New England and the sea a guide for students and teachers

[From the U.S. Government Printing Office, www.gpo.gov]

(&astal Zone
Oormation
Center

A GUIDE FOR TEACHERS AND STUDENTS COASTAL ZONE
INFORMATION CENTER
ew
JAN 2 4 1974
n an
he Sea

THAYER SHAFER, editor

GB
459.3 MARINE ADVISORY SERVICE
N29
1973
gl d

-11$E BULLETIN NUMBER 11
EKSITY OF RHODE ISLAND

One Dollar

This publication and the TV series it accoompanies were produced in cooperation
with WTEV-Channel 6, New Bedford-Providence, and the Cooperative Extension
Services of the Universities of Rhode Island and Massachusetts.

NEW ENGLAND AND THE SEA
a Guide for Students and Teachers

Thayer Shafer

PFI,r,P@:RTYC
UNITE[)
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ATMO&-:@.
@,.'ATION

When n- needed, please
return to.* V%achnical Processes
L-!an-ch D823

University of Rhode Island
Marine Bulletin Series - No. 11
Kingston - 1972
2nd. edition - 1973
ENT

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cesses
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CONTENTS

2 Potpourri

5 Oceanography

10 Evolution of-the New England Coast

15 Tide Pools and the Rocky Intertidal Zone

18 Beach, Dune and Marsh

22 Sounds of the Sea

26 Marine Food Chain

31 Cornucopia

35 Commercial Fishing

38 Boats

41 Navigation

45 Arts of the Sea

49 Pollution

54 Coastal Zone Uses

56 Marine Careers

INTRODUCTION

This guide to some major topics in marine education was written to ac-
company the showing of the television series, New England and the Sea, pro-
duced in the fall of 1972 for 4-H audiences in Rhode Island and Massachu-
setts by the University of Rhode Island Marine Advisory Service. Although
New England was the setting for the series, the material can be used in any
study of marine topics.

The group of Massachusetts secondary teachers who met in the summer of
1972 to write the guides set three aims: (1) give the teacher enough ma-
terial so he or she is able to discuss important points of the TV series
without references to other sources; (2) provide enough references to enable
the teacher to build a unit on each aspect of the marine environment and
(3) offer enough activities to enrich both individual and class study.

For the original drafts, thanks go to four Massachusetts teachers, Arthur
Bedard, Canton High School; John Crowley, Hingham High School; Randolf
Johnson, Lynnfield High School, and Harold Wiper, Newton High School; Mary
Moore, New England Aquarium; Susan Anderson and Francine Jacoff, Univer-
sity of Rhode Island graduate students in marine affairs and education,
respectively, and Neil Ross of the URI Marine Advisory Service. Through
their efforts this guide emerged in the midst of the overall production of
the series.

The booklet is meant to be used -- torn apart, copied, written in -- in
any way necessary. And the teacher's guides with their illustrations, ex-
amples and major points are meant to be shared with students. We hope that
in the classroom -- even though the TV series is completed -- this booklet
will stimulate.students and teachers to make a deeper study of the marine
environment.

Feedback on the booklet is invited. Funds are being sought to revise
and upgrade the te-levision series. Please address suggestions to the Educa-
tion Specialist, URI Marine Advisory Service, University of Rhode Island,
Narragansett Bay Campus, Narragansett, Rhode Island 02882. Additional
copies of the guide at $1.00 each are available from the same address.

Thayer Shafer, MAS marine education
specialist

POTPOURRI

FOR THE TEACHER

Major Points

I. The ocean covers 71 percent of the earth's surface.

2. It contains almost all the world's water (see table; make copies for the class).

3. Most of the world's major population centers are on harbors.

4. Seventy percent of the population of the United States lives in coastal states.

5. Seventy percent,of the oxygen in the atmosphere is produced by the photosynthesis
of phytoplankton.

6. Man uses the ocean for war, for its biological and mineral resources, for trans-
portation and as a sewer.

7. The sea has played a very important role in shaping our history, music, art and
literature.

8. Today, the sea has taken on a new role for Americans. Always enjoyed as a source
of recreation by a few, in many areas its recreational value has become most
important for many people.

9. There is no science of oceanography; oceanography is the application of all of
manis science to the study of oceans.

Activities

I. Plan visits to marine museums, aquariums, historic seaports and art museums.

2. Plan field trips to an ocean beach (fall and spring), a rocky tide pool area, a
salt marsh, a fishing port and a large harbor.

3. Start a marine I ibrary for your school. Try to obtain the references I isted in the
teacher's guides and student activities sheets.

4. Build a marine aquarium.

References

Films:

1. "The Restless Sea.'' Local Bell Telephone Office. 60 min., color.
Free on loan.

Books:

1. Oceanography Readings from the Scientific American, by J. Robert Moore.
1971. W. H. Freeman and Company, San Francisco, Calif., 417 P. $5.75.

2. Man and the Sea, by Bernard L. Gordon. 1970. The Natural History Press,
Garden City, N.Y. $9.95.

3. Exploring the Ocean World, by C.P. Idyll. 1969. Thomas Y. Crowell Company,
New York, N.Y., 269 P. $7.50.

4. 1001 Ques,tions Answered About the Oceans and Oceanography, by Robert W. Taber
and Harold W. Dubach. 1972. Dodd, Mead and Company, New York, N.Y. 269 p.
$7.50.

Subscribe to the National Fisherman Camden, Maine 04843.

DISTRIBUTION OF WORLD'S ESTIMATED WATER SUPPLY

Surface area Water volume Percentage of
Location (square miles) (cubic miles)* total water
Freshwater lakes 330,000 30,000 .009

Saline lakes and inland
seas 270,000 25,000 oo8

Average in stream
channels 300, .0001

Vadose water (includes
soil moisture) 16,ooo .005

Ground water within
depth of half a mile 50,000,000 1,000,000 .31

Ground water - deep
lying 1,000,00.0. .31

Icecaps and glaciers 6,900,000 7,000,000 2.15

Atmosphere (at sea -
level) 197,000,000 3,100 .001

World ocean 139,500,000. 317,000,000 97.2

TOTALS (rounded) 326,ooo,ooo 100

*One cubic mile of water equals 1.1 trillion gallons.

Potpourr-@

FOR THE STUDENT

"New England and the Sea" is about the oceans and.you.'

Wherever you live your,lifeis influenced.by the oceans. The water you drink and
the water you wash with started in the oceans and will return there. If there were no
oceans, your planet would be into lerably hot during the day and intolerably cold at
night. Seventy percent of our life-giving oxygen is produced by plants of the ocean
surface waters. Much of the raw material used by industry a9d many of the goods you
can buy in the stores were transported by ship. And you may be part of the great
populations that live in coastal areas.

During colonial times the United States depended on goods brought from Europe,
and during her first 100 years as a nation most of her wealth came from foreign trade.
New England, more than any other'port'ion of the country, has always been tied to the
seas that lap its shores. Yankee ships and Yankee men have been known in all the ports'
of the world. 'Yankee trade has affected our entire culture as a nation, whether i the
goods involved were tea from China, slaves from Africa, cod from Georges Bank, whales
from the Antarctic, gold from Alaska or guano from Chile.

"New England and the Sea" is not just a science program about the ocean. There is
no single science of oceanography. Rather, oceanography is the application of all
sc-ience to the study of the oceans. And this series is not just about oceanography, but
rather an attempt to introduce you to all the ways in which man and the sea interact
whether it be through history, art, music, literature, economics or the natural
sciences.

Thinas to Do

1. Ask your librarian to help you find a book about the'sea. It can be fiction or
nonfiction.

2. Go to an art gallery and look at some of the paintings of the sea.

3. If you can, go to a marine museum. Much of the art related to the sea has been
incorporated into the building of ships and, in fact, the building of ships was
itself more art than enginee.ring until very recently.

4. Go to a supermarket and try to find all the food products that come from the sea..
During this series, see how many new ones you can@add to your list.

OCEANOGRAPHY

FOR THE TEACHER

Major Points

1. The ocean is a great reservoir of heat energy derived from the sun. The power of
river waters originates as solar heat that evaporated water from the ocean. Our
weather as well is powered by the ocean's thermal behavior.

2. The heat energy of the ocean powers its currents. The various living organisms of
the sea derive their matter and energy from the sea. T.ides, waves and deep water
upwellings distribute these nutrients throughout the water environment.
w
3. Oceanography has had a long history in New England. Its shoreline, its industries
and its people are wedded to the sea.
Activities 10,000 rn
8,000
1. Construct drift card current
6,000
meters to study local currents.
Prepare a post card including 4,000
return address as well as a Mean Elevat! on 2,000
of land
request to finder for the Sea surface 840m
date and point of collection. 0 0
Laminate the post card with Mean depth 2,000
contact paper slightly Weighted of sea
with sand at one end and with 3729m---- 4,000
Z.
a piece of styrofoam at the 6,000
other in order to maintain 8,000
the card vertically at water
surface. Students can then j -j
J_ _J_ _15 _'
0 10, 20 30 40 60 70 80 90 100
maintain a coastal chart,
Percentage:,of the earth's surface
marking points of recovery
as well as the dates. Current
directions and rates may then
be calculated. Contact your CONDENSATION
C
nearest Coast Guard unit.to 117@
arrange for the release'of
drift cards or bottles.
SNOW
ICE
WI N D

A,
The hypsographic curve'
(top) shows the per-
PRECIPITATION
centage ofthe earth's
surface above a given @EVAPORATION
4
elevation or depth. RIVERS
L
' ep"
0 sea

wIt
UNDERGROUND FLOW
The h@drologicaZ cycle @Q.OEAN
(below). For simplicity.,
biological utiZization
by plants and animals
is not shown here. -A

2. Attach a float to a cross made of sheet metal (see
page 8) or to a weighted parachute. Release from U JU
a boat or bridge and use triangulation to follow
its movement (page 44). In an estuary with a sur-
face flow you can lengthen the wire suspending the
cross or parachute to trace the movement of sub-
surface currents.

Phytoplankton 10 Zooplankton
V_ ,.Gt
(right) Diagrammatic
representation of the
cycZe of Zife in the Excretion
ocean. N ut rie, nts Nekion and
benthos
(beZo;w) Schematic IF 'I,,/
representation of the Organic detritus
probabZe pZant pro-
ductivity of ocean areas. Bacteria.+ --Dissolved organic
matter

sediment
@
Gt
Cxcretoi'on

....... ...

Moderato productive

Very productive

References

Books:

1. Waves and Beaches, by Willard Bascom. 1964. Doubleday & Co., Garden City,
N.Y. $1.45.

2. This Great and Wide Sea, by R.D. Coker. 1947. Harper & Row, New York $2.25.

3. The Open Sea: Its Natural History, by Alister Hardy. 1965. Houghton Mifflin
Co., Boston, Mass. $15.00.

4. A Guide to the Study of Freshwater Ecology, by William A. Andrews. 1972.
Prentice-Hall, Inc., Englewood Cliffs, N.J. 182 pages, paper.

