Investigating the marine environment and its resources

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

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Investigating the Marine
Environment and
Its Resources

PART I
TAMU-SG-79-4101

COASTAL ZONE /3/357
INFORMATION CENTER

INVESTIGATING

THE

MARINE ENVIRONMENT
AND ITS

RESOURCES

By
Violetta Lien

Illustrated by.
Jim Raatz
Nancy Pedulla
10roverty Of CSC Library

U . S . DEPARTMENT OF COMMERCE NOAA
X
COASTAL SERVICES CENTER
2234 SOUTH HOBSON AVENUE
CHARLESTON , SC 29405-2413

DEPARTMENT OF EDUCATIONAL CURRICULUM AND INSTRUCTION
Texas A&M University
Sea Grant Program

This unit was prepared as the result of fund-
ing through Grant 53564 to Texas A&M Uni-
versity by the Office of Sea Grant National
Oceanic and Atmospheric Administration, De-
partment of Commerce.

Delmar Janke
Project Leader

Ac kn ow I edgmen ts
A special word of appreciation is due Sherrill
Norris who read and commented on this unit.

A thank you is also extended to the following:
Ralph Lien for technical assistance and photo-
yraphy, Texas A&M Sea Grant office for supple-
mental slides and references, Texas A&M Geo-
graphy Department Cartographic unit for maps,
and to Renai Baker for typing of the manu-
s c r i p t .

TABLE OF CONTENTS

PAGES
1. UNIT OVERVIEW .................................................. 1

Ii. LESSON ONE--INTRODUCTION ....................................... 9

Activity One-Earth is a Water Planet ........................... 9
Activity Two-Words, Poems and Books of the Sea ................. 19

III. LESSON TWO--THE SHAPE OF IT' ..................................... 22

Activity One-Trip into the Depths of the Gulf .................. 24
Activity Two-Mural of the Gulf's Floor ......................... 35

IV. LESSON THREE--THE PHYSICAL CHARACTERISTICS OF THE OCEAN ........ 38

Activity One-The Smell and Taste of the Sea .................... 41
Activity Two-The Noisy Deep (Sounds of the Gulf) ............... 44
Activity Three-The Light and Dark of It ........................ 47
Activity Four-The Hot and Cold of It ........................... 51
Activity Five-A Little Salt and the Force ...................... 55
Activity Six-Density and the Sea ............................... 58
Activity Seven-It Moves! ....................................... 62

V. LESSON FOUR--SEA INTERACTS WITH THE LAND ....................... 74

Activity One-Texas Coastal Climatic Zones ...................... 76

V1. LESSON FIVE--THE MARINE ENVIRONMENT AND MARINE ORGANISMS ....... 82

Activity One-Zones of the Marine Environment ................... 86
Activity Two-Marine Organisms .................................. 93
Activity Three-Intertidal Ecosystems ............................ 102

VII. LESSON SIX--EVERYONE BELONGS (ENERGY RELATIONSHIPS) ............ 122

Activity One-Producer, Consumer ................................. 125
Activity Two-Who's For Dinner? ................................. 140
Activity Three-Who Eats-Whom Chain (Food Chain) ................ 143
Activity Four-The Big Web ...................................... 149
Activity Five-It's a Pyramid! .................................. 153

VIII. LESSON SEVEN--THE BIG CIRCLE ................................... 162

Activity One-The Circle of Water ............................... 164
Activity Two-The See-Oh-Two and Oh-Two Cycle ................... 171
Activity Three-The Nitrogen Cycle .............................. 176
Activity Four-The Not So Perfect Cycle ......................... 181

PAGES
IX. LESSON EIGHT--SUM IT UP ...................................... 185

Activity One-Man and the Marine Environment .................. 188
Activity Two-Evaluate and Plan for the Future ................ 196

X. LESSON NINE--CHANGES ......................................... 199

Activity One-Change is Natural ................................ 201
Activity Two-Changes in Man's Activities in the Coastal Zone. 211

xi. LESSON TEN--WANTS OR NEEDS? .................................. 219

Activity One-Wishes, Wants and/or Needs ...................... 221
Activity Two-Past, Present and Future Needs .................. 227
Activity Three-Culture and Wants or Needs .................... 238

MI. LESSON ELEVEN--INTRODUCTION TO MARINE RESOURCES .............. 242

Activity One-What is a Resource? ............................. 244
Activity Two-Marine Resources ................................ 246
Activity Three-How Do They Rate? ............................. 255

XIII. LESSON TWELVE--LIVING MARINE RESOURCES ....................... 258

Activity One-A Sea Food Connoisseur? ......................... 272
Activity Two-Food From the Sea ............................... 277
Activity Three-Where Would We Be Without the Algae? .......... 284
Activity Four-Fishing ........................................ 287
Activity Five-The Future ..................................... 294

-INVESTIGATING THE MARINE ENVIRONMENT
AND ITS RESOURCES

The purpose of this resource unit is to provide activities which will assist
students in becoming knowledgable about the marine environment and its re-
sources. They will become aware of the intricate interrelationships (bio-
logical, physical, chemical) within the marine environment. The students
will also consider man's interaction with the marine environment and its
resources--past, present and possible future. They will analyze their life-
styles and the influence of the marine environment and the way they use the
marine resources upon it.
It is hoped that they will become aware of the things which they must consider
to live, in as much as is possible, in harmony with nature.

As they see how their lifestyle is dependent, among other things, upon the
marine environment and its resources, they might be moved to consider more
carefully their treatment of that environment and its resources.

Whether it is the water of the global sea or the fresh water of the land, our
lives and fortunes depend on it. This has always been true. However, we have
based our progress and expansion on the false assumption that the bounty of the
land and water are endless, and as though the rivers, estuaries, and seas
could absorb without-harm an infinite amount of wastes. Now, a combination
of growth, demand and pollution is pushing us toward our fresh water limits,
and the depletion of some land resources forces us to turn again to the
seas. The increase in population and the movement of people toward our salt-
water shores places enormous pressures on the fragile coastal zones and adjacent
waters while growing industrial use creates further pressure and sometimes
conflict. A reawakening to the importance of our marine waters is late, but
not too late if we understand and support careful, planned use of our oceanic
resources.

In the resource unit, it is our desire to do more than make students aware
that something must be done. We hope that they will develop a basic under-
standing of the marine components as a part of the whole environment, and
their importance to American life and society. We also hope to create an
awareness of and sense of responsibility for water--to develop a "water ethic"
embracing the proper uses, protection, and conservation of the oceans and
the coastal zone. Also to motivate students to take part in decisions affect-
ing the sea while equiping them with principles and information necessary
to evaluate problems, opportunities and events. Achieving this would result
in their becoming more "literate" in marine affairs.

"The oceans will offer us military, recreational, economic, artistic, and
intellectual outlets of unlimited scope. Thus they'll offer us more space
itself in which to remain human. The sea--beautiful and dangerous, elegant
and strong, bountiful and whimsical-not only challenges us but offers to
every 'man in the street' the exciting participation of being a 'man in the
sea.111
Athelstan Spilhaus, father
of the Sea Grant concept.

RESOURCE UNIT--TEACHING UNIT

This document, being a resource unit, contains many more activities than a
teacher would include in a teaching unit related to marine resources. It is
the responsibility of the teacher to determine the objectives of her/his
teaching unit and to then select teaching/learning activities which are designed
to accomplish those objectives.

For the field of testing of this unit a teaching unit was designed which in-
cluded a sample of the activities in this resource unit. That teaching unit
guide is included as Appendix A of this document. It is intended that this
sample teaching unit might serve as inspiration for you to develop whatever
type of a marine resource unit which will satisfy your and your students'
needs. Obviously, teachers of science, social studies, history, reading, music,
etc,. will design differing units. It is hoped that there are enough differ-
ent activities in this resource unit to meet the needs of many different
kinds of teachers and students.

GOALS AND MAJOR OBJECTIVES FOR THE UNIT

GOAL 1: TO DEVELOP AN UNDERSTANDING OF THE INTRICATE INTER-
RELATIONSHIPS WITHIN AND AMONG ALL PARTS OF THE TOTAL
ENVIRONMENT WITH EMPHASIS ON THE MARINE ENVIRONMENT
AND RESOURCES.

1. Understand basic marine and environmental terms.

2. Recognize that in spite of great diversity in
types of actual ecosystems there are certain
general structural and functional attributes
and the ecological relationships do not exist
in a vacuum but in a physical-chemical setting.

3. Understand that ecological relationships are
basically energy and nutrient relationships
with sunlight as the basic source--usable
energy decreases as we progress through the
food chain or web while the amounts of nutrients
are not diminished.

4. Conclude that all living things came originally
from non-living material and also that the
elements of which living things are made are
basically the same as those of non-living
materials and these elements move in cycles and
are recycled.

5. Recognize that the abundance of water makers the
earth unique in our solar system and that the
oceans interact with the earth and its atmos3here.

GOAL 2: TO ANALYZE THE EFFECTS OF MAN'S PAST ACTIVITIES UP)N
THE MARINE ENVIRONMENT AND RESOURCES AND ANALYZE
POSSIBLE FUTURE RESPONSES OF MAN'S INTERACTION WITH
THE MARINE ENVIRONMENT AND RESOURCES AND CONSIDER
HOW TO FORESEE AND AVOID UNDESIRABLE CONSEQUENCES.

1. Comprehend that man can and does affect the
process of energy flow and nutrient cycling.

2. Conclude that the environment of any localitY
will change with the passage of time.

3. Recognize that environmental problems do not
have simple answers; that problems have exis-;ed,
exist, and will exist and many factors must
be considered (e.g., ecological, social, econo-
mic, governmental, psychological, and moral).

4. Evaluate the needs and wants of organisms and
man in an environment and recognize that the
needs and wants change.

5. Recognize marine resources and the consumer
products in terms of their resource origins.

6. Understand that resource use is determined by
the needs and values of individuals and troups
which may change with time and are influenced
by cultural, social, economic, and political
factors.

7. Recognize 'he important influence which the
marine environment has had and will continue
to have upon the lives of people and upon the
destiny of nations.

GOAL 3: BECOME MORE SKILLFUL WITH REGARD TO THE TECHNIQUES OF
GOOD MANAGEMENT, PLANNING, AND PROBLEM SOLVING WITH
RESPECT TO THE MARINE ENVIRONMENT AND RESOURECE NOW
AND IN THE FUTURE.

1. Recognize that the quality of the marine environ-
ment will be in part a reflection of man's capa-
city to manage it; that problems have existed,
exist, and will exist and that it will require
much more understanding of many factors (e.g.,
ecological, social economic, governmental,
psychological, and moral).

2. Analyze the role of technology in the use of
resources--past, present, and future.

3. Analyze what considerations are important in
the processes of acquisition of marine resources.

4. Understand, the importance of 'future planning
of the use of marine resources.

GOAL 4: DEVELOP A GREATER APPRECIATION OF THE MARINE ENVIRON-
MENT AND RESOURCES.

1. Comprehend that man's perception of the marine
environment may be either positive or negative
depending on social, economic, or other factors.

2. Choose-to interact with the environment in
non-consumptive manners.

3. Become aware of his relationshiD with the
marine environment and resources.

LESSON ONE

ACTIVITY ONE-Earth is a Water Planet
ACTIVITY TWO-Words, Poems and Books of the Sea

Suggested Time for
Classroom Use of
Mal-erials: Approximately 3 to 6 class periods

Materials for Class-
room Use: Captain Al G. Seaborne/sketch
Writing a Syntu/information sheet
The Sea and Me/information sheet
Brainstorm/information sheet
Slide series "Earth is a Uater Planet"
Collage of Concerns and Feelings
Marine Words/reading
Poetry of the Sea/information sheet
Magazines
Newspapers
Glue, scissors
Coloring and writing materials
Posterboard, newsprint or construction
paper

Major Objectives for
the Lesson: After completing the activities the
student will be able to:

1.1 list and define new terms;

1.1 define and describe a marine environment;

1.5 conclude that planet earth is uniques due to the
abundance of water;

1.5 discuss the unique physical and chemical proper-
ties of water;

2.5 point out some marine resources;

2.7 conclude that Texas is a marine state;
2.7 identify ways the sea (marine environment) has
influenced man and his heritage;

3.1 discuss man's use and management of the marine
envi ronment;

4.1 evaluate his feelings and concerns about the marine
environment;

4.1 attempt to express his concerns about the marine
enviroment;

4.1 share his feelings about the sea with his class-
mates.

Analyze poems and books of the sea.

Teaching Suggestions:- The purpose of this activity is to
introduce the topic of the unit to
the students. The students will
also evaluate their feelings about
the marine environment. A slide/
audio tape series having "Captain
Al G. Seaborne" as the main charact-
er will introduce the concept of
"Earth as a Water Planet".

1. Give a pretest if you choose to use one.

2. Make some introductory statements about the unit if
you have not already done so at a previous time.
Introduce Captain Seaborne.

3. Have the students write the syntu and The Sea and
Me activity. Have the students share and discuss
T-heir syntus and their responses in The Sea and Me.

4. Brainstorming can be done as a whole class or in small
groups. It seems to work best in groups of 7-12.
If you use small groups plan for a report.

5. Show the slides/audio tape. Time: approx. 15 minutes,

6. Discuss any points which the students wish to discuss.
7. You may have the students do Collage of Concerns and
Feelings individually, in small groups or as a class.

S. Have the students read Marine Uords and make plans
as to how the students/class will keep a record of
the new words they will be learning in this unit.

9. Start a list of marine environment and marine resource
words. Put them on a large chart. Have the students
learn how to pronounce each word and be ready to tell
its meaning. Add to the list as new words are learned.
Allow a few minutes each day or so at the end of the
class period for the students to add new words to the
list.

10. Start a class marine environment and resource diction-
ary. Use a loose-leaf notebook with one sheet for
each word. Write the word and its meaning. Cut out
a picture from a magazine or make a drawing to help
show what each word means. Keep adding to the dic-
tionary as new words are learned. Students may
take turns preparing the pages.

11. You may have the students go the the library and
find their own poem or you may bring books to class.
(Your English and Literature teachers can help you.
Good opportunity to involve teachers from other
disciplines or community resource people who may
have special knowledge of Literature of the Sea.)

12. In the optional activity of identifying marine works
in your school or local public library, you may wish
to assign a small group of students to an area. The
class may compile an annotated bibliography which
can be used throughout the unit.

Introduction
Earth is a Water Planet

LESSON ONE

ACTIVITY ONE

Write or
Complete -

A syntu about the sea.
The Sea and Me

Share -

Your syntu and your responses to "The Sea and Me"
with your classmates.

Brainstorm
and list

All the ways you can think of that water or
the marine envrionment has influenced man.

Share -

Your lists with your classmates.

Listen to
and view -

Audio tape and slides on "Earth is a Water Planet".

Think -

About your concerns and feelings about the ocean.

Make -

A collage of your concerns and feelings about the
ocean .

Optional
Se I ect -

A way that the sea affects man and report on it to
your class by means of a story, play, music, song9
drawing, painting, dance, model and etc.

14RITING A SYNTU/INFORMATION SHEET

Write a syntu about the sea or the marine environment. A
syntu is a Japanese poem consisting of five lines. The
lines are as follows:

In line 1 use one word--the name of a marine animal,
object, event or phenomenon.

In line 2 write an observation of the item you named
in line 1 using one of the five senses.

In line 3-write a feeling about the item named in line 1.

In line 4 write another observation of line 1 using
one of the senses not used in line 2.

In line 5 write a one-word synonym for line 1.

Write your syntu below!

THE SEA AND ME

Complete the following sentences:

What I like most about the sea is

What I like least about the sea is

When I hear the word sea, I think of

When I hear the word sea, I feel

The most worthless part of the sea is

The most priceless part of the sea is

The most meaningful part-of the sea is

BRAI,'ISTbRt@I/INFORMATION.,cHEET

Purpose: To make a list of all the ways you can think of
that water or marine environment has,influpnced
man.

1. Divide into groups.
2. Choose a chairperson, one who keeps the ball rolling.
3. Select recorder(s) to write down every idea suggested.
Record fast, keep ideas flowing,
4. Select a time keeper. Someone to keep track of the time
for the group.
5. Time limit of 5 minutes.
6. All ideas welcomed. Nothing has to be explained. Ex-
pand on other's ideas. Help each other. Listen. Others
may trigger something in your mind, and you may trigger
t h e i r ' s .
7. Work to get as many ideas as possible. See which group
gets the longest list.
8. Goal: To make a list of all the ways you can think of
that water or the marine environment has influenced man.
9. Share your lists.

VIEW SLIDES ON "EARTH IS A WATER PLANET"

Add to your list of all the ways you can think of that water
or the marine environment has influenced man; as you learn
from each other and the slides and tape.

EARTH IS A WATER PLANET

Slide 1:
Background music

Slide 2:
Background music

Slide 3:
Background music

Slide 4:
Greetings mates! I'm Captain Al G. Seaborne. I have sailed all
kinds of vessels all over the world. However, I call the Gulf
coast my home. Thank you for inviting me to speak to you on one
of my favorite topics--the influence of water on us.

Slide 5:
The Apollo moon missions gave us for the first time in human his-
tory a picture of our home--planet earth. When the astronauts
looked at the earth, they called it, "the Blue Planet". What do
you think makes the earth appear blue? You are exactly right--
water. Our earth is a world of blue water partly concealed by
patterns of white vapor clouds that mark the movement of the
weather systems.

Slide 6:
The brown and green shapes are the land masses or continents.
Which do you think covers more area--land or water? If you said
water, you are correct. The oceans cover nearly 71% or almost
three-fourths of the earth's surface. So our continents are
actually islands in the global sea.

Sl ide 7:
Life on this earth is water based! As we examine all the different
life forms on earth, we find that some withstand great temperature
extremes and some even live without oxygen. However, all rely
on water for survival. In fact did you know that your body is
about 60 to 70 percent water? That means that you are also a
water creature.

Slide 8:
Water runs throughout our bodies as it does throughout the earth.
On earth like in our bodies, water acts as a solvent and a trans-
port system to remove poisons and wastes.

Slide 9:
Water is our most common solvent. It dissolves more substances
than any other solvent. In sea water there are up to fifty-
seven elements present including common table salt, zinc, gold,
and silver. Since the solvent power is so great, it is rare to
find truly "pure" water anywhere in nature.

Sl ide 10:
Another result of water's solvent power are the caverns, valleys,
canyons and deltas on the face of this planet. Therefore we can
say that water has actually helped give the earth its face.

Sl ide 11
Even though water is an excellent solvent, it is easy to obtain
water in a fairly pure state. Thus, we can use water as a
scientific standard in many ways. For example, we use it as a
standard to determine calorie, BTU and specific gravity. We
also u.-;e it for graduating thermometers since the temperature at
which water freezes and boils is the freezing and boiling point on
a thermometer. So you see, water is really important--isn't it?

Slide 12:
Ever wonder what life would be like without water? With no oceans
the earth would be intolerably hot during the day and miserably
cold at night. Water modifies our climate by storing heat and
redistributing it over the earth through ocean currents and at-
mospheric circulation. The sea is also the source of extraordinary
climatic events such as hurricanes and tropical storms.

Slide 13:
Do you know that our language in spite of its remarkable range
and flexibility does not have a common-use noun or adjective to
embrace the entire world of water from salt to fresh, from vapor
to ice? However the global sea is the planet's-dominant feature.
The Latin word for sea is mare, the source of our adjective ma-
rine. The common characteristic of all things marine is salti-
ness. Consequently the marine environment is that environment
which contains or is directly influenced by salty water. It also
refers to the many ways in which water influences and affects our
lives and the life and environment of all living things,

Slide 14:
Water draws us, capturing our attention and our imagination. From
prehistoric times to the present, the sea has been an important
theme in art, literature and song throught out time. It has been
as inspiration for ballads, shanties, songs, symphonies and operas.
The sea and its rhythmical movement has also inspired choreogra-
p h e r s .

Slide 15:
Many terms and expressions of the sea have become part of our
language today. A few of these are average, A-1, first rate,
taken aback, clean bill of health, out of commission, laid up,
junk, on the rocks, freight, crew, overhaul, cranky and the bitter
end.

Slide 16:
The sea has influences on our architecture too.

Slide 17:
In countless ways, large and small, the resources of the sea touch
our lives from the pudding in today's snap pack to the foam on

beer to oil and gas in our automobiles. How many marine re-
sources do you use directly or indirectly? More than you think!

Slide 18:
Initially a major resource of the ocean was transportation. It
is equally valuable today. Of our 50 states only 10 do not have
contact with the sea directly or indirectly because of inland
waterways.

Slide 19:
More and more we are turhingto the sea as a source of energy. En-
ergy from the sea has taken many forms and will take more in the
future.

Slide 20:
One of the phenomena of our time is the tremendous increase in ma-
rine recreation. How many recreational activities can you list?

Slide 21:
We can see history as the movement of peoples and nations in re-
sponse to the presence or absence of water. Our country has al-
ways been a maritime nation and even our major population centers
are near water. Do you know that more than one half of our pop-
ulation lives only an hour's drive from the sea?

Sl ide 22:
Ve-think of Texas as a land of ranches, cows, cowboys and oil wells.
I'll bet you seldom think of Texas as a land of windswept beaches
and soaring sea gulls.

Slide 23:
Texas ranks second in the United States in land area and third in
length of coastline. Yes, the Texas shoreline is over 1000 miles
long.

Slide 24:
Do you know that there are fourteen major deep water ports located
along the Texas coastline? The Port of Houston is the largest in-
land port and ships to 250 major world ports. Galveston is the
world's largest cotton port.

Slide 25:
The port of New Orleans of the Gulf of Mexico is the second largest
port in the United States while Corpus Christi is the nineth
largest.

Slide 26:
In Texas each of these ports is the location for petroleum refin-
eries, bulk terminals and petrochemical plants. I'll bet you
didn't know that this region contains more than 50 percent of the
nation's petrochemical industry and 25% of its refinery capacity.

Slide 27:
Do you realize that this area is also the major spawning and

nursery area for more than seventy % of the fish and shellfish
population in the Gulf?

Slide 28:
Because we traditionally think of Texas as cattle country, it is
difficult to realize that Texas is one of the nation's foremost
producers of marine fishery products. More than 200 million pounds
of fish and shellfish are landed annually on the Texas coast.

Slide 29:
got-long ago our view of the sea was filled with myths and legends.
Attitudes and viewpoints have changed. The horrors of the deep
have become the shy creatures of Jacques Cousteau's films. We
had songs about the whale and now, we have recorded the song of
the whale itself.

Slide 30:
The most profound change in our perception of the sea is that we
now know that the ocean floor is not uniform, motionless or fea-
tureless. Instead it has mountains, plains, canyons and the con-
tinents are drifting apart. The history of the earth is not what
it seemed.

Slide 31:
77-emarine envitonment influences us but the balance is changing.
How?, you ask. We have not fished the oceans clean, but we pro-
bably could. We have not poisoned them, but we probably could.
We have not significantly altered the vast open ocean, but near
the cities we have.

Sl ide 32:
Even the open ocean is defenseless against the pollution of some
new materials created by man. We also face the ultimate pollution
of nuclear wastes, not necessarily those from power plants. Do
you realize that a twenty minute exchange of nuclear rockets
could poison the oceans?

Slide 33:
How does water influence us and our lives? How is the influence
changing? How do we influence the marine environment? How do
we measure up? What must we do? These are things we need to
learn more about in the future.

Slide 34:
Well mates, it's been nice visiting with you. I'm looking for-
ward to sharing some things that I have learned about the marine
environment with you in the activities that follow.

Slide 35:
The end.

COLLAGE OF CONCERNS AND FEELINGS

Think about the following:

What are your concerns about the ocean at the moment?

What in the ocean is important to you?

Uhat are your feelings about the ocean?

What are your hopes and dreams for the ocean?

"low leaf through magazines and newspapers. Tear out titles,
pictures, words, slogans, and want ads that portray your
feelings, concerns and etc. about the marine environment.
Then paste your tear-outs together on a sheet of newsprint
and add color, design or graffiti with poster paints or magic
markers.

Introduction
Words, Poems and Books of the Sea

LESSON ONE

ACTIVITY TWO

Read -

Marine words

Li st -

New words and meanings that you learn in this unit.

Read -

A poem about the sea.

Complete -

Sentences on Poetry of the Sea.

Share -

Poem you have read with your classmates.

Optional
List -

The marine references available in your school library.

Group -

The books as fiction, historical fiction, informa-
tional, biography, poetry.

Optional
Read -

One of the books from your list.

Write -

A report on the book.

Give -

An oral report on the book to your class.

MARINE WORDS

Words are created, flourish and fade away as their reed dis-
appears. A hundred years ago, thd Nantucket whaler spent
his free time doing scrimshaw work. Today the Nantucket
whaler is gone. So there is little need for a word meaning
etching on ivory.

Today there is a need for new words. A large number of
people are discovering, inventing, and doing new things re-
lated to the ocean. The surfer and oceanographer need new
words to describe the waves. The geologist needs new words
to describe the sea floor. The lawyer needs new words to
describe legal matters concerned with the sea. The oil com-
pany executive needs new words to order a platform for
drilling oil in deep water.

Confusion may be expected when new words are created. People
use them in different ways. There may be several new words
,to describe one thing. Of course, the meaning of the word
may change. A word that is satisfactory for one purpose may
be'used f6r another purpose for which it does not fit. All
these new words and concepts can lead to confusion. Nothing
can be done about this. By the time the words are standard-
ized and in dictionaries many of them are out of date.

To help us learn the new words and concepts and to avoid all
the confusion, we will develop our own dictionary or word
list.

POETRY OF THE SEA

Read a poem about the sea.

Name of poem

It was written in (approx. year)

It says the sea is

The writer's feelings about the sea are

The poem makes me feel

What did the sea mean to the writer?

Would this poem be written the same today and in the future?

LESSON TWO
THE SHAPE OF IT!

ACTIVITY ONE-Trip into the Depths of the Gulf
ACTIVITY TWO-Mural of the Gulf's Floor

Suggested Tim3 for
Classroom Use-of
Materiaf-s-. 1 to 3 class periods

Materials for Class-
ro'"Em -Use. Physiographic Provinces of the Gulf
of Mexico/drawing
Trip into the Depths of the Gulf of
Nexi co/readi ng
Sketches of Continental Shelf, Slope,
and Abyssal Plain, GOMU@-R Vessel
%1ross section view of GL11 f Of 14exico/
drawing
Chart of Characteristics of Floor of
the Gulf
Mural of Gulf's floor

Major Objectives for
the Lesson: After completing the activities the
student will be able to:

1.5 identify the characteristic features of the ocean
b a s i n s ;

1.5 construct a model or diagram of a ocean floor.

Teaching-Suggestions: The purpose of this lesson is to pre-
sent information on the features of
the floor of the ocean and to help
the student to realize that the ocean
floor is not featureless.

1. Have the students complete the reading, look at the
drawings, respond to the questions, and complete
the activities.
2. Have the students construct a mural on paper which
can be placed on the wall. In. later activities they
will add to the mural.

3. Discuss how the floor of the Gulf of Mexico differs
from the Pacific and Atlantic oceans. Encourage

students to read articles on the exploration and
study of the ocean floor.

4. The following articles would be excellent for the
students to read for additional information on the
exploration and study of the ocean floor. They
are all found in the National Geo@raphlic Magazine.

"Diving into the Blue Holes of the Bahamas"
Vol. 138, No. 3 (Sept. 1970) pp. 347-36"')
"Deepstar Explores the Ocean Floor"
Vol. 139, No. 1 (Jan. 1971) pp. 110-129
"Tektite TI: Part One-Science's t4indow on the Sea"
Vol. 140, No. 2 (August 1971) pp. 256-289
"Tektite II: Part Two-All-girl Team Tests the Habitat"
Vol 140, No. .9 (August 1971) pp. 2@0-296
"Diving Beneath Artic Ice"
Vol. 144, No. 2 (August 1973_ pp. 248-267
"Project FAMOUS-11here the Earth Turns Inside Out"
Vol 147, Mo. 5 (May 1975) pp. 5P,6-603
"Project FAMOUS-Dive into the Great Rift"
Vol. 147, No. 5 (May 1975) pp. 604-615
"Window on Earth's Interior"
Vol. 150, 'No. 2 (August 1976) pp. 22t-249
"Oases of Life in the Cold Abyss"
Vol. 152, 'No. 4 (October 1977) pp. 4.41-1-53
"The Continental Shelf-Man's 'Iew Frontier"
Vol. 153, No. 4 (April 1978) pp. 495-5?9

THE SHAPE OF IT!
TRIP INTO THE DEPTHS OF THE GULF

LESSON TWO

ACTIVITY ONE

Look at -

Physiographic Provinces of the Gulf of Mexico

Read -

"Trip into the Depths of the Gulf of Mexico"

Imagine -

The features of the floor of the Gulf of Mexico,

Draw

Picture to illustrate any part of "Trip into the Depth
of the Gulf of Mexico".

Your drawings and impressions with your classmates.

Label

Sketches of the continental shelf, slope and the
abyssal plain.

Look at

Cross section view of Gulf of Mexico

Complete Chart

On characteristics of the ocean floor.

Answer -

Questions on Features of ocean floor.

950 900 850

Texas Louisiana
300

Desoto
Texas-Louisiana Shelf Canyon

0 Flower Garden

Mississippi Fan Florida
Continental Slope
Alaminos Canyon

Sigsbee Scarp
Continental Slope

250
Rise
Abyssal Plain

H
:Cub
Continental Slope Cuba
Sigsbee Knolls
:e,.. Shelf

Yucatan

@Peninsuta.

200
hmftxico

950 goo 850

Physiographic Provinces of the Gulf of Mexico

TRIP INTO THE DEPTHS OF THE GULF OF MEXICO

Put your head on your desk and close your eyes. This is
Captain Seaborne. You and I are going to take a trip along
the bottom of the Gulf of f1exico. You have been chosen to
be the first young person to go into the depths of the Gulf.
A black limosine pulls up in front of the school and a man
in a blue suit comes to your room to get you. You are driven
to Galveston. Two oceanauts or aquanuats meet you. You do
not need any special clothes since the pressure, air, and
temperature is regulated inside the passenger chamber. The
aquanauts are trained to operate the minisub GOMUER (Gulf
of Mexico Underwater Exploration and Research) which will
take you into the depths of the ocean. You now enter the
sphere in which passengers are housed. The sphere is,the
best shape for withstanding the extreme water pressure of
the ocean depths. Your minisub is made of a new titanium
alloy only 2 inches thick which has withstood water pressure
at depths of 23,000 feet. You are looking out of thick,
sperical, plexi-glass portholes.

Now all is ready for the trip. The doors to your chamber are
locked. The signal is given to submerge and move away from
the beach. As you leave the beach, the land below is the
continental shelf. It slopes out from the beach. The depth
of the water generally ranges from 0 to 600 feet with an
average depth of 400 feet. The average width of this area
is about 40 miles. Here in the Gulf, the width varies from
8 miles along the coast of Mexico to 117 miles along western
Florida.

The area around us resembles the adjacent land so here in the
Gulf the shelf is also rugged. Occasionally you see small
hills. These small hills have algae reefs on top. They
were formed a million years ago when the level of the water
was lower. During the Ice Age when water was drawn up into
glaciers the sea levels of the world dropped some 500 feet.
So this was not under water during that time.

You are now about 100 nautical miles from Galveston. As you
look out of the minisub, GOMUER, you see coral of all colors
around you and at least 40 different species of fish. You
are in the Flower Gardens Reef, This is the northern most
coral reef in the Gulf and Atlantic Ocean. The water around
you is calm today so you are able to see the surface which
is 60 to 80 feet above you, As you look around, you see
that the reef covers an area of 2 to 3 football fields.
The aquanuats tell you that there are other coral reefs in
the Gulf but they are not living.

