Coastal capers a marine education primer

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

- WN
C ast-0 Ca ers,
A Marine ducation Primer

UNC Sca Grant Publication L'N(:-S(;-84-0.3

COASTAL LONE INFORMATION CENTER

$3.50

UNC Sea Grant Publication UNC-SG-84-05

This work was sponsored by the Office of Sea Grant, NOAA, U.S.
Department of Commerce, under Grant No. NA83AA-D-00012 and
the North Carolina Department of Administration. The U.S. Govern-
ment is authorized to produce and distribute reprints for governmen-
tal purposes notwithstanding any copyright that may appear hereon.

Coastal Capers:
A Marine Education Primer

Written by Lundie Spence, UNC Sea Grant
Vivian. Barbee Cox
Edited and designed by Kathy Hart, UNC Sea Grant
Illustrated by Anne Marshall Runyon

TABLE OF CONTENTS

Activity/Skill Index/2
Introduction/3
CAPER 1 Let's go fishing/4
CAPER 2 The sand dollar game/6
CAPER 3 Float an egg/8
CAPER 4 Food web connections/10
CAPER 5 Potato fish/14
CAPER 6 Whale songs and wild moves/16
CAPER 7 Grandma's catch/18
CAPER 8 Fishy fun/20
CAPER 9 Now you see me, now you don't/22
CAPER 10 What bird are you?/24
CAPER 11 Shark/26
CAPER 12 Sea prints/30
CAPER 13 Buried treasure/34
CAPER 14 Name that shell/36
CAPER 15 Squeaky sand/39
CAPER 16 Blowing in the wind/41
CAPER 17 Clean water/A
X
CAPER 18 Whale of a tale/47
CAPER 19 Pin the fin on the fish/48
CAPER 20 Oil spill/50
Glossary/52
Elementary Marine Education Materials Appendix/58
Appendix 1/63
Appendix 11/70
Appendix 111/73
Appendix IV/75
Acknowledgements/76

Activity/Skill Index

CAPER 1 Let's go fishing
CAPER 2 The sand dollar game
CAPER 3 Float an egg
CAPER 4 Food web connections

CAPER 5 Potato fish
CAPER 6 Whale songs and wild mov.es M
CA PE R 7 Grandma's catch MMM
CAPER 8 Fishy fun
M
CAPER 9 Now vou see me, now vou don't
CAPER 10 What bird are vou?
CAPER 11 Shark MMM
CAPER 12 Sea prints
CAPER 13 Buried treasure MM
CAPER 14 Name that shell
CAPER 1.5 Squeaky sand
CAPER 16 Blowing in the wind
CAPER t7 Clean water
CAPER t8 Whale of a tale M
CAPER t9 Pin the fin on the fish
CAPER 20 oil spill
mom

Z
E -:2

Introduction

Purpose
Coastal Capers is a marine education primer designed to provide
elementary grade teachers with activities or "capers" that introduce
the marine environment. The primer also may be used by teachers
with remedial or special education students, or by 4-H and scout
leaders. The twenty capers are designed to motivate students to learn
basic skills in science, math, language arts, social studies and art.
Coastal Capers is part of the UNC Sea Grant Marine Education
Manual series. The other five manuals (Coastal Geology, Seawater,
Coastal Ecology, Coastal Beginnings and Connections) have
activities more suitable for older students (fourth through eighth
graders).
Coastal Capers consist of three parts: 20 capers, a glossary of
animals and an elementary marine education materials appendix.
How to use the capers
First choose a caper in the subject area of your choice. Each caper
consists of a section on purpose, vocabulary, materials, teacher
background and/or preparation, procedure, and, occasionally, spin-
off ideas or additional reading.
As these capers cover many subject areas, teachers can develop a
unit around them or insert them into existing lesson plans. Each
caper can stand by itself. Most capers can be completed within one
class period.
The illustrations are suitable for duplication. No copyright
prohibits their use for educational purposes.
How to use the glossary
Information about the marine and freshwater animals mentioned in
the capers is listed alphabetically in the glossary It provides facts
about where the creatuee lives, what it eats an@ who eats it.
How to use the appendix
The appendix lists other education resources and illustrations for
activities. The national access system for marine education materials,
MEMS, is a computerized index of articles and curricula and a major
resource for marine educators.

CAPER ONE
Let"s go fishing

Purpose
To identifv animals with their natural habitat.
Vocabulary
Salt water-seawater. A mixture of pure water and elements dis-
solved from the earth's crust. The salt water of the ocean is diluted
in sounds and bays by fresh water from rivers.
Fresh water-%vater that contains few dissolved elements. Found in
rivers and lakes. Ground water is fresh water. The typical source
for fresh water is rain.
Environment-all of the physical, chemical and biological condi-
tions, living and nonliving, that affect an organism or group of
organisms.

Materials
Scissors, crayons, laminating film (optional), paper clips, magnet,
string, two shoe boxes, -fishing pole" (any yardstick, meter stick or
pole will do), large box.
Teacher preparation
Duplicate and cut out figures. (The figures are located in Appendix
1.) You may wish to color and laminate the figures. Slide a paper clip
onto each figure. Tie a two-foot long string to the end of the pole or
stick. Attach a magnet to the end of the string. Label one shoe box
fresh .vater; label the other salt water.

Procedure
Place figures face down on the floor or in a large box. Students sit in a
circle around the box and take turns fishing for the animals using the
magnet hook. When a student "catches" an animal, he/she decides if
it lives in fresh water or salt water and puts it in one of the two
labeled boxes. if possible, the child names the animal.
Students are awarded one point for correctly classifying the
animal's home and one point for correctly identifying the animal's
name.
The saltwater creatures in the "fishing hole" are: a sea turtle, a sea
horse, a porpoise, a hammerhead shark, a marlin, an oyster, a clam, a
squid, a flounder, a whelk, a shrimp, an urchin, a sea anemone, a
whate, a jellyfish, a starfish, an octopus, a sting ray and a crab.
The freshwater creatures are: a water snail, an alligator, a newt, a
frog, a tadpole, a pond turtle, a catfish, a water strider and a
salamander.
4

Spin-off
Play the riddle game. The student takes an animal card from the
fish@ing hole and keeps the card covered. The "fisherman'' makes up
a riddle about the animal for the other students to guess. Example: I
have eight arms and no shell. What am I"Answer: octopus. Example:
When Fm young I have a tail, but when I grow up the tail goes away.
What am I? Answer: tadpole and frog.
Show the card to the group once the riddle is solved. At the end of
the unit or for older students, the game could be changed into animal
charades.

CAPER TWO
The sand dollar game

Purpose
To practice the match skills of number comparison.
Vocabulary
Sand dollar-a flat, round animal with short, hairy spines. It eats
plant matter. Its name reflects its shape, which is similar to a silver
dollar. When dried, the sand dollar is white. Alive, its color is
brownish-green.

Materials
Construction paper, pencil, scissors, lamination film (optional).
Teacher preparation
Using the pattern, make 20 copies of the sand dollar. If the students
have the motor skills to cut out the patterns, let them make the set.
On one side of the figure, draw the holes shown on the pattern. On
the other side, write a number. Numbers such as 18, 81, 99 and 66
should be underlined to prevent misreading. Use a different number
for each sand dollar.