Charts:

1. Oceanogra2hy Chart. A colorful wall chart that includes charts, pictures, tables of
information and glossary of terms. 38111 x 291". $3.50.
Roy G. Scarfo, Inc., P.O. Box 217, Thorndale, Pa. 19372. Tel. (215) 269-2552.

2. Marine Plankton Primer. A well-illustrated 10-page booklet accompanied by a
large wa.11 chart. Martek Instruments Inc., 879 W. 16th St., Newport Beach,
Calif. 92660. $1.00.

Films:

I. "Exploring the Ocean." Churchill Films, 662 North Robertson Blvd., Los Angeles,
Calif. 90069. 16 mm., color, sound, 10 min.

2. ''The Restless Sea." Local Bell Telephone Office. l6mm.p color, sound, I hr.

3. "Science of the Sea." International Film Bureau, Inc., 332 S. Michigan Ave.,
Chicago, 111. 60604. l6mm., color, sound, 19 min.

4. "Ocean Currents." McGraw-Hill text film, Krasker Memorial Film Library, Boston
University School of Education, 765 Commonwealth Ave., Boston Mass. 02215.
16 mm., color, 16 min.

Oceanography

FOR THE STUDENT

If you are interested in reading about the oceans and some of the interesting
things that are currently going on, you may wish to receive Sea Frontiers/Sea
Secrets, the publications of the International Oceanographic Foundation, 10 Rickenbacker
Causeway, Virginia Key, Miami, Fla. 33149. These publications are non-technical
and beautifully illustrated. Perhaps your school library, local library, or your class.
might wish to subscribe to them.

You or your class may wish to study a local pond, stream,,or estuary. Your
library may have references, but a good one is A Guide to the Study of Freshwater
Ecology, William A. Andrews, ed. 1972. Prentice-Hall, Inc., Englewood, N.J.

If you live near an estuary, you can study tidal flow
by making a current buoy. Use a styrofoam toilet float CURRENT BUOY
(any piece of styrofoam will work, but a toilet float has
a metal fitting to which you can attach things). Make a
cross out of light sheet metal and hang it under the fl,oat
by a stiff wire.

You can put another piece of wire out the top of the float with a little flag
on it. Follow its movement. By varying the length of the suspension wire you can
check movement at different depths. If you and a friend work"together you can map
the float movements by triangulation. Correlate this wi th the tide tables..

If you don't live near the ocean, perhaps you would like to make a wave machine.
This will enable you to produce waves in slow motion. Please read carefully note
about the dangers involved in constructing this machine.

Threaded screw hole
Baffin-Plate sealed ..io" Angle Iron
top and sides,1
30
G%ed Approx. 4 gallons
Air Space le.",qtoss/se THINEX
%GSS
%/4 Approx.. 2 gallons
10 denatured alcohof

2'x 5" plank

2
- Notched
ulcrurn (2" or 3")
Gap at BaseX >), andle
ubber Foot

The diagram is suitable to follow for construction by the amateur scien-
tist. Instead of a cumbersome external expansion tank, we suggest simply al-
lowing an air space at the top, equal to about 10 percent of the total vol-
ume. Another idea might be to warm the liquids before sealing the tank to
a temperature slightly above the highest room tempcrature expected. In any
case take extreme care against possible breakage or fire following break-
age. The tank is constructed with Lexan Plexiglass, using plexi-solvent
to bond the sides together. You could make one from a glass bottle or Jug.

The slow-motion effect of the waves is achieved by the use of two non-mixing
liquids, one just slightly heavier (more dense) than the other. Since the liquids
are almost identical in density, only very slowly,can the heavier one d-isplace the
lighter one. As much flow resistance occurs at the interface, waves are cast up
and slowly fall to rejoin the heavier liquid.

The liquids we use are a paint thinner called THINEX (.clear) and denatured
alcohol dyed blue (add small quantity of food coloring). Both are highly in*-
flammable and extreme care must be taken. Other liquids similar in.density
could be substituted; experiment. Two safe ones are mineral oil and water.
Dissolve the food coloring in the water.

The irdn frame might be dispensed with,if tests reveal, very strong bond-
ing. Plate glass a epoxy cement may be used in place of the Pl,exiglass
whi,ch will slowly soften over a period of two to three years.

Reference:

1. This Great and Wide Sea. R.D. Cok Ier, 1947. Harper and Row, New York, N.Y.,
$2.25.

2. Under The SearWin&, Rachel Carson.

10.

EVOLUTION OF THE NEW ENGLAND COAST

FOR THE TEACHER

Major Points N
1. The granite common to New England Race Point
As indicative of the igneous vol- Prov* The
canic origins of much of the rocky Highlands
New England substrate, particular-
ly the young jagged coast from Long
Boston to Maine. Note that this Point
must have been a very active area
in the prehistoric past.

CAPE COD BAY
2. The combination of glaciers with Jeremy
an emerging coastline north of Point
Boston and a submergent coast to
the south have formed the major Kingsbur
geological features of New Beach
England, i.e., the large con- Orleans
tinental shelf, Cape Co'd and the Sandy Nock Beach
rocky coast of Maine.
3. Wind, waves and long shore Barnstable @Nauset
currents com6ine to build up H annis Beach
or destroy coastal features
such as barrier beaches, sand
spits, mud flats and marshes. M6nomoy
For example, the erosion of Island
Nauset Beach ptovides material
for the build up of Monomoy Is- MOnOMOy Point
land. 5 0, 5 10 Miles

4. Nothing along our coastline is
permanent. The earth's crust
may rise or fall slowly or rapidly due to glacial weight or internal pressure.
Sea level changes as glaciers grow or melt. The forces of wind and waves are
constantly changing and reshaping the coastline in a never ending battle between
land and sea.

Activities

1. Build a stream table to show various pattern in the movement of sand and water.

2. Make a ripple tank with models of various bays, harbors and breakwaters. Try
to predict the areas of high wave energy (convergent waves) and low energy
(divergent). (.See guide for the student).

3. Do topographic map work, trace contour lines and locate drumlins and
terminal moraines from Cape Cod through Nantucket to Martha's Vineyard,
Block Island and Long Island.

4. Build a three-dimensional contour model from a marine chart of your local area
or our North Atlantic coastline.

72- '0'
7__T__T
V3
r

.4 NOVA SCOTIA

0
Portlmd

Bcm..

100 KXOMETCES
10 11
t CW_.

Schematic diagram of maximum glacial advance off the northeastern U.S.
Arrows show major currents of movement of the ice sheet.

12.

References

1. The Atlantic Shore, by John Hay and Peter Farb. 1966. Harper & Row
New York, N.Y. $6.00.

2. A Geologist's View of Cape Cod, by Arthur M. Straphler. 1966. Natural History
Press, Garden City, N.Y. $1.95.

3. The Outermost House, by Henry Beston. 1962. Viking Press. $1.45.

4. These Fragil Outposts - A GeologicalLook at Cape Cod, MaIrthas Vineyard, and
Nantucket, by Barbara Chamberlain. 1964. Natural History Press. Garden City,
N.Y. 327 Pages.@

Films

1. ''The Beach, The River of Sand," E.B.F. (16 mm, 20 min.) 425 North Michigan Avenue,
Chicago, 11. 60611.

2. "The Earth Beneath the Sea," (16 mm, 27 min.-color). McGraw Hill Pub. Company,
330 West 42nd Street, New York, N.Y. 10036.

3. "History'Layer by Layer (16 mm. 23 min.-color). McGraw Hill Pub. Company, 330
West 42nd Street, New York, N.Y. 10036.

13.

Evolution of the New England Coast

FOR THE STUDENT

Our coastline is not fixed, but is constantly undergoing change. Some
changes are quite evident -- a hurricane or winter storm destroys a breakwater
or rips out a 30-40 foot piece of cliff on the outer Cape. Other changes are
more subtle like the slow movement of sand bars or changes in the channel in
a harbor, which result in a need for dredging every five or ten years. To
help understand the relationship between wind, sand and waves it will be help-
ful to make a stream table or a ripple tank. Place a larg e cardboard box
around the end of the tank opposite the fan to catch flying sand.
STREAM TABLE MODEL F-WIter source
(slow drops

Fan
Oscillator
f
r Pooi Sand
or 1-3
waves

Sand level
K 4 5

Fill table with fine sand and grade to fit various lab activities. Table can be used
to show effects of erosion or build up and movement of sand dunes (using the fan) or
as a wave tank by putting a moveable bar in the pool area.

Build a ripple tank. Obtain a shallow tray and a long flat log. Fill the
tray with 1 to 2 inches of water, place the log at one end, and cause it to
wobble at various frequencies to give different wave patterns. Harbors and
breakwaters of various shapes can be placed in front of the waves to change
their behavior. (Note the stream table tank can be used as a ripple rank
and vice versa.)

RIPPLE TANK

waves
Model
0 harbor'-
3

3- 4
M(
@h a

14.

To get an in-depth view of out coastline, build a three-dimensional contour
model., To do this get a local marine chart or even better chart #70, United
States Coast and Geodetic Survey (now National Ocean Survey), "West Quoddy
,Head to New York,"(0-50) from Long Island to Nova Scotia. Cut out along
the shoreline and trace this onto a piece of 1/4-inch cardboard or 1/2-inch
homosote. Select a proper depth interval (30 feet for local charts or 100
feet for offshore charts) and cut' along these contour lines. Stack and glue
the layers@ in the same relationship they are found on the chart. When you
have finished you should have a "wedding cake" effect with the land on the
top layer and deepest points at the bottom. The contour interval on the
chart may change as you go further offshore. Use additional thicknesses of
material to maintain a uniform scale. You may wish to use plaster to smooth
the inside surface of your model. This model can be coated with water repel-
lent and filled with water to act as a three-dimensional wave tank or for
other classroom demonstrations.

Sao Level
10 200'

3004 4E!!5400-

CAPE COD

Sea Level

100,
200'
ea

15.

TIDE POOLS AND THE ROCKY INTERTIDAL ZONE

FOR THE TEACHER

Major Points

1. List our common foods which are made with Lichens
algae found in tide pools.

2. Define a rocky tide pool and the zonation
of life. Blue-green algae
3. Explain how animals and plants adapt to a Periwinkles
rough environment and the variables they
have to adapt to in a tide pool.
Rock crab
4. Explain the classification of animals. HIGH TIDE----
_V:s
Activities (P
Barnocles@'
I. Do transect across tide pools for zonation;
take temperature and salinity.

2. Make herbarium sheets of algae with mimeo- Limpet Periwinkles
graph paper. Cover with wax paper and press
between sheets of newspaper weighted with
books. Cover with transparent contact paper
on both sides for durability.

3. Make a tide pool aquarium for the classroom. Barnacles
4. Make up your own classification system for
identification of algae common to your area.

