.shtml

www.environment.gov.au/parks/booderee/

www.environment.gov.au/cgi-bin/sprat/public/sprat.pl

www.mediatheek.thinkquest.nl/~ll125/en/fulltides.htm

www.mesa.edu.au/friends/seashores/algae.html

www.mpa.nsw.gov.au/

www.pices.int/publications/picespress/volume13Jan2005pp0711micronekton

www.tides.willyweather.com.au/act/jervis-bay/bherwerre-beach.html

www.wires.org.au

W

e see learning as growth

M

arine Environment - H

ealthy Learning

a Bo

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e National Park initiative

Documents

for use in Green Patch - Department of the Environment · Exercise 3 - Understanding Waves 11 Teachers Lesson Plan - Understanding Salinity 15 Exercise 4 - Understanding Salininty