Sand dollar pattern

Procedure
This is a partner game. Player One deals out the set of 20 sand
dollars, number side down, ten to each player. The players keep the
dollars in a stack in front of them. Player Two starts the game b-,
removing the top sand dollar from his/her stack and placing it, *
number side down, in the center of the table or desk. Player One
places the top sand dollar from his/her stack beside it, nun&r side
up. Player One then guesses whether the number is greater than or
less than the number on Player Two's dollar.
After Player One has guessed, Player Two turns his/her sand dollar
over. If Player One guessed correctly, then he/she keeps both dollars.
If the guess was incorrect, Player Two keeps both dollars. Players
take turns guessing. Play continues until one player has all of the
sand dollars.

CAPER THREE
Float an Egg

Purpose
To investigate the density of fresh and salt water or how objects float.
Vocabulary
Investigation-careful examination of a situation with the intent to
answer a question or solve a problem.
Prediction-educated guess of a future event.
Sink-when an object is not buoyed bv water and gravity pulls
the object to the bottom. Objects sink when they displace a volume
of water that weighs less than the object.
Float-when an object is light enough to be buoved by water.
Objects float when they displace a volume of water that weighs
more than the object.
Dissolve-when a solid compound, such as salt, is divided by water
molecules into two or more parts. Salt is made of sodium Aloride,
\\hich divides into sodium and chloride ions.
Buo%ancv-the ability to float.

Materials
jar, a fresh egg (a freshly boiled egg will also work), salt, water,
teaspoon.

Procedure
This activity is suggested as a team competition. Before dividing
students into teams, explain the materials to be used and the
principles involved in the demonstration.
Demonstration: Fill a glass jar with fresh water, and put the egg
bcside the glass. Ask the class to predict whether the egg will sink or
HOLIt. Place the egg in the water. (The egg should sink.) Ask the
group what %vill happpn if salt is added to the water.
Slowly add one teaspoon of salt at.a time to the water, stirring. The
egg will eventually float off the bottom of the glass. The salt water is
heavier or denser no", and can buoy up heavier objects than the
lighter fresh water.
Directions for each team: Choose one member of the team to
measure and another to record. Others can observe. Fill the jar with
water. Predict whether the egg will float in the water. Lower the egg
careful1% into the water. Did it sink or float? Add one level teaspoon

of salt at a time to the water, stirring carefully to dissolve the salt.
Count each teaspoon added to the water untii the egg floats. How
man),- teaspoons did it take to float the egg' What is the difference
between the tap water in v.,hich the egg sank and the salt water in
which it floated" In which water could a person float best? The team
that floats an egg with the fewest teaspoons of salt is the winner.

Teacher references
Anderson, Norman D. Investigating Science in the Swimming Pool
and Ocean. McGraw-Hill Book Co., New York. 197 S.

...... ..........
5ALI

CAPER FOUR
Food web connections

Purpose
To show the links within the food chain and food web. To introduce
marine animals to students.
Vocabulary
Investigation-careful examination of a situation designed to answer
a question or solve a problem.
Food chain-a sequence of food relationships in which the sun is the
primary source of energy. The first link to the sun is plants; second
is plant eaters (herbivores); third is animal eaters (carnivores).
Food web-the type of food relationships in which several food
chains are joined so that one type of plant is eaten by several
herbivores and one herbivore eats more than one type of plant.
Likewise, one kind of animal (the rabbit) is eaten by several
carnivores (cats, wolves, man), and one carnivore (the wolf) eats
several kinds of animals (rabbits, chickens, squirrels). A food web
increases the chances for survival if one species of animal or plant
becomes scarce.
Herbivore-plant eater. Rabbits and sand dollars graze on plants.
Some marine herbivores filter microscopic, single-celled plants and
animals called plankton using gills, antennae or mouth parts. Nlole
crabs and blue whales use this method. Animals that eat detrftus,
or decaying plant matter, also are herbivores. Fiddler crabs, clams
and mullet (a fish) fit into this category
Carnivore-meat eater. Cats and flounders eat meat.
Oninivore-an animal that eats either plants or animals, depending
on which is available. People, bears, raccoons, blue crabs and
Shrimp eat plants and animals.
Plankton-microscopic plants and animals that float in the water and
are carried by the current. Planktonic plants include diatoms and
dinoflagellates. Planktonic animals include the larvae of fish and
crabs that grow out of their planktonic stage and arrow worms that
remain planktonic their entire life. The one-ton sunfish, or mola-
mola, is planktonic because it drifts with the currents.

Materials
Scissors, balls of different-colored yarn, arm bands of red, yellow and
green plastic or construction paper.

Teacher background
Students must learn how food chains work before they can
understand food webs. Spend time discussing the roles of the sun,
plants and consumers-both herbivores and carnivores. For example,
a simple land-based food chain begins with the sun as the energy
Source for corn (a plant), which provides food for a mouse (a
herbivore). that in turn becomes food for a cat (a carnivore).
Marine food links along the Carolina coast begin with the sun,
which provides energy to plants to photosynthesize carbon dioxide
and nutrients into plant material.
Next come plants. Marine grasses, turtle grass and eel grass grow in
shallow sounds and bays. Seaweeds attach to rocks and piles or float
free. Microscopic plants, called phytoplankton, float with the
currents. Diatoms, or single-celled green algae, and dinoflagellates
are the base of many food webs in nearshore and offshore waters.
Detritus. or decaying plant material, is a common food source for
herbivores in marshes. Decaying salt marsh cordgrass, an abundant
food source, makes Carolina marshes productive in fish and shellfish.
Herbivores eat by grazing on larger plants or by filtering smaller
plants from the water. Filter feeders include shellfish (clams, mussels
and oysters), some marine worms, barnacles and fish (menhaden,
anchovies and mullet). Grazers include periwinkle snails (that feed
on algae that grow on marsh grass), sea hares and sea urchins.
Carnivores eat other animals. Some animals are easy meals when
@oung, but are unappealing to eat as adults. Few carnivores prey on
adult jellyfish, starfish, sea horses or sea hares. Blue crabs eat
shellfish, fish and other crabs. Octopus eat fish, crabs and shellfish.
Fish cat smaller fish, shrimp, shellfish and worms.

Procedure
Either by personal choice or teacher direction, each student should
represent a marine plant or animal. Plant people wear green arm
bands: herbivores, yellow; carnivores, red. It is important for the
students to know tl@e eating habits of the animals they represent.
Here are examples for a class of 25. Use resource books to enrich
and enlarge this set.
Plants: phytoplankton, green seaweed, detritus.
Herbivores: filtering animals7--mole crab, barnacle, mullet, fish
larvac@ grazing or filtering animals-fiddler crab, marsh minnow,
worm. Mud snail, shrimp.
Carnivores (eat any herbivore or each other depending on their
size): blue crab, octopus, spot, croaker, grouper, flounder, stone crab,
eel, starfish.
To begin the activity, take a colored ball of yarn from a central
location, called the sun, to one of the children representing a plant.
Ask who will eat this plant. Several children should volunteer their
animal. Pass the ball of yarn from the "plant" to one of the

%0IU nteers. Then ask who will eat this animal. Again, several students
Should volunteer. Pass the ball of varn from the first animal to one of
the volunteers. Remind the first students to continue to hold the
yarn. This is one food chain. Cut the string. Repeat the exercise with
another plant and animal using a different color of varn.
Continue making food chains, allowing some of tl@e chains to
connect by either common herbivores or carnivores. Be sure each
child is part of a food chain. The students have created a food web
that looks almost like a spider's web.

