Cross Sectional Diagram of the Coast
Coastal forest
Coastal scrub
Sand binding plants
Dry beach at high tide
High tide
BACK DUNES
Breakers
FOREDUNE
Low tide
BEACH
Coasts & Us
Photocopy Master 1
Cross Sectional Diagram of the Coast
name
Coasts & Us
Photocopy Master 2
The Waikato Coastline
Coasts & Us
Photocopy Master 3
Coastal Profiles
Sandy
coastal shrubs - developing forest (flax,
cassinia, tuapata, akeake)
coastal
forest
(pohutukawa)
back dunes
foredune
beach
sea
Rocky
high tide
reeds
low tide
crevice
rock pool
kelp
Estuary
high tidal zone
coastal
forest
coastal
scrub and
shrublands
saltmeadow
(glasswort,
rushes
shore
primrose)
subtidal
zone
intertidal zone
mangroves
salt
marsh
eel grass
zostera
Coasts & Us
Photocopy Master 4
water
channel
Sandy
Coastal Profiles
Rocky
Estuary
Coasts & Us
Photocopy Master 5
Fish Bones
Coasts & Us
Photocopy Master 6
Shellfish Collecting Limits in the Waikato
Region (as at December 1999)
To check these figures you can access the Fisheries website http://www.fish.govt.nz/recreational/northregion.html
SHELLFISH
How to measure shellfish
• Paua - measure the greatest length of the shell in a straight line. (Do not measure over the curve of the shell).
• Scallops - measure the greatest diameter of the shell.
• Dredge oysters - must not pass through a rigid circular metal ring with an inside diameter of 58 mm.
Scuba gear (does not include snorkels)
• No person may take paua and/or mussels using scuba gear.
• No person may be in possession of paua and/or mussels while in possession of scuba gear. This includes possession
in or on any vessel or vehicle.
Open seasons
• Oysters - can be taken all year except from the Whangaruru Harbour and the Bay of Islands (excluding Te Puna Inlet).
Contact the Ministry of Fisheries for the exact locations.
• Scallops - the open season is 15 July to 14 February inclusive.
Protection of coral
• Black Coral - no person may take or possess black coral.
Closed and restricted areas
In the North Region, there are a number of areas which are closed to shellfish collection. These areas are contained in
the relevant section of the fisheries website.
Shellfish species
Cockles
Kina (sea eggs)
Green-lipped mussels
Oysters – Dredge
Oysters - Rock & Pacific
(Rock and Pacific oysters must not be opened while they
adhere to the object on which they grow)
Paua – Ordinary
Paua - Yellow foot
Pipi
Scallops
Toheroa
(Toheroa must not be taken, possessed, or disturbed unless
an open season is declared by the chief executive of the
Ministry of Fisheries)
Tuatua
All others (combined)
**
***
Daily limit
per person
Auckland
Coromandel
area daily limit
per person
Minimum
size (mm)
150
50
50
50
250
50
50
25
50
100
none
none
none
58 **
none
10
10
150
20
Prohibited
10
10
50
20
Prohibited
125 **
80 **
none
100
150
50 ***
50
50 ***
none
none
Dredge oysters, scallops and paua may not be possessed seaward of the
high water mark in an unmeasurable state.
This is a combined, mixed-species bag limit. It applies to all shellfish species
not specifically named above and includes paddle crabs.
The area between Ngarimu Bay and Wilsons Bay on the Western side of
the Coromandel Peninsula is closed to the collection of cockle and pipi
until November 2000
Coasts & Us
Photocopy Master 7
Snapper Snaffling
Bay of Plenty Times, Tuesday, November 9, 1999
FISHERIES officer Shane Hartley is disgusted with the haul of undersized snapper found in an Auckland couple’s car at
the weekend.
Picture: Ross Brown E2912-99
Couple net undersized snapper
By Pete Kerr
AN elderly Auckland couple face the
prospect of losing their vehicle and having to fork out thousands of dollars in
fines after being found at Waihi Beach
with 122 undersized snapper - some of
which measured just 3cm.
The couple was stopped at 1.30am
on Sunday by police on an unrelated
matter. However, a search of the vehicle turned up the 122 small snapper,
ranging in size from 3cm to 10cm and
278 crabs - the legal limit is 50 per gathering. The legal size for snapper is
27cm. The police immediately informed
Tauranga’s Ministry of Fisheries office.
Tauranga fisheries officer Shane
Hartley today said it appeared the couple had gathered the fish from the shore
using a small-mesh net. He said the incident was particularly annoying because the fish would have been alive
when brought ashore and could have
been released back into the sea.
“I’m very disappointed they did this
but I’m very happy we caught them.
We’ve got guys at the ministry who have
been fisheries officers for almost 20
years who have never seen people catching snapper this small. They’re good for
nothing now.”
Mr Hartly said gathering undersized
fish did irreparable damage to the fishing resource. He said the couple would
face charges of possession of undersized
snapper, possession of excess snapper,
failing to return the snapper to the sea
and possession of excess crabs.
The couple could be fined between
$5000- $10,000 on each charge and lose
their car, which has been seized by ministry staff.
Coasts & Us
Photocopy Master 8
Consequence Wheel
Coasts & Us
Photocopy Master 9
Consequence Wheel :
partly completed
Ac
ce
ler
ati
ero on o
sio f co
n.
as
tal
d
ase
e
c
In
nt.
me
y
o
pl
em
t
en
m
op
el ine.
v
de astl
n
o
a
rb he c
u
t
r
te ng
a
re alo
G
People’s use of the
coast has increased
over the last 20
years.
Coasts & Us
Photocopy Master 10
New Zealand’s Changing Coastline
45 million
years ago
35 million
years ago
4 million
years ago
Adapted from Nic Bishop’s “Natural History of New Zealand”
20,000
years ago
present
day
Coasts & Us
Photocopy Master 11
New Zealand’s Changing Coastline
Adapted from Nic Bishop’s “Natural History of New Zealand”
Coasts & Us
Photocopy Master 12
Beach Erosion Flow Chart
EROSION
Human/Cultural
Factors
Natural
(Positive and Negative)
Storms
Coast Care
Group
Wind
Using
Accessways
Motorbikes
Sandboarding
Pedestrian
Tramping
Housing
Development
Wave Set-up
Planting Dune
Plants
Protecting
Dune Plants
Erosion
Beach/Dune Erosion
or Accretion
Accretion
Original source: Environment BOP ‘Life’s a Beach’ resource unit
Coasts & Us
Photocopy Master 13
Dune Care Code
A healthy dune means
a healthy beach!
Surf waves not dunes!
Fences protect plants!
Dunes build up over time, forming a
natural barrier to protect our land
during storms, and provide shelter for
insects, birds and
lizards.
Sandboarding on the dunes
destroys plants, loosens the sand
and causes erosion.
Keeping to your side of the fence
will allow the plants to grow.
Plants protect dunes
feet kill plants!
Motor bikes are for
roads not dunes!
Signs show the
best way to the beach!
Coastal plants such as spinifex and
pingao hold the sand together
creating the dunes.
Motorbikes destroy the plants and
birds which live in the dunes.
Look for the signs and use marked
access ways.
Feet kill plants, please
use access ways.
Check with your forestry office to
see if there are forestry roads or
tracks you can use for off-roading.
Coasts & Us
Photocopy Master14
Beach Clean Up Log
Name:
School:
Date:
Beach:
Tide:
Weather:
Debris Details
Type of Rubbish
Tally
Tally
Totals
Totals
Plastic
Glass
Cans
Paper/Cardboard
Polystyrene
Food
Cigarette Butts
Other
Coasts & Us
Photocopy Master 15
Photo Questions (for student use)
People Use – Recreation
1.
2.
3.
What things can you see people doing in these pictures?
What do you do when you go to the coast?
Do you think any of these activities could harm the coast? In what ways?
What type of coast do you think would be the most popular for people to visit?
Why do you think this is?
People Use – Commercial
1.
2.
3.
4.
What do you think this a photograph of?
Can you think of any other kinds of marine farming?
What effects do you think marine farming might have on other people that
like to use the coast?
What effects do you think marine farming might have on the marine life and
the quality of the water?
What could people do to make sure that the effects of marine farming are
kept to a minimum?
Coastal Structures
1.
2.
What things do you see in the photograph that could be a coastal structure?
Can you think of any other types of coastal structures?
Why do you think people need to have permission to build coastal structures?
Dune Plants
1.
2.
3.
4.
Why are these plants important? What is their job?
Why are some of these native plants disappearing from our coasts?
What can we do to protect these native plants?
What other plants would you expect to find at other types of coastal areas
such as an estuary?
What roles or jobs do those plants have in the habitat that they can be found?
Coasts & Us
Photocopy Master 16
Photo Questions (for student use)
Erosion
1.
2.
3.
4.
5.
6.
7.
What do you think has happened in this photo?
Is this something that you would expect to happen at the coast? Do you
think this would happen naturally?
Do you think it is a good idea to build houses near the beach like this?
Why or why not?
There are two main factors that cause erosion? What do you think they are?
Do you think these factors could be controlled? How?
When there is a storm what will cause the erosion of the coast?
How do you think nature works to protect the coast from erosion?
Pollution
1.
2.
How do you feel when you look at this photograph?
Why do you feel that way?
Where does the rubbish in these pictures come from?
What other sorts of rubbish or pollution is found along the coast, and
what effect do you think it would have on the coastal environment?
Animal Life
1.
2.
3.
Do you think that these animals belong here? Why or why not?
What might change to stop these animals living or visiting this environment?
What types of animals would you find at the coast that do not live in the
water? What special needs and or adaptations do they have to live at
the coast?
Unfortunately there are some animals on the coast that don’t belong there,
who do you think these could be and what problems might they cause by
being there?
Cultural Use
1.
What do you think the people in this picture could be doing?
Why do you think that it is necessary for limits to be placed on the amount
of kaimoana people can take?
Coasts & Us
Photocopy Master 16
Video Worksheet
name
What do we do at the beach
(a)
for fun?
(b)
for profit?
What three main types of coast are found in the Waikato Region?
Name one characteristic of each of these types of coast.
Type of Coast
Characteristic
1.
2.
3.
What’s special to you about the coastline?
What is the important job of sand dunes and how do they form?
Job of the sand dunes:
Coasts & Us
Photocopy Master 17
How sand dunes form:
Name two native plants that grow on the dunes and why are they important.
Plant
1.
Importance
2.
Name one native estuarine plant and why it is important.
Plant
Importance
1.
List five ways that people affect the coast.
What actions have people taken to protect the coast?
Coasts & Us
Photocopy Master 17
People Impacts on the Beach
Aim: To find examples of rubbish and litter on the beach and discuss the
impact litter can have on the animal life at the beach.
Equipment: Rubber bands 1 for each person
• You have one minute to find one thing that would not normally
be on the beach. You must not walk on any plants or harm
the beach environment in any way to get your one thing.
• Share with the rest of your group what you have found. What
things did you find? How do you think they got to the beach? Is
the beach where you normally expect to find them?
• Take a rubber band and pull it behind your thumb and little
finger across the back of your hand.
• Put your other hand behind your back and leave it there.
• Without touching any other part of your body, try to get the rubber band off your hand.
How long did it take you?
Could you do it?
Making the Links
What do you think this is trying to
demonstrate in terms of litter and the effect it
can have on animals? Which bits of litter do
you think could be particularly dangerous for
sea animals?
Please put your rubber bands back!
Remember we don’t want to leave anything
but our footprints!
Coasts & Us
Photocopy Master 18
Food Chains
Aim: to look at the marine food chain to see which animals are dependent
on each other for food, so that if one part of the food chain disappears
students can see what other parts of the food chain will be affected.
Equipment: Food chain cards
• Using the food chain cards see how many paths you can make
to show which part of the food chain is eaten by
another part of the food chain.
• See how many chains you can make in 4 minutes.
• Turn away from the chains you have made and see how many
you can remember.
Bury the edges in the sand if they are blowing away.
• For super fast finishers – draw your food chain in the sand!
Coasts & Us
Photocopy Master 19
Diversity Dash
Aim: to see what the diversity of marine life on the beach is like using
the DEAD animal matter washed up on the beach.
Equipment: Shell identification cards
• You have 3 minutes to collect as many different types of shells
and seaweed that you can find on the beach.
• Remember only bring 1 of a particular type!
• Using the shell charts identify the shells that you have found.
• How many different types of shells and seaweed’s did your
group find?
• Be ready to tell the other groups the names of the things that
you found!
Coasts & Us
Photocopy Master 20
Environmental Eye – Spy
Aim: to look at the diversity of life on the seashore environment
• Using Photocopy Master 21a Environmental Eye Spy Record Sheet, see
how many of the letters in the alphabet you can complete.
• You need to write the words and they must be of something that you
can see, touch, taste or hear while you are sitting completing eye-spy.
• Remember you only have 5 minutes.
• Fast finishers – see if you can add another
word for each letter.
Coasts & Us
Photocopy Master 21
Shape Hunt
Aim: To look closely at the things that are in the seashore environment
• You have 5 minutes to find something to fit in each category of the record sheet
photocopy master 22a.
• Do not remove anything and if necessary draw a picture.
• If you finish before the 5 minutes is up then see if
you can find a second object to fit in the space.
Coasts & Us
Photocopy Master 22
Environmental ‘Eye Spy’ Record Sheet
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
S
T
U
V
R
W
xyz
Coasts & Us
Photocopy Master 21a
Shape Hunt Record Sheet
Lance-shape
Triangle
Semi-circle
Oval
Circle
Rectangle
Rhombus
Square
Coasts & Us
Photocopy Master 22a
Planting it up
Aim: For students to look at the adaptations of the dune plants to survive
life on the beach.
• Using either the photos of the dune plants – pingao (golden
sand sedge) and kowhangatara (spinifex – silvery sand grass) or
moving up the dunes without standing on any plants, look at the
shape colours and habitat of the plants.
• Why do you think the plants have long thin leaves?
• Why do you think the plants ability to send out runners along
the beach as in photo 2 is a good thing for the dunes?
• Look for any seed heads especially the spinifex. Discuss the star
shape and why this might be important for spreading the seed.
Turn a bucket upside down in the sand and push it down.
• Take turns at holding a handful of sand up and letting it go
about a metre in front of the bucket with the wind behind you.
• Repeat until you can see a definite build up of sand around the
bucket.
Making the Links
• Discuss how this applies to how the plants stabilise the dunes.
The plants “catch” and trap the sand helping to build the dune.
• Why is it important that we use the walkways at the beach?
What conditions are the dune plants already trying to survive
against?
• If there is time you could see if there are any seed heads about
and collect the seed to take back to school to try and grow.
Don’t take them all and be careful
where you put your feet!
Coasts & Us
Photocopy Master 23
Silky Sand
Aim: To investigate the sand at the beach.
• Look at the sand granule size, shape, colour.
• Use a magnet to see if any iron is present.
• How much sand is on the beach? How could you estimate how
much sand there is? Shoe full? Cap full etc.?
• Try to estimate how many sand grains there might be in a cup.
Imagine what the number might be if you were to estimate the
amount of sand grains on the beach!!!
• See who can make the steepest sided sandcastle! How steep
does the side get before the sand starts to roll down again?
• The size of the sand grain determines the steepness of the
beach.
• From the sand castles do you think a fine grain of sand will give
you a flat beach or a steep beach?
• Which would be safest for swimming? Why?
Flat beach
Steep beach
Coasts & Us
Photocopy Master 24
COASTS & US
Programme Evaluation
Please help us to improve our environmental education programmes for schools by completing this
evaluation and posting back in the pre-paid envelope to Environmental Education Officer (Schools),
Environment Waikato, Box 4010, HAMILTON EAST.
Teacher:
School:
Date of field trip:
Site used for trip:
1.
In choosing to teach the Coasts and Us unit, what were your objectives for the unit?
2.
Were your objectives met?
Please indicate on the scale how well the unit helped you to achieve your objectives.
1
2
Did not help
to meet objectives
3.
4
Helped meet objectives
very well
Please explain how the unit (choose one that applies)
a)
helped you to achieve your objectives
OR
b)
4.
3
did NOT help you achieve your objectives.
From the work you have completed and your own assessments, what do you think the students
have learnt?
Coasts & Us
Photocopy Master 25
5.
Please list and rank the resources you used from the unit.
(Scale for ranking: 1 no use, 4 very useful)
Resource
Ranking
1,2,3,4
Resource
Curriculum Objectives
12
Unit plan, blank
13
Life’s a “Beach” video
14
“New Zealand Seashore Secrets”
15
Photocopy masters
16
1
17
2
18
3
19
4
20
5
21
6
21a
7
22
8
22a
9
23
10
24
11
25
Ranking
1,2,3,4
6.
Are there other resources that you would have found helpful? Please list them.
7.
Do have any other comments?
Thanks for your time!
Coasts & Us
Photocopy Master 25