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


   coastal  issues:

     A WVAVE OF CONCERN






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I~~ 9 - 5










      coastal issues:  A WAVE OF CONCERN


          a science and social studies curriculum
         for high  school  and  junior  high  students







                           original draft by

                          Linda Maxson
i. .    DEFARIMENT OF COMMERCE NOAAJulia Steed Mawson
COASIAL SERVICES CENTER
2234 SOUTH HOBSON AVENUE        revised by
CHARLESTON, SC 29405-2413    B. Sharon Meeker

                          April 30, 1991




              Sea Grant Extension Program, a part of
         Sea Grant College and Cooperative Extension Programs
          University of New Hampshire, Durham, New Hampshire

                               and

              New  Hampshire  Coastal  Program




                        Property of CSC Library'







The New Hampshire Coastal Program provided grants for the
preparation and publication of this curriculum, which was
financed in part by the Coastal Zone Management Act of 1972,
as amended, and administered by the Office of Ocean and Coastal
Resources Management, National Oceanic Atmospheric
Administration.  Additional  support  was  provided  through  the
Sea Grant Extension Program, a part of the Sea Grant College and
Cooperative Extension programs at the University of New
Hampshire.





Report No.: UNHMP-AR-SG-91-5






















UNIVERSITY OF /J.                               "-~


COOPERAIV E  EXTENSION ,~~
Helping You .Put Knorr, ledge And Research To Work ï¿½o
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      3                           ~~~~~ACKNOWLEDGEMENTS

               We want to thank the following individuals for their work in
I       ~ ~producing  this  curriculum.

 U            ~~~~Jeanne Beaulieu, typist
              Mary Masterson, typist
               Catherine Hood, background research

              The following individuals served on an advisory
         committee  for the development  of the first draft of   this
         curriculum in 1985.
              Joanne Casullo, New Hampshire Office of State Planning
              Mike Andrew, UNH Education Department
              Walter Cheney, Cheney Corporation
 U           ~~~William Ewert, New Hampshire State Department of Education
              Erik Hansen, Exeter High School, Exeter, N.H.
              Carter Hart, Social Studies Teacher
 I           ~ ~~~Alex Herlihy, Rye Historical Society, Rye, N.H.
              Sarah James, Director, Newmarket N.H. Community
                    Development Corporation
              Sandra Kent, McKelvie Junior High School, Bedford, N.H.
              Dean Meggison, Kennebunk High School, Kennebunkport, Me.
 I            ~~~Sharon Meeker, Sea Grant Extension Program
              Eleanor Milliken, Oyster River High School, Durham, N.H.
              Peter Piatoni, New Hampshire Office of State Planning
 I           ~~~Frank Richardson, New Hampshire Coastal Program
              Eric Sawtelle, Salmon Unlimited, Newmarket, N.H.
              Gail Shelton, University of Maine, Orono, Me.
              Dave Sobel, Antioch, New England, Keene, N.H.
              William Wright, Great Bay Aquafarms, N.H.

              For editing the present, revised edition, we would also
         like to thank
 I            ~~~David Hartman, Director, New Hampshire Coastal Program
              David Murphy, New Hampshire Coastal Program
 3            ~~~Steve Adams, UNHT/Me. Sea Grant College Program

              Finally, we would like to acknowledge
              Robert Nilson, artist, for his drawings that accompany this
         work.








                                         PREFACE

 I             ~~~~Two  decades ago, 'the first natural history and interpretive
         programs were devel oped at the Visitor Center at Odiorne Point State
3        ~~Park in Rye, N. H., it has been obvious that one important part of the
         story of the natural and social history of the New Hampshire Coast
         was missing. Existing programs at the Center had done a good job of
I       ~ ~interpreting the ecology of both the rocky shore and the other coastal
         environments of the park. However, visitors were not seeing the
3        ~~issues that exist beyond the rocky shores and the sandy beaches.

               New Hampshire's coastal lands are part of a larger ecosystem
         that includes the complex and often conflicting activities of the
         people who live, work and visit in New Hampshire's coastal areas.
         The inherent problem is a basic one: New Hampshire's seacoast is
I       ~ ~one of the faster growing sections in the state.  More and more
         pressure for development strains the resources of local and state
         government to protect the natural resources and cultural heritage of
         the coast. Wise use and management of New Hampshire's coastal
         corridor is therefore imperative.   The need for educational programs
I        ~~that contribute to a better informed citizenry is apparent.
               Through several grants from the N.H. Office of State Planning's
I       ~ ~Coastal Program, the Visitor Center at Odiorne developed a coastal
         issues exhibit and interpretive programs.   In addition, a draft coastal
         issues curriculum was developed for high school and junior high
I       ~ ~school students, their educators and their parents.  Through an
         additional grant awarded to the Sea Grant Extension Program, the
3        ~~draft was revised and is presented at this time.

                                      Julia Steed Mawson, Education Director
                                      Visitors Center, Odiorne Point State Park
                                      Extension Educator, Marine Education,
                                      Sea Grant Extension Program,
                                      University of New Hampshire
                                      B. Sharon Meeker
                                      Extension Specialist, Marine Education
                                      Sea Grant Extension Program
       I                               ~~~~~~~~~University of New  Hampshire







   3                    ~~~~GENERAL TABLE OF CONTENTS

I       ~What's  Ahead?
             Introduction,  Curriculum  Outline         I          - 5

ï¿½        I~~.  Which Way  to the Beach?

                   Introductory  Concepts                        6 -2 7
        II.   Howls  the Water?
  I                ~~~~~Thinking About  Decision Making         28 - 36
        1II. Get Your Feet Wet!
                   Research the Issues                          37 -67

        I V. Take the Plunge
                   Everyone Wants a Piece of the Coast    70 -96

        V.   How Did It Go?
  I                ~~~~~Evaluation                              97 -98

3  ~    ~~ VI.  Help!!
                   Resources  and  References                   99  - 107





 I         ~~What's  ahead?


               Curriculum Outline




~~~~~~IX
       I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~,eu







WHAT'S AHEAD?  CURRICULUM OUTLINEI

                TABLE OF CONTENTS1

Introduction                                           1

How to Use This Curriculum                             21

Curriculum  Outline                                    31

Coastal Collage                                        51








                                   INTRODUCTION

 I             ~~~Much  has been written lately on problems associated with our
         system of education. Our high school graduates rank behind several
3        ~~other countries on science and mathematics tests.  Fewer and fewer
         students are studying science, mathematics and engineering at the
         college level, and by the year 2000 we can expect a serious shortage
         of people working in jobs that require those skills.
               Another criticism of the United States' education system is that
I       ~ ~students who  graduate from twelve years of study in our elementary
         and secondary schools are often not prepared for the society in
         which they must live and contribute.   In a state where less than half
         of the graduating seniors go to college, this has equally serious
         implications.

               How do we help students to be good decision makers when
         faced with complex issues such as those that exist in New
I       ~ ~Hampshire's coastal areas?  There is the real necessity to teach
         students to apply knowledge. Educators are trying to help bridge the
         gap between school and the "real" world by giving students the
         chance to practice applying their knowledge to community issues.
         Learning to consider a number of possible solutions to a problem and
I        ~~deciding an issue on the basis of a combination of personal and
         collective judgement is a major life skill. In working through the
         exercises in this curriculum a second concept will become obvious:
I       ~ ~that there are no completely right or wrong answers, only better
         answers in given situations.

 I             ~~~~Using these two "building blocks" the curriculum will enable
         students and teachers to understand:

 1              e~~~~the value and importance of New  Hampshire's coastal
                     resources,

               -decision-making as a complex process, and

 I              *~~~~the major critical issues that face New  Hampshire's coastal
                     communities



      I                               ~~~~~~~~~~Coastal Issues

        ~~~~~~~~~~~~~~~~~~~~~~I







              HOW TO USE THIS CURRICULUMI

     Just as the New Hampshire state coastal management process isI
a participatory one, the highlight of this curriculum's process is
participation. Each student has a responsibility for a certain amountI
of information; each is expected to contribute to the decision-making
and problem solving. Group process is involved, too, as individuals
meet to perform different tasks.   Although the curriculum is1
intended to be a month-long unit, the material can be expanded or
compressed  as needed.                                                                 f

     In terms of content, teaching about marine biology and
oceanography is kept to a minimum. It is assumed that students will
come to this course with some science background. Some knowledge
of how state and local governments work is also expected.

     Students are first given an overview of the marine and
estuarine resources of New Hampshire and their relation to the Gulf
of Maine.  Next, students are involved in several exercises to helpI
them learn this material more thoroughly.   Students are then drawn
through a series of sequential activities that will gradually help them
focus on the process of decision-making with specific reference to the
issues that involve New Hampshire's coastal area. A detailed
curriculum outline gives teacher's an overview of the course plan.I









                                       Coastal ~~~Isse
                                           2~~~~~~~






     3                          ~~~~CURRICULUM OUTLINE

          Which  way  to  the  beach?    Introductory  concepts..
 I            ~ ~~Where does New Hampshire sit in the whole scheme of things?
          First there is an overview of the Gulf of Maine and then a took at
3         ~~New  Hampshire's coastal resources and issues.   An  informational
          coastal tour helps flesh out these concepts for the students.

I         ~~How's  the  water?   Thinking  about  decision-making...
               A fictional exercise in a marine setting leads students through a
          land-use problem. Who makes the decisions, why were those
          decisions made, and what were the consequences?
3         ~~Get  your  feet  wet!   Researching  the  issues..
               This is an opportunity for students to identify the major users
          of the New Hampshire seacoast. Students will develop a basic profile
I       ~ ~of these users and will research some of the current problems that
         they face.

I         ~~Take  the  plunge.   Everyone  wants  a  piece  of the  seacoast...
               This is a simulation exercise in which students play the role of
I         ~~~the users that they learned about in the previous section.  They take
         a segment of New Hampshire's shore and develop a multi-use plan
         for it.

          How did it go? Evaluation
 3             ~~~~This section contains a survey to see what students have
         learned. Concept-mapping and other methods may be used also.

*         ~~Some  Notations  on  Use:

               Please tailor the curriculum to the needs of your students. We
I       ~ ~want to offer technical assistance wherever possible.  Please do not
         hesitate to call on us for resources, assistance on field trips, and for
I         ~~classroom speakers on current coastal issues.
               We strongly recommend that teachers consider integrating
3         ~~Yankee Lands: A Land Use Curriculum  which was developed by the
         Antioch New England staff and colleagues. We would like to share
         one point that they make concerning the role that the teacher should
         play in this type of curriculum experience:
               Too often teachers are discouraged by their students' lack of
                                     Coastal Issues
                                           3






     enthusiasm for social issues.  To a large extent this apathy canI
     be overcome by teachers who are themselves concerned
     participants in the controversy. Teachers who will accompany
     groups to hearings, meetings, agency offices, etc., and who willI
     top off the business with a bit of socializing can counteract
     footdragging effectively.
     The participation of parents and other citizens from the
community is to be welcomed.   Facilitating five or six disparate3
groups at once can be difficult for the lone teacher, but five or six
adults acting as mentors for the class, can greatly assist the process.
They can be helpful with logistical support for interviewing, site                        '
inspections and field trips. Much of the information from the class
will find its way into homes via the students and parents who
participate.  There will be a greater interest on the part of adults in           
issues that affect everyone's lives.












                                         Coastal ~~~~Isse
                                             4~~~~~~~






              COASTAL COLLAGE





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I

I          Which  way  to the  beach?
I
I Introductory  Concepts

I
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I





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I
I
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I- WHICH WAY TO THE BEACH? INTRODUCTORY CONCEPTS

                   TABLE OF CONTENTS5

Teachers Guide                                              6

    Lesson 1:  Meet the New Hampshire Coast: A            7
         Microcosm of- New England Shores

    Lesson 2: What are New Hampshire's coastal
         resources?   What  are the current issues
         surrounding  them?                               9
Student Materials

    How  well do you know coastal New Hampshire?    1 3

    Children of the Waters                                1 5

    Map of the N.H. Seacoast                              1 81

    Map  of Ceres and Bow Streets, Portsmouth, N.H.   1 91

    Reading:   New  Hampshire's Coast and Its Issues   2 0







I         HL WHHiCHF  WAY TO THE IBEACIH[


U        ~Teachers' Guide

*        ~~Concept
               New Hampshire has a tiny 18-mile coastline but it increases to
I        ~~about 131 miles if Great Bay and the Hampton-Seabrook estuarine
         tidal shorelines are included. However, the resources of this coastal
         corridor contribute significantly to the economic, historic and social
5        ~~value of the state.  The coastal region is one of the fastest growing
         sections of the state, and growth in population puts pressure on these
         limited, but valuable resources. Wise use and management of the
U       ~ ~coastal area is critical if we are to maintain the quality of the coast's
         aquatic resources and to minimize conflict among those who use
3        ~~them  in different ways.

         Objectives
 *             ~~~~1.  Students will identify some characteristics of New
         Hampshire marine environments and relate them generally to the
*        ~~Gulf of Maine.

               2. Students will be able to identify the marine and estuarine
*        ~~environments  represented  in New  Hampshire.

               3. Students will become aware of at least five of New
3        ~~Hampshire's  coastal issues.
















       I                                 ~~~~~~~~~~~~Coastal Issues
                                           6






Lesson  1:   Meet  the  New  Hampshire  Coast:   A3
Microcosm of New England Shores.

Overview 
     Students are introduced to New Hampshire's coast and asked to
explore relationships with the larger ecosystem of the Gulf of Maine.
Materials
     Pretest: How Well Do You Know Your Coast?
      Slide preview of the coast, Getting a Bird's Eye View of the3
          New Hampshire Coast".(lO minutes)

      Video: A Sea Beside the Sea: The Gulf of Maine (25 minutes)I

Procedure3

     1. Give the students an overview of the course by summarizing
the introductory remarks at the beginning of this book.3

     2. Give the pretest How Well Do You Know New Hampshire's
Coast?

     3. After completion of the pretest, discuss the answers to each
question briefly with the students.I

     4. Ask how many students have visited the New Hampshire
coast and brainstorm a list of things they remember seeing there.I
List their responses on the board. After you have listed several, try
to determine which are natural and which are manmade.  From the3
natural list, make a list of the nine representative marine and
estuarine environments found in New Hampshire.

     estuary                  island             sandy  beach
     salt marsh               harbor            tidal river
     brackish (salty) pond    rocky shore        mudflat
     5. Show the slide program Getting a Bird's Eye View of theI
New Hampshire Coast, and ask them to look for each type of
environment. (The program can be borrowed from the Marine

Education Resource Center (MERC) at the Sea Grant Office.)

                         Coastal IssuesI
                             7









   *             ~~~6.  Ask them to discover relationships between the Gulf and the
            New  Hampshire coastal region, using the two lists of manmade and
            natural entities, as they watch the 30-minute video-tape, A Sea

            Beside the Sea.

     3                    ~~~~~New  Hampshire  is a Part  of the Gulf of Maine.

            71'        70'       69,        68'        67'        66'        65'        64'



            3                                        ~~~~~~NEW BRUNSWICK





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       I                            ~~~~~~~~~~Coastal Issues

                                             8








Lesson 2:  What are New Hampshire's coastal 
resources?        What   are  the  current  issues
surrounding them?
Overview
     New Hampshire is facing a number of critical issues related to
growth:
     -pollution,I
     -natural resource and habitat destruction,
     *u sing waterfront areas for uses that are not water-dependent
     -public  access  versus  private propertyI
     -ignorance and/or neglect of historic sites

Materials
     Slide Program: Coastal Issues: Children of the Waters (available
          from the Sea Grant Extension Office, free of charge).  AI
          taped narration is provided and the script is included
          in this section of the curriculum.3

     Coastal Area Map

Procedure
     1. Introduce students to the concept of "issue." The dictionary
defines it as "a matter that is in dispute between two or more
parties." Try to get students to give examples of issues that affect
their own lives. Then discuss and give examples of what an issue
involving the coast might be.
     2. Show Coastal Issues:  Children of the Waters.3

     3. Discuss briefly, listing the issues the students can derive
from the slide program.3

     4. Reading assignment: Read What are New Hampshire's
Coastal Issues. As they read, have them augment the list of issues
they had begun following the slide program. A brief discussion
should follow the reading with the students giving examples of real
situations within each issue.



                         Coastal IssuesU
                              9







K        ~Lesson  3:   Coastal  Issues  Field  Trip  from  Great  Bay  to
         Seabrook.

         Overview
               The purpose of the trip is to acquaint the students with the
         coastal area and to provide opportunity for short, informational stops
         at some sites along the way.

         Materials
                Maps of Ceres Street and Bow Street area in Portsmouth and
I       ~ ~Bob Nilson's map of the seacoast (both are included in this section)
         notebooks, clipboards, pencils, a large map of the coastal area.
         (Several cameras and pairs of binoculars would be useful, also.)

         Procedure

               Hand out Bob Nilson's map of the seacoast and discuss it, noting
         the points of interest that you will be stopping at along the way. In
U       ~ ~their notebooks, the kids can list the informational stops and prepare
         to make notes as they proceed on the field trip.

 I             ~~~~A UNII Marine Doc ent can accompany you on your field trip for
         a small fee and serve as a guide. Contact the Sea Grant Extension
3        ~~office for assistance in planning your trip and making the necessary
         contacts. Following are some suggested informational stops on the
         coastal field trip. You may want to include others.

               1. Hilton Park It is located at the juncture of Little Bay and
         the Piscataqua River on the Spaulding turnpike. Use your map to
I       ~ ~orient the students.  List the many natural resources you can locate
         from this vantage point. Also list the ways people are interacting
         with their environment. Keep adding to the list at each stop.

               2. Port  of New  Hampshire.   Proceed toward Portsmouth
         after leaving Hilton Park. Turn left at the first set of lights and
         proceed on Gosling Road until the next intersection. Turn right on
         Woodbury Avenue, and drive to the Portsmouth Port Authority.
I       ~ ~There the students can view the piles of scrap metal at the Port, salt
         piles at Granite State Minerals and commercial and recreational ships
3        ~~and boats at the docks.    Make arrangements ahead of time to visit

       I                                ~~~~~~~~~~~~Coastal Issues
                                           10






the Port briefly and talk with the Port director regarding expansion
of the Port, etc.

     3. The  Portsmouth  Waterfront.   Driving along the MarketI
Street Extension allows you to point out the water dependent uses
being made of the waterfront. For example, salt piles indicate that
the salt is brought in by ship (but one might ask if it should be
stored so near the water). Contact Rockingham County extension
educator Roland Barnaby and ask him to discuss water-enhanced
versus water-dependent uses with the students as they take a short
walk through the waterfront area. They should mark their maps to
indicate the water-dependent  and  water-enhanced  uses theyI
observe while walking along Ceres Street and up Bow Street to
Harbor Place Condomiums. Sometimes there is a fine line between
the two types of uses, and there will be some disagreement amongI
the students about their identification.

      If time permits, visit the Portsmouth  Fish  Pier  and  the 
Portsmouth Fishermen's Co-operative. Meet the bus at the end
of Bow Street, and proceed to the Fish Pier on Pierce Island,3
following the map which will lead you through historic Strawbery
B anke.

     4. UNH Coastal Marine Laboratory and U.S. Coast Guard
station. Drive to the Coast Guard Station at Fort Constitution on
Newcastle Island and visit the Coastal Laboratory for a brief tour of
the facility. Discuss which research projects have relevance to every
day life. This is a good chance to see some of the animals of the
rocky intertidal displayed in aquaria there.

      Some mention can be made of the historic significance of Fort 
Constitution and the work of the Coast Guard in addition to learning
about the research at the Laboratory. The Coast Guard will usually
provide a speaker for a short talk about careers and the work of theI
Guard. There is a self-guiding map of the fort.

     5. Odiorne State Park.   eat lunch there and explore the 
rocky intertidal area briefly.

     6. Coastal tour. Drive along the rest of the coast, looking for
the following:
           a.  Salt marshes whose source of ocean water is beingI
                curtailed by culverts under Highway 1IA that are
                           Coastal IssuesI







                            too small. (Look for freshwater plants such as
                            purple loosestrife and cattails that are invading
                            these marshes.) Frank Richardson of the
    B                      ~ ~~~~~N.H. Wetlands Board will be asked to meet you at
                            one of these locations to give a short update on
    *                       ~~~~~~~efforts to solve this problem.

                      b. Buildings directly on the beach or very close to the
    3 .                     ~~~~~~shore.

   *                  ~~~~~c.  Dunes that have been built on or that have eroded.

                      d. Point out that there have been plantings of dune grass
                            on the inland sides of the Seabrook dunes to hold
                           the sand in place.
 1             ~~~7.  Homework  assignment:  Have  the students complete
         their notes, listing all the issues they can think of in connection with
         each informational stop.