Evaluation
Discuss the following points.
1. One plant or animal may be consumed by several other animals.
2. One animal consumer may prey on several other animals.
3. Food webs can be very complex and represent real life better
than food chains.
4. Food webs are affected by environmental problems.
.3. Pretend acid rain kills one type of plant. How many consumers
does it affect'@
6. Pretend a pesticide kills one type of plant eater. How many
carnivores does it affect"
Student reading
Buck. Margaret. Along the Seashore. Abingdon Press. 1964.
Morris, Dean. Underwater Life: The Oceans. Raintree.
Morris, Robert A. Seashore. Harper. 1972.
Most, Bernard. My Very Own Octopus. Harcourt Brace jovanovich.
1980.
Shepherd, Elizabeth. Tracks Between the Tides. Lothrop, Lee, and
Shepard. 1972.
Teacher references
-The Living Coast," a 16 mm film, is available from the N.C.
Regional Education Centers or the N.C. Office of Marine Affairs, 107
Blount Street, Raleigh, N.C. 27611. Provides excellent examples of
coastal food chains.
.. Ecological Chanicterization of the Sea Island Coastal Region of
South Carolina and Georgia,'.' a resource atlas, is available from the
Marine Resources Division, S.C. Wildlife and Marine Resources
Department, P.O. Box 12559, Charleston, S.C. 29412. Ask for
publication number FWS-OB5-79/43. Provides excellent illustrations
on food webs in different habitats.

-MIFF

:ew

whelk

t4l 'S,

Herring gull

Clam octopus

Plankton

Mullet Crab

Detritus

Tubeworm
A complex food web

CAPER FIVE
Potato fish

Purpose
To learn about the external parts of a fish and to show some
adaptations to different lifestyles.
Vocabulary
Adaptations-changes in a plant or an animal that increase its
chances of survival in its environment.
Fins-appendages of a fish that assist it in swimming (equivalent to
human arms and legs).

Materials
A potato for each child, construction paper or poster board, scissors,
crayons, tape, straight pins.
Teacher background
Introduce the general body shape of a fish bV using the illustration
provided. Near the gills, tfie fish has pectoral fins that are equivalent
to human arms. Below the gills are pelvic fins that are equivalent to
human legs. An additional fin along the bottom of the fish is the anal
fin. The dorsal fin along the top of the fish acts as a stabilizer. The tail
fill is thc major fin for motion. Pectoral and pelvic fins are used to
maneuver the fish or propel it slowly.
Fins, mouth, teeth and body shape are clues that define a fish's
lifestyle. For example,, big eyes indicate a night fish or a fish living in
deep water. A fish whose mouth points downward usually feeds off
the bottom. A fish whose mouth points upward feeds from the
SUrface. Some fish have big teeth-the flounder and some sharks.
Others have grinders-skates. And some fish have no teeth at all-
the sea horse and pipefish. They suck their food.

dorsal fin

tail fin

pcetoral fill pel" ic fill anal fin

Procedure
Cut patterns for fins and mouths out of construction paper or poster
board. Use the potato as the fish's body. \lake slices in the potato to
slide in fins and mouth made of poster @oard. Use straight pins to add
fins, mouth and eyes made of construction paper.
Some children may create realistic fish, but others mav create
fantasv fish, such as a "cheerleader fish'' with a big mouth or a four-
eyed iish wearing glasses.
Suggestion
Bring a goldfish in a bowl to the classroom so that children can see a
real fish.
Student reading
Lionni, Leo. Fish is Fish. Pantheon. 1970.

Teacher references
Unit Three, Coastal Ecology: North Carolina Marine Education
Manual, UNC Sea Grant, Box 8605, NCSU, Raleigh, N.C.
2769.5-8605. Cost: $1.50.

CAPER SIX
Whale songs and wild moves

Purpose
To practice listening skills; to identify high and low notes.
Vocabulary
Marine mammals-mammals such as whales, porpoises and seals
that once lived on land but have evolved to a life in the sea. They
breathe air, grow hair and nurse their young. Whales belong to
the mammal group called cetaceans, which have been
hunted for oil and meat.

Materials
Cassette tape of whale songs, tape player.
Teacher preparation
The most difficult part of this caper is finding a record of whale songs
to record on a cassette tape. The albums listed can be obtained by
your librarian or purchased through a record store.
Teacher background
Here are a few facts about vocal communication among whales and
porpoises to use in the classroom. Whales and porpoises can rAake
sounds that travel for miles in water. Water carries sound-wave
vibrations better than air, Scientists are trying to find out if the
marine mammals are communicating with@ each other or singing
songs.
Whale songs have distinct high and low notes. Scientists, using
underwater listening devices called hydrophones, have recorded
whale sounds. National Geographic produced a tape in which the
sounds were sped up. The result? A whale song that sounds much like
a bird chirp.

Procedure
The entire class can participate in this caper as a listening/doing
exercise. Play a recorded section of a whale song. As the students
listen, ask them to move their hands up or down to indicate low and
high notes. Once they have learned to listen and react to the sounds,
they are ready to move their entire body with the notes.
The students should squat for low notes and stand on tip toe for
high notes. As whale songs are slow, the students' movements
become a slow dance. It does not matter if all students move at the
same time or with the same elevation.

Student reading
Beauregard, SUe and Jill Fairchild. Ocean Plants. The Sea Librarv.
Children's Book Company. 1982.
McCloskey, Robert. Burt Dow: Deep lVaterklan- Viking Press. 1963.
McGovern, Ann. Little 11"hale. Four Winds. 1979.
Morris, Robert. Dolphin. A Science I CAN READ Book. Harper and
Row, 1975.
Ricciuti, Edward. Catch a Whale by the Tail. A Science I CAN
READ Book. Harper and Row. 1969.

Teacher references
Center for Environmental Education, 924 Ninth Street, Washington,
D.C. 22202. CEE has a wealth of information on whales and seals.
The information is designed for teachers oriented toward
conservation.
''Listening to Whales,'' Module I I-Process is Observing. SAPA.
Delta Education, P.O. Box M., Nashua, NH 0,3061-6019. 1974.
Whale song references
Kostelanetz (conductor). "And God Created Great Whales, Alan
Hovhaness Symphony with whale sounds. Columbia Records.
"The Morgans Go to S .ea Once More." Morgan Productions,'72
Stanlev Street, East Hartford, CT 06108.
Pa v n c, Roge r. Dee p Vo ices. C api to I ST- 11598.
Payne, Roger, of the Humpback Whale.'' Capitol ST-620.

CAPER SEVEN
Grandma's Catch

Purpose
To show why management of natural resources, such as fish, is
necessary.
Vocabulary
Predict-an educated guess of a future event.
Conserve-to save. To keep from being lost or wasted.
Natural-objects used by people that come from nature. Examples
are trees, coal, soil, water, fish and air.

Materials
Small fish bowl or large-mouth jar, two bags of "goldfish" crackers.
Teacher background
Natural resources come in two types-those that are renewable, such
Lis trees and fish, and those that are limited, such as coal and oil.
People need to manage both so that we can continue to use them as
long as we need them. Different methods can be used to manage
resources.
In the Pacific Northwest, salmon are valuable fish. Fishermen
catch salmon either in the ocean or in the rivers. To keep the salmon
from being overfished, regulations allow only certain people to catch
thc fish at certain times.
In the Chesapeake Bay, oysters are valuable shellfish. To manage
the stocks, some regulations allow fishermen to use only sail-powered
()\,st(,r boats and oyster tongs to harvest the shellfish. Using boats and
tongs are inefficient ways to harvest oysters, which prevent large
quantities from being taken. Similarly, @:arolina sounds are home for
thc bit,,- scallop. Regulations allow bay scallop harvest only a few
\\ccks "in the winter months.