As your minisub moves seaward again, you see that the slope

is much steeper and the sub is moving down. This area is the
continental slope. The slope is 15 to 90 times steeper than
the shelf. This is steeper than going down our steepest
mountains on land. We have now dropped -to a depth of 10,800
feet. (the average depth for continental slopes is 12,000
feet; some are much deeper). As the minisub moves down the
slope, you notice that it is getting darker and you no long-
er see any plants. One of the aquanauts turns on the flood
lights so you can see. The light shows you that the slope
is cut by canyons, gullies and small valleys. At the sub
turns east, or to your left, the light picks up the features
of a spectacular canyon cut into the slope. You are told this
is Alaminos Canyon. The aquanaut points out that it begins
on the shelf and that many canyons of this type are an ex-
tension of a river on a coastal plain and continue down the
continental slope as far as the deep ocean. At the sea-
ward end of the canyon, you see a large featureless apron
slopingvery gently seaward. This is built from sediment
from the continent which flowed through the canyon and was
deposited on the ocean floor. You are told that this sedi-
ment, which is thick enough to bury the bottom features, is
the continental rise. Also, the Gulf of Mexico receives all
the sediments from all of the United States lying between the
Rocky and Appalachian Mountains. The Mississippi River alone
brings a load of sediment of approximately 2 million tons
into the Gull' each day.

As the minisub leaves the continental rise behind, you are
at a depth of 11,875 to 11,930 feet. It is dark, and you can
only see with the use of lights. This is the Sigsbee
Abyssal Plain, the floor of the Gulf. This vast area of the
Gulf floor has been buried by the sediments from the Miss-
issippi and other rivers to form the plain which is flatter
than any plains on land. You see a series of hills which
rise 1200 feet above the plain. The sub now turns right and
heads out the Sigsbee Deep, the deepest point of the Gulf
which is 12,425 feet in depth.

Now it is time for your submersible to head back to Galveston
and surface. Hope you had a good trip. Reporters are asking
you about what you saw, The cameras on the minisub did
not take good pictures, Use the paper and materials the
teacher gives you to draw a picture of any part of your trip
you want to share with others.

Share your drawings and impressions with your classmates.

dip-

---

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.

Galveston Flordia Straits South of Keywest

C o n t i n e n t a I

Shelf Slope Rise Abyssal Plain Continental Slope

6000
LL

15000

0 400 800

Nautical Miles

Cross Section View of Gulf of Mexico on a Line Between Galveston and the Florida Straits
South of Keywest

As you were leaving the minisub, one of the aquanauts gave
you some sketches he made of the shelf, slope and plain.
He didn't label them--can you label them correctly?
Label sketches.

Fill in the chart. Based on your trip and using the aquanaut's
sketches and the following diagrams of the
cross section of the Floor of the Gulf of
Mexico. See if you can fill in the follow-
ing chart.

CHART OF CHARACTERISTICS OF THE FLOOR OF THE GULF

Description Depth Width Surface
& Location Size Appearance

Continental Shelf

Continental Slope

Ocean Basin--
Abyssal Plain

Answer
Is the width of the shelf the same in all areas?

Which area is the deepest?

What is the most flat?, the steepest?

Which area looks like the land it touches?

Which js part of the continent?

35 -

THE SHAPE OF IT!
MURAL OF THE GULF'S FLOOR

LESSON TWO

ACTIVITY TWO

Plan -

A section of a mural of the Floor of the Gulf of
Mexico.

Draw, paint
and construct -

A mural of the Floor of the Gulf of Mexico.

Optional
Construct -

A clay model of the ocean floor showing the
features of the continental slope, shelf, rise
and abyssal plain.

Demonstrate -

How water covers the features of the ocean floor
by submerging the model you constructed in a
glass container of water.

Optional
Look up -

Features that are found in Atlantic and Pacific
ocean floors but not in the Gulf of Mexico.

Sketch -

Features of ocean floors not found in the Gulf.

Write

A story describing a trip to the Atlantic or Pacific
Ocean floor.

0 p t i o n a I
Read -

Article on exploration and -study of 6cean floor.

Report -

To the class on the article you read.

MURAL OF GULF'S FLOOR

Prepare a sea floor mural. Use paper which can be hung on
the classroom wall. Your group will be responsible for a
section of the mural. The sections of the mural are: beach,
continental shelf, continental slope, abyssal plain, and
submersibles. You will be assigned a section.

Draw your section of the mural to scale showing depth. You
will have to work closely with the other groups since your
sections of the mural must fit together with their section.
The plants and animals will be added later. If your group
is responsible for the submersibles section, you will sketch
submersibles and place them on the mural at the depth to which
they can descend.

The section that I am responsible for is
Things that need to be included in this section are:

Make sketches or plans for your section below:

LESSON THREE
THE PHYSICAL CHARACTERISTICS OF THE OCEAN

Sug2e'sted Time for
Classroom Use of
Materia7i Approximately 7 to 10 class periods

Materials for Class-
@-oomUse- Water
Sal t
Glass container, food coloring, ice,
heat source, medicine dropper
Audio tape: Sounds of the Gulf
Light Penetration/drawing
The Light and Dark of It/activity and
questions
Temperature of the Gulf of Mexico/chart
Salt Water and Freezing/activity
Salinity of the Gulf of Mexico/chart
The Force-Pressure/reading and questions
Density and the Sea/activity
Major Ocean Currents/drawing
Currents/reading
Tides/reading and sketch
Waves/readino
Make Waves/experiment and questions
Say It With a Dance/activity

Major Objectives for
Activity_: After completing the lesson the student
will be able to:

1.1 to define salinity, pressure, density, tides, currents,
and waves;

1.5 discuss the factors which affect the smell and taste
of water;

1.5 describe the sounds that are heard in the water;

1.5 state the factors that affect li-ght penetration in
water;

1.5 discuss the importance of light penetration;

1.5 state the factors that affect the temperature of water;

1.5 describe the characteristics of sea water and the
behavior of ice in sea water;

1.5 analyze the factors that affect the salinity;

1.5 describe the effect of pressure in the sea;

1.5 state the factors that affect the density of sea
water;

1.5 construct a model to illustrate currents;

1.5 make a statement relating density of water to the
movement of water masses;

1.5 explain the formation of waves;

1.5 illustrate the relationship between tides and the
gravitational forces of the earth, the moon and the
s u n ;

1.5 explain how the flow of energy from the sun generates
currents;

1.5 construct an experiment to illustrate the causes of
waves;

1.5 describe the effects of currents on climate;

2.7 cite ways in which currents affect and have affected
man;

2.7 cite examples to i1lustrate why the knowledge of
tides and currents is important;

4.1 analyze the feelings and perceptions that sounds of
the Gulf produce;

4.1 evaluate the feelings produces by waves, tides, and
currents.

Teaching Suggestions: The purpose of this lesson is to pre-
sent information to the student on the
physical characteristics of the marine
environment and factors affecting these
characteristics.

1. Have the students complete the readings, activities
and respond to the questions and/or activities.
2. During the days on which these activities are used,

have the students meet in small groups to discuss
the questions and/or cooperatively work on activities.

3. After each activity have a class discussion on the
questions and/or activities. Encourage students to
generate related questions and then strive to answer
them cooperatively.

4. The audio tape was taken from the album Sounds of
Sea Animals, Vol. 2, Folkways Science Se-r--17'-e-s Fx 6125,
Folkways Records & Service Corp. 43 W. 61st, N.Y.
10023

5. The sounds as they appear on the tape are:
1. snapping shrimp
2. toadfish
3. trigger parrotfish
4. sea catfish
5. single catfish
6. white grunt
7. drumfish
8. cowfish
9. manatee
10. one porpoise
11. school of porpoises

THE PHYSICAL CHARACTERISTICS OF THE OCEAN
THE SMELL AND TASTE OF THE SEA

LESSON THREE

ACTIVITY ONE

Smell -

Two water samples.

Answer -

The questions on water and its smell.

Taste -

Two water samples.

Answer -

Questions on the taste of water.

Evaporate -

Two water samples.

Observe

Experiment.

Answer

Questions.

SMELL

This is Capt. Al G. Seaborne again. I woul d 1 i ke you to hel p
me check out some of -ciie ucean's physical characteristics in
the Gulf. Let's begin by using our sense of smell. You have
two samples of water. Sample A is distilled water. Sample
B is salt water.

Smell each sample of water.

Answer

1. What does each sample smell like:

2. What do you think gives water its odor?

3. What would make water smell bad?

4. What could you do to change the smell of water (either
good or bad)?

5. What effect do you think pollutants would have on the
smell?

Taste

1. The distilled water sample.
2. The sea water sample.

Answer

1. How would you describe the taste of the distilled
water?

2. How would you describe the taste of the sea water?

3. What makes the sea water taste the way it does?

4. Can we change sea water to fresh water?

Evaporate -

1. A sample of distilled water.
2. A sample of sea water.

Answer

1. Do you get the same results from evaporation
of each sample? Explain.

Taste

1. The material left after the evaporation of each
s a m p 1 e .
2. What could you say about what effects the taste
of sea water?

3. Would other materials added to water effect its
taste?

4. What effect do you think pollutants would have
on the taste?

THE NOISY DEEP
(SOUNDS OF THE GULF)

LESSON THREE

ACTIVITY TWO

Listen -

To audio tape of Sounds of the Gulf.

Record -

Your impressions.

Answer -

The questions about the sounds you heard.

Listen -

This is Capt. Seaborne. We are going to investigate the sounds
of the Gulf. First close your eyes. Imagine that you and I
are standing on the beach with the waves splashing on the
beach to our right and sand dunes to our left.

1. Describe what you would hear and feel.

2. List as many of the different sounds that you think you
would hear.

Now we will continue our investigation. You aod I have now
entered the iflini-sub and are starting our descent into the
depths of the sea again, We stop our descent and our engines
are stopped. Our outside microphones are turned up. Let's
listen to the sounds around us for a few minutes. (Sounds
on audiotape).

1. Record your feelings.

2. List a, mz,,,y of the different sounds you heard as you can
temember.

3, What do you think makes these sounds?

4. If you were a sailor on a sailing ship in the 1700's
lying in your bunk and heard these sounds, how would you
feel and what would you think they were?

5. Are these sounds the sounds of Ghosts and Spirits about
which sailors of the past talked? Why or why not?

THE LIGHT AND DARK OF IT

LESSON THREE

ACTIVITY THREE

Complete -

The activities in The Light and Dark of It.

Look at -

Drawing of Light Penetration.

Answer -

The questions.

THE LIGHT AND DARK OF IT

Look at -

An object in the room. Now look at the same
object through salt water.

Record -

Your observations.

Look at

The same object through water solution with
dirt or sand mixed in it.

Record

Your observations.

Answer

1. Was there a difference in your being able to
see the object? Explain.

2. What made the difference:

3. Can you see underwater as well as you can see
on land?

4. Would you be able to see in 10 feet of water
as well as in 5,000 feet of water? Why or why
not?

5. 'What must be present so you can see an object:
(Why can you see an object better during the
day than at night?)

Look at -

The drawing on light penetratioii and use it to
help answer the questions. Sea water is a barrier
to light. Usually not enough light penetrates
beyond 1.600 feet (490 meters) to be visible to
the human eye. In coastal waters, light may not
penetrate more than a few inches or centimeters.

Answer

1, Would you be able to see on the floor of the
Gulf (12,000 ft.)? Explain.

2. Why are no plants generally found below 650
f e e t ?

3. Would the light penetrate the water in the
middle of the Gulf of Mexico the same distance
as near the mouth of the Colorado, Brazos, or
Mississippi Rivers? Explain.

4. What effects how far the light penetrates through
the water or how well you can see?

5. How can man affect the light penetrdrion?

MoNETRATION

THE HOT AND COLD OF IT

LESSON THREE

ACTIVITY FOUR

Look at -

Chart un Temperatures of the Gulf of Mexico.

Answer -

The questions on The Temperature of the Gulf's
Waters.

Read -

Salt Water and Freezing.

Optional
Set up -

Experiment to determine the freezing point of
sea water with varying amounts of salt.

Investigate -

Frozen salt water.

Answer -

The questions on Salt Water and Freezing.

5 2-)

TEMPERATURE OF THE DEPTHS

Temperature Depth
870F - 300C Mixed 0 ft Om
790F - 260C Layer 300 ft 91 m
70OF - 210C 600 ft 182m
60OF - 160C 11200 ft 365m
50OF - 100C 1 f800 ft 548m
41OF - 50C 3fOOO ft 914m
40OF- 40C 41200 ft 11280m

390F- 30C 6fOOO ft 1,828m

350F - 10C 36 f 000 ft 10,973m

These are summer temperatures. During winter shallow
coastal water temperatures will vary significantly depending
on surface weather conditions. Winter temperatures near
edge of continental shelf will average between 700 - 750F
(210 - 250C).

THE HOT AND COLD OF IT

It is time LL) Luntinue our investigation of the Gulf's physical
Lhdracteristics. Look at the information collected by the
dqudnauts in GOMUER. Look at the chart on Temperatures of
the Gulf of jHexico.

The area from sea level to a depth of 300 ft. is referred to
as the "surface waters" since the water is affected by waves,
wind and etc. It will change temperature throughout the year.
The change depends on the location.

Answer

1. Why does the temperature of the surface waters vary?

2. Why is the temperature of the water different in the win-
ter than in the summer?

3. What is the waLer temperature at 3,000 ft.?

4. What is the water temperature at the bottom of the Gulf?

5. The deeper the water, the warmer or colder the temperature?

6. What will happen if the water temperature drops below 23OF?

SALT WATER AND FREEZING

The freezing point of salt water differs from the freezing
point of fresh water. The exact temperature at which salt
water freezes varies with the amount of salt it contains.
The more salt it contains, the lower the freezing point.
The usual range for the freezing point of sea water is from
28' to 31'F while the freezing point of fresh water is 32'.

Optional Activity

Set up anexperiment to determine the freezing point of sea
water with different amountsof salt dissolved in it.

Investigate frozen salt water.

1. Freeze some salt water in an ice tray.

2. Put the frozen salt water in tap water.

3. Explain what happens.

4. Taste some frozen salt water. Does it taste salty?
E x p I a i n .
8. How do you expect the ice in ice bergs to taste?

6. Discuss the possibility of towing of icebergs to desert
areas as a source of fresh water.

A LITTLE SALT AND THE FORCE

LESSON THREE

ACTIVITY FIVE

Look at -

The chart on salinity.

Answer -

The questions on salinity.

Read

The Force-Pressure

Answer -

The questions on pressure.

A LITTLE SALT

From our testing activity we know that the ocean is salty.
Salinity is the measure of the amount of dissolved salts
in sea water. Changes in salinity are caused primarily by
evaporation and precipitation and by river discharge from
the continents. These are the results we find in the Gulf
of Mexico.

SALINITY OF THE GULF OF MEXICO
Area Salinity
(grams of salt per kilogram of water)

Over central Gulf of Mexico 36.0 to 36.3
Basin

Edge of Yucatan Shelf As high as 36.6
Several miles offshore from Less than 25.0
mouth of Miss. River
Oceans Average 35

1. Why does the salinity vary? What factors would cause Laguna
Madre (Bay which extends from Corpus Christi to Port Isabel)
to reach a salinity of 130 during droughts?

2. Will heavy rains increase or decrease salinity? Explain.

3. Why would the salinity several miles offshore from the mouth
of the Mississippi River be less than the central Basin
area of the Gulf?

4. When would you expect the Gulf to have its highest salinity,
mid spring or mid summer? Why?

THE FORCE-PRESSURE

The pressure in the sea is the force with which water pushes
on an object. The pressure changes with the depth of the
water. At sea leve@, the pressure is about 14.5 pounds per
square inch or one atmosphere on our bodies. The pressure
increases at 14.5 pounds per square inch for every 33 feetof
depth, or one ath;os here. At a dep@h of 300 ft. the watertEressure
is approximately 13@ lbs. per sq. inch. At the depLn UT e
Sigsbee Abyssal Plain in the Gulf, the pressure would be
360 times that of sea level or 5228.8 lbs..per sq. inch or
2.2 tons per sq. inch. In the deepest depths of the oceans,
the pressure reaches 14,000 lbs or 7 tons per square inch.
Man can only dive to a depth of without a specialized
suit to resist the pressure.

Instrumests used to study the ocean must be able to stand the
pressure changes. One of the problems facing designers of
submarines and submersibles is to construct them strong enough
to stand the great pressures of the ocean depths.

Answer

(1) As the depth of the water increases, does pressure increase
or decrease?

(2) Why don't we feel the 14.5 pounds per square inch of
pressure on our bodies at sea level?

(3) What must man do to explore the depth of the ocean?

(4) What woul d happen to our bodies if we stepped out onto
the floor of the Abyssal Plain? (Pressure 2.2 tons
per square inch)

(5) Could the animals that live in the surface waters also
live in the deepest areas of the ocean? Explain.

DENSITY AND THE SEA

LESSON THREE

ACTIVITY SIX

Read

Density and the Sea

Conduct -

An experiment to understand the importance of
salinity and water density.

Answer

The questions about the experiment.

Conduct

An experiment to demonstrate the effect of temp-
erature on the density of water.

Sketch

The experiment and show the water movement.

Answer

The questions on the effect of temperature and
the density of water.

Demonstrate -

A two-layered system of water like the ocean.

Sketch -

The results of the demonstration of the water
system like the ocean.

Answer -

The questions on water movement and density.

DENSITY AND THE SEA

Another physical factor of sea water at which we want to 1. ook
is density. Density is the weight of sea water compared to
an equal volume of fresh water at 4'C (39.2'F) and at one
atmosphere of pressure. The density seems to be controlled
by 3 factors: temperature, salinity and pressure. Temper-
ature and salinity are the most important. Seawater density
is increased by increasing salinity or by cooling. The
density of sea water may vary slightly but the differences
in density may cause changes in the movement of whole water
masses. Differences in density are one of the basic causes
of ocean currents.
Experiment-Importance of salinity and water density.
Conduct an experiment to understand the importance of water
den s i ty .

1. Fill a glass with fresh water from the tap.

2. Fill a medicine dropper with salty water, colored with
food coloring.

3. Put a drop of colored salty water into a beaker (glass)
of fresh water. The fresh water and salt water should
be the same temperature.

4. Reverse the procedure: Put a drop of colored fresh water
into a beaker of salty water.

Answer

1. What happens to the drop of salt water put into a beaker
of fresh water?

2. What happened to the drop of fresh water put in salty water?

3. Which is more dense the salt or fresh water?

EXPERIMENT-THE EFFECTS OF TEMPERATURE ON WATER DENSITY

Conduct an experiment to demonstrate the effect of temperature
variations on the density of water.

1. Place a beaker (dish) of water on a stand.

2. Place ice in the water on the side of the dish.

3. Heat the other side of the dish.

4. Add a small amount of ink or food coloring so the water
movements will be more visible.

5. Make sketch of the experiment. Add arrows to the sketch
to show the direction of the water.

Answer

1. Does the warmed water rise or sink?

2. Does the cooled water rise or sink?

3. Which water will sink, the more or less dense water?

4. Which water is the more dense, water from the north pole
or the equater?

6. As water from the north pole moves south would you expect
it to sink or rise?

DEMONSTRATION OF A WATER SYSTEM LIKE THE OCEAN

Conduct an experiment to demonstrate a two-layered system
like the ocean.

1. Dissolve as much salt as the water in a half filled con-
tainer will hold to make dense salty water. (Add salt
until some remains undissolved after vigorous stirring.)

2. Carefully pour fresh water on top of the salty water.
After the water movements caused by adding the fresh
water layer have stopped, you should have a two layer
system where dense salty water lies below the fresh water.

3. Use the medicine dropper, to add a drop of slightly salty
colored water to the fresh water. Observe the results.

4. Use eye dropper to add a drop of slightly saltier colored

water down into the very salty water and release the dr.op.
Observe the results.

Complete a sketch of the results by showing how the drops moved
from each dropper.

1. Which water mass will sink, the more or less dense water?

2. Does sea water become more or less dense when the salinity
is decreased by adding fresh water?

3. Will the water from the Mississippi River stay on top or
sink as it- flows into the Gulf of Mexico?

4. Would the water from Laguna Hadre during the summer (higher
salinity than the Gulf of Mexico) stay on top or sink as
it enters the gulf of Mexico?

[lake a statement relating density of the water to the
movement of the water iii(is,- .--s .

IT MOVES!

LESSON THREE

ACTIVITY SEVEN

Read -

Currents

Look at -

Diagram of Main Ocean Currents.

Answer -

The questions on the currents.

Look at -

Drawing of tides.

Read -

Tides

Answer

The questions on tides.

Optional
Read -

"Young Naturalist: Tides" Article in Texas Parks &
Wildlife Nov. 1974 pp. 29-31.

Read -

Waves

Experiment -

To determine the causes of waves.

4 Answer -

Additional questions on waves.

Illustrate -

The different types of waves, tides and
currents through dances.

CURRENTS

Oceans waters c~onti~j~luu~@~,jy ,love. If you sail or swim in the
ocean, you know ~d~qb~out tile ~I~l~lov~e~qm~e~t~it~qs of water we call currents.
Some currents affect only a ~qs~l~i~ldl~q) area, such as a beach.
These are the ~oc~ed~i~i~qs~' response t~o local, often seasona~ql,co~ndi-
tions like rai~nfd~ql~ql~. Other ~curr~e~qi~its are permanent and in-
volve large parts ~u~qt Lhe UL~e~d~t~l.

The major, u~c~u~i~i~i ~(~_~u~r~i~u~i~6qa~i~, ~Ur~'~e b~a~@~,iL~ql~ql~qy CdU~qs~ed by differences
in density ~d~i~i~qd wind. Look ~at Lilt sketch of t~qhe major ocean
currents.

Some cu~rr~u~n~qL~s ~ql~i~Av~c definite boundaries in which they flow
through the UL~Udn. ~qI~ql~i~v~qs~e we call ~5~qLr~e~a~ms~, s~i~nc~qe they are
like rivers Of Wdt~d~r~@ ~1~1~1~OVi~t~l~qy dI~U~I~ly regular routes. The Gulf
Stred1~ql~) current i~5 a~n ~tx~a~mp~ql ~e - it is warmer than the sur-
rounding ocean since it origin~dt~es near the equator. It has
a definite effect on land te~qmp~e~qratures-warming them. The
stream begins as a result of temperature, low pressure and
wind action. Heating near the equator causes the water to
expand a~qnd move northward in d well-defined stream into th~qe
Gulf of Mexico through the ~qYucd~qt~qon Channel. Part of it then
leaves the Gulf of Mexico and ~6qHows along the Atlantic coast.

The current~S dff~e~Ct ~U~@~i in IlI~dI~ly Way$:

III ~I~IE~J~V ~qi~(~qI~d~qt ]oil.
2~. 1 ~ql~i~,~2 ~q1 r ~qt~e~i~i~ip~,~.~; ~r~d ~qL~i~j r~e ~a~i~id I ~ql~i~c~U~qd ~d f f ~eC t tile C I i ~ll1d t~qe Of
tile I ~d~i~ld~. For ~exc~i~ii~i~qj~) I ~c ~, p~a ~q]~I~I~I trees grow near the
A~rt ~qi ~(- ~(~, i r~c 1 ~t~2 i ~i~i no~qrth~t~~-~i~-~n ~qScotl and ~. Areas the same
diS~qLd~I~lLe ~qf~r~o~u~t t~qhe ~equ~oL~or may differ in tempe~V~'dtur~e
a~qnd ~l~I~l~Ui~SLU~It-~.
3. E~qffe~(~2qA p~ql~i~ii~( and ~a~ni~m~ol life.
4. 1~1~1 history ~qI~lu~t~i~c~qe ~qd~e L~e~-~o~n used the Gulf S t ream ~. Ben
Fr~d~i~ik~qii~n u~s~ud k~n~o~w~ql~ed~L~qj~e ~of currents to get mail shipped
to E~n~q(~qj~q1d~r~id ~@~i~nd t~qhe ~q(J~.~q'~q;~- faster.
5. Muve~ment~ u~ql p~eupl~e-~qEh~e ~qI~f~icas from Peru to t~qhe Eastern
~qI~S~qld~nd~s-~q(Ti~iur H~ey~e~t'~qddh~qi~-~q1~0qwn Tiki) Mediterral~i~qled~n
C
~.~2qF~.~4qU~. ~_~q_ ~-
CU I tU~r~'~e to Lh~e A~m~e~r-i~c~a~@~. ~qh r Heyerdahl -Ra-Ex~qpedi-
t~.~qi oils

MAIN OCEAN CURRENTS 'Poke
North Atlantic @coof to cold)
Iva

Labrador
(cold) Ar

California
(cool) & x

KuroghkD GO Stream
(warrn) (warm)

N Equatorial (warTn) 0

-0-
I quator Warm Region (warm rising

Brazil
-'t (warm)

South Equatorial
(warm)

Humboft (cold)

West Wind Drift (cool to cold)

1. Where do most of the majur ucean currents begi0
(Use sketch of major ocean currents.)

2. Is the temperature of the water warm or cold where the
major currents begin?

3. In what direction do the major currents move?

4. What happens to the temperature of the currents at the
pole regions?

5. Once the currents reach the poles in what directions do
they move?

6. What effect would the Gulf Stream current have on the
land nearby?

7. In the summer, San Francisco boasts that it is an "air-
conditioned" city with temperatures of 59' and 630F
in July and August. Explain why.

8. Could knowledge of the ocean currents benefit us in the
future?

9. Use the sketch of the maJ or currents Discuss the possible
role of currents in bringing people from one area to an-
other part of the world.

TIDES

Some of you live in the interior and you may scarcely have
heard of tides. Those of you who live along the coast know
very well what tides are and how important they are. Tides
also behave like waves, but are so large that their wave-like
characteristics are easily overlooked.

What are tides? Tides are the alternatitig rising and falling
of water in the oceans and their tributaries. You probably
know that the moon is mainly responsible for the tides. (The
sun is also, to a lesser degree.) Looking at the sketches
we see that water on the side of the eart'A'facing the moon
is drawn by the moon's gravity slightly toward the moon. At
the same time the earth is pulled slightly away from the
water on the opposite side. The two bulges, one toward the
moon and one away from it, of the water, are high tide.
Between the two buldges, the water is drawn toward the earth
by its gravity, causing a flattening or low tide. Another
factor that affects tides is the shape of the basin. There-
fore the Gulf of Mexico has all three types of tides, but
responds better to the daily forces. The tides in the Gulf
of Mexico, because of the basin shape, are mixed. This means
some days there are 2 high and low cycles, others only one,
others one high and two lows and still others two highs and
one low. The average tidal range in the Gulf is small, be-
ing only one or two feet at most coastal stations. This may
not sound like much, but on a fairly flat beach, the water
can move onto shore 20 feet or more. The greatest range
of the tides-about 54 feet (16 meters)-occurs at the head
of the Bay of Fundy in Novia Scotia.

Tides are carrying in materials and organisms so that during
high tide, the streams and marshes are filled with life.
Fish enter to spawn and feed. They move out with the lower-
ing water. At low tide mullusks, such as oysters, clams and
snails, are left behind in the mud where shore birds feed on
them and the leavings of fish.

Tides also aid in distributing plankton. If it weren't for
the tides, these minute life forms which are the basic food
of all marine life would not be available as for other organ-
i slas .

If it weren't for tidal flows, many of the pollutants would
be trapped to accumulate and eventually poison the coastal
area. However, as the tide flows out, these materials are
carried out to sea.

The tides have been a moving force for as long as waters
have covered the earth. Man has used this natural force
to help him in many ways. Early sailing ships used out-
going tides to start them on their trips. People who lived
along rivers would block off pools at high tide to trap
fish. At low tide, they could easily catch the trapped,fish.
Man has found that tides will deposit good land for farm-
ing. Man has found still another use for tides. Tides are
harnessed for producing electricity in power plants.

1. What can happen to ships if a seaman fails to check his
tide tables?

2. You are going fishing on the coast. Could knowing the time
of high and low tides be helpful to you in catching fish?
Explain.

3. At which tide level would you have the best luck beach-
combing?

4. Explain why tides are important to our estuaries, bays
and marshes.

5. Could the tides be a source of energy? Explain,

Sun Sun

New Moon

high tide high tide high tide

low tide low tide

First Quarter
Last Quarter

high tide

Full Moon

WAVES

We are by nature wave watchers. We would like to learn the
ways of waves by watching them but we @arinot becaus.e they
set us dreaming. Try to count a hundred waves sometime and
see.

Waves are not always dream producing. Sometimes they scare
us, for they can be among the most destructive forces in na-
ture, destroying ships at sea or towns on shore. We think of
waves as being caused by wind, because wind-caused waves are
the most common. Wind waves within the Gulf are rarely over
5 meters or 16 feet high.

Seismic sea waves are commonly known as "tidal waves". They
are called "tsunami" by the scientists. They are caused by
sea floor distrubances, mostly earthquakes. They may travel
thousands of miles at speeds of 200 miles an hour before they
crash on shore. They cause catastrophic property damage and
loss of life,especially in the lands bordering the Pacific
Ocean.

Make Waves

Set up experiment to determine the cause of waves.
i. Fill a pan @"2 full of water.
2. Blow into a straw over the surface.
3. Observe what happens as you blow harder.

Answer Questions;

1. What was formed as you blew into the straw over the sur-
face of the water?

2. What effect did blowing harder have on the surface of
the water?

3. What blows across the surface of the ocean water?

4. Can it form waves? Explain.

5. What kind of waves would a strom cause? Why?

Make Waves Again

Set up another experiment to determine the cause of waves.
1. Using the same pan of water, place the pan on a
desk or chair.
2, Pound lightly on the desk underneath the pan.
3. Pound heavily on the desk to show the effect of
sea floor distrubances like earthquakes, volcanoes,
e t c .
4, Observe the results.

Answer:

1. What happened as you pounded on the desk?
2. What effect would these waves have as they reach the
beach?

3. Could we harness waves as a source of energy? Explain.

SAY IT WITH A DANCE

It might be fun to illustrate the different types of waves,
tides and currents through dances.

List below the types. Then spend some time thinking of the
type of dance for each. What feelings does it show?

Type (waves, currents, tides) Your dance for them

LESSON FOUR
SEA INTERACTS WITH THE LAND

ACTIVITY ONE-Texas Coastal Climatic Zones

Suggested Tiide for
Classroom Use oT
Materials: 1-Z class periods

Materials for Class-
room Use: Letter from Sonny Day/reading
Terrian and Climatic Interactions of
the Gulf/drawing
Memo from Sonny Day/reading

Major Objectives for
the Lesson: After completing the lesson the student
will be able to:

1.5 analyze the effect of the Gulf of Mexico on the
climatic zones of the Gulf coast region;

1.5 discuss the effect of the extraordinary climatic
event (hurricane) on the coastal zone;

1.5 compare and contrast the climatic zones of the
Texas Gulf coast;

2.7 cite examples of the influence of the climatic
conditions on man's activities;

2.7 relate occupations to the climatic zones.

Teaching Suggestions: The purpose of this lesson is to pre-
sent information to the student and
to get him to start thinking about
the effect of water on the climatic
conditions of the land.

1, Have the students complete the readings and respond
to the questions,

2. After dealing with the readings and drawing, have
a class discussion on the questions. Encourage
students to generate related questions and then
strive to answer them cooperatively.

3. The article "What's Happening to Our Climate?"

National Geographic Vol. 150, No. 5 (November
1976) pp.576-615 has additional information and
can serve as a resource for further discussion
of the relationship of the oceans and the climate
of the earth.

SEA INTERACTS WITH THE LAND
TEXAS COASTAL CLIMATIC ZONES

LESSON FOUR

ACTIVITY ONE

Read -

Letter to Captain Seaborne from Sonny Day.

Look at

Terrain and Climatic
Interactions of the Gulf Drawing

Label

Climatic Regions on the diagram.