Fucus
A variety of animals and plants is shown in this
highly generalized diagram. zonation patterns Ulva
on shoreline rocks are the result of several
factors, one being the ability of an organism to Blue mussel
survive exposure during low tide. Closely rela
ted forms of life may be separated. Sea oieno
C 1`170 Oyster drill
-------------- @Ow TIDE ------------
Rockwe
Oyster
Kelp

r hyro

Rock Bass
g
da(
e

Rock rat

ea onemon ea urchin

Red algae

Sea star

16.

References

Books:

I. Seashores, by Herbert Zim and Lester Ingle. 1955. Golden Press, Western
@ublishing Co., Racine, Wi. 160 p. $3.95, paper $1.00.

2. The Life of the Seashore, by William H. Amos. 1966. McGraw Hill Book Co.,
qew York, N.Y. 231 P. $4.95.

3. Edge of the Sea, by Rachel L. Carson. 1955. Houghton Mifflin Co., Boston,
Ma. 276 p. $5.95.

Films:

1. "Between the Tides." Contemporary Films, New York, NY. 10001.

2. "Life Between the Tides." Encyclopedia Britannica Films, Chicago, Ill. 60611.

3. "Beach and Sea Animals." Encyclopedia Britannica Films, Chicago, Ill. 60611.
11 min.

17.

Tide Pools and the Rocky intertidaZ Zone

FOR THE STUDENT

Seeing examples of the sea plants and animals can be a problem. For instance,
if all the school children in an area were to go collecting seashore animals, all the
animals would soon be 'removed from the shore. In this day of oil spills and other
tragedies to the life along our coast, we need to think about conserving even those
species, such as barnacles and periwinkles, that seem innumerable.

Plants and animals of the intertidal zone are able to withstand wide changes in
salinity (salt content of the water) and temperature as they are alternately flooded by
the tide or exposed to the sun and rain. Thus, they are iddal for saltwater aquariums.
However, the seaweeds produce substances that are antibiotic, and in an aquarium these
will kill all the animals.

If you cannot make a field trip to an area with tide pools, you can make a tide
pool aquarium for your class. A large glass jar or a plastic box can be used. Most
aquarium stores now carry artificial seawater mix and guides on setting up saltwater
aquariums. They also sell "Sealastic," a Dow-Corning product, to use to glue together
your own all-glass aquarium. Marine organisms may be purchased from biological supply
houses. Be careful not to overcrowd your aquarium. Organisms from New England are
used to cold water. When the water is cold, it holds more dissolved oxygen and the
animals use less; thus, the cooler the water, the more animals it will sustain. In
the winter you can keep an aquarium cold by setting it on the window sill so that the
outside side of the aquarium is outdoors. Close in the rest of the space under the
window sash with wood panels as you would for an air conditioner or window fan in
summer.

References

1. The Salt Water Aquarium in the Home, by Robert P.L. Stranghan. 1970. A.S. Barnes
and Co., New York, N.Y. 360 p.

2. The Edge of the Sea, by Rachel L. Carson. 1955. Houghton Mifflin Co., Boston, Ma.
276-P-.

3. The Life of the Seashore, by William H. Amos. 1966. McGraw Hill Book Co., New
York, N.Y. 231 P.

BEACH, DUNE AND MARSH

FOR THE TEACHER Sand Dune Movement

Wind
Major Points S@@d- ovement

I There is a strikinq contrast between the fall
and early spring profile of a beach. The
beach face is usually cut back by winter waves
@Iand
exposing the coarser sands. The winter pro-
..slip
file is often jagged and irregular. face
2. Plant and animal populations vary from one
environment to another.

3. Dune grass, Ammophila breviligulata, stabil-
izes its environment. Each,individual plant
maintains a vast meshwork of roots and stems
which holds the dune in place. Once the dune
becomes stable it is colonized by a variety
of plant and animal life. Sand Movement Stopped By Beach Grass
4. The salt marsh is a nutrient trap. Again
we find an environment dominated by one Heigh%..2
primary plant the marsh grass, Spartina inches Wind
This plant absorbs the energy of the sun path of sand grain Beach
and the nutrients of the rivers and sea and Gross
releases them ever so slowly. The Spartina
roots and stems produce a dense mat which
traps organic nutrients to be gradually re-
leased into the environment. These nutrients
are used directly by microscopic plants and
animals . . . the start of a great food chain
leading to the vast schools of fish populating
our coast. beach
ih_Gi;-r'I -a f iwf;'@@-s Ft
Activities

Off
1. Beach: crest of berm
10
beach face hi de@
r -_qh tL
m
a. Walk along the beach and observe the shells 11" per p -r-- bar 0
Indi:@ a I - - -
w e 07@ low ide
of animals that inhabit this particular or '10
environment. sum er rbu
510
prof i le

Generalized profile through an
intermediate slope beach showing
seasonal changes in sand distri-
bution.

19.

b. Compare and sketch the variation between fall and early spring beach profiles.
c. With a hand lens you can easily distinguish the difference in particle-size
between sand found above a cut (or cusp) and the sand found below. Why are
they different?
d. If time permits, dig a trench five feet long up and down the beach slope
to observe the layering in beach formation. If you smooth off the side
of the ditch and spray it with spray adhesive, you can press a piece of
cardboard or paper against the sand and get a cross-section which you.
can take back to school to study.

2. Dunes:

a. Try to identify the plants and animals that frequent this habitat.
b. Observe the dune g-rass and compare the stability of areas with grass to those
lacking grass. The areas devoid of grass should show evidence of being swept
by winds which leave a conspicuous shallow trench-like structure.

3. Salt Marsh:

a. Observe the primary feature of the marsh-, a level plain dominated by one major
plant type - Spartina sp.
b. Identify the transition zone between the very tall cord grass and the shorter
salt meadow hay. This illustrates the colonization of two slightly different
habitats of mean high water and spring high water by two separate species of
the same plant, cord grass, S. alterniflora and salt meadow hay, patens,
reSDectivelv.
c. Locate one of the many canals leading to the sea. Note the mat structure
of its wall as well as the marsh animals inhabiting this zone.
d . Locate the d"Irection of freshwater flow into the marsh as well as the saltwater
flow. How is the grass a nutrient trap for enrichment from both sources?
Observe the dense growth and the tight root and stem interlacing.

References

Books:

1. Waves and Beaches, by W. Bascom. 1964. Anchor Science Study Series. Doubleday,
New York, N.Y. T1.45.

2. Life and Death of the Salt Marsh, by John and Mildred Teal. 1969. Li'ttle, Brown
and Company, Boston, Ma. $7.95.

Films:

1. "The Beach, the River of Sand" and "Seashore Life." Encyclopedia Britannica
Films, Inc., Chicago, Ill. 60611.

2. "Between the Tides." Contemporary Films, Inc., New York, N.Y. 10001. 16mm., color,
sound, 22 min.

PO.

Beach, Dune and Marsh

FOR THE STUDENT

The beach is a very dynamic environment. It changes from day to day with each
rise and fall of the tide and change in weather pattern. The results of these daily
changes add up to major seasonal changes.

If you cannot get to a beach often, there are two times when you should definitely
go: early fall and spring. In the fall you will see the beach built up to its maximum
by the moderate wind and wave conditions of the summer. In the spring you will see the
beach cut back by the strong winds and waves of winter.

If you really want to see nature's forces at work, go to the beach during or right
after a storm. Then you will see how the winds carry the fine sand off the surface of
the beach to form drifts, like snow drifts, which we call dunes. And you will also see
how the high-energy storm waves blast the beach and carry away the sand leaving stones or
"cobbles."

If you dig a trench on the beach with a shovel you will be able to see layers of
different-sized materials. How are these layers formed?

The minerals that make up the sand vary from beach to beach according to the rocks
which formed their source. Make a col1lection of sand samples from various beaches and
examine the sand grains under a magnifying glass or a dissecting microscope. Note the
kinds of minerals by size, shape and color from each beach. Get a book on rocks and
minerals from the library and try to identify the minerals. Write schools or friends in
other parts of the country and ask them to send you small samples of sand from their
beaches for comparison.

If you can get to a beach or marsh make a "transect." A transect is a straight
line across an area and can be used both to study changes -in the elevation of an area
and to sample the biological communities. To make a transect you will need some string,
some stakes, something to measure with, such as a tape measure or yardstick, and some-
thing to level with, such as a carpenter's level, a line level, a protractor and plumbob
or simply a line of sight along your transect to the far horizon where sea and sky meet.

CENTER POINT STRING- LINE
OF SIGHT
1@@11@@)PROTRACTOR
900 MARK

STRING

6WASHER (SERVING AS PLUMBOB)

Once you have a level line along your transect you can measure down from it to
determine differences in elevation. On a calm day in the marsh you could wade out at
high tide and measure down from the water's surface.

UPLAND

MI
TIDAIL:C@R@EE
MLW

A marsh transect profiZe is an aid in mapping vegetation
zones (verticaZ scaZe exaggerated).

Measure down from your line of sight or level line at intervals of five or
ten feet and construct a profile on graph paper. Use a simple scale, like one foot
equals one square on the graph paper, to draw your profile.

This is a very good way to study the changes in the shape of a beach. On your
profile, note the plants and animals found along your transect. You will have to
look hard for plants and animals on the open beach. There will be no problem finding them
in the dunes and marsh. To make a study of the numbers of organisms per unit of area,
you will need a frame that encloses a square foot, square yard or square meter. A hula
hoop will serve nicely. Get your teacher to help you figure out the amount of area
it encloses. Put your frame down at each point you measure elevation and count the
number of each type of plant and animal within the frame. This is a "quantitative"
sample.

A Reference

Life and Death of the Salt Marsh, by John and Mildred Teal. 1969. Little, Brown and
Company, Boston, Ma. @7-95-

22.

SOUNDS OF THE SEA

FOR THE TEACHER

Major Points

1. Sound is vibration; it travels faster in a dense medium like water than in air.

2. The underwater world is noisy, although our ears aren't capable of hearing all
the noises.

3. Crustaceans make sounds by clicking together parts of their exoskeleton.

4. Many fish produce sound with aid:of a swim bladder filled with gases which resonate
when vibrated (see fish illustration).

5. Fish hear by means of ear and lateral line.

6. Cetaceans (whales, dolphins, porpoises) make sounds by blowing air through a
blow-hole.

7. Man and dolphin use sonar for echo location, fish finding, echo sounding and detec-
tion of submarines.

Activities

1. Make or buy a cheap hydrophone. Then do experiments with lob,ster a,nd fish sound
amplification under water (see "The Amateur Scientist," Scientific American, Aug.
1970, P. 120).

2. Listen to records of underwater sounds.

.a. "Song of the Humpback Whale," by Roger Payne of the New York Zoological Society,
New York, N.Y. Capitol Record No. Stereo ST-620. Capitol Records, Inc.,
Hollywood and Vine Sts., Hollywood, Calif., $3.77.
b. ''Sounds of Sea Animals," Science Series, FX6125, Vol. 2, Folkways Records and
Service Corp., 165 W. 46th St., New York, N.Y.

