|Beavertail ~ Rocky Shore|
ROAM THE ZONES
(Gr. K - 3)
- For students to become familiar with the concept of zonation.
- For students to become familiar with the organisms they may find in the zones of the rocky shore field trip.
- Photocopied pictures on index cards of FLORA and FAUNA commonly found in the zones at the rocky shore (see below: LIFE ZONES - INFO SHEET).
- Rope (height of classroom wall)
- Index cards with a zone name labeled on each
- Butcher Paper tacked to classroom wall
- Hang butcher paper from ceiling to floor on a classroom wall.
- Hang a rope from the top of the butcher paper, at an angle to the floor, about 10 feet from the base of the wall.
- On the butcher paper, place the cards with the zone names in the correct zone order (top to bottom).
- Pass our creature cards to the students.
- By using the picture of the creature, have the students try to tape the creature in the correct zone on the wall.
- Discuss the environmental factors that would limit the habitat of each creature.
What Lives in the Life Zones of the Rocky Shore?
(Gr. 4 - 12)
- Discover the life zones of the rocky shore.
- Identify and place the flora and fauna in their life zones with the aid of a field guide.
- 1 graphic organizer for each group member
- 6 seashore field guides
- 1 information sheet for each groups
- Assign one life zone to each member of a cooperative group.
- All students with the same life zone will meet in a "life zone" area of the room.
- Using field guides and the Life Zones Info. Sheet, students should become experts on this life zone including:
a. location of the life zone
b. flora and fauna located in that life zone
- Students should record on the graphic organizer:
a.name of the life zone
b.flora and fauna of that life zone
- Students should reconvene in their original cooperative group and teach/ describe that life zone to the other members.
- All members of the group should completely fill out the graphic organizer with all of the zone information.
LIFE ZONES/FLORA & FAUNA ~ INFO SHEET
A. BLACK ZONE - This zone is beyond the zone of high tides and receives water only from rain or the salt water splashing against the rocks.
Flora: Blue-Green Algae, Lichen
Fauna: Sand Fleas
B. PERIWINKLE ZONE - This area receives very little water; sometimes contains upper level tide pools. This zone is sometimes nondescript since Periwinkles are mobile creatures.
C. BARNACLE ZONE - Land here is submerged at high tide. Organisms here must be able to survive without water between tides.
Fauna: Acorn Barnacle, Dog Whelk, Sea Urchin
D. ROCKWEED ZONE - This zone is covered with water most of the day.
Flora: Rockweed, Knotted Wrack
Fauna: Sea Star, Hermit Crab, Sea Anemone, Mummichog, Blue Mussel, Dog Whelk, Green Crab, Limpet
E. IRISH MOSS ZONE - Organisms here are exposed only at very low tides.
Flora: Irish Moss, Coralline Algae
Fauna: Hermit Crab, Sea Anemone, Mummichog, Blue Mussel, Sponges, Dog Whelk, Green Crab, Sea Urchin, Slipper Shell, Limpet
F. KELP ZONE - This area is always under water.
Flora: Sea Lettuce, Kelp
Fauna: Sea Star, Hermit Crab, Mummichog, Sponges, Green Crab, Sea Urchin, Slipper Shell, Limpet
Go to LIFE ZONES Template
(Gr. 7 - 12)
- For students to use field guides as a research tool.
- For students to acquire more background on the flora and fauna to be seen at the field site.
- Pencil and Paper
- Field Guides
- Assign one of the organisms listed on the LIFE ZONES INFO. SHEET to each student or pair of students.
- Students are to use the common name of the organism to research the following:
- Students are to record info. on their organism on one page.
- Compile all pages and create classroom field guides for the class to use on their field trip visit to the rocky shore.
Go to Rocky Shore Matching Game (Gr. 1 - 6)
A Day in the Life
- Expose students to lives of rocky shore organisms.
- Foster appreciation for wildlife.
- Pencil and paper
- Each student imagines what it would be like to be a particular rocky shore animal or plant for a day
- Write a story about a typical day in the life of the chosen organism.
What is your biggest worry for the day?
How and where will you find your food?
One student starts a story about an organism, each student adds something new to it. Pass paper around room to create a story. OR Each student begins a story on a different organism. At given signals each student moves to another paper.
Back to Back
- Improve students' descriptive skills.
- Review creatures found on field trip.
- Marine organisms (collected on trip)
- paper and pencil
- Students sit in pairs, back to back, one with a paper and pencil the other with a marine organism.
- The student with the objects describes it and the other student tries to draw it without seeing or knowing what it is.