Read

Memo to Captain from Sonny Day.

Write

Two paragraphs. One paragraph should describe the
plants and animals one might find in Region A.
The other would describe the plants and animals
found in Region D.

Answer

The question on the climatic interactions of the
land and the Gulf.

LETTER FROM SONNY DAY

I asked my friend, Sonny Day, at the Weather Bureau to teli
us a little about the Gulf of Mexico and the weather along
the coast. Here is his letter.

Dear Captain Seaborne,
As you know the oceans affect our weather. They affect not
only the weather of the coastal states but much of the United
States as well. The overall climate of the coastal area is
subtropical with long, warm to hot summers and short, mild
winters.

As we look at the Terrain and Climate Map we find that the
interaction of the climate (weather of an area over a period
of time) and the terrain along the Texas coast, create four
distinctly different regions. From Sabine River (Port Arthur)
to Galveston we find a humid climate. Label this Region A.
Then extending from Galveston to Port Lavaca (label this
Region B) we find the wet subhumid climate where the moisture
supply and loss are in balance. This is not true in the next
zone, from Port Lavaca to Corpus Christi (label this Region
C) is a dry, subhumid belt. The transition between the dry
subhumid region to that of semiarid (label this Region D),or
almost desert,of the coast from Corpus Christi to Port Isabel,
is gradual.

In the vincinity of Matagorda Bay there is an important cli-
matic boundary. South of Matagorda Bay, the potential evapora-
tion rate is greater than the annual rainfall. So south of
this area, fresh water is in short supply. North of this
area, the average annual rainfall is greater than the potential
evaporation. This climatic factor is seen in the terrain along
the coast. Is there a difference in the upper coast as com@
pared to the,lower coast? The surface climate has a direct
effect on th @Imarine environment. Roughly from Matagorda
north, organisms are very similiar to those off the coast of
the temperate Atlantic (Carolinas and Virginia). However,
from the Matagorda area south, tropical and subtropic organisms,
like those of the Carribbean occur. Yes, the size of the bays
and river basins are smaller in the semiarid region compared
to those in the humid region. Why? The amount of rainfall
is less so the rivers carry less water so the bays are smaller.
The bays and estuaries will also be saltier in the s.ummer, due
to greater evaporation. Another feature is that as we move
toward the lower coast, we find large areas of wind-blown sand.
Again due to the decrease in vegetation caused by the decrease
in rainfall.

Sincerely,
@0@nny ay
U.S. Weather Bureau

TERRAIN AND CLIMATIC INTERACTIONS OF THE GULF

Sabine River

Trinity River

'Brazos River

Colorado River

Nueces River

Port Arthur
Galveston Bay,
Galveston

0 Port Lavaca.

Matagorda Bay

Corpus Christi"'
;8
Corpus Christi Bay "'elk
4V

'Z@

Port Is 11.

MEMO: Capt. Seaborne

FROM: Sonny Day

Here is some information that I forgot to include in my letter.
Ano ther i mportant c 1 i mati c f actor a 1 ong the Gu I f c oa st i s the
occurrence of extraordinary climatic events, such events as
hurricanes, tornadoes, and heavy rainfall. The tornadoes and
heavy rainfall may or may not be associated with hurricanes
or tropical storms. Hurricanes strike the'Texas coast on the
average of once every 1.5 years.

During a hurricane, conditions along the coast are drastically
changed and rather violent conditions may exist for a few
hours to a few days. These conditions are: (1) a barometric
low that causes a rise in the water level along the Gulf,
(2) strong,.:,-wind, (3) rising tide, (4) large waves (waves may
grow 40 or 50 feet when a storm covers a large area), (5)
heavy rains. So when the storm strikes the coast, it (1) erodes
beaches and dunes, (2) moves sediment, (3) floods lowlands.

The weather can and does interact with the land, sometimes
this interaction is violent and sudde.n, causing drastic changes
in the coastal environment.

Sonny Day

Questions:

I. Why would we find more windblown sand on the lower coast?

2. What effect do you think climate has on the salinity of
the bays in Region A in comparison to D?

Would they have a different salinity?

Which would have the greater salinity?

Would this effect the plants and animals?

3. How would the climate affect the agriculture of the re-
gion?

In which regions would rice and timber be important?

In which region would cotton, fruits and vegetables
be important?

Which regions would have to use irrigation?

Would you expect to find the same cattle in each region?

Would one kind of cattle be better for Region A versus
Region D?

5. Do you think the climate would effect the kinds of jobs
available? Explain.

6. Write a paragraph describing a coastal area before and
after a hurricane passed through the area.

7. What effect would the large movement of water into the
bays and estuaries (with high tides) and then out again
with the rainfall have on the plants & animals of the
bays and estuaries?

8. How does the possibility of hurricanes affect people
living along the coast? structure of buildings?
insurance? jobs?

9. Should man work to control hurricanes? How willing are
you to contribute money to be used to learn more about
hurricanes to control them?

LESSON FIVE
THE MARINE ENVIRONMENT AND MARINE ORGANISMS

ACTIVITY ONE-Zones of the Marine Environment
ACTIVITY TWO-Marine Organisms
ACTIVITY THREE-Intert idal Ecosystems

Suggested Time for
Classroom Use of
Materials: Approximately 4 to 8 class periods

Materials for Class-
room Use: Zones of Marine Environment/reading and
questions
Zones of Marine Environment/sketch
Nutrients and Salts/sketch
Dissolved Oxygen/sketch
Light Penetration/sketch(See Lesson 3)
Chart of marine zones and abiotic
characteristics
The Nekon/reading and sketch
The Plankton/reading and sketch
The Benthos/reading and sketch
Distribution of Marine Organisms/sketch
Questions on distribution of marine
organisms
Aerial View of Coastal Habitats/sketch
Profile of Coastal Habitats/sketch
Marine r-Icosystem-./reading
Rocks, Jetties and Groins/reading & sketch
Sandy Beaches/reading & sketch
Oyster Reef/reading & sketch
Salt Marshes/reading &tisketch
Mud Flats/reading & sketch
The Water, Itself/reading & sketch
LReference for sketches Jetties, Sandy
Beach, Mud Flats and The Water are
courtesy Reader's Digest Secrets
of the Seas Marvels and M7s_t_e_Fir_es
of 'Ocean and Mandsil
Let's Get Aquainted
Syntu about a marine organism
National Geographic and Texas Parks
and Wildlife magazines

Major Objectives for
the Lesson: After completing the lesson the student
will be able to:

i.1 define abiotic and biotic factors;

1.1 cite examples of abiotic and biotic factors
in a given ecosystem;

1.1 draw a cross section showing the zones of the
marine environment;

1.1 compare and contrast the zones of the marine en-
vironment;

1.1 if given organisms, classify them as benthos,
plankton and nekton;

l.'l di-stinguish between environment and ecpsystem;

1.2 compare and contrast the characteristics of different
marine ecosystems;

1.2 describe how abiotic and biotic factors influence
the distribution of marine organisms;

1.2 cite an example of marine organisms being adapted
to their environments in different ways;

1.2 if given a set of abiotic factors (light, temperature,
pressure, chemicals, etc.), to relate to the eco-
logical relationships that exist;

1.2 if given two or more ecosystems, to identify common
structural and functional characteristics;

1.3 explain the role of the phytoplankton in the eco-
system.

Teaching Suggestions: The purpose of this lesson is to pre-
sent to the student information and help
.get him to recognize the zones of the
marine organisms and ecosystems in the
intertidal zone.

1. Have the students look at the sketches and complete
the.readings and activities.

2. Encourage the students to gather additional informa-
tion and generate related questions. The National
Geographic and Texas Parks and Wildlife Magazines
have numerous articles with excellent color photo-
graphs. Encourage the students to use these magazines.

Below is a list of some of the articles on marine organisms
and environments. (These articles can also be,used in
Lesson Six.)

National Geographic Magazine Articles

Starfish Threaten Pacific Reefs, Vol. 137, No. 3 (March 1970)
pp. 340-354
Diving into the Blue Holes of the Bahamas Vol. 138, No.. 3
(Sept. 1970.) pp. 347-363
Sea Islands:The South's Surprising Coast, Vol. 139, No. 3
(March 1971) pp. 366-393
The California Gray Whale Comes Back, Vol. 139, No. 3 (March
1971) pp. 394-415
Shy Monster, The Octopus, Vol. 140, No. 6 (Dec. 1971) pp. 776-
800
The American Lobster, Detectable Cannibal, Vol. 143, No. 4
(April 1973) pp. 462-487
Australia's Great Barrier Reef, Vol. 143, No.6 (June 1973)
pp. 727-779
Life Cycle of a Coral Captured in Color, Vol. 143, No. 6
(June 1973) pp. 780-794
Friend of the Wind:The Common Ferm, Vol. 144, No. 2 (August
1973) pp. 234-247
The Friendless Barnacles, Vol. 144, No. 5 (Nov. 1973) pp. 623-
669
The Heron that Fishes with Bait, Vol. 145, No. I (Jan. 1974)
pp. 143-147
Blue-water Plankton, Vol. 146, No. 4 (Oct. 1974) pp. 530-
571
Bad Days for the Brown Pelican, Vol. 147, No. I (Jan. 1975)
pp. 111-123
Diving Amid "Sleeping" Sharks, Vol. 147, No. 4 (April 1975)
pp. 570-584
Strange March of the Spiny Lobster, Vol. 147, No. 6 (June
1975) pp. 819-831
The Chambered Nautilus, Exquisite Living Fossil, Vol. 149,
No. 1 (Jan. 1976) pp. 38-42
Life or Death for the Harp Seal, Vol. 149,.No. 1 (Jan. 1976)
pp. 129-142
Adrift on a Raft of Sargassum, Vol. 149, No. 2 (Feb. 1976)
pp 188-199
At Home with Right Whales, Vol. 149, No. 3 (March 1976) pp.
322-339
Whales-Imperiled Giants, Vol. 150, No. 6 (Dec. 1976) pp.
722-751
Exploring the Lives of Whales, Vol. 150, No. 6 (Dec. 1976)
pp. 752-766
Sponges, Vol. 1.51, No. 3 (March 1977) pp. 392-408

Oases of Life.in the Cold Abyss, Vol. 152, No. 4 (Oct. 1977)
pp. 441-454
A Bad Time to be a Crocodile, Vol. 153, No. I (Jan 1978)
pp. 90-116
Hawaii's Far-Flung Wildlife Paradise, Vol. 153, No.5 (May
1978) pp. 670-691
Dragons of the Deep, Vol. 153, No. 6 (June 1978) pp. 838-
845
Palau's Dazzling Corals, Vol. 154, No. 1 (July 1978) pp.
136-150

Texas Parks and Wildlife Magazine Articles

Alligator Holes, Vol. 31, No.5 (May 1973) pp. 20-23
Black Skimmer, Vol. 31, No. 6 (June 1973) pp. 6-9
Many Animales in One, Vol. 31, No. 8 (Aug. 1973) pp. 20-
22
Welcome Aboard (Trip to winter home of Whooping Crane)
Vol. 31, No. 12 (Dec. 1973) pp. 2-5
Whales, Porpoises and Dolphins of Texas, Vol. 32, No. 1
(Jan. 1974) pp. 12-15
The Toothed Whale, Vol. 32, No. 2 (Feb. 1974) pp. 12-
14
Dolphins of Texas, Vol. 32, No. 3 (March 1974) pp. 18-
22
Waders be Wary (Stingray), Vol. 32, Ro. 6 (June 1974) pp.
6-8
Monitoring the Peregrine, Vol. 32, No. 9 (Sept. 1974)
pp. 2-5
Terns, Vol. 33, No. I (Jan. 1975) pp. 2-5
Clean-up Squadron (Sea Gulls) Vol. 33, No. 2 (Feb. 1975)
pp. 2-5
Flatfish, Vol 33, No. 6 (June 1975) pp. 26-29
From the Common to the Bizarre, Vol. 34, No. 2 (Feb. 1976)
pp. 16-21
The Great Blue, Vol. 34, No. 3 (March 1976) pp. 6-9
Clown of the Shorebirds, Vol. 34, No. 5 (May 1976) pp.
16-18
Crabs, Vol. 34, No. 8 (August 1976) pp. 2-5
Young Naturalist:Coquina, Vol. 34, No. 8 (August 1976)
pp. 28-31
Fish Hawk, Vol. 34, No. 12 (Dec. 1976) pp 24-26
Long-legged Wading Birds, Vol. 35, No. 2 jFeb. 1977)
pp. 12-15
Black Drum, Vol. 35, No. 2 (Feb. 1977) pp. 19-21
Pelican Comeback, Vol. 35, No. 3 (March 1977) pp. 12-15
Young Naturalist:Hermit Crab, Vol. 35, No. 11 (Nov. 1977)
pp. 30-31
How to: Set up a Salt Water Aquarium, Vol. 34, No. 2
(Feb. 1976) pp. 29-31
How to: Build an All Glass Aquarium, Vol. 33, No. 6 (June
1975) pp. 20-21

ZONES OF THE MARINE ENVIRONMENT

LESSON FIVE

ACTIVITYONE

Read -

Zones of the Marine Environment.

Look at

Diagram of "Zones of the Marine Environment".

Answer

Questions.

Look at

Drawings of the abiotic factors in the three
zones of marine environment.
Diagram of Nutrients and Salts.
Diagram of Dissolved Oxygen Concentrations

Complete -

The chart of marine zones and abiotic charac-
t e r i s t i c s .

Answer

Questions.

ZONES OF THE MARINE ENVIRONMENT

The earth can be divided into two types of environments:
(1) terrestrial or land environments (2.) aquatic environ-
ments--fresh and salt water. Look at the sketch "Zones
of Marine Environment" profile. The salt or marine environ-
ment can be divided into three zones: (1) open ocean--
which contains all the ocean waters above the conti ntal
shelf and beyond the continental shelf; (2) sea floor--
which consists of the floor of the continental shelf and the
deep ocean basin and (3) the intertidal or littoral zone--
which consists of the zone affected by the tides. Later
we shall divide this zone into more areas and look at each.
The abiotic factors (the non-living Dhvsical and chemical
characteristics) of each zone vary.

Questions

1. Can you name sOmeabiotic or non-living factors in the
marine environment?

2. List some ways the zones are alike.

3. List some ways the zones differ.

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CHART OF MARINE ZONES AND ABIOTIC CHARACTERISTICS
Using the diagrams of the abiotic factors fill in the chart below.
MARINE ZONE LIGHT SALINITY OXYGEN NUTRIENTS TEMPERATURE
OPEN OCEAN More variable
Above continental than in open
shelf ocean beyond
shelf

Beyond continental On surface varies
shelf with air-below
lighted zone de-
creases with depth
SEA FLOOR Similiar to wa-
Floor of ters above
continental
shelf

Floor of open Similiar to wa-
ocean ters above

INTERTIDAL Varies greatly
with tide and
time of year

1. What kinds of organisms would you expect to find in each of the zones? Give your rea-
sons.

Answer:

1. Why does the temperature vary greatly in the intertidal
zone?

2. How would the temperature variation affect plants and
animals of this zone?

3. What would cause the salinity of the intertidal zone and the
open ocean above the continental shelf to change?

4. What effect would the amount of nutrients have on or-
ganisms? In which zone(s) are the most nutrients found?

5. Would the light have an effect on the kinds of organisms
living in a particular zone? Explain.

6. Where is the mostdissolved oxygen found? the least?

7. Would the amount of dissolved oxygen affect the organism?
Explain.

MARINE ORGANISMS

LESSON FIVE

ACTIVITY.TWO

Read -

The Nekton.
The Plankton.
The Benthos.

Look at -

The sketches of the organisms in each group.

Look at -

The diagram of the distribution of marine organisms.

Divide

A sheet of paper into five columns.
Label them as follows:
Name of Group
Organisms found in the group
Plants, Animals or both
Locomotive ability
Zones where found

Fill in the columns.

Andwer

The questions-On the groups of marine organisms.

Add

Representatives of the three groups of marine organisms
to your mural of the ocean floor. You may draw the
pictures, find pictures or cut out and color/paint
pictures from the sketches of organisms in each,group.
Make sure that you place each organism in its. proper
zone.

Groups of Marine Organisms

All life in the sea is grouped into three basic groups ac-
cording to their locomotive ability and mode of living.
These groups are the nekton, benthos, and plankton. I would
like to introduce you to each group by asking a member of
that group to tell up about their group.

The Nekton--by Charlie Fish

Hi! I'm Charlie Fish. I am a representative of the g roup
of organisms called NEKTON. There are no plants in our group.
We are strong swimmers,so we can move freely from place to
place. The ocean currents or tides do not effect us. We
are:numerous in surface waters where food is abundant. We
are not evenly distributed in the ocean but are found where
our food is abundant. We decrease in number as you go deep-
er into the Gulf. Other members of the group besides us fish
are the marine mammals (whales' porpoises, dolphins, and
seals), sea birds, reptiles (turtles) and cephalopods, such
as the squid. We can chase our food, flee if endangered,
and cover large areas of water in our migratory journeys.
However, our size, habit of gathering in schools, and our
abundance over the sea make us the most important marine
food resources available for harvesting by man.

95 -0100*
IIIIH114

The Plankton by Phyllis Plankton

I
Hil Phy'llis Plankton. We plankton exist in nearly every
natural body of water throughout the world in such large num-
bers that we cannot be counted. We are mostly microscopic,
but we are the most important organisms of the marine world.
All forms of life either indirectly or directly depend on us.
We wander or drift under the influence of the ocean currents
and tides Altho*ugh many of us have the ability to swim,
our efforts in the presence of ocean water movements are
usually too feeble, therefore useless.

We can be divided into two groups: the phytoplankton and
zooplankton. Phytoplankton means plant plankton. There
are two main groups of phytoplankton: flatoms and dino-
flagellates. All of us phytoplankton require sunlight to
produce food, so we must live in the upper layers of the sea.
We produce plant food and without us none of the animals of
the oceans could exist, We also produce 70% of the oxygen
in the world's atmosphere. We may be very small, but with-
out us, there would be very little life on earth.

We, zooplankton or animal plankton, are strangely shaped with
representatives f rom every major gro.up of m ari ne an imal s .We
must stay in the upper layers of the sea to obtain food.
Some zooplankton feed on phytoplankton while some eat each
other. We are composed of temporary and permanent members.
Our permanent members are those of us who spend our entire
lives as plankton. These are the protozoans (formanifera,
radiolarians, tintinnids) siphonophores, ctenopheres, some
rotifers, and crustaceans which are the most abundant. Our
temporary members are those who only spend part of their life
as drifters. They are the larvae of sponges, corals, worms,
mollusks, echinoderms and fishes. When they become adults,
they become either the nekton or benthos.

The Benthos by C. Crab

Hil I'm C. Crab. I am a representative of the Benthos group.
We live on the bottom. Our group ha's both plants and animals.
Temperature, dissolved oxy en, depth of bottom and the kind
of bottom (mud, sand, rock@ determines which one of us you
will find in an area. Some of our group remain attached to
the bottom like the sponges, barnacles, oysters, mussels,
corals and bryozoans eel grasses and the sea weed (algae).
Some of our group creep or crawl along the bottom like me,
other crabs, isopods, snails, shrimp, some bivalves, crusta-
ceans, but not plants. Some of our group burrow into the
sediments like most clams, worms, some crustecea, and echino-
derms. At present not much is known about those of our group
who live on the bottom of the deepest parts of the ocean.
We know that worms, sea cucumbers, shrimplike creatures and
brittle stars exist on the bottom at all depths.

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101

Questions on the distribution of marine organisms.

Yo.u may wish to refer back to the diagrams of &biotic
factors, zones of marine environment, distribution of marine
organisms, and your chart to help you answer these questions.

1. Which organisms are found in more than one zone?

2. Why are the plankton found in the surface waters?

3. Where do you find the benthos? Why?

4. How does each group get its food?

5. If we dredge the bottom of the shelf which,group is
affected?

6, Why could the plankton be called the smallest but mightest?

102

INTERTIDAL ECOSYSTEMS

LESSON FIVE

ACTIVITYTHREE

Look at

Aerial sketch and the profile sketch of the areas
of the intertidal zone.

Look at

Sketches of the intertidal ecosystems.

Read

Marine Ecosystem.
Rock, Jetties and Groins.
Sandy,Beaches.
Oyster Reef.
Salt Marshes.
Mud Flats.
The Water, Itself.

List

Some examples of biotic factors in an ecosystem.

List

Some examples of abiotic factors in an ecosystem.

Prepare

An interview or skit with some of the organisms
in each area of the intertidal zone to present
to the class. Include in the interview or skit
information about the:
(1.) abiotic factors
.(2) biotic factors
(3) interaction between the biotic community
and the abiotic factors

Present

Skit or interview to the class

103

Optional
Add

The intertidal zone and organisms found in each to
your mural.

Optional
'Complete -

Let's Get Aquainted Activity.

Otional
W F17-t Fe-

A syntu about a marine organism.

Share -

Syntu with your classmates.

Optional
Read -

An article on a marine organism.

Report

On the marine organism you read about.

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106

MARINE ECOSYSTEMS

The land environment as well as the marine environment is
composed of many ecosystems. 'Ecosystems are the interaction
of the living organisms (biotic) and non-living physical
and chemical factors in a particular location.

The intertidal zone consists of numerous marine environments.
If we look at the map of the Gulf of Mexico along the Texas
coast, we see a series of barrier islands enclosing shallow
bays. These form environments which differ in their character-
istics and variability. We shall separate these into the
following ecosystems: rock jetties and groins; sandy beaches;
bayshores--salt marshes, mud flats and the water itself.

107

ROCKS, JETTIES AND GROINS

Many areas have rocky shoress but on the'Texas coast there
are no natural rocky areas. However, the Texa,s rocky shores
are jetties and groins that were made by man to control the
movement of sand along the shore.
This is the only area with a solid subtrate where algae (sea-
weed) can grow. The marine algae is rather limited, possibly
because of the predominately sandy and muddy shore and the
great variations in temperature and salinity. The red algae
are greatest in abundance and number of species, and then
the green algae. Brown algae, such as kelps, are absent
and only a few other brown algae are found. If it were not
for this man-made environment, there would be very few algae.

The animals on the Jetties include the acorn barnacle, zebra
periwinkle, false limpet, rock louse, hermit crab, stone
crab, porcelain crab, the drill sea anemone-, peppermint
shrimp, sea hare, sea urchin, beach flea, hydroid, stony
coral, fan worm, jackfish and spadefish.

Most of the animals on the jetties either filter plankton
from the water, eat algae or diatoms that grow on the rocks,
or search for scraps of food left by the tide, gulls, or
fishermen,

The jetty environment requires hardy individuals to survive
its harsh conditions. They must survive the stress of:
(1) breakin waves and sand, (2) strong currents, (3) chang-
in tides, 74) sudden changes in temperature and salinity,and
(53 exposure to the sun and wind.

The jetty inhabitants do have common features with other
rocky shore organisms around the world. They live in de-
finite vertical zones. There is, for example, the splash
zone which is wetted only by the spray of the breaking
waves, or the zone only uncovered by low tides. These and
the other zones are similar wherever there is a rocky shore.

She& Of4F

109.

SANDY BEACH

The beach is also a harsh environment for organisms. The
factors they must deal with are pound@i'ng surf, abrasive sand,
periods of wetness,and dryness, temperature cha 'nges and, ex-
posure to the*sun. Most sandy beach 'animals escape physical
inhabitants of their environment by burrowing. So much of
the community lives underground out of sIght. Some species
move up and down the beach with the tide.

The beach can also be divided into vertical zones. In the
zone of the dunes to the high tide level we find the plants:
silvery beach croton, waving sea oats, railroad vine, sea
purslane, yellow beach evening primrose, and others. In
this area some,of the animals are the ghost crabs, tiger
beetles, rattlesnakes and lizards, spotted ground squirrels,
kangaroo rats, grasshoppers, mice and other rodents like
,gophers and rats. The zone between the tides (littoral-high
and low tides) is inhabited by the bean clam, mole crab,
lettered olive and moon snail, hermit crab, auger shell,
and tube building worms.
In the zone below low tide level (sublittoral) we find the
sand dollar, Scotch bonnet, starfish, sea star, sea pansey,
yellow and purple sea whips, calico crabs, blue crabs, and
other crabs, murex, banded tulip, clams, many species of
shrimp, octopus, and fish such as trout, redfish', drum,
gaftop, pompano, croaker, and others.

SANDY $EACH

THE OYSTER REEF

The oyster reef community is an important biotic community
in the bays. The commercial oyster is found in almost every
Texas bay. None live in Laguna Madre, but scattered reefs
exist in South Bay near Port Isabel.

The reef is more than a collection of oysters. It is a
community of many plants and animals. Other animals use
the reef as a hidi"ng place, a source of food, or both. These
plants and antmals attract small fish. The small fish
attract larger fish and these, in turn, attract the fisher-
man.

Oyster reef s are groups if I i vi ng animal s growi ng on the
graveyard of their ancestors. They form very'slowly over
a long period of time. The life of the reef is related to
the organisms forming it. When they die the reef also dies
and becomes buried in the mud. Whenever the conditions fa-
vor the growth of oysters, a reef may be formed. Firm
bottoms of sticky mud, clay, sand, or gravel are needed.
At first a few oysters attach to the bottom. The next
generations attach themselves to these oysters and the dead
shells. A reef forms. The formation of the reef depends
on the direction of water currents. The oysters depend on
these currents to bring in their food, the plankton. The
oysters nearest the current, therefore closest to the food,
grow fastest and are first reached by larvae. The reef grows
facing the current.

Oysters grow very well where the fresh waters of streams mix
with the salt water of the Gulf. So they are found in the
bays or tidal rivers. They can survive a wide range of
salinity from fresh water for brief periods, to waters saltier
than the Gulf. Freezing temperatures will affect the oyster
if it is exposed in shallow water. Temperatures over 90OF
for a long period of time weaken the oysters. The greatest
hazard to the oyster reef is the settling of clay or mud.
A small amount may interfere with the feeding, and large
amounts will smother and bury the reef.

Some members of the reef community are competing with oysters
for food or places to attach. These are the mussels, anemones,
barnacles, slipper shells and the serpulid worm.

Many inhabitants of the reef are oyster predators like the
drills, the stone, blue and mud crabs, flatworms, snails and
boring sponges. Some animals like small snails, porcelin
and oyster crabs, sea squirts, and pen shells use the reef
as a shelter

io 7T ---crAL

Ar
ti

113

SALT MARSHES

A wedding of the land and the sea gives birth to the salt
marsh. The marsh begins to form when waves shape sand into
offshore barriers. Tidal creeks cut through these protective
barriers, flooding the area behind them daily with seawater.
In this area,protected from the battering waves, cordgrass
grows. Its dense growth slows the tidal currents so they
drop their load of material to form a floor of nutritive
mud.
: I
The salt-tolerant grasses of the marsh produce vast amounts
Of organic material by photosynthesis. The salt marshes are
among the most organically productive areas on earth. Only
tropical rain forests, coral reefs and some algal beds produce
more. The best farmland pr'oduces only half as much life as
the salt marsh.

The salt marshes fed by both salt and fresh water are the
nurseries for many marine organisms as well as nourishing
myriad creatures of sea and land. Nearly all commerically
valuable seafood owes its existence directly to the marsh.
So this ecosystem is a factory for human food.

The stands of cordgrass are a prominent feature of the salt
marsh. Many animals seek refuge on and among its sturdy
stalks. One of the most abundant is the marsh periwinkle
which climbs the cordgrass to escape the rising tide. When
the tide reced-es, it descends and crawls about on the mud
grazing on plant matter and other detritus. The marsh
snail horn shell, mussels and worms are also in the mud
at the base of the cordgrass. The stoae crab is present,
cracking open clam, snail and hermit crab shells for a meal.

The fiddler crab sifting through the mud and sand for edible
material,is one of the most common crabs in the salt marsh.
The marsh crabs, pulmonate snails and amphipods also use the
debris for food. Land crabs are present in the salt
marsh.

The tidal creeks of the marshes are the nurseries for the
young of many species of Crustacea (shrimp) and crabs and
fish. Some species of fish spend their entire life in the
area while in other species only' the Y-O:Vftgdo. Phytoplankton,
plankton, and planktonic larva are also present. The grasses,
phytoplankton,and mud algae are the key producers of the salt
marsh.

Among the marine animals,only a relatively few can adjust to
the rapid salinity changes which occur in the salt marsh.
The marsh vegetation supports many migrants. This includes

114

such mammals as the opposum, Mopse and the raccoon who visit
the water's edge to eat mussels and crabs. The muskrat is
a permanent resident in the less saline parts.where its
food, such as bulrushes and cat-tails , is abundant. The deer
also visits the marsh to graze.

The diamond back terrapin lives in the marsh. It feeds on
dead fish, marine worms, fiddler crabs and small mollusks.

Many species of birds may be found in the salt marshes. How-
ever, only a few species are characteristic of the salt marsh
and either reproduce there or closely frequent it. The
common ones are certain rails, sparrows, ducks, teals, certain
shorebirds, marsh hawk red-wing blackbird, marsh wren, herons
and bitterns.

The salt marsh is where the incoming tide stirs up nutrients
and recharges stagnant pools with oxygen. Organisms ride in
with the tide to feed. As the tide recedes, it flushes
out dissolved material and carries decaying plant material
as well as living plants and animals to join the offshore food
web. Birds move in to eat creatures left exposed on the mud.
This makes the salt marsh a cradle of life for an estimated
95 percent of all fish and shellfish landed by sport and
commercial fisherman along the Gulf coast.

116

MUD FLATS

Large areas of the shallow Gulf coast bays are covered by
only a few inches of water at low tide. These areas are too
shallow for the forming of salt marshes. These are the mud
flats. They are not flat however, the bottom is shaped by
currents, waves and burrowing animals.

The mud flats are often exposed during extreme low tides and
northers. Therefore, they are best suited for burrowing
organisms or very motile ones. The organisms also vary from
one area to another since the bottom varies. Near the passes
and in channels cut by currents, the bottom is sandier.

In the sandy mud there '15 the stout razor clam who is a
deposit feeder. Its enemies include the drill, the blue crab,
the hermit crab and various shorebirds. Ther-e are also the
jackknife clam and the fragile angel wing. The common rangia
is a true estuarine animal since it is found well into the
months of rivers and bayous. There is also the dwarf surf
clam which is eaten by bottom-feeding fish. The constricted
macoma and southern quahog are two clams that are also in the
mud flats along with mud shrimp and ribbon worms.

The mud crab, mud flat crab and large stone crabs are at home
in the mud flats. The burrows of the large stone crabs play
an important role in the mud flat ecology. During low tide
these burrows provide the inud crabs, hermit crabs, grass
shrimp, snapping shrimp, worms and several species of fish
a shelter from the drying sun and foraging shorebirds.

In the sandier mud flats,,near the passes, there are the
bright red nemertean, moon snail, babv's ear, the common mud
snail, common Atlantic auger,and the oyster drill. There are al-
s;o three species of hermit crabs. Many polychaete worms al W611
as the parchment worm and lugworm are at home in the mud f ats.

There are also submerged beds of widgeon grass on the mud flats.
This grass helps to stabilize the sediments and provide food
and shelter for organisms. Some of these organisms are the
grass, arrow and snapping shrimp. Another grass community
in the mud flats is the turtle grass. In the turtle grass
there are pink and grass shrimp, mud crabs, thick lucine
cross-barred venus, and the bay scallop. The sea cucumber,
virgin nerite, whelks, tusks and bubble shells are also found
in the mud flat areas.

MUPFL

4 4
.;Mow
AT

118

THE WATER, ITSELF

The water itself forms an additional community for swimming
and floating organisms, in the bays, passes, and beach water.
These include plankton and nekton. The plankton change with
the seasons since they are very sensitive to minor changes
in temperature, salinity, oxygen level or toxin in the wa-
ter. The larvae of most marine animals are plankton and so
are usually seasonal in their appearance.

Some of the permanent plankton are the copepods, etenophores,
arrow-worms, and sergestid shrimp. Some of the larger
plankton are the cabbage heads, moon and other jellyfish,
sea nettle, sea was@, and sea walnut. Other animals such as
spider crabs, and b ue crabs may hitch rides in the jelly-
fishes* bells.

The most obvious invertbrate nekton are squid and the
shrimps and swimming crabs. The majority of the nekton are
the fishes, but there also are the sharks, rays, skates, and
dolphins.

The waves washing up on the beach often carry organismsv@hich
normally live in deeper water or drift out in the Gulf. Some
of these are the Portuguese-Man-of-War, and purple storm
snail. Most of these are usually dead or battered. The
flotsam (driftwood or non-living objects afloat) carry several
species. These are the stalked barnacles and boring clams.
Sargassum, a floating seaweed, is brought in by the currents
also, and washes on the beach. The sargassum brings with
it many animals who live in its branches. These include
hydroids, anemones, flatworms, polychaetes, shrimp, crabs,
nudibranch, sargassum fish, and the young of other fish.

gem

Arl@
JV

A AL
T4,

120

LET'S GET ACQUAINTED

Select a marine mammal.

Draw the marine mammal's face in the space below.
(D'olphins, walruses, manatees, seals or whales may be good
examples.)

Now draw a series showing how some of these marine animals
swim or move, like: a surfacing whale, diving walrus, or a
jumping dolphin.

Make the drawings cartoon-style (in the sequence below) so you
can visualize the movement. Don't forget to add in the na-
tural marine environment around the animal.

121

SYNTU ABOUT A MARINE ORGANISM

Write a syntu about a marine organism. A syntu is a Japanese
poem consisting of five lines. The lines are as follows:

In line 1 use one word--the name of a marine organism.

In line 2 write an observation of the marine organism you
named in line I using one of the five senses.

In line 3 write a feeling about the item named in line 1.

In line 4 write another observation of line I using one. of
the senses not used in line 2.

In line 5 write a one-word synonym for line 1.

Write your syntu below.

122

LESSON SIX
EVERYONE BELONGS (ENERGY RELATIONSHIPS)

ACTIVITY ONE-Producer, Consumer...
ACTIVITY TWO-Who's For Dinner?
ACTIVITY THREE-Who-Eats-Whom Chain (Food Chain)
ACTIVITY FOUR-The Big Web
ACTIVITY FIVE-It's a Pyramid!

Suggested Time for
Classroom Use of
Materi'a7s: Approximately 7 to 9 class periods

Materials for Class-
room Use: Producer, Consumer ... /reading
*Marine Organism/card d'e-ck
*Who's For Dinner?/instructions
Sketches of the marine ecosystems
from Lesson Five
Jetties and Groins
Sandy Beach
Mud Flat
Salt Marsh
Oyster Reef
Water, Itself (Life on Continental Shelf)
Who-Eats-Whom Chain/reading
*Who-Eats-Whom/instructions
The Uninvited Guest/reading
Food Pyramid/reading
It's a Pyramid/sketch
Make a Dolphin/instructions
Make a Dolphin/game board and cards
Managing a Small Bay/activity
Food Web of Bay/sketch
Scissors
Glue
Heavy paper
*Idea from PREDATOR the food chain game
Ampers and Press
2603 Grove Street
Oakland, Ca. 94612

Major Objectives for
the Lesson: After completing the lesson the student
will be able to:

1.1 if given an ecosystem,to point out the producers,
consumers, and decomposers;

123

1.1 define and,give examples -of producers, consumers,
decomposers, herbivores, carnivo.res, and omnivores;

1.1 define food chain, food web, and food pyramid;

1.1 classify organisms into categories of herbivores,
carnivores and omnivores;

1.3 construct model food chains;

1.3 diagram the energy flow from the sun to man;

1.3 conclude that the food chain is the transfer of
energy from the source in plants through a series
of organisms repeatedly eating dnd being eaten;

1.3 compare and contrast land and marine food chains;

1.3 make inferences as to what would happen to the food
web if all plants were destroyed;

1.3 make inferences as to what would happen.if certain
animals in the food web were killed;

1.3 interpret as to what happens to the mass (nutrients)
and energy as one moves up the food pyramid.

1.3 conclude that not only is energy being transferred
in a food web or food pyramid but a host of nutrients
as well and although there is a progressive decrease
of energy in this trophic or feeding chain, the
nutrients are not diminished;

1.3 identify what group of organisms the food pyramid
indicated as being the least numerous and the most
numerous;

1.3 explain and diagram a food chain, food web and food
pyramid;

1.3 recognize that ecological relationships are energy-
oriented with radiant energy (sunlight) being the
source and this energy is transformed from the
radiant to the chemical form in photosynthesis and
from the chemical to the mechanical and heat forms
in cellular metabolism (in organisms);

1.3 justify why light is the most fundamental abiotic
factor in an ecosystem;

124

1.3 predict the effects of the increase or decrease
of the number of organisms fn one level of the
food pyramid;

1.3 explain what is being transferred between all
organisms in a food chatn, food web and food pyra-
mid;

1.3 using the food pyramid justify why it is often
larger birds that will die from DDT which washed
into the sea;

1.3 using the food pyramid again relate the advantages
and disadvantages of man eating plants versus eating
high animals;

1.3 describe possible future marine food chains, food
webs, and food pyramids;

2.1 point out ways that man does effect the food chains
and webs;

4.3 evaluates the purpose and role of each organism in
the ecosystem;

Teaching_Suggestions: The purpose of this lesson is to pre-
sent information to the student and
help hAm understand the energy and
nutrient flow within a marine ecosystem.

1. Have the students complete the readings and respond
to the questions and activities.

2. Have the students meet in small groups to discuss
the questions and/or cooperatively work on activities.

3. Reproduce the materia-Is for the games on index card
stock or on a lighter paper which can then be glued
on posterboard or cardboard and 1-aminatdd.

4. Have the students make an arrow for the spinner for
the Dolphin game from index card stock or heavy ma-
terial. Use a brass fastener to attach the arrow
to the spinner board of the Dolphin game.

5. Grouping the students will reduce the number of copies
and materials required and will lend itself to good
interaction.

6. Encourage students to generate related questions and
then strive to answer them cooperatively.

125

PRODUCER, CONSUMER...

LESSON SIX

ACTIVITY.ONE

Read

Producer, Consumer ...

Separate -

The marine organism card deck into three groups:
producers, consumers and decomposers.

Divide

A sheet of paper into three columns. Label.the
columns: producer, consumer, decomposer. In
each column list some organisms that belong in
the column.

Separate -

The marine organism card deck into three groups:
herbivores, carnivores, ominivores.

Look at

Your sheet with the columns of producers, consumers,
and decomposers.

Place

The letter H by all herbivores,
The letter C by all carnivores,
And the letter 0 by alVominivores on your sheet.

Answer

1. Is man a producer or consumer? Explain.

2. To which group, herbivores, carnivores or om-
inivores does man belong? Why?

126

PRODUCER, CONSUMER ...

For life to exist and reproduce in an ecosystem, four compo-
nents must be present. These four components are: (1) pro-
ducers, (2) consumers, (3) decomposers,.(4,) non-living sub-
stances. Every living organism is either a producer, con-
sumer, or decomposer, depending on how they get their food.

A producer is an organism that produces its own food from
raw materials.- The raw materials are the sun's energy,
carbon, oxygen, and other chemicals. Green plants are the
world's producers.

Organisms must feed on materials that already exist. They
cannot make the'ir own food. There are three kind of con-
sumers, plant eaters Cherbivores), flesh eaters (carnivores),
and plant and flesh eaters (omnivores). Plant eaters are
called primary (first) consumers. Flesh eaters are called
secondary consumers. Secondary consumers are-'eaten by other
consumers.

Organisms which feed on the dead are decomposers. They break
down organisms into simple materials, the non-living materials.
These are the materials that the plant uses to make its food.
Bacteria and fungi are the best known decomposers. From
non-living materials used b_Y a producer to composer, to
decomposer, the materials of life go in a full cycle.

127

grass crabs
(cordgrass) !filter feeders
(porcelain)

EA TS: EA TEN B Y: EA TS: EA TEN B Y:
plants make plant eating phytoplankton shorebirds,
their own insects; crabs zooplankton swimming and
food mice, rabbits detritus Aiving birds,
Wading birds,
crabs, turtle,
flounder, fish-
drums, trout,
ray, otter

crabs
marine worms
(stone, calappa) (tubebuilding
worms, parch-
ment, scale
worms)

EA TS: EA TEN B Y: EA TS: EA TEN B Y:
oysters crabs, ray detritus shorebirds
barnacles fish-drums, red- zooplankton mollusk-murex
other crabs fish, otter, algae turtle
detritus
clams. croaker, trout, shrimp
gastropods flounder, turtle Phytoplankton
wading birds,
shorebirds,
swimming and
diving birds

128

4.
phytoplankton
algae
4 (diatoms)

EA TS: EA TEN BY: EA TS: EA TEN BY:
plants make marine worms, plants make permanent zoo
their own gastropods, fish, their own plankton, temp
food mollusks, water- food orary zooplank-
fowl, filter ton, barnacles
feeders, deposit marine worms,
feeders mollusks, crabs

whale grass
(pilot) (widgeon grass)
(turtle grass)

EATS: EA TEN BY: EA TS: EA TEN BY:
fish-mullet, plants make plant eating
drum, croakers, their own insects; crabs,
trout food mice, rabbits
squid

129

wading birds shorebirds
(heron, egret, (gulls, terns,
ibis, cranes, sandpipers,
spoonbill) plovers, turn-
stones, surfbirds
plalaropes)

EA TS: EA TEN B Y: EA TS: EA TEN B Y:
shrimp alligator marine worms hawks, alligator,
crabs pelecypods mink
f ish shrimp
crabs
insects
f ish

alligator turtle
diamond back)

EA TS: EA TEN BY: EA TS: EATEN B Y.-
fish grasses all igator
blue crabs mollusks
raccoon insects
muskrat crabs
birds worms
turtle

130

permanent zoo- -eating
lant
plankton insects
small crusta- (grasshoppers)
ceans

EA TS! EA TEN B Y: EATS: EA TEN B Y:
phytoplankton temporary zoo- grasses turtle, flying
plankton, barn- birds, seaside
acles, mollusks sparrow, shore-
fish-mullet birds
oyster, sea
perch

death & decay mink

EA TEN BY: EA TS: EA TEN BY:'

fiddler crabs, f ish alligator
plant-eating clams hawk
insects, turtles mussels
mice, tiger bee- mice
ties muskrats
birds
ting

131

swamp rabbits it, river otter
I, % awl

EA TS: EA TEN BY: EA TS: EA TEN B Y.
grasses alligator f ish alligator
hawk crabs

fish spiders
(dr
ums, redfish,
croakers, trout)

EA TS: EA TEN B Y: EA TS: EA TEN B Y:
shrimp fish, dolphin, plant-eating flying birds,
crabs whale, otter insects mice, seaside
mullet sparrow, shore-
perch birds
mollusks

132

. ... .... ....
muskrat fish-
flounder

EA TS: EA TEN B Y: EA TS: EATEN BY:

plants hawk, mink, squid fish, shorebirds
alligator shrimp dolphin, whale,
crabs wading birds
small fish

f ish- shark
redfish, snap- (shovel-nosed
pors. jackfish sand shark)

EA TS: EA TEN 8 Y: EA TS: EA TEN BY:
shrimp fish, dol ph in, crabs othersharks
squid whale, otter, shrimp
crabs wading birds, fish
mullet shorebirds,
perch
swimming and
small fish diving birds

133

ctenophores ellyf ish
(phosphorous
jelly, sea wal-
Ix,
nut)

EA TS: EA TEN B Y: EA TS: EA TEN BY:

temporary jellyfish filter crabs
zooplankton fish feeders,
temporary
zooplankton,
ctenophores

sea
crabs-(blue, cucumbers
fiddler)

EA TS: EA TEN B Y: EA TS: EA TEN B Y:

detritus turtles, seaside cletritus sea snails
grass sparrow, f i sh - plankton melanella
shrimp drum, red snapper algae
fi sh trout, redfish,
crab otter, ray,
sharks, flounder,
wading birds,
other crabs,
shorebirds

134

barnacles squid

EA TS: EA TEN B Y: EA TS: EA TEN BY:

permanent mollusk small fish flounder
& temporary drill, whelk, shrimp whale
plankton, stone crab
phytoplankton

permanent zoo- mollusk-
elecypod
plankton
(protozoans) deposit feeders
(macomas, clams,
tellins)

EA TS: EA TEN B Y: EA TS: EA TEN BY:
phytoplankton temporary zoo- detritus shorebirds, fish,
plankton, barn- algae swimming and
icles, mollusks, Jiving birds,
ish-mullet, sea
3yster, phyto-
Plankton

135

bird waterfowl
(seaside (surface feeding
sparrow) ducks, teal,
geese, swans)

EA TS: EA TEN BY: EA TS: EA TEN B Y:

insects plants hawks, mink,
cra bs detritus alligator

swimming and .Now- flying birds
diving birds hawks
(sea ducks,
stifftails,
grebe, comorants)

EA TS: EA TEN BY: EA TS: EA TEN BY:
shrimp hawks, mink, plant-eating
crabs alligator insects
mollusks birds
fish rabbits
mice
mink
muskrat

136

mollusks- mollusk-gastro-
astropods
pods, filter
(sea snails feeders
melanella) (limpets, peri-
winkles tegula
4:. slipper shell)
P@

EA TS: EA TEN B Y: EA TS: EA TEN B Y:
Portuguese- fish, swimming algae ray, turtle, salt-
man-of-war, and diving grass water perch,
jellyfish birds phytoplankton drum, red-
sea cucumbers zooplankton fish, trout

sea anemones

V
mollusks- i!: :,,I mollusks-
gastropods pelecypods
"N'
(moon shell filter feeders
bonnet, drill, (bivalves, clams
W. conch, whelk, mussels, scallops
mur-x) c
ockles, donax)

EA TS: EA TEN BY., EA TS: EA TEN B Y:

oysters ray fish, turtles algae moon shell, mink,
clams stone crabs, plankton turtle, drill,
mussels shorebirds, cletritus whelk, crabs,
other bivalves swimming and drum-fish, shore-
worms diving birds birds, s & d birds
barnacles

137

rnice insects
(tiger beetles)

EA TS: EA TEN B Y: EA TS: EA TEN 8 Y:

grasses hawks, minks, detritus birds
plant-eating muskrats mice
insects,
spiders
detritus

< shrimp sea anemones

EA TS: EA 7"EN BY: EA TS: EA TEN BY:
algae squid, wading small fish sea snails
small clams birds, shore- zooplankton melanella
marine worms birds, diving (permanent
temporary and swimming & temporary)
zooplankton birds, seaside
small fish sparrow, ray,
-thp.r shrimp saltwater perch,
shark
fish-drum, red-
fish, trout

138

ray f ish-
(stingaree) saltwater perch
or pinfish

EA TS: EA TEN B Y: EA 7S: EA TEN BY:

marine worms algae otter, redfish,
mollusks plankton dolphin, whale,
shrimp small shrimp redfish, snappers
crabs crabs alligator, jack-
plant material mollusks fish, wading
detritus birds, swimming
and diving birds,
shorebirds

fish-mullet dolphin
(bottle-nosed
dolphin)

EA 7S: EA TEN 8 Y: EA TS: EA TEN 8 Y:

detritus dolphin, otter, fish-mullet
plankton wading birds, drum, croaker,
shorebirds, trout
swimming and flounder
diving birds,
whale, fish-
jack fish, drum,
croakers, trout
redfish, snapper

139

temporary
zooplankton
(larva of
shrimp, oysters,
mollusks, crab)

EA TS: EA TEN B Y:

p@hytoplankton ctenophores
permanent jelly fish
zooplankton filter feeders

mollusk- detritus
pelecypod (disintegrated
(oyster) plant and ani-
mal material)

EA TS: EA TEN BY: EA TS: EA TEN BY:

detritus drill, conch, crab-filter
diatoms crabs-stone blue feeders, water-
phytoplankton fish-drum fowl, mice,
zooplankton shorebirds mollusk; fiddler
swimming and crab, blue crab,
"4N

diving birds tiger beetle,
marine worms

140

WHO'S FOR DINNER?

LESSON SIX

ACTIVITY TWO

Play -

Who's for Dinner? game using marine organism card
deck.

Answer -

Questions.

141

WHO'S FOR DINNER?

1. Use the deck of marine organism cards.
2. As life in the salt marshes and bays goes on and on, so
does this game. 15 to 30 minutes should be adequate.
3. Two to six players are best. More may play.
4. Deal all cards out. Some @tUdents may get more than others.
5. Person to the left of dealer starts play by asking any
individual for a showdown.
6. At the same time, each of the two players lays down one
of his cards. If one card "eats" another, that player
takes the "eaten" card. If neither eats the other, it
is a standoff, and each returns his card to his hand.
Play goes on to the next person. If both cards "eat"
each other, it is also a standoff.
7. When a player's turn comes and he knows where a certain
card is that he can take with one of his cards, then
he can challenge rather than ask for a showdown.
8. In a challenge, the player demands a certain card and
shows@the card with which he can take it. (Sally, I want
your GRASS card, and I'm taking it with my PLANT EATING
INSECT card.) He then wins the card and is entitled to
another turn. As long as he can win cards in a challenge,
he is entitled to another turn. (This is not so in show-
down, even if someone wins.)
9. If the challenger was wrong and the person he challenged
did not have that card,he must give up his challenging
card to the person wrongly challenged and his turn is
over.
10. When a challenger is no longer sure where the cards are
that he can take, he should ask someone for a showdown,
and this ends his turn.

11. Sometimes,two kinds of animals can eat each other. For
instance, fish eat each other. In a showdown, neither
takes the other. But in a challenge, the challenger
does take the other card.
12. The two Death and Decay cards are very powerful. Their
use is restricted: (a) Death and Decay may be used as
a challenging card only once in a person's turn. (b)
There are organisms that can take Death and Decay cards:
anything that consumes decaying or decayed material. In
a showdown, they provide a standoff with Death and Decay.
In a challenge, the challenger wins. A person may capture

142

only one Death and Decay card by challenge in any one
turn .
13. As players become familiar with cards and game, it may
be necessary to restrict a player's time to one minute.
That is, a player must challenge or ask for a showdown
within one minute of his turn. Select a timer, someone
who is not playing.
14. When the time set for the length of the game expires, the
player with the-most cards wins.

Answer:

1. When one organism ea-ts another, what is actually passed
from one organism to another?

2. What would all plants need to live?

143

WHO-EATS-WHOM CHAIN
(FOOD CHAIN)

LESSON SIX

ACTIVITY THREE

Read -

Who-Eats-Whom Chain.

Play -

Who-Eats-Whom using the marine organism card deck.

Answer

Questions.

Build -

Four different food chains.

Share -

The chains you have built with your classmates.

Answer

Questions on what would happen to the food chain
under different circumstances.

Look at

Sketches of the marine ecosystems in Lesson Five.

Draw -

As many food chains as you can see in the sketches.

The chains that you have found with your classmates.

144

Optional
MaFe --

Mobiles of the food chains in the different marine
ecosystems. Use sketches of the organisms, string
and coat hangers.

145

WHO--EATS--WHOM CHAIN

All food can be traced back to green plants. Without green
plants nothing else can live. It is only the green plants
that can capture energy from the sun and together with water,
air, and soil change them into the chemical energy of foods.
So the green plants produce the foods that keep the ecosystem
running. No other form of life can do this.

All other living things depend directly or indirectly upon
plants for food. You can picture this as a sequence of
"who- -eats --whom' "or a chain within an ecosystem.In nature
everybody seems io be food for some other creature. Plant
eaters or herbivores eat plants. A herbivore is a first
order consumer. They are then eaten by meat eaters (carni-
vores). A carnivore who eats a herbivore is a second order
consumer. Carnivores are eaten by other carn,-ivores. A
carnivore who eats another carnivore is a third order con.-
sumer.Those carnivores are eaten by still other carnivores.
In this way we get a food or energy chain that may have
four or five links.

A four link chain may take place if grass is eaten by a
fiddler crab a fish-flounder eats the crab and a wading bird
eats the flounder. If the wading bird were eaten by an
alligator then the chain would be made of five links.

All food chains end when the dead organisms or the waste
products of living things, are eaten by fungi, bacteria
and other agents of decay. These are the decomposers. They
use the last energy left in the materials@and break them back
down to their basic elements. These basic elements,carbon
and nitrogen,are returned to the air,,sbil and water. These
elements are then used by the green plants to begin
the cycle again. All food chains begin and end with water,
soil and air. So all complete food chains begin and end with
the basic elements that are used over and over again.

Plants are usually eaten by more than one kind of animal. A
herbivore often eats more than one kind of plant. A carni-
vore usually eats more than one kind of animal. This more
complicated patterm of "who--eats--whom" can be shown as
a food web. A food web is a combination of two or more food
chains that share some of the same plants and animals.

146

WHO EATS WHOM

I. Use the deck of marine organism cards.

2. Two or six may play.

3. Choose for dealer and score keeper. tlix the cards.

4. The dealer places the first card from the deck face
down on the center of the table.

5. The cards are then dealt to the players until each play-
er has seven cards in his hand.

6. The remaining deck is placed on the table.

7 The card in the center of the table is pl:-aced face up.
This card serves as the basis for the food web the
players will build.

8. The player to the left of the dealer is first to play.
He may build up or down on the basic card. He builds
on the basic card what it eats and what eats it.

Example: Basic -card
lOysterl

The player can add Izooplankton I to the bottom or
to the top in this case.

I Oyster I
I
L z o o p 1 a

9. After he has played his card it is the turn of the player
to his left.

10. Each player adds one card to the food web. If he cannot
play when it is his turn, he draws from the deck
until he draws one that lie can play. If there are no
cards left in the deck, he passes.

11. After several rounds the food web may be similiar to
the example on the next page.

147

bird

f I s m i n k

Jbird crab fish fish

o ster

5ea cucumber ZOOP ankton barnacles
I phyto_VlTn_Fton_j

12. The first player to play out all the cards in his hand
wins the game.

Answer

1. In each food chain, what is the first link?

2. Which animals are the first order consumers?

3. Where does man fit into the food chain?

4. Which animals are second order consumers?

5. Why can we say that not even green plants are independent
organisms?

6. Why does a food web represent the food-energy rela-
tionships of an ecosystem better than a food chain?
:u:m b @er

148

Build The Following Food Chains

1, A food or energy chain with 3 links; a producer, a Con-
sumer and a decomposer.

2. A food chain with 5 links (using different organisms than
in the first chain, if possilbe).

3. A food chain which has the same start and finish, but the
rest is different.

4. A food chain on the ocean floor where no sunlight is present.

Answer

What would happen to the food chain if
(1) there were no nutrients (air, water, soil)?

(2) if the water became too muddy to allow sunlight through?

(3) if the decomposers were killed by chemicals?

(4) if man removed all fish by overfishing?

149

THE BIG WEB

LESSON SIX

ACTIVITY FOUR

Look at -

The sketches of the marine ecosystems in Lesson
Five.

Draw -

The food web you find in one of the marine ecosystem
sketches.

Compare

The food webs of the different marine ecosystems.

Place

Arrows or sting to show the food webs in your mural
of the ocean.

Complete -

What Would Happen If .... ? activity.

Read -

The Uninvited Guest.

Write -

A statement on "The effect of nutria on a coastal
food web."

Optional
Read --

"Nutria Feast" Texas Parks & Wildlife_Magazine , Vol.
33, No. 2 (Feb. 1975) pp. 20-22.

150

Describe or
draw -

A possible future food web.

Answer -

1. What substances or actions will effect the
future food web?

2. Will future food webs be the same as they are
today?

Optional
Play -

Food Web Tag. This is played in the school yard.
Each student draws a marine organism card. He must
try to get through the game without being eaten
(tagged) and he must get enough to eat (tagging
his food). Set a time limit. End of time limit
would be the end of the day. Those marine organisms
(Students) who have eaten and have not been.eaten
are the winners.

151

WHAT WOULD HAPPEN IF .... ?
Draw one card from the marine.or?anism deck. Make a card
with the organisms name on it Large enough so it can be
seen.) Tape the name to yourself. Then usin string,connect
all organisms (represented by your classmates? that interact
(eat) with each other. This will give you an idea of why
the food-energy relationships in an ecosystem are more like
a web than a chain.

Now illustrate the effect of some substances or actions on
the food web you and your classmates are representing. You
will do this by dropping all the st@ings you dre holding if the
organism you represent is killed or affectea.

Illustrate the effect of some of the following actions or
substances:

(1) A man sprays the edge of a bay or marsh with a
herbicide (plant killing spray) to get rid of some
unwanted plants.
(2) City X dumped so much sewage into the water that
the decomposers used all the oxygen in the water.
(3) A pesticide killed all insects.
(4) There was an overpopulation of crabs.

(5) All the mollusks were killed.

(6) Add man to the food web.

Describe a possible future food web.

1) What substances or actions will effect it?

2) Will future food webs be the same as they are today?
Why1why not?

152

THE UNINVITED GUEST

The nutria is a large rodent, nearly as large as a beaver,
but with a long rat-like tail. Its natural range is South
America. It prefers to live in swamps, marshes, and along
the shores of rivers, lakes, and coastal estuaries, So the
nutria are equally at home in salt and fresh water. Its
natural food consists almost entirely of aquatic and semi-
aquatic plants. When it lives along the coast, it also
feeds on shellfish.

In Texas, it has been widely introduced as a "cure-all"
for ponds, rivers and lakes choked with vegetation. It
does eat many kinds of water plants, but it does not eat algae
and many of the submerged plants. The problem is that once the
nutria gets established in an area, its efficient reproduc-
tion soon leads to overpopulation. There arethen so many
nutria that there are not enough plants to eat. Then the
trouble begins. The nutria moves into where it is not
wanted. It also destroys plants that are valuable for
waterfowl and muskrats.

In South America, the nutria were important as fur producers.
In the United States, the muskrats are well established, and
more valuable, fur producing animals. The nutria compete with
the muskrats. We face the possibility of having our muskrats
being driven out and replaced by the less desirable nutria.
What is the effect of the introduction of an organism like
nutria into a food web where it is not naturally a member?

NUT91A

153

IT'S A PYRAMID!

LESSON SIX

ACTIVITY FIVE

Look at -

Sketch of a food pyramid.

Read -

It's a Pyramid!

Play

Make a Dolphin.

Answer -

Questions on food pyramids.

Describe -

Possible future food pyramids .

Look at -

Sketches of Bay Food Pyramids.

Complete -

Managing a Smal I Bay Area.

154

IT'S A. PYRAMID

Another way the giving and taking of food among plants and
animals can be shown is in a food pyramid. In the food
pyramid, each block represents a different organism. A
food pyramid can be arranged to show:

1) who eats whom

2) the amounts of food or energy one living thing needs
compared to the amounts another living thing needs.

3) the differences in the numbers of organisms involved
in each line of the chain.

4) not all the energy is passed from one level to the
next. Some of the energy is used by the organisms
in living so cannot be passed to the next level.
Some energy is lost in being passed on. "lith each
level there are fewer and fewer members. A food
pyramid cannot show the true feeding patterns of
organisms, since many may eat a wide variety of or-
ganisms.

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156

MAKE A DOLPHIN

The purpose of this game is to create a dolphin using the
following food chain: diatoms, copepods, oyster, crab,
fish-flounder, dolphin.

Each feeding level (trophic level) of the chain represents
a different amount of food material. Since only 10 percent
of the material at each level is used to build the organism
at the next higher level; it will take 4,000,000 lbs. of
diatoms; 400,000 lbs. of copepods; 40,000 lbs. of oyster,
4,000 lbs. of crab; 400 lbs. of fish to make one 40 lb.
adult dolphin.

R u I e s

1. Two or more play.

2. One player is chosen to keep score and to hand out the
food chain cards.

3. Lots are drawn to decide the starting player. The next
player is the one to his left.

4. Each player is given a diatom card at the beginning of
the game.

5. Players move through each link of the food chain by
collecting the amount of weight written on the cards.

6. Each card states the value of the units on the spinner
board. (e.g., #3 on board=3 unit times the value of a
unit on the food chain card.)

7. As each player reaches the amount written on his food
chain card, he trades the card with the score keeper
for the next card in the food chain.

8. The first player to move through the entire food chain
to the dolphin becomes the winner.

9. Each player is allowed one spin at a time. The arrow
must go around one full turn from its starting point.
If it does not, or stops on a line, the player must
spin again.

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157

DIATOMS COPEPODS

This card represents tiny sea This card represents tiny sea
plants (phytoplankton). It takes animals (zooplankton). It will
4 million pounds.to make a dolphin take four hundred thousand pounds
to make a dolphin.

Each unit on the wheel is worth ach unit on the wheel is worth
100,000 lbs. 10,000 lbs.

OYSTER CRABS

This card represents the oyster. his card represents crabs. It
It will take forty thousand pounds ill take four thousand pounds of
of,oysters to make a dolphin. rabs to make a dolphin.
E

Each unit on the wheel is worth Each uhit on the wheel is worth
1,000 lbs. 100 lbs.

158

FISH DOLPHIN

This card represents free- This card represents one forty
swimming fish. It will take four pound dolphin.
hundred pounds of fish to make a
dolphin.

Each unit on the wheel is worth
100 lbs

159

FOOD PYRAMID QUESTIONS

Answer:

1. Which organisms in the pyramid have the largest numbers?
Are they consumers or producers?

2. Organisms at which level require the most energy? the
least energy?

3. Which organism would give off the most energy as it is
decomposed?

4. If you wanted to feed fish efficiently would you feed
them a lst order or 2nd order consumer? Explain.

5. Using the food pyramid, can you offer a possible explana-
tion of why it is that larger marine birds, like the Brown
Pelican, have died from DDT which was sprayed on plants
to kill insects?

6. 'With more and more people being born all the time, what
must happen to the bottom of the food pyramid?

7. Which is more efficient for man to eat, grass or beef?

8. At the present when man eats fish, the food chain is
algae, zooplankton, fish, fish, man. What would be the
effect of man feeding algae and plankton to cattle and
then eating the beef?

9. Nore and more plant materials are being used all the time
to take the place of meat. Would you eat a "hamburger"
made from algae or plankton?

10. With our population continually increasing should we
consider using sea weeds and algae( -algae flour, sea-
weed salads, soup and cookies and etc.) as food for
man? Explain.

160

MANAGING A SHALL BAY AREA

Mr. and Mrs. T. Brown just bought land around a small bay.
The bay does not contain any large fish that are exciting
to catch. But there are some medium size fish such as
croaker, mullet and perch. The diagram shows the food web
in the bay area now.

Around the bayshore there are weekend and vacation homes,
boats to rent, and a store that sells bait and food to
the vacationers.

The Browns want to attract more fishermen to the bay. They
have decided to add a new species of fish to the bay. These
new fish grow to a large size and are exciting to catch. After
the new fish are added to the bay, the food web will be like
the diagram---

The Browns assume that the bay will support as many medium-
sized fish as before, plus a good number of the new large
fish. They think more fishermen will want to fish in the
bay and the families who already came to fish for the medium
size fish will still be satisfied and will continue to fish
in the bay.

What do you think will happen with the new fish in the bay?
Use the space below to write a statement to the Browns.
Tell them whether their plan will work. Give reasons to
support your position.

PY9AMID OF A
LATEK

C.0
5AY

162

LESSON SEVEN
THE BIG CIRCLE

ACTIVITY ONE-The Circle of Water
ACTIVITY TWO-The See-Oh-Two and On-Two Cycle
ACTIVITY THREE-The Nitrogen Cycle
ACTIVITY FOUR-The Not So Perfect Cycle

Suggested Time for
Classroom Use of
R'a-terials: Approximately 4 class periods

Materials for Class-
room Use: Water Cycle/reading
Memo from Wally Rainstorm/reading
Water cycle/drawing
The See-Oh-Two and Oh-Two Cycle/reading
Man and the See-Oh-Two and Oh-Two
Cycle/reading
Carbon-Oxygen Cycle/drawing
Nitrogen Cycle/reading
A Nitrogen Crisis?/reading
Nitrogen Cycle/drawing
The Not So Perfect Cycle
Phosphorous Cycle/drawing

Major Objectives for
the Lesson: After completing the lesson the student
will be able to:

1.4 diagram and explain each of the following cycles
in marine ecosystems: water, oxygen, carbon, ni-
trogen, and minerals;

1.4 conclude that all living things originally came
from non-living material and also that the elements
of which living things are made are basically the
same as those of non-living materials and these
elements move in cycles and are recycled;

1.4 identify the vehicles which carry out the processes
of energy flow and nutrient recycling in a given
marine ecosystem;

1.4 make inferences as to what would happen if each of
the cycles if there were:
(a) no plants present
(b) no animals present
(c) no microorganisms present
(d) no sunlight

163

2.1 describe ways in which man has, could, or will
affect each cycle in the past, present, and pro-
jected future;

2.3 appraise the effect of a given interruption (past,
present and projected future) on each cycle.

Teaching Suggestions: The purpose of this lesson is to pre-
sent information to the student on
material cycles and help him under-
stand their role in an ecosystem.

1. The readings could be handed out the day before and
read as a homework assignment.

2. The students will read and complete the activities
and discuss as a whole class.

3. Encourage the students to generate additional
questions and to try to answer them cooperatively.

164

THE CIRCLE OF WATER

LESSON SEVEN

ACTIVITY ONE

Read -

Memo from Wally Rainstorm.
The Water Cycle.

Look at

The diagram of the Water Cycl e.

Divide

A sheet of paper into three columns.
Label them as follows:
Part of Cycle
Water Coming From
Water Going To

Fill in the columns.

Answer

The questions on the Water Cycle.

165

MEMO TO: Captain Al G. Seaborne

FROM: Wally Rainstorm

SUBJECT: Water Resources

From the pine forests of East Texas to the farmland of the
west, from the Red River south to the Gulf Coast, there is
a common Texas problem - water.

Sometimes there is too much water, more often too little.
It's brackish here, salty there. It flows wildly in some
regions, not at all in other areas. It is a very valuable
but limited resource. People, industry and agriculture
must have water.

Texas is an example of the problem in the United States. We
have rainfall from 6 inches in the west to 90 inches in the
East. We have the desert and the lush plains and forests.

A doomsday projection could paint an ugly picture of the
future of Texas.

- Houston sinking into Galveston Bay

- Dallas-Fort Worth losing its growth potential

- The fertile High Plains and Lubbock turing into a
dessert

- The Rio Grande Valley's recreation, retirement and
economic growth stopping

- Hundreds of small towns facing enormous expenses to
provide water

- El Paso depleting its ground water

- Cities fighting over water rights

- Salt deposits polluting major waterways

and on and on.

We are not doomed,but we do have critical problems. The
state has a relatively adequate water supply at present.
However, increasing population and dropping ground water
supplies pose a critical situation in the years ahead.
Three-fourths of the earth's surface is covered by water -

166

mostly salt water. We cannot drink it and most plants cannot
grow in it. Can we take the salt out of the sea water and
get fresh water? Can we do it cheaply enough to make it
practical for drinking, farming, and other use? Scientists
have found the answer to the first question and are trying
many methods to answer the second question.

Sincerely,

167

WATER CYCLE

So you don't live near the ocean. And you think that it
doesn't matter to you. Wrong!

Water is the substance which makes the earth unique. It
is the most abundant single substance on the earth. Almost three-
fourths of our body weight is water, so we are water creatures on
a unique water planet. Some forms of life can live without
air, but none can live without water. With all the water
available on the earth, less than 1% of the worlds' water
is special to us--this is the usable kind of water we
drink and use everyday in countless ways.

Look at the global circle in which water moves. Water is
evaporated from the oceans and from land and is taken into
the atmosphere. There ft travels as invisible water vapor
or visible clouds until it falls back to earth as rain,
hail, sleet or snow. It is absorbed back into the earth
and reappears in rivers, streams, and lakes and eventually
back to the sea.

Much of the soil water is taken up by plants. Plants on land
and in the water itself use the oxygen and hydrogen from
water to make sugars and starches. The water also has dis-
solved in it nutrients needed by plants and animals. Excess
water is evaporated from the land plants through small pores
in the leaves--this is transpiration. Water is also added
to the air by the respiration of animals and by the decompo-
sition of decaying materials. The largest part evaporates
from the oceans, with the remainder coming from land and
landwaters.

The water that goes out from the surface of the earth returns
in equal amounts, creating a cycle. While this cycle is
balanced for the whole planet, the rates of precipitation
and evaporation for individual areas vary. The amount of
water on the earth does not increase or decrease,it is
unchanging. It is all part of a cycle in which water is
not "lost",but changes form or locality.

The irony of the water cycle is most obvious along the
souther@,Texas coast where one is surrounded by water, but
where usable water is scarce. the salt water of the Gulf
is still a resource, but to meet man's and the wetlands'
needs for fresh water, ocean water must be recycled through
the processes of evaporation, rainfall, and runoff.

The water cycle also points out that there are not many oceans
or seven seas. There is only one, that surround our planet
and runs through our countries, our bodies and our lives.

168

Therefore, as citizens of a water planet, we must realize
that any mis-use of water, wherever it occurs, has effects
that extend around the globe and into each of our lives.
Useable fresh water is the limiting natural factor in not
only the Texas Coastal region but all over the world.

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170

WATER CYCLE QUESTIONS

1. What is the source of energy that moves water in the
cycle?

2. Explain the statement "The water you drank today may
have been used by Adam and Eve to cook their food."

3. What is the role of living organisms in the water cycle?

4. What forms does water take in the cycle?

5. How is the water cycle related to our weather and climate?

6. Why is the water cycle important to marine organisms?

7. How does and can man effect the cycle?

171

ONE BIG CIRCLE

LESSON SEVEN

ACTIVITY TWO

Read -

The See-Oh-Two and Oh-Two Cycle.

Look at -

Diagram of the Carbon-oxygen cycles.

Read -

Man and the See-Oh-Two and Oh-Two Cycle.

Divide

A sheet of paper into five columns.
Label them as follows:
Carbon Coming From
Carbon Going To
Oxygen Coming From
Oxygen Going To
Complete the information in the columns.

Answer

The questions on the carbon-oxygen cycles.

172

THE SEE-OH-TWO AND OH-TWO CYCLE
( tARBON--OXYGEN CYCLE)

Carbon and oxygen are life's major building blocks. About
every fourth atom in the body of an organism is an oxygen
atom. Starches, sugars, fats, proteins, ATP, DNA, RNA are
all molecules which are made of a skeleton of carbon atoms.
We cannot live without them. The amount of carbon and
oxygen on earth does not change, only its location and form.
in the cycle.

Oxygen in the atmosphere is found as 02--twO oxygen atoms
bonded together.

Photosynthesis is the process by which oxygen is produced
and released to the atmosphere. This is done by plants
using energy from the sun and water to make carbohydrates.
Plants of the oceans produce over 85% of the earth's oxygen.
Oxygen is taken from the atmosphere by plants and animals
during the process of respiration; the decomposition of
decaying materials; and the burning of fuels--coal, oil,
wood. Carbon travels in its cycle as carbon dioxide
(C02) combined with two oxygen atoms.

During photosynthesis, carbon dioxide is removed from the
atmosphere. Plants use it along with energy from the sun
and water to make carbon compounds. Carbon dioxide is re-
leased to the atmosphere through the respiration of plants
and animals, decomposition the burning of oil, coal, and
wood, and volcanic eruptions.

If it were not for the decomposers, all carbon would be
locked up in organic matter that could not decay. If there
were no plants, there would be no oxygen. If there were
no oxygen, there would be very little life on earth. There-
fore, living organisms depend on one another in order to
stay alive.

173

NAII AND THE SEE-ON-TWO AND OH-TWO CYCLE

Man has had tremendous impact on the carbon-oxygen cycle.
However, we have no precise evaluation of man's effect.
Let us look at some potential problems.

Suppose the supply of oxygen to the atmosphere were cut off.
A cause of this would probably be something that would stop
photosynthesis by the phytoplankton in the sea or plants on
land. To carry on photosynthesis phytoplankton need light.
What kind of effect would a thin layer of oil or other
contaminants, such as pesticides and mercury, have on or-
ganisms that are necessary to the environment? Scientists
worry about such questions because they don't know the
answers.

Large amounts of sewage and pollutants are being added to
bays, salt marshes, estuaries and the ocean itself. This
would lead to anincrease in the decomposers. They would
use more oxygen to break down the wastes. This would leave
less oxygen and maybe none for the crabs, shrimp and fish.
Without oxygen they would die. Again scientists don't have
an answer.

Another big question is related to the amount of carbon
dioxide in the atmosphere. Carbon dioxide in the atmosphere
causes what is called"the green house effect" In other
words, carbon dioxide acts like the roof of a greenhouse
by holding heat close to the earth. What will happen if
man dumps too much carbon dioxide into the atmosphere
by burning fossil fuel (coal & oil)? One, plant growth is
speeded up. Also the average temperature of the earth
may increase. This could cause the polar ice to melt,
raising the level of the oceans and flooding many coastal
cities. It would also mean a decline in agricultural pro-
duction. However, man may run out of fossil fuels before
this could happen. Again science has not found the answer.

CARSOW 10)(Yd E CYC

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175

QUESTIONS ON CARBON-OXYGEN CYCLE

1. What is the role of animals in the cycle?

2. What is the role of plants in the cycle?

3. What organisms use oxygen and for what purpose?

4. Why is all the oxygen in the form of 0; considered to
have originated from a living organism.

5. What role do bacteria play in the cycle?

6. What effect will the following activities of man have
on the cycle?
A) Removing plants
B) Using more fossil fuels-coal, oil, gas
C) Using herbicides to kill unwanted plants in bays
and waterways

176

THE NITROGEN CYCLE

LESSON SEVEN

ACTIVITY THREE

Read -

Nitrogen Cycle
A Nitrogen Crisis?

Look at

Diagram of the Nitrogen Cycle.

Divide

A sheet of paper into three columns.
Label them as follows:
Part of Cycle
Nitrogen Coming From
Nitrocen Going To

Fill in the columns.

Answer

The questions on the nitrogen cycle.

177

NITROGEN CYCLE

Nitrogen is needed by all living things. It is an important
part of proteins, DNA, RNA, and ATP. Four-fifths of the
earth's atmosphere is nitrogen gas. However, only very few
plant'i., and animals can use it in this form.

The nitrogen is "fixed" so that it can be used by other
organisms, by plants such as legumes. Most of the nitrogen
fixers are microorganisms - bacteria and algae. Once fixed,
it can be used by other organisms.

There are several pathways fixed nitrogen can take. One is
from the nitrogen-fixing plant to the animal that eats it.
When the animal decays, the nitrogen compounds are released
and can be reused by the plants. In this cycle, nitrogen
does not get back to the atmosphere. A variation of this
cycle is that some of the nitrogen released from animal
or plant bodies by decomposure goes into the soil. Instead
of being reused by a plant, it is washed out of.soil and enters
the water. Here is may enter any number of different marine
food webs.

A third pathway actually releases nitrogen back to the atmos-
phere. This is done by denitrifying bacteria in the soil.
The cycle is complete. Nitrogen goes through many chemical
changes in its cycle, and all of them depend, in some way
on bacteria. However, we still do not know how it occurs
in marine habitats.

178

A NITROGEN CRISIS?

Are we going to have a nitrogen crisis? One of the most
significant things that man has done to disrupt the natural
cycles on earth is the large scale dumping of fi'x'ed nitro-
gen. This fixed nitrogen is in the form of fertilizer.
It amounts to about 30 million metric tons per year.
This is done to increase agricultural crop yields, which is
a necessity if all humans on earth are going to have food.
Right now, the phase which returns nitrogen to the atmosphere
is far behind the input phase of the cycle. The imbalance
will get worse in the future as demands on crop production
increase. How long can the nitrogen cycle stay out of
balance? What will happen after millions and millions of
tons of fi,xed nitrogen are added to the soil? Right now
nobody know what is likely to happen.

We do know what happens if the nitrates (nitrogen compounds)
are greatly increased in lakes, bays and estuaries. It
causes a rapid increase in certain algae. Often the growth
is so great that the algae either cover the water or color
it. Thi.,S, is a,n algal bloom.

The algal bloom greatly increases the quantity of living
material in a body of water. The large amount of algae will
eventually die. The increased dead matter triggers an ex-
plosion of the bacterial decomposers. The decomposers re-
lease nutrients from the dead algae to the water. These
nutrients cause another algae growth. This causes more dead
algae and more bacterial decomposers. The overall result is
a cycle. However, the cycle does not continue forever. The
decomposers use oxygen that is dissolved in the water. This
is the same oxygen that all the other animals in the lake use.
Eventually, the decomposers use so much of the oxygen that
two things happen: (1) the fish and other animals that
need large amounts of oxygen die, and (2) the decomposers
die and therefore drop in numbers. The dead matter, plants,
animals and decomposers, collect on the bottom and age
the lake. The overall process of aging is called "eutrophi-
cation." Could we do this to the Gulf of Mexico or the
oceans with our dumping of sewage and fetilizers? We have
done it to Lake Erie.

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180

NITROGEN CYCLE QUESTIONS

1. What organisms are needed to change nitrogen to differ-
ent chemical forms?

2. Why does man need nitrogen?

3. How does man get nitrogen?

4. What would happen to the cycle if all decomposers were
destroyed by chemical pollution?

5. How do you think man will effect this cycle in the future?

181

THE NOT SO PERFECT CYCLE

LESSON SEVEN

ACTIVITY FOUR

Read -

The Not So Perfect Cycle.

Look at -

Diagram of the Phosphorous Cycl e.

Divide

A sheet of paper into three columns.
Label them as follows:
Part of Cycle
Phosphorous Coming From
Phosphorous Going To

Fill in the columns.

Answer -

The questions on the phosphorous cycle.

182

THE NOT-SO-PERFECT CYCLE

Oxygen, carbon and nitrogen are only three of the elements
needed by organisms. There are many more that are needed
in smaller quantities and must be recycled'. Of these ele-
ments, phosphorous is a typical example we can use to show
a different type of cycle.

Phosphorous,like many other essential elements,is not nor-
mally found in the atmosphere. In the carbon, oxygen and
nitrogen cycles the atmosphere served as a "storage bank"
from which they could be withdrawn and deposited. The
cycle of phosphorous does not include this "storage bank".
Phosphorous is mainly present in the form of phosphate rocks.
Throughout the years, these rocks are broken down by forces
of weathering and erosion. Some of the phosphorous will
remain in the soil and be used by plants. In the land
ecosystems, the phosphorous will be cycled from the bodies
of plants to animals, and then back to plants by the de-
composers.

Some of the phosphorous will be washed into the aquatic and
marine ecosystems and will be carried into the oceans. The
cycle is not perfect in marine waters. There is actually
a loss of phosphorous from the cycle in marine ecosystems.
Some of the phosphorous settles to the bottom of the ocean
and forms phosphate rocks. Therefore it is normally a one-
way cycle ending in the sea.

There is an interesting exception to this one-way path. This
may be of some importance in returning phosphorous to the
land. On certain islands there are tons of phosphates that
have been deposited over the years from the wastes of sea
birds. This material,called "quano,'. also contains nitrogen.
For many years it was one of man's chief sources of ferti-
lizer. Therefore, some of the phosphate lost in the sea is
returned (about 5%) to the land by sea birds, thus completing
the phosphorous cycle.

As with the other cycles, man is affecting the phosphorous
cycle. Like nitrogen, phosphorous is also causing problems
in water because of eutrophication. This is a result of
the increased use of phophate fertilizer and phosphates
in detergents. What will happen? Will there be more cases
of eutrophication?

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184

PHOSPHOROUS CYCLE QUESTIONS

1. Why is phosphorous needed?

2. Why is the phosphorous cycle called a non-perfect cycle?

3. How could man's addition of fertilizers and detergents
containing phosphates effect this cycle?

4. Some ecologists fear that we will use up all of our
phosphates, nitrogen and other fertilizers because they
will be washed out of the soil and deposited in the
oceans. Explain why they are saying this.

185

LESSON EIGHT
SUM IT UP

ACTIVITY ONE-Man and the Marine Environment
ACTIVITY TWO-Evaluate and Plan for the Future

Suggested time for
Classroom Use of
Materials: Approximately 3 to 5 class periods

Materials for Class-
room Use: What Do You Say?/activity
Spaceship Earth/reading
I am only One/reading and response
Mercury in Lavaca Bay/reading
Man and the Marine Environment/drawing
"Super-Preservative" for Sale??/activity
It's Your Decision/activity
A Mariculture System for the Future/
activity
P. S. /acti vi ty
Newspapers
Magazines
Glue
Scissors
Coloring and writting materials

Major Objectives for
the Lesson: After completing the lesson the student
will be able to:

1.4 tonstruct a future cycle of a marine ecosystem;

2.1 interpret man's relationship to the environment in
the statement that man is a part of nature rather
than above or outside of nature;

2.1 give examples of ways man's activity can be bene-
ficial to the energy flow and the nutrient cycle;

2.1 comprehend that man can and does affect the process
of energy flow and nutrient cycling;

2.1 illustrate ways man can be damaging to the energy
flow and nutrient cycle (oil spills, pesticides,
dredging and etc.);

2.1 analyze newspaper and magazine articles for evi-
dence of man's effect on energy flow and the cycles;

186

3.1 evaluate a particular individual act in relation
to the environment;

3.1 discuss the idea that men are responsible for
their activities;

3.4 devise a plan for improving the productivity of
wide ocean areas by controlling or improving the
process of energy flow and nutrient cycling.
(mariculture) ;

4.3 evaluate his position concerning the marine en-
vironment;

4.3 advocate a posi-tion in relation to the marine
environment.

Teaching Suggestions: The purpose of this lesson is to have
students identify ways in which man
is affecting the process of energy
flow and nutrient cycling to propose
responsible management of the marine
environment.

1. Have the students complete the readings and respond
to the activities and sketch. (This may be done by
distributing the materials on the previous day.)

2. In small groups and/or as a whole class discuss the
acitvities.

3. The collecting of newspapers and magazine-pictures
and articles that show evidence of man's effect on
energy flow or nutrient cycling can be a homework
assignment.

4. Individually or in small groups make the collage.

5. In small groups, plan the mariculture system and
as a whole class discuss each group's plans.

6. Encourage the students to generate related informa-
tion and questions and then strive to research and
answer them.

7. Additional references for use are:

187

National Geographic Magazine

The Imperiled Everglades, Vol. 141, No. I (Jan. 1972)
pp. 1-27
Fragile Nurseries of the Sea-Can We save Our Salt Marshes?
Vol. 141, No. 6 (June 1972) pp. 729-765

Texas Parks & Wildlife Magazine

Die-off, Vol. 32, No. 3 (March 1974) pp. 2-5
Young Naturalist:Predator-Prey Relationship, Vol. 32, No. 12
(Dec. 1974) pp. 28-31
Transplanted Plants, Vol. 34, No. 3 (March 1976) pp. 2-5
Gambusia (Mosquito Control is this Fish's Role in the Eco-
logical System), Vol. 34, No. 12 (Dec. 1976) pp. 16-17
Young Naturalist:Water, Vol. 35, No. 4 (April 1977) pp. 28-
31

188

MAN AND THE MARINE ENVIRONMENT

LESSON EIGHT

ACTIVITY ONE

Complete -

What Do You Say? activtty.

Read -

Spaceship Earth.
I Am Only One.
Mercury in Lavaca Bay.

Look at -

Man and the Marine Environmeht.

Write -

Your answer to "Super-preservative" for Sale?

Share -

Your answers and your reasons with your classmates.

Make -

You choice and defend it in "It's Your Decision".

Collect -

Newspaper and magazine pictures and articles that
show evidence of man's effect on food webs or
the material cycles.

Make -

A collage using the materials collected to illustrate
man's intervention in the ecosphere.

189

WHAT DO YOU SAY?

All this talk abo t the OU
destruction of our coastal
environment is stupid.
There isn't any problem.

Our salt marshes are
being destroyed! In 20
years there will be none
left.

Do you ever pollute? We need the resources
from the sea to survive!!

YOU

190

SPACESHIP EARTH

The earth is agiant ecosystem which Lamont Cole called
lfecosphere.,, As an ecosphere, the earth may be compared to
a giant spaceship; this means that the earth receives only
energy from the outside. It recieves no materials from
the outside; all it has are already on the earth.

Like a spaceship, the earth's capacity to receive wastes
is limited. Life on a spaceship does not survive without
fresh water, neither can life on earth. Life on a space-
shi,p cannot obtain food from the outside; neither can life
on earth. Life on a spaceship can probably discard its
wastes; life on earth cannot yet do this. Therefore, life
on earth must learn to live with its wastes.

The earth is like a spaceship which can get no new materials
or get rid of its wastes. So it must recycle the materials
,and make sure the cycles keep operating.

The cycles are kept in operation by organisms. These or-
ganisms struggle to stay alive, to get food, to grow and to
reproduce. The cycles depend on the organisms and the
organisms depend on the cycles. They can not survive with-
out each other. Every organism is important and has a role
in keeping spaceship earth alive. If enough individuals
are destroyed, spaceship earth will be changed.

!:r,2 .7
A

191

1 AM ONLY ONE

I am only one. I am not affecting the oceans. The chemical
plants are doing the polluting.

Pollution problems are usually blamed on industries and the
needs of large cities. We don't think that the industries
are in business because some of us want their products.
Most people don't think they personally pollute their own
environment, at least not seriously.

Think about the materials that you probably add to the water
or soil. For example, when you wash a car, fertilize the
lawn, take a bath, or even brush your teeth, you add new
substances to the environment.

The soaps, toothpastes, and chemicals, along with human wastes,
go into a drain or a sewer. Some cities may have sewage plants
to partially treat the wastes. But whether the wastes are
treated or not, most of the substances you add to the water
cannot be removed. The sewer finally empties into a river
and it into the ocean. Some chemicals get into water in
another way. Fertilizers and weed killers often sink down
through the soil into underground water sources. This water
eventually drains into streams and lakes and finally the
ocean. Do you think these chemicals affect our waters and
the living things in them? Do you think about how these
substances affect food webs and material cycles? Do you think
about pollution when you run soapy bath water down the drain?
Should you?

Your responce is:

192

MERCURY IN LAVACA BAY

Picture a bay with plenty of fish, crabs, and shellfish. It
has also boat ramps, piers and a state park. Sounds perfect
for the weekend fisherman.

Wrong! Below the surface the picture is different. It is
the only fishing area in the state wh,ere the fish and crabs
have unsafe levels of mercury. This became a problem in 1970
when the U.S. Food and Drug Administration found that the
oysters and crabs from Lavaca Bay had high mercury levels.
These levels were higher than one-half parts per million,
which is considered safe for man to eat.

The culpeit was an industrial plant near Point Comfort. The
plant immediately changed its procedures. In four months,
the oysters returned to normal, but the crabs continued to
have high levels of mercury. The theory is that the mercury
in the bay sediments is eaten by small organisms. These
small organisms are then eaten by crabs and fish. The
mercury builds up in the fish's tissue and continues as long
as the fish eat contaminated organisms.

So even in 1978, the state has had to re-issue warnings against
harvesti*ng crabs and finfish. They could be harmful if eaten
regulary. Recent samples have had mercury levels from just
over the safe level to as high as 5 parts per million in
some cases.

In 1970, the Blue Crab harvests were 200,000 lbs. The commer-
cial crab industry has not harvested in the area since the
warning, a great economic loss to the area. A concern is
that the weekend fisherman may not be aware of the problem,
especially if he is from out of town.

193

Son

is
7VOmf
YAM=...
OR

Jaill i

194

"SUPER-PRESERVATIVE" FOR SALE??

You are a scientist who discovered a new chemical. Any living
thing sprayed with this chemical would not decay when it died.
Even animals that ate treated organisms would not decay when
they died. The chemical stops decomposers from growing. It
is harmless in all other ways.

The leaders of several large countries want to know if they
should add this chemical to their foods. It could increase
their food supply by 20% since that much it normally lost to
decay. Also, billions of dollars are lost as a result of
food which could be spent helping the needy. They are even
thinking of spraying all farmlands in their country. They
offer you several billion dollars for the chemical. What
advice would you give the leaders? Would you sell them the
chemical?

Write your advice below.

195

IT'S YOUR DECISION

You are a city health officer. You have been receiving com-
plaints about the large number of mosquitoes on the beach.
People are afraid that they may be disease-carrying again.
Several years ago there was an outbreak of encephalitis
carried by the mosquitoes.

You know the mosquitoes are hatching in some of the pools in
the salt marsh.

Your options as you see it are:

(1) to spray with DDT

(2) to spray with another insecticide
(3) fill in the pools where they are hatching
,(4) put oil on the water where they hatch so the larva
will have no oxygen and die
(5) add dragonflies to eat the mosquitoes

Write your choice and defend it in the space below:

196

EVALUATE AND PLAN FOR THE FUTURE

LESSON EIGHT

ACTIVITY TWO

Plan -

A mariculture system for the future.

Complete -

The P.S. activity.

197

A MARICULTURE SYSTEM OF THE FUTURE

The earth is facing a food shortage for many reasons. The
main reason is the increase in the population. Also,the
growth of the is removing farmland from use. There
is an increase in the demand for sea food. However, most
of our own fishery resources already are being harvested
to the greatest extent possible.

We are beginning to turn to farming of the sea or mariculture--
growing of marine plants and animals. In some countries it
is already established.

Plan- A mariculture system of the future.

Remember-- the design which works the best will be like a
natural ecosystem and will not upset the balance or the
cycles. Also,the design which works the best will be used
by others,with more recognition and rewards for you.

Things to consider in your design.

Location-- on land, bays, open ocean or etc.

Which organisms to grow & number--one, several or many

Light, tides, currents, location of nutrients

Food, chains, webs, food pyramids

The material cycles

How to harvest and restock organisms

Draw--your plans. Give explanations for your sel ection.

198

P . S

As you look back over what you have learned about the marine
environment and the material cycles, what do you think about?

Maybe the following incomplete sentences will help you organ-
ize your thoughts.

I learned that I

I learned that the marine environment

I urge to

Who ?

What can be done to

I would like to

I will

etc.

199

LESSON NINE
CHANGES

ACTIVITY ONE-Change is Natural
ACTIVITY TWO-Changes in Man's Activities in the Coastal Zone

Suggested Time for
Classroom Use of
Materials: Approximately 2 to 3 class periods

Materials for Class-
room Use: Introduction to Change/activity
Changes in a Larger Environment/activity
It's Natural to Change/reading
Spectacular Agent of Change/reading
Once There Was One, Now There Are
Two!
Sequential Changes in Matagorda Delta/
drawings
10,000 B.C./reading
4,000 B.C. to 1,000 A.D./reading
1520 A.D. to 1800 A.D./reading
1800 to 1900/reading
Future/reading
Changes in Man's Activities on the
Coast/drawings

Major Objectives for
.the Lesson: After completing the lesson, the -stddent
will be able to:

1.1 dfffine change;

1.1 cite examples of changes that occur;

2.2 evaluate changes in the environment;

2.2 examine marine environment of the past and present
and analyze changes;

2.2 conclude that the environment of any locality will
change with the passage of time;

2.2 compare and contrast marine environments of the past
and present;

2.3 point out environmental problems that have existed
in the past and that exist today;

200

3.1 analyze chances in marine environment to
determine factors causing them;

3.1 examine marine environments of today and formulate
possible future changes;

3.1 hypothesize about the consequences of man's mani-
pulation of the environment in the past, present
and projected future,

Teaching Suggestions: The purpose of this lesson is to have
the students identify ways ih which the
marine environment naturally changes and
changes in man's activities in the
coastal zone in relation to the marine
environment.

1. The students will complete the readings and use the
sketches to identify and analyze natural and man-made
changes in the marine environment. (The materials
may be distributed on the previous day.)

2. In small groups and/or as a whole class,discuss the
readings and activities.

References from Texas Parks and Wildlife Magazine

Our Changing Coastline, Vol. 34, No. 6 (June 1976)
pp. 2-5
The Storm God, Vol. 34, No. 7 (July 1976) pp. 24-27

Hurricanes on the Texas Coast, Texas A & M University-
Sea Grant, no. TAMU-SG-75-504, 1975

Hurricane, The Greatest Storm on Earth, U.S, Department
of Commerce, National Oceanic and Atmospheric Ad-
ministration, Washington, D.C. 1971

201

CHANGE IS NATURAL

LESSON NINE

ACTIVITY ONE

Complete -

Introduction to Change activity.

Read

It's Natural to Change.
Spectacular Agent of Change.
Once There Was One, Now There Are Two!

Look at -

Drawings of Sequential Changes in Matagorda
Delta.

List -

Natural changes that occur in the coastal zone.

Sketch -

In your projection of the future Matagorda
area in no. 7.

Answer -

The questions.

?02

INTRODUCTION TO CHANGE

WHAT DOES

CHANGE MEAN?

YOU

WHAT THINGS CHANGE? WHAT THINGS DO NOT CHANGE?

WHAT CHANGES OCCUR WHAT CHANGES IN
IN OUR SCHOOL OUR HOME
ENVIRONMENT ? ENVIRONMENT?
WHAT
CHP @MEAN?

WHAT CHANGES OCCUR IN YOUR MOODS?

203

Lets look at changes in a larger environment--our society
and the earth.

OVER CROWDING? WATER POLLUTION?

FLOODS
DIS
? 130'
HURRICANES

HOW DO THESE MAJOR HOW DO THESE CHANGES
CHANGES AFFECT PEOPLE AND AFFECT THE BEHAVIOR OF
SOCIETY AS A WHOLE? PLANTS, ANIMALS & MAN?

YOU

204

IT'S NATURAL TO CHANGE

Natural processes are constantly changing and shaping
the coastal region. These processes include: stream
runoff; sediments being deposited; wave erosion of the
shoreline; storm surge; flooding; ground sinking;
faulting and sand dune movement. The processes are the
result of natural interactions of climate, soil and water
systems.

These processes are the agents of change. They make sure
that the coastal region continually changes. These changes
occur not only in shorelines but also in bays, marshlands
and river courses. These changes are vital to the survival
of the ecosystems. Floods flush the bays, and although
this may seem to have bad effects on the organisms, it
is followed by an increase in productivity. Marsh changes
ensure the continuous cycling of nutrients needed for the
marine organisms.

However, some of the changes conflict with our use of the
land. The conflicts usually occur where we have gotten
in the way of natural processes or unknowingly upset balances.

We need to know about these changes so we will not upset
balances.

To learn more about these changes, the Matagorda Bay area
was selected as a model for developing ways of watching and
recording shoreline changes. This area was selected because
this part of the coast has been the least affected by man's
activities. Therefore, the changes that occur are due to
natural processes.

From this study, we have already learned that 60 percent of
the Texas Gulf shoreline is erosional. The erosion of the
shoreline in the Matagorda area has been approximately
1,300 feet over the last 100 year period. That is an
average rate of 13 feet of shoreline that is lost each
year. The principle cause is natural. Certain of our
activities have helDed to speed up the erosion. Therefore,
it is'important-that we understand the changes so that
our development of the area can be sound and balanced with
the effects of natural changes.

205

SPECTACULAR AGENT OF CHANGE

A few hours before there had been a thriving seaport--with
its costly homes and beautiful churches. Warehouses filled
with varied products of commerce and splendid shops on
business streets now lay in ruins. Pavements and gardens
were a mess. Every house was carried away or left in ruins.
The cause a hurricane, the greatest storm on earth. The
death of Indianola--the mother of western Texas--was
due to the visitation of two "once-in-a-century" hurricane
in eleven years (1875 and 1886). Before the storm of
1875, Indianola was second only to Galveston in the state
as a port. It had a vast influence on the development of
western Texas and in the settlement, protection, and prosperity
of Texas. Tens of thousands of immigrants to Texas entered
here. Its wharves moved the necessities and luxuries for
the people of western Texas. It was the port for trade with
Mexico and the eastern terminal of the shortest overland
route to California. It was the Government Depot for forts
in western Texas and New Mexico. Its threat caused Houston
businessmen to begin the development of the port of Houston.

The storm surge of the 1875 hurricane carried away three-
fourths of the town and killed 176 people. Eleven years
later the storm surge of the 1886 hurricane carried away
or left uninhabitable every house in town. Indianola was
never rebuilt and today the area is a state park. So
widespread and devasting were the effects on Matagorda Bay
of the two hurricanes, that the entire region sank into a
paralyzed economic state. It took more than one half
century for it to recover. This agent of change not only
causes natural changes but economic, social, and changes
in history too.

The hurricane is the most spectacular agent of change in
the Gulf coast. It can cause short-term changes or perma-
nent changes in a few hours. It can totally destroy and
move man-made structures. The hurricanes also change the
land itself.

No two hurricanes are alike. Characteristics such as
rainfall distribution, tornado occurance, storm surge and
wind intensities are extremely variable. Therefore, changes
caused by each will differ greatly. The surge (high level
of the sea) of the Great Galveston Hurricane of 1900 de-
stroyed more than 3,600 homes and killed an estimated
6,000 to 8,000 people (the worst weather related disaster
in U.S. history). Hurricane Celia (1970) destroyed an
estimated $500 million worth of property and became the
costiest to strike the Texas coast. Nearly all damage was
a result of wind, not flooding or storm surge. Beulah,
(1967) was a unique she drenched the state with its
greatest rainfall and caused the most tornadoes (more than 100).

206

A hurricane starts a series of processes that cause change.
During the hurricane's approach, reaching land and inland
movement, conditions along the coast are drastically changed.
Rather violent conditions may exist for a few hours to a
few days.

The approach of the hurricane is marked by rising tides and
increased wind. This brings large amounts of salt water in-
to the bays and estuaries. When the storm reaches the coast,
it erodes beaches and dunes. It carries sediments and salt
water from the continental shelf toward the barrier islands
and peni'ugula-s.. In some areas it will break over the barrier
islands. The sediment which it erodes from the beaches and
dunes is carried through the storm channels and spread over
the mud flats and marshes and into the bays.

When the hurricane center reaches land, the currents and
waves change direction.. Water and sediments are now washed
out from the bays into the Gulf. The highest winds are
experienced as the storm moves onto land. The heavy rains
from the hurricanes may cause flooding along the streams and
bays with fresh water.

After the storm passes from the coastal area, the currents
build sand bars across the mouths of the hurricane channels.
The waves then attempt to restore the beach ta 'normal.

The most spectacular effect produced by hurricanes, other
than the destruction of man-made structures, is the erosion
by the breaking waves. The waves may be as high as 40 or
50 feet when a storm covers a large area. The dunes on the
barrier islands may give some protection from storm surge
and waves. However, often the dunes are not high enough so
the waves of large hurricanes will wash over the top of them.
Large hurricanes wash over miles of land. They can also
severely erode and break the barrier islands. In some
places, there has been as much as 800 feet of shoreline
eroded. Yes, hurricanes are spectacular and violent agents
of natural change.

207

ONCE THERE WAS ONE, NOW THERE ARE TWO!

Now I-et'stake a look at how nature changes the shape of the
coastal region. If we go back in time we find that in 1856
Matagorda Bay was one bay. Drawing 2 shows the effect of a
log jam at the mouth of the Colorado river in 1929.

Drawings 3,4,and 5 show what happened after the log jam was
removed. Three principle streams empty into the bay. The
largest is the Colorado river,and we see that it has con-
structed a delta dividing the bay into two parts.

Drawing 6 shows the Colorado river mouth at the present time
and mans effects on the natural processes. Water from the
river enters the western bay and the Gulf of Mexico. Marshes
now occupy the low-lying areas along the shore of the main-
land and the bayside of the barrier islands and peniusulas.
These marsh areas of the mainland are directly related to
the river.

Grassflats now occur in many areas,but are best on the west-
ern side of the delta.Here, the water is a few inches to
about four feet deep and the bottom is sand and muddy sand.
Oyster reefs once flourished in several areas of this bay.
However, some reefs have been overrun by the delta, covered
by spoil from dredging, or removed by shell dredgers. There
are also numerous oyster clumps in shallow water; most are
dead. Therefore,nature changes not only the shape but life
in the coastal zone as well.

Some of man's activities affect the natural processes of
change or have the potential of doing so. These are:
(1) land and water usage (2) river diversion (3) shell
dredging (4) dredging of canals (5) dune destruction (6)
mining of beach and barrier sand and (7) construction of
jetties and bulkheads. Knowledge of the natural processes
and man's activities is essential in order to insure the
coastal zone will be managed wisely.

Colorado River 2. Colorado River

Matagorda Matagorda , - - ---------- ------ --

........ . . ..
Matagorda Bay Shoreline
1908 Matagorda Bay--.....-

..........

- ---------
. ......... ----- W,

- --------- Gulf of Mexico== Gulf of Mexico
.............

.............

..........

N)
C)
00

3. Colorado River SEQENTIAL CHANGES IN
MATAGORDA DELTA
Matagorda 1. Colorado River 1856
Sho,reline 2. Colorado Rivermouth (in Matagorda Bay)
1908 Matagorda Bay in 1929, before log jam was removed.
3. Colorado Delta 1930

4. Colorado Delta 1936
o0a 5. Colorado Delta 1941
6. Schematic presentation of Colorado
Gulf of Mexico River mouth as it presently empties into
the Gulf of Mexico.
7. Future

4. Colorado River Colorado River

Matagorda 4i52@@@ Matagorda

Shoreline East Matagorda Bay=
Shoreline .............
..........
East atagorda Bay-
------ - --- - ------
1908 1908

6p
..........
.................. ........

........... ...... -.- .........
- ------ ulf of Mexico@@
- G Gulf of Mexico
............ ----- -
..................

N)
C)

Colorado River Intracoastal
Waterway

Matagorda .......

Shoreline
East Matagorda Bay
1908 ------ -- A.- .......

o0a
Gulf of Mexico

rtificially opened cut for
Colorado River discharge-

210

QUESTIONS

I. How did the Matagorda area naturally change?

2. How would this natural change effect the marine environ-
ment?

3. How would these natural changes effect the marine organisms?

4. What effect did man have on the natural process?

5. How would man's changes effect the marine environment and
the organisms living there?

6. What natural changes do you think will occur in the Mata-
gorda area in the future?

211

CHANGES IN MAN'S ACTIVITIES
AND THE COASTAL ZONE

LESSON NINE

ACTIVITY TWO

Read -

10,000 B.C.
4,000 B.C. to 1,000 A,D,
1520 A.D. to 1300 A.D.
1800 to 1900
20th Century-Modern Period
The Future.

Look at -

Pictures of the Texas Coast and Man's Activities
Through Time.

Draw -

Your idea of the Texas coast in the future.

Divide -

A sheet of paper into five columns.
Label them:
Time Period
Natural Changes
Man-Made Changes
Impact on Envrionment by Man
Resources Used

Answer -

The questions.

212

10,000 B.C.--Paleo-American Period

This is Captain Seaboene. We are going back in time
to look at the Texas COd5L. Archaeological evidence has
revealed that man first came to the Texas coastal region
about 12,000years ago. This was during the time when the
glaciers of the last ice age were beginning to melt. The
sea level was several hundred feet lower than it is today.
Therefore, the Gulf shorpline was miles further out than
it is today.' W@at today are bays were actually river valleys
12,000 years ago. Also, what we call beaches were once
part of the inland prairies.

People of that time were nomadic hunters who killed all
the game in one region and then moved on to a new area to
hunt. They lived along rivers for water and transporta-
tion. Rivers also gave them a strategic location for hunt-
ing,since the animals were attracted to the water. These
early inhabitants may have had an impact on their environ-
ment. It is thought that they used fire to stampede and
kill mammoths, bisons, and other animals. As they moved
about the land, they left scattered artifacts and a few
kill sites that tell us of their presence. However,many of
their remains are under the bay waters and in the Gulf in
areas which were-once dry land.

4,000 B.C. to 1,000 A.D.--Neo-American Period

By 4,000 to 5,000 B.C. melting glacier waters were causing
the Gulf waters to rise to their present level. Bays, as
we know them today, were in the process of being formed.
Into this area moved a primitive tribe of Indians who soon
adapted to the environment.

These Indians were hunters and gatherers. That is, they
depended on the coastal resources in a different way than
the earlier big game hunters. They began to develop
social systems that are shown in their artifacts, shell
middens, and burial grounds.
They probably did very little to change the environment.
They had fire but no horses and no wheels. Their impact
was limited to their dwelling sites. After they left an
area, the land changed back to its natural state. There-
fore, their impact was not lasting.

1520 A.D. to 1800 A.D.--Colonial Period

A few changes occurred in the life of the coastal Indians.

213

Ceramics and the bow and arrow had been introduced.
Agricultural practices were probably learned from neighbor-
ing groups. At the time Cabeza de Vaca landed on the Texas
coast in the 1520's most of the coastal tribes were still
ga,therers and hunters.
The Spanish colonial period had little impact on the coastal
region, except for the territorial conflicts with the French
that resulted in building Spanish missions and forts at
points where the French had entered. The Spaniards occupied
only a few scattered permanent settlements, mainly in and
around San Antonio, Goliad and Nacogdoches. A major Spanish
legacy in the coastal zone lies under water off the coast
of Padre Island and beneath certain shallow bays. This legacy
is the sunken ships filled with gol.d, silver, and artifacts
of the Aztec period.

1800 to 1900 --Nineteenth Century

Mexico's independence from Spatn opened up Texas to settlers.
These settlers then won their independence from Mexico and
established the Republic of Texas. With the forming of the
Republic and later its becoming part of the United States,
the coastal region became a major highway of transportation
and commerce. It has remained so ever since.

Once the coastal region opened to settlement, increasing
changes occurred. Ports were established. Ships brought
immigrants and supplies into Texas from other areas of the
United States and Europe. Some of the supplies brought in
were lumber, shingles, bricks, flour, sugar, lime, coffee,
railroad iron, fruits, clothing and material. The products
shipped out varied from port to port. In the late 1800's,
these included cotton, grain, beef, hides and tallow. The
ships also carried passengers,not only between Texas ports
but also to other parts of the United States.

The first steps taken to improve these ports and harbors
was to dredge them. This made the waterways wider and
deeper than before. Also jetties and groins were built
to make the channels more permanent with fewer hazards.

Railroads were being built from these ports to the interior.
Both goods and people were freely transported to and from
the ports.

In 1873,the first survey was taken to find a suitable route
for an intracoastal waterway. This led to the dredging

214

operation that eventually created a channel which joined
together all the existing inland waterways along the coast.
This gave vessels not requiring deep water a sheltered and
uninterrupted passageway through Texas from the Rio Grande
on the border of Mexico to Florida.

20th Century--Modern Period
Development and expansion of the port and harbor facilities,
jetties, channels and intracoastal waterway system continued.
However, with the discovery of major oil fields in the 1890's
and early 1900's, a new era dawned.

Today, all the major Texas ports have petroleum refineries,
bulk terminals, petrochemical plants and petroleum related
industries. This has caused the Texas Gulf coast region to
become the world's largest petrochemical complex in terms of
output and investment.

A fishing industry also developed on the Gulf of Mexico.
Many ports on the lower coast are home ports for the commer-
cial fishing vessels. The majority of these vessels are
shrimpers,since 90 percent of the total fishing is for
shrimp. Consequently,these ports also have ship building
and maintenance facilities.

Another development that occurred in the 1920's was to play
an important part in the shaping of the Gulf coastal area.
The number of automobiles in th-- United States was rapidly
increasing as the car became a mode of transportation.
Motorists cast wistful gazes at the beaches of Galveston,
Mustang and Padre Island. The beaches provided a highway
along the Gulf for miles as well as an area for fishing,
swimming, sightseeing, and pleasure driving. This led
to the construction of causeways and development of ferry
services to carry the automobile to these recreational
a r e a s .

This has led to the development of coastal marine recreation
t@,,hich includes swimming, fishing, hunting, camping, boating,
sailing, surfing, golf, tennis, and bird watching. It has
also led to vacation home development and hotels, marinas,
restuarants, shops, etc. to serve the visitor.

In addition to petroleum, petroleum products, chemicals,
minerals, sulfur, iron, steel, motor vehicles, machinery,

215

fertilizer and etc., agricultural products also move through
the ports. Agribusiness, the combined phases of food, fiber
and forest production, processing, transporting and market-
ing,is Texas's leading industry. Agribusiness products are
shipped from the coastal ports. These include corn, cotton,
rice, grain sorghums, soybeans, wheat, wheat flour, animal
fat, and vegetable oils.

The coastal zone continues to grow and develop. The devel-
opment of offshore oil and gas production and mining and
their related industries have contributed to this growth.
The population of the coastal zone increased 20 percent
between 1960 and 1970. What will the future be like?

The Future

What will the relationship of the Texas coast and man's
activities be like in the future? There are many possibi-
lities. Since we have no way of really knowing, we can only
project possible events.

Some possibilities include:
1. running out of oil and gas

2. decrease of the petrochemical and related industries

3. fewer automobiles and boats

4. fewer people traveling to the coast for recreation

5. decrease in agricultural products due to less oil,
gas and fertilizer available.

6. return to less technology

7. more mass transportation

8. greater use of solar and wind energy

9. return to sailing type ships

Some alternative possibilities include:
I. more oil and gas discoveries offshore

2. petrochemical chemical complex increases

3. a superport or two offshore for supertankers

216

4. offshore man-made islands with refineries and
chemical plants

5. entire cities built out in the Gulf

6. mariculture farms for growing algae, shrimp, oy-
sters and fish for food

7. hydrofoil ships for transportation

8. the sun, wind and water as energy sources

The death of the coastal life zone is a possibility. The
causes include dredging, coastal zone mining and drilling,
tidelands real estate development, beach erosion, and water
pollution. The three major water pollutants inc'iude:
domestic sewage, industrial sewage (mainly chemicals),and
thermal pollution. Destruction of the Gulf by pollution is
a real threat since two-thirds of the natural sediments and
industrial pollutants of the United States end up in the
Gulf of Mexico.

What will the future of the Gulf coastal area be like? You
can and will help to decide.

217

f7AL ED E He MERICA14 FMOV

k. lvl*

R MIZ100 FUTUAS

218

QUESTIONS

1. Compare man's interaction with the coastal environment
in the 1500's to man's present day interaction. How
is it similiar? How is it different?

2. Why has man's interaction with the coastal environment
changed?

3. Compare man's use of resources in the past, present,
and future. Why or what has changed man's use of re-
sources through time?

219

LESSON TEN
WANTS OR NEEDS?

ACTIVITY ONE-Wishes, Wants and/or Needs?
ACTIVITY TWO-Past, Present and Future Needs
ACTIVITY THREE-Culture and Wants or Needs

Suggested Time for
Classroom Use of
Materials: Approximately 4 to 6 class periods

Materials for Class-
room Use: A Dozen Wishes-Wants or Needs?,/activity
Hierachy of Human Needs/diagram
Show and Tell/activity
Advertising-Wants and Needs/activity
Karankawa-The Past/reading
Early Texas Seaport/reading
The Year 2000/activity
My World/activity
Characteristics of Culture/activity
Comparison of Cultures-Past, Present/
activity
My Imaginary Culture of the Future/
activity

Major Objectives for
the Lesson: After completing the lesson, the student
will be able to:

1.1 describe a culture;

1.1 list needs and wants in a given environment;

2.4 identify the needs of various organisms in a given
marine environment;

2.4 analyze needs and wants in a given situation (past,
present and future);

2.4 if given a situation,predict future changes in needs
and wants;

2.4 if given a situation,generate factors that caused
changes in needs and wants;

2.4 categorize man's needs into a hierachy of human needs;

220

2.4 analyze the changes in needs in different situations
and thru time;

2.6 identify the common characteristics of cultures;

2.6 relate the common characteristics of a culture
to his own culture.

2.6 analyze the common characteristics of culture and
know that people live differently depending on their
cultural characteristics;

4.3 evaluate wants and needs in terms of their rela-
tionship to the marine environment.

Teaching Suggestions: The purpose of this lesson is to have
the students identify past, present
and future needs and the relationship
of culture to wants and needs. It will
also help the student to analyze the
factors which determine wants and
n e e d s .

1. The students will complete the readings and respond
to the questions and/or activities. (The materials
may be distributed on Drevious days.) In many cases
there are no right and wrong answers.

2. The continuum (Advertising-Wants and Needs, My World,
and My Position activities) might force people to
choose the middle position. Defining a "ridiculous
middle" can help steer participants off that position.
You might define the ridiculous middle as the position
chosen by a person who believes in one extreme from noon
to midnight and the other extreme from midnight to noon.
To share responses in the class, label opposite walls
in a room with the extremes and ask participants to
physically stand where their beliefs are. Or, draw
the continuum on a chalk board and ask participants
to initial the spots that represent their beliefs.

3. Discuss the readings and activities in small groups
and/or as a whole class.

4. Encourage the students to generate related questions
and then strive to answer them.

221

WISHES, WANTS AND/OR NEEDS?

LESSON TEN

ACTIVITY ONE

Complete -

A Dozen Wishes--Wants or Needs.

Look at -

Hierachy of Human Needs (Maslow's Pyramid).

Describe
and Present -

Your charade (show and tell) about wants
and needs.

Use -

Newspapers and magazines to find ads which illustrate
wants and needs.

Cut out -

Appropriate pictures, mount them on butcher paper.
Label them "wants" or "needs".

Complete -

Advertising--Wants and Needs activity.

Answer -

1. What is the role of advertising in the creating
of wants? How do television programs turn
11wants" into "needs"?

2. What are the needs of man today-the present?
List the needs.,

222

Li st -

The needs of a marine organism. One student will
name an organism and its habitat. The rest of the
students will list needs of the organism and how
environment meets those needs. Students will take
turns naming the marine organism. (plant or animal)

223

A Dozen Wishes--Wants or Needs?

This is Captain Seaborne. I want to tell you that this
is your lucky day. You have just been granted a dozen wishes.
There are no restrictions on your wishes.

What are the things you would like to have?
List your wishes in order beginning with what you want first.

Compare your list of wishes with your classmates' list.
Are they the same or different? Explain why they differ.

Ask what makes a th ing a want or need? Use Maslow's Hier-
archy of Human Needs to help distinguish between wants and
needs. Write your definition for wants and needs.

Which of your wishes are wants and which are needs? Divide
your wishes into two groups: wants and needs. Place a W
by those which are wants and a N by those which are needs.

What are some needs that you would want to add to your list
after looking at Maslow's pyramid. List additional needs.

How does the environment meet your needs and wants?

224

HIERARCHY OF HUMAN NEEDS

(MASLOW'S PYRAMID)

SELF ACTUALIZATION

LEVEL 5

SELF ESTEEM

LEVEL 4

SOCIAL NEEDS

LEVEL 3

NEED FOR SECURITY

LEVEL 2

PHYSIOLOGICAL NEEDS

(FOOD, CLOTHING, SHELTER)

LEVEL I

225

SHOW AND TELL

Present a charade about wants or needs. (Use titles of songs,
movies, T.V. shows, stories etc.)

Describe your charade.

Your classmates will try to guess the title and the particular
want or need that is being illustrated by the charade.

226

ADVERTIZING-WANTS AND NEEDS

How much do you think advertising affects what you want and
need? Put an X on the continum.

I always buy advertised I nevery buy ad-
goods and services. vertised goods
and services.

Can you think of a time What are some things that
that you bought something you need or your family needs
or asked for something that aren't advertised?
primarily because of an
Ad you saw or heard?

Why aren't they advertised?

227

PAST, PRESENT AND FUTURE NEEDS

LESSON TEN

ACTIVITY TWO

Read -

Karankawa-The Past.
Early Texas Seaport.

Look at -

Sketch of Karankawa
Early Texas Seaport

List -

Some differences between the needs of Indians and
the early Texas settlers.

Complete -

The Year 2000 Chart.

Answer -

The questions.

Complete -

The My World activity.

228

KARANKAWA - THE PAST

I want to take you back in time to meet the coastal people
of Texas before the Spanish and French arrived in the 1500's.
They were never a large group, all five tribes never had over
500 warriors. They are the Karankawa Indians.

The Karankawa lived along the quiet lagoons. In the summers
and in dry years-they would have to stay near the large
waterways and move inland in search of drinking water.

They were such excellent hunters and fishermen that a neigh-
boring tribe called them "men that walk on water." The
bottoms of the lagoons were mostly smooth, and the water was
shallow so they would wade out into the pools to catch a
variety of fish. Fish were their most dependable food supply.
At times oysters were in season as well as mussles, turtles,
and porpoises. They also had ducks, geese and other birds,
spiced with varieties of marine plants. Alligator meat,
however, was one of their favorites.

They did well in their huntin@, on the nearby prairies. Deer
were the common target, but they hunted javelina, buffalo
and the smaller mammals too. They also ate berries and other
plants. They took only what they needed.

To protect themselves against the mosquitoes, they would smear
themselves with alligator grease or shark oil. This gave
them an offensive odor. Their appearance was also frighten-
ing. The warriors were over six feet tall and wore onlv a
breechclo . They had wild tattoos over their face
They inserted bone or cane cuttings through holes in their
breasts and noses for ornamentation. The men wore small
shells, disks of tin, brass or other metal strapped to their
throats. Their hair was coarse and dark with a reddish hue
from the constant exposure to the sun.

Their main weapon was a six foot bow made of cedar, and arrows.
They also had hatchets, knives, and tomahawks.They did not
ride horses,but traveled on foot. The Karankawa were not
only strong physically,but had endurance. They could stalk
miles through the marshes and still be fresh for the chase
or battle.

To add to their mobility on water, they used crude canoes or
dugouts made from a large tree trunk. Most of the time
they did not use paddles, but propelled themselves by hand
or erected a crude sort of sail out of animal skin. Those
could be used in the bays, but were not reliable in the Gulf,
so they did not go out into the Gulf.

229

Their homes were round tent-like huts supported by slender
willow poles. These could be set up or torn down by the
women in an hour. Each held 7 or 8 people with no seats
except for skins. There was a hole in the center of the
top to let out smoke from the fire built in the center.

The women wore knee length skirts with deerskin bracelets
on the left wrist. The children were naked and the men only
wore breech clouts. When it was cold, they used animal
skins for covering.

Little is known of their religion. They had a festival
each full moon and after a successful hunting or fishing
trip. Then there was chanting to music or a gourd filled
with stones. A fluted piece of wood over which a string
was drawn to produce a droning sound was used.

They had to know the territory to know when the best
berries were ready to be picked and where the oysters were.
They did not waste food. To live as they did, the Karankawa
had to understand the environment. They adjusted to its
changes and its seasons. Waste was not a part of their
lives.

They were thought by some to be cannibalistic. Some evidence
indicates they were not cannibalistic until they saw the
Spaniards of the ill-fated Narvaez expedition eating their
dead in an extended fit of hunger. Their cannibalism was
only a religious rite done to prevent the individual from
having another life, or for revenge and to get his powers.

230

EARLY TEXAS SEAPORT

When sailing into the early Texas port city, the buildings
along the low shoreline stood out sharply. There were no
trees,only scrub oaks. The wooden wharves which were con-
stantly crowded,extended hundreds of feet out into the Gulf.
There was a railroad leading up to wharves.

The warehouses, built of cypress lumber, were the largest
structures in town. They were located between main street
and the shoreline. In these warehouses, merchandise taken
from ships or to be loaded onto ships was stored temporarily.
The unpainted cypress warehouses, small sheds and fences--were
weathered beautifully,giving them a coloring of silvery gray.

The early homes were cottages, but by the 1850's fine, two
story board homes had appeared. Usually they were painted
a glossy white. Shutters were used on homes and commercial
buildings for coolness. The shutters also helped to reduce
the glare produced by sunlight reflected off the white
shell and sand on which the town was built.

It was a resort area for fishing, crabbing and bathing.@
The "moneyed class" from upstate were attracted by the fresh
sea breezes. The hotels had constructed short piers for
the excl!usive use of their patrons. The boundless variety
of seafood was a gourmet's delight.

The children collected sea shells, coral fragments, live
conches, bits of floating pumice and driftwood. The ladies
would sit in the shade of the hotel galleries to exchange
g 0 s s i p .

The port city was supplied with ice harvested on New England
ponds in mid-winter and shipped south in refrigerated ships.
Once it arrived in the port city, it was packed in an ice
house which had thick wooden walls insulated with saw dust.
So natural ice was available for home use, hotels, rest-
uarants, bars, drugstores and confectionaries where ice
cream and chilled drinks were sold.

It cost next to nothing to live in the early coastal port.
Fish, crabs and oysters were abundant. All kinds of wild
game (ducks, geese, deer, etc.)were available. The people
were welcome to all the fresh beef they could carry from
the slaughter houses.

There were nearby concerns in the wholesale slaughter of
cattle. The cattle were driven into chutes and killed and
skinned. The butchers had no use for the carcasses after
the hides and tallow were removed. Therefore,town people
could have all the fresh meat they wanted. The carcasses

231

were then hauled outside the town limits. They were left
there for hogs, birds, and beasts of prey to eat. The
hides and tallow were shipped to the eastern U.S.

It was not unusual to see herds of cattle driven through
town to the slaughter houses or to the wharves. At the
wharves, the cattle were loaded on board ships. They were
shipped to New Orleans, Cuba and the eastern U.S.

There was also a turtle factory. The large sea turtles were
caught in nets and brought to the factory to be canned.
Once canned, theywere shipped to all parts of the world.

These seaports served as ports for almost all the country west
of the Colorado Ri.ver-to the Ri6 Grande in Texas. Three ships
a week arrivea frow Galveston and two from New Orleans. They
were all sailing ships until t4e side-wheel streamers in
1859-1860. They brought necessities and luxuries for the
inhabitants of western Texas, New Mexico and a large part
of the southwest. Immigrants from Germany, Switzerland,
France and also the southern and eastern U.S. arrived
on the ships. Thousands of bales of cotton were shippea
from the port along with the cattle tallow and hides.
Wool and pecans were also shipped out.

Large wagons called Prairie Schooners drawn by 10 to 12
oxen and two-wheel Mexican carts drawn by a yoke of oxen
or 6 mules came and went by long trains. Wagons of Wells
Fargo Express Company drawn by 16 mules brought silver
bullion from Mexico to be shipped to the mint at New Orleans.
These wagons were heavily guarded. A stage coach left
for California twice a week. Early -lexas ports were definitely
busy and an important commercial link.

-2 =M@
......... .;L
-owe

I - , HIll
TTI, T-

234

1. What were the needs of the Karankawa? List their
n e e d s

2. What were the wants of the Karankawas?

3. How did the environment meet their needs and wants?

4. How did the Karankawa interact or affect the marine en-
vironment?

5. What resources did the Karankawa use? How did they use
them?

6. What do you think are some things that are important to
them? How is this different from your life?

7. Was there a difference in the wants and needs of the
Karankawa as compared to the early Texans?

8. What were the reasons for the differences between the
needs of the Indians and the early Texas settlers?

235

THE YEAR 2000

The year 2000 or the 21st century is part of your future.
How old will you be then? Most of us dream about the fu-
ture once in a while. In this activity you will create
your life in the year 2000. It can include whatever you
want. What do you think it will be like?

In the chart below describe how you see each of the following
in your future in the year 2000. Fill in the things you want
and need.

Description Wants Needs

your family status

location of home

description of your
home, building, rooms

your job

location of job

transportation you
will use

food you will eat

forms of recreation

c 1 o t h i n g

how you will spend
your leisure time

other

236

1. What will be your needs in the year 2000?

2. What will be your wants in the future you described?

3. How will the environment meet your needs and wants in
the future?

4. How will your needs and wants effect the marine environ-
ment in the future?

5. What are the differences between your present needs and
wants and those of the year 2000?

Why are there differences?

6. Why do wants and needs change through time?

237

MY WORLD

Where would you like your world to be on this continuum?
Make the spot with an X. Where is your personal world?
Put a Y on that spot. Ask some people you know to put
their initials on the line where they would like their
world to be.

Karankawa 2000 A.D.
Indians Early Settlers Today Fully
Automated

"Think" your answers to the following questions: Do most
of the world's people live in the right half or in the left
half of the continuum?

People in what parts of the world might live in the left half
of the continuum?

In which half of the continuum do you think most people live?

Might some people choose to move from the right half to the
left half of the continuum?

238

LESSON TEN

ACTIVITY THREE

Complete -

Characteristics of Culture.
Comparision of Cultures-Past, Present.

Dream up
and answer -

An imaginery culture of the future.

Develop

Your Imaginary Culture of the Future.

Complete

The My Position exercise.

239

CHARACTERISTICS OF CULTURE

Ask--What is meant by the word culture?

To help decide, lets look at some common characteristics of
culture .......

1. Food 5. Music and Dance
2. Shelter 6. Arts and Crafts
3. Clothing 7. Beliefs
4. Tools 8. Behaviors

If you know some of these things about a group of people, you
can decide about the culture.

Think about your culture or some of the characteristics listed
above that you know about in your life.

Write a poem or a group of sentences describing your culture.
Now that you have some ideas on paper, draw a picture that
you think shows some things about your culture.

240

COMPARISON OF CULTURES-PAST, PRESENT

Think about the culture or some of the characteristics of
culture that you know about the Karankawa Indians or the
early Texas settlers. You may want to refer back to activity
two as a reference. Now that you have some idea about
their culture, write a short story or produce a skit de-
scribing a day in the life of a Karankawa Indian or an early
Texas settler who is your age.

Answer

1. How do the cultures of the Karankawa , early Texas and
today differ?

2. What resources did the Karankawa Indians or early Texas
settlers use?

3. How did they use the resources?

4. What are some things they each seem to value or are im-
portant to them?

5. How is this different from your life?

6. Why is it different from your life?

241

MY IMAGINARY CULTURE OF THE FUTURE

Develop an imaginary group in your mind that (A) lives in,
on,or near a marine environment (B) in the future--25 years
from now

List thie group,'-s cultural characteristics based on common
characteristics of culture.

Decide how these people will survive, what they will need for
a "successful life" in an imaginary marine environment you
describe.

Draw pictures showing resources used by your imaginary group.

Share imaginary cultures with your classmates.

242

LESSON ELEVEN
INTRODUCTION TO MARINE RESOURCES

ACTIVITY ONE-What is a Resource?
ACTIVITY TWO-Marine Resources-Introduction
ACTIVITY THREE-How do They Rate?

Suggested Time for
Classroom Use of
Materials: Approximately 3 to 5 class periods

Materials for Class-
room Use: What is a Resource?/activity
Audio tape and slides titled "Marine
Resources"
Marine Resources-Introduction/activity
How do They Rate?/activity
What do You Think?/activity

Major Objectives for
the Les son: After completing the lesson, the stu-
dent will be able to:

1.1 define resource;

1.1 point out resources of the marine environment;

1.1 classify marine resources as renewable or non-
renewable;

1.1 categorize marine resources as to their value-
monetary, ecological, cultural, aesthetic, re-
creational or historical;

1.1 discuss people as a resource.

Teaching Sug_gestions: The purpose of this lesson is to have
the students identify marine resources
and to group them as renewable or non-
renewable. The students will also
determine the value of the resources.

1. Have the students complete the activities.

2. Show the slides/audio tape.

3. Discuss the activities in small groups and/or as a
whole class.

243

4. Optional--Students may select a marine resource to
research on its past, present and future usage and
become an "authority" for the class on that resource.
You may have the student(s) help you present informa-
tion when his particular resource is presented in
the following lessons.

5. The students will understand that all of the know-
ledge they are acquiring is directed toward the
culminating activities. The two activities are:

1. Simulation: Shoreview in which they each
will play a member of the community Shoreview
which is developing a plan for the future of the
city and the use of its resources.

2. Planning and setting up an exhibit for the Inter-
national__Se_a_Exposition_. Their section,,will-
present the importance of the sea with emphasis
on the Gulf of Mexico.

244

WHAT IS A RESOURCE?

LESSON ELEVEN

ACTIVITY ONE

Determine -

The resources required for wants and needs.

Cl ass if y -,

The resources as renewable or nonrenewable.

Answer -

The questions.

245

WHAT IS A RESOURCE?

Divide a sheet of paper into 3 columns.
Label them:

Needs & Wants, Resource, Nonrenewable or Renewable Resources

List your wants and needs from the previous activity in the
first column.

In column two list the resources.
Now we will go through the list and decide the resources
needed for the needs. We will define resources as the
materials needed for the satisfaction of wants and needs.

Determine if a resource is renewable or nonrenewable. Use
the definitions below to decide.

Non-renewable Resource--if to the best of your knowledge
there is only a fixed amount of the resource in or on
planet Earth, or if it is a mineral,then it should be
classified non-renewable.

Renewable Resource--If to the best of your knowledge the
resource can be grown or in some manner replenished from
year to year or is a plant or animal, then the material
should be classified as renewable.

When the definitions are clear, go through your list of re-
sources and write R for renewable or N for non-renewable in
column three. If you are in doubt about any resource then
take your best guess and put a question mark (?) beside it.

Answer

1. Do you need more renewable or non-renewable resources?

2. Look at your list of needs and wants in the Future,
will you be using more resources in the future?
Will you need more renewable or non-renewable re-
sources?

246

MARINE RESOURCES

LESSON ELEVEN

ACTIVITY TWO

Write -

A definition for marine resources.

Brainstorm
and I ist -

All marine resources.

Share -

Your lists with your classmates.

Listen to -

Audio tape on marine resources.

Look at -

Slides on marine resources.

Classify -

The marine resources as renewable or non renewable.

Check -

The marine resources you use.

Share -

The marine resources you use with your classmates.

Answer -

The questions.

247

Opt ion a 1
Select -

A marine resource to research. You will be the
class expert on that resource. Determine its
past, present and future importance.

Present -

The information on the resource you selected to
the class.

248

MARINE RESOURCES-INTRODUCTION

What is a marine resource?
Write your definition for marine resource.

Let's Brainstorm

Purpose: To make a 1 ist of a. I arge number of marine resources .

(instructions for brainstorming)
See Lesson One

Compare and share your lists.

Look at slides and listen to tape on marine resources.

Add those marine rescurces which you had not thoughtabout before
the slides and tape to your list.

Group your list of marine resources as renewable or non-renew-
able resources, placing a R by those which are renewable and
a N by those which are nonrewable. If you are in doubt about
any resource then take your best guess and put a question mark
M beside it.

Determine which marine resources you use. Place a check mark
next to the ones you use.

Compare your use of marine resources with your classmates uses.

Answer:

1. Do you use more renewable or non-renewable resources?

2. Which marine resources that you have not used do you think
you might use in the future?

3. Does everyone in your class use the same marine resources?
Why or why not?

249

MARINE RESOURCES

Slide 1:
Background music.

Sl i de 2
Background music.

Sl ide 3:
Background music.

Slide 4:
Greetings Mates! I'm Captain Seaborne. Thank you for inviting
me to speak to you again. This time I will be talking about
another one of my favorite topics--Marine Resources.

Sl ide 5:
We will define resource as things needed to satisfy our wants
and needs.

Sl ide 6:
In many ways, both large and small, the resources of the sea
affect our lives. Even as we examine the clouded crystal
ball with which we predict the future, we see a great many ways
the sea will influence our tomorrows.

Sl ide 7:
The sea provides us food so long as we have lived on its shores.
We consume an average of more than eleven pounds of seafoods
per person annually. With the realization that fish and shell-
fish contain no saturated fats, and supply are high-grade pro-
tein and other essential minerals has contributed to a slow
increase in consumption. Actually we use more than five times
as much seafood for fishmeal in feeds for poultry and land ani-
mals.

Sl ide 8:
The sea contains millions of species of plants and animals.
There are more than twenty thousand species of fish alone.
A great many marine organisms have been used for food, but
a very small number of them are eaten in large quantities.
For example most of us would not eat sea urchins.

Sl ide 9:
While it is certain that the food resources of the sea are not
totally used, no one knows exactly how large these resources
are. We do know, however, that overfishing has taken its toll.
At least twenty of the more popular species are close to or
have been overfished.

Slide 10:
The overwhelming proportion of food from the sea (approaching
ninety percent) consists of fish. Plants from the sea provide

250

less than one percent of man's food--compared to the figure
of eighty percent for land plants in some parts of the world.

Sl ide 11 :
The role of plants in the marine environment is enornous. The
abundance of marine animals is determine] by the ability of the
region to grow plants. Although we do not eat many sea ve-
getables, it is very difficult for us to get through a day
without coming in contact with products riiade with the help of
a seaweed colloid or gelling compounds. Uses range from
bakery items, dairy products, meats, soft drinks to industrial
applications like the tires on our cars.

Slide 12:
In future years, it is likely that we may see rows of man-
made ponds along the coast. These ponds will contain marine
organisms like salmon, perch, mullet, shrimp, crab, lobster,
algae and others. These will be mariculture ponds for raising
marine organisms. Or, there may be farms out in the ocean
itself. Mariculture could tremendously increase our food
supply thus creating a blue revolution.

Slide 13:
In the future a large portion of our energy production will
also be oceanic. We do not know the size of the oil reserves
and in particular those which are in the deeper parts. The end
of our oil age will actually take place when the reserves of
the deep parts of the ocean are exhausted.

Slide 14:
Uses of energy from the ocean has taken many forms and will take
many more in the future. Such energy sources include wind,
waves, tides, thermal and nuclear fusion.

Slide 15:
Initially a major resource of the ocean was transportation.
The seas permitted large quantities of materials, abundant in
one place, to be moved with little use of energy to places where
they were scarce. Today, we have tankers and supertankers
carrying hundreds of thousands of tons of oil from the oil-
soaked Middle East to the oil starved coasts of the United
States.

Slide 16:
Located in these coastal regions of the United States are
channels, harbors, docks and other facilities associated
with water transportation and shipping.

Slide 17:
One of the great phenomena of our time is an increase in marine
recreation. This has taken place gradually and its most no-
ticeable by the clogged highways and waterways during weekends

251

and vacation times.

Sl ide 18 :
The attraction of the water has led to crowded beaches ...

Sl ide 19
with scarcely a square yard of sand unoccupied and the salt
smell of the seashore complete lost in the haze of sun-tan
lotion.

Slide 20:
Recreational activities range from pleasure driving along the
coastal highways paralleling the shoreline and spanning the
bays and channels ...

Sl ide 21 :
to lounging, sunbathing, girl-watching ...

Sl i de 22 :
beachcombing, and building sand castles along the beach.

Sl ide 23:
There are also the water contact sports of surfing and swimming.

Slide 24:
Recreation is a highly visible and obvious example of the
social values of marine environment. There are economic values,
too; next to offshore petroleum and gas in economic impact is
recreation.

Sl i de 25 :
While we travel to our favorite outdoor spot, we enjoy motoring
along coastal highways and upon arrival settle in motels for
the night ...

Sl ide 26:
or camp out.

Sl ide 27:
We patronize restaurants, service stations, bait shops, marinas
and other businesses that cater to our recreational needs.

Slide 28:
Within the sea itself, we find many minerals useful to man.
For example, gold, silver and diamonds are mined from the
ocean depths. Clam and oyster shells are mined as a source of
lime and building materials.

Slide 29:
The ocean has generated and is generating deposits of manganese,
copper, cobalt, nickel, and titanium in unique potato-like
rocks calles manganese nodules. Actually all of the minerals

252

of land appear in the oceans in concentrated quantities which
are generally larger than their land counterparts. Therefore
an increasing percentage of the world's minerals will be ob-
tained from the sea. The question that must be answered is
who owns the resources of the oceans and how will those re-
sources be managed and distributed.

Sl ide 30:
The sea is also a source of medicine. T:iere are hundreds of
poisonous marine organisms each one having toxins that have
potential as a drug. For example, the toxins from jellyfish,
hydroids, sea cucumbers and sea anemones that cause paralysis
have the greatest potential for becoming drugs for heart and
muscle diseases and even a possible cancer cure. However,
if we are not careful, we will destroy this medical gold mine
with pollution.

Slide 31:
We have always been attracted to shells and fascinated by their
beauty. Shell collecting has led to hundreds of shell shops
around the world. However in some areas, shell animals no
longer exist because of being collected for their shells.

Sl ide 32:
Red coral has always been valued for its beautY. As coral be-
comes more scarce, the value of this resource increases. Red
coral is almost as expensive as gold. Today, dredges are
used to remove coral. If this continues coral will soon be a
souvenier of the past.

Sl ide 33:
The coastal zone 'is the nesting, resting and feeding site for
many species of waterfowl. Every year, many days 3re spent
hunting for ducks, geese and other waterfowl in this area.

Slide 34:
The endangered whooping crained winters in a Texas estuarine
zone; the muskrat, mink, swamp rabbit, white-tail deer and
other game and fur bearing animals use it also.

Slide 35:
Gulls, pelicans, roseate spoonbill and other migratory as well
as resident species of birds use the area and are a source of
enjoyment for bird lovers and photographers.

Sl i d e3 6 :
The sea is a rich source of knowledge and we still have much
to learn. It is helping us decipher the origin of the earth
and the geological events which followed. Marine organisms
are providing us with some vital research tools. The knowledge
the sea can provide us is limited only by our own abilities.

253

Sl ide 37:
The surface of the coastal zone is the site of beach cottages
and housing developments. Many are built on landfills in the
estuarine zone.

Slide 38:
The coastal zone is also a favorite site for industries and
chemical plants since abundant water is available for the
manufacturing processes and the disposal of wastes.

Slide 39:
The surface of the sea itself is a natural resource for a
space-starved land. Using the ocean surface away from the
land for power plants, airports, industrial complexes, resorts
and even cities the threat of destroying our coastal estuaries
is greatly reduced. In the future we will even utilize the
underwater area for research, farming, recreation, work and
living.

Slide 40:
Among the resources of the sea, the most priceless is the water
itself, and in the future it may well be the most important
resource recovered from the sea. Over much of the world, water
shortage is a grave and growing problem. The time may be
approaching when a drop of water will cost more than a drop of
oil.

Slide 41:
Our coastal zone with its bays, tideflats, bayous, lagoons or
marshlands is one of our most valuables natural resources.
They are more productive than our richest cornfields. An es-
timated ninety-five percent of all fish and shellfish landed
by sport and commerical fisherman along the Gulf coast depend
upon the estuarine zone during some period of their life cycle.

Slide 42:
Miles of sandy beaches and their organisms also draw countless
numbers of people.

Slide 43:
Jetties and groins were made to control the movement of sand
along the shore and are the rocky shore of the Gulf coast.
They provide an environment where marine organisms that attached
to rocks can grow and live. They also provide an arena for
pleasure. The activities range from fishing, crabbing, sun-
bathing to just enjoying a walk.

Slide 44:
Crabs, barnacles, jellyfish, sand dollars, seaweeds, sea oats
and many other creatures are part of the marine environment.
These all add interest, beauty and aesthetic appeal and attract
millions of people.

254

S1 ide 45:
The greatest joys are those of the heart and the sea is
a tremendous resource for aesthetic joy. It can nourish
not only the physical being but the spiritual being as well.
We need this chance in our lifestyle.

Slide 46:
Each use of marine environment satisfies someone's need or
desire. Uses and alterations of the sea that jeopardize the
marine resources must be controlled to insure the benefits of
these resources for future generations. lhe marine resources
are the common heritage of all manking. The destiny of all
mankind is inevitably dependent on the responsible development,
both environmental and economic, of the marine environment
and its resources.

Sl ide 47 :
Well mates, it's been a pleasure visiting with you. I'm
looking forward to sharing some more about the marine re-
sources with you in the activities that follow. Any questions?

Slide 48:
The end.

255

HOW DO THEY RATE?

LESSON ELEVEN

ACTIVITY THREE

Determine -

The value of marine resources in "How Do They
Rate?"

Share -

Your ratings with your classmates.

Answer -

The questions about the ratings.

Complete

The "What do You Think?" activity.

256

HOW DO THEY RATE?

Determine the value of the marine resources. We will define
value as something that is important in man's existence. Use
the right hand side of your marine resource list to code the
marine resources as to their value in the following way-

A dollar sign ($) to be placed beside any item which is
of economic or monetary value.

The letter E to be placed beside any resource which is
of ecological value.

Which resources are of cultural value? Code them with the
letter C.

Mark with an A any resource which is of aesthetic value.

Put the letter R next to any resource which is of re-
creational value.

Next to the resources that are of historical value write
the letter H.

Resources may be coded with more than one letter.

Answer:

1. Did everyone rate the resources in the same way?

2. Why are resources rated differently by different people?

3. Which value do you feel is most important and should be
used as a basis for deciding how a resource is to be used?

257

WHAT DO YOU THINK?

o you think that we are likely
to have enough energyfood and other
resources for our needs in about 25
years?

Your answer:

Your reasons:

YOU

What is your
forecast for the
future?

YOU

258

LESSON TWELVE
LIVING MARINE RESOURCES

ACTIVITIES 1-5

Suggested Time for
Classroom Use of
Materials: Approximately 9-11 class periods

Materials for Class-
room Use: Are You a Sea Food Connoisseur?/activity
A Diner's Delight??/reading & questions
Sea Food Fair Taster Report/activity
It's Good For You!/reading
FPC/reading
Fish As Animal Feed
Living Marine Resource Surveys
Supermarket survey
Restaurant Survey
Health Food Store or Oriental Food
Store Survey
Those All Important Seaweeds!!!/reading
Read the Labels/activity
Fishing in the Past/reading
Fishing--Today/reading
Texas Fisheries/reading
Where Have All the Fish Gone?/reading
Fishing Laws and Regulations/activity
Housing Shortage/reading
A Blue Revolution?/reading
The Future--Scenario A/reading
The Future--Scenario B/reading
Buttons/activity
Newspapers, Magazines
Scissors, glue
Coloring & writing materials
*Sea Foods
*Sea Vegetables
*More information in teaching suggest-
i o n s

Major Objectives for
the Lesson: After completing the lesson, the stu-
dent will be able to:

1.1 cite examples of living marine resources;

2.3 evaluate a living marine resource problem man has
solved and the changes that resulted and the new
problems that arose;

259

2.5 if given a living marine resource,to reconstruct
its relationships in the marine environment;

2.5 generate a list of living marine resources that
will be important in the future;

2.5 identify the living marine resources which are
utilized to produce consumer products and services;

2.5 identify the consumer products produced front living
marine resources;

2.6 explain and categorize ways in which living marine
resources were used in the past and are being used;

2.6 analyze the use of a living marine resource through
time in relation to the values involved and availa-
bility;

2.6 describe how the changing use of living marine re-
sources has changed lifestyles;

2.6 compare and contrast the use of living marine re-
sources in different cultures;

2.6 identify and clarify his own value position in re-
lation to living marine resources;

y
e.6 anal ze value positions in relation to living marine
resources to determine similiarities, differences
and possible conflicts;

2
4.7 formulate possible future uses of living marine re-
sources;

3.1 evaluate marine environments on basis of man's
capacity to manage them;

3.1 discuss the interplay of the many facets (socio-
logical, economic, governmental, psychological and
moral) in man's management of the living marine
resources;

3.2 describe and identify situations where technology
has caused a change in the use of a living marine
resource through time;

3.3 if given examples of living marine resources ac-
quisition,to evaluate what considerations are im-
portant;

260

3.3 analyze which factors were most important in de-
cision making and how circumstances may change
in light of altered circumstances;

3.3 identify a situation in which short term economic
gains may produce long term environmental losses;

3.4 make projections about the future consequences of
manis manipulations of the marine environment;

4.1 identify false expectations about living marine
resources,,

4.1 appraise their attitudes toward familiar and un-
familiar living marine resources;

4.1 understand that values influence people's use
of living marine resources.

I
Teaching suggestions: The purpose of this lesson is to
introduce the student to the living
marine resources and their products
in past, present and projected future.
He should also learn about acquisition
and use of the resources. He should
begin to form ideas relative to
how man can andlyze the'actions that
he takes in terms of how those actions
will affect the marine environment
and how in turn the change will
affect man.
Readings, activites and higher order
and value clarifying questions and/
or activities are used.

1. Have the students complete the readings and respond
to the questions and/or activities. (Readings may
be distributed on the previous day.)

2. In the "Are You a Sea Food Connoisseur?" activity,
defining a "ridiculous middle" can help steer
part-i,;ipants off that position. Share responses in
small groups and/or with the whole class.

3. The "Sea Food Fair Taster" activity is designed to
give the students the opportunity to taste foods from
the sea. Many people, however, have a psychological
barrier against eating many kinds of sea foods, even
if they have never tried them. For example,algae

261

flavors are not salty or fishy as might be expected;
some might be described as beanlike, nutlike or even
remind one of celery, parsley or grapes. In.this
activity, the students will have the opportunity
to taste various seafoods in an attempt to counter
such attitudes.

You may do this jointly with the Home Economics de-
partment, the cafeteria, parents of students,
Community Young Homemakers organization or in high
school the students themselves may make the dishes
and bring them to school. (Check school policies)
Local seafood restuarants may even help. Check it
out, they can only say yes or no. Those involved
in preparing the dishes should keep the ingredients
of their dishes secret. Identify the foods only by
number until after the tasting. Do not discuss the
ingredients before the tasting.

Sources of food items:
sea vegetables or seaweeds, already prepared items
made of algae--available at Oriental Food Stores or
health food stores

seafood--canned and frozen--supermarkets, seafood
restaurants, and fish markets

FPC--fish protien concentrate--samples available from:
Population Environment Curriculum Study, 310 Willard
Hall, University of Delaware, Newark, DE 19711.

The majority of the health food stores carry dried
sea vegetables, agar. I;nme of these are kanten,
dulse', wakame, konbu, laver, and agar. They will also
have some recipes available.

Possible Sea Food Fair Memu:

Appetizers - Fried Sweet Kelp Chips
Sea food Cheesies*
Soup - Hearty Soup
Dulse Soup
Soup with slivered Kombu
Salads Kanten Salad
Wakame, Cucumber, and Radish Salad
Entrees Various fish, shrimp, crabs, oyster,
clam, mussels, and other shellfish

262

The following and many other recipes are available
free from: Texas Parks and !.,,Iildlife Department
Seafood !@?arketing Services
4299 Smith School Roed
Austin, Texas 78744

Shark Teriaki Kabobs
Shark Steaks with Fruit Sauce
Savory 9aked Drum Fish
Festive Mullet
Spicy Pan Fried Croaker
Golden Croaker in Coral Sauce
Red Snapper en Papilote
Sweet and Sour Redfish
Blue Crab Omelet
Crab Au Gratin
Golden Fried Oysters
Broiled Rock Shrimp Tails
Shrimp Hurry Curry
Seafood Creole
Seafood Bisque
Seafood Cheesies
Also free poster Where There's Fire There's Smoke
A new method of fish cookery.

Desserts - European Apricot Candy
Lime Agar Dessert
Shimmery Apple Cider Gel
FPC-Chocolate Chip Cookies
FPC-Cinnamon Cookies
FPC-Bread
Beverages - Hot Dulse Lemonade
Yogurt Drink

263

RECIPES

The following FPC-wheat flour mixture can be made at home and used in
recipes;
4 1/2 pounds (or 1P cups) of all-purpose flour
112 pound (or 2 cups) of FPC
Mix the all-purpose flour and the FPC, sift several times and store in
an airtight container. This supplemented wheat flour mixture can then
be used in the recipes that are given below or in other recipes that
require wheat flour.

FPC-CINNAMON COOKIES

1,12 cup vegetable shortening 2 teaspoons cream of tartar
1/2 cup butter or margarine 1 teaspoon soda
1-3/4 cups sugar 3/4 teaspoon salt
2 eggs 2 teaspoons cinnamon
2-3/4 cups sifted FPC-flour

Mix shortening, butter, 1 112 cups sugar and eggs thoroughly. Combine
and sift flour mixture, cream of tartar, soda and salt. Stir dry ingre-
dient into shortening-sugar mixture. Chill 1 hour. @,Ihile dough is
chilling,mix remaining 1/4 cup sugar and cinnamon. Shape rounded table-
spoonfuls of dough into balls. Roll balls in cinnamon sugar. Place 2
inches aDart on ungreased baking sheets. Sake in moderate oven, 350'F.
about 10 minutes or until done and lightly browned. Cookies will puff
up then flatten. Remove from baking sheet and cool on racks. [Itakes a-
bout 40 2-1/2 to 3-inch cookies.

FPC-CHOCOLATE CHIP COOKIES

2 3/4 cups sifted FPC-flour 3/4 cup granulated sugar
1 teaspoon soda 2 eggs
I teaspoon salt 1 112 teaspoons vanilla
1 cup butter or margarine 2 packages (6 ounce) chocolate chips
3/4 cup brown Sugar 1/2 cup chopped pecans, if desired

Combine and sift first 3 ingredients; reserve. Cream butter or margarine,
sugars, eggs and vanilla until smooth and fluffy. Stir dry ingredients
into creamed mixture. Add chocolate chips and n.uts; mix well. Drop
level tablespoons of dough 2 inches apart on ungreased baking sheet.
Bake in moderate oven, 375'F., about 10 minutes or until done and a
golden brown. Remove cookies from baking sheet and cool on racks.
Makes about 72 2-inch cookies.

FPC can be used in soups. In the following recipe FPC is used to make
light, fluffy dumplings.
HEARTY SOUP

1 tablespoon butter I egg
112 cup flour/FPC mixture 1 tablespoon parmesan cheese
(8 parts flour to 1 part FPC) 6 cups of chicken broth
1/4 teaspoon baking powder 1/3 cup of tomato sauce

264

lielt butter. Add flour and baking powder. Mi x wel 1 Add egg. Beat
well after each addition. Blend in cheese. Heat broth and tomato
sauce to boiling. Drop mixture into the hot broth by 112 teaspoon at
a time. Cover lightly. Cook for 10 minutes.

MUSSELS

mussels olive oil
flour salt and pepper
garlic sauce or Hallandaise sauce

Scrub the mussels thoroughly. !@Jash in clear water. Place in a deep
kettle without water and cover. Cook over high heat until the shells
open (four to five minutes). Remove the meat from the shells, and
roll in flour which has been seasoned with salt and pepper. Fry in
olive oil until golden brown. Drain on absorbent paper and serve at
once, with garlic or Hallandaise sauce.

CHITON SOUP

qts. washed chitons 1 potato
1 cup water I carrot
2 Tb. butter 1 garlic clove
I onion 1/4 cup celery
chopped parsley 1/2 cup white wine
salt and pepper to taste buttered toast rounds

Put washed chitons into a kettle with water and steam coverr-'.d for 10
minutes after the water starts boiling. Strain and save the broth.
When the chitons are cool enough to handle, remove the meat and discard
the shells.

Melt butter in a heavy frying pan or kettle. Add chiton meat, onion,
potato, carrot, garlic clove, celery, al '1 finely chopped, cover and
saute until the onion is transparent but not browned. Combine enough
water with the chiton broth to make I quart and add to the vegetables.
Season with salt and freshly ground black pepper. Simrner 30 minutes,
then add wine. Dish into bowls, sprinkle with chopped parsl-ey and float
a round of buttered toast on each serving.

SQUID SAILOR STYLEE

4 squid 112 cup dry bread crumbs
3 medium-sized onions 1 egg
1 garlic clove 1/2 cup sliced or chopped tomatoes
I tsp. parsley salt and pepper to taste
2 Tb. olive oil

265

!4ash squid and remove head and tentacles, reservinq tentacles but do
not cut body of fish open lengthwise. Boil for 112 hour in salted
water. Chop onion, tentacles, garlic and parsley fine and saute in
olive oil. Add this mixture to dry bread crumbs. Then add the egg
and mix well. When fish are cooked, stuff with breadcrumb mixture.
Simmer tomatoes for five minutes in a saucepan. Place stuffed squid
in baking pan with a little olive oil in the bottom. Cover with cooked
tomatoes and bake for about 15 minutes. Serves four.

!4AKAME, CUCUMBER, AND RADISH SALAD

112 ounce dried wakame
1 1/2-2 ounces white radish, grated
2 ounces cooked fish flakes (leftovers can be used)
I cucumber, peeled and cut into thin strips

Place the wakame for 10 minutes in enough cold water to cover. Do not
soak! Drain. Cut into bite-sized pieces. Prepare th- dressinq.
Place the fish flakes, grated radish, sea vegetable pieces, and cucumber
strips in a bowl. Mix the dressing ,,4ell and pour it ov@r the salad.
Toss gently, Serve. Makes 2 to 4 servings.
Dressing: 1 tablespoon honey
2 tablespoons rice vinegar
Iteaspoon soy sauce

KANTEN SALAD

4ounces of strand kanten 2 scallions cut in 2-inch-long slivers
1tablespoon dashi powder 2 carrots cut in 2-inch-long slivers
1teaspoon sesame oil 1 cucumber, peeled, seeded, and cut in
1tablespoon rice vinegar 2-inch-long slivers
1teaspoon honey 2 tablespoons toasted sesame seeds

Soak kanten in cold water for 2 minutes. Drain. Wash in cold water.
Drain again. Combine dashi powder, sesame oil, vinegar, and honey.
Toss with vegetables and sprinkle with sesame seeds. Serve at room
temperature or serve chilled.

LINE AGAR DESSERT

1 stick kanten (1/2 ounce) 1 112 cups honey
1 1/2 cups water 2 egg whites
3/4 cup freshly squeezed lime juice I cup whipping cream

14ash the kanten and squeeze out the water. Place in pan with 1 1/2
cups cold water and soak for 30 minutes. Cook over medium heat until
kanten has dissolved completely. Strain through muslin (optional).
Cook until liquid is reduced by half. Remove any film as it rises.
Remove heat and allow to cool until it is just warm. Add lime juice
and honey. Mix well. Beat the egg whites until they form stiff peaks.

266

Fold the egg whites into the warm kanten liquid. Pour into low rec-
tangular, dish that has just been dipped in cold water. Allow to set.
Cover tightly and refriqerate. When ready to serve, cut into 112
inch squares. Pile into dessert glasses. Top with whipped cream.
Six servings.

SHIMMERY APPLE CIDER GEL

cups apple cider
1 1/2 teaspoons agar powder

Makes 4 to 6 servings. Agar, unlike other gels, will set at room
temperature, so sweetened desserts will keep without refrigeration.

Boil the apple cider. Remove from heat. Dissolve the agar powder
in the hot liquid. Let cool for 5 minutes. Pour into a low flat
dish that has just been dipped into cold water. The g,:_@l will set at
room temperature but should be chilled before serving. Cut the gel
into small squares and pile into dessert glasses. Top with whipped
cream if desired.

HOT DULSE LEMONADE

1 serving. Soak dulse for 20 minutes in enough cold wat(r to cover.
1.4ash well. Drain. Mix lemon juice and honey in a tall -ilass. Boil
the handful of dulse in the water for 20 minutes. Pour this liquid
through a fine sieve to remove the dulse. Fill the glass with the
strained liquid. Drink while hot.

ICA'.

267

DULSE MISO SOUP

1/4 cup dried dulse 1 quart water
1 cup parsnips or 1 teaspoon miso
I cup carrots, diced

These light and low-calorie ingredients produce a very rich-tasting
soup.
Chop the dried dulse coarsely. Boil the carrots or parsnips in the
water until tender. Add the chopped dulse. Boil 10 minutes. Remove
from heat. Add the miso. Serve. Servings for four.

SOUP WITH SLIVERED KOMBU

I quart water
1 tablespoon dehydrated vegetable powder
112 cup slivered kombu (Alaria)

Dried slivered kombu is available commercially as kizami kombu. Alaria
foraged and sold commercially in North America is often labeled wakame.
This is a very basic soup to which a number of foods, especially leftover
fish, might be added.

Place water, vegetable powder, and slivered Alaria in a saucepan. Cover
and simmer for about 2 hours or until sea vegetable is tender. Serve.
Makes 4 servings.

YOGURT DRINK

1/4 teaspoon powdered kelp
I tablespoon dried dulse, chopped fine
I tablespoon dried laver, chopped fine
112 cup yogurt
112 cup tomato/veaetable juice
Place all ingredients in a blender and liquefy for about 1 minute. Serve
chilled or place the blended liquid in the top of a double boiler and
heat. Serve hot. 1 serving.

FRIED SWEET KELP CHIPS

16 cups fresh kelp fronds
Dried Laminaria may be fried in oil as is, without soaking in water.
Just cut the large fronds into squares or rectangles of about 1 inch by
2 inches and fry in peanut oil, a few at a time. Remove to an absorbent
paper towel. Sprinkle with raw sugar. Serve.

268

EUROPEAN APRICOT CANDY

2 cups pureed apricots 1/4 cup butter
3 cups honey 3.5 cup cornstarch
4 teaspoons agar powder

Yields about 2 112 pounds.
Dried apricots can be used. Just soak overnight in warm water to cover,
then puree the fruit with its soaking water. Heat the pureed apricots,
honey, and agar powder together in a heavy skillet. Boil carefully un-
till the mixture registers 225 degrees on a candy thermometer. Add butter
and cornstarch. Pour onto a shallow wooden frame or into a low pan or
dish. Allow the mixture to coagulate. Cut into squares.

The following are also sources of recipes:
Texas Parks & Wildlife Ma_qazines
Smoking Fish
Vol. 31, No. 5 (111.ay 1973) p. 19
Lining Up a Dinner (Crab)
Vol. 31, No. 7 (July 1973) pp. 26-29
Midnight Madness (Shark)
Vol. 31, No. 7 (July 1973) pp. 12-16
Let Seafood Solve Your Mealtime Problems
Vol. 34, No. 7 (July 1976) p. 16-19
Young Naturalist: Coquinas (Coquin.as Chowder Ricipe)
Vol. 34, No. 8 (Aug. 1976) pp. 28-31

The Seavegetable Book by Judith Cooper
Clarkson N. Potter, Inc./Publi5hers, New York 1977
(Very thorough description of seaweeds and recip2s)
excellent

The Cooking of Japan by R. Steinberg, Time-Life Books,
New York, 1969

The Beach Comber's Handbook of Seafood Cookery by H. 7achary
John F. Blair. Winston-Salem, North Carolina, 1972

ENJOY !

4. The purpose of the living marine resource survey
is to determine the livinq marine resources avail-
able in the community and to become aware of them.

(1) Have the students survey supermarkets, im-
port stores, health food stores, restaurants,
and others which you may determine. Have
students check with manageror whoever is
in charge,before they begin their survey.

269

He might provide additional help. Also,
in the supermarket survey you may want to
divide it up into frozen foods, canned
and packages goods.

(2) Or visit a large supermarket, a health
food store and then eat at a seafood rest-
aurant as part of a field trip. The mana-
ger could provide the group with informa-
tion and then answer their questions.