3. Make a plywood model of a fish with a balloon for a swim bladder.

Kidney

dl
Ai

Liver Stomach
Splee

23.

References

Books:

I. Dolphins: The Myth and the Mammal, by Anthony Alpers.

2. NOTE: In Oceanography (1970, W.H. Freeman Co.,.San Francisco) the following
articles show how sound has been used to study the sea floor, biology and
currents:

"The Continental Shelves," by K.O. Emery, p. 143.

"The Trenches of the Pacific," by Robert L. Fisher and Roger Revelle, p. 171.

"The Sea's Deep Scattering Layer,",by Robert S. Dietz, p.'307.'

"The Physical Resources of the Sea," by Edward J. Wenk, Jr., P. 347.

"The Circulation of the Abyss," by Henry Stommel, P. 72.

Films-

1. "The Noisy Underwater World of the Weddell Seal.'' Sterling Educational Films, Inc.,
21 E. 34th St., New York, N.Y. 14 min.

2. ''Sounds in the Sea." Educational Film Division, Moody Institute of Science, 1200
E. Washington Blvd., Whittier, Calif. 90606. 14 min.

3. "Sounds in the Sea." U.S. Navy Assistant for Public Affairs of your Naval District
(when writing refer to-MN-lo4og).

4. "Underwater Sound - Basic Principles." Graphic Arts Department, Woods Hole Ocean-
ographic Institution, Woods Hole, Ma. 02543. Color, 21 min.

24.

T ran smitter Receiver

A -ECHO SOUNDING

B - SEISMIC REFR4 cTioN
7::@ Echo
R% C - SEISMIC REFLECTION

Sea floor

Receivipg ship
Shooting not moving
ship :j3;2_t
Explosion Hydrophones

Unconsolidated
sediments

Ocean bottom Ref lecting
horizons

Ship under
way
Hydrophonqk@

Energy source

Unconsolidated
sediments

Ocean bottom Reflecting
Un,
se
Ocaan.. I

horizons-,7-.-

25.

Sounds of the Sea

FOR THE STUDENT

"The Song of the Humpback Whale'' has become quite a popular record recently.
Perhaps your school or community library has a copy. There is another record avail-
able commercially entitled ''Sounds of Sea Animals."

Man has found sound a very useful tool in the sea. Because of the speed of
sound in water it is useful for determining.the depth of the water or the location
of ships, submarines and fish. It is also used at sea (and on land) by seismologists
to study the structure of the earth's crust.

Because the speed of sound varies with the density (mass per unit volume) of water,
it is frequently necessary to know the temperature and salt content of the water in
order to use sound to measure distances accurately. As sound waves pass from warm water
to cold (from less dense to more dense water) they are bent (refracted) in a manner sim-
ilar to the way light is bent when it passes through a glass of water or the sides of
an aquarium. Thus, you can see how important it was during World War 11 to learn about
the density structure of the oceans.in order to hunt down enemy submarines and for our
submarines to evade detection.

If you live near a lake or the ocean you may wish to build a simple hydrophone.
There have been plans for several in "The Amateur Scientist" column of the Scientific
American. The simplest and cheapest one should cost less than $2.00 to build. The
'plans are on page 120 of the August, 1970 issue. More sensitive and sophisticated
hydrophones are described in the October, 1960, and March, 1964 issues. However,
these are also more expensive, require special materials and tend to accentuate sounds
of high pitch.

If you know someone who has a boat equipped with a recording echo sounder, ask for a
recording made while the boat is moving in a straight line between two known points.
Compare the depths with those on a navigation chart. Perhaps the boat owner can show
you traces that indicate various species of fish. "Echograms" are frequently used for
both navigation and fish finding by both commercial and sport fishermen.

References

1. "Piloting, Seamanship and Small Boat Handling," Motor Boating, P. 352(n), New York,
N.Y. 665 P. $7.95.

2. "Sounds of Sea Animals.'' Folkways Science Series, Folkways Records and Service
Corp., 165 W. 46th St., New York, N.Y. FX6125, Vol, 2.

''Song of the Humpback Whale." Capitol Records, Inc., Hollywood and Vine Sts.
Hollywood, Calif. $3.77.

26.

MARINE FOOD CHAIN

FOR THE TEACHER

Major Points

1. What is plankton--the free-floating plants and an.imals
that form the first two stages of the marine food chain.

2. Importance of plankton to organisms such as tuna. 4th order
a. Primary (first-level) productivity the capture of consumer
the sun's energy by plants I lb.
b. Primary producers -- phytoplankton the micro-
scopic , free-floating "grass of the sea"
c. Transfer of energy up the food chain to higher
level organisms 3rd order
consumers
3. The ability of an area of ocean to produce and nourish 10 lbs.
plankton depends on.the availability of nutrients.

4. Seasonal and geographic variations in planktonic popu-
lations.
a. Upwellings - areas of nutrient rich water. 2nd order
b. Currents . . consumers
c. Temperature and salinity 100 lbs.

5. As a rule of.thumb, it takes 10,000 pounds of primary
producer (phytoplankton) to produce one pound - of fourth-
level consumer. However, the reverse is true for sub-
stances, such as heavy metals, which are not metabolized Ist order
but are accumulated in the food chain. At the fourth (primary)
level they may be concentrated 10,000 times,over their consumers
natural concentration in the environment. 1000 lbs.

producers
10,000 lbs
02
Phytopiankton
Zooplankton Wholes
e6 --Herrinrg
etc.

02 0 .@'Mid-depth
fishes

Zooplankton.,,-. 61
Nutrienid'.
To gain one pound, a tuna
Abyssal
(fourth-order consumer)
f ishes
must eat the equivaZent
'6enthos Of ZO-,000 pounds of
-1 pLanktonic pZants (pro-
A schematic representation of some marine food chains. ducers).

27.

6. Breaking the thread--pollution and exploitation of
environment and species upsetting natural balance
a. Overfishing
b. Oilspills

Classroom Activities

1. Food Web game

a. Cut out several models of producers and first-
through fourth-level consumers. Photosynthesis
b . Give one to each student making sure you hand Sunlight
out more producers than first-order consumers,
etc. Ocean surface
c. Have teacher begin connecting string from one Chlorophyll
member of food chain to next in order of their Diatom rganic matter
consumption. Make sure string interconnects produced
to show variations in diet.
d. When done, have students hold this web over Carbon dioxide Oxygen
nutrients, -
their heads (good example of "food web"). vitamins, water
e. Begin cutting threads while proposing various from sea water
problems such as:
(1) This phytoplankton was eaten.
(2) This one didn't receive enough sun.,
(3) This consumer died of oxygen decrease due
to bacteria buildup.
(4) An oilspill pollutea the water to kill these.
f. Discuss importance of understanding and possibly Respiration
managing food chains.
Oxygen
e @ @@ 90p,
2. Importance of balance: effects of a fertilizer on lk@
growth of algae Consume Diatoms
by :C:j:=ft
a. Take two 30-gal Ion tanks of seawater or fresh herbivores
water; label one "Control" and one "Experimen- Excreti
or dea 01 Death and
tal" and place them in a sunny window. tt@l deedy
b. Each day add 1/2 teaspoon of a household phos- Carbon dioxide
phate detergent or fertil izer 10-10-10. nutrients, vitamins,
c. Record water temperature, turbidity, general water returned
appearance. Is algae growing? Continue until to sea water
algal bloom makes water very turbid and green.
d. Questions:
(1) Why is water green?
(2) Is there any difference between two tanks? (Explain difference.)
(3) How can any difference be related to areas of upwelling?
(4) How does this compare with algal pollution?

Field Activities

1. Observe feeding behavior of crabs, sand fleas or mummichogs, recording what is
d :e
_M(

9MMA
"eh4
at
de

eaten, approximately how much, and how often. Are these organisms eaten? If
so, by what?

2 8.

2. Plankton tow - identify major types of @ooplankton.

References-

Books:

1. ''The Nature of Oceanic Life'' in Oceanography, by John D. Isaacs. 1971.
W. H. Freeman and Company, San Francisco, Calif., 417 P. $5.75.

2. Frontiers of the Sea, by Robert C. Cowen, Bantam Books, Inc., New York, N.Y.

3. Phytoplankton - Grass of the Sea. 1970. Sea Grant No. 9, Extension Marine
Advisory Program, Oregon State University, Corvallis, Ore. 97331. Free

Films:

1. "Plankton and Open Sea," Krasker Memorial Film Library, Boston University,
School of Education,. Boston, Ma. 02215.

2. "Marine Animals and Their Food." Coronet Films, Chicago, 111. 60601.
Color, 8 min.

29.

Marine Food Chain

FOR THE STUDENT

Plankton are the small, free-floating organisms of the sea. As on land, in the
sea the green plants combine carbon dioxide with water, utilizing energy from the sun,
in the process called photosynthesis to form simple sugars, which are the basis for the
food upon which all other life depends. Except in the shallow waters of the salt marsh,
it is the algae, not the flowering plants, which carry on this process in the sea.

Along the fringes these algae consist of large attached forms which we all know
as seaweed. But the vast majority of the photosynthesis which goes on on this planet
is carried out by the single-celled plants known as phytoplankton.

One of the by-products of photosynthesis is oxygen, which we as animals need to
release the energy required by our bodies to carry out all the life processes. Over
70 percent of the world's oxygen is produced by the phytoplankton. These energy fixers
are termed primary producers and are the first step in the food chain of the sea. They
are eaten by the tiny animals called zooplankton which in turn are eaten by small fish
and other animals which in turn are eaten by bigger fish, etc. Thus, we have first,
second, third and sometimes fourth-level consumers in the food chain.

You can make a plankton net from an old nylon stocking or a pair of pantyhose.
Make a loop of wire (a couple of coat hangers will do) or use an embroidery hoop
to hold open the mouth of your net. Roll the mouth around your hoop several times
and bind it in place with strong or heavy string or light rope to which you can attach
your towline. Put a small jar in the toe of each leg and tie a string around the foot
of the stocking at the neck of each jar.

BONGO NET String ties
Bottles

Bridl Panty Hose

---Hoop

ow rope

30.

You can tow this net with a rowboat or let it stream in the current from the
bridge. You can even attach it to a fishing line and with practice you can cast
it out and reel it in. This will give you a sample of the kinds of plankton in the
water. We call this a ''qualitative" sample.

To determine the numbers of organisms per gallon, cubic foot or other measure
of volume (cubic meter is the measure usually used by scientists) you need to know how
much water is filtered through the net. The easiest way to do this is to collect the
water and then pour a known volume through the net. A bucket is fine for this purpose
if you just want to sample the surface. A pump that pumps so much water per minute or
per stroke is good because then you can sink a hose down to the level you wish to sample
and pump away.

You'll need to use a dissecting microscope to look at most zooplankton and a com-
pound microscope to look at phytoplankton. For more information you should order the
book Plankton Primer and its accompanying wall chart for $1.00 from: Martek Instruments,
Inc., 879 W. 16th St., Newport Beach, Calif. 92660.

31.

CORNUCOPIA OF THE SEA

FOR THE TEACHER,.

Major Points

1. There are many unexploited species of marine plant and animal
life. Of the more than 20,000 species of fish only about a
dozen kinds make up the bulk of fish used as food. Many marine
C

animals such as squid, sharks and snails are fine food sources
@,s
but are not used in many countries because they are not a
familiar food. Others such as lantern fish and bristlemouths
which could be used in fish meal are not caught because inexpen- D
sive methods of catching them in their deep ocean habitat have
not been developed.

2. At the present time, only a very small portion of man's protein
is obtained from the ocean. Many new sources and ways to use
it is being tried. A tiny shrimp-like crustacean from the E
Antarctic, the Krill (Euphausia superba) may be a future source
of protein for man. Experiments are being made with a concen-
trated fish protein in the form of a flour which can be made
into high-protein bread.

3. The principal fishing nations are Peru, Japan, China (mainland), F
U.S.S.R., Norway and the U.S. But many developing nations
have begun to take to the oceans to fill their great need for
protein. Almost the whole catch of 10 million tons a year in
Peru is one fish, the anchovy (Eugraulis rigens), which is made
into fish meal. Both Japan and the U.S.S.R. have far-ranging G
fleets which not only catch but process (can, freeze, prepare
by-products) the fish too.
IQW
4. The resources of the oceans are great but not unlimited. Many
areas and species are being over-exploited and unless interna- H
tional agreements can be reached and enforced-to prevent over-
fishing, more things like the decline of the Antarctic baleen
whale and the California sardine will occur.

5. The maximum sustained yield is the largest amount which can be
taken from a stock of fish year after year without causing a
decrease in abundance. By determining this for each stock
of fish protective quotas could be devised which would safe-
guard the oceans' plenty.

Largest marine catches (miZZions of metric tons, Z967):
17-Ir-5

A. Peruvian anchoveta, 10.5; B. Atlantic herring, 3.8;
C. Atlantic cod, 3.1; D. mackeraZ_, 2; E. waZZeye poZ- @, @t_n )
Zack, 1.7; F. South African pilchard, 1.1; G. oysters, (tev @7(_
.83; H. squid, .75; 1. shrimp and prawn, .69; J. clams
and cockles, .48.

32.

6. The farming of the oceans and their tributaries, (aquaculture) is a growing in-
dustry. In Japan many types of algae, the best known being Porphyra, are grown
as crops. Oysters are hatched and cultivated in the U.S., Japan and Australia.
Shrimp and prawn are raised in Japan, Si'ngapore and India. In marine fish farms
in Indonesia, the Phillipines, Taiwan and Italy, the milkfish (Chano chanos) and
grey mullet (Liza sp.) graze on algal felt which covers the bottom of the -care-
fully tended fish ponds.

Activities

1. Trips

a. Visit processing and fish supplement plants.
b. Go to seafood restaurant.
c. Collect specimens that are native to your area.
d. Visit an aquaculture enterprise.

2. Projects

a. Have class reports on seafood use and consumption in various countries.
b. Publish pamphlet of collected and original seafood recipes.
c. Collect or draw pictures of animals and plants used for seafood.
d. Have a classroom seafood dinner (possibly combined with I c & 3 b).
e. Give reports on drugs and other important by-products from animals
and plants of the sea (present and ancient).
f. Make up meal charts for school display.
g. Plan a shipwreck manual on how to survive using available sea life.
h. Do research on protein supplements and their present and future use.

3. Discussion and Group Topics

a. Stage an internation 'al "Law of the Sea" conference showing the problems
and progress in protecting the ocean's natural resources.
b. Invite local fish warden to discuss cautions needed in securing sea
organisms for eating purposes and the laws governing collection.
c. Discuss variety of life found in sea.
d. Debate the question ''Is the sea the answer to the world's future food
needs?"

Re f e nen c e-s-.

Books:

1. Seaweeds and Their Uses by V.J. Chapman. 1952. Barnes and Noble, New York,
N.Y. $14-50-

2. Farming the Edge of the Sea, by Fishing News Ltd. London, England. 1968.

33.

3. Stalking The Blue Eyed Scallop, by Euell Gibbons. 1964. David McKay Co.
New York, N.Y. (hardcover $7.95, paperback $2.95).

4. Stalking Wild Foods on a Desert Isle, by Euell Gibbons. National Geographic,
July 1972, 47 P.

5. The Food Resources of the Sea, by S.J. Holt, in "Oceanography," J. Robert Moore, ed.,
W.H. Freeman and Co., San Francisco, California, 1971. (paper $5.75).

6. Marine Products of Commerce, by Donald K. Tressler and James W. Lemon, Reinhold
Publishing Corp., New York, N.Y.

7. Marine Resources of the Atlantic Coast, by Atlantic State Marine Fisheries
Commission, P.O. Box 2784, Tallahassee, Florida. 32304. Series of 14 leaflets-
$1.78 (commercially important species of fish and shellfish-illustrated.)

Charts: (see page 36).

Films:

1. "41 North 67 West, " Mass. Seafood Council, Fish Pier, Boston, Mass. 02210.

2. ''Seafood Favorites from the Seafood State," Association Sterling Films, 484 King
Street, Littleton, Mass. 01460. (color-free).

NOTE: The films on this list are available free from Audio-Visual Services,
NMFS, 1815 North Fort Meyer Dr., Arlington, Va. 22204:
3. "Japan Harvests the Sea" 6. "It's the Maine Sardine"

4. "New England Fisherman" 7. "Fresh Out of the Water"

5. "The Story of Menhaden" 8. "Salmon Catch-To-Can"

NOTE: The films on this list are available from Department of Sea and Shore
Fisheries, State House, Augusta, Maine:

9. "Filleting and Packing of Fish 12. "Seed Quahog Dredge

10. "Maine Alewife Fishery 13. "Waterman of the Chesapeake

I]. "The Maine Lobster

14. "The Hidden Treasure," Seafood Marketing Authority, 94 College Avenue, Annapolis,
Maryland. 21401. (free)

74.

Cornucopia of the Sea

FOR THE STUDENT

Vast areas of the ocean are barren. Only where nutrients are found near the
surface where light can penetrate and plants (phytoplankton) can grow is the ocean
highly productive. These areas are located on the continental shelves and in areas
where upwelling brings bottom water to the surface. Despi-te the fact that these
areas only constitute a small part of the total ocean surface they account for approx-
imatelY 70% of all the photosynthesis (primary productivity) on earth and it is in
these areas that our great fisheries are found. Some of thes@ areas have been exploited
by man for thousands of years, while a few are just now being tapped. The most abundant
species are those which graze directly on the phytoplankton (first-order consumer) or
on the zooplankton (second-order consumer). Some of these such as the Peruvian
Anchovdta and the Atlantic menhaden are oily and distasteful to man. These are used
in the ''industrial fishery" to make animal food supplements,high protein flour and
valuable oils. Man seems to pref er to ea t th i rd-and fou rth- I eve] consumers such as
cod, haddock, tuna and salmon. But man also is a creature of habit and in sticking
to traditional species overlooks many very tasty and nutritious species of fish and
shellfish.

Activities

1. See how many species of fish you can find in your local stores.

2. Look at Euell Gibbons' book Stalking the Blue Eyed Scallop and see how many
edible species he lists that. aren't in the stores.

3. Try eating different kinds of seafood. Don't let looks bother you, go by taste.
Try new ways of cooking f ish.

Seafood is especially good for you because it is high in vitamins, minerals, and
protein. It is very low in fat.

References

1. Stalking the Blue Eyed Scallop, by Euell Gibbons. 1969. David Mckay
Company, Inc., New York, N.Y. (hardcover $7.95, paper $2.95).

3J.

COMMERCIAL FISHING

FOR THE TEACHER

Major Points

1. Productivity of sea the food resources Otter Trawl

2. Equipment and methods of obtaining
(catching) fish and other useful
organisms

3. Economic importance of commercial
fisheries

4. Problems of commercial fisheries

a. Depletion of organisms
(1) overfishing
(2) pollution
b. Competition with other
nations
c. Marine law

Mariculture Drif tGill Net

a. Oysters and other
shellfish
b. Algae

Activities
oel'
1. Classroom. I ' ' Brush Weir
4*-
a. Chart zones of
ocean favorable
for fishing.
b. Map and discuss @Vo _ck e t pound heart
major fishing
ports of world
and local fish-
ing ports.
c. Show factory ships
- design and uses.
d. Discuss law of
sea - state, fed-
eral and interna-
tional laws..
e. Determine age of
fish using fish
scales and/or
otoliths. Menhaden
Purse Seine

36.

2. Field.

a . Visit fish pier, like Boston Commercial Fish Pier.
b. Visit fish processing plant, like Booth Fisheries, New Hampshire.
c. Visit a mariculture station for oysters.
d. Visit trash fish processing plant.
e. Make your own seafood meal.
f. Go out on a commercial fishing vessel.

References

1. The Old Man and the Sea, by Ernest Hemmingway.

2. The Frail Ocean, by Wesley Marx. Ballantine Books, Inc., New York, N.Y.

3. Marine Products of Commerce, by Donald K. Tressler and James W. Lemon.
Reinhold Publishing Corp., New York, N.Y. (SH 335 TD.

4. "The Nature of Oceanic Life," by John.D. Isaacs, p. 215; "The Food Resource of
the Sea," by S.J. Holt, P. 356; "The Ocean and Man," by Warren S. Wooster, p.
219. Oceanography: Readings from the Scientific American. 1970. W.H. Freeman
and Co., San Francisco, Calif. 417 P. Paper $5.75.

5. Marine Resources of the Atlantic Coast, a series of 14 leaflets covering commer-
cially important species of fish and shellfish, very well illustrated. Atlantic
States Marine Fisheries Commission, Washington, D.C. $1.78 for the series.

6. A Guide to Fishing Boats and Their Gear, by Walter G.P. Blair. 1966. Putnam and
Sons, New York, N.Y. 128 p. $3.49.

7. Harvest of the Sea, by John Bardach. 1968. Harper and Row, New York, N.Y.
301 p. $1.95 (paper)

Charts

1. Wall charts (in color) of commercially important species from James Hooke Co.,
Inc., Boston, Ma., $5.00, or International Marine Publishing Co., Camden, Me.,
$5.00.

2. "Marine Fishes of the North Atlantic," a colorful wall chart produced by National
Marine Fisheries Service and available from Superintendent of Documents, U.S.
Government Printing Office, Washington, D.C. $1.50.

3. Common Marine Fishes of the United States, National Marine Fisheries Service
Form FH-6, available from the New England Marine Resources Information Program,
Narragansett, R.I. 02882.

Subscribe to:

National Fisherman, a monthly newspaper which not only covers commercial fishing,
but also much of the art, literature and history associated with the sea, as well as
maritime trade, boat and ship building, etc. National Fisherman, Camden, Me. o4843.
$6.00/year.

Films (See list, page 33.)

37.

CommerciaZ Fishing

FOR THE STUDENT

Visit a commercial fishing port if possible. Don't be afraid to ask questions.
Many fishermen are willing to talk about their work if asked.

Ask you teacher, school librarian or town librarian about subscribing to the
National Fisherman. In many coastal communities this monthly newspaper can be
@ought at newspaper dealers. A subscription costs $6.00 per year and can be obtained
by writing National Fisherman Camden, Me. 04843.

Try to learn all you can about a particular kind of fish, fishing boat, type of
net or other gear. Make a model of the net, boat or gear and explain how it works
to your classmates.

References

1. The Frail Ocean, by Wesley Marx. 1967. Ballantine Books, Inc., New York, N.Y.
274 p. paper - 95@-

2. The Sea Around Us, by Rachel Carson. 1961. Oxford University Press, New York, N.Y.

striker

Harpooning a
Swordfish
Pulpit
retrieving line

hunting line

BOATS

FOR THE TEACHER

1. The construction of boats and ships has undergone very gradual evolution
from the time man first floated on a log raft.

2. Though man's vessels varied greatly in size, shape and sophistication, they
were nearly all made of wood until the middle of the last century. Even
after wood was replaced in shipbuilding by other material's such as steel
boats and ships were each individually designed and custom built. Thus
every new ship was in many ways an experiment.

3. Today boats and ships are made of concrete, steel, copper/nickle alloy,
aluminum, fiberglass and the old reliable, wood. Many of these materials
have lent themselves to mass production techniques which allow the fabrica-
tion of proven designs at reasonable cost for the boating public. During
World War 11 "Victory" and "Liberty" ships as well as fighting ships were
mass produced. But many boats and ships continue to be custom made.

Activities

1. Have the class make a list of all the types of ships used in modern commerce.

2. Study the evolution of boat and ship design in the last two hundred years. How
are today's boats different from the ships of Columbus, Leif Ericson, or the Romans?

3. Visit a marine museum, boatyard, shipyard, or offices of a naval architect.

References

1. Piloting, Seamanship and Small Boat Handling, by Charles F. Chapman, (pub. each
year) Motor Boating, 959 Eighth Avenue, New York, N.Y. $7.95.

2. The History of American Sailing Ships., by Howard 1. Chapelle. 1935. Norton Pub.
New York, N.Y. $25-00.

3. A Guide to Fishing Boats and Their Gear, by Walter G.P. Blair. 1966.
Putnam and Sons, New York, N.Y. 128 pp. $3.49.

4. Practical Ferro-cement Boatbuilding, by Jay R. Benford and Herman Husen. 1971.
International Marine Publishing Company, Camden, Me. $10.00.

5. Boatbuilding Manual, by Robert M. Steward, 1970. International Marine Publishing
Company, Camden, Me. $9.50.

A 39.

F&
B K

L
G
C

E is N

Types of boats that sailed the New England Coast: A. Viking Longship; B. Carrack; C. Ca-
ravel; D. Whaling Bark; E. Four-Masted Bark; F. lbo-Masted Catboat; G. Cape Cod Catboat;
H. Friendship Sloop; I. Dragger; J. Brigantine; K. Five-Masted Schooner; L. Fishing Ketch;
M. Fishing Schooner; N. Coastal Schooner.

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Answers to quiz in student gu'
ide., next page.

40.

Boata

FOR THE STUDENT

Probably the most fascinating thing about a boat is that it floats. This is due
to the principal of buoyancy. It is obvious to even a casual observer that a piece
of styrofoam is very light and therefore it is logical that it should float on water.
It is less obvious why a ship made of steel (which we know is too heavy to float on
water by itself) should float. To understand buoyancy thoroughly it is necessary to
be able to determine the mass of an object and the mass of the water which that ob-
ject displaces when it is submerged in water. A simpler way to gain a feeling for
buoyancy is to make clay boats.

Activity

Take modeling clay and work it into a solid ball. Place it in a bowl of water.
Does it float? Try other solid shapes such as a cube or a pyramid. Do they float?
Now shape the clay into the shape of a bowl. Does it float? Make the sides of your
bowl thinner. Now does it float? See how big a bowl you can make from your original
piece of clay. You may wish to roll it out with a rolling pin or shape it over a
pan or some other mold. Now does it float? Can it carry a load? How much of a
load? How is it different from the original ball of clay? Now do you understand how
a boat can be built of concrete or steel? Is it necessary for a ship to be built of
a material such as wood which is lighter than water? Why don't we make rafts of rocks
to paddle around on the mill pond? Could you make a boat out of stone? How?

ARE YOU ALL AT SEA T F T F
ABOUT BOATING SAFETY? . 4.00 0 0 It
TRY THIS QUICK QUIZ SMALL CRAFT SHOULD NOT VENTURE OUT ONLY BOATS OVER 16' ARE REQUIRED TO
WHEN THIS PENNANT IS FLYING. BE EQUIPPED WITH LIGHTS WHEN UNDER.
T F T F WAY AFTER SUNSET.
1.00 S. 0 0 A -40, 13 T F
- 9.00 40, B
BOAT "A" MUST GIVE WAY TO BOAT "B". IN A NARROW CHANNEL, BOTH BOATS
T F SHOULD PASS "PORT TO PORT". THIS BOAT IS ENTERING FROM SEAWARD.
2. 0 0 A B T F IT SHOULD KEEP THE RED BUOY ON ITS
6.00 STARBOARD SIDE.
BOAT "A" IS OVERTAKING BOAT "B". P T F
BOAT "B" MUST SLOW DOWN AND TURN BOATS FLYING THIS PENNANT ARE IN 10.00
TO PORT. DISTRESS. B J/%@FIP A
T F T F IN THIS SITUATION, BOAT "A" SHOULD
3.00 A 7.00 -A STEER TO STARBOARD.
t ww's
THIS BOAT S HEADING OUT TO SEA AND ENGINE AND PROPELLER SHOULD BE COM-
SHOULD KE5 THE BLACK BUOY ON ITS PLETELY STOPPED BEFORE PICKING UP
PORT SIDE. FALLEN SKIER.

41.

NAVIGATION

FOR THE TEACHER

Major Points

1. Seven thousand years ago the Sumerians-of Mesopotamia
exported their goods by vessels belonging to a sea-
faring people called the Magans, who sailed the
Persian Gulf.

2. Best known of the ancient sailors are the Phoenicians. r--,*,,
These seafaring merchantmen of 2000 B.C. sailed to
Britain for Cornish tin, to Norway for dried fish.
They sailed south from the Red Sea via Cape of
Good Hope and home through the Straits of Gibraltar.
We cannot even guess how these masters of the sea
found their way since they wrote little of their@@
voyages, wanting to keep their trade routes and
sources of cargo a secret.

3. The ancient Polynesians made bamboo charts to help
guide their way among the Pacific Islands. They
understood the language of the sea and followed
varying colors of ocean currents, cloud patches
hanging over every tropical island, wave patterns
and migrating flocks of birds and schools of fish. The astrolabe was used to measure
4. In the ninth century A.D. the Vikings through the height of the sun and stare
their seamanship and without instruments sailed above the horizon from 150 B.C.
throughout the waters of the North Atlantic.- to the Iend of,the 16th century.
In the year 1000 A.D. Leif Ericson landed some-
where along the North American coast between Cape
Cod and Newfoundland and started several small
colonies.

5. The rediscovery of celestial navigation and the
early compasses after the Dark Ages (about 1300 A.D.)
mark the beginning of modern navigation.. Such
men as Prince Henry of Portugal, Columbus, and
Magellan all added to this new science of navigation.

6. While these early navigators could determine
latitude (distance north or south of the equator
from the altitude of the sun above the horizon
and from the movements of various stars), they
could not determine longitude (distance east or
west of their starting point) until the invention
of the chronometer (a very accurate portable clock).

42.

Modern chart "rose"
shows the relation-
7. Captain Cook was the first navigator to sail ship between magnetic
with a chronometer. His voyages were considered and true north.
of such scientific importance that he carried
a letter of free passage from Benjamin Franklin
which allowed him to carry out his surveys
unmolested during the American Revolution. 4,
V",
V" ?,,I I.
8. Today we are in an age of instantaneous electronic
navigation with such instruments as radar, sonar, ETIC
loran,. inertial guidance systems, and satellite
navigators. With accurate charts, depth finder,
%6.4,
and radio direction finder, even a weekend sailor
can quickly locate h-is position and feel secure
when at sea.

Activities
1. Learn to read and use marine charts. 10

2. Visit the bridge on a commercial or fishing boat and see how navigation equipment
works.

3. Fix your position at various points on a field trip, etc.

4. Make a compass, and show how it is affected by lines of force.

5. Learn to plot courses on a chart.

References

1. Seas, Maps, and Men: An Atlas History of Man's Exploration of the Oceans, by
P. Hamlyn. 1962. Geographical Projects Limited. London, England. 3-3.97.

2. Piloting, Seamanship and Small Boat Handling, by Charles F. Chapman. 1971.
Hearst Corporation, New York, N.Y.

3. The Sea Around Us - "Special Edition for Young Readers," by Rachel Carson.
1
W_
9 Golden Press. New York, N.Y.

4. Chartwork for Fishermen and Boat Operators, by G.A. Motte. 1973. URI
Marine Advisory Service, Narragansett, R.I. $3.00.

5. Navigation for Fishermen and Boat Operators, by G.A. Motte. 1973. URI
Marine Advisory Service, Narragansett, R.I. $3.50.

Nautical charts may be purchased at most large marine supply firms. Nautical
catalogues and charts can be ordered directly from: U.S. Department of Commerce,
Distribution Division C44, National Ocean Survey, Washington, D.C. 20235.
There is no charge for the catalogues.

4 3.

Fi Ims

1. ''To Help Man Find His Way," Modern Talking Pictures. 1212
Avenue of Americas. New York, N.Y. 10036. 28 min. color

2. "Modern Geodetic Survey," Navy Film No. MN10203. Write to Assistant
for Public Affairs of your local Naval District Office. 16 mm.,
22 min. color

3. ''The Shape of the Earth," McGraw-Hill text films, 330 West 42nd
Street, New York, N.Y. 10036. 16 mm., 28 min. color.

o 96'

109*

310.

a@!

Chart segment showing magnetic headings from buoy to buoy.

44.

Navigation

FOR THE STUDENT

Activities

1. Obtain a marine chart for your area, learn how
to read the chart and its symbols.
Magnet
2. Make an ancient compass. Obtain a bar magnet or
rub a thin nail against a strong magnet several P
times. Place your magnet on a small piece of wood Wo d
so it floats freely in a bowl of water. Compare
the direction of the nail to the direction of
the needle on a hand compass.

3. Make a map of a force field. Obtain a magnet,
place it on a table and cover it with a thin
piece of plastic, acetate or paper. Sprinkle
iron filings around the magnet like pepper;
keep at it until you get a pattern. What do
these lines oP force have to do with how your IRON
compass works? FILINGS,.(o

"Fix" your position by triangulation using a G-
compass. Place an ordinary hand compass on a
flat surface (not near metal). Turn your ACETATE
compass so needle and card point North. Lay
a straight stick or ruler across the center of
the compass. Now without moving the compass
aim the ruler at a lighthouse, buoy, radio
tower or other landmark. Write down the angle
under the ruler on the side closest to the
lighthouse. Don't move the compass. Aim the
ruler at two new objects, record the angles. Read this
Center angle
Now go to a chart of the area, find a compass Needle I
rose and make a parallel line to the correct Nor "N'41N 10 fu 0
angle on the compass rose th,rough the lighthouse Light -
and other object you took a fix on. The area Eye house
point where all three lines come together is \L----T
where you are. The smaller the point where 7\ aim ruler
the lines come together the more accurate your
methods.

5. Visit a large commercial or fishing boat and see all the navigation equip-
(@9

@AC F TA T @1

, @edI
10 20 0
rt, @N

ment and how it works.

References

1. Piloting, Seamanship and Small Boat Handling, by Charles F. Chapman. 1972.
Hearst Publications, New York, N.Y. $11-50.

45.

ARTS AND THE SEA

FOR THE TEACHER

Major Points

1. Music in the form of the chanty played an important role in working on sailing
ships.

2. Ballads have long been used as a means of celebrating epic events.

3. Water and the sea have influenced many famous composers, artists, poets and
novelists.

Some Novelists
Kenneth Roberts, Jack London, Herman Melville, Ernest Hqmmingway, C.S. Forester,
Henry David Thoreau, Edward Rowe Snow.
Some Poets
Henry Wadsworth Longfellow, John Greenleaf Whittier, Oliver Wendell Holmes,
John Masefield, Samuel Taylor Coleridge, Wait Whitman, Rudyard Kipling.
Some Artists
Winslow Homer, C.C. Evers, Andrew Wyeth, John Sisson, Paul Stetson Loring,
Jack Gray, John Singleton Copley, Gilbert Stuart, Fitzhugh Lane.
Some Composers
Debussy, Mendelssohn.

4. Ship models, figureheads, scrimshaw and macram-e' were among the arts of the men
who built and sailed wooden ships.

Activities

1. Visit historic seaports, marine museums, art galleries and museums of science
and industry.

2. Have the class read books (history or historical fiction).about American ships
and sailors between 1750 and 1900. There is plenty of material for all age
levels and interests.

3. Make collages of flotsam and jetsam from the beach.

4. Make a knot board displaying different types of knots and their uses.

5. If you live in a shore community, study its relationship to the sea over the
last 100 years. If you do not live near the ocean, pick a historic seaport
to study.

References

Books:

1. The History of American Sailing Ships, by Howard 1. Chapelle. 1935. W.W. Norton,
New York, q-.Y.$25-00.

46.

2. The European Discovery of America: The Northern Voyages AD 500 -1600, by
Samuel Eliot Morison. Oxford University Press, Fairlawn, N.J. $15-00.

3. Chanteying Aboard American Ships, by Frederick Pease Harlow. 1962. Barre
Gazette, Barre, Me. (paper - Dover.)

4. Shanties and Sailors Songs, by Stan Hugill. 1969. F.A. Praeger, New York, N.Y.
$7.50.

5. Songs the Whalemen Sang, by Gale Huntington. 1964. (paper, 1968, Dover, $3.00-Y

6. American Sea Songs and Chanties, by Frank Shay. 1888. Reprinted W.W. Norton,
New York, N.Y., 1948. $10.00.

7. A History of American Marine Painting, by John Wilmerding. International Marine
Publishing Co., 21 Elm St., Camden, Me. 04843. 302 p. $25-00.

8. Man and the Sea, by Bernard L. Gordon. 1971. The Natural History Press, Garden
City, N.Y. $9.95.*

9. Piloting, Seamanship and Small Boat Handling, by Charles F. Chapman. 1971. Motor
Boating, New York, N.Y. 695 p. 11-50.

10. Great Atlantic Adventures, by Edward Rowe Snow. 1970. Dodd, Mead & Co.,,New
York, N.Y. $5.95.

11. The Flowering of New England, by Van Wyck Brooks, paper, E.P. Dutton, New York,
N.Y. $2.45.

12. Great Sea Poetry, by Rudyard Kipling and others. 1969. Compass Publications, Inc.,
Arlington, Va. 22209

Filmstrip:

1. ''Songs of the Sea." Society for Visual Education. Hand-drawn color filmstrip
with 33-1/3RPM record of four chanties and their history (recommended.for fourth
grade and up).

Films:

NOTE: The films on this list are available from state libraries and other sources
at reasonable rentals.

1. "Colonial Shipbuilding and Sea Trade'' (A 10). 15-minute, color, sound. The effects
of the economy and geography on l7th Century New England, and the reasons that New
England became a shipping area are shown, as well as the effects of the English
Navigation Acts on the colonial economy. Filmed at Jamestown, it shows colonial
ships, tools and costumes. $5.00 (insure-for $75.00). A limited number of copies
is available from Photography/Audiov@isual Division, Marine Historical Assn., Inc.
Mystic Seaport, Mystic, Conn. 06355.

47.

The following two films are not available for rental from Mystic Seaport. They are
distributed nationally by: Creativision, Inc., 295 West 4th Street, New York, N.Y.
10014. Please write directly to them for rental information.

2. ''Mystic Seaport" 15-minute, color, sound. Recently produced film, showing high-
lights of Mystic Seaport. Excellent preview for groups planning to tour Mystic
'Seaport or 'even a good substitute for those unable to come in person. $20.00.

3. "New England Sea Community" 18-minute, color,'sound. Life in 19th century sea-
coast community is seen through the eyes of a 13-year-old boy. About to leave
school, he is trying to decide what he will do in life. In addition to showing
activities in the homes and village shops, an exciting sequence from the 1921
motion picture "Down to the Sea in Ships" shows crew of the whaleship, Charles W.
Morgan, taking a whale. Produced by Indiana University, it was filmed at Mystic
Seaport. $20.00.

48.

Arts of the Sea

FOR THE STUDENT

From time immemorial man has been fascinated by the sea. Both those who make a
living on the sea and those who only view it from the shore have been influenced by
it. Our music, literature and art are filled with examples. The men who manned the.
ships used music to help them with their work and to entertain each other. Their
art often decorated their ships, using whatever materials were on hand--bits of rope,
wood or the tooth of a whale. Their exploits were recorded in history and fiction.
The shipowners frequently hired artists to paint pictures of their ships. Composers
and poets tried to capture the sea in poetry and music.

Activities

1. Read a sea adventure by one of the following authort:

Kenneth Roberts Edward Rowe Snow
Herman Melville Jules Verne
Ernest Hemmingway Thor Heyerdahl
Jack London Peter Fruchen

2.. Look for examples of American marine painting in an art museum, in the print
collection, in the library or in a book on American artists.

3. Try your hand at macrame, which is in fashion today. Good instruction books are
available in most bookstores. In the days of sailing ships the bos'n had to keep
the new rope locked up so the sailors wouldn't steal it.

49.

POLLUTION

FOR THE TEACHER

Major Points

1. Pollution and resources.

2. Types of oceanic po-Ilution: water, air, dumping, thermal, filling (development),
pesticides, heavy metals, etc.

3. Importance of shorelands, especially wetlands.

4. What can be done by students/lay people.

5. Scope of oceanic pollution (not just in harbors, etc.).

Activities

1. Use diagrams on student activity sheet for overlay projection. Enlarge them for
display.

2. Visit state capital and/or get a legislator to speak on relevant legislation.

3. Get appropriate legislative committee members to speak.

4. Visit a sewage or water treatment plant.

5. Get speakers on therma) pollution -,power company representatives, marine biologists
and conservationists.

6. Study oil spill reports through case histories.

7. Have experts discuss methods of preventing oil spills, keeping them from spreading, etc.

8. Call on local Audubon Society for marine pollution materials (slides, pamphlets, etc.).

9. Go on a marsh walk..

10. Go on a harbor or shore walk. Who are the polluters? Make an inv6-ntory map.

]I. Get a representative of a conservation agency to go with the class on a harbor
tour via pleasure or charter boat.

12. Plan a group clean-up of an area.

13. Have a "Dirty Picture'' photo contest. Show pollution.scenes along shore. Post
entries in school, city hall or a local store.

14. Raise money for ecological purposes by selling (environmental) pollution posters.

15. Make up a collage or slide show on shore pollution in a local or nearby area.

16. Test water for various parameters or just visually compare water collected from
several areas.

50.

17. Report on case histories of pollution in class.

18. Bring in some "ripe" sea mud to clas s. Smell, discuss the processes of decay/
decomposition. Do they mean pollution is present?

19. Arrange to hear New England Aquarium illustrated pollution talk.

References.

1. For coastal/bay studies, write Army Corps of Engineers Regional Office, Trapelo Rd.,
Waltham, Mass.

2. Contact State Dept. of Natural Resources, Marine Division.

3. Sierra Club, Boston Office, 373 Huron St., Cambridge, Mass., is very interested
in oceanic pollution and has put considerable time on Boston Harbor studies.

4. Environmental Pollution, Prentice Hall, Englewood Cliffs, N.J., is a source of
planned activities.

5. Contact state development agencies for materials (also state port authorities if
they exist).

6. League of Women Voters in your area may have shore or wetlands committees.

7. Save Our Shores (SOS),P.O. Box 103, North Quincy, Mass. 02171 has a free slide show
on Boston Harbor.

8. Secure film listings from these s6urces;

a. U.S'. Dept. of Interior FWOA, John F. Kennedy Building, Boston, Mass. 02203.

b. U.S. Dept. of Interior, Regional Office - Bureau of Sport Fisheries and Wildlife,
U.S. Post Office, Court House Building, Boston, Mass. 02109.

C. Environmental Protection Agency, John F. Kennedy Building, Boston, Mass. 02203.

9. For a film, "Crisis in the Estuary," (Color, 15 min.)., write to Milner-Fenwick
Inc., 3800 Liberty Heights Ave., Baltimore, Md. 21215, ($10 rental).

10. Read The Life and Death of the Salt Marsh, by John and Mildred Teal. 1969.
Little Brown and Company, $7.95.

11. New England Aquarium has materials on pollution. Central Wharf, Boston, Mass. 02210.

12. Write American Littoral Society, Sandy Hook, N.J., for material on ocean dumping
(crisis area is New York Harbor).

13. Massachusetts Audubon Society, Drumlin Farms, So. Lincoln, Mass., is a good source.

51.

14. The Environ mental Protection Agency provides a number of publications and wall posters
free: ''A Primer on Waste Water Treatment," "What You Can Do About Water Pollution,''
"Toward a New Environmental Ethic.'' Write to them at: Environmental Protection
Agency, John F. Kennedy Building, Boston, Mass. 02203.
15. Very nice wall charts with valuable information on air pollution ($2.00 each) and
water pollution ($2.50) are available from: Roy G. Scarfo, Inc., P.O. Box 217,
Thorndale, Pa. 19372.

16. Wall chart "How Man Pollutes His World" was printed on the back of the "World Map''
in the December 1976 issue of the National Geographic. Additional copies may be
obtained for $2.15 on paper and $3.30 on plastic from: The National Geographic
Society, Washington, D.C. 20036.

Q
52.

SOL
Sonito y
ewe L.I street d@ro@in,
Storm 01
Sevier
Storm
water
discharges Municipal Industrial
wastes wastes
Non-sewered
__@un of f Wastewater
treatment plant,

lloZZution Combined
sewer over f I @W-
F70R THE STUDENT by pass

Major Points

Pollution of all types is a hot Tr ated
e
issue today. You should be aware of effluen
the pollution problems facing your own
community.

What can you do to protect the world of water? Investigate your
drinking water. Find out where the water you dr'ink originates and what processes
it goes through before it reaches your faucet. Learn who else might have used
the water before it reached you.

Stop to think -- about where the water is going, about how much water is being
wasted. Turn off the faucet when you brush your teeth, do not fill the bathtub to
the rim when you bathe, take ''quickie" showers, put a brick in the tank of your toilet,
use your washing machine, garbage disposal and dishwasher only when you have full loads.
Conserve water.

Use detergents that are low in phosphates. They should also be bio-
degradable, and should not contain other harmful chemicals. On a larger
scale, work for legislation that will protect or clean up waterways and
wetlands.

Report pollution; contact local, state and federal authorities. Take photographs
to document problems. Try to include something in the photograph that definitely
identifies the source of the pollution and location of the polluter, whatever it is.

Man at the end of the food chain must be concerned about the pollution of our wetlands.

In The Marsh, William Niering defines the marsh:

A treeless form of wetland, often developing in shallow ponds or
depressions, river margins, tidal areas, and estuaries. Marshes
may contain either salt or fresh water. Prominent among the
vegetation of marshes are grasses and sedges.

The salt marshes of the Atlantic coast are nurseries for the sea. Two-thirds of the
commercial catch of fish and shellfish landed on the east coast of the U.S. comes from
species spending part of their life cycle in marsh estuaries. In a complex food web,
photosynthesis of algae and the dominant Spartina (grasses) ultimately leads to detritus

53.

that nourishes planktonic forms of life. The plankton nourishes fishes and invertebrates,
which in turn provide a food source to small mammals and birds. Man, at the top of this
food chain, is an end consumer.

Man is polluting his valuable wetlands with thermal, sewage, trash, garbage, heavy
metal and pesticide pollution. -

An acre of healthy marsh is ten times more productive than a wheat field of compara@le
size. Migrating birds depend on the marsh for survival. Not an occasional marsh, but
the entire chain stretching along our coastline must be preserved!

Read The Life and Death of the Salt Marsh by John and Mildred Teal and The Marsh by
William Niering.

Sun r"

tr f (A

Marsh Plants
kI
Marsh Animals
@P
e-- ay

Sea Water illustration shows
cycle of exchange
of nutrients between
marsh and sea

qurtri6dts

:Pianf plankton

Sea,
*animals
A
ma
ni I plankton
L

c
@Iti 0
r Illu'r
n sho
L ''@@n "a; " "
a r s im s

a
@@ Te y

ws
Ie of ex cha ngI
,@coyf c n Vie nIsb et ween
mar sh and s e a

y),
Decay

MARSH LIFE CYCLE

54.

COASTAL ZONE USES

FOR THE TEACHER

Major Points

1. Four primary interests--recreational, industrial, educational and commercial--are
competing for the very small acreage of marine zone environment that still remains-
undeveloped. Seventy percent of the U.S. population is in coastal states and this
population is primarily along the shore.

2. Presently even the offshore zone is rapidly becoming overcrowded with many activities
overlapping and obstructing each other.

3. Some ''new" resources are still available in the North Atlantic including minerals
such as sand and oil and unexploited species of fish, shellfish and crustaceans.

Activities

1. Plan a model development of an estuarian area--preserving its basic biology while
still making it available to industrial, recreational and commercial use.

2. Prepare an environmental impact statement for each of the above interests.

3. Contact the state clearinghouse that files environmental impact statements and
request the statement filed by a local interest planning a mari ;ne zone project.
(Required by Section 102 (2) (c) of the National Environmental Protection Act.)

4. Have a city planner or a landscape architect discuss land use planning with your
class.

References

1. The Frail Ocean, by Wesley Marx. 1967. Ballantine Books, Inc., New York, N.Y.

2. Population, Resources, Environment, by Paul R. and Ann H. Ehrlich. 1970. W. H.
Freeman and Company, San Francisco, Calif., 383 p.@ $8.95.

3. Design With Nature, by Ian L. McHarg. 1969. The Natural History Press, Garden
City, N.Y. $4.00 (paper).

55.

CoastaZ Zone Uses

FOR THE STUDENT

With the growth of our population, there is a growing
demand for renewable resources, such as food, lumber and
other items which can be grown or naturally recycled, and
nonrenewable resources, such as fossil fuels which are
consumed and cannot be replaced or recycled. We live in
a consuming society. We are just beginning to think in
terms of recycling many metals and just beginning to worry
about what will happen to plastics which as yet are not
recycled either by nature through biological decay.or by
man through remanufacture.

Water is a resource unique to planet Earth. In the
past, we have relied on nature to recycle water through
the "hydrologic cycle." Nature may not be able to keep up
K\
with man's demands. That,is,-man pumps fresh water out of V=9
the ground faster than it can be replaced by natural pre-
cipitation, and he dumps sewage back into lakes, streams
and the oceans faster than nature can recycle it without
upsetting the natural balance.

Space on the surface of this planet is also limited.
In the -inner city, one way to recycle space is by tearing
down small buildings and replacing them with taller ones.
Most of the major cities of the world are located
around harbors; 70 percent of the people in the United
States live in coastal states. In many of our more
densely populated states (which are coastal states), less
than 10 percent of the shoreline is available for use by As 4eA cirw bwff tOr'
the public. gifte6rej W6-C41 .6*P&C6L4J

An Activi@j

Make or get a map of your community. Use it to des-
cribe how land is presently being used. Use different
colors to depict woods, parks, residential, business and
industrial areas, polluted waters etc. Make a new im.
proved plan. Remember that you have to provide for the
community's need for education, recreation, jobs, housing,
services, businesses, utilities and transportation. Re-
member that low-lying areas are easily flooded during
storms, that marshes serve as nurseries for many fish of
commercial and recreational value and most importantly
that man must somehow live in harmony with nature.

A Reference

The Frail Ocean, by Wesley Marx. 1967. Ballantine Books, b&W -I&CS
Inc., New York, N.Y. 95C. C&-A tvie- W&+A e4q@.

56.

MARINE CAREERS

FOR THE TEACHER

Major Points

1. There are almost as many careers related to the sea as there are careers on land.
Many "sea people" work on land most of the time.

2. Increasing exploitation of the seas promises a growing need for personnel in marine
related careers (despite present saturation of the market,by ocean scientists).
Opportunities are increasing in new fields such as marine law, aquaculture (fish
farming), education, and communications.

3. Because of the diversity of marine related jobs available, education requirements
vary. To become an oceanographer (specializing in biological, geological, physical,
or chemical oceanography) or an ocean engineer you must spend at least eight years
studying after completing high school. The social scientists, such as marine
resource economists, marine lawyers, and community planners, must also study for
eight years after completing high school. Those who would like to operate their
own marine business (such as a marina, a ship chandlery, or a fish processing plant)
will need experience in business management and will probably need at least four
years of college experience. The scientific photographer and technical illustrator
will need communications skills. The marine extension worker must have a broad
educational background, possibly including teaching, marine technology and research,
and public relations. Technicians, who are needed to operate and maintain equip-
ment, may require two to four years of education beyond high school. For some jobs
at sea such as sailmaking, fishing, and being a boat captain. education is generally
obtained through apprenticeship and/or experience.

Activities

1. Visit waterfronts, government offices, universities, and businesses involved in
working with the sea.

2. Invite speakers from these marine related trades, businesses and professions.

3. Have the class try to think of careers on land that couldn't have corresponding
careers in the sea.

14. Skim the yellow pages for listings of marine related businesses.

References

1. Exploring the World of Oceanography, by Dorothy Telfer. 1968. Children's Press,
Chicago.

57.

2. How and Why Wonder Book of Oceanography, by Robert Scharff. 1972. Grosset and
Dunlap, New York,

3. Sea Careers,: by D.X. Fenten. 1970. Lippincott. Philadelphia,

Films:

1. "The Marine,,Biologist," (14 min.) Encyclopedia Britannica Films, Inc., 425 North
Michigan Avenue, Chicago.

2. "Scientist in the Sea,'' U.S. Navy, Assistant for Public Affairs for your Naval
District (when writing refer to MN-10320).

58.

Marine Careers

FOR THE STUDENT

Almost every career on land has a corresponding marine career. These careers
run full range from unskilled laborers through skilled laborers and tradesmen to
highly trained scientists and engineers. Men of the sea may have little formal
education but much experience in the ''school of life." Of the many who are challenged
to venture upon the sea itself, many are cast back upon the land, unable to withstand
the vigors of life on the zea, while those who do stay seem to become a little different
than other men.

Only a small number of those who earn their living from the sea actually work on
it. Most work at the edge of the sea, conducting all the business that depends on
the sea or that is necessary to support seaborne activities. And millions of people
come to the edge of the sea for recreation. They in turn create more jobs.

Make the silhouettes of a sailing yacht and a fishing boat. Then make a
list of all the people whose jobs relate to both of these types of vessels.
Some of these people support each other as well as the vessel and its owners.
Try to think of all the interrelationships. Have a contest with your class-
mates to see who can come up with the most complete list.

Insurance Underwriter
Maritime Lawyer Export Importer

Longshoremen
ShipsICaptain Ship's Chandlers

Engineer
Crew Cy X3 C3

Marine Electronics Owner Shipbuilder
Supply 8k Maintenance

Coast Guard Oceanographer Weatherman

Marine Technician
Aclo

Marine Radio Telephone. Operator Cartographer
Brokers
Customs Agents

FREIGHTER WITH ITS SUPPORTING OCCUPATIONS

COASTAL ZONE
INFORMATION CENTER

3 6668 '14101 0506