               Note: You may want to consider making this field experience a
         two-day trip. Off-season motel prices are considerably lower during
         the school year, and schools can get a good rate for a field trip such
         as this. This would enable you to add several features to the trip:

 *             ~~~~1.  Plan an exercise where students are charged with learning
         all they can about a specific coastal town. This can be very
*        ~~structured with worksheets developed for use as guides to help the
         students interview people on the streets or in pre-arranged
3        ~~meetings.

               2. Set up "challenge teams" and give them one hour to find out
         everything they can about the town.    The teams should use the first
         five minutes to decide how to approach this challenge. Safety should
         be a consideration here. The Study should be done within a
3        ~~restricted geographical area where information may  be found in
         town halls, fire stations, selectmen's offices, police stations, or
         libraries are easily accessible. An adult supervisor should be
I       ~ ~provided for each group.  Be sure to debrief at the end and to draw
         up a profile of the town on a large sheet of paper. A student
         assignment could be to have each student find out similar things
         about their own town and make comparisons in a one-page summary
         as to size, ambience, location, attitudes of people, etc.
       I                                 ~~~~~~~~~~~~Coastal Issues
                                            1 2








   WHICH WAY TO THE BEACH? STUDENT MATERIALS

How well do you know coastal New Hampshire?I
(An ungraded pretest. Keep in your file for reference.)
1. Top what extent do you think these features are found in coastal
New Hampshire?

                          Frequently   Sometimes    Never

barrier  beaches, 
sandy beaches
wave-cut cliffs3
salt marshes
estuaries
bays3
continental shelf
sand dunes
historic areas
state parks
rivers3
islands

2.  To what extent do these conditions occur along New Hampshire's3
coastal area?

                          Frequently    Sometimes   NeverI

polluted ocean water
polluted  estuarine  waterI
air pollution
water-enhanced  rather3
    than water-dependent
    use of the shore 
lawns down  to the high-tide mark                                                    I
buildings very close to the shore
raw sewage outfalls
too much road traffic
neglect of historic sites
(List others you can think of3
and rate their occurrence.)

                      Coastal IssuesI
                         13








3       ~~3.  Check the importance of these human coastal activities.

         I                                  ~~~~~~~~~~Very  Moderate    Not
                                              Important   Importance   Important,


         tourism
5       ~~commercial Fishing
         recreational boating
*       ~~recreational fishing/ hunting
5       ~~residences
         business/commercial,
         industry,
         research
I       ~~education
5       ~~agriculture
         shipping
3~~auautr
         defense activities
*       ~~energy  production~

3       ~~other (list and rate)














       I                              ~~~~~~~~~~~~Coastal Issues
                                            14








Coastal Issues: Children of the Waters
(A slide-tape program with script).

1.   New Hampshire's coast is a place of exceptional yet fragile
beauty.

2. Though just 18 miles, New Hampshire's coast offers a wide variety
of habitats such as:I

3. dunes,

4. tidal rivers,

5.  mud flats, 

6. sandy beaches,

7.  harbors,3

8. islands,

9.  rocky shores,I

10. salt marshes  and3

11. estuaries, as well as

13. freshwater resources; both

14. surface and ground water.I

15. In the early part of our settlement, the people of the Piscataqua3
River Basin were intrinsically tied to their water resources. Their
front doors were often located literally at the water's edge.

17. The rivers were their highways. These ties were so great that
people of this area actually considered themselves part of a river
community and called themselves a river society.
18. Over time, we have turned our backs to the sea.3


                       Coastal IssuesI
                          1 5







1        ~~19. Events like the Jeffersonian Embargo and the Lousiana Purchase
          and the growth of railroads all helped to

*        ~~20. focus our attention on our land resources rather than on the sea.
         Now, however, people are rediscovering the importance of this
*        ~~region.

         21. The New Hampshire seacoast is one of the fastest growing

U        ~~22. sections of New Hampshire.   The area is attractive because it
*        ~~provides

         23. cultural, recreational and historical resources. Further,

*        ~~24. the seacoast provides prime locations for industry such as

*        ~~25. fishing

         26. petroleum transport and

         27. tourism. Such a mixture of

I        ~~28. activities puts pressure on the limited resources of this coastal
         corridor.

I        ~~29. Conflicts among users can and do arise.  Several key issues must
         be addressed.

         30. First, natural resource areas need protection.

I        ~~31. Natural areas are important because they provide a diversity of
         habitat essential to maintaining healthy species diversity.

I        ~~32. Natural areas also offer protection from damage and

*        ~~33. floods.

         34. Natural areas are also essential nursery grounds and provide
I       ~ ~vital nutrients for fish and shellfish.

         35. The ecological balance of the ecosystem can be easily upset by
U       ~ ~activities such as dredging or filling, catastrophic events such as

       I                                ~~~~~~~~~~~~Coastal Issues
                                            1 6







36. oil spills,

37. or simple misuse.

38. A second major concern relates to water quality.

39. Because development is occurring close to water sources, there is 
a growing concern over the potential for both pollution and for the
need for anadequate water supply.

40. Getting people to the water is the next issue

41. at hand. Along the coast 75% of the land is under state
ownership.3

42. In Great Bay, most of the land is privately owned. Getting access
to the shore is still difficult.

43. Where can you launch your boat?

44. Where can you park your car?

45. Finally, how can we balance these needs with the economicI
realities of the need for

46.  water-dependent  industries1

47. heavy industrial sites, 

48. and port and harbor development.3

49. There are no easy answers.

50. Conflicts are inevitable. 

51. We need to look at both sides of the issue so that3

52. we can rise up and

53. take part in good decision making about our coastal resources -
good decision making that will help us to again be river people,3

54. children of the waters.

                        Coastal Issues3
                            1 7



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Map of Ceres and Bow Streets, Portsmouth, N.H.





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                              CAT~~~~~~
           RESTAURK~~~~~~~~~

















                Coastal IssuesI
                   1 9







              Reading: New Hampshire's Coast and Its Issues

                     A Microcosm of the New England Shores

               New Hampshire has only 18 miles of Atlantic shoreline, but if
         one adds the tidal coastlines along the estuaries and rivers, the miles
         expand to 131. Most of New Hampshire's Atlantic shoreline is
         intensely developed and much of it is state-owned. The public can
         11get to the water" easily, since 78% of the Atlantic shoreline is under
         public ownership. If you include all the tidal coastlines, 77% of the
*        ~~total is either owned or managed by the state.

         The  New  Hampshire  coastal zone  has  three  areas:   the
         Atlantic seacoast, Portsmouth Harbor and the Piscataqua
         River, and the tidal rivers and estuaries.
*        ~~The  Atlantic  Seacoast
               Tourists and year-round residents are attracted to this
         impressive mix of sand dunes, rocky shores and tidal marshes that is
I       ~ ~dominated by publicly owned parks and beaches.   There has been a
         great deal of development on the privately owned lands. Hotels,
         motels and the usual beach recreation facilities stand hand in hand
I       ~ ~with family cottages, condominiums, restaurants and small shops.
         Public facilities seem to be concentrated in the Hampton Beach area
3        ~~which has city sewer services.  Single family development is usually
         in the shoreline area that has individual sewer systems.

 *             ~~~~Highway  IA separates the coast from extensive tidal wetlands
         which are protected by laws limiting wetland development. The
         highway is built in many places on dunes that have been flattened
I       ~ ~~out for that purpose, but the state does own and protect the last
         primary dunes in New Hampshire at the end of Hampton Beach State
         Park.  Seabrook also protects its secondary dunes on the inland side
         of the highway.  Dunes act as barriers protecting fragile wetlands
         from wave damage and absorbing coastal waters during periods of
         flooding.  The dune system is important as a habitat for many plants
         and animals.

 I             ~~~Preserving  New  Hampshire's  dunes  is  important.




      I                                ~~~~~~~~~~~~Coastal Issues
                                          20







     Portsmouth Harbor and the Mouth of the Piscataqua
 River.  Here is another type of coastal landscape.  The mouth of the
river is broken up by several islands, one of which is Great Island
where the historic town of New Castle is located.  Whaleback lightI
guides ships entering Portsmouth Harbor, the only deep-water port
between Boston, Massachusetts and Portland, Maine. Portsmouth has
a revitalized urban waterfront that caters to a mixture of tourism
and water-dependent industry.

     The state-owned commercial fish pier with its Portsmouth
Fisherman's Co-op and the Port of Portsmouth terminal ensure that
two key water-dependent activities will remain a viable part of theI
waterfront. Small shops, restaurants and historic sites have their
places-along the waterfront, too. The Isles of Shoals Steamship
Company is another example of a water-dependent use of the
waterfront that also serves tourist interests.

     Further up the Piscataqua River, land along the shoreline is
almost completely committed to water-dependent industries, mainly
those related to the transport of gas and oil.  The channel isi
maintained by the Corps of Engineers and provides the only harbor
in the state suitable for oceanborne commerce.

     New Hampshire has a large number of water-
dependent users along its harbor and river shoreline.

     The Great Bay and Hampton-Seabrook
Estuaries. The Great Bay Estuary includes the
upper reaches of the Piscataqua River, Great and
Little Bays and seven other tidal rivers. It covers
about 17 square miles and is one of the largest
estuarine systems on the East Coast. It was formed
as the glaciers receded, and the sea level rose,
drowning several of the river valleys. The seven
rivers are the Salmon Falls, Cocheco, Bellamy,
Oyster, Lamprey, Squamscott and Winnicut.  TheyI
drain a watershed of approximately 930 square
miles, one-third of which is in Maine.I

     The Great Bay National Estuarine Research
Reserve was officially designated in October1.989
and is managed by the the N.H. Fish and Game
Department. The Great Bay Reserve manager is

                           Coastal Issues
                               2 1






                                                                 -~~    GRErAT  SA'?
         housed at the Fish and Game Building in Durham,   AD                        AMP~S
         N.H.  Progress is being made on establishing              -          ~ $
         research programs, and a small education center is 
         being planned for a site that is owned by the-                            ,fl
         Reserve on  Depot Road in Stratham.               ~~2

 3            ~~~Pease Air Force Base which occupied 300 acres in Newington
         along the shores of Great Bay is now officially closed and has been
         transferred to the juridiction of the State. A federal wildlife refuge is
         being approved for a significant portion of it, while a small
         commercial airport and supporting industries are also being planned.
         It is one of the few places where bluffs can be found.

               The Hampton-Seabrook estuary formed behind a barrier beach,
         with the Hampton and Blackwater Rivers supplying supplying fresh
         water to the system to be mixed with seawater coming in under the
         bridge on Highway 1-A. Bounded by beaches, sand still moves south
         and into the harbor in spite of the breakwater built to prevent this in


 K            ~~~~These tidal areas are relatively undeveloped, with the
         exception of three historic urban waterfronts which are each
I      ~~involved in urban waterfront revitalization efforts:  Exeter,
         Newmarket, and Dover. The undeveloped estuarine areas are
         protected as significant wildlife and marine species habitats. Public
I      ~ ~awareness if being focused on the estuaries through the Great Bay
         National Research Reserve designation and various river associations'
3        ~~~activities.

















       I                               ~~~~~~~~~~~Coastal Issues
                                           22








                   Coastal Issues and Opportunities

     Historically, the state has provided legislation and programs inI
"piecemeal" fashion to respond to individual coastal issues such as
public access, tidal wetland protection, commercial fishing, and the
like. More than 60 state laws and 19 state agencies are involved in
the protection, management and regulation of the coast.

     More recently, studies were made of coastal erosion and the
development of the Hampton-Seabrook marshes.   In 1941 there was
a long-range plan developed for the Great Bay region.  In the earlyI
fifties, the regional effects of Pease Air Force Base were studied, and
a Portsmouth Harbor Advisory Committee was established. The
sixties saw regional planning begin in the seacoast . The present
coastal program received supports from the federal Coastal Zone
Management Act of 1972 which was re-authorized by Congress last3
year.

     Although coastal zone management legislation was defeated byI
the state legislature in 1981, a new program, relying on coordination
of existing regulations was approved by the Federal Office of Ocean
and Coastal Resource Management, a component of the National
Oceanic and Atmospheric Administration in the Department of
Commerce.

     Now the coastal area is divided into two tiers. The seaward
boundary is the outer limit of the territorial sea, presently 3 miles.3
and the inner boundary of the first tier is 1,000 feet inland from
mean high water or to the limit of the Wetlands Board's jurisdiction.
The second tier includes the tidal rivers and adjacent areas inlandI
which extend to 3 1/2 feet above mean high water.

     The New Hampshire Coastal Program which is administered by 
the Office of State Planning is most directly concerned with the
management of these two tiers.  Departments such as the DepartmentI
of Health and Safety, the Department of Environmental Protection,
and the Department of Resources and Economic Development are also
a part of the management plan.  The Council on Resources andI
Development established in 1963 acts to integrate state policies and
priorities and resolve agency conflicts as they arise in the seacoast.
Local master plans, set-back laws, and wetlands regulations also are
important regulators of the seacoast region.
                           Coastal Issues 
                               23








                                 NEW HAMPSHIRE COASTAL PROGRAM









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                                                     H~~~~~~~~~~~~~~~~~4AMPTON 40

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    H                    ~~~~~~~~~~~~Coastal Issues
                                                  24






     But what are the resources to be managed and issues
to be met?

Coastal  Resource  Protection.    Management  of the coastalI
resources 'probably began back in colonial times local laws were
passed so that many farmers could own a piece of the marsh to
provide hay for their animals, and some area where seaweed washedI
up so that they could use it for fertilizer. Wetlands have long been
considered important, but recognition of their fragility and pressures
to fill and develop them have resulted in state and local protection.
State laws require a permit from the State Wetlands Board and this
is almost never granted.  Anyone building on wetlands without aI
permit is subject to a fine, and they may be forced to restore the
wetlands they have destroyed.

     The New Hampshire Coastal Program has provided funds to aid
communities in mapping their wetlands. The University of New
Hampshire's Cooperative Extension Program's water resource team
provides instruction in how to map wetlands.

     Fish and shellfish and their habitats are protected by three
state agencies under several state laws.   Recreational fishing
continues to increase, but commercial fishing remains at a stableI
rate, although it takes much more effort to catch a fish commercially
than it used to due to a decline in fish stocks.

     Water quality has long been a concern of the state, and it has
worked hard to strenthen its control over water quality and supply.
Estuaries, long known as nutrient rich nurseries for fish and shellfish,
are now becoming polluted, mainly with improperly treated sewage
and run-off from the land.  Shellfish beds in both Hampton and GreatI
Bay estuaries have been closed for several years, due to pollution.
With population growth comes demand for an adequate water
supply, and in our state, this is a growing concern.
Public Access and Recreation. New Hampshire has more public
access per mile on its Atlantic shoreline than any other coastal state
in the nation. State beaches and parks and beaches abound and this
free access to the water attracts tourists by the thousands eachI
summer, boosting the state's economy. Bikeways along Highway 1 -A
and the building of a boat ramp at Odiorne have recently improved
access.

                           Coastal IssuesI
                                25







               Eco-tourism is becoming a popular pastime and efforts are
         made throughout the coastal parks to make visitors more aware of
         the environment. Admission fees to the parks support the state park
I       ~ ~system, and act in some cases, as a control over the numbers of
         people who can use a park at a given time.

         Water  Dependent  Activities.   It is because New  Hampshire has
         such a small coastline that the state has assumed responsibility for
         providing for water dependent activities.   Those activities include
         public access and recreation, commercial fishing piers, and boat
         ramps, moorings in each harbor. The state issues all permits for
I      ~ ~docks, piers, and seawalls and other structures.  The State Port
         Authority is in the process of developing management plans for all
         the harbors in tidal waters. They have just finished the plan for the
         Lam prey and Cocheco Rivers and are now working on one for the
         Squamscott River in Exeter. The next step is for towns to adopt the
         plans and begin work to carry them out.

               Maintaining existing channels and ensuring adequate shoreline
         space for water dependent uses are concerns which increase as
         demands from business, residential, and industrial uses compete for
         waterfront space.   Water enhanced uses are often passed off as water
         dependent uses, as is witnessed by the shops, hotels and restaurants
         on the Portsmouth waterfront.  Priorities for a place near the water
*        ~~are being refined as pressure mounts.

         Preservation of Historic/Cultural Resources.
         We are all fond of learning about our "roots," and
         maintaining and preserving a sense of the past is
         important in our lives. The town of Portsmouth is
         well known for its historic sites such as the Sheafe
         Warehouse  adjacent to Strawbery Banke.                          ELLD
         Rehabilitating a recognized historic resource such as   -           
         the Old South Meeting House in Portsmouth (now
         the Childrens' Museum of Portsmouth) is a part of
         efforts by the state. Every town has its historical
         society, and often a town museum.  The Tuck                                  ?es 
         Museum in Hampton is one such gathering place for
I      ~ ~historic documents, period clothing, salt marsh
         haying tools,  and other items that depict life in the   GNA
         community over the years.  In 1981, the state               PRISCOTr
         amended some of its historic preservation law to
         more effectively address the issues of deciding

                                      Coastal Issues
                                          26







which historic properties to preserve, and which to
renovate or remove.

Coastal  Environmental  Impacts.   Concern  about protectingI
coastal waters from such impacts as oil spills, pollution discharges,
hazardous waste, erosion and sedimentation have long been a
concern of the state. In the eighties, the state started an oil spill
contingency program and increased its tax on oil imports to pay for
it.
     With New Hampshire's low coastline, flooding in the wake of
storms is a problem.   Protection through non-structural means such
as beach renourishment and through structural methods such as
maintaining seawalls continue, but the state is now prohibiting new
development which might exacerbate flooding in tidal wetlands.

Managing  Coastal  Development.   While  tourism
increases along the coast, many more people are
wanting to become permanent residents.   Seacoast
community populations have grown 31 %  over the last ~ 
20 years. Most development within the 1000 feet of
the Atlantic and Piscataqua shoreline has been single-           ~     . 
family homes, with some apartment buildings and
small businesses. Rural, unspoiled scenic qualities of
land around Great Bay is being encouraged through             .1
planning and acquisition of lands for the Research
Reserve.  A  limiting factor for development on the-    2
Atlantic shore is the fact that there is very littleI
privately owned land left to develop. However, there
are still large tracts of land along parts of the Great
Bay Estuary.

     A key policy issue is striking a balance betwen .
resource protection and resource development. ~
Planning assistance has been funded by the New            ~>/
Hampshire Coastal Program for several towns, as the '
towns begin to update their master plans.

     In addition to 'protect ing coastal resources against adverseI
impacts, the state has an interest in high cost projects such as sewage
treatment plants because such projects usually require state and
federal funding, in part. They also affect population distribution in
the state.
                            Coastal Issues
                                27





             How's  the  water?

      Thinking  About  Decision-Making







    I(~L -


I 

                      IEVI 1





     IS~sorJï¿½ ~IC L
I~~~~~~~~~~~~~~~~  







II. HOW'S THE WATER?  THINKING ABOUT DECISION
MAKING.

                   TABLE OF CONTENTS

Teachers Guide                                           28

    Lesson 1:  Making Decisions About Coastal Areas    29

         The Future of Bayshore Island                 3 1

         Planning Worksheet                            3 5







1 ELEHOW'S THE WATER?


              (Parts of this exercise is excerpted from Coastal Problems and
        Resource Management: Teachers' Guide, University of Hawaii.)

5        ~Teachers' Guide

         Concept
 U             ~~~~Decision making is a process in which thought is given to all
         options for action. Then the consequences of the actions are
         considered, priorities are set, and choices are made. How
I       ~ ~communities plan and manage the use of their coastal resources may
         vary in detail. However, the basic decision-making process itself is
         universal, whether the decisions are being made for New Hampshire
         or Hawaii.
3        ~~Objectives
              1. To expose students to a strategy for making resource
        management decisions.

              2. To have students understand that decisions about coastal
I        ~~resources usually carry both beneficial and adverse effects.









      1~~~~~~~~~~~~CatlIse
        I~~~~~~~~~2






 Lesson  1:   Making  Decisions  About  Coastal  AreasI

Overview
     The emphasis in this section is on how communities makeI
decisions about the use of coastal resources. In this lesson, students
first read a short description of a coastal community where a majorI
decision about the use of beachfront land is being considered.
Students examine the several concerns community officials have in
trying to reach their decision.   Students then complete a planningI
worksheet which systematically examines the costs and benefits of
the community's  options.5

Materials
     Name  tags for planners (Planner #1, #2, #3)3
     Scripts
     Several large pictures of new cars from a magazine
     Reading: The Future of Bayshore IslandI
     Planning Worksheet

ProcedureI
     1. Show the pictures of cars to the students and ask them to
imagine a family trying to decide whether they should buy a new3
car.

     2.  Ask the students what factors the family members shouldI
consider before trading in their old car for a new one. List their
answers on the blackboard. Students may give several important
concerns they might have, such as:
          a. How much does the new car cost?
          b. Can we afford it?
          c. What would repairs cost for the old car?
          d.  Are family needs for a car the same now as                             i
               they will be next year? in two years?

     3.  Make a short transition from this example to the topic ofI
this lesson, by saying something like the following:

          By thinking about these kinds of questions, the family
          members can decide what to do. They are considering
          the advantages and disadvantages of trading their old car3
          for a new' one. This process is a helpful way of

                         Coastal Issues 
                              29






                     organizing evidence. People who make decisions
                     about how to use the coastal area do the same kind of
                     analysis. By weighing the advantages and disadvantages
   I                ~ ~~~~of each option, people can better understand the
                     consequences of their decisions. In this unit, we will be
                     studying ways communities plan and manage the use of
                     coastal resources.

 1             ~~~~3.  Read aloud the first three paragraphs of The Future of
         Bayshore Is land to the students.

               4. Ask for three volunteers to act as the planning board for
         Bayshore City. Give them their name tags and have them
         sit around a table in the front of the room. Ask them to simulate a
         planning board meeting by reading from the scripts.

 I             ~~~5.  Hand out the "planning worksheets" and divide the students
         into several groups. Give them 10-15 minutes to fill out the
         worksheets together.

               6. Convene the whole class as the Planning Board and ask each
         group to report their findings. List advantages and disadvantages of
I       ~ ~the proposed development under each category.   Note that although
         this doesn't tell them exactly what to do, it does help insure that they
I        ~~will consider a wide range of factors.
               7. Then, ask:
   I                 ~~~~~a.  What other information would you like to have before
                           making a decision?
                     b. Do you think the new resort should be built? Why?
   *1               ~ ~~~~c.  What are the most important factors in helping you
                           reach this decision?
                     d. How did you decide which are the most important
                           factors?
 3             ~~~8.  Homework assignment:  Write a one-page essay, telling
         whether you think the new resort should be built. Use information
         from the class discussion and your worksheet to back up your

~~~oinin



       I                                ~~~~~~~~~~~~Coastal Issues
                                           3 0








                  THE FUTURE OF BAYSHORE ISLAND

     Bayshore, N. H. sits on the coast of the Gulf of Maine, and is
joined by two small bridges to Bayshore Island, which is a part of the
town.   Boston, Massachusetts is only an hour away.  Manchester, N.
H. is within a 45-minute drive. About 10,000 people live on the
island operating small farms, tourist businesses, fishing boats and
light industries.  For years, its small resorts and vacation homes have
brought in a few regular tourists from the nearby mainland cities.
But Bayshore Island has remained fairly quiet and uncrowded, and it
is this atmosphere that attracts a small number of faithful summer
visitors.

     However, over the past 10 years, the resort business on
Bayshore has not enjoyed the boom that has hit other parts of the
coast.  The small hotels and beachfront cottages don't attract as many
people as they once did. The economy of Bayshore Island is
definitely feeling the results of "not keeping up." More people are
out of work, and some residents are moving away from the island to
find better chances for employment.

     Recently, Heavenly Cloud Resorts, Inc. announced plans to build
a large resort complex on the west shore of the island. The Bayshore
selectmen have to decide whether to allow Heavenly Cloud to build
the new hotel. The mayor asked the planning board to consider thr
question.


















                            Coastal Issues
                                 31








                                          Script

I        ~~Planner #1: ..and if we give the go-ahead on the resort, it will
                     really be a big help to the economy of the whole town.

I        ~~Planner #2:  Tourism hasn't really flourished here for years.  I think
                     the new complex will mean a real boost. Just exactly
   I                  ~~~~~what will this mean to our economy?  Do we have any
                     figures on its economic impact?

I        ~~Planner #1:  The best estimates suggest that it will employ about
                     200 people. We need jobs in this community! And it the
                     hotel runs at average occupancy rates, it will bring in
                     about $2 million a year.

I        ~~Planner #3:  What about other businesses? Will this give them a
                     boost?

3        ~~Planner #1:  Three new restaurants are already planned to go in if
                     the hotel is built. And we think some new fast-food
                     stores, a dive shop and maybe a boutique will want to
                     open, too.
         Planner #2: What are the chances that other hotels will go in that
                     same area?

3        ~~Planner #1:  If the Heavenly Cloud Resort is successful, we think two
                     or three more large complexes will come in. Tourists
  a                  ~~~~~attract other tourists, you know!
         Planner #3: What about tax revenues? What kind of property taxes
  I                   ~~~~~can we expect to get out of this?
         Planner #1: First, we can get some tax dollars as soon as they
  3                  ~~~~~purchase the property.   But when they build the hotel,
                     property values will increase and the taxes will be
                     higher.

         Planner #2: That new revenue would mean a lot to our city. We
                     could start to upgrade our fire equipment, which we
                     would need more of with a ,complex like that to cover.
                     We could resurface some of the town roads, too.
       ï¿½                                 ~~~~~~~~~~~~Coastal Issues
                                            3 2








Planner #3: Speaking of highways, you know one thing we have to
           consider, with all these new tourists coming in, is that
           narrow two-lane road through the west shore area willI
           have to be widened. It can't carry all that extra traffic.
           We'll have major traffic jams. That will be one cost to the
           city when this hotel goes in. The city will have to pay for
           either new roads or better police control of the traffic.
           What other costs connected with this hotel will the cityI
           likely have?

Planner #1:  We'll need extra police protection for the beach area,I
           and we may need to upgrade the sewage treatment
           facilities to handle the extra volume of water during the
           tourist season.  These are the biggest costs the city willI
           have to think about.

Planner #2: What's this hotel likely to do to the environment on the
           west shore? There's a lot of beautiful beach there, and
           some nice upland areas, too.

Planner #1: A lot of that will have to go. Progress, you know! I
           suspect that those sand dunes along the north edge of the
           complex area will have to be leveled. As far as water
           quality is concerned, the hotel people have promised to
           provide good sewage treatment facilities for the complex
           itself.

Planner #3: What about access? There are a lot of local people up in
           that area who go to that beach often. The mayor's office
           has gotten a lot of complaints about the hotel being built.I
           With the election coming up soon, the mayor may not
           want to take any action that would anger people there.

Planner #2: Most of these people are worried about losing access.
           They're afraid that the beach will be for hotel guests3
           only. And they are really mad. Listen to this letter:

           "Dear Mayor,  The fishermen on the west shore do notI
           want a hotel to be built here. It will ruin the area for
           fishing if thousands of tourists come here. Our families
           won't get to go to the beach any more. All the dunes
           will be leveled! There isn't another spot like this on
                            Coastal IssuesI
                                3 3







   5                  ~~~~~~the island.  Don't ruin it for us."

         Planner #3:  It is true that the new hotel will change the quality of
                     life in that area and the whole west shore will change in
                     character. It will be more tourist-oriented, with more
                      shops, people, and traffic. People are not going
                     to be able to walk down the street and know everyone
                     they meet anymore.
         Planner #2: We're likely to get a lot of community opposition on the
                     approval to build. Besides, there has been some talk
   I                ~ ~~~~from west shore residents about making that beach into
                     a park. You know, there aren't any parks on the island at
  5                  ~~~~~~~~all.

         Planner #1: Well, I'm not sure. I think the people over there
   I                  ~~~~~wouldn't mind the hotel.  It will help out the economy.
                     They're smart folks. They know the hotel will mean
                     better business and rising land values. Maybe we'd
   3                  ~~~~~better get out there and do some interviewing to find -out
                     just what the west shore residents want.

I        ~~Planner #3:  Good idea, but we still have to keep in mind all the
                     economic benefits.  Just because a few people don't want
   I                  ~~~~~the hotel doesn't mean we all have to be penalized.
         Planner #2: This isn't going to be an easy decision!

















       I                                ~~~~~~~~~~~Coastal Issues
                                            3 4







STUDENT MATERIALS: PLANNING WORKSHEET

Question: Should a resort complex be built on the west shore of
Bayshore Island?  The worksheet will help you make up your mind.
Use the planning board meeting information and your own ideas as
to the disadvantages and advantages of the proposal.

                          ECONOMY

Advantages                                           Disadvantages









                        ENVIRONMENT

Advantages                                           Disadvantages










                     POLITICAL/SOCIAL

Advantages                                           Disadvantages










                          Coastal Issues
                              35







      PLANNING WORKSHEET POSSIBLE ANSWERS

Question:   Should  a resort complex  be  built on  the West
Shore  of  Bayshore  Island?

                             ECONOMY
Advantages                                              Disadvantages
-employ  200 people                              -could hurt already
                                             existing tourist
                                             businesses
-$2 million tourist dollars/year
-Other hotels will follow
-25,000 tourists in the summer
-land values will rise

                          ENVIRONMENT
Advantages                                              Disadvantages
-Provide own  sewage facilities            -Beach vegetation
                                             destroyed
                                        -uplands damaged
                                        -Sand dunes leveled

                      POLITICAL/SOCIAL
Advantages                                              Disadvantage

-gain in tax revenues for city/statc       -city must expand
                                             highway, provide more
                                             police protection
-new fire equipment                        -more fire protection
                                             needed
-more modern, richer life-style            -access  problems
-mayor gains support from                  -end quiet life-style
     those favoring hotel                 -people lose beach,
                                             fishing
                                       -mayor loses support
                                             from west shore
                                             residents

Are there other advantages or disadvantages to building the resort
that should be considered but which do not fit into these three
categories?  For example:  Can the park be built if the hotel is built?



                            Coastal Issues
                                36



I
I                     Get your feet  wet.
I
                  Researching the Issue
I
I

I

                 " JiptIt,
          


I

         y(    JX     __
I
                WEaL,  THERE. GOES  THE  e"JEIH6ORHOoD?
I
I







III. GET YOUR FEET WET

                     TABLE OF CONTENTS

     Lesson 1: What role does government play in
          managing  coastal lands?                         3 8

          The Daily Splash                                 4 1

          Making It Work:  Political Systems Diagrams   45

          Lamprey  Village  Inn  Proposal                  4 8

          One Form of Town Government                      4 9

     Lesson 2:  Who are the major user groups
          of coastal area resources?                       50

     Lesson 3:  What  current issue concerns your
          user group?                                      5 2

          People and the Sea                               5 4

          Resources,  Issues, Sample  Questions            5 7

          -Conservation,  Research,  Resource  Protection  57
          -Fisheries  and  Aquaculture                     5 9
          -Residential,  Commercial  Development           6 1
          -Water-dependent  Industry,  Utilities           6 4
          -Tourism  and  Recreation                        6 6
          -Historic  Preservation                          6 8






I EEL GET YOURh FEET WETI

         Teachers' Guide

         Concept
 I            ~ ~~~The process of developing and implementing coastal land use
         and management plans involves the interplay of individuals from
5         ~~various levels of the community.    Not only must the concerns of both
         individuals and user groups come into play, but there must be
         compliance with the laws and regulations established at local, state
         and federal levels.
               In New Hampshire and other northern New England states the
         concept of "home rule" is a very strong one. It influences how people
         feel about the rights and responsibilities of the communities in which
3         ~~they live.  "Home rule" dominates the structure of local governments
         and has a very strong influence on how land and water use decisions
         are made in New Hampshire. The fact that the New Hampshire
I       ~ ~legislature is one of the largest governing bodies in the world reflects
         just how important local concerns are, even at the state level.

*         ~~Objectives
               1. Students will identify and become familiar with the
         concerns of the major user groups that make up the seacoast
         community of New Hampshire.
 3             ~~~~2.  Students will become involved in an on-going coastal issue.

               3. Students will identify and use resources that can contribute
I       ~ ~to decision making on a particular issue.

               4. Students will discover that the community is a resource for
I       ~ ~gathering information about' an issue.
 I             ~~~~5.  Students will understand in a general way how local, state
         and federal regulations and laws impact the decision making process.





       I                                 ~~~~~~~~~~~~Coastal Issues
                                          37






Lesson  2:  What  role  does  government  play  in3
managing coastal lands?

OverviewI

    In this exercise students will be given a brief overview of the
role that government must play in making decisions about the use of
land and water in the coastal area.I

Materials

    Reading:  The Daily SplashI

    Hand-out:  Making It Work -  Political Systems Diagrams3

    Reading: Lamprey Village Inn Proposal

    Chart: Example of One Form of Town Government

ProcedureI
    1. To begin focusing attention on the role of government in
coastal management, have students read The Daily Splash.j

    2. Discuss the major concepts expressed in the reading during
a discussion of the reading.  List them on the chalkboard.I

         -public's expressed need for access to the shore
         -poor initial plans by the developer for the projectI
         -higher costs than anticipated
         -local control vs. state and federal control
         -needs of the existing community
         -lack of coordination among agencies
         -lengthy vs. quick approval time for permits









                       Coastal IssuesI
                           38








 1             ~~~~3.  Use the worksheets, Making  it Work: Political Systems
*        ~~Diagrams,   with yours on transparencies to help students understand
3         ~~how  the system works.

               Diagram 1: Ask students to identify who the users and
         coastal resources are in the Seaside development.    (Write on your
          transparency while the students fill out their worksheet.)

 I             ~~~~Diagram  2:  Then refine the users into the three categories:
          of special interest groups, public interest groups, and the general
          public. Ask the students questions such as:

               Which of the letters were written by people who represent a
          group with a special interest? (Example: Association of Concerned
          Developers).    Do the same for public interest groups, and members
          of the general public.  Try to have the students define these groups.
          Ask if there should be more categories for the public.
 3             ~~~~Diagram  3: Ask students what are the other parts of the
          systems diagram?   Write in "regulatory agency," and explain that this
          includes many of the groups that the letters were complaining about:

               Examples: Army Corps of Engineers must give permits for
          anything happening in naviagable waters such as where the marina
          was going to be built. Local planning board approve the project
          based upon input from conservations commissions, people who are
          going to live next to the project, and other interested parties. The
          state must issue permits for dredging and filling, siting of energy
          facilities, sewage treatment, and road construction.   Regulation also
I       ~ ~includes seeing that state and local standards are met during
          construction and that they are maintained for the life of the project.

 U              ~~~Diagram  4:  Show the completed diagram and ask what effect
          the legislature has on Seaside. The legislature can influence
3         ~~decision making and regulation through the making of laws and
          arranging for their enforcement.






       I                                 ~~~~~~~~~~~~Coastal Issues
                                            3 9






     Ask if the students think that court action is necessary in the 
the Seaside development case. Who might be likely to bring suit and
for what reason? (Example: The developer might sue one of the
agencies for the long delay in issuing a permit.)  How else can theI
courts function in the Seaside case? Draw several examples from the
students.3
     4. Homework Assignment: Have the student make up a
mock proposal for the Lamprey River Inn.  Let them work in smallI
groups on this assignment. Ask them to identify the permits needed
and the local and state agencies who give them. Finally, have them
identify the steps they think should be taken in the process.  Ask aI
member of your town government to come to the class to discuss
their plans and how the process works in your town.I














                                    Coastal ~~~Isse
                                       40~~~~~~~







 I            ~~~~TIHE     1DAULY                 regulations  and  get  approvals
                                                 and permits.   I cannot believe
                  SPLIASHLI                      it!  It has taken four years and
         3                                      ~~~~~~~~~~~four million  dollars  and I am
          Publisher,  President                   just getting started on
          John Q. Public            S                 .       Tno

         from  the  editor:                             Office of State Planning

 I             ~~A  few  days  ago,  our
          paper printed a letter from Mr.
5        ~~William  Eagerton  complaining
          about  how  much  money  he is          to the editor:
          losing on his housing project.
I       ~ ~He  blames  it all  on  all  the       I  agree  wholeheartedly  with
          regulations   he   has   had   to       Mr.  Eagerton.   There  are too
          comply  with.  Since  his  letter       many   levels  of  government
          was  printed, several folks have        involved!   But we have to have
          written in, some  to agree with         some  governmental  review  of
3        ~~~him,  and  others  to  disagree.      projects.
          We are going to print his letter
          and some of the replies.                      J.R.Long, Selectman

          ISN'T  THERE   A   BETTER               to the editor:

                   WAY? ~~~~~~I  attended  a  public  hearing
         to  the  editor:                        held    by    the    Coastwise
                                                 Engineers.   I was  shocked  to
                It was just four years ago        hear  that  Eagerton  wants  to
         that  I brought  my  plans  for         build  his  marina  alongside  a
I       ~~~building  Seaside,  a  600-unit        major    turning    basin   for
         planned  development  along our         commercial  ships  entering  the
          south-east  coast.  The  homes          harbor.   People would have to
         were to be modestly priced for          go through the turning basin to
         young,  middle-income  families.        get to their boats.   Would  this
5        ~~~A marina,  boat  club,  private       be safe??? I think NOT!   How
         beach and a recreational center         can the U.S. Engineers and state
         were a part of the complex.             and  local  officials  ignore  this
         3                                     ~ ~~~~~~~~~~and go ahead and issue permits
               I thought  it would  take         for  building  the  marina  near
         two  years  and  cost  about  $1        the turning basin?   Also,   we
         million in architect, lawyer and        can't    put    national    and
         consultant fees to meet all the         international   trade   at   the
       I                               ~~~~~~~~~~~~Coastal Issues
                                            4 1






mercy of a local marina!    The       animals  that  live  near  the
federal  government  must  be         shore.
involved in the review process
whenever navigable waters are               We   need   to  have   aU
involved.                             process that looks at the total
                                   environmental impact picture
A  Concerned  Citizen  of  the        of each proposed development.
World
                                   N.W. Wainright, ProfessorI
to the editor:                        Marine Biology
                                   University of New Hampshire
     As  a marine biologist, II
see both positive and negative       to the editor:
sides to having so many
agencies  involved  in  granting      Poor Mr. Eagerton -- poor city!I
approvals   for   development         We  could benefit a great deal
such as Mr. Eagerton proposes.        from   a   development   like3
                                   Seaside.  It would create jobs
     On  the  one  hand,  all        and provide places for people
development  projects  must  be       to live who want to work here,  
reviewed   by   environmental         but the project is bogged down
experts.       Otherwise,   our       in paperwork and red tape.
shoreline  environment  wouldI
surely be destroyed.   But each       I know how Mr. Eagerton  feels.
agency  has  its  own  narrow         Two years ago, the Civic Club
view and no one is responsible        wanted to build a private dock
for  considering   the  to tal1       and small boat harbor to give
impact  of  a  project  on  the       low-income  and  handicapped5
environment.                          children some boating fun.  We
                                   are only half-way through the
     Mr.  Eagerton's  Seaside        process and expect it will takeI
project   was   reviewed   by         another year at least before we
separate  agencies  for  sewage       can start to build.   We  have
disposal,  road   improvement         already  spent  thousands  of
and flood control.  In each case      dollars filling out forms.   Why
the project met  the minimum          can't agencies  on  the federal,3
standards for each permit.  Yet       state  and   local  level  get
the  combined  effect  of  soil       together?    Why  do  they  all
washed  into  coastal  waters         have   to  review   the  sameU
along with sewage disposal and        things?
flood  waters  is  enough  to
destroy many of the plants and        Wallace  Wentworth,  President,
                                   Civic Club.
                          Coastal Issues 
                               42







          *                                       ~~~~~~~~~~~proposed housing project would
          to the editor:                           not    create    environmental
                                                 damage.       Yet   the   federal
          I think we need to have a long           agencies  said it would.   They
          review  process  to  protect  the        have been the ones causing the
3        ~~citizens  and  environment.    It        delays.   Because  of them  this
          would  be  easy  to  make  the           Seaside  project  has  not  yet
          process  a  "rubber  stamp'"  for        been built and we  have several
I        ~~developers.    Mr.  Eagerton  is         hundred  workers  still out of a
          paying    more    because   he           job.
          submitted  poor  plans  in  the
U       ~ ~~first place.  If he had taken the             We    want   to   protect
          time  to develop   high  quality         natural resources and our town,
          plans  in  the  first  place,  he        but Seaside looks great to us!
          would not have had all this
          trouble.

          Jim Barns, President, Citizens
*        ~~for Better Government


3        ~MAYOR EXPRESSES
          CONCERN

 I             ~~~~We    must   ensure   the
          health   and   safety   of   our
          citizens.   This is best done at
          the town  level.   We  have fine
          officials who are in the best
*        ~~position  to  evaluate  a  local'
          project right here, where it will
          be  built.    How  can  state  or
3        ~~federal officials know  what our
          needs  are?   When  they  make
          decisions that affect our town,
U       ~ ~they are not accountable to our
          local people for the success or
*        ~~~failure of their ideas.

                With the Seaside project,
3        ~~we   believed -- and   experts
          supported our view -- that the

       U                                ~~~~~~~~~~~~Coastal Issues
        1                                    ~~~~~~~~~43







MAKING IT WORK: POLITICAL SYSTEMS DIAGRAMS


                 DIAGRAM I


                                            uses~~
                              USERS     uss     COASTALp
                                          beneitsRESOURCES














                           Coastal ~~~Isse
                              44~~~~~~~





      MAKING IT WORK: POLITICAL SYSTEMS DIAGRAMS





                          DIAGRAM 2




    *    LIII               ~~~~~~~~~~~~~~~usesCOSA
 I~~~~~~~~~~~~~~~UESbnft EORE






~~~~~~~~~~~~CatlIsse
                          45I~












                   -~~~~~~~~~




            DIAGRAM -3




                   USERS                                i

'REGULATORY                 \
AoGENCE PECIAL
                 ~~~~~~~~beeiNTRST



                       SROUP
                            LI    PBLC 



                                      PUBL~IC



















          Coastal Issues 
              4 6






                    COURTS decisions
           ) COURTS
                      \decisions


LEGISLATIVEI                 USERS C OASTAL
                           USERS /benefits   OURCES
/ \ /%  law         regulatory,
 Il~ REGULATORY             forms
         AGENCIES  1      S
   D0~ ~~SPECIAL                      $   benefits  $      -
   -<~~~ ~INTEREST 
                     GROUPS   fo
                       (FA)    PUBLIC
           pressure       I     INTEREST
 pressure                         GROUPS
                                 (FA)


                                         I PUBLIC
             legal action                   I         _








              LAMPREY VILLAGE INN PROPOSALU

     Your family has 10 acres, six of which are on the shoreline of aI
major river in the seacoast. You would like to set up a country inn
there. You have done some market research and found that many
people coming to the area have no place where they can stay
comfortably for a short vacation, and you want to cater to that
crowd.  You would like to put a small dock in so that guests can3
use the canoes and motor boats you will have docked there.

     Your property is near a wetlands area that acts as a rechargeI
supply for an important aquifer (an underground pool that provides
water for the town). Luckily, it is in a zone designated for
commercial use, so you won't have to go to the Zoning Board of
Adjustment in the town to ask for a variance.    However, there
appears to be some deer trails going through the inland part of your3
property. You have heard some say that the town plans to set aside
this area and connect it with an adjoining part of the next town, so
that the deer can pass freely back and forth on their trail.    ManyI
local fishermen come every year to fish from the shore on your
property.  Some canoeists like to launch their canoes there, also.3

     First, write up a preliminary plan which you present to the
town's planning board.  The plan should include where the inn will3
be located (you can draw a map if you like), how it is to be funded,
what revenues it will bring to the town and what services the town
will be required to supply.
     Then list, in order, the steps you must take to present your
project and have it approved.  (Town governments vary in form.   YouI
may need to telephone your town offices to see how they handle
projects such as this one.)  Generally, the plan is presented to the3
planning board who involves the conservation commission, the solid
waste committee, and the zoning board of adjustment if necessary.
The abuttors (people living next to the project) and the general3
public are notified, and a public hearing on the project is announced.
After input from these sources and consideration of the project as to
whether it meets local, state and federal requirements, the planningI
board acts on the proposal. If the proposal is accepted, it is
registered at the County Registry of Deeds by the town clerk.3


                           Coastal IssuesI
                               48








      EXAMPLE OF ONE FORM OF TOWN GOVERNMENT

                       Voters  elect

Auditors  (2)"-  Trust Fund Trustees (3)

Budget Advisory Committee  (7)    Library  trustees  (3)

Checklist Supervisors (3)           Treasurer  (1)

Moderator/town  meeting  (1)        Town  clerk/tax  collector


                  Board of Selectman (3)

Administrative  Assistant           Planning  Board

Code Enforcement Officer            Zoning Board

Planning Board  Assistant           Solid Waste  Commission

Road Agent                          Conservation  Commission

Police Chief                        Recreation  Committee

Welfare Officer                     Civil Defense  Committee

Fire Chief
















                        Coastal Issues
                            49







Lesson  2:   Who  are  the  major  user  groups  of coastal
area resources?

Ove rview 
     Students will focus on specific user groups in the coastal area,
learning more about their characteristics and concerns through an
exercise that asks them to do research on an issue that is of
particular interest to each group.

Materials
     Reading: People and the Sea adapted from What is Our
          Coastal Future? published by the University of
          Maine as a part of the Northern New England
          Marine Education Project.

     Slide Program: Marine Careers (with script)

Procedure
     1. Read People and the Sea and ask students to list as many
occupations as possible that are connected in some way with the
marine environment.

     2.  Discuss these occupations, and broaden the list to include 
anyone who would be concerned with the coastal area. Arrange the
list under the following categories:
     -Conservation and Resource Protection
     -Hlistoric  PreservationI
     -Residential, Commercial and Development
     -Water-dependent Utilities and Industries
     -Tourism and Recreation
     -Fisheries and Aquaculture

     3. Divide into six groups to represent the above six categories.
The team should use the lists developed in exercise #2 to help them
decide on a user group within the category.






                          Coastal IssuesI
                              so







         Within each user group, there are individual occupations. Each
         group member should take a role. For example, with the
         Fisheries and Aquaculture group, there might be some of the
I        ~~following occupations:

               -captain and owner of a fishing trawler
 I              e~~~part-time  lobsterman
               -wbolesale and retail seafood dealer
               -fishermen's co-operative president
               *aquaculturist specializing in depuration
               -aquaculturist who grows oysters in Great Bay
               -State Fish and Game Department employee
               4. Students should use a variety of research techniques to
I       ~ ~develop a full picture of their role which will then be integrated into
         a 2-page description of their user group. Besides using written
         research materials, students must chose at least one other research
         method. They may choose from those listed below or originate their
         own  methods.

               -visit sites
               -take photographs
               -tape an interview (with the person's permission)
               -watch an appropriate video tape, slide program, etc.
               -take a survey

                5. To assemble the group user profile, students should
         incorporate what they have learned from research on their
         individual roles into a written report and an oral presentation.

 U             ~~~~6.  Students should make large tags with the name of their role
         that they can hang around their neck for use in subsequent
         simulations and discussions. Encourage creativity in the design of
         the nametags. It will help students to be more aware of their role if
         they wear the name tags during class.









       I                                ~~~~~~~~~~~~Coastal Issues
                                          5 1







Lesson  3:        What  current  issue  concerns  your  user
group?

Overview
     Students will focus on a current coastal issue that concerns
their user group. They will research the problem and come up with
recommendations for its resolution.

Materials
     Worksheet: Resources, Case Studies and Sample Questions

     Video-tape: Options for the Future, University of New
               Hampshire, Sea Grant Extension Program.3

     Discussion Guide: Coastal Issues: Options for the Future

     Maps: Coastal Maps of all types, including the grid-map they
               made during their field trips.3
     Other appropriate resources listed in the HELP section of this
               book.
Procedure

     1. Ask the students to maintain the role they have chosen
within their user group and follow the showing of the video-tape
with a discussion in which they simulate their roles.  Use theI
discussion guide provided to outline the following broad issues:

     -the need for harbor management,U

     -bi-state cooperation  managing  shared  resources,3

     -pollution and how to curtail its effects in an area where
population pressures increase its incidence,I

     -the need to conserve natural resources while providing
various types of access and use of them,I

     -pressure to replace water-dependent  uses of the waterfront3
and shore with water-enhanced uses.
                         Coastal IssuesI
                             52








U             ~~~~2.  Ask the groups to study the appropriate case studies for
        their group in their reading Case Studies, Sample Questions and
        Resources. They should use research techniques they have found to
        be effective in the previous lesson to prepare a synopsis of the
        problem. The synopsis must include:

              *an expanded description of the issue

I              '~~~~importance of the issue in the "big picture" of the state and
                    region's coastal issues

              -appropriate regulatory agencies and how they are involved in
 *                  ~~~~~the issue

              -at least three priorities that must be considered in devising
                    options.

               -options for solution (Remember to list advantages and
 *                  ~~~~~disadvantages under the categories: economy,
                    environment, political/social

I              *~~~~a prioritized list of solutions to the problem which includes
                    short-term and long term considerations

I              *~~~~recognition that the user group's needs must be seen in terms
                    of the needs of the whole community

H              '~~~~a decision on the issue chosen

              3. After the research is complete, the students should decide
        upon a presentation format to enable each group to report on their
        particular issue. The presentation should be oral as well as written.











     I                                ~~~~~~~~~~~~Coastal Issues
                                           53








                     PEOPLE AND THE SEA 

(Adapted from What is our Coastal Future? University of Maine, andI
Ocean Opportunities, a Guide to What the Oceans Have to Offer.
University of New Hampshire.)

     All our lives are touched by the oceans. Many of us live close
to the sea. Indeed, by the year 2,000, 70% of the population of the
world will live within 50 miles of some ocean, or large body of water.
This coastal corridor with its dunes and beaches, marshes, and rocky
shores is a fragile, yet significant part of our lives.  Its beautifulI
vistas give us a sense of peace and wonder. Its shores are
playgrounds for us. Also, many people make a living from this
coastal area in Northern New England.
     People from Europe came to fish in New England waters in the3
early 1600's. After spending a few productive summers fishing in
places like the Isles of Shoals just off the New Hampshire coast, many
of them came to live here permanently.  Fishing is still an importantI
occupation.

     The oceans were always a source of food,-but they alsoI
developed into highways for trade among nations of the world. The
Port of New Hampshire was an important trade center during
colonial times. Masts for the King of England's ships were hauled by
teams of oxen down to the river banks and floated out to ships
specially designed for carrying them across the Atlantic.  Furniture
and clothing was imported from Europe and after being unloaded
from ships was carried inland on small boats or in wagons.

      The Piscataqua River and the rivers which feed into the Great
Bay Estuary have always been used as highways for transportation
and commerce, first by native Americans and then by colonists.
Even now, the Piscataqua has many industries and storage depots
along the deeper New Hampshire side of the river.  While overland3
shipping by air and land captured a great deal of the business of
moving goods and people, in some enterprises ships still play a major
role.  Oil and gas are still carried mainly by ships.  Also, the containerI
ship industry has moved toward the "feeder operations" and smaller
ships such as those that have utilized the Port of Portsmouth until
recent months.

                           Coastal IssuesI
                               5 4







               New  Hampshire's coast,, and particularly the                      4-
         deep Piscataqua River offers important sites for the
         location of heavy industry. Simplex Cable Company
         which makes cable for underwater communications, ,
         and the heavy steel plant, C.E. Avery Corporation
         are located there.  The defense industry is well-                   
         represented by  the Portsmouth  Naval  Shipyard                 \LW
         which employs some 4,000 workers. Electric
I       ~ ~generating plants are in two locations on the New
         Hampshire side of the Piscataqua.

               As more and more people move to the coast, the siting of
         energy sources is becoming very controversial. Yet coastal areas are
         ideal for several kinds of energy enterprises. New Hampshire
         Yankee's nuclear power station is located on the Hampton marsh
         about 2 miles from the open ocean. The nuclear power industry
I       ~ ~prefers to build on the coast where cold water for cooling -the nuclear
         reactor can be easily obtained. Terminals for gas and oil products
         which are carried aboard ships need to be located near the shore.
         Alternative energy enterprises such as tidal power may be an
         important future source of energy. The ocean appears to be a good
         place to extract solar energy. Windmills might be mounted on real or
         man-made islands off the coast to generate electricity.

 *             ~~~Many people come to the New  Hampshire coast for recreation.
         Tourism is one of the leading industries in the state. Tourism
         generates $3 billion income for the state each year, and in the
I       ~ ~seacoast region 10%  of the annual payroll is related to tourism.
         Nationwide, 150 million Americans spend time each year doing
         water-related recreation whether it is sport fishing, boating,
         swimming, beach-coming or sunbathing. The state government has a
         Department that deals with tourism.

               Portsmouth is enjoying a burgeoning tourist trade, and many
         people like to come to the city by water. Coastal cruise ships sail into
I       ~ ~the Port every week during' the summer and fall, docking at the Port.
         People debark to shop in the attractive shops that line the waterfront
3        ~~along Ceres and Bow Streets, or visit some of the historic buildings
         and parks. The Isles of Shoals Steamship Company plys the waters
         between Portsmouth and Star Island, offering a variety of excursions.
               The New Hampshire coast is an attractive place to live. During
         the 1970's, populations of the coastal towns increased by 14%. In the

                                      Coastal Issues
                                           55






1980's, growth slowed down  somewhat.   New  Hampshire's policy of 
no income or sales tax has attracted businesses to the area, providing
jobs for people of the seacoast. While the influx of people and
business may have a positive economic effect on the state, it alsoI
stresses the natural environment. Two of the area's largest existing
industries, fishing and tourism, require unpolluted coastal waters,
easy access to the coast, and in the case of tourism, natural
uncluttered vistas.

     Marine scientists, historians, archeologists and marine
educators also use the coastal area. Jackson Estuarine Laboratory
and the Coastal Marine and the Shoals Marine Laboratories provideI
opportunities for study of the coastal environment within a 20 mile
radius of the University of New Hampshire. .Research on various
marine and aquatic ecosystems and education programs for students
are carried on there.

     How to reconcile the population growth and its need to utilize
the environment in a variety of ways with the need conserve natural
resources is at the heart of issues facing the coast.  We  don't want toI
destroy the very things that attract people and businesses here in
the first place.











                                        Coastal ~~~~Isse
                                            5 6~~~~~~~








I       ~RESOURCES, ISSUES AND SAMPLE QUESTIONS

         Topic 1: Conservation, Research and Resource
*       ~Protection

         Suggested Resources (Addresses, phone numbers listed in
               HELP! section)

               N.H.                                           Depateto eore n cnmcDvelopment,
 *            ~~~N.H. Department of Enviourcentand  Econoics
               N.H. Fish and Game Department, Marine Division,
               U.S. D.A. Soil Conservation Service,                        \t
 I           ~ ~~Director, Jackson Estuarine Laboratory, UNH

               City and town conservation commissions
               Society for the Protection of New Hampshire Forests,
               Urban -Forestry Center,                                                       I
 I            ~~~Council on Resources and Development
               Friends of Odiorne Point, Inc.                                  i I'
               Town  governments of Newington and Portsmouth                1    

         Issue  Case  Studies:  Choose  One  to  Investigate.                       Ih.

         Case Study #1. Coastal Salt Marshes are slowly becoming
         freshwater marshes near Highways 1-A and 1. When Highway IA
         was built, culverts that were too small to allow salt water to flow
         freely in and out with the tide were placed under the road. Now, not
         enough salt water gets into the marsh, and freshwater is inundating
         the marshes more and more. Freshwater plants are beginning to
         supplant the traditional salt water species. Even more of a problem
I      ~~are two "invader" plants:  purple loosestrife and Phragmites.  They
         can grow in fresh water and can tolerate water that is somewhat
         salty, as well. They crowd out plants like the salt marsh grasses that
         provide food for animals who depend upon the marshes. How can
         these problems be solved and by whom?

         Questions to help with research:

 *            ~~~1.  How did the town of North Hampton approach the problem
         of their declining salt marshes?

                                      Coastal Issues
        1                                  ~~~~~~~~~57







     2. What agencies control the development of highways and
roads?

     3.  What are the roles of conservation commissions andI
planning boards in the protection of natural resources?

     4.  What role has the Audubon Society of New HampshireI
played in the research and protection of endangered species? What
remains to be done? Are there endangered species living in coastal
marshes? What are they? Does the N.H. Department of
Environmental Services have a list of endangered species?

     5. In the N.H. Wetlands Board's Frank Richardson's opinion,
what compromises might be made where development impacts
wetlands?  Has this been tried in the state?  Where?  With whatI
success?



Case Study #2: The secondary dunes along Highway IA in Seabrook 
are the last ones on the New Hampshire shore. Some residential
development has been allowed on portions, partly as a way to
protect the rest of the dunes and the extensive marshes behindI
them. How is the town of Seabrook working with the state to save
these valuable natural resources for habitat, vistas and as a barrier
for the marshes?
     1.  Who owns the dunes?3

     2. What agencies must grant permits before building is
allowed on a dune?I

     3. Does New Hampshire have a problem with recreational
vehicles (RV's) driving over the beaches and dunes?  Why?U

     4. Are there endangered species living in the dunes? Read
the Endangered Species Act (both state and federal) and determine
what is done to protect endangered species.

     5. What has the Seabrook Conservation Commssion done to
preserve the dunes?


                         Coastal IssuesI
                             58








Topic  2:   Fisheries  and  Aquaculture                 R
                                                   ISLRiIb
 Resources (See HELP! section for addresses, phone numbers)

     Roland Barnaby, Extension Specialist, Rockingham County
     National Marine Fisheries Service
     John Nelson, New Hampshire Fish and Game Department
     Frank Richardson, New  Hampshire Wetlands Board
     George Mavrikis, Manager, Portsmouth Fishermen's Co-op
     Eric Sawtelle, Salmon Unlimited
     Richard Langan, Manager, Jackson Estuarine Laboratory
     Tom Howell, Spinney Creek Oyster Company
     Anadromous Fish and Freshwater Research Laboratory, UNH
     Department of Resources and Economic Development
     George Frick, Department of Resource Economics, UNH
     Bruce Lindsay, Department of Resource Economics, UNH

Issue  Case  Studies:    Chose  one  to  investigate.

Case Study #1. People are now eating more fish and seafood than
ever before, but the numbers of fish in our rich coastal waters is
declining rapidly. Haddock stocks have gone so low, that you can
only fish for haddock at certain times of the year. Flounder and cod
stocks are also getting low.  The National Marine Fisheries Service
who control commercial fishing say that the fishing effort must be
reduced by 50% if we are to save our fish stocks. How can this be
done?

Sample   Questions to help  you  with  your  research:

     1. What regulatory agencies are responsible for issuing fishing
permits to commercial fishermen?

     2.  How does RSA (Revised Statutes Annotated) 483-All-b
prptect fishing interests?

     3. What is the "200-mile limit" and how has it affected New
Hampshire fishing interests?

     4. What species of finfish, shellfish, and crustaceans do New
Hampshire fishermen catch the most of? What techniques are used

                           Coastal Issues
                                59







to catch various fish and shellfish? What can you find out about
these animals' habitat, spawning times, average size and abundance.
What are the federal and state regulations that govern their harvest?

     S. Are most New Hampshire fishermen "daytrippers?" Are
most full-time fishermen? Where are their favorite fishing places?



Case  Study  #2.   Since the seventies, aqua-culturists have tried
raising lobsters and oysters in some portion of the Great Bay
estuarine system. Now there are applications to try some innovative
approaches to oyster culture. One aquaculturist wants to move
oysters from one part of the estuary to another and allow them to
grow in a better habitat.  He also wants to harvest them on a regularI
basis.   How  can aquaculture be better regulated and supported in
this state?

Sample  questions  to  help  with  your  research:
     1. Is there currently any aquaculture being conducted in New
Hampshire waters? Where and by whom?

     2.  What information and support does the state of NewI
Hampshire give aquaculturists and how is the industry regulated?

     3.  What is the Inter-state Shellfish Commission and what areI
its powers? Does New Hampshire adhere to its regulations?

     4. What is "red tide" and how does it affect the shellfish
population? What happens to the price of shellfish in the markets
when "red tide" warnings are posted?
     5.   Most of the shellfish beds in New Hampshire are closed.
Why? Who closes them? When will they be open again?










                           Coastal IssuesI
                               60






*        ~~Topic  3:   Residential  and  Commercial  Development

         Suggested Resources (Addresses, phone numbers listed under
U       ~ ~HELP!  section).

               Federal Aviation Administration (FAA)
 I           ~ ~~~N.H. Department of Transportation
               N.H. Department of Resources and Economic Development
               N.H. Water Supply and Pollution Control Board
               N.H.Wetlands Board, Department of Environmental Services
               N.H. Coastal Program
 '3          ~ ~~Walter Cheney, Developer
               Newmarket Community Development Corporation
               Army Corps of Engineers
               U.S. Dept. of Agriculture, Soil Conservation Service, Durham
               Local Boards of Selectmen in Newington and Portsmouth
               Newmarket Conservation Commission
               Pease Development Authority

I        ~Issue  Case  Studies:   Choose  one  to  investigate.

3        ~~Case  Study #1: Moody  Point is a development on the shores of
         Great Bay which was developed with attention to both aesthetics and
         environmental quality. The developer, members of the Great Bay
I       ~ ~Estuarine Trust and the N.H. Office of State Planning created a plan
         that minimizes the impact of development on this fragile area. A
         stand of rotting pine trees was cut down and the resulting meadow
I       ~ ~was seeded with wildflowers.  A pond was built to catch some of the
         soil that washed down the hill while the townhouses were being
         built. Residents can walk down a nature trail and see many different
         plants and animals.
 *            ~~~~The costs of building the development were high and the sale
         of townhouses has been very slow. The developer wants to change
         the permits granted for the project to allow him to build more single
I       ~ ~family dwellings than planned originally.  He doesn't want to go
         through the entire permitting process again. Should the town allow
         him to take a short-cut?





      I                               ~~~~~~~~~~~~Coastal Issues
                                         6 1







Questions to help with your research:

     1. How are questions of increased services for water, fire
protection, electricity, transportation and parking handled for
multiple family dwellings? Is it more costly to serve single family
houses than multiple family dwellings?3

     2. Does residential development have an impact on the
environment?   Define  aesthetics,  vistas,  open  space  and  access
and tell why each is important in considering a development.

     3.  Why is there usually erosion when a building is being built?          
What measures can be taken to control it?

     4.  How are wetlands protected?  Was this an issue with theI
Moody Point development? What happened?

     5.  What regulatory agencies deal with planning and approval 
of residential and commercial developments?



Case Study #2:  Pease Air Force Base is one of many bases acrossI
the country that is being closed. It is being transfered to N.H. State
jurisdiction. A group consisting of seven members called the Pease
Development Authority (PDA) has been appointed to administer the
land. Nearby communities of Newington and Portsmouth have
representatives on the PDA since they own 700 acres of the 4300
acre Base. Recently, the PDA proposed that the state accept a cost-
free "public benefit transfer" of 2500 acres from the Federal Aviation
Administration (FAA) for the purpose of developing an airport.
     Some local residents are concerned about relinquishing control
of the airport in return for this no-cost transfer. They are concerned
about whether the aifport will be mainly for cargo or for passengers,
and about the noise from the airplanes.  Others welcome the chance3
for more jobs that will result from businesses that are predicted to
come into the area. 

     Part of the boundary of the new Great Bay National Estuarine
Research Reserve is located within the Base along the shores of the
Great Bay.  An agreement between the Air Force and the ReserveU
was signed, allowing the shoreline to be included in the Reserve. That

                           Coastal IssuesI
                               62







*        ~~agreement is no longer in force when the land is turned over to the
         State. The shoreline is part of the most pristine area in the Reserve.
         Migrating American eagles winter there, and several endangered
I       ~ ~species are found in the area.  A Federal Wildlife Refuge which
         includes that part of the shoreline has been proposed for about 1100
         acres of the Base. Also there are other ideas for its use: a state park,
         a marina, and housing.

 I             ~~~~In an already crowded coastal area, how can this unique
         resource best be used?

3        ~~Questions  to  help  with  your  research:

               1. How will the transfer of Pease Air Force Base to the State of
         New Hampshire affect the natural resources of the Great Bay


               2. Does New Hampshire have a noise ordinance that airports
         must adhere to?   Can communities, states and/or the federal
         government regulate noise?

               3. Will development of the Base bring jobs to the seacoast?
I       ~ ~What kind of jobs?

 1             ~~~4.  Would the proposed Federal Wildlife Refuge be compatible
         with a commercial airport? Can you find evidence to support your
*        ~~answer?

               5. Would having a state park instead of a wildlife refuge be a
         good idea? Why or why not? Should public access be allowed to this
         part of the shore?












       I                                ~~~~~~~~~~~~Coastal Issues
                                           63







Topic  4:    Water-dependent  Industries  and  UtilitiesI

Suggested Resources (Addresses, phone numbers in HELP! section)3

     Simplex Wire and Cable Company
     Sprague Energy3
     National Gypsum Company
     N.H. Yankee Corporation (Seabrook Power Station)           SL
     N.H. Public Utilities Commission Do
     N.H. Coastal Program             Too.
     N.H. Division of Air Resources                                A-h i
     N.H. Water Supply and Pollution Control BoardU
     Wetlands Board
     State Port Authority, Ernest Connor, Director 
     U.S. Army Corps of Engineers
     U.S. Coast Guard
     Oil Spill Committee                                                _CU
     Dr. Barbaros Cellikol, Civil Engineering Dept., UNH

Issue  Case  Studies:    Choose  one  to  investigate.

     Case  Study #1:  In 1973 initial plans were made by theI
Olympic Oil Company to develop a refinery site on a large lake in
southern New Hampshire. That lake turned out to be the Great Bay
Estuary! The plan included a pipeline through Rye, N.H. and a                       3 
supertanker port at the Isles of Shoals. Due to public outcry the
refinery project was defeated on the grounds that "home rule" gave
towns the ultimate power to determine what types of energy facility
development could occur in their community.I

Sample Questions to help with research:
     1. What plans does N.H. have for dealing with oil spills? What
are the environmental effects of oil spills?
     2. What is the law that supports the decision in the Olympic Oil
refinery case?

     3. Which agencies have responsibility for, regulating the siting
of heavy industry along the coast? Are any heavy industries
planned for the New Hampshire coast area? What are they and

where are they proposed?

                           Coastal Issues 
                               64







               4. How did people organize to defeat the refinery proposal?
         What was SOS?
 *             ~~~~5.  What forms of alternative energy are being utilized and/or
         developed in the Seacoast area?



3        ~~Case  Study #2:  The Port of New Hampshire, located near the
         mouth of the Piscataqua River has become a busy travel lane for oil
         tankers, cable ships, and cargo ships. Some ships stop at the
I       ~ ~commercial pier to load scrap metal from the tall piles that dwarf the
         Port offices. There are extensive plans to enlarge the whole port
         facility. The turning basin for ships opposite the commercial pier
         was recently dredged to make it larger and safer. More and more
         petroleum products are being moved upriver to storage depots.   Oil
         spills happen fairly often in the river. What sort of research and
         planning is needed to effectively operate the Port?

*        ~~Questions  to  help  with  your  research:

               1. What are three of the environmental and economic factors
I       ~ ~involved in expanding the Port of Portsmouth?

 3             ~~~~2.  Do the scrap metal piles at the Port represent an important
         source of income for New Hampshire?

 ï¿½             ~~~3.  How many people have jobs connected with the Port?

               4. What are the general operating procedures for ships coming
I,      ~ ~into and out of Portsmouth?   How  does the tugboat service operate?

               5. What sort of connections does the Port propose to have with
I      ~     ~the proposed commercial airport at Pease Airforce Base (now owned
         by N.H.)?

               6. How are oil spills handled on the river? What research is
*        ~~being done to help protect the environment when a spill occurs?





       I                                ~~~~~~~~~~~~Coastal Issues
                                           65







Topic  5:   Tourism  and  Recreationï¿½

Suggested  Resources:  (addresses, phone numbers  in HELP!3
section)

     Seacoast Council on Tourism3
     Coastal cities' Chambers of Commerce
     Department of Leisure Management, UNH
     N.H. Office of Vacation Travel 
     N.H. Department of Resources and Economic Development
     N.H. Division of State Parks
     N.H. Coastal Program
     Seacoast Ranger, N.H. Division of Parks

Issue  Case  Studies:    Choose  one  to  investigate.

Case  Study #1.  Parking for the thousands of tourists who visit the 
New Hampshire beaches in summer is a big problem. Through 77%
of New Hampshire's Atlantic shoreline is publicly owned, the realities
of its limited shoreline and the high demand for ocean access have
created obvious conflicts. In both Hampton and Seabrook, high
density development and congested city designs have made  parkingI
a number one problem. Since there are few buses and no trains to
provide other kinds of transportation in the coastal area, visitors
must use their cars to get there. Both towns need to provide new
solutions to the parking problem. What are some strategies being
tried?  How  successful are they?  Can you suggest more?I



Case Study #2. White Island, of the Isles of Shoals, just 10 miles
off the coast has recently come under the jurisdiction of the New
Hampshire State Parks Division.  The lighthouse is run electronically,B
and the buildings that once housed the Coast Guard crew who
manned the lighthouse are empty. It is a nesting area for terns, an
endangered species. Access is by boat or helicopter. What sort of
management plan should be made for the island for use as a State
Park?I

Questions to help with research:
     1. How  is a management plan for State Park lands developed?            


                         Coastal Issues3
                             661






                  2.  What role would the Audubon Society of New Hampshire
            potentially have in such a management plan?
                  3.  What roles could a research scientist, historian, carpenter,
            and marine education specialist have in the development of White
            Island?
                  4.  How can public access become a part of the plan?
                  5. How could the buildings on the island best be used and
            maintained?



I



                                        Coastal Issues _


I                                           X





l








-                                           Coastal Issues
 I1                                               67







Topic  6:    Historic  Preservation

Suggested  Resources:   (addresses, phone  numbers  in HELP!!
section) 

     Society for the Preservation of New  England Antiquities3
     State and Local Historical Societies
     N.H. State Historic Preservation Office
     N.H. Coastal Program
     Strawbery Banke
     Chambers of Commerce for cities and towns in the area
     Albacore  Museum 
     Portsmouth Shipyard Historical Society
     Isles of Shoals Study Group5
     N.H. State archeologist

Issue  Case  Studies:    Choose  one  to  investigate. 

Case Study #1 One of the first lumber mills in New Hampshire was
located at Wadleigh Falls on the Lamprey River, one of the rivers ofa
the Great Bay Estuarine System. Some of the timbers that supported
water wheels and flumes are still visible. Later, mills that made
leatherboard, processed plants into medicines, and planed lumber
developed on the same site. Residents, interested in this historic site
would like to protect it in some way.
Sample questions to help your research:

     1. What is a "historic site?" What is the criteria for designation
of historic sites. List ten in the coastal area. Who maintains and
preserves them?

     2.  What part do state and local governments play in 
preservation of historic sites?

     3.  What part do historic sites play in the attraction of theI
coastal area for tourists and permanent residents?

     4.   How  are decisions made between preservation, renovation,I
and use for other than the original purposes?I



                         Coastal Issues 
                             6 8







                       Take  the plunge.



             Everyone wants a piece of the

                  coast. (Simulation Game)



                      COANGE    M     SPRAMIE   M      RISb
                 FOX POINT  O'ICTER.RM  E              WATER  FULLER
                         I r~~~  DYNES   " 'MU5  NM        GARDENS   ''4 



           i~ ~~~~~~~                                       I
                   EVERYONE  WANTS
                  A PIECE OF THE SEACOAST



~~~~~~~IP



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                VISITING CH Am UP







IV. TAKE THE PLUNGE.  EVERYONE WANTS A PIECE OF THE
COAST.

                        TABLE OF CONTENTS

Teachers'  Guide                                              7 0

     Lesson 1: The rocky shore is a tough place
          to live.                                           7 1

     Lesson 2:  Field Trip to Odiorne State Park              7 2

     Lesson  3:  Odiorne of the future                        7 3
          (a  simulation)

Student Materials

     Odiorne  Field  Inventory                               7 6

     Worksheet for each User Group                            7 7

     Map  of Odiorne State Park                               80

     Odiorne History                                         81

     Life in the Rocky Intertidal Zone                       8 2







I EV. TAKE THE PLUNGE.

I        ~Teachers' Guide

I ~Concept
              In any land or water use decision, individuals and communities
         must participate in a multi-step process where problems are
        identified, needs of the various groups that use the resource are
        considered, solutions are developed, compromises are made, and
3        ~~eventually consensus is reached.   Making decisions is a complex
        process. Almost always there will be trade-offs and consequences,
         and often decisions have to be revised and mitigated in response to
        changing conditions.
if       ~Objectives

              1. Students will gain an understanding of the ways in which
        uses of coastal land and water change with economic, social and
        political needs, and advances in technical knowledge.
 3             ~~~~2.  Students will apply scientific and technical information
        gained through a field trip to Odiorne Point plus information they
        have accumulated in previous sections to the simulated issue and
        arrive at a decision.








      ~~~~~~~~~~~~CatlIsse
       I~~~~~~~~~~~~~~ 







Lesson  1:   The  rocky  shore  is a tough  place  to live.j

Overview 
     In this lesson, students are introduced to the rocky intertidal,
a natural resource that is common along the Atlantic shores of the
northern Gulf of Maine.   Students will have an orientation to thej
rocky shore, and then take a field trip to the beach at Odiorne State
Park.

Materials

     Slide program: N.H. 's Rocky Shores given by a UNH MarineI
          Docent (free of charge for this project)

     Video-tape: The Intertidal Zone (obtain from the New
          Hampshire Fish and Game Department, free of charge)

     Reading: Life in the Intertidal Zone

ProcedureI

     1.  Introduce the topic by a discussion of different types ofI
beaches that the students have visited: sandy, rocky, shingle, gravel,
etc. Ask if they have ever gone tidepooling. Then show the video-
tape or have the Docent there to give the program on the RockyI
Shore.

     2.  Homework assignment:  Read Life in the Rocky IntertidalI
Zone . On a 5 x 8 card, list the zones with a sketch of a plant and
animal for each zone. Use plastic to cover the card after the
information has been checked for accuracy. Then each student has a
guide to take with them to the shore. (Also, take several field guides
on the field trip).3

     3. Discuss the field trip and its purpose: to gather information
about a specific natural resource and its environmental setting. Be
sure the students wear rubber-soled shoes, dress in layers, and
bring their lunch and a beverage. You will need to have emergency
release forms for everyone on the trip including chaperones.   Bring
the forms on the day of the trip. (If possible arrange with the
Odiorne staff to conduct your field trip for you, or purchase theI
packet Alone on the Shore from the Sea Grant Extension office.)

                          Coastal IssuesI
                              71







         Lesson #2: Field trip to Odiorne State Park.

1        ~Overview
               Students will investigate the rocky shore in terms of zonation
         and adaptation, and will discover interdependent relationships there.
         Following the rocky intertidal experience, they will inventory the
         rest of the park.

-        ~~Materials
               field guides for rocky shore, birds, flowers, trees and shrubs,
 U            ~ ~~notebooks  or inventory  worksheets
               pencils
               optional: Alone on the Shore packet purchase from Sea Grant
                     Extension office.
3        ~~Procedure
               1. Suggestion: Arrange with the staff at the Seacoast Science
         Center at Odiorne State Park for a guided tour of the rocky intertidal.
I       ~ ~Or, arrange your field trip yourself in consultation with staff
         members at your school.    Be sure to have chaperones accompany
         you so that you can divide the class into groups of 4 to 5 students.
         Identify tasks that each student should accomplish in the field
         during their "tidepool tour." (You may want to consult with one of the
         Sea Grant Extension Educators or science staff at your school to plan
         this part of the trip.) Debrief afterward with a discussion that
         focuses on the concept of interdependence and how it is illustrated in
         that environment.
               2. Devise a plan to inventory the park's other habitats.
I       ~ ~Suggestion:   Divide the students into groups and assign each group
         one area: sandy beach, fresh-water pond and marsh, salt marsh,
         uplands, historic human habitats. Use the map to help you. Invite
         some people with expertise on those topics to accompany the groups.
         Each group should have an inventory sheet that includes major land-
3        ~~forms, fields, lawns, trails, streams, historic remains, roads, geologic
         features, and adjacent, visible lands that are outside the boundaries
         of Odiorne. Students may sketch or take photographs of the
I       ~ ~environment they are researching.   Meet in about two hours and
         briefly discuss what people have found. Create an inventory of the
3        ~~park in preparation for the simulation exercise which follows.


       I                                ~~~~~~~~~~~~Coastal Issues
                                           72








Lesson 3: Odiorne of the future.

Ove rview 
     Students will divide into teams that contain members from
each of the six groups in the previous section.  Their task is toj
develop a multiple-use plan for the land now known as Odiorne Point
State Park. Having done a survey of the park and paid close
attention to the rocky shore intertidal area, they have some 
knowledge of the site upon which to base their plan. Encourage them
to use techniques and knowledge gathered through previous projects
in this book as well as additional research about the Park.
MaterialsI
     Reading: "Highlights of History," and other pertinant portions
                from the Odiorne Point Natural Science and
                Historical Studies.j

     Worksheet for User Groups

Procedure
     1. Note: the following simulation activity was designed to
culminate the experiences gained through the field trips, research
and activities in preceding chapters. The challenge now is to address
the situation from  several perspectives.   Individual values and 
perceptions will surface... yet the outcome will have to be a single
plan derived from compromises  of the separate groups.3

     Most of you have used simulation techniques in many different
settings, so you know that:

     a. students must be involved in decision-making
          processes that are like actual issues they will face in laterI
          life.

     b.  students need to build bridges beween science and                             I
          social studies courses to see the interplay between
          scientific facts and human  values.i

     C. students need to pursue studies that require them to
          process information, weigh alternatives, make choices                       f
          and then live with the results of their actions.

                          Coastal Issues1
                              73









         2. Prepare the students for the task by asking them to imagine this
         scenario:
               It is the year 2000. The state of New Hampshire and, indeed,
         the whole country has been depressed economically for 12 years.
         Oriodne Point State Park has become surplus property due to severe
ft ~~budget cutbacks in the state. The land was sold 'to a private
         developer. The developer has several options, but is not sure what
         should be done with the property. He/she knows that it should be
I       ~ ~put to the best possible use, both in terms of the quality of the
         environment and in its ability to contribute to the conomic health of
         the region. Formerly a conservation area, the land is now zoned for
         both residential and commercial development and multiple
         recreational use. Several different interest groups have begun to
'S       ~~prepare proposals outlining specific plans for the property.
                 Conservation research and resource protection groups would
ï¿½      ~ ~like to maintain the land for hiking, birdwatching, and low intensity
         use.

  1             * ~~~Tourism and recreation groups are planning to try to
         augment the mooring and recreational boating capabilities of Little
3        ~~Harbor.

               * Residential and commercial developers would like to build a
         recreational resort hotel on the site of the old Sagamore House, and
         call it by the same name. They want to have the option of including
         some condominiums and recreational facilities. The present Seacoast
I       ~ ~Science Center would remain, but it could be used as a place to hold
         big dances and receptions in the evening, and offered as a conference
j        ~~center for two days during each month.

                *Fishermen and aquaculturists would like to establish a small
3.       ~~aquaculture facility on the property... something with the potential
         for research and education as well as commercial gain.

  1             * ~~~Water dependent industries and utilities are interested in
         investigating the feasibility of a windpowered generating station.




       I                               ~~~~~~~~~~~~Coastal Issues
                                           74






       Historical groups want to return the bunkers to the use for
which they were intended, and invite the military back to use the
Park as a training area for ground troops.5

     3. Group the students into the research teams from section IV.
Each group should meet to review the park inventory, and to beginj
the basic formulation of its plan. One member of each team should
be assigned as "chief planner". This person must meet with the other
interest groups to make sure that his/her team understands the
needs of the other use groups.  Each group must develop a final plan
that incorporates the needs of all six user groups. The developer is
unwilling to conceed to any one group and insists on a concerted plan  
that is suitable for multiple use. (Modifications of concerns may
have to be implemented on the planning process to minimize
conflicts with the needs of other groups or to minize environmental
degradation.)

     4. Finally, the five plans will be presented for review by the
developer and members of the Rye Planning Board, Conservation
Commission and planners from the State.  (You may designate certain                  (
students for these positions, or get actual people from these groups
to look at the plans and give the students their opinions in a staged
hearing on the plans.)










                                        Coastal Issues
                                           75~~~~~~







I        ~TAKING THE PLUNGE

3        ~Student  Materials:

                            ODIORNE FIELD INVENTORY

         Group Nam,-

I        ~Your Name

ft        ~~Date                                        Time

         First impressions:    Pick a spot in your site and stand quietly for a
         few minutes, looking at the view, noticing birds, bushes and trees,
         etc., look for signs of animals, indications of human presence either
         recently or in the past, etc. Now, sit quietly and write down your
         impressions.









I         ~~Select a specific environment on your site and investigate it
         thoroughly. Write down everything you can learn about it. Drawing
         or sketching is useful, also. Use field guides to help you.
               Plants             Animals            Birds               Humans









           Use  the  back  of the  page  to note  other  observations.

                                      Coastal Issues
        1*                                  ~~~~~~~~76







         WORK SHEET FOR EACH USER GROUPj

Group
nameI

Chief3
Planner

Group 
Members



(This sheet is intended to help focus your thinking. Use it to organize I
your thoughts. Remember to use the results of your work on
previous sections and the, site survey of the park.)

1. Objectives: What are we trying to do?





2.  What are the needs of the other groups?3









3. What are our priorities?









                   Coastal Issues 
                      77







'5        ~~4.  What major features of the property will be important to us?

















*         ~~5.  What conflicts need to be addressed?










          6. What do our plans entail?








          7. What permits, hearings, etc. might be required?









       '5                                 ~~~~~~~~~~~Coastal Issues
                                              7 8



                                                                               I
8.  What are the pros and cons of our proposal?                                            j
                                                                               I
                                                                               I
                                                                                I
                                                                                I
9. What presentation format will we use to present the plan?
                                                                                I
                                                                                I
                                                                                I
                                                                                N
                                                                                N
                                                                                I
                                                                                I
                                                                                a
                                                                                I
                                                                                B
                                                                                I
                             Coastal Issues                                             I
                                 79
                                                                                I







   I                      ~~~~~MAP OF ODIORNE STATE PARK
                 (From the Through the Looking Glass Teachers' Guide)



             I                     /                            ~~~~~~~~~~~~~~~~~~Little- Hlarbo(








I~~~~~~re                                    t oo







              3                                              ï¿½        tidep~~~~~~~~~~ool








                                                       al~~~~~ A+-Int'ra~lbne






                                vbv~e 1A                                       Woo12
                                                                              031M 5ovie walt


                                                     sunxen foresk ~ ~    ~     ood







                          ODIORNE HISTORYI
           (from Through the Looking Glass Teachers' Guide)

     SETTLEMENT YEARSI
     Odiorne Point saw its last days of true wilderness almost 400 years ago.
Though Indians from various tribes of- the Wabanaki Nation had used the area
during their summer migrations, no permanent settlements were seen until theI
1600's.  In 1623, David Thompson and two other colonists sailed from England
to what is thought to be Little Harbor in order to establish another center
for trade and development in the New World.  The efforts of Thompson, firstI
settler of New Hampshire, paved the way for future settlers.  He constructed
a substantial headquarters building, known as a "great house" and established
good relations with local Indians.3
     In 1630, Captain Walter Neal.e arrived at the mouth of the Piscataqua River
with ambitious and enterprising plans for Little Harbor. More buildings were
erected and shipping and fisheries formed a vital part of the settlement.  The           I
bustle of activity around the Piscataqua was rudely upset in 16133 by raids of
Dixey Bull, the pirate.  In 1633, Neale returned to England, leaving behind
enough people settled in the area to ensure continuation of the colony.
     FARMING YEARS
     In 1660 John Odiorne purchased the homestead land that remained in the
family until 1942. Two hundred and eighty years of Odiorne ownership has led
to use of the family name for their section of town. Activity of the Odiorne
farm included fishing, fish processing, gardening, operating a blacksmith shop
and lumber mill and harvesting marsh hay for livestock feed.  The Odiorne home-          I
stead farm closely bound with the area of the settlement, had been under three
towns. Up to 1693, it was a part of Portsmouth. Next it came under New Castle
for almost 100 years and it was finally transferred to Rye in 1791.
     RESORT YEARS
     The transition of Rye from a farming to a summer resort community was a
gradual process.  By the Civil War, agriculture had declined as a means of sup-           a
port. In 1868, George and James Pierce of Portsmouth bought property near
Frost Point. They built and opened for business a country inn under the name
"Sagamore House".  Business flourished until June 12, 1871, when fire struckI
and completely destroyed the hotel. Soon after, several summer estates were
established and for at least forty years the most noticeable aspects of the
Point were its fashionable homes and formal gardens.
     MILITARY YEARS
     During World War II, all residents were evacuated and massive construction
began.  The Odiorne Point area was selected as a key position for protecting .            I
Portsmouth Harbor.  Formal date of acquisition for most of the land was January
1942 and the installation was called Fort Dearborn. Concrete casements ("bunkers") 
and gun mounts were quickly constructed. As camouflage for the casements,
enormous quantities of earth and trees were brought in to create the impression
of natural hills. Advances in technology proceeded rapidly during World War II
and the heavy fixed guns were obsolete almost as soon as they were ready forI
service. At the close of World War II, Fort Dearborn was no longer needed for
military purposes and the government sold the area to the State of New Hampshire
on the condition that it be developed into a state park. Purchase arrangements
were completed in March 1961.
                                   813







                    LIFE IN THE ROCKY INTERTIDAL ZONE
                 (from Through the Looking Glass Teachers' Guide)
        The strip of land between the'high tide and low tide marks
   is full of marine plants and animals that are all adapted to
   their harsh environment.  These organisms usually appear in
   horizontal strips or zones as a result of their differing
   abilities to live in or near salt water and wave action.
   These zones are never uniform; there is much overlapping.
   This is due to many intervening factors such as exposure
   to sun, action of the tides, currents and the landscape.
   The various intertidal zones become most apparent on a
   steep rock face as is shown here. Along New Iampshire's
   coast, the vertical distance between the highest
   and lowest zone averages eight to nine feet,                 blue
   regardless of the slope.                                                *
        Tidepools are found in all the zones.            h, +iJ k~
   Basins trap water from the outgoing tide
   and the pools remain until the next high                 barnorl1--
   tide when they receive new water.  Tide-
   pools are very unusual habitats.  Organisms
   there must have adaptations to survive the
   whole range of water to waterless conditions.
   Vegetation and animals in these pools must
   have much greater abilities of adaptation                                    f
   than those which live on open rock.
   Organisms must deal with fluctuations. in
   temperature, changes in water salinity
   due to dilution from rain and evaporation
   by sun and wind.                                                               .Kj4L ,i 'K
        Plants and animals of the rocky
   shore are quite different from the
   terrestrial species we are used
   to seeing. Most of the plants,
   for example, have holdfasts instead
   of roots.  Many of the animals
      I~~~~~~~~~
   have hard external skeletons
   or shells and not skeletons
   or bones.  How are these
   adaptations to the rocky 
   shore environment?             l__.._                        ,



I~~~~~~~~~~~~~~~~.-



                                                                      roca crcob

    U~~~~~~~~~~~~8













      This zone marks the high point of the sea's reach upon the land.  Its
 only contact with ocean water is from spray which is splashed on it in a
 storm.   A thin black crust on the rocks, which is actually a layer of micro-
 scopic blue-green algae, identifies this zone. When wet, the blue-green
 algae becomes slippery and gelatinous.



     This zone is submerged only twice a month by high spring tides.  Peri-
winkles dominate the area and they seek cracks and crevices where the
atmosphere isn't quite as harsh. They are equipped to withstand desication
by secreting mucus which secures them to the rocks and locks out the air
preventing dehydration.



     Found below and intermingling with the periwinkle zone, this area is
innundated by water twice a day. To contend with the tides and waves, barn-
acles live attached to rocks. They close up when exposed to air and open.
when the tide rises so they can filter for food. Mussels may also be present
in this zone.



     The middle intertidal area is the zone of two brown seaweeds:  knotted
wrack (Ascophyllum) and rockweed (Fucus). They are long seaweeds with con-
spicuous float bladders, found attached to rocks by a holdfast. They sway
back and forth with the tides and provide a sheltered environment for many
intertidal organisms.



     Exposed only during very low tides, the Irish moss zone consists of
organisms which can only stand short exposure to sun and wind. Short red tufts
of Irish moss and smooth strands of dulse cover the rocks, harboring starfish
and sea urchins, for example, below.




     This zone is always innundated with water and exposed only at the very
lowest tides twice a year. It extends as far as light for photosynthesis can
penetrate, which varies depending on the clarity of the water. Kelps dominate
here and grow from the ocean floor.  Other animals that live in this zone
include: sponges, anemones, certain mollusks, echinoderms, arthropods and fish.

                                     83











           I3  j  j    f of 2       KNOTTED WRACK (Ascophyllum nodosum)
                                  Habitat:  Sheltered areas in the mid-tidal or subtidal
                                  zone.
                                  Characteristics:  Knotted wrack is a perennial brown algae
                                  with a small holdfast that holds it firmly to rocks.  The
                                  main blade has short branches with egg-shaped air filled
                                  bladders and no midrib.  It is used in the packing of
              I  iN +        Size:    lobsters and bait worms.
                         average
                         60 cm.

            ROCKWEED (Fucus vesiculosus)
            Habitat:  Exposed or sheltered areas in the intertidal
            zone.
            Characteristics:  This is an olive brown algae with a
            small holdfast, conspicuous midrib and air bladders within
            the upper blades.  Rockweed is very slippery to step on and
            serves as a shelter for animals when the tide is out.  It is
            collected and spread as fertilizer.
                                                                                         Size:
                                                                                gP  r ~to 1 meter

                                 RIBBED KELP (Alaria esculenta)
                        - /~]ï¿½~ - Habitat:  Exposed areas in the subtidal zone.
                       /I,,] _| Characteristics:  Ribbed kelp is a dark brown perennial
                                algae with a large holdfast, an unbranched stipe and an
                                obvious midrib.  It is eaten in Ireland, Scotland, Iceland
                   1:"V/. [/     and Japan and is also a commercial source of potash.  Ribbed
                                 kelp is often found unattached and washed up on the shore.
            Size:
            to 3
            meters

            FINGERED KELP (Laminaria digitata)
            Habitat:  Semi-sheltered areas in the subtidal zone.
            Characteristics:   Fingered kelp is a perennial brown
            algae commonly found washed ashore at Odiorne.  It has
            flat, narrow finger segments on the main blade.  Algin,
            a stabilizer used in dairy products, is produced from
            it.  Fingered kelp is high in certain vitamins and 
            minerals.                                                                         ize:
                                                                                      to 1.2
                                                                                      meters

             3                   KELP (Laminaria saccharina)
                                Habitat:  Semi-sheltered areas of the subtidal zone.
                                Characteristics:  Kelp is a brown algae that has a rugged
                                blade without a midrib.  The blade is unbranched, tapered
                                at the end and has many ruffles along the edges.  The hold-
                                fast is unbranched and very tough.
                Size: 
   1    ~    to 3 meters 84e


I






          X ^ Z' ft SEA COLANDER (Agarum cribrosum)
                   Habitat:  Subtidal zone; dwarfed forms can sometimes be
  --:7~,,2 p B     found in the tidepools.
 ,f~9.~:,  Ad, o j    Characteristics:  Sea Colander is a brown algae related to
 ._ .~ ~-ï¿½~".6,Kelp.  Unlike Kelp, it has an obvious midrib and the blade
  ~:.'x o...      ,is peppered with holes.  Growth takes place at the base of
     Qa'0. g ithe blade where the holes are smaller.

     7 ~      Size:
   5,'F  I  meter

TAR SPOT ALGAE (Ralfsia verrucosa)
Habitat:  Tidepools and                     lower intertidal  rocks.
Characteristics:  Tar Spot is a brown algae that forms a
black crust on rocks and pebbles.  Its texture varies
from firm and tar-like to brittle and crumbly.  The crust,
which looks like a blob of tar, can be up to 3 mm. thick
and several centimeters wide.
                                                        Tar Spot Algae growing
                                                        on a rock.


                   HORSE'S MANE (Desmarestia aculeata)
                   Habitat:  Lower intertidal and subtidal
               : XCharacteristics:  Horse's Mane is a brown algae commonly
                   referred to as the acid plant, for its cell sap contains
                   two acids with a pH of between 1 and 4.  The branches of
                   this bushy plant are often flattened.  When exposed by low
       -N~ 2    ztides, the tips bleach white or yellowish.
     ~/x   Size:
         '~46 cm.

SAUSAGE WEED (Scytosiphon lomentaria) 
Habitat:  Exposed areas in the intertidal zone and common
in tidepools.
Characteristics:  This is a brown, hollow, unbranched 
algae that is twisted in intervals and thus resembles
chains of sausages.  Usually found in clumps, Sausage
Weed attaches to rocks with a small holdfast.  It is an
annual and is gone by mid-summer.
                                                         Size:
                                                         up to 
                                                         60 cm.

       */ ., .~ 1DULSE (Palmaria palmata)
        : ' i!  l    Habitat:  Mid-tidal to deep water.
    '~ b; ...  :4 Characteristics:  Dulse is a tough, rubbery red algae that
           " ; /:.is nearly opaque when alive.  In time of famine in Ireland,
     ~,  ~...'~ :"' Dulse and potatoes formed a diet that saved the Irish
     : ....:: }    * population.  It is also used as chewing tobacco, flour and
                   medicine.


   1 ï¿½4,    tSizec: 85
         to 30 cm.







                     IRISH MOSS (Chondrus crispus)
                     Habitat:  Lower intertidal zone and below.
                     Characteristics:  Irish moss is a deep red algae that is
                     bleached to green then white by the sun.  The blade is
     Ist~ ||    Slwithout a midrib and the holdfast is small.  Irish moss
                     dominates the zone between the rockweeds and kelps. 65%
                     of the water-free material is gelatin and the algae is a
     Si ze: +source of carrageenin used as a stabilizer in many processed
up to fods
                     foods.
18 cm.


NORI or PURPLE LAVER (Porphyra umbilicalis) 
Habitat:  On rocks in intertidal zone. 
Characteristics:  This is a delicate red membranous             . . 
algae (older algae may appear to be green) with a
holdfast in the center of the blade.  Often it is                       .        <.:
one cell thick.  It serves as a food material in
many areas of the world, especially in Japan         .


                                                   Size:  up to 30 cm.


        I+~ @v v      CORAL WEED (Corallina officinalis)
                     Habitat:  Tidepools and lower intertidal zone.
                     Characteristics: Coral weed is a heavily calcified red
               Ig    algae.  It precipitates calcium carbonate from the seawater
                     and forms a "skeleton" of hard jointed segments.  Alive
                     it is red, pink or purple and flexible.  Dead it is white
   Size:3K            and brittle.  Coral weed is a perennial.
Size:           \ B
to 4 cm.        X



SEA OAK (Phycodrys rubens)
Habitat:  Tidepools-an-d7lower intertidal zone.
Characteristics: Sea oak is a deep red algae commonly                !.7.
found as an epiphyte on coarse seaweeds such as Kelp.          .kF-.
It is leafy and deeply lobed, with a midrib and a distinct              Iz-
branching system of veins.
                                                                    Size:
                                                                    15 cm.

                     PINCUSHION WEED (Polysiphonia lanosa)
                     Habitat:  Lower intertidal zone.
                     Characteristics:  Polysiphonia is a bushy red algae whose
                     construction looks like bundles of filamentous fibers
                     or tubes bound together. One common species grows on
                     other algae, often Knotted wrack.  The main stem is very
Size:                 thin.
up to
5 cm.
                                    86







                  9/    SEA GRASS (Enteromorpha intestinalis)
                         Habitat:  Intertidal zone and tidepools.
                         Characteristics:  Sea grass is a long, thin, tubular green
                         algae that arises from a small disc at the base where it is
                         attached to a rock.  It is .15 to 2.5 cm. wide.  Sea grass
                         has a very adaptable salinity tolerance and can be found in
                         estuaries.

                Size:
             up to 30 cm.


    SEA LETTUCE (Ulva lactuca)
    Habitat:  Near and below the low tide mark.
    Characteristics:   Sea lettuce is a bright green algae         ;.
    made up of a double layer of cells in flat sheets.
    The holdfast is inconspicuous.  Sea lettuce survives
    a considerable temperature range.  It has the                     ,;.... ...
    consistency of waxed paper.

                                                                 Size: up to 60 cm.

        .  .:,:Prasiola stipata
      ,...ï¿½:.... "  ...  Habitat:  Spray zone and upper intertidal fringe.
  .m::.::" ...':'S.-'.  Characteristics:  Prasiola stipata is guanotrophic, that is,
                        restricted to areas with lots of bird droppings (a gull
                        rookery for example) due to its high nitrogen requirement.
                 -... :    It is a dark green algae and can be scraped off rocks in
             ..-:   '      .'i-:      inch flakes.


Size:  1.5 cm. or smaller


    EELGRASS (Zostera marina)
    Habitat:  Sandy flats, estuaries and sheltered inlets.
    Submerged in 1 to 2 meters of waters.
    Characteristics:  Eelgrass is not an algae.  It is one of
    the very few true flowering plants that lives in salty
    water.  Eelgrass forms large beds of long grasslike blades
    whose roots mat together below the mud. It has a wide
    temperature range.  At temperatures less than 100C it is
    dormant. Between 10 and 150ï¿½C, eelgrass grows only
    vegetatively (by rootstocks) and above 150C it flowers,
    blooming here in July and August. Eelgrass is a perennial,
    requiring several years to mature.  A water borne virus
    or fungus destroyed most of the eelgrass on the Atlantic
    coast in 1931-32 and beds are just beginning to show signs
    of recovery.  In addition to supporting and giving shelter
    to many marine organisms, eelgrass is the principle winter            Size:
    food of the Brant, a small sea goose.                                 up to 1 meter

                                             87


                                                                            u~~er~











                      FINGER SPONGE (Haliclona oculata)
  o..~?.. : ';i.'~    Habitat:  Lower intertidal on under side of rocks.
   %.0.o'o:'.'  ^    Characteristics:  A sponge is a collection of cells.
                      Through cooperation and organization of these cells, a
                      sponge takes water in, removes food and oxygen from it,
                      and expels the water through large holes.  The finger
                     sponge is erect and branching, and grows in clumps.  It
                      is often found bleached and tossed up dead on the shore.

Size:  up to 46 cm.


BREAD CRUMB SPONGE (Halichondria panicea)                                  ..'.!'
Habitat:  Lower intertidal and subtidal on underside
of rocks. .                                                          
Characteristics: Bread crumb sponge is a common
encrusting sponge with an irregular form and volcano-
like openings.  It is squashy and spongy to the touch.    Size:  several
The thinner the sponge the less likely it is to become               centimeters
loosened and torn off during a storm.                               across

                     HYDROIDS (Tubularia sp.)
                     Habitat: Attached to rocks from lower to subtidal zone.
               I     Characteristics:  Hydroids are tiny animals that have a
                     colonial attached stage and a free swimming medusa stage.
                     The animals are stalked and have tentacles which contain
                     nemotocysts (stinging cells).  The tentacles capture food
                     and draw it back into the mouth. Tubularia hydroids are
                     pink.

to 26 cm.

MOON JELLY (Aurelia aurita)
Habitat:  Lives offshore, washes up as blob of jelly.
Characteristics: The moon jelly is the common white
or translucent jellyfish that swims offshore here in
July and August.  The four gonads are horseshoe-shaped
and visible from above. The moon jelly has nematocysts
and can sting well enough to disable the small sea
creatures it feeds on, but not so that a person can feel it.
                                                                         to 26 cm.


                      SEA ANEMONE (Metridium senile)
                      Habitat: Lower tidepools to ocean.
                      Characteristics: The sea anemone is an animal. Though
                      due to its sessile nature and petal-like tentacles, it
                      resembles a plant. The tentacles are armed with
                      nematocysts (stinging cells) and are used to grab food.
                      Usually, sea anemones are found in colonies of 20 to 100
                      individuals.
Size: to 10 cm.








       X'1"o ZFLATWORM (Notoplana atomata)
        : i(:  ~ Habitat:  Under rocks from lower intertidal to subtidal.
                  Characteristics:  Flatworms are soft, unsegmented flat
                  animals with no appendages. They are common under rocks,
                  gliding actively about.  The four black dots on the top of
                  the worm are its eye clusters.  Its mouth is on the underside.
                  Flatworms are carnivorous and eat live animals they come
                  across.  Flatworms are usually yellowish brown in color.

Size:  2.5 cm.


SCALEWORM (Lepidonotus squamata)
Habitat:  Lower intertidal to subtidal.
Characteristics: The scaleworm is the most common segmented 
worm of the rocky shore.  It is found under stones, in
crevices, and between mussels.  Twelve pairs of scales,
overlapping like shingles, cover the animal.  Bristles 
extend from either side and aid in movement.  If disturbed,
scaleworms will roll up like a pillbug.
                                                          Size:  to 5 cm.


              CLAM WORM (Nereis virens)
            ide jHabitat:  Upper intertidal to subtidal down to 760 m. deep.
           ~ ~t   Characteristics:  Clam worms are fairly attractive segmented
          ~2   gworms.  Their coloration is an elegant green, coppery brown
          e   w   ~and red.  A pair of appendages and bunches of bristles
         tEt  r   extend from each segment.  By day, the clam worm lives in
     INj ij ~msand, but at night it comes out to feed, using its good
                  swimming ability and sickle-like jaws to prey on crustaceans
       ~-n;   ~ and mollusks.
Size: 20.5 cm.
       average

COILED WORM (Spirorbis borealis)
Habitat: Intertidal zone.
Characteristics:  Coiled worms are tiny scalelike worms
that live in coiled calcareous tubes which they attach
to seaweed and sometimes to the shells of mollusks.  At    (
the opening of the tube, the worm has a wreath of
tentacles, with one tentacle modified to form a plug or
operculum.  The tentacles serve as snares to trap food
and gills for breathing.                                      Size:  .32 cm.
                                                                diameter coils


                  LUG WORM (Arenicola marina)
                  Habitat:  Lower and middle beach.
                  Characteristics:  The lug worm is the earthworm's counterpart
                  along the beach.  Living in U-shaped burrows under the sand,
                  lugworms eat their way through the soil, absorbing the food
                  present and expelling the sand in neat castings on the beach.







                     COMMON ROCK BARNACLE (Balanus balanoides)
                     Habitat: Intertidally on rocks.
    -i i             Characteristics:  A barnacle is a little shrimp-like
                     creature that is cemented upside down on its head inside
                     a limestone house.  When the tide comes in, the barnacle
                     feeds by opening its trap door, extending its six pairs
                     of legs and kicking minute bits of food into its mouth.
                     Barnacles are attached to rocks by a very strong glue.

Size: to 2.5 cm.


ISOPOD (Jaera marina)
Habitat:  Upper intertidal.
Characteristics:  Isopods are one type of crustacean
arthropod, along with barnacles, crabs, beach hoppers
and lobsters. This species is small and bug-like and can
be found crawling on the underside of rocks in tidepools.
Like most crustaceans, isopods are scavengers and are
found wherever there is decaying matter.
                                                           Size: .32 cm.

                     BEACH HOPPER (Gammarus sp.)
                     Habitat:  Intertidally in decaying seaweeds, tidepools and
                     under rocks.
                     Characteristics: Beach hoppers (also known as beach fleas,
                     sand fleas, sideswimmers) are the small crustaceans that
                     jump from masses of seaweed when they are disturbed. They
                     are laterally flattened with a small head, small eyes and
Size:  to 2.5 cm.   a strongly arched back and can walk, swim and jump.  Beach
                     hoppers are harmless scavengers; eating bits of organic
                     debris.


GREEN CRAB (Carcinus maenus)
Habitat: Intertidal to subtidal at shallow depths.
Characteristics:  The green crab is numerous but
not conspicuous in daylight. However, at night,
they go everywhere, scavenging for decaying matter
to eat.  Green crabs are a dark blue-green color
with a squarish shell.  On either side of the eye
stalks, 10 jagged points run the front of the
shell.
               ~~~~~~~~~~~~~~~~shl.ize:  to 12 cm.


                         ROCK CRAB (Cancer irroratus)
                         Habitat:  Lower intertidal and subtidal.
                         Characteristics: Often found in banks of Irish moss
                         and among Kelp holdfasts, the rock crab has an oval,
                         reddish shell with toothed edges. Crabs will usually
                         eat any kind of flesh they can get their claws into.
                         Cast shells of this type of crab are found on the
                         strand line of sand and rocks.
Sz: ' '                                 89









                    HERMIT CRAB (Pagurus sp.)
                    Habitat: Intertidal to subtidal down to 45 meters.
                    Characteristics: The hermit crab is a close relative of
                    the shrimp, lobster and true crab. It has five pairs of
                    legs. Claws are present on the first pair, the second
                    pair are used for walking, and the last two pairs are
                    modified to help the crab stay in its borrowed shell.
Size:  to 1.5 cm.   Hermit crabs never kill the original occupant of a shell
                    when they need a new one. Often they inhabit empty
                    periwinkle and doowhelk shells.

LOBSTER (Homarus americanus)
Habitat: Lower intertidal and subtidal to edge of
continental shelf.
Characteristics: Until the time of extensive harvesting,
lobsters were the most common large crustacean on the
rocky shore.  Lobsters are lethargic, spending their days
backed into a crevice well hidden by seaweed.  At night
they walk around the bottom scavenging for dead material.
It is illegal to handle live lobsters without a license.

                                                           Size: to I meter

                       HORSESHOE CRAB (Limulus polyphemus)
                        Habitat: Lower intertidal zone of estuaries.
                       Characteristics: The horseshoe crab looks menacing,
                        but it is harmless.. Its long tail is used to turn
                       the animal over, not as a weapon.  A member of the
                       phylum Arthropoda, the horseshoe crab has jointed legs
                       and an outer shell that is shed periodically as the
                       body grows too big for it. Horseshoe crabs are not
         Stoe 60   cm.true crabs and are more closely related to spiders and
                       scorpions.  They feed on small clams and worms in the
                       sand.

CHITON (Ischnochiton ruber)
Habitat:  Intertidal zone.'
Characteristics: The chiton is New England's most
primitive living mollusk. A small oval animal with a firm
fleshy foot below, the chiton is topped by 8 overlapping
plates.  Chitons find a nice rock and stick with it,
wandering around only at night to feed. They eat algae
scraped off rocks by their radula.
                                                            Size: to 2.5 cm.

                       LIMPET (Acmaea testudinalis)      a
                       Habitat:  Intrt-idal to subtidallow depths.
                       Characteristics: The limpet is a snail with a simple
                       flattened conical (Chinese hat-shaped) shell. It uses
                       its large fleshy foot to adhere to rocks by day and moves
                       around at night, scraping algae off rocks with its radula.
                       Generally, it returns to the same spot to rest after
                       eating.

Size: to 2.5 cm.
                                       90






                     ACORN SNAIL (Littorina obtusata)
                      Habitat:  Mid-tidal zone, among rockweeds.
                     Characteristics:  The acorn snail (also called the smooth
                      periwinkle) is a small, round periwinkle with a brownish-
                     yellow, smooth, shiny shell that may be banded.  At low
                     tide it is attached by mucus secretion to rocks and
                     seaweed. A horny plate (operculum) at the end forms a very
          *   OMNc. effective plug so the periwinkle will not dry out.

 Size: to 1.5 cm.


COMMON PERIWINKLE (Littorina littorea)
Habitat:  Upper tidepools and intertidally all over rocks. 
Characteristics:  The shell of the common periwinkle is
dark grey, low spired and stout.  The shell opening is a 
slightly compressed O.  Introduced to the U.S. from Europe, 
the periwinkle is abundant everywhere on the rocky shore.
They scrape algae off rocks with their file-like radula.
Common periwinkles are edible after boiling.
                                                            Size:  to 2.5 cm.


                     SLIPPER SHELL (Crepidula fornicata)
                     Habitat:  Lower intertidal zones.
                     Characteristics:  The slipper shell or boat shell is found
                     occasionally in sheltered tidepools or attached to other
          I__> ~~mollusks.  Their dusky white oval shell allows the slipper
         ' ~.~       ~shell to attach themselves to each other.  The underside
                     of the shell is open and has a small shelf.  They do not
                     have to move to eat.  Instead, they filter out food from
                     the water.
Size:  up to a cm.

MOON SNAIL (Lunatia heros)
Habitat:  Sandy beaches
Characteristics:  The moon snail is large, round and
bluish-white.  The animal itself is grayish and seems
too big for its shell, but it can pull itself completely
inside.  The moon snail engulfs its food (often clams)
with its foot and drills into it with its toothed
tongue or radula.  Empty moon snail shells are often
found washed up on the rocks.
                                                             Size:  to 10 cm.


                    DOGWHELK (Thais lapillus)
                    Habitat:  Intertidal.
                    Characteristics:  The dog whelk is a species of snail with
                    a white pointed shell.  The older the shell, the thicker
                    it becomes and the color turns off-white.  The radula of
                    the dog whelk is used to bore through the shells of
  Size:  to 4 cm.   mollusks.  The mollusk is then consumed.

                                  91







                     SEA SLUG (Coryphella'verrucosa)
                  -   Habitat:  Lower intertidal to subtidal.
                     Characteristics: Sea slugs (or nudibranchs) are shell-less
                     snails. They have no true gill, but breath through
                     projections on their backs.  This sea slug has white-tipped
                     projections, in strong contrast to their scarlet body below.
 Size:  2.5 cm        Sea slugs are flesh eaters and are often found associated
                     with the food they eat.  Coryphella is often found on
                     hydroids.


SEA LEMON (Onchidoris sp.) 
Habitat:  Lower intertidal zone.
Characteristics:  The sea lemon is a nudibranch (sea slun)
with a ring of gills near the back and one pair of 
tentacles.  It has an oval shape, with a large foot
underneath and a mouth containing a radula.  Sea lemons 
feed on sponges and bryozoans.
                                                         Size: to 2.5 cm.



                    MACOMA CLAM (Macoma balthica)
                    Habitat:  Intertidal, burrows in mud.
                    Characteristics: This bivalve has a small white or pinkish
                    triangular shaped shell.  Clams move by extending their
                    flexible muscular foot out between the shells, gripping
                    the mud and pulling their body and shell along.  They
                    extend their siphons to the surface of the sand to obtain
   . the clean water necessary for food and respiration.
*:-,. .f- ....  Size:
           2.5 cm.

BLUE MUSSEL (Mytilus edulis)
Habitat:  Intertidal to subtidal zones of estuaries and
the open coast.
Characteristics:  This is an edible bivalve animal that 
attaches itself firmly to rocks early in life.  Byssal
threads secreted by a gland near the foot are used for
attachment, although it can be detached and move with 
its foot. Mussels are filter feeders, opening their
shells underwater and straining out microscopic food.

                                                        Size:  up to 10 cm.

                    HORSE MUSSEL (Modiolus modiolus)
                    Habitat:  Lower intertidal to subtidal.
        "l ;~!~ ACharacteristics:  The horse mussel is not edible and
                    larger than the blue mussel.  It is often cast ashore
                    in the grip of laminarian seaweed holdfasts.  Its heavy
         ...~... 4shell is dark brown and shaggy on the outside and has a
         : .. ~      pearly lining on the inside.  Occasionally, pearls are
         ~....i,     present.
       "     :Stize: 
            to 15 cm.                 92






       ï¿½ ,   ~.,:^  ~   JINGLE SHELL (Anomia simplex)
           :'-'~_    XHabitat:  Lower intertidal and subtidal.
  3   'tv,.,  ... Characteristics:  The jingle shell is a small bivalve
                       with a thin translucent yellowish shell that has unequal
                       valves (shells). The upper valve is larger and dome
             y.-.. ;y ..q;    shaped.  The lower valve is very thin, concave and has
              <"'~:.: 1 a round hold just below the hinge through which a large,
              . .':.    calcified byssal thread attaches the jingle thread to a
 Size:   '-..rock.
 to 4 cm.


 BLOOD STAR (Henrica sanguinolenta) 
 Habitat:  Lower intertidal.
 Characteristics:  The blood star is an echinoderm with a 
 red, fine granular surface and a light yellow underside
 with tubefeet in two rows.  The madreporite or seive-plate
 on the upper surface at the intersection of two arms allows
 water to pass into its body.  The blood star feeds on sponges.

                                                                Size:  5 cm.


                       COMMON STARFISH (Asterias vulgaris)
                       Habitat:  Intertidal to subtidal.
                       Characteristics:  This starfish (preferred term "seastar")
                       is an echinoderm with numerous small spines on the upper
                       surface and rows of tubefeet below.  Light sensitive eye
                       spots are located at the end of each arm.  Arms torn off
                       are regenerated. Seastars pull open bivalves, evert
             3ï¿½ ~their own stomachs into the bivalve shell and digest the
                       animal.
 Size:
 to 12 cm.


 DAISY BRITTLE STAR (Ophiopholis aculeata)
 Habitat: Lower intertidal.
 Characteristics:  Brittle stars are secretive and commonly
 found in bread crumb sponge or in and among matted growth
 and holdfasts of seaweed along the sides of tidepools.
 Their movement is snake-like and their arms are fragile and
 easily broken off.  Brittle stars eat minute detrital
 particles.                                                      Size:
                                                            to 7.5 cm


              _/ ^ &gk SEA URCHIN (Strongylocentrotus drobachiensis)
    3ls~ g-~i  Habitat: Intertidal.
                       Characteristics:  The sea urchin is an echinoderm with
                       a hard spiny shell completely surrounding the soft parts.
       IWS~ l  ï¿½  la    Tubefeet extend through openings in the shell plate.
                       Mouth parts below are set in the center of the shell.
                       Sea urchins are vegetarian browsers, scraping algae off
                       rocks with their beaklike mouth.
Size: up to 7.5 cm.
                                        93






                        SEA CUCUMBER (Cucumaria frondosa)
                        Habitat:  Lower intertidal and cold tidepools to subtidal.
                        Characteristics:  The sea cucumber is a softbodied,
          S o.' >:velongated echinoderm.  Thick-walled with a cylindrical
       ï¿½i ,.  b-         body, it looks just like a cucumber.  They use their
           IA?>v   a.tubefeet to attach to rocks and to move around.  Usually,
                        the crown of tentacles at the front end is withdrawn,
 /<''.-5.: 4,' -.but it protrudes for feeding.  Sea cucumbers feed on
             Size:     .microscopic plants collected from the surrounding water.
          Size:
          to 25.5 cm.

SEA LACE (Electra sp.) 
Habitat:  Intertidal.
Characteristics:  Sea lace is a colony of minute animals
called bryozoans that forms a crust on algae or shells.
The colonies are made up of numerous calcereous cells
and look like lace.  To feed, each individual extends its
tentacles through the opening in its tiny shell and grabs 
small organisms as they come within reach.
                                                         Size: often
                                                         1 to 2 cm. across

                        STAR TUNICATE (Botryllus schlosseri)
             '~.~~ \Habitat:  Lower intertidal to subtidal.
                        Characteristics:  Star tunicates encrust on rocks and
       \.   ..ï¿½.*t   ~are dark greenish in a yellowish background.  (Or some-
       ..dd.o:$,m~       times yellowish on a dark background!)  These are sessile
        _ ....,' .       colonial animals and are considered to be advanced
        '~"- "-~-~' .invertebrates.  The larval form of these creatures
 Size:  to .32  m         possesses characteristics, such as primitive backbone,
                        that are similar to larval vertebrates.  They are filter
                        feeders.


 SEA SNAIL (Neoliparis atlanticus)
 Habitat:  Low intertidal and subtidal.
 Characteristics:  Fish, unlike all the previous
 animals, are vertebrates. The sea snail is an unusual
 fish which looks very similar to the tadpole.  It is
 an olive green color and its pelvic fins are modified 
 to form a sucking disc on the bottom.  The disc allows
 the fish to cling to rocks and even buoys.
                                                          Size:  average 7.5 cm.


                        MUMMICHOG (Fundulus heteroclitus)
     .!i~ .:i]!i I  , ;r- .-Habitat:  Marshes, estuaries, intertidally.
    .'.       "     -.       Characteristics:  Mummichogs, also known as killifish,
                        are small, stout-bodied fish.  They are resistant to
                        a lack of oxygen and changes in temperature.  If their
                        tidepool dries up they work their way into the mud and
* _;.:.~    ;      t   Swait for high tide.  Mummichogs feed on plants, small
                        marine invertebrates and mosquito larvae.

Size:  average 5 cm.                           94




















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                                              13.      ~~~~~~~I 1-i 1ORITTILSTAR~ 2-i SP'ONC-1E
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                                                           2. C-OtMMO~ TIEN 19 -SEA URC"I4,

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                                                           8 KNo-t EDWPAcI(2~ LIMPEaS
                                                           q CAREEN CR~AB VA FRI4KE
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                                                           11 L0135TEI R? MUASSELS

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                     How  did it go?


                          Evaluation













         ,~ jk
I~~~




       I             _ _ _ _ _ _ _ _~~~~~~~v'

        I~~~~~~~~~~~~~~~~~v



                                          I
V. HOW DID IT GO? EVALUATION I
            TABLE OF CONTENTS3
Course Evaluation                               97
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I~~~~~~
       V: o Imow  B    T  GO?
                   COASTAL ISSUES: A WAVE OF CONCERN
                              Course  Evaluation

        Grade Level                  Student   or Teacher?  (Circle one)

        1.  What part of this course did you use?
                  All
                Which  Way  to the Beach:   Introductory Concepts
                  How's  the Water?:  Make  Decisions
                  Get Your Feet Wet: Research the Issues
                  Take the Plunge: Everyone Wants a Piece of the
                       Coast!
                  Help!! Resources  and  References

             If you didn't use it all, why? (This will help when we
        revise it.)


       2.   How  long did it take to complete the part you used?

                          hours

        3.  Was  this course:
             __part of a biology course
             _-part of a social studies class
               -other  (please  describe)
                  _____________________________________________


        4.                                      No    Somewhat         Yes
             Were the objectives clear?         1    2    3    4    5
             Did the activities and lesson
             heln you meet the objectives?    1    2    3    4    5
             Did you learn skills you can
             use in vour own community?         1    2    3    4    5
             Would you recommend the
             course to someone else?            1    2    3    4    5

                                 Coastal Issues
                                     97








5. As a result of this course will you: (check as many as are
appropriate)

     take an active part in solving community problems?

        try to get further training in decision making?

     -have a greater appreciation of N.H.'s coastal resources?

     -pay closer attention when the media is discussing a coastal
           issue?

     become involved in a coastal issue?  Which one?

6. What would you add to the course?



7.  What would you eliminate?


8.  How would you change the curriculum, Coastal Issues: A Wave of
Concern?



9  What part of the course did you learn the most from:

     __readings                        case  study work

        field trips                    user group profile exercise

        Odiorne simulation        -     other (explain)

10.  Other Comments:





PLEASE MAIL THIS EVALUATION TO SHARON MEEKER, SEA GRANT
EXTENSION, KINGMAN FARM/UNH, DURHAM, N.H. 03824

                           Coastal Issues
                                98




       Help!!!

Resources and Appendices










c-~







VI. HELP!! RESOURCES AND REFERENCES

                   TABLE OF CONTENTS

Video-Tapes                                         9 9

Slide Programs                                      100         1

Books, References and Curricula                     101

Addresses and Phone Numbers                         103          3







         V70 IHe# ~ 0 RESOURCES AND REFERENCES

U         ~~Note:   Most video-tapes, slide programs, and references listed below
         can be found in the Marine Education Resource Center (MERC) at the
3        ~~Sea Grant Offices, Kingman Farm, University of New Hampshire,
         unless otherwise indicated. Locations of resources to be found
*        ~~elsewhere are noted at the end of the particular entry.

         Video-Tapes

         The Intertidal Zone,. Incredible underwater photography brings
               you eye to eye with animals and plants that are adapted to
 I            ~ ~~~living in this harsh zone between the tides.  N.H. Fish and Game
               Department, 2 Hazen Drive, Concord, N.H. 03301.

I        ~~Not Just Another Fish Story.  Describes the fishing industry from
               seafloor to table in the Gulf of Maine. Maine Sea Grant
 3             ~~~~Marine Advisory Program. (30 minutes).

         Options for the Future: A Guide to Coastal Resource Management.
 I            ~ ~~~Sea Grant Extension, UNH. (26 minutes).
         Pointless Pollution: America's Water Crisis. Walter Cronkite
               narrates this examination of water contaminants believed to
               make up 80% of America's water pollution. N.H. Fish and Game
 3             ~~~Department,  2 Hazen Drive, Concord, N.H. 03302.

         Return from the Sea... The story of resoration of Atlantic Salmon in
 3             ~~~New England.   (27 minutes).

         A Sea Beside the Sea. Excellent overview of the Gulf of Maine: its
 I            ~ ~~~origins, development pressures and their results. (30 minutes).

         A Sense of Place. Interviews and discussion with people from Maine
 I           ~ ~~responding to development pressures.   Excellent.   (25 minutes)






      I                                ~~~~~~~~~~~~Coastal Issues
                                          99







Slide Programs:I

     Note:   Almost all the following slide programs are a part of the3
UNH Marine Docents' SEATREK program. Those with * have a tape or
script and can be used independently. The others are presented by a
Docent (volunteer). There is a small charge for the programs.

* Children of the Waters. An overview of coastal resources and the

     issues surrounding them.       (15-20 minutes).
Coastal Issues. A lecture that can be adapted to most audiences on
     current issues on the New Hampshire coast. (45-60 minutes).

* Getting a Bird's Eye View of the New Hampshire Coast.. Aerial
     photos, zeroing in on some points in the coastal area.          (10
     minutes).U

*The Great Bay. Slide-tape show with script and tape which
     advances the slides automatically. Short, general overview of
     the estuary. (12 minutes).
*The Great Bay Estuarine Research Reserve. Complete presentation3
     about the Research Reserve and some information on the
     estuary. (30 minutes).

*New Hampshire's Treasure: The Great Bay Estuary. Describes the
     estuary in detail. (25 minutes).3

Isles of Shoals. Natural and maritime history of the islands plus an
     insider's view of the Shoals Marine Laboratory on Appledore3
     Island. (45-60 minutes).

Rocky Shores. Plants and animals of the intertidal zone. Concepts ofI
     zonation, adaptation, predation and interdependence. (45-60
     minutes).3

The Salt Marshes: Nurseries of the Sea. With script. Detailed
     description of the salt marshes in the estuary. (30 minutes).

Wings Across New Hampshire. Coastal birds and their habitats. New
     Hampshire Audubon  Society.   Call 603-224-9909 to reserve it.U
     (45 minutes).

                         Coastal Issues3
                             100








Books,  References  and  Curricula

Adams, John P. Drowned  Valley : The Piscataqua River Basin.
     University Press of New England, 1976. Excellent historical
     photos and newspaper articles on the seacoast.

Berrill, Michael and Deborah Sierra Club Guide to the North Atlantic
     Coast, Cape Cod to Newfoundland.  Sierra Club Press, 1981.
     Describes the North Atlantic coastal environment for the lay
     person.

Brody, Michael and Meeker, Sharon. The Floating Lab Teachers'
     Resource Manual. UNH/Me. Sea Grant Marine Advisory, Rev.
      1991. An oceanographic sampling program for grades 7-12.

Charting our Course:  An Activity Guide for Grades 6 - 12 on Water
     Quality in the Gulf of Maine. Maine State Planning Office,
     Augusta, Maine, 1991.

Coastal Problems and Resource Management: Teachers Guide for a
     Secondary Social Studies Course. Curriculum Research and
     Development Group, University of Hawaii at Manoa, 1979.

Coulombe, Deborah A. The Seaside Naturalist., Prentice-Hall, 1987.

Coulombe, Deborah A. and others.Through the Looking Glass Teachers
     Guide,. UNIT/Me Sea Grant Marine Advisory Program. 1984.

Fishbanks, Ltd. A role-playing simulation game that teaches
     principles of sustainable management for natural resources.
     Institute for Policy and Social Science Research, UNH. Cost:
     $100.

Games on Issues of Sustainable Development. Interact, Learning
     Through Involvement, P. 0. Box 997-591. Lakeside, California,
     92040.

Meeker, B. Sharon. The Great Bay Living Lab: A Resource Manual for
     Teachers and Students. UNH/Me Sea Grant Marine Advisory
     Program. Revised, 1991.



                            Coastal Issues
                                101






New Hampshire Coastal Program and Final Environmental Impact3
     Statement. N.H. Office of State Planning. July, 1988.

Yankee Lands:  A Land Use Curriculum Project.  Antioch/NewI
     Hampshire Graduate School. Keene, N.H. ,1984.


















                                    Coastal ~~~Isse
                                      102~~~~~~







            ADDRESSES AND PHONE NUMBERS

Anadromous Fish and Freshwater Research Laboratory
Spaulding Life Sciences
UNH
Durham, N.H. 03824

Albacore Museum
Market Street Extension
Portsmouth, N.H. 03801
436-3000

Audubon Society of N.H.
P. 0. Box 528-B
Concord, N.H. 03301
224-9909

Civil Engineering Department
Kingsbury Hall
UNH
Durham, N.H. 03824

Conservation Law Foundation
3 Joy Street
Boston, M.A. 02108

Council on Resources and Development
N.H. Department of Resources and Economic Development (DRED)
Hazen Drive
Concord, N.H. 03301

Friends of Odiorne Point, Inc.
c/o Seacoast Science Center
Kingman Farm/UNH
Durham, N.H. 03824

Granite State Minerals Corp.
Newington, N.H.

Great Bay Estuarine Trust
P.O. Box 277
Durham, N.H. 03824

                          Coastal Issues
                              103








Great Bay National Estuarine Research Reserve 
N.H. Fish and Game Building
37 Concord RoadI
Durham, N.H. 03824
 88-1095I

Isles of Shoals Study Group
174 Wednesday Hill Road
Durham, N.H. 03824

National Gypsum CompanyU
Newington, N.H.

National Marine Fisheries ServiceI
Gloucester, MA,
617-281-3600I

N.H. Coastal Program Office
152 Court StreetI
Portsmouth, N.H. 03801
43 1-93 663

N.H. Department of Air Resources
Concord, N.H. 033013

N.H. Department of Environmental Services
N.H. Wetlands Board3
Water Resources Division
64 North Main St., P. 0. Box 2008
Concord, N.H. 03301I
271-2431

N.H. Department of Fish and Game 
2 Hazen Drive
Concord, N.H. 033013
(271-3421 shelifishing closures) (271-2501 clamming permits)

N.H. Department of Fish and GameI
37 Concord Road
Durham, N.H. 03824
86 8-1095

                  Coastal IssuesI
                    104







3        ~~N. H. Department of Health and Human Services
         Hazen Drive
         Concord, N.H. 03301


         N.H. Department of Resources and Economic Development
I      ~ ~Division of Parks and Recreation
          172 Pembroke Road
         Concord, N.H. 03301
         271-3483

I        ~~N.H. State Port Authority
         555 Market Street
         Portsmouth, N.H. 03801
         436-8500
*        ~~N.H. Public Utilities Commission
         8 Old Suncook Road
         Concord, N.H. 03301
         271-2431
         N.H. Department of Transportation
         Hazen Drive
         Concord, N.H. 03301

U        ~~Pease Development Authority (PDA)
         Pease Air Force Base
         Newington, N.H.
         433-6088

I        ~~Port of New Hampshire (See N.H. State Port Authority)

         Portsmouth Fishermen's Co-op
I      ~ ~P. 0. Box 4159
         Pierce Island
3        ~~Portsmouth, N.H. 03801
         436-8927

I        ~~Portsmouth Historical Society
         43 Middle Street
         Portsmouth, N.H. 03801
         436-8420

       I                              ~~~~~~~~~~~~Coastal Is sues
                                         105








Resource Economics Department
James Hall
UNH
Durham, N.H. 03824

Rockingham County Extension Office
P. 0. Box 200
Epping, N.H. 03042

Rockingham Regional Planning Commission
121 Water Street
Exeter, N.H. 03833
778-0885

Seabrook Power Station (New Hampshire Yankee)
P. 0. Box 700
Seabrook, N.H. 03874
474-9521

Seacoast Anti-Pollution League
5 Market Street
Portsmouth, N.H. 03801
431-5089

Seacoast Council on Tourism
P. 0. Box 830
Durham, N.H. 03824

Seacoast Science Center (formerly the Visitor Center at Odiorne Point)
c/o UNH Sea Grant
Kingman Farm/UNH
Durham, N.H. 03824
749-1565

Simplex Wire and Cable Company
Newington, N.H.

Society for the Protection of New England Antiquities
142 Pleasant Street
Portsmouth, N.H.



                           Coastal Issues
                               106







Spinney Creek Oyster Company
38 Newson Avenue
Kittery, N.H.
207-439-2719

Strafford Regional Planning Commission
County Courthouse
County Farm Road
Dover, N.H. 03820
742-2523

Strawbery  Banke
454 Court Street
Portsmouth, N.H. 03801
433-1100

U.S. Army Corps of Engineers
New England Division
424 Trapelo Road
Waltham, M.A. 02254
800-343-4789

U.S. Coast Guard
Portsmouth Station
USGS
New Castle, N.H., 03854
436-4414

Urban Forestry Center
Elwyn Road
Portsmouth, N.H. 03801
431-6774

VOICE
Old Garrison Road
Dover, N.H. 03820
742-9434

Note:  The University of New Hampshire's telephone number is 862-
1234.




                          Coastal Issues
                              107