5. The answers to "Fishing Laws and Regulations"
simulation after one year are:

#1 Mi 1lions of fish #2 Millions of fish
20 (Population size 20(Population size at
at start) start)
-0 (111o fishing) -5(25% removed by
20 f i s h i n g
+10 (50% reproduction 15.0
3
(F8@e +7.5(50%reproduction
0 u iation size after - rate)
one Year) 22.5 (Population size
after one year)

#3 Millions of fish
20 (Population size
at start)
-]0(50% reproduction
10 rate)
+10 (50% reproduction
rate)
20 (Population size after
one Year)
6. Encourage the students to generate related questions
and then answer them. Also,to do additional reading
and research.

7. Additi,onal articles on living marine resources,
Texas Parks and Wildlife Magazine
Freezing Seafood
Vol. 33, No. 4 (April 1975) pp. 24-26
Consumers Try Shark Ieat
Vol. 34, No. 9 (Sept. 1976) pp. 12-14
Fish and Fishin_9
Sail !
Vol. 30. 111o. 7 (July 1972) p. 2-5

270

Deep-sea Snappers
Vol. 30, No. 11 (Nov. 1972) pp. 6-9
Fishing the Jetties
Vol. 31. No. 5 (,'-lay 1973) pp. 2-5
Under the Lights (Party Boat)
Vol . 31 , No 6 (June 1973) pp. 2-5
Mi Cri igh t Madness (Sharkfishing)
Vol. 31, No. 7 (July 1973) pp. 12-16
Drag Up a Drum
Vol . 32 , No. 2 (Feb. 1974) pp. 2-5
Tug-of-I,Jar with a Jewfish
Vol. 32, @Io. 12 (Dec. 1974) pp. 18-21)
Above the Surf
Vol . 34, No. 2 (Feb. 1976) pp. 2-5
Pei r Fi shi ng at the Ti p of Texas
Vol. 34, 11o. 4 (April 1976) pp. 22-25
Learn about Redfish
Vol. 34, No. 6 (June 1976) pp. 24-?6
Don't Over Look the Sand Sea Trout
Vol. 34, No. 9 (August 1976) pp. 10-11
Black Drum
Vol. 35, No. 2 (Feb., 1977) pp. 19-21
A Favorite with Coastal Fisherman
Vol. 35, No. 3 (March 1977) pp. 20-2)
Fish Follow the Shrimpers
Vol. 35, No. 6 (June 1977) pp. 2-3
Fishing the Underwater Cities
Vol. 35, No. 7 (July 1977) pp. 1,)-ll
Hide-and-Seek Fish
Vol. 35, No. P) (August 1977) pp. 13-15
Winter Fishing
Vol. 36, N]o 1 (Jan. 197-S) pp. 14-15
Fishing Sea Rim
Vol . 36 , No. 2 (Feb. 1978) pp. 6-9

Management, Research, Problems and etc.
B i o 1 o g i c a IOverfishing
Vol . 31 , No . 6 ( J tine 197 3 ) pp. 16- 18
Fish Graveyard
Vol . 31 , No. 7 (July 1973) pp. 16-17
Hatchery Redfish
Vol. 31, No. 9 (Sept. 1975) pp. 24-26
Coastal Creel Survey
Vol. 33, rNo. 6 (June 1975) pp. 22-231
Mariculture
Vol. 33, No. 9 (Sept. 1975) pp. 12-14
Gulf Shrimp Patrol (pp. 14-15) and A Coastal Mystery
(pp. 13-20)
Vol. 34, No. 1C) (Oct. 1976)

271

Tracking Shrimp
Vol. 36, No. 7 (July 1978) pp. 22-23

National Geographic Magazine
Giant Kelp, Sequoias of the Sea
Vol. 14-@, No. 2 (Aug. 1972) pp. 251-269
Life Springs From Death in Truk Lagoon (pp. 578-603)
and From Graveyard to Garden (pp. 604-613)
Vol. 149, No. 5 (Hay 1976)
Where @,Iould We Be Without Algae?
Vol. 145, No. 3 (March 1974) pp. 361-377

272

A SEA FOOD CONNOISSEUR?

LESSON T14ELVE

ACTIVITY ONE

Complete -

Are You a Sea Food Connoisseur? activity.

Share -

Ratings with your classmates.

0 p t i o n a 1
Conduct -

A survey to determine how others in your community
feel about sea food by using 4re You a Sea Food
Connoisseur? form.

Read -

A Diner's Delight??

Answer -

The questions.

Taste -

The sea foods in the Seafood Fair.

Complete -

The Sea Food Fair Taster Renort.

Your report with your classniates.

273

ARE YOU A SEA FOOD CONNOISSEUR ?

Place your intials on the line that represents your position.

Would Never Would Eat It
Eat It If Tasted Good

1 2 3 4 5

Clams
Green Algae
Crabs

Conch Shell

Eel s

Flounder
Kel p
Oct,opus
Ocean Perch
Oysters
Red F i s h

Sea Cucumber

Sea Trout

Sea Urchin
S c a 11 o p
Shark
Shrimp
S q u i d
T u r t I e

Whale

%R
,- Vts

274

For how many marine organisms did you put your initials in
the far right column or #5?

If you said sixteen or more., you are on your way to becoming
a sea food connoisseur. Congratulations!

How many of the marine organisms have you actually eaten?

If you said between 6 and 9, then you are just average on
the world standards.

For how many marine organisms did you put your initials in
the far left column (#l)--you would never eat?

Why would you never eat some marine organisms?

Would you consider tasting them? Why or why not?

275

A DINER'S DELIGHT??

The Menu

Appetizer: Makinori (Japanese seaweed)

Soup: Turtle and Algae soup
Entrees: Sea squirts, sea urchins, sea cucumbers, octopus,
eel, oysters, clams, mussels, abalone steak, or
other fish or shellfish
Desert: European apricot candy, peanut mousse
Drink: Bladderwrack tea

This menu would delight diners in Japan, China, the Carri-
bean, the Mediterranean and even France and Mexico. The
Japanese, for exampl e, eat nine sea mammals, sixty-three. species
of fish, eight varieities of shellfish, three kifids of clAms ,
and two of shrimp. Each home also has seafood each day so
there is no such thing as a Japanese seafood restuarant.

Even though great numbers of these marine organisms live off
the coasts of the United States, they are not eaten. There
may be more to eating seaweeds and sea urchins than a dietary
treat. There is a relationship between the fish diet and
low heart disease. So maybe we overweight Americans who
favor meat and potatoes over fish may improve our health as
well as adding variety to our life by eating foods from the
s e a .

1. How would you explain the differences between the way you
think of marine orqanisms and the way the Japanese and
others use marine organisms as food?

2. Why is food from the sea a part of every meal for some
people like the Japanese?

3. Could you live in Japan with a family and eat their meals?
Woud you do it?

4. What effect do you think advertisement would have on people
to eat a greater variety of marine organisms like the
Japanese?

276

SEA FOOD FAIR TASTER REPORT

Put an X on the point on the line that represents your
feelings about a food item,

Try to guess the main ingredients (sea foods) in each of the
foods that you have just eaten. List them in the column on
the right.

Number Disliked Liked
of the the the Ingredients
Food Item Taste Taste

1. How many items did you like?

2. How many items did you dislike?

3. For how many dishes did you get the ingredients correct?

4. Did any of the ingredients surprise you? If so which ones?

5. What changes in your ideas about food from the sea have
taken place as a result of the seafood fair?

6. Which dishes of ingredients do you think could become
an important part of food production and nutrition in
the future?

277

FOOD FROM THE SEA

LESSON TWELVE

ACTIVITY TWO

Read -

It's Cood For You!
F P C .
Fish as Animal Feed.

Answer -

Questions.

Li st -
Several st@eps you would suggest taking to increase
the use of marine algae and organisms like the
sea urchin in the United States.

Conduct -

One of the surveys to determine the living marine
resources available in your community.

Share -

The results of your survey with your class.

278

ITS GOOD FOR YOU!

MEMORANDUM

To: Captain Seaborne

From: Sally Seaweed, Nutritionist

Subject: Response to your request on nutritional value
of seafoods.

Today as we learn more about nutrition, we know that sea-
foods are excellent foods and often better than food from
the land. For example, protein from most fish contain fewer
calories and less fats and oils than the majority of meats.
Many sea vegetables (algae) contain fats and oils, yet
they are very low in calorie@ and cholesterol. Seafoods
contain adequate amounts of the essential amino acids
(parts of protein). Also we can digest 90-95% of fish
protein but only 87-90% of the beef protein. Sea vegetables
(algae) have more proteins than rice or soybeans.

Seafoods are rich in the minerals and trace elements
we need. Since our blood contains all of the elements found
in sea water, there is no better way of providing the body
with all the trace elements than by eating sea vegetables
(algae) and seafood. Oysters and other shellfish and sea
vegetables are an excellent source of iodine. A lack of
iodine causes goiter. Fish are a source of fluorine,
important in preventing tooth decay.

The sea vegetables are rich in A, B, B1 2, C, D, E, Niacin
and others. Some algae are richer in vTtamins than the
richest animal source. Some green algae contain more
vitamin B12 than liver. Some algae have more vitamin C
than lemons and more vitamin Athan chicken eggs. The oils
from sea vegetables contain a thousand times more vitamins
A & D than cod liver oil.

The research into nutrition and preventive medicine in re-
lation to food from the sea is new. Studies have already
shown that a diet high in fish results in fewer heart
attacks in middle-aged men. High fish diets also seem to
reduce obesity and high blood pressure. Therefore,more
findings are sure to come. Captain Seaborne, I am already
convinced that food from the sea is good for us.

279

F P C

Fish protein concentrate (FPC) is an excellent source of
high quality, low cost animal protein. It is made by pro-
cessing the whole bodies of "trash fish". These fish such
as hake, sea robins, skates and others are not accepted as
food by man. This is either because of traditional prefer-
ences or because of their small size which makes processing
them expensive.

FPC is odorless and can be stored indefinitely. It does
not change the taste or character of food. It can be used
in foods to improve the quality and increase the quantity of
protein and minerals without increasing fat content. A
mixture of nine parts of wheat flour and one part of FPC
is three or four times more nutritious than just wheat flour
alone. This flour can be used to prepare foods such as
bread, cakes and cookies.

FPC can be used to fortify many of the cereal products, like
bread, pasta (macaroni products), crackers, cookies and
sauces. This could help increase the world's available
protein. At the same time it makes very efficient use
of a catch of fish by using all parts.

FISH AS ANIMAL FEED

Currently in the United States, each person eats an average
of 11 to 12 pounds of fish per year. The largest portion
eaten is frozen breaded fish. However, the largest volume
of fish is eaten indirectly. More than 55% of the fish
caught by U.S. fishermen becomes poultry and livestock feed.

Since fish meal is high in nutritional value, it is part
of the diet for young chickens and turkeys. As a result,
chickens and turkeys use about 85% of the fish meal avail-
able in the United States. Five to ten percent of the fish
meals is used for pigs.

Fishery products are the essential raw materials for the
pet industry. Canned cat foods contain from 25%-100% fish.
Pet birds are also fed fish-based feeds. These are usually
made from crab and shrimp wastes.

Since fish have high protein and low fat levels, they are the
main ingredient in feeding fur-bearing animals, especially
mink. Fish make up 40-70% of the food for these animals.
Yes, over half our fish catch goes to feed other animals.

280

If you are trying to lose weight why would food from
the sea be good to eat?

2. Discuss the statement "Food from the sea is the world's
insurance against starvation."

3. Why do you think that we aren't eating or gathering
sea vegetables to sell in our grocery stores along
with the other vegetables?

281

Supermarket Survey

You will be looking at several sections of the grocery store
for products from the sea. Divide your paper into 3 columns.
In the first column list the item. In the second column list
the marine organism(s) which is/are the ingredients. In the
third column list the weight and the price of the item. In
your survey check the fresh foods, frozen foods, canned goods,
imported or speciality foods.

Check with the manager and see if you can learn:

1. Which seafood items were the most popular?

2. How do they obtain their sea food?

3. What determines whether an item is added or re-
moved from the store's stock?

4. What is the price per' pound of fish, shrimp,
steak, roast, chicken, and pork chops? Which
is cheapest? Which is the most expensive?

5. In which section did you find more food from the
sea: fresh, frozen, canned goods or etc.?
How many items did you find in each section?
Was the number of items more or less than you
expected?

282

Restaurant Survey

Divide your paper into 4 columns. In the first column
list the items on the menu which contain sea foods. In
the second column list the marine organism(s) which is/
are the ingredients, (If the menu only states that it
is broiled fish, see if you can learn what kind of fish
is used.) In the third column list the price of the
item. Since the price will depend on amount, preparation
time and ingredients in column four rate the marine
organisms as to colst. 1--most expensive and etc. The
manager may or may not be able to tell you this.

Question:

1. Which seafood items were the most popular? Why
was this most popular?

2. How does the restaurant obtain its seafood?

3. What determines whether an item is added to or
removed from the menu?

4. How does the seafood compare in price to non-
seafood items?

283

Health Food Store or Oriental Food Store Survey

Divide your paper into 4 columns. In the first column list
the item. In the second column list the marine organism(s)
which is/are the main ingredients. In the third column list
the amount and cost of the item. In the fourth column list
some uses of of the item.

Ask the someone to help you if possible,since you may not
know if the item is from the sea or not by its name.

Questions:

1. Which seafood items are the most popular?
Why is it the most popular?

2. From where and how do they obtain the items?

3. What determines whether an item is added or re-
moved from the store stock?

4. What were the most unusual items you found?

5. Who are the people that buy the seafoods here?
What will they be using them for?

284

WHERE WOULD WE 9E -WITHOUT THE ALGAE?

LESSON TWELVE

ACTIVITY THREE

Read

Those All Important Seaweeds!!

Determine -

Which products in your home contain algae gels-
Read the Labels activity.

Answer -

The questions.

285

THOSE ALL IMPORTANT SEAWEEDS!!

The marine algae or sea vegetables are not just a source
of food for man and animals. In fact I'll bet that you
cannot get through a day without coming in contact with
something made from a seaweed colloid or gelling compound.

Sea vegetable gels (algin, alginate, carrageenin, agar and
gelation) are found in our kitchens. We eat these algal
gels,completely unaware that they are in our prepared
foods. Some of these are yogurt, chocolate milk, ice
cream, marshmallows, candies, bread, coatings for canned
meats and fish and even more.

Historical records show that the use of seaweeds in agri-
culture is very old and widespread wherever there are
rich supplies. They are used not only for food but also
as a fertilizer for the soil. Cattle, poultry and pig
feeds are produced from dried seaweeds by grinding them into
a meal. This is mixed with ordinary food to give a bal-
anced diet,since the seaweeds contain minerals and trace
elements.

In recent years a liquid extract of seaweeds that is high
in nitrogen and potash but low in phosphorous has appeared.
This seems to increase resistance of the crop to abnormal
temperatures, aphids attacks and fungus diseases. It
even helps plants take nutrients from the soil. There is
some indication that cows fed on grass fertil.ized by seaweed
fertilizer are healthier.

Seaweeds are also important in industry. Some of these uses
are in the brewing of alcoholic beverages, cosmetics and
shampoos. Also in the making of linoleum, artificial
leathers and silks, insulation, water-base paints, ceramics.
They are important in paper products for packaging of
milk, butter, frozen food, and the adhesives in paper
bags, gummed tape and decals. In medicine they are used
in blood anticoagulants and as a culture media. Another
potential use of the algae is in the maintenance of life
in space crafts. These are a few examples. Tolist them
all would take several pages. It seems the uses are only
limited for lack of the right seaweed,or our knowledge.
But even more important, perhaps as much as 90 percent
of all photosynthesis is accomplished by algae. And in the
sea, as the vegetable part of plankton, they are the food
upon which all life depends.

286

READ THE LABELS

Let's see how many products in our home have sea vegetable
(algae) gels in them. Read the labels to determine the
ingredients in a product. If the product lists: algin,
alginate, carrageenin, agar or gelatin as an ingredient
then it contains an algae gel.

Divide your paper into three columns. In the first column
list the item which contained the algae gel. In the second
column in what room or your house the item was located and
in column three place a check mark if you have used the item.

A Reminder--Check all labeled products--pharmaceutical,
all dairy products, beverages, bakery, candies, dressings,
sauces, dietetic foods, meat & fish products (sausages &
canned products), soups, baby food, jams, cosmetics and
paints.

1. How many products in your home contain algae gels? How
many of these do you use?

2. What effect could thermal pollution and toxic chemicals
from industry have on the algae and products that use
algae gels?

3. Along the east coast and the west coast the algae are
numerous. However, as we round the Gulf shore from Florida
toward Louisiana we find the Mississippi river and other
rivers have had a stunting effect. Algae are found mainly
on the wharfs, pilings and jetties. Can you explain this?

4. What would be the advantage of using gelatin made from
algae instead of animal gels made from hoofs and cartilage
of animals?

287

FISHING

LESSON TWELVE

ACTIVITY FOUR

Read -

Fishing in the Past.
Fishing-Today.
The Texas Fisheries.
Wher? Have All the Fish Gone?

Set up-

Model fish populations in the Fishino Laws
and Regulations activity to defermiO now
different fishing regulations affect the size
of fish populations.

Answer -

The questions.

Optional
Read -

Article in Texas Parks & Wildlife on fishing or fish.

Optional
Report -

On the article your read to your classmates.

Wri te -

A short story on a day in the life of a fisherman.
Select one of the following fisherman:
Oyster
Shrimp
Tuna
Game
Deep Sea
Factory Ship
Lobster
And others

288

FISHING AND THE PAST

Early man began to fish about 10,000 years ago. He fished
like other land animals. He would grab his prey out of the
water with his hands. Clams and oysters were probably the
first seafood man ate. Then hooks and nets and other simple
tools were invented.

The Karankawa Indians of the Texas Gulf coast collected oysters,
clams and other shellfish with their hands. They also used
the bow and arrow and boats. The early Texas settlers used
hooks, lines, nets and boats. With these simple methods,
man did not wipe out his food supply by overfishing.

Early man had a knowledge of marine life-cycles and marine
behaviors. None of the toolshe used are.of any value
without an understanding of where and when the fish will be.

These early fishermen could not have seriously overfished
an area. Yet, they know that overfishing could affect their
food supply and had to be avoided. They discovered the
first laws of ecology. They wove these into their religious
beliefs. To disobey these laws was to risk the anger of the
sea gods. Fish were not taken during spawning season, a
number- of young had to be tossed back, and no more fish
could be taken than could be eaten.

However, with the advance of technology, beginning with the
harpoon gun, this began to change. Modern fishing equip-
ment and ways have led to the loss of the old ways and
traditions which respected the creatures of the sea.

289

FISHING-- TODAY

Today the living animal resources of the oceans are being
hunted by a variety of vessels. They vary in size and com-
plexity. They range from a South Sea island dunant to a
Russian factory ship over 700 feet long. The design of
the fishing vessel is determined by the species of fish it
will catch.

In the past.locating fish was difficult and an experienced
captd.,in was,probably the best asset a boat could have.
Today electronics and space technology are used to find
fish. Echo-sounding is used to locate schools of fish.
Sensitive cameras on high-flying planes and satellites
are used to record the disturbance of bioluminescent plank-
ton caused by schooling fish. Ultrasensitive microphones
are used to pick up the locations of fish.

The Russian fishing fleet operates like a naval operation.
Administrators direct fishing activities in each of the
major seas like commanders moving their forces in battles.
As many as 300 ships will travel in a group accompanied
by factory ships and transport vessels.

The factory ship begins processing the catch as soon as it
is taken on board from other vessels. One such factory
ship,which is 540 feet long,is able to salt 200 tons of
herring; process 150 tons of fish into meal; filet and
freeze 100 tons of bottom fish and manufacture 5 tons
of fish oil, 20 tons of ice and 100 tons of distilled
water all in one day. The Russian government pays for the
fleet which puts other fishing nations and the fish at a
disadvantage.

290

THE TEXAS FISHERIES

The Texas coastline has a total estuarine and coastal la-
goon area of 2100 square miles. This area is the major
spawning ground and nursery for 70% of the fish population
of the Gulf of Mexico. Shrimp also during their early life,
live in these large fertile areas until they are large
enough to enter the Gulf of Mexico.

Fishermen from many states and several countries earn their
living shrimping the productive Texas bays and nearby Gulf.
Shrimp, is the most valuable fish product in the United States,
with Texas and Louisiana being the top two shrimp producing
states.

Shrimp, oysters, fish and crabs.are part of the Texas fish
catch. Shrimp, however, make up about 90% of the states'
commercial catch. Shellfish (shrimp, oysters, crabs, and
squid) totaled over 83 million pounds with a value of over
$113 million in year of 1975-76. Fish taken commercially
totaled over 8 million pounds with a value of $2.8 million.
The commercial fish production on the Texas coast could be
increased several times above the present level without
serious effect on the supply.

Although Texas has one of the largest fishing industries of
any state in the United States, it is still small compared
to other industries. The seafood industry is very important
to the coastal economy. It produces millions of dollars in
income and employs over 15,000 people.

Problems do exist. The production of shrimp and the Gulf
fish depends on the conditions of the bays and estuaries.
Therefore, both pollution and changes in the estuarine en-
vironment such as dredging and filling can have bad effects
on production.

Every year the Texas shrimpihg industry catches an estimated
500 million pounds of fish. Many of these fish are small
and presently worthless. The development of fish protein
concentrate, fish meal, and possibly fish sausages may be
ways to use these fish. Research and development of the
use of these waste fish is needed. Much can be done to
improve the Texas fisheries.

291

WHERE HAVE ALL THE FISH GONE?

Early man began to fish almost 10,000 years ago, but
the technological and attitude changes now threaten the sur-
vival of some of the living resources of the,sea.

In the 100 years from 1850 to 1950 the world fish catch
increased 10 times or 25% every 10 years. However, in
the 10 years from 1950 to 1960, it doubled. It doubled
again from 1960 to 1970.

However, since 1970 there has been no great increase. Over-
fishing has taken its toll. At least twenty species of
fish are close to being or have been overfished. These
include tuna, herring, cod, ocean perch, haddock, anchovy
and others. In fact,by the 1980's there may be no healthy
fish supplies left.

An example of what is happening occurred in 1965. The
large Russian fleets moved into the northeast coast of the
United States and took tremendous amounts of haddock.
This fish is of value to American and Canadian fishermen.
The International Commission for Northwest Atlantic Fish-
eries attempted to regulate the haddock catch. However,
the Russians disregarded this. By the end of 1967, the
Russians had almost wiped the fish out. It is estimated
that the 1963 catch of haddock alone could have supported
the U.S. and Canadians for 10 years.
It has been charged that the Japanese have been seriously
irresponsible. They have shown little interest in conservation.
Their research seems to lie only in developing and expanding
the catches.

In North America and Europe, conservationists are asking:
"Can the oceans support massive fish takes? What is the
morality that urges us to take as many fish as we can---
because if we don't the Russians or Japanese will?"

Only quick and close cooperation between all nations can
prevent the destruction of the fishery resources of the
world.

292

FISHING LAWS AND REGULATIONS

Fishing laws and regulations are designed to maintain healthy
fish populations while giving everyone an equal chance to en-
joy the sport of fishing or work as a commercial fisherman.
Let's determine how different fishing regulations affect the
size of fish populations.

Set up a model fish population. Use beans or other small
objects to represent fish. Each object will represent 1
million fish. The model will have 20 million fish and we
will change the regulations to see what happens to the popu-
lations. Each population will have the same yearly natural
reproductive rate. The number of young born will be 50%
of the number of fish in the population. We will simulate
fishing by removing fish (beans) from the population. We
will add fish (beans) to the population to simulate natural
reproduction. (Note: In this model, we will not consider
the effects of starvation, disease and etc. You may want to
add a % for death and disease each year.) Carry out each
simulation below for four years.

1. The regulations are that there is no fishing.

2. The regulations will permit 25% of the fish to be re-
moved by fishing each year.

3. The regulations permit 50% of the fish to be removed each
year.

4. Set your own regulations.

Questions:
1. Did any of the populations increase in size? decrease
in size? remain about the same?

2. If you were a fishery biologist, which set of regulations
would be best to:
A. Keep the size of a fish population about the same.
B. Decrease the size of a fish population.
C. Increase the size of a fish population.
D. Allow the optimum catch over a long period of years?

3. If you were a fishery biologist and wanted to increase
the size of a fish population but also wanted to allow
people to enjoy fishing, which set of regulations would
you use?

4. What would happen if regulations did not allow any fishing
and the fish pop,ulation size increased beyond the limits
of the fishes' habitat?

293

5. What would happen to a fish population if fishing were
not regulated; that is, if people could catch fish by
any method (netting, trapping, and etc.) and could catch
as many as they wanted?

6. Discuss laws and regulations as importants management
tool s .

7. What effects do politics, emotions, and other factors have
on fishing?

5;41

294

THE FUTURE

LESSON TWELVE

ACTIVITY FIVE

Read

Housing Shortage.
A Blu2 Revolution?
The Future-Scenario A.
The Future-Scenario B.

Answer

Questions.

Find

Articles and pictures in magazines and newspapers
which portra@ some of the issues concerning living
marine resources.

Make

A collage illustrating some of the issue3 with pic-
tures, words, slogans and etc. Draw your own or cut
them out of a magazine or newspaper.

Write

A short scenario of what you think or hope the
future of living marine resources will be.

Li st -

Some of the steps which must be taken to make your
future scenario become reality.

Make -

Buttons to express your views on living marine
resources (seafood, algae, fish. fishing and etc.)

295

Housing Shortage

The largest part of the ocean is covered by mud. So there
is a housing shortage in the ocean. A large number of marine
organisms need a solid surface for attachment. The more sur-
face, the more organisms. Also many marine organisms need
areas in which to hide from their predators.

Divers have often noticed that fish collect around wrecked
ships and the offshore drilling platforms. This had led to
building of artificial reefs in the Texas coastal area to
increase fishing. These reefs are composed either of oyster
shells placed in bays to form oyster reefs or of old car
bodies, concrete blocks, pipes or other structures including
old ships. The 3000 or more oil platforms built off Louisiana
and Texas coast provide a similiar artificial reef. Well-
organized artificial reefs have become and could become a
simple way to farm the thinly populated areas of the oceans.

296

A BLUE REVOLUTION?

There are more than two million acres of under-used low-
lands along the Gulf coast. They rent for as little as
$3 per acre or sell for $300. Someday they may be covered
with neats rows of rectangular man-made ponds. They will
be fed by water pumped from the bays and filled with shrimp.
A dream? No, a possibility. In 1969 a team of researchers
began a shrimp mariculture program at Flour Bluff near
Corpus Christi. This program will answer the questions of
shrimp culture. It will develop the procedures and tech-
nology for shrimp mariculture.

Mariculture is the raising of marine organisms under con-
tolled conditions. The Chinese,2,500 years ago,grew oy-
sters and fish. It was the first recorded mariculture op-
eration. Freshwater fish have been raised in hatcheries
for 2000 years, but this is not the case of saltwater fish.
The problems are greater for saltwater fish since proper
salt water balances and temperature must be maintained.
Also,we do not know all the answers to questions about
diseases, parasites and reproductive cycles. Today the
following organisms are part of mariculture programs:
the finfish--salmon, perch, yellowtail pompano, top min-
now and mullet; shrimp, crabs, lobsters, oysters, clams,
mussels and algae.

The potential is tremendous. If the technological changes
are properly used,a Blue Revolution can result. This would
be the development of a new food supply to help stop world
hunger. At present,the government backs the research for
lobsters, shrimp and other luxury sea foods instead of the
fish that are easier to raise and not as popular.
The luxury seafoods of lobster and shrimp have less pro-
tein than the fish. However, sea farming will probably
never replace fishing in the way that land farming has re-
placed hunting. Even if we solved all the problems, the
ocean,like the land,can only feed a yet unknown but limited
number of people.

297

THE FUTURE-- SCENARIO A

The sewage from a secondary treatment plant of a coastal
city is useo to grow plankton algae. These plankton algae
remove nutrients from the sewage. Oysters then remove the
algae from the water. Some of the nutrients are returned
to the water in the form of wastes from the oysters. These
nutrients are used by seaweeds especially sea lettuce. The
seaweeds are then fed to abalone (mollusks). The oysters'
solid wastes which drop to the bottom of the tank are
eaten by sandworms. The sandworms are put in another tank
to serve as food for the flounder.

The products of this mariculture system are oysters, sea-
weeds, worms, flounder and abalone. The sea farm also be-
comes a sewage treatment plant,with clean water being re-
turned to the sea.

In the open Gulf, there is an inexpensive raft,or mesh,40
to 80 feet down from the surface with growing seaweeds
attached. Pump intake pipes extend down into the cool,
nutrient-rich,water. The nutrient-rich water is brought
to the surface by wave or wind powered generators. Har-
vesting of the seaweed is accomplished by special vessels
which move over the frames and cut off the upper part of
the seaweeds. These ships remove the water from the sea-
weeds and then ca,rry them to processing plants on shore.

In the open spaces left in the seaweed fields, nets are
lowered and fish from the seaweed fields are lured into
them for catching. In other seaweed fields part of the
harvest is fed to fish, abalone, snails, and other inverte-
brates in separate mariculture operations.

The seaweed is also processed by a digestion fermentation
process into methaneplus other products such as fertilizers,
ethanol, lubricants, waxes, plastics and the complete group
of useful petrochemical products.

298

THE FUTURE- SCENARIO B

It was a fine morning with a smooth sea, sunny warm weather,
and the companionship of friends. '1he older member
our group began to comment. "The pollution has killed
everything." He goes on: "You could look down with a
mask from the surface and see the wrecks on the bottom."
He always compained that "there are no ducks, no fish,
nothing. There's nothing out here. They're all dead
and those that are alive, I'm afraid to eat."

It wasn't that we doubted his word, but he remembers an-
other time. Most people don't. We take the pollution,
turbid water, silt and lack of marine life for granted.
We have been brought up with..it.

Twenty miles out at an old ship wreck the surface water
was fairly turbid, we decided to dive down and take a look.
We passed through layers of yellow brown matter. At 100
feet down there was no light. On the wreck, it was com-
pletely dark. Fish were lying on the bottom belly up,
dead lying everywhere. No diver observed any live fish.
Anemone, starfish and mussels were also dead. A black
substance covered the sand everywhere.

Commercial fishermen run miles and miles from port to
find any fish at all. And they have beeh pulling up dead
fish in their nets. The price of fish is so high that
only the wealthy can afford them. Mass starvation and
food riots are beginning to occur. Food is more precious
than gold.

299

1. What kind of energy is needed to produce seaweeds?

2. What beneficial side effects does mariculture have on the
environment?

3. Why would it be good to feed seaweeds to animals which are
grazing on mineral deficient pasture land?

4. How would food shortages affect life in the United States?

5. Why is fishing to feed the world as naive as trying to feed
billions by hunting wildlife?

6. Why will mariculture only postpone disater if man does not
keep a stable populations level in the future?

7. What problem limits the growth of sea farming?

8. What environmental and legal/political problems can the
farming of algae or marine organisms prodUce?

9. Do you think sea farming will become an important source
of food in the future? Why or why not?

10. What evidence in today's world suggests that this forecast
in The Future-Scenario B could come true? Can you see any
evidence that it would probably not come true?

300

BUTTONS

People often use buttons to show who they support in elections
or where they stand of issues. Let's say that you have de-
cided to tell the world your views on living marine resources
(seafood, algae, fish and etc.) by making a whole bunch of
buttons. What would they say in words or pictures? Use the
space below to sketch your button designs.

1. Number the buttons according to how important they are to
you. (1=most important, etc.)

2. Would you wear them everywhere?

3. Is there anywhere you wouldn't want to wear -ome of them?

4. Are there any you wouldn't wear at all?

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