Procedure
I n this caper, students will investigate how a fish population may
become overfished and how to control the problem through
management.
Assign students the following roles. First generation: grandma,
grandpa. Second generation: son #1, son #2, daughter #1, daughter
!'2. Third generation: grandchild #1, grandchild #2, grandchild #3,
grandchild #4, grandchild #5, grandchild #6, grandchild #7,
grandchild #8.

Tell the students that each generation wants to make a living
fishing. Then begin the exercise:
1. Pour the contents of one goldfish bag in the jar or bowl.
2. Let each grandparent fish from the bowl by scooping up a
handful of fish. Let the grandparents decide if this is enough
fish for them.
:3. Let the second generation fish in the same manner.
4. Let the third generation fish in the same manner. (Probably
there ,vill be no fish left for them.)
What have \ve forgotten? Fish reproduce. Repeat steps I through
4, but acid fish. After the first generation fishes, add two handfuls of
fish to the bowl. After the second generation fishes, again add two
handfuls of fish. Repeat after the third generation. You should still
run out of goldfish.
Who did not get enough fish' Why' How could the fish be conser-
ved for each generation-' Would you limit the number of people who
could fish' XN*ould you change the fishing method to allow use of only
the thumb and forefinger' Would you allow a shorter time to fish'@
Would you set a limit for the number of fish that could be caught?
This exercise has no right answer because fisheries managers are
still discussing these problems. Your students may evolve a better
solution.

CAPER EIGHT
Fishy fun

Purpose

To identifv marine creatures. Minimurn reading ability required.
Vocabulary
Marine-having to do with the sea or ocean.
Tentacles-the "arms'' of an octopus or stinging parts of a jellyfish.
Materials
One die, four small shells (all different) for tokens, a file folder, glue,
construction paper in one color, fine point felt-tip pen, scissors,
crayons, laminating film.
Preparation
Duplicate the game board on two sheets of paper, the chance card
directions. and the fish pattern. (The game board pattern and chance
card directions are located in Appendix H.) To make the game
board, glue the duplicated sheets to the inside of the file folder and
color them. Laminate. To make the chance cards, trace the fish pat-
tern 16 times on the construction paper. Cut the cards out. Cut out
the chance card directions, and glue them to the back of the fish
patterns. Laminate chance cards. Store them in a small sandwich bag
SLIPIC(l to the Outside of the file folder.
Print game directions on the outside of the file folder. This game is
casily stored in a learning center.
Procedure
The game is designed for two to four players. Each player picks a
shell token and places it on START. Each player tosses the die. The
highest [lumber begias the game.
To play, each player, in turn, tosses the die and moves the token
the number of spaces shown on the die. If the token lands on a Fish
Chance block, the player removes the top Fish Chance card from the
(leek, reads the directions and moves accordingly. The first player to
arrive at the FINISH block is the winner. (The die must have the ex-
act number of spaces needed to reach the FINISH.)

Spin-off
To see if students can identif-v the animals used in the above game,
teachers may test them wA this match problem.
Duplicate the game board and cut out the animals. Glue the
animals to the left side of a sheet of paper. Write the names of the
animals in a different order on the right side. Duplicate this master
with directions for the students to draw a line from the animal's name
to its picture.

z@
-i-A

'h Ou, rab

"Z-

[urfl,
-rd

Miniature version of game board (see Appendix Hfor larger version)

CAPER NINE
Now vou see me, now you don't

Purpose
To show how fish conceal themselves with camouflage.
Vocabulary
Adaptation-a change in a plant or an animal that increases its
chance of survival.
Camouflage-to disguise by changing color, shape or behavior to
blend with a backgroun@.
Habitat-the area where a plant or an animal lives. A fiddler crab's
habitat is the edge of the marsh.

Materials
Fish pattern, construction paper, scissors, crayons.
Teacher background
Marine and terrestrial animals camouflage themselves to blend in
with their surroundings. This helps them avoid being found and
eaten or assists them in making surprise attacks on other creatures.
Many marine animals have excellent camouflage. A flounder,
octopus or squid can lighten or darken its color, depending on the
surroundings.
A decorator crab puts seaweed on its shell to resemble moving
sea-weed gardens. A pipe fish is long and slender, and it hangs almost
%,crticall\ in the %vater to imitate the sea grasses of its habitat.

Procedure
Outline the fish pattern on construction paper. Color it with vertical
stripes. Cut it out.
Using a whole sheet of construction paper, ask the class to make a
marine scene with seaweeds. Use the same colors used on the fish.
Using scissors, cut vertical slits about I-inch apart into the
background scene.
Slide the fish in and out of the slits. Ask the class these questions.
Does the color help the fish blend with its surroundings' How does
this help the fish survive'
Spin-off
Once the students understand the idea, ask them to repeat the
exercise and match the fish to its surroundings. Which student can
make his, her fish almost invisible?
Try the reverse. Color a fish that doesn't blend. Some fish, Such as
the lion fish, are colorful and standout from their habitat. Many times
these fish are harmful for other fish to eat. The color is a warning-
"don"t eat me.''
Student reading
Lionni, Leo. Swimmy. Pantheon Press. 1977.

CAPER TEN
What bird are you?

Purpose
To show that a bird's physical features-its beak, legs and neck-
reflect how it has adapted to its surroundings.
Vocabulary
Adaptation-change in a plant or an animal that increases its
chances for survival.
Environment-all of the biological, chemical and physical
conditions, living and nonliving, that affect an organism or group
of organisms.

Materials
Scissors, crayons, glue, construction paper.
Teacher background
Birds come in many shapes and sizes. Each evolved over a long time
to its present size and shape. Often the bird's features identify where
the bird lives and how its feeds.
The long-legged heron wades in shallow water to hunt for
minnows. The osprey, which possesses sharp claws and excellent
eyesight, swoops down and nabs fish from coastal sounds and bays.
Sandpipers use their beaks to poke the surf for worms and smafl
shrimp-like crustaceans.
Teacher preparation
Introduce the class to the various shapes of birds by using films and
books. A bird feeder outside the window will attract a variety of birds
for direct observation.
Put together a demonstration bird while students discuss the
functions of feet, necks and beaks.

Procedure
Duplicate a bird pattern for each team or student. (The bird pattern
is located in Appendix III.) Have the students cut out the bird parts
and choose the features they want to include on their bird. Ask the
students to form a bird with@ the parts they've chosen and glue it to
construction paper. The students may paint a scene on the
construction paper to illustrate the bird's habitat.
It is important to follow the exercise with a group discussion of the
bird designs. Why did they use that particular leg or beak-' How
would the bird feed or where would it live?

Student reading
Hamsa, Bobbie. Your Pet Penguin. Children's Press. 1980,
May, Julian. Why Birds Migrate. Holiday House. 1970.

Teacher reference
-Living Coast'' is a free film available from the N.C. Office of
Marine Affairs, 116 W. Jones St., Raleigh, N.C. 27611 or one of the
eight N.C. Regional Education Centers.
Peterson, Roger Tory. A Field Guide to the Birds of North America.
Houghton Mifflin Co., Boston. 1980.

CAPER ELEVEN
Shark

Purpose
To teach students about survevs and bar graphs. Students may also
learn that some perceptions they have about sharks are wrong.
Vocabulary
Surve,.,-a detailed study in which information is gathered through
observation or questionnaire, then analyzed.
Materials
Duplicated copies of survey and graph forms, crayons, overhead
projector.
Teacher background
A shark's skeleton is made of cartilage (like the end of your nose), not
bone. They are a cold-blooded fish, found most often in the
temperate and tropical zones of ocean and coastal waters. Some
sharks, such as the Greenland shark, live in polar waters. The Lake
Nicaragua shark in Central America is the only known shark that
lives in fresh water. But several types of sharks travel up rivers for
food.
Shark fossils over 300 million years old reveal a fish very similar to
modern sharks. The extinct great white shark had 6-inch teeth that
can still be found along the shores of the Pamlico and Neuse Rivers in
North Carolina. This extinct shark may have been up to 100 feet
long. The whale shark is the largest fish today. It is over 45 feet long.
Like its relative, the Basking shark, it is a filter-feeder that strains tiny
organisms from the water.
Not all sharks are dangerous to people. Of the 300. species or more
alive today, only 13 to 20 species have attacked people. Sharks have
few predators except people.
Scientists continuallv study the behavior and physiology of sharks.
For instance, no sharks have' been found with ca'neer.
And sharks have captured the fancy of several poets. In 1923
Ogden Nash wrote this short, humorous poem:
The Shark
Many scientists have written
That the shark is gentle as a kitten.
But this I know about the shark,
His bite is worser than his bark.

.16

Another humorous, anonymous poem is entitled "The Chivalrous
Shark.'' A more serious poem, "The Maldive Shark,'' was written by
Herman Melville.

Teacher preparation
Bring some library books on fish, sharks and the ocean to class. You
also may present the background information provided here.
Duplicate the survey form provided. Get permission for your class
to survev other classes in the school.

Procedure
Introduce your class to this caper by doing "free word association.''
Ask each child to say one word t@at comes to mind when he/she
thinks of sharks. Write words on a large shark shape taped to the wall,
Use the survey form to test the students. Using an overhead
projector, plot the results on the bar graph for the students to see. Ex-
plain to your class that they are going to investigate what other stu-
dents think about sharks. Survey another class and plot the results on
a bar graph.

Teacher references
Dangerous Sea Creatures.'' Wild, Wild World of Animals. Time-
Life Films, file. 197T.
McCormick, H.W., Tom Allen and W. Young. Shadows in the Seas.
Weathervane Books, Ne-,v York. 1963.
Moore, C.J. and C.H. Farmer. An Angler's Guide to South Carolina
Sharks. South Carolina Wildlife and Marine Resources
Department (P.O. Box 12559, Charleston, S.C. 29412)@ 1981. .......

Shark Survey

Grade
Circle yes, no or don't know for each statement.

1. All sharks are dangerous Yes No Don't know

2. Sharks are fish. Yes No Don't know

3. People are the greatest enemies
of sharks. Yes No Don't know

4. Sharks have a well-developed
sense of smell. Yes No Don't know

5. Have vou seen a living shark' Yes No Don't know

6. Would you be afraid to swim in
the ocean because of sharks' Yes No Don't know

T. Are VOLI willing to taste cooked
shark meat' Yes No Don't know

8. Do you want to learn more about %
sharks' Yes No Don't know

(Cover answers before photocopying.)

Ans@% ers:

Question 1: No
Question 2: Yes
Question 3: Yes
Question 4: Yes
Questions 5-8: Any answer would be correct.
1. Based on the number of correct answers to Questions 1-4, did your
group kilo%%' facts about sharks-)
2. Based on tile answers to Question 6, are people afraid of sharks?
I What else did you find out about the group you surveyed?

Bar Graph for Tabulating the Results of the Survey

2.5

2) 4

2:3

@)o

I's

1.5

L 14

Y N D Y N D Y N D Y N D Y N D Y N D Y N D Y N D
6
1 31 4 5 7 8
Y-Yes answers color vello,,%,
N-No answers color klue
D-Don*t know answers color red

CAPER TWELVE
Sea prints-art in the ocean

Fish prints

Purpose
Students will produce a Japanese fish print. This art form records the
size and type of fish.

Materials
Blank newsprint paper, water soluble priater's ink or tempera colors,
old newspaper to cover desks, small jars to hold paint, large brushes
and small brushes, paper towels, fresh or frozen fish.

Procedure
For printing, it's best to choose a flat fish such as a flounder, spot or
pinfish. But any fish will do, fresh or frozen. Fish should be whole,
neither gutted nor scaled. (You can reuse the fish for printing by
freezing. ) First, wash the fish with soap and %vater to remove bo4
slime. Dry with a paper to,,vel.
Lay the fish on an old newspaper and extend its fins. (To extend
the fins, @ou may need to prop them against a ball of clay and insert
pins. Brush a thin coat of paint on the top of the fish, avoiding the

4Tf:

eye if possible. If the paint smears onto the newspaper, slide a clean
piece of paper under the fish before printing.
Gently drop a sheet of blank newsprint over the fish. Press evenly
and ligh@tlv over the entire bodv. Peel off paper without blurring the
print. Add the eye dot later.
Teacher Reference
Earley, La,.vrence. "Art Prints from Nature,'' North Carolina
Wildlift, Magazine. July, 1983.
Zimnivrnian, Sallv. "Art Prints from Nature," Current: The journal
oj' Marine Education. Spring, 1984.
Sun print

Purpose
Students produce silhouettes of shells, leaves, flowers and other
objects or patterns.

Materials
Blueprint paper (blueline ammonia paper) obtained from office
supply stores or biological supply houses (store in light-proof
envelopes), one or two trays large enough to hold a sheet of blueprint
paper, a piece of cardboar@ as large as the blueprint paper, a bottle of
hydrogen peroxide.

Procedure
Collect specimens that are flat. Or Cut Out your own patterns.
Working outdoors in the shade, fill trays half full with water and add
a few drops of hydrogen peroxide.
Decide how the specimens will be arranged on the paper. While
still in the shade, slide the blueprint paper out of the envelope and
onto the cardboard, vellow side up. Quickly arrange objects on the
paper, then expose it to direct sun until the paper turns white. Return
the paper to the shade.
Remove the specimens. Slide the exposed blueprint paper into the
trav of water and hydrogen peroxide. jiggle the paper in the water for
about one minute or until an image begins to appear. Remove the
blueprint paper and let it dry.

..........

Screen printing

Purpose
Students will outline the form of shells, leaves or patterns.
Materials
An 8-inch- by-8- inch sheet of mosquito screen stapled on a cardboard
frame, old toothbrushes, tempera paints, construction paper.
Procedure
Arrange objects or patterns on the construction paper. Dip the
toothbrush into the paint. Hold the screen over the construction
paper, and rub the toothbrush over the screen to achieve a splatter
effect. For variation, use more than one color to splatter.

PO
Int

Q(n.t.

CAPER THIRTEEN
Buried treasure

Purpose
To teach students to follow directions on a map using visual clues and
motor skills.

Materials
Treasure treats or awards, a digging instrument such as a trowel,
maps.
Teacher preparation and procedure
for young children
After burying the treasure on the playground, the teacher will draw a
treasure map. Use right and left for directions, and count the paces
for distance. Markers such as a tree or a sidewalk are helpful hints.
Also use directional and distance words that have been emphasized in
reading exercises. The map illustrated here may help you design one
for your class.

J, I'), /)Vi /I
,5.7" - d
'@N

A.SX.,A

...........

3 4

Teacher preparation and procedure
for older children
Divide the class into two groups, pirates and explorers. Make it the
responsibility of the pirates to hide the treasure and draw the map. it
is up to the explorers to read the map and find the treasure.
Older Students can use compass skills and metric distances to
design the map. Directions may include north, south, east and west.
Mapping distances max' require the use of a measuring tape or meter
stick.
Student reading
Pirates oj'North Carolina. N.C. Department of Cultural Resources,
Division of Archives and History, Raleigh, N.C. 2T611.
Stevenson, Robert Louis. Treasure Island. 1883.
Pirates Treasure Map

Start from the middle of the back steps of the school.
go nine paces and stop.
turn left and go fourteen paces and look for spies.
turn right and go nine paces and stop.
turn right and go nine paces and beware of pirates.
turn left and go five paces and stop.
turn left and go twelve paces and be very quiet.
turn right and go five paces.....and dig!

CAPER FOURTEEN
Name that shell

Purpose
To sort shells into groups. Older students can learn to make a line
key, while younger students can observe differences in shell shapes.
Students also learn to identify shells b\ matching a fragment of a
shell to its whole.
Vocabulary
Line Key-a method to identify objects. To create a line key, divide
a group of objects, such as shells, into smaller and smaller sets,
using a single distinguishing characteristic. For instance one group
of shells is clam-like: the other group is not. The clam-like group is
then subdivided into two groups, again using a single characteristic
(for example. shells having ears at the hinge or not). When a single
shell is isolated, it is named.
Univalve or gastropod-a class of mollusk with a single, often
spiraled shell. SLIC11 as a snail.
Bi\ alve-a class of mollusk that possesses two hinged shells, Such as
a clam.
Shell terminology:
ribs-lines from the hinge to the edge of the clam shell.
concentric circles-growth lines that curve around the hinge.
ears-extra shell at the hinge.
hinge-spot \\-here two halves of a clam shell come together.
apex-top of snail shell.

r i 1) concentric
cirles

ear
T
hinge

Materials
A Collection of whole shells and shell fragments, harnmer.
Teacher preparation
Collect enough shells for each team of four children to have five to
eight. Slightly damaged shells work well, but be sure the shell can be
easily recognized.
You will also need shell fragments for the spin-off activity. You can
break a whole shell with a hammer or just keep broken shell pieces
from the collection.
Ask parents and students to donate shells for the shell activity.

Procedure
Place a drawing of a snail and a clam shell on the bulletin board to
show shell parts.
Give each team five to eight shells-gastropods and bivalves. The
object is for the team to make a line key to identify the shells. It is not
important for the children to know the scientific or common names of
the shells. But it is important for them to discriminate characteristics
that divide the shells into successively smaller groups. Each division
is based on an agreed characteristic and splits the group or subgroup
into two. When a subgroup has only one shell in it, the shell is
named.
Students can name their shells fun names like "Sam ... .. Suzie'' or
''Spot,'' or try to identify the actual name using a shell guide.
If it is ,% ithin their abifity, have the students copy their line key or
system of divisions on paper.
Students can test their line key by giving the key and on(Ashell to
another team. If the other team can folio-w their key and correctly
identify the shell, then the key works.

whorls
apcx lip

Spin-off
Beachcombers walk the beaches, find a shell fragment and identify
the shell's name. They have learned to associate color, texture and
surface design by close observations. Students can learn to do the
same skills.
Put whole shells on the table. Give shell fragments or damaged
shells to each team. Their task is to match their fragment to the whole
shell. Smaller pieces increase the difficulty of this game. (If you
identif-v the shells on the table, then the students will learn their
correct names.
Further reading
Fredlee. The Magic of Sea Shells. Windward Press. 1976.
Lionni, Leo. The Biggest House in the XVorld. Pantheon Books. 1978.
\Iauldin L. and D. Frankenberg. Unit Three, Coastal Ecology. UNC
Sea Grant (Box 8605, NCSU, Raleigh, N.C. 27695-8605). 1978.
$1.50. pg. 53-54.
\Iorris, Dean. Animals That Live in Shells. Raintree Children's
Books. 197 7.
Porter, Hugh and Jim Tyler. Sea Shells Common to North Carolina.
UNC Sea Grant (Box 8605, North Carolina State University,
Raleigh, N.C. 27695-8605). 1981. $.75.
Romashko, Sandra. The Shell Book. Windward Press. 1974.

CAPER FIFTEEN
Squeakysand

Purpose
To examine sand collected from different places and observe the
variances in size, color and composition.
Vocabulary
Sand-loose grains of rock, mostly quartz and feldspar, and other
materials, such as heavv minerals, shell and coral fragments, that
are moved by wind an@ water. Moving sand builds beaches and
dunes.
NN'leathering-breakdown of rock by both mechanical and chemical
forces.

Materials
Two buckets of sand collected from two different locations (dune top
and surf, inside and outside of a river bend, lake beach and ocean
beach, Atlantic Ocean beach and a beach from another part of the
world, an area of dark sand and an area of light sand), two paper cups
for each team of students, magnifying lenses, magnets.
Teacher background
Sand. composed mainly of quartz, tends to squeak when
beachcombers walk on it. And often along the beach, light-colored
sand is interrupted by dark streaks of sand. Usually, this is not

:39

"dirty'' or polluted sand, but sand that is composed of different
minerals that have been separated by the wind. These streaks consist
of heavy minerals that usuallv contain iron, magnetite and some
crystals, such as garnets or tourmaline.
The size of the sand grains varies along the beach, Sand that is
moved by water has larger grains than sand moved by wind. Water
has more energy to carry the larger grains. That's why coarse sand is
found in the surf and verv fine sand at the- top of the dunes.
Procedure
This exercise could take place in a learning center or, with enough
sets of cups and equipment, could be a class activity.
Label cups A and B. Fill cup A with sand from one iocation; cup B
with sand from the other location. Students should work in small
groups to compare and contrast the sand.
This is an open-ended investigation. Students can use their own
approach to the study of their sand. If possible, have them record
their observations. A possible record sheet is shown below,

Teacher references
Bascom, Williard. Waves and Beaches. Doubleday and Company,
New York. 1964.
"Sand." ESS. 19T4. Delta Education, Inc. Box ki, Nashua, NH
03061-6012.
Student reading
McFall, Christie. Wonders of Sand. Dodd, Mead and Company, Inc.,
New York. 1966.

Investigation of sand
Cup A Cup B

Color

Size of grains

Feel when rubbed
between fingers

Smell

Observations under a
magnifying lens

Results with magnet

CAPER SIXTEEN
B10 wing in the wind-mobiles -with sea themes

Wind chimes

Purpose
To learn how to build a wind chime from shells and sharpen
measuring skills.

Materials
A piece of driftwood or a 10-inch-by- I -inch strip of wood, 10 too0
shells for each mobile, one cup hook, fishing line, scissors, quick-
setting glue, small loops of ribbon if an electric drill for making holes
in the shells is not available. (The drill works well if used carefully,
Otherwise, the shells will break.)

Procedure
Cut four 24-inch pieces of fishing line. Either glue ribbon loops to
shells and allow the glue to dry or drill holes in the shells near the
hinge. Slide the first shell onto the line and position it about 4 inches
from the top. Tie it to the fishing line using an overhead knot. Tie the
remaining four shells about 2 inches apart. Repeat the procedure for
the other three lines.
Tie the four lines to the wood, placing them 2 inches apapt and I
inch from each end of the wood. Remember the mobile should
balance. Attach the cup hook to the top of the wood so that it
balances the four.lines. Hang.
Soft Sculpture-Portuguese man-of-war

Purpose
To construct a hanging model of a Portuguese man-of-war.

Materials
One white paper plate per model, lots of scrap yarn, tapestry needles,
scissors, paper for stuffing, stapler.

Teacher background
The Portuguese man-of-@var is a jellyfish that has long (up to 100
feet) tentacles containing many stinging cells. The sting of a
Portuguese man-of-Nvar is more dangerous than a regular jellyfish,
The Portuguese man-of-war floats on the surface due to its air
bladder, which is colored iridescent shades of pink and purple.
Although its tentacles are toxic, some fish are immune to the man-of-
war sting.
The Portuguese man-of-war is found in the Gulf Stream and often _7,
washes ashore on Carolina beaches. Emphasize that even dead ones
can still sting.
Procedure
Make a sample model to show students. Then give each child a plate,
cravons, varn, a needle and scissors. Color the outside of the paper
plate purple, pink, blue or green. The ridged edge should be reddish.
Fold the plate in half with the crayoned side on the outside. !N
Cut a length of varn 24 inches long. Thread the needle with the @V'j
yarn. Working from the outside of the plate, push the needle up

rn so that
through one half of the plate and return about I inch away. (Don't
pull the thread through both halves of the plate. ) Pull the va'
about half hangs out either hole. Continue this process until the
desired number of tentacles are made.
Stuff paper inside the folded paper plate. Staple the ribbed edges.
Thread yarn through the top of the plate to hang the mobile.
Fishy puzzle mobile

Purpose
To learn ho\% to make a puzzle from a marine animal pattern, then
hang and balance it on a mobile.

Materials
Marine animal patterns, construction paper, yarn, coat hanger, hole
puncher.
Teacher preparation
Duplicate whale pattern or use your own fish outline, You may want
to enlarge the pattern by using an overhead projector. Divide the
pattern into five puzzle pieces.

Procedure
Give a set of puzzle pieces to each team. Students will trace patterns
onto a sheet of construction paper, cut the pieces out and punch a

hole in the top. Thread one end of the yarn through the hole and tie a
knot, Arrange the pieces to form a complete whale or fish. Tie each
piece of the puzzle to a coat hanger in this order.
Stuf f ed bird

Purpose
Students learn to make a hanging model of a marine creature using a
soft-sculpture technique.

Materials
Two sheets of 12-inch-by-18-inch newsprint or construction paper
per model, pencils, scissors, cravons or paint, stapler, varn, tapestry
needle.
Teacher preparation
Enlarge the bird pattern in this book or make your own from library
books. The teacher can make transparencies of a pattern and project
them on a sheet of paper hung on the wall for students to trace.

4:3

Procedure
Using a bird or fish pattern, trace it on two sheets of paper. Color or
paint the design. Cut out pattern. Staple the edges together, leaving
space to stuff the fish or bird with paper. Stuff. Staple the remaining
edges. Use a tapestry needle to thread a yarn hanger at the top of the
animal. Hang from the ceiling.

References
Graham, Marge. "Crafts for Kids," World of Sea Creatures, Book I.
The Sparks Press (P. 0. Box 26747, Raleigh, N.C. 27611). 1974.

CAPER SEVENTEEN
Clean water

Purpose
To investigate how natural materials such as soil and sand act as
filters to clean some contaminants from water.
Vocabulary
P011LItion-an unnatural addition to the environment, Oil can be a
pollutant, but so can fresh water. If too Much fresh water enters a
saltwater bay or sound, marine animals. particularly young ones,
mav be harmed.
Runoif-rainwater that flows from the land into rivers and streams
instead of absorbing into the soil.
Sediment-particles of soil.

Materials
Two plastic or poster board funnels, four jars, food coloring, gravel
or pebbles, sand, soil or potting dirt, water.
Teacher background
Water quality is a major issue among scientists, politicians and
concerned citizens. Cities, farms and small communities use the same
water over and over as rivers flo\v to the sea. Providing clean water is
becoming more expensive.
This investigation simulates clean water that is contaminated with
sedirnunt. This problem occurs with the runoff of rainwater from
farms and city streets. After a heavy rain, rivers become very muddy
JUII of Suspended sediment), which can suffocate fish (their gills

I-` 2@@S

become clogged) and also can block sunlight from the bottom. Often
the sediment settles to the bottom, silting the natural plants.
Two methods have been devised to help solve this problem. One
method traps rainwater runoff in holding ponds, The sediment is
given time to settle to the bottom of the pond before the water is
released into the river. The second method provides enough distance
between the farm/city and river to allow the land to filter the
sediment from the water.

Procedure
Mix soil and water in jar one. This is water muddied with sediment.
Mix food coloring and water in jar two. This represents dissolved
contamination in water.
Place funnel A over a collecting jar, and fill it with gravel. Place
funnel B over another collecting jar, and fill it with sand.
Pour about a cup of the muddy water in funnel A. Allow the water
to seep into the collecting jar. 6id the water change? Pour another
cup of muddy water in funnel B. Allow the water to seep into the
collecting jar. Did the water change?
Pour out the contents of the collecting jars, rinse and repeat the
procedure by pouring the colored water through each funnel into the
jars.

Discussion
Which filter @gravel or sand) cleaned the water most effectively of
mud? Which filter cleaned the water most effectively of the color?
What does a filter do' '-) What other types of filters could@ you use in the
funnel (cotton, coffee filters, aquaria charcoal)? Investigate other
filters and evaluate their effectiveness.
Let older students record the results of the experiment.

CAPER EIGHTEEN
Whale of a tale

Purpose
To improve listening and communication skills by creating an
imaginary sea story. This is a good activitv for ending a sea unit.
Materials

Imagination.
Procedure
Arrange five to eight students in a circle. A student begins a tale and
stops it in mid-sentence. The student to his/her right finishes the
sentence and begins another that he/she stops in the middle. The
story is completed when everyone in the circle has added a sentence.
Repeat until every student in the group has begun a tale.
Samples
Willie, a whale, %vas a terrific gymnast in the circus. He would do
somersaults with one flipper. One night, he nearly flipped out when
lie saw . .,"
.. Molly, an octopus, was a dancer in Core Sound. One night at a
sea party, Molly was captured by a strange looking . . .''
"I'm Captain Ferdinando of & good ship Admiral. I toqk John
White to the New World colony on Roanoke Island in 1590. He was
anxious to see his granddaughter, Virginia Dare. When we arrived at
Fort Raleigh, it was empty. I think all the people went . . "
.. Susie was watching the sea gulls flying at the stern of the boat.
One sca gull swooped down and whispered a secret in Susie's ear. It
%%as a story about

Teacher references
Bagnal, Norma. Children*s Literature-Passage to the Sea. Texas
A&M University Sea Grant College Program (Texas A&M
University, College Station,*Texas 77843). 1980. $2.
Student reading
Cowan, Elizabeth and Karen Davis (compilers). Fairy Tales of the
Sea. Texas A&,\rl University Sea Grant College Program. 1981.
S4.50 (Teacher's guide available for $2).
Water World Creatures (three bookletsfor K-2: "Longfin," "Cecil's
Journev" and "The Lighthouse Partv"). Project CAPE (P.O. Box
640, \ianteo, N.C. 27954). $4-75.

CAPER NINETEEN
Pin the fin on the fish

Purpose
To learn about fins on a fish.

Materials
Large pattern of a fish without fins, (The fish pattern is located in
Appendix IV.) fins, thumb tacks, cork board, blindfold.
Teacher background
Fins provide motion and stability for fish. Some fins are paired. The
pectoral fins near the gill are equivalent to our arms, and the pelvic
fins below the gill are equivalent to legs.
Single fins include the tail fin, the anal fin and the dorsal fin along
the fish's back, which provides stability much like a boat's keel. In
most fish, the tail fin is the major source of motion. But fish that
move slowl,,- around coral reefs or docks to find their food usually use
their pectoral fins. The coral reef parrot fish seems to swim using only
its pectoral fins.

dorsal fin

325@@pectoral fin tail fin

pelvic fin anal fin

Teacher preparation
Using the pattern in this caper, make a large fish about three feet
long. Cut out appropriately sized fins. Color and laminate if desired.
As a demonstration, pin the fins onto the fish and explain @N hat
function each serves.

Procedure
Pin the blank fish pattern on a cork board. Have a group of students
seated at a reasonable distance from the pattern. Choose a student to
pin the first fin. Hand the child the fin, and check to make sure
he/she knows where it should go.
Blindfold the student and let him/her start walking to the pattern.
Students in the semicircle are allowed to provide the blindfolded
child with directions. As soon as he,/she pins on the fin, remove the
blindfold.
Repeat the activity until all the fins are pinned on the fish pattern.
Review the fin positions with the group and correct any misplaced
fins.

CAPER TWENTY
Oil spill

Purpose
To investigate methods for cleaning up an oil spill in water.

Materials
A small jar of motor oil, a feather, detergent, cotton balls, tray.
Teacher background
Oil is the most visible pollutant to find its way into our coastal and
ocean waters. How does it get in the water" Oil tankers hold
thousands of gallons of unrefined oil. They carry oil from the
countries xhere it is drilled to the United States and other nations to
use for energy and petroleum products. Occasionally, these tankers
run aground, break up in heavy storms or collide with other ships.
The oil is spilled in the water.
After oil tankers deliver their shipments, sometimes they clean out
their tanks and illegally dump waste oil in the ocean. Offshore oil
%vells can "blow-out,'' catch fire or be damaged. Before the pipes can
be capped, many gallons of oil can spill into the ocean.

raw

Oil is lighter than water. It floats. After an oil spill, birds and
marine marnmals can become coated with oil from the water's
SUrface and dic. Likewise, much of their food becomes contaminated.
And since oil is dark and shadows the water below, it prevents marine
plants from receiving the light they need to grow.
When an oil spill comes ashore, it coats the beaches and marshes.
This is harmful to intertidal animals and plants, and unpleasant to
tourists.
Cleaning up oil spills is very costly and time-consuming. Scientists
are trying to develop better methods for containing oil spills. Here
are some of the methods used no%v: I) containing the oil spill with
floating boundaries, then drawing oil and water from the ocean's
surface, 2) using detergents to break down the oil; and 3) soaking up
the oil with straw or other porous materials, then collecting the straw.

Procedure
In a tray of @% ater, pour a teaspoon of motor oil. Note that oil spreads
and very little is needed. Let a student dip his or her finger in the
water to see how the oil coats. Sweep the surface with the feather.
%'hat happens'?
Explore different ways to clean up the oil and evaluate the results.
Try containing the oil with floating pencils or dissolving the oil with
detergent. Also, try soaking up the oil with cotton or straw.

Teacher references
Smithsonian Estuarine Activities. "Menace Oil Slick" (#10) and "Oil
Slick Cleanup'' @-Il). Chesapeake Bay Center, P.O. Box 28,
Edgewater, MD 21037.

GLOSSARY

This glossary is designed to provide the teacher with some basic facts
about the organisms mentioned in this book. It includes where the
organism lives, what it eats, what eats it, and some miscellaneous
information of interest. For more information, please check with the
librar%. This glossary is only a beginning.

Alligator-vertebrate. Freshwater reptile. Lives in coastal rivers,
lakes and swamps from North Carolina to Florida. Carnivore. Eats
clucks, fish and turtles. Can grow 12 to 14 feet long, Was endangered
due to over hunting, but populations recovered. Hunting is allowed
in some states.

Blue Crab-invertebrate. Saltwater crustacean. Lives in shallow,
brackish creeks and bays. Eats anything-living or dead-that it can
grab. Pre\ s on young clams, oysters, fish, other crabs and worms.
Eaten by fish, octopuses and people.

Catfish-vertebrate. Freshwater fish. Lives in lakes and slow-moving
rivers. Carnivore. Eats smaller fish. Eaten by larger fish and turtles.
Successfully "farmed'' in ponds in Southeastern U.S.

Clam-invertebrate. Saltwater mollusk. Lives in sounds, buried
slightly beneath the substrate. Eats plankton and cletritus, or
decaying plant material, by filtering it from the water. Eaten by sting
rays, crabs and some fish. Harvested by fishermen for human
Consumption during winter months.

Dolph in-k erte brate. Salt@%ater mammal. Order: cetacea. Often
called porpoise. Breathes air, suckles its young and possesses high
intelligence. Travels in schools. Communicates through squeaks and
clicks. Uses sound waves, which reflect off objects, to navigate in the
dark. Eats fish. Eaten bv sharks and killer \vhates. Sometimes caught
in fishermen*s nets an@ drowns.

Egret-vertebrate. Waterbird. Nests in colonies in thickets of wax
myrtle and vaupon on estuarine islands. Feeds in marshes and tidal
creeks. spearing fish with its sharp bill. White.

Fiddler crab-invertebrate, Saltwater crustacean. Lives in holes
along tidal muctflats. Eats detritus. Eaten by wading birds such as
herons, egrets, fish and other crabs.

Flounder-vertebrate. Flat, bonev saltwater fish. Lives in bavs and
coastal waters. Carnivore. Eats shrimp, small fish and crabs. Eaten by
larger fish. Considered a popular food fish for people. Has both eyes
on one side of its head as an adult. As larvae, has eyes on each side of
its head. Has a white belly and dark upper body. Can intensify its
color to blend with the surroundings.

Frog-vertebrate. Freshwater amphibian, Begins as a tadpole and
metamorphoses into a frog. Lives near ponds, rivers or swamps.
Carnivore. Eats insects and worms. Larger frogs eat mice and birds.
Eaten by birds, snakes and raccoons.

Hammerhead shar 'k-vertebrate. Saltwater fish. L Tnusual because
its head is flattened b@ two projections which hold its eves.
Carnivore. Common off the Carolina coast. Eats fish, turtle's and any
other food that appeals to its senses. Eaten by people and other larger
sharks.

Jellyfish-saltwater invertebrate. Phylum: cnidