124

Aboriginal Art and Sea Journeys

Level2-8

Key questionHow can features of theenvironment and journeysthrough that environmentbe visually represented ona piece of paper?

Key OutcomeDevelop ideas forinterpreting, mapping ortelling a story about theenvironment usingsymbols.

Art and maps and the marine environment seem to gotogether! Most of us have used maps to explain features of thecoastline to our students, but using some of the techniquesdeveloped by Aboriginal people may provide an excitingchallenge for students.

There are numerous ways of introducing children toAboriginal art. Most states have an Aboriginal Education Unitthat will assist with speakers, materials and references. LocalAboriginal communities may be able to provide a speaker.Pictures by Aboriginal artists in books can be useful referenceand display resources. A pre- or post-activity visit to an artgallery displaying Aboriginal paintings and crafts may serveto show students alternative methods of drawing routes andmapping the coast. This activity has been developed inconjunction with Charmaine Wall of Tasmania, and is on trialat the Marine Discovery Centre. It can be used prior to, orfollowing a field trip to a marine area.

What you needPencil or neo-pens or charcoal or paint or coloured pencils,

paper (can be recycled)Sea chart of any area (can be local), navigational maps, or

ortho-photo maps of a coastal areaSatellite imagery of the same area can be used as an

extension

What you do

(a) Looking at sea charts

Look at the sea charts or navigation maps of an area. Thesecould be of the area to be visited later. Look at the symbols onthe charts.

• What shapes and symbols are used?

• What do they mean?

• How are they made?

• Do we know of any stories (historical, geographical,exploring, treasure, shipwrecks) associated with this chart?

• How are ideas, rather than features, represented?

• What other ways of communication use symbols?(Remind students about music, science, semaphore,flashing lights from lighthouses and beacons, safetysymbols, computers).

by Karen Wilson, Marine

Discovery Centre,

Woodbridge, Tasmania.

• What other perspectives use a ‘bird’s eye view’? (Aerial photos, satellite imagery,weather maps, Aboriginal art).

• Try to describe a journey from point A to point B on the map, referring only to thesymbols (if you are Level 5 and above you should refer to compass directions,associations between features, etc).

(b) Looking at aboriginal art techniques

1. Look at the examples of aboriginal art – greeting cards, books, posters and possiblysome artifacts. You will see that different art styles are used in different regions, forexample, X-ray styles, stick-like figures from Oenpelli, cross hatching from ArnhemLand, circles and dots from the Central Desert, and many modern interpretations.

2. Now identify:

• What patterns are used?

• What symbols are used?

• Where do these symbols come from (are they taught or ... )?

• What sort of environments are shown?

Can we identify the intended meaning from looking at this art? How would our Europeancharts be seen from an Aboriginal perspective?

• good camp sites

• first contact with explorers or ships

• permanent water?

(c) Looking at our environment

1. How can we map/tell a story about our environment using the ideas gained fromlooking at maps and Aboriginal art techniques?

Micro-journeys

Visit the mud flats, foreshore, or any inter-tidal area, and look for patterns that could beused as symbols, for example, mollusc trails, bird prints, human foot prints, wave ripples,shell patterns. If you can’t get there, think about areas you know.

• Create a micro journey of shore and inter-tidal animals using the symbols/patternsthat you have found or make up symbols of your own.

Create a story/assumption/hypotheses about your micro journey. Draw this on paperusing coloured pencils, crayons, charcoal or paint.

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Aboriginal Art and Sea Journeys

Macro-journeys

Use a longer journey for this next activity. This art will represent the bigger picture of alonger journey of a student from home, say, to a seashore. Use another piece of paper anddo the following:

• Think about the symbols you would like to use; these can come from theenvironment or they can be creative or inspired by aboriginal techniques.

• Begin from home ending up at the local beach, and include any side trips made orthings of significance to you.

• Use a key to explain the symbols drawn (see Figure 1 for an example).

• Language and other images/textures, for example, things that may have been foundon the beach or inspire creation can also be incorporated. There are no best orcorrect maps either!

2. Now give your journey story to a classmate to read, so that the process of retelling isincorporated. Explain your journey, referring to your ‘map’. Journey art maps can bedisplayed in the classroom later.

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Aboriginal Art and Sea Journeys

Aboriginal Art and Sea Journeys

127

Land bordering the D’Entrecosteaux channel

Hand represents the Marine Discovery Centre – the hand is used asa symbol in a lot of Aboriginal art. It represents meeting others

The fresh water coming into the channel from the Derwent river

The channel water

Side journeys to Snake Island, the oyster farm, the salmon farm, andto site of the water experiments

Figure 1. Illustration, in part, of a key to represent a sea journey

177

Pirates

Level3-6

Key questionIf you were a pirate, whatthings would be importantto your survival?

Key outcome

Identify commonseashore organisms,describing some of theircharacteristics and uses.

What you need

Field sheets

Clipboard

Pencil

What you do

Groups or individuals do the following:

1. Pirate Seashore Hunt (use copy of Seashore Hunt sheet)

2. Shiver me timbers, me hearties! What can we eat nowwe’re shipwrecked? Watch out for scurvy! What can we eathere?

Complete this table.

Describe Size, shape, colour Sketch

Seaweed

Shells

Crabs

Fish

Birds

Other

3. Examine the weather by the sea (use copy of the ‘Weatherby the Sea’ sheet).

4. Write your own story of buried treasure. Draw your owntreasure map (use copy of Write Your Own Story sheet).

ReferencesBrading, T. 1974, Pirates and Buccaneers Wayland Publishers.

Adapted from Karen Wilson,

Marine Discovery Centre,

Woodbridge, Tasmania.

Pirate Seashore Hunt

Sea star

Snail

Oyster

Mussel

chiton

Sea urchin

Crab

Tick

Drawsomething else

180

Write your own story about buried treasure and how it got in the chest

Pirates

What does the secret code say if A=1, B=2, C=3, etc. to 26.

(13,5,5,20 1,3,5 1,20 13,1,14,19 18,15,3,11)

171

People Working with Oceans

Level1-8

Key QuestionsHow do people earningtheir living from theocean?What are their attitudes tothe marine environment?

Key OutcomeUnderstand some of thework of and attitudes heldby people who earn theirliving from the ocean.

What you needPeople to interview and talk to about their workSuitable sites such as fish market, trawler base, dive shop,

ship chandlers, ferry terminal, seafood restaurant, yachtclub, and Marine Park Centres

What you do

Many people in Australia have skills associated with the sea,and work in it. You should be able to arrange to visit at leastone of the sites listed above, and talk to the workers. Some ofthese may be able to talk to the whole class group at once;then students can interview workers. Prior arrangements areessential if work is to be interrupted. One of the bestsequences is to go early to the fish market, attend an auction,then visit a seafood restaurant, or buy some fish and return toschool and learn how to gut, scale and cook them.

1. List all the jobs associated with the ocean and coastal areas.

2. Do you know of anyone doing these jobs?

3. Visit to the Fish Market. Find out:

• where is it located

• what are the buildings made of

• what does it smell like

• is it noisy

• is it messy

• what is the daily life of the people

• do they have to get up early in the morning?

• what sort of work are they doing

• what types of fish do you see

• what other sea creatures, for example, squid, shell fish,prawns, etc.?

4. What happens when the fish are purchased.

• Where do they go?

• How are they packed?

Adapted from Bob Foster-

Smith, Ocean Challenge, &

St. Margaret’s School,

Brisbane.

5. Back in the classroom, turn your notes into a Place Profile Poster.

• Work in small groups and use a large piece of paper.

• Draw some of your impressions.

• Draw, or find an illustration of a fish, some of the jobs being done, and what finallyhappens to the fish.

6. It may be possible to interview a person on site, say down on the seashore, or at atrawling wharf, or someone may come to the class for a class interview. If you areinterviewing someone, draw up your own questions. You could ask:

• What does the person like best about working in the sea?

• What do they like least?

• What is the most exciting thing they do?

• Is special training required for this work?

• What do they consider are the beautiful things about the sea?

• Are they worried about the future for their work?

• Is their work threatened by demands of others about the sea (e.g. to restrict catchesof fish)?

After the interview, you could sum up your findings in a Person Profile as though youwere going to publish a short article about the work in a magazine or local newspaper.Give your story a title which sums up what you have found.

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People Working with Oceans

66

Marine Trailing

Level1-8+

Key questionHow do I feel about themarine environment?Key outcomesDevelop positive attitudesabout the marineenvironment.Develop serial thinking andcontinuous application –that is, to apply what onesees/hears/smells/feels toenable evaluation orassessment of an area.

A trail, according to the Macquarie Dictionary, is a path ortrack across a wild region, along which one follows as ifdrawn along. Trails should provide such experiences that theother meanings of the word ‘trail’ should not apply – that is,to go wearily, lazily or straggle or fall behind the leaders!Trails can be used in any subject area, and at any level ofschooling.

What you needPencilNote padBlindfolds, magnifying glasses, tags and labels

What you do

Various spots in the landscape can be tagged or marked withnumbers on plastic or card sheets and the trail then becomes aself-guided one. Equipment such as blindfolds, magnifyingglasses, and extra information can be provided at certainspots. If the whole group is trailing together, and the area isunknown or cannot be pre-marked, the leader can indicatewhere various activities should occur. Or students may wanderalong doing the activities at what they consider appropriatesites. Dominant features in a landscape may be useful meetingspots, but at the same time, care should be taken to ensure thatthe little things, the non-dominant, unknown features alsoreceive attention.

It is advisable to warn trailers about handling dangerousmarine organisms or marine debris, and in tidal zones, towatch for tide changes.

Any site can be used for most of the activities. Selection ofactivity and site may depend on the age of the participants.Activities can be on notices at each site, or provided on fieldsheets, or read out by a leader at each site.

Suggested Activities at Sites

1. List/think about ways in which this area is beautiful, safe,healthy. Compare it with another area with which you arefamiliar.

2. List the valuable things provided at this spot – these arenature’s assets. Could some of them cause people problems?

Adapted from Jan Oliver,Field Notes for Seaweek 1996on Lamb Island.

3. What sounds can you hear at this spot – what do you like or dislike? Can you identifythe sources?

4. Look around at the various features of this landscape, including the shore line, rocksetc. Consider the dominant shapes. Are these shapes rectangles, globes, shelves, orslopes? Contrast the sizes and proportions of pieces; what are the dominant lines? –-vertical, horizontal, round, oblique, curving, straight, soft, thin, flat.

5. How do these shapes and lines in the sea and along it differ from people-made objectsin city and suburban landscapes?

6. Contrast what IS with what WAS or MIGHT BE at this spot.

For example:

• what happens here if the sea level rises

• if the temperature rises

• if human use of this area increases

• if human area of this area decreases

• if human use of adjacent areas changes.

7. Carefully examine a mangrove tree. Mangroves play a very important role in shelteringanimals, providing nutrients, holding sand and mud, and in stabilising the wetlands. Whatyou see is the mangrove’s ‘public face’, the outside. What would the view be like if youwere inside the mangrove looking out? How would the view differ?

8. How would you explain the design of mangrove trees and their roots if you are amember of a tribe with very strong beliefs and myths in a supreme Creator? Can youcreate a mythical story about how mangroves got to look like they do?

9. At this site, observe and possibly draw, the spaces here, for example gutters, alleys,burrows holes. Are these spaces enclosed, divided, pierced, defined, joined or separate?What is using those spaces?

10. Select a large or dominant object in or out of the water but far away. ‘Home in’ on itfrom a distance; that is, start concentrating on it excluding all other objects. Record thechanges you see as you get closer. You can also ‘steeple chase’, that is, observe alandmark from different points and at different directions. How does it look at differentplaces? Why?

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Marine Trailing

11. Write a cinquain (five line) poem about the scene at this point.

• write one word to name something

• write two words to describe it

• write three words of action about the subject

• write four words in a phrase about the subject

• write one word to sum it all up.

12. Imagine you are a ship-wrecked sailor at this point. You could decide to be a modern

day sailor, or perhaps one in the 1700s or earlier. It is blowing a gale, pouring rain, and

getting dark. There are no other people around.

• How would you feel?

• What would you do?

• Where would you go?

13. Sit down at this point. Feel the ground. Let the mud, water, sand trickle through your

fingers. Pick some up.

• Is it wet, cold, warm, gritty, smooth, smelly, full of bits and pieces, or all of the onething?

• When you drop it, what happens?

• Is there anything living in it? When you put it back, what will happen?

Extension

Students can be asked to write up their experiences, or do a collage or group wallpainting, or compare notes in an open discussion. However, a lot of the value of doing atrail is in keeping the feelings and experiences to oneself – but knowing the experiencescan be called upon when discussing the conservation and management issues of themarine environment.

68

Marine Trailing

63

Future Thinking about Beaches

Level8+

Key questionCan we express our viewsabout the coast in differentways?

Key outcomeRecognise that perceptionsof the past and present mayaffect our views of thefuture environment ofcoasts.

What you needWorksheets and pens for small groupsNumber of small cardboard/plastic boxes with lids(matchbox, food carton, shoe box)Any beach or cliffed area

What you do

Students should work in small groups or individually. Eachgroup or individual can choose which activity to do in anyorder, with the exception of the first activity. At the end of thetime allowed, some of you could read your poems, displayyour art shapes, or explain your answers to the questions.There are no wrong answers!

The extended present

Draw a line, say, 20 m long in the sand to represent acontinuum between 1900 A.D. and 2100 A.D., as shown:

1900 AD 2000 2100

Consider the scene you are in. When would this scene be best(for beauty say)? In 1900 or now or in the future? Stand alongthe line in the place representing the time you think this sceneis best.

Consider these questions as a group:

• where are most students grouped

• why

• would your grandparents have picked the same time

• would your grandchildren pick the same

• what features of this place would you like to pass onto your grandchildren in the future.

Time capsules

Working in pairs, collect one small item (natural or humanmade) and place it in the box provided. Agree as to why thisitem could be important to include in a Time Capsule beingburied here, to be dug up in 50 years. Now explain yourchoice and your reasons for its inclusion to another pair.

by Jan Oliver, QueenslandDepartment of Environment.

Questioning

Do your feelings and understanding of this beach change if you write a question markafter every statement in a description of the scene (taken from a tourist brochure or textabout the area).

• The region lies in an overlap between two climatic zones?

• The range of habitats found is also diverse?

• The forms and process of erosion of the landscape can be easily observed?

• The spectacular coastal cliffs show mainly erosion?

• The cliff faces display layered beds of sandstone, conglomerate and siltstone whichwere at the bottom of a marine environment 280-225 million years ago?

• The vegetation cover forms a varied, complex mosaic of plant community types?

Discuss

What methods of field investigation could you use to provide the answers to thesequestions.

Observing nature as art

Find a place where you can sit quietly and observe a scene. Record examples of thefeatures of the scene in the spaces provided. Record each observation with a sketch or adescription.

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Future Thinking about Beaches

A shadow

A curve A line

A shape A contrast

A pattern

Now consider the recorded observations.

• Can you link all of the features in one artistic presentation?

• Has the activity affected your perception of this environment?

Be an ecological detective

You are an ecological detective looking closely at the beach. You are looking for (butdon’t need to collect):

• a living thing that is growing

• something that was once alive

• something that has undergone change

• something that is impossible to count

• something you can’t photograph

• a thing that doesn’t form a necessary part of the ecosystem

• a natural thing which could be used as a tool.

• thing that might be food for plants and animals

• something that won’t be here in 100 years.

Be a poet

View a scene or natural object by yourself and write a cinquain poem of five lines – norhyming is necessary!

the first line is one word as a title

the second line has two words describing the title

the third line has three words expressing some action

the fourth line has four words telling about some feeling you have about the subject

the fifth line has one word to sum up.

Compare your results with others – did you all write about the same subject?

Contrasts

Contrast what IS with what WAS or MIGHT BE at this spot.

Discuss with your group the following ‘scenarios’.

• what happens here if the sea level rises

• if the temperature rises

• if the use of the adjacent area changes

• if the quality of its management increases

• if the quality of its management decreases.

65

Future Thinking about Beaches

Survey of a National/Marine Park

Level7-8+

Key questionsWhat are the naturalattractions of this Park orReserve? What facilitiesare provided for the publicto utilise the area? How arethe public using the area?What management issuesarise from this utilisation?

Key outcomeUnderstand some of thecharacteristics of a nationalor marine park and howthese features are manage .

What you needField survey sheet, clip board, penMap of the Park

Many National Parks around the Australian coastline includeaccess to the shore and beach, or are National Park Islands,surrounded by Marine Parks or Reserves. Many MarineReserves also include some land, so the following fieldsurveys are appropriate for a wide range of protected areas.

This study is divided into three parts:

(a) Field survey of the Park or Reserve

(b) Questionnaire for users of the Park

(c) Analysis of field results and extension with research.

Field sheets are provided for sections (a) and (b).

What you do

(a) Field Survey

You could work in pairs or small groups or utilise thefollowing survey as an individual field study.

(b) Questions to users of the Park

Many of the questions below could be the subject ofinterviews of Park users or Park Managers (such as Rangersor Interpretative Officers). It may also be necessary to get theRanger’s permission to interview user groups within the Parkboundary.

(c) Classroom Research

Following your field survey, you may be able to investigate:

• the influence visitors have on the local economy

• physical, cultural and other features likely to attracttourists to Parks

• potential of a developed or undeveloped area

• implications of publicising and thus attracting largernumbers of visitors to Parks

• problems and management solutions to different issuesin different Parks.

161

Adapted from the Royal

National Park Field Studies

Centre and discussions at the

Jervis Bay Field Workshop.

Survey of a National/Marine Park

Debate or discuss these statements:

• “Now that most National Parks charge admission, parks are no longer for all thepeople, just for those who can afford them”.

• “Marine Reserves and National Parks adjacent to the coast can always cope: afterall, the ocean is just a big sink which can adjust to any pressure”.

• “The wilderness of many of our Parks has disappeared for ever now that we haveput in showers and toilets”.

• “There should be some areas of Parks and Marine reserves where no one is allowedto go”.

Extension

Do the ‘Red Algae Bloom’ and the ‘Rock Platform’ activity units.

162

Field sheet 1. Field survey

Once you are in the Park or Reserve, gather information on the following topics:

Accessibility

• distance from centres of population

• type of road surface entering the Park

• type of road surface in Park

• quality of road surface in park

• provision of signposts

• public transport services to the Park.

Parking

• location of parking facilities (if there are several car parks feeding into the Park,each group could select one to study)

• number of vehicles which can be accommodated

• surface of the car park

• its position relative to other facilities.

Facilities

• charge for entering the Park

• facilities within the Park

• facilities outside the Park

• availability of toilets and/or showers

• numbers and location ofpicnic tablesshelter shedswater tapsrubbish binsbarbecues (gas/wood) or pits

• which of these facilities have to be paid for by the user

• provision and adequacy of fuel supplies

• provision of information about the Park and the various walks or water trails

• quality of walking surfaces

• safety factor provision made with handrails, fences etc

• variety of walks based on:interestdifficultylength

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Survey of a National/Marine Park

• provision and adequacy of sign posts and information about points of interest

• if in a Marine Reserve, you may also find out about:provision for moorings and anchoragesunderwater trailsspecial signage (e.g. for zoning use).

Maintenance

• parking area

• picnic areas (especially, fittings, fuel, & litter disposal)

• walks especially in relation to:track surfacequality of sign or guide postsalteration with reference toenvironmental presentation.

Natural attractions

• landforms, type and location

• unusual rock formations

• water – running, smooth, offshore

• flora – variety, quality, accessibility

• fauna – variety, frequency, ease of observation

• particular attractions of renown.

Usage statistics

You may have to request this information later from the Park Ranger or the Central officeof the Department of Conservation/Environment.

• number of visitors (daily and seasonal)

• number of vehicles at different times of the day and year.

Use of the Park

• What are visitors doing?

• Where are most grouped?• What signs are there that the Park is under visitor pressure (if any)?• Are there any obvious problems about the Park and its visitors which you think

might require action?• Are there noticeable differences between use of the land Reserve and the adjacent

Marine Park or protected waters?

164

Survey of a National/Marine Park

Field sheet 2. Interviews and questionnaires

A Ranger or Manager may address the group as a whole to answer questions on these topics:

Questions to the Rangers

• history of the Park, its controlling authority

• types of visitors

• from which locations

• seasonal peaks in numbers

• interpretation program or public contact program illustrated talks

guided walksdisplaysgamesnature-based activities, etc

• how the Park is financed

• number of people employed in the Park

• type of work done

• any need for workforce expansion

• areas in need of improvement or expansion

• methods of improvement

• comparison between numbers using the Park and the facilities available for them

• management problems being addressed

• management problems not being addressed

• long term plans for this Park .

Use, abuse or mis-use

• litter survey or results

• cumulative records of flora and fauna – are there species lists

• prevalence of vandalism – deliberate, accidental

• risk of bushfire or floods or other hazards.

Development of Publicity

• existing sourcespostersphotographsbooklets and leafletslocal newspaper storiesimproved sign posting

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Survey of a National/Marine Park

• campaign targeting major user groups and local accommodation outlets

• future plans?

Questions to individual users

Preface your interview with a polite request to ask the user a few questions. Try to selecta range of people, of differing age groups who are using the Park in several ways.

Personal

• approximate age group, and sex structure

• where do you live

• how often do you visit this Park

• how did you get here

• how long do you intend to stay

• do you intend to return?

Reasons for visits

• why did you come here, accident or design

• recreational or educational use

• how did you get your information about the Parkword of mouthsignpostinglocal agencystate authoritymagazine, newspaper or TV advertisingguide bookrecommended by motoring or touristagency.

Evaluation of the area

• good and bad features

• possibility of further visits and the reasons

• would you recommend this Park to your friends

• why?

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Survey of a National/Marine Park

Survey of a National/Marine Park

Level7-8+

Key questionsWhat are the naturalattractions of this Park orReserve? What facilitiesare provided for the publicto utilise the area? How arethe public using the area?What management issuesarise from this utilisation?

Key outcomeUnderstand some of thecharacteristics of a nationalor marine park and howthese features are manage .

What you needField survey sheet, clip board, penMap of the Park

Many National Parks around the Australian coastline includeaccess to the shore and beach, or are National Park Islands,surrounded by Marine Parks or Reserves. Many MarineReserves also include some land, so the following fieldsurveys are appropriate for a wide range of protected areas.

This study is divided into three parts:

(a) Field survey of the Park or Reserve

(b) Questionnaire for users of the Park

(c) Analysis of field results and extension with research.

Field sheets are provided for sections (a) and (b).

What you do

(a) Field Survey

You could work in pairs or small groups or utilise thefollowing survey as an individual field study.

(b) Questions to users of the Park

Many of the questions below could be the subject ofinterviews of Park users or Park Managers (such as Rangersor Interpretative Officers). It may also be necessary to get theRanger’s permission to interview user groups within the Parkboundary.

(c) Classroom Research

Following your field survey, you may be able to investigate:

• the influence visitors have on the local economy

• physical, cultural and other features likely to attracttourists to Parks

• potential of a developed or undeveloped area

• implications of publicising and thus attracting largernumbers of visitors to Parks

• problems and management solutions to different issuesin different Parks.

161

Adapted from the Royal

National Park Field Studies

Centre and discussions at the

Jervis Bay Field Workshop.

Survey of a National/Marine Park

Debate or discuss these statements:

• “Now that most National Parks charge admission, parks are no longer for all thepeople, just for those who can afford them”.

• “Marine Reserves and National Parks adjacent to the coast can always cope: afterall, the ocean is just a big sink which can adjust to any pressure”.

• “The wilderness of many of our Parks has disappeared for ever now that we haveput in showers and toilets”.

• “There should be some areas of Parks and Marine reserves where no one is allowedto go”.

Extension

Do the ‘Red Algae Bloom’ and the ‘Rock Platform’ activity units.

162

Field sheet 1. Field survey

Once you are in the Park or Reserve, gather information on the following topics:

Accessibility

• distance from centres of population

• type of road surface entering the Park

• type of road surface in Park

• quality of road surface in park

• provision of signposts

• public transport services to the Park.

Parking

• location of parking facilities (if there are several car parks feeding into the Park,each group could select one to study)

• number of vehicles which can be accommodated

• surface of the car park

• its position relative to other facilities.

Facilities

• charge for entering the Park

• facilities within the Park

• facilities outside the Park

• availability of toilets and/or showers

• numbers and location ofpicnic tablesshelter shedswater tapsrubbish binsbarbecues (gas/wood) or pits

• which of these facilities have to be paid for by the user

• provision and adequacy of fuel supplies

• provision of information about the Park and the various walks or water trails

• quality of walking surfaces

• safety factor provision made with handrails, fences etc

• variety of walks based on:interestdifficultylength

163

Survey of a National/Marine Park

• provision and adequacy of sign posts and information about points of interest

• if in a Marine Reserve, you may also find out about:provision for moorings and anchoragesunderwater trailsspecial signage (e.g. for zoning use).

Maintenance

• parking area

• picnic areas (especially, fittings, fuel, & litter disposal)

• walks especially in relation to:track surfacequality of sign or guide postsalteration with reference toenvironmental presentation.

Natural attractions

• landforms, type and location

• unusual rock formations

• water – running, smooth, offshore

• flora – variety, quality, accessibility

• fauna – variety, frequency, ease of observation

• particular attractions of renown.

Usage statistics

You may have to request this information later from the Park Ranger or the Central officeof the Department of Conservation/Environment.

• number of visitors (daily and seasonal)

• number of vehicles at different times of the day and year.

Use of the Park

• What are visitors doing?

• Where are most grouped?• What signs are there that the Park is under visitor pressure (if any)?• Are there any obvious problems about the Park and its visitors which you think

might require action?• Are there noticeable differences between use of the land Reserve and the adjacent

Marine Park or protected waters?

164

Survey of a National/Marine Park

Field sheet 2. Interviews and questionnaires

A Ranger or Manager may address the group as a whole to answer questions on these topics:

Questions to the Rangers

• history of the Park, its controlling authority

• types of visitors

• from which locations

• seasonal peaks in numbers

• interpretation program or public contact program illustrated talks

guided walksdisplaysgamesnature-based activities, etc

• how the Park is financed

• number of people employed in the Park

• type of work done

• any need for workforce expansion

• areas in need of improvement or expansion

• methods of improvement

• comparison between numbers using the Park and the facilities available for them

• management problems being addressed

• management problems not being addressed

• long term plans for this Park .

Use, abuse or mis-use

• litter survey or results

• cumulative records of flora and fauna – are there species lists

• prevalence of vandalism – deliberate, accidental

• risk of bushfire or floods or other hazards.

Development of Publicity

• existing sourcespostersphotographsbooklets and leafletslocal newspaper storiesimproved sign posting

165

Survey of a National/Marine Park

• campaign targeting major user groups and local accommodation outlets

• future plans?

Questions to individual users

Preface your interview with a polite request to ask the user a few questions. Try to selecta range of people, of differing age groups who are using the Park in several ways.

Personal

• approximate age group, and sex structure

• where do you live

• how often do you visit this Park

• how did you get here

• how long do you intend to stay

• do you intend to return?

Reasons for visits

• why did you come here, accident or design

• recreational or educational use

• how did you get your information about the Parkword of mouthsignpostinglocal agencystate authoritymagazine, newspaper or TV advertisingguide bookrecommended by motoring or touristagency.

Evaluation of the area

• good and bad features

• possibility of further visits and the reasons

• would you recommend this Park to your friends

• why?

166

Survey of a National/Marine Park

83

Sand Sculpturing

Level1-8

Key questionWhat does my creationmean?

Key outcomeExpress your ideas bycreating a sand sculpture onthe beach.

What you need

Sandy beach

Buckets, spades, scrapers, brushes, moulds

Stencils, sticks, cups, sieves

Flotsam and jetsam from the beach

What you do

Select an area of beach which will not be inundated for anhour or so.

Sand sculpturing allows you to create and express yourfeelings about the beach. It can be done by individuals orsmall groups.

Decide what you are going to sculpture: familiar, original,bizarre, fantastic, humorous, beautiful, geometrical,mysterious, silly, puzzling?

• Create it with equipment and/or your hands.

• You can try dribbling wet sand on what you have made.

• You can decorate your creation with shells, pebbles, seaplant material, cuttle fish bones, feathers or whatever isavailable along the beach.

• You might decide to avoid the use of anything notnatural.

Once all groups are finished, do a tour of the sculptures.Creators can explain their creation to the rest of the group.Watch what happens when the tide comes in!

Extension

Do ‘What is Sand?’activity unit.

Adapted from Moroney et al,

Coastal Activities for Primary

Schools, and the beach

competition at Manly, Sydney,

for Seaweek 1993.

Marine National Park Auction Developed by Regina Gleeson, Bendigo Senior Secondary College. Adapted from National Park Auction, with acknowledgments to Graeme Baxter, Education Officer, Wilson’s Promontory National Park. The original game is in the Department of Natural Resources and Environment Victoria’s Biodiversity. Education Resource Book 1. 1999. Or on the Parks Victoria website. This activity highlights the interdependence of all beings through a game of managing Marine National Parks. Background During the auction game participants soon realise they are competing for the same resources. Materials

• Auction Sheet • Character Cards Advance Preparation 1. Photocopy enlarge the character cards and cut up into individual cards –one for each student. These can be laminated for extended use and attached to tape and velcro strips for attaching to each participants head (as in celebrity heads) 2. Photocopy the auction sheet for each student. Activity 1. Give each person a character card and auction sheet. 2. Each person selects from the Auction Sheet the item their character needs most in the Marine National Park, whether it be for survival, financial or purely pleasurable reasons. Game instructions • The game is run like an auction with the teacher as auctioneer. • Each character is given $1000 to spend during the game. During the auction, question bidders as to

why they chose particular aspects. • Did they think someone else could have made a bid? Establish how the needs of each character could

be met. Debrief Encourage students to suggest ways of establishing management practices that best suit all species, including humans. Extension Different characters receive different amounts of money depending on their influence in the environment, e.g. dolphins, because of their perceived cuteness value may receive more money than zooplankton.

Marine National Park Auction Sheet

ITEMS Available Funds Top Bid Buyer

Access to natural resources

Conditions favouring biodiversity

Freedom to explore an area

Right to exploit natural resources

Pollution-free environment

Protection from predators

Attractive natural environment

Suitable amenities

Well being of all animals and plants

Character Cards School diving group

International Tourist

Recreational Fisher

Sea Nymph (sea grass)

Southern Right Whale

Scallop

Aboriginal Community

Tuna Fish Farmer

Person with limited mobility

Commercial Scallop Fisher

Gummy Shark

Whale-watching tourist boat operator

Resort developer

Pipi

Conservationist

Restaurateur

Sooty Oystercatcher (bird)

Jet skier

Paper Nautilus (mollusc)

Beachcomber

Oil Miner

Zoe the Zooplankton

School diving group

Recreational Fisher

Southern Right Whale

Aboriginal Community

Person with limited mobility

Gummy Shark

Resort developer

Conservationist

Sooty Oystercatcher (bird)

Paper Nautilus(mollusc)

Oil Miner

101 MARVELLOUS MARINE ACTIVITIES TO ENLIVEN YOUR LITERACY

PROGRAM

ψ Write a marine acrostic about one of the Barwon Bluff sea creatures. ψ Write at least four diary entries from the point of view of a Barwon Bluff endangered

sea creature. Be detailed in your description of what happens to the creature – use what you know about tides, the Bluff, the weather, etc.

ψ Use one of the photos of a sea creature to write 5 facts about that creature ψ Write a letter to the Prime Minister telling him why Barwon Bluff should remain a

Marine Sanctuary. Be as convincing as you can ψ What if the …….(sea creature) could talk – what would it tell you? ψ Blow up one of the marine photos – have a picture chat – brainstorm as many words

as you can think of that relate to this picture. Use the picture to stimulate factual writing.

ψ Choose a marine creature. Research it and write a report about that creature. ψ Complete a piece of procedural writing – How to preserve Barwon Bluff. ψ Research sea food recipes – find as many as you can and make into a Sea Food Cook

Book – why not cook one. ψ Write your own recipe for seafood soup. ψ Complete a piece of narrative writing: Shipwreck at Barwon Bluff, Camping at

Barwon Bluff, Trapped in a Sea Cave, Marooned on Barwon Bluff, Mysterious Footprints in the Sand.

ψ List similarities and differences between an elephant snail and a mouse. ψ Create a poster telling people why they should look after the Bluff and the Marine

Sanctuary. ψ Write a timeline showing the Bluff’s history. ψ Make a game called “Save Our Bluff” – use sea creatures for tokens and design

chance cards which relate to the Bluff. ψ Prepare 20 Quiz questions about the Bluff – write the answers on the back of the

cards. ψ Use the fairy tales that you know as a model to write a fairy tale called “The Mermaid

Of Barwon Bluff” or “The Three Little Fishies” or “The Sea Kingdom”. ψ Make a POP UP book about the Barwon Bluff sea creatures – make it a report or a

narrative. ψ Organise a debate on the topic “ There should be more Marine National Parks ” –

arrange an affirmative and a negative side. ψ Work in a group of four to tell a story about the sea. Use sound effects and props. ψ Draw a cartoon strip about one of the creatures that live at Barwon Bluff Marine

Sanctuary. Add speech bubbles. ψ Draw a snorkelling outfit for yourself. Label all the parts. Now draw a snorkelling

outfit for a pet dog or cat. Label the parts. What would need to be different? ψ Predict what the Bluff will be like in 100 years if it remains a Marine Sanctuary. Now

predict what it will be like if fishing was allowed to continue everywhere. Illustrate both predictions.

ψ What if humans could swim underwater? Compose a piece of writing in any style about this proposition

ψ Write a WANTED poster for an endangered creature. Include a description of the creature, why it is wanted, and how we can help. Don’t forget a reward!

ψ Write sentences about the Barwon Bluff starting with the letters M…A…R…I…N…E… S… A… N…C…T…U…A …R…Y…

ψ Describe one of the Barwon Bluff sea creatures in as much detail as you can. ψ Make a card game of “Who Am I” using the sea creatures from the Bluff – write the

answers on the back. ψ In a group of four, write and tell a funny sea story. ψ Write a poem which convinces us to look after our marine environment. ψ Describe the Barwon Bluff in as much detail as you can. Use as many descriptive

words as you can. ψ Become an expert on one of the marine creatures. Prepare yourself to be asked 20

questions about that creature. ψ Write a convincing argument to support the following proposition: “Marine

Sanctuaries are good for fishing”. ψ You are a Television reporter for Channel Nine. Write and then perform an interview

about the Bluff between yourself and one of the Parks Victoria rangers who look after the Marine Sanctuary.

ψ Read a selection of Sea stories. Write a critical review of one of them ψ Collect advertisements for boats or fishing gear. What information does it provide?

What information doesn’t it provide? Write your own for sale advert for a boat. ψ Research legends about the sea. Write your own sea legend. ψ Read about sea explorers such as Captain Cook. ψ Design a pamphlet promoting Barwon Bluff to tourists. Persuade them to visit. What

are the attractions? ψ Watch a video about the sea such as ‘Storm Boy’, ‘Nemo’, or ‘Free Willy’. Then write

a critical review of the film. ψ Use the Six Thinking Hats to discuss Marine National Parks. ψ Write an invitation for someone from Parks Victoria to come and speak to the students

in your class about Marine National Parks. ψ Explain how to snorkel and see a fish, or how to find a crab. ψ Choose ten tricky sea creatures names. Learn to spell them. Plan two practise

activities, for each day of the week, which will help you learn them. Test yourself at the end of the week.

ψ List as many words as you can that end in “ine” as in MARINE. ψ List as many words as you can to describe the Weedy Seadragon, our Victorian

marine state emblem. ψ List the advantages and disadvantages of living close to the sea. ψ Complete these similes using several descriptive SEA words: as scary as

…………….. as dark as…………….as beautiful as…………………..as sharp as…………………

ψ Brainstorm – uses for a shell. ψ Think of a famous character from a sea story, eg Captain Hook – write about that

character or make a WANTED POSTER for him or her. ψ Write a poem: The Sea is like ……………..

ψ Use the dictionary to find the meaning of: maritime, plankton, lee, starboard, mollusc, mariner, pelagic.

ψ Design a new book jacket for your favourite sea story. Write a new blurb for the book. ψ Write a new ending for “Magic Beach”, by Alison Lester (or use any other sea story). ψ Write a magazine advertisement for a pen that writes underwater. ψ What if you could breathe underwater? List ten consequences. ψ Read a newspaper article about a conservation issue to do with the sea. Discuss and

then answer questions about that article. Write your own article presenting the opposing view.

ψ Collect as many newspaper or magazine articles about the sea as you can. Prepare a five minute talk which explains the what, where, how, when and who of this article. Add your own opinion of the article’s content.

ψ Design a Sea Crossword or word search using as many of the Barwon Bluff vocabulary as you can.

ψ Plan a picnic by the sea for four people – list what you will put in your picnic basket. ψ Design an Advertising Campaign to promote Barwon Bluff as Victoria’s best tourist

destination. Include some written work – be as creative as you can, and an oral presentation for television or radio.

ψ Design an underwater vehicle. Label its parts. Write an advertisement persuading people to purchase it.

ψ Write a letter from a sea urchin persuading people not to touch it and explaining why. ψ Select a passage from your favourite sea story and practise reading it aloud as

expressively as you can. ψ Write a letter to the editor of your local paper explaining why we should preserve our

Marine National Parks. ψ Look up Parks Victoria on the internet – write a report about it or list as many facts as

you can to use to present an informative talk to the class. ψ Create a postcard that could be sent from Barwon Bluff. Draw a picture on one side

and then write a letter to a friend as if you are holidaying there on the back. Tell your friend what you have been doing at Barwon Bluff and what it is like there.

ψ Choose one of the Sea stories. Write a book review for it. ψ Think, Pair, Share – Ways to protect endangered creatures. ψ Use the internet or a factual text to research a sea creature of your choice. Present your

findings in any written form that you like. ψ Design and make a series of signs to place around the Barwon Bluff Marine Sanctuary

area informing people of its protected status and advising them what they should do to care for it.

ψ Role play a scene between two fishermen sitting on the pier talking about the new Marine Sanctuary.

ψ Write 10 questions that you would like to ask a pirate or a mermaid or a sea captain or a sea explorer.

ψ Write a letter to someone in another country telling them about Barwon Bluff Marine Sanctuary. Describe it and why it should be preserved.

ψ Use the thesaurus to help you write a piece of alliteration about the sea or Barwon Bluff or a sea creature.

ψ Find a poem about the sea that you like. Practise reading it as expressively as you can. Share it with the class.

ψ After reading one of the sea stories, complete a Literary Sociogram which shows the relationships between three or four of the characters.

ψ Complete a Concept Map about the Sea or Fish or Boats. ψ Brainstorm a list of sea topics. Choose one to write a cinquain poem or a haiku. ψ Write sea words to show their meaning. Try WAVES, SEAGULL, SAND, FISHING

ROD – what should they look like? ψ Write a recount about a time that you went to the beach. ψ Write a “That’s good…….that’s bad” story about the sea. ψ Keep a daily journal about all the things that you learn about the sea as you work

through this unit. ψ Role play – you are an elephant seal, a mermaid, a sea captain, a fisherman, a whale, a

shark etc. ψ Write a story (it must make sense) that is exactly fifty words long called “A Sea

Adventure”. ψ Design a badge to promote Barwon Bluff – include a catchy slogan and a drawing. ψ Compare and contrast a whale and a shark. ψ Read a sea story. List the key elements of the plot in point form. ψ Write a sea song to the tune of “Three Blind Mice” or “Twinkle, twinkle Little Star”. ψ Make a list of as many sea creatures as you can. Classify these under three different

headings. ψ Research a famous sea explorer like Captain Cook. Present what you have learned in

any way that you choose. ψ Interview a grandparent or an older adult about their experiences at the beach and

where they used to visit and what it was like when they were children. Prepare your questions beforehand.

ψ Prepare a cloze activity for someone else to complete using information that you have learned about any sea creature.

ψ Choose a water sport to research (eg scuba diving, deep sea diving, sailing) – write a piece of procedural writing which explains how to do that particular sport.

ψ Make your own dictionary of sea words eg: A for albatross, B for boat, C for catamaran etc.

ψ Make a mobile of sea creatures with some written information on the back of each creature explaining what it eats, what its habitat is like and what special features it has.

ψ Discuss with a friend – “Would you rather be a dolphin or a shark? Why?” ψ Find out whether other countries have Marine National Parks – show these on a world

map. ψ Find out about other endangered animals. What are the common conditions that cause

animals to become endangered? ψ Write a narrative about the Barwon Bluff using its sea creatures for very young

children. Illustrate your story creatively. ψ Think of 10 different ways to say “Save Barwon Bluff”.

190

Beach Olympics

LevelAny

Key questionWhich team is best in thebeach Olympics?

Key OutcomeHave fun in a simplecompetition.

What you needSeveral teams of even numbers, appropriately dressed orlabelledOne can of oil sardines for each teamA dinner plate for each teamThree sets of swimming fins (to fit team)Large plastic bags cut into long streamersPing-pong balls and neo pensA snorkel mask, glass of water, and mussel shell foreach teamWhistle, obstacles and suitable flat site (can be indoors,grass or firm sand)

What you do

Students are divided into teams, with appropriate dress oridentifying labels, possibly a team flag. Teams assemble at oneend of the site, with the relevant equipment placed in front ofthem. Winner of each event is noted on board or paper, andwinning team eventually parades as winners of the ‘Olympics’.

Event 1. Sardine pack

Each team has an open empty sardine tin on a chair or groundin front of it. The sardines are placed on a plate. On thewhistle, each team member attempts in turn to replace onesardine back into the tin in a whole state. The winner is thefirst team to get all the sardines back in the tin.

Provide paper towel to clean up!

Event 2. Sardine toss

One team member attempts to throw a sardine the longestdistance. Best of three tries each wins.

Event 3. Fin walk

Three members of each team line up wearing pairs of fins.Each attempts in turn to travel around the course overobstacles (tree trunks, low walls, sand dune, bench, etc) tobeginning. Fastest team of all three completing the coursewins.

Adapted from ideas provided

by Jan Thornton, Sea World,

and Jan Oliver, Queensland

Department of Environment.

Event 4. Sea snake

Each team is provided with three long streamers, at least 5 cm across and 1 m long, cutfrom large garbage bags. Streamers are stapled together at top. The first team (individualor a number) to plait the streamers wins.

Event 5. Seahorse race

Each team draws a seahorse on a ping pong ball before the race. On whistle, one memberblows the ball along the ground to the finishing line without using any hands.

Event 6. Mask cleaning

A glass of water and one shell (e.g. half a mussel shell) is placed in front of each team. Atthe end of the course a dive mask is placed, glass down in front of each team.

Each member in turn transfers water in the shell from the glass into the mask to clean it,carrying the shell to the mask. When all have had one turn, the water in the mask istipped back into the glass. The team with the most water in its glass wins.

Conclusion

Before the march past, ensure that the area is tidy and all rubbish, sardines, etc, has beenremoved!

Prizes can be ‘ribbons’ or ‘medals’ of cardboard or plastic.

191

Beach Olympics

What Makes Salt Water Salty?

Equipment One jar with tap water One jar with seawater Activity 1 Ask the children how they might tell which jar is which. Have them predict what will happen if they taste the liquid in each jar. Activity 2 Tasting may be dangerous - one of the jars might have poison in it! How then could you tell which one is seawater? Use saucers and evaporate the liquid. Have the children Predict what they think will happen – they could draw this. Over the following days the students can Observe and record the changes. Have the students then Explain what happened to the seawater. Activity 3 Students design and carry out their own experiment to see what floats or dissolves in seawater. They then report on which things might harm marine life if allowed to flow down the drains. Challenge

Can You Help ?

A Marine Biologist collected two samples of water - one from the ocean and the other from a river near a factory drain. Unfortunately the labels

came off the containers. Can you design an experiment that will tell them which sample is which. The biologist doesn’t want to taste the samples because he thinks the river sample may be badly polluted with poisons.

What do we Need To Survive?

Activity 1

Imagine you are going to spend two weeks in the cliff environment on the

right.

What would you need to take?

Students work in groups and list items.Share and discuss the lists.

Repeat the procedure for an under sea environment.

Compare the lists and look for

similarities.

Discuss the difference between needs and wants.

Make a list of the essentials needed to

survive.

Activity 2 Test your hypothesis. Using the list made in Activity 1 see if the same things apply to a crab, seaweed, or a fish. Evaluate and modify your hypothesis.

196

Survival

Level7+

Key questionsWhat are the mostimportant things we needto survive?What are the mostimportant actions to taketo survive after ashipwreck?

Key outcomeTo develop and decideupon a group strategyabout survival on a desertisland.

This is a good evening activity for field camps and couldfollow fieldwork about marine life. This version is one ofmany used by groups.

What you needScenario sheet for each groupAction table for each individual Pencils

What you do

1. Divide into roughly equal sized groups. Each group is giventhe same scenario. Each individual completes the individualranking table for the most important items, ranking each itemin order of their importance to the individual. No discussion!The most important item is one, the least is 10. Then repeatthe process with ‘actions taken’, ranking the actions in termsof group survival.

2. The small group discusses the ranking and attempts to reacha consensus about the rank of the items, and the mostappropriate action order, again in terms of survival of thegroup.

3. The whole group compare notes, discussing the itemranking and the reasons behind these, and the action rankingwith the reasons behind these.

4. Discuss the results. Which individual was closest to theteam ranking in both rank orders? Which item caused the mostdisagreement in ranking?

5. Discuss your decision-making process. Was everyone’sopinion taken into account? Did you consider all possibilitiesin making the decisions?

Scenario

You are a member of a school field trip to study an island offthe coast. You are eight hours out of port when your launch isoverturned in a freak wave and sinks. The crew and teachersdrown. The rest of you manage to swim to a nearby island andland on the beach about 11 am in the morning. You know themainland is at least 90 km away. You also realise that yourgroup will not be missed for at least 20 hours as your firstradio call back to base was not planned until he evening of thenext day. It may take at least three or four days before a

Adapted from Project ReefEd,

GBRMPA, 1998, Activity

117, and from Outback! A

team adventure, a team

training course by

Organisation Design and

Development, 1995.

launch or plane spots you. To make matters worse, one of the group has a severe gash onhis leg, which is bleeding, and has to be helped up the beach.

The island is rather barren and dry. You heard from the last weather report that thetemperature is likely to be 35• Celsius, with no immediate rain forecast. You are alldressed in lightweight summer clothing and sandshoes, but only half the group arewearing hats. When you collect on the beach, you pool everything each individual wascarrying and the list is as follows.

Sheet 1. Items rescued:

Item Your Team Difference

rescued ranking ranking

Mirror in plastic case

Large sheet of

light blue plastic

Book Marine Animals

of Australia

One cigarette lighter

First aid kit

Three canteens, each with

three litres of drinking water

Folding knife (60 mm blade)

One packet of bread

in plastic bag

Small bottle of rum

Chart of the sea area

A second sheet containing an Action Alternatives List is on the next page.

Following the game

The next day in the field, each group could be responsible for ‘making’freshwater using a solarstill, or distillation from boiling salt-water, or by transpiration (by tying plastic bags over leavesto collect water), or extract water from cut tree branches (not if you are in a national park!)

• How much water is collected in one day?

• Would it be enough to drink?

ReferencesFurther bushcraft suggestions are contained in Donlevy, M., 1991, Stay Alive, AGPS, Canberra.

197

Survival

198

Survival

Action Your Team Difference

alternatives ranking ranking

Assess your food

and water

supplies and decide

what to do

Build a fire

Stay put and

conserve energy

whenever possible

Give first aid

to the injured

Discuss how you will

work as a team to save

yourselves

Make a raft to hold

three people

and sail for help

Select a camp site in the shade

Search for edible fruit, seaweed

and marine animals

Create a distress signal on the

ground that can be seen by

potential rescuers

Devise a means for collecting

drinking water

Sheet 2. List of Action Alternatives

Survival Critical Ecological Concepts

• Living things depend on other living things and on non-living things such as

water, waves, and a suitable temperature, for their survival. • Living things have adaptations such as structures and behaviours that enable

them to live in their particular habitat. • Groups of certain kinds of animals work together or with other kinds of animals in

ways that help survival, for example, when foraging or hunting or for protection. • Animals in a marine environment require a place to live (habitat), a source of

food, a supply of oxygen and a way to escape predators. • Living things reproduce in order for their kind to survive. • Non -living (abiotic) things are the water, rocks, sand, dissolved gases and

aspects of the weather such as wind and rain. • Non-living (abiotic) things may assist the survival of organisms by providing a

habitat, or protection from predators. • Changes to habitats may put the survival of organisms at risk.

Strategic Questions • What are the most important needs of sea creatures? • How would seaweeds or sea creatures be affected if they are removed from the

marine environment? • Some creatures are hard to find. Why is this so? • How do sea creatures protect themselves? • How do shape, colour and speed of movement help animals to survive? • Why do creatures camouflage themselves? • What special body parts do sea creatures have to protect them, to survive in their

environment, to find food, to reproduce and to move? • Do seaweeds and algae have specialized parts, which help to protect them, to

survive in their environment, to make food and to reproduce? • What is the function of a skeleton in a barnacle, sponge or fish? • What is the relationship between the structure of a living thing (eg. A holdfast on

kelp? / a shell on a snail?) and survival? • How does light trapped by the cells of plant like marine organisms assist other

creatures to survive? • Choose three animals or plants from the presentations and research their different

adaptations to survive in their habitats. • Find out what you can do when visiting the coast or a Marine National Park or Marine

Sanctuary to look after the animals and plants that are there. • Create a poster to encourage people to look after the animals and plants of the

coast.

73

Rocky Shore Organisms

Level4-8+

Key questionHow do organisms adapt tolife on the rocky shore?Key outcomeDescribe differences incharacteristics of rockyshore organisms, and relatethese to the conditions inwhich they live.

Two types of adaptations are common to species on a rockplatform:

• Mechanisms to resist dislodgment: permanentattachment, suction, shape and shelter.

• Mechanisms to prevent desiccation (drying out) whennot covered by the sea: hard coverings, shells, opercula,tubes of worms, retention of moisture, use of shade.

What you needClipboard, paper, pencil

What you do

This field activity is designed to allow you the opportunity toobserve rock platforms and examine the animals on it inrelation to these adaptations.

On a suitable rock platform:

• List as many animals as possible that have the adaptationslisted in the accompanying data sheet (see data sheet 1).

Then consider:

• Are these adaptations related to where the organismlives on the rocky shore platform.

Extension

Are there any animals not showing these adaptations?

Why are these adaptations necessary if the animal is to live onthe rock platform?

Using the adaptations listed, design an ‘ideal’ animal to liveon this rock platform.

Compare your results with others: are they similar?

Why?

Undertake the rocky shore field work described in the units‘Field Methods’ or ‘Rock Platforms’.

Adapted from field work ledby Mark Rodrigue, MarineDiscovery Centre,Queenscliff, Victoria.

Rocky Shore Organisms

Adaptation Animal and number

Strong adhered foot

Specialised

breathing organs

Bluntly conical

or rounded shell

Cement-like substance

for attachment

Filter feeding device

Ability to withstand

high temperature

Flexible shell or

overlapping plates

File like tooth

ribbons (radula)

Flat jointed

exoskeleton

Holdfast

for attachment

Stinging cells

Closed off shell

with an operculum

Rows of tube feet

Larvae spending part

of life as plankton

74

FEEDERS ARE CAN HAVE CANNOT

Producers the basis of all feeding relationships

make their own food the ability to make their own food

move around

Consumers be herbivores, carnivores or omnivores

digestive systems

Herbivores eat only plants grinding teeth and complex digestive systems

eat animals

Carnivores eat meat sharp grinding teeth and simple digestive systems

eat only plants

Omnivores animals that eat plants or animals

a variety of teeth digest the cellulose from plants

Scavengers clean up waste in their ecosystem

kill their own food

Parasites consumers that obtain their food from a host

harm the hosts they live on

simple digestive systems because they get their food from the host

Predators animals that stalk, kill and eat other animals

keen sense of sight and smell; strong limbs and sharp teeth or claws

Prey hear and smell predators often eyes on the side of their heads and large ears

FEEDERS ARE CAN HAVE CANNOT

Producers the basis of all feeding relationships

make their own food the ability to make their own food

move around

Consumers dependent on producers for their food

be herbivores, carnivores or omnivores

digestive systems make their own food

Herbivores animals that eat plants eat only plants grinding teeth and complex digestive systems

eat animals

Carnivores animals that eat other animals

eat meat sharp grinding teeth and simple digestive systems

eat only plants

Omnivores animals that eat plants or animals

survive on a range of food sources

a variety of teeth digest the cellulose from plants

Scavengers consumers that only feed on dead material

clean up waste in their ecosystem

strong teeth and claws to tear flesh and bones

kill their own food

Parasites consumers that obtain their food from a host

harm the hosts they live on

simple digestive systems because they get their food from the host

live without the host

Predators animals that stalk kill and eat other animals

chase and catch their food

keen sense of sight and smell; strong limbs and sharp teeth or claws

make their own food

Prey animals that are chased and eaten by predators

hear and smell predators often eyes on the side of their heads and large ears

make their own food

Ca n D o C u b e

Activity

Students roll both cubes and answer yes or no. For example, Can a crab breathe?

Students roll both cubes and answer yes or no and give 3 reasons.

Students roll the organisms/objects cube and imagine how they could modify the organism or object so that it could talk. What might it say? How might it look? Students can draw and label their favourite combination.

Using the blank template, children can make their own cubes.

Tips Print picture cube on the computer and

laminate or contact. Use cube as a stimulus in creative writing

lessons. Use Maths time to make the cube.

B l a n k

TAB

TAB

TAB

TAB

TAB

TAB

TAB

TAB

TAB

TAB

TAB

TAB

O r g a n i s m s O b j e c t s C u b e

TAB

Run

TAB

Breathe

Eat

Mov

e

TAB

Grow

TAB

TAB

Swim

TAB

Ca n D o C u b e

134

Bird Behaviour

Level2-3

Key questionHow does the behaviour ofbird species differ?

Key outcomeObservation of animals intheir natural habitat.

Adapted from Moroney et al,

Coastal Activities for Primary

Schools, and the Australian

Littoral Society’s Moreton

Bay Kit.

What you needField sheetClipboard, pencilBinocularsField Guides, posters of birds

What you do

Survey of bird population

1. Before leaving the classroom, students should prepare theirown bird survey sheets, following the suggestion below.

2. Each site or group of birds will become a separate survey. Itis not necessary to name each bird unless students areespecially interested in doing so. However, if certain birds arealways observed on a beach, or collect close to a school, thenfield guides may be used to identify them.

Survey sheet

Survey 1 Survey 2 Survey 3

Where did I see it?

What was it doing?

What did it look like?

Were there any other birds?

Silver gull behaviour

Most students will be familiar with the silver gull along theforeshores. As they become more expert at bird observation,they will be able to recognise certain behaviour and relate thisto activities amongst the flock of seagulls (see sheetillustrating silver gull behaviour).

1. Select a suitable site and watch seagulls.

2. After making some observations, students could discusswhat they have seen:

• Are there apparent leaders?

• Do some birds always give way?

• Do certain birds always display aggressive

characteristics?

• Do some birds hang round at the edge of the flock, apparently taking little interest

in what is going on?

• What makes all the birds fly off together?

• What makes them all return to the one place?

• What happens if some food is found by one bird?

3. Discuss:

• Why do we often see flocks of gulls on playing fields, airports and parks?

• Why are we not encouraged to feed seagulls?

References

Project ReefEd (Activities 88-94), mainly secondary and community level).

Ryan, F. and Ray, S. 1991, The Environment Book, Activities and Ideas for EnvironmentalEducation, Macmillan, South Melbourne.

Gould League of Victoria publishes numerous stickers, bird identification posters withappropriate activities on the reverse side of the poster, and also publishes survey formsand follow up activities.

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Bird Behaviour

Adaptations for Living on the Edge

Kelp

Uses camouflage

Eats Fish

Eats molluscs

Hides in the sand.

Lives under rock shelves

Anemone

Has poisonous spikes

Goes to school

Eats crabs

Uses a specialised foot to anchor it

Is carnivorous

Sea Star

.

Lives in deep water

Has a hard outer shell

Has poisonous tentacles or stingers.

Contains Chlorophyll

Lives in shallow

water and can survive out of water for short

periods of time.

Adaptations for Living on the Edge

Tube worms

Lives under rocks

Breathes through Gills

Strains water to get their food plankton

from it

Lives in Deep Water

Donald Duck has these..

Sea Gull

Have tube feet

Strains water to get their food plankton

from it.

A Water Bird

Lives on rocks and in rock pools

Eats Shellfish

Crab

Food for humans

Preyed upon by birds and fish

Is adapted to live in a swamp environment.

Sheds its outer skeleton when it

grows

Feed on algae that live on rock surfaces.

Fish

A Fish Gatherer.

Is adapted to life in and out of the water

Comes in a variety of colours

Lives in colonies

Converts sunlight into energy

? ?

Where Do I Live?

Act i v i ty

Have the students draw, or make, in a computer drawing program like Kid Pix, a picture of the sea including a rock shelf, an under water section and a cliff. The students can then choose 10 organisms. They can cut and paste or draw these creatures where they think they might live on the reef.

Variations Students name and label the creatures. Students give reasons why they selected the particular site. Label the tidal zones. This activity could be used as an evaluation tool by giving

it prior to the commencement of the unit and at its conclusion.