Sponsored by
THE SEASHORE
T
TEACHER
The following methods for gathering information are
addressed in the following fieldwork activities in the study of SEASHORE
•
Extracting information from sheets and simple maps
•
Observing and recording - identifying birds, seaweeds, shells
•
Using sensory evidence to collect information
•
Field sketching
•
Using lists to record information
•
Classifying information into categories
Within the attainment target
DEVELOPING INFORMED ATTITUDES
the study of the SEASHORE provides an opportunity for:
•
The recognition of man's impact on the environment in terms of
shoreline waste
•
The recognition of the effect of the environment on the variation of plant
growth
•
The appreciation of the destructive and constructive power of nature
•
The development of a sense of responsibility for the caring of living
things
•
The appreciation of the benefits of being safe and responsible
out-of-doors
•
The appreciation of the links between plants and animals in terms of
food, shelter and survival
SEQUENCE OF FIELD
ACTIVITIES - SEASHORE
T
TEACHER
PRIOR TO VISIT
Suggested resource – The Moray Firth Explorer Pack
The Moray Firth Explorer Pack, although specific to that area, is available to
all schools on request. Please contact Culture and Leisure Services, Ross and
Cromarty Area, Tel: 01349 868494
The Pack contains identification keys and valuable information on different
coastlines.
CHILDREN :•
RESEARCH and STUDY
various aspects of the seashore.
eg. Plants, animals, birds, shells and type of shoreline and what might
be found on each.
•
COMPOSE a water safety poster/story/play highlighting the issues they
will need to look out for when at the seashore.
•
DISCUSS the worksheets which will be used during the visit
TEACHER :•
Teacher to visit site
•
Just before visit discuss with pupils safety on the beach (e.g. water,
stranger-danger, touching dangerous items etc).
•
PREPARE materials and equipment
T
TEACHER
THE VISIT
THE JOURNEY
1 COMPLETE Observation sheet “Look Carefully as You Travel Along” sheet
ON ARRIVAL AT THE SITE
2 IDENTIFY AND OBSERVE the type of beach and
COMPLETE the “Effects of the waves” sheet
3 TOUCH and COMPLETE worksheet on "How Does it Feel?"
Sheets “Rocky Beach” and “Sand Beach”
4 LISTEN and COMPLETE the sound picture
“Things we hear at the seashore”
5 IDENTIFY various plants and materials on the seashore
“Tidal zone reference sheet”
COMPLETE “Variation of plants and materials on the seashore”
6 IDENTIFY shells - sheet “Shells”
7 IDENTIFY - sheet “Unusual things along the high tide line”
8 IDENTIFY birds spotted - seabirds, estuary birds and wildfowl
sheets “Estuary Birds” and “Seabirds”
9 OBSER VATION of what should and should not be there
sheet “Should it be there?”.
10 OBSERVE and sketch what can be seen in a square metre of rockpool
sheet “Rock Pool”
11 COMPLETE - “Seashore Treasure Hunt 1 and 2” sheets
T
TEACHER
POST VISIT
•
Language work - descriptive language
"How does it feel" using "Sandy Beach" or "Rocky Beach" worksheets
which will have been completed on visit.
•
DISCUSS - what should and should not be on the beach. This could
link well with the waste section. Discuss where the rubbish has
come from, could it be recycled/re-used/repaired? Refer to “How
long does it last?”.
•
COMPLETE sheet -”Food chains”
•
INVESTIGATE AND CONSTRUCT - sheet a simple “Food Pyramid”
Create food chains based on the plants and animals
found/seen during the visit. Introduce an outside influence (eg
pollution, fire, vandalism) and see how this effects the food
chain/relationship between the plants and animals.
•
Map/Artwork - construct a profile of the beach incorporating
everything the children found.
Additional resources
•
•
•
Sea Chest: Available on loan from Scottish Natural Heritage,
27 Ardconnel Terrace, Inverness Tel 01463 712221
Moray Firth Explorer Pack: Available from Highland Council Ranger
Service, Town House, Inverness Tel 01463 724260
Collins Pocket Guide to the Seashore in Britain and Northern
Europe: Hayward, Nelson Smith and Shields, 1996
SUGGESTED EQUIPMENT
ITEMS NEEDED FOR VISIT
TO SEASHORE
T
TEACHER
Tick
First Aid Kit
Camera
Towels
Wellies and warm clothing
Clipboards, pencils and rubbers
Binoculars
Worksheets
Plastic Bottle with class message
Maps of the area
Identification keys
Name:
P
PUPIL
Sketch and label any evidence you see of the
DESTRUCTIVE effect of the waves
Sketch and label any evidence you see of the
CONSTRUCTIVE effect of waves
Name:
P
PUPIL
Walk on seaweed with bare feet
Walk on pebbles with bare feet
Climb small rocks, using hands and feet
Hold wet seaweed
Make a list of smells you are aware of, along with
words or phrases to describe them
Paddle in the water
Name:
P
PUPIL
Walk with bare feet on dry sand
Hold dry sand let it trickle
through your
fingers
Walk with bare feet on dr y
seaweed
Walk with bare feet on wet sand
Walk with bare feet on wet
seaweed
Hold wet sand
will it trickle
through your
fingers ?
Make a list of
any smells you
are aware of
along with
words and
phrases to
describe them
Name:
P
PUPIL
Name:
P
PUPIL
Banded wedge shell
Top shell
Common whelk
Razor shell
Dog whelk
Common whelk
Periwinkle
• Can you see any damage to the shells?
• What do you think damages them?
Limpet
Name:
P
PUPIL
Mermaid’s Purse
Describe it...
Starfish Describe it...
Sea urchin Describe it...
Common whelk
egg cases Describe them...
Crab shell Describe it...
Name:
P
PUPIL
Mallard Duck
Ringed plover
Curlew
Heron
Oystercatcher
Mute swan
• Why do birds have different shapes and sizes of beaks?
Name:
P
PUPIL
Common gull
Black headed gull
Eider duck
Shag
Arctic Tern
Herring gull
Name:
P
PUPIL
What I like about the beach is
Name:
P
PUPIL
Name:
P
PUPIL
aluminium cans
up to 2 years
banana skin
1 - 5 years
glass bottles
10 - 20 years
leather
20 - 30 years
nylon fabric
30 - 40 years
orange peel
up to 50 years
plastic bags
50 years
plastic bottles
80 - 100 years
plastic film
container
1 million years
tin cans
wool socks
The answers are on the back, no cheating!
indefinitely
up to 2 years
Name:
P
PUPIL
aluminium cans
80 - 100 years
banana skin
up to 2 years
glass bottles
1 million years
leather
up to 50 years
nylon fabric
30 - 40 years
orange peel
up to 2 years
plastic bags
10 - 20 years
plastic bottles
plastic film
container
tin cans
wool socks
indefinitely
20 -30 years
50 years
1 - 5 years
T
TEACHER
SEASHORE
FOOD PYRAMIDS
This activity can be done either inside or outside, or both!
•
Think about what YOU eat, where does it come from?
•
Now think about where the plants and animals around you get THEIR
food from
•
What happens if there is a change to the food supply?
•
Try this game and find out for yourself!
1 person
4th group
Half again
3rd group
Quarter
2nd group
Divide the group into 4 groups of the following
sizes - for example a class of 20:
Half the class into one group (10)
Half in to
1st group
About a quarter into another group (6)
Half again into the third (3)
And just one person as the fourth group (1)
10
6
3
1
•
Decide which creatures each group is, based on knowing who eats who!
•
The children arrange themselves in a pyramid as per diagram
•
Look at how important the largest group is
(but often the smallest creatures)
•
NOW introduce something that damages the biggest group
(pollution, fire, human interference)
•
What effect does this have on the rest of the pyramid?
T
TEACHER
Name:
P
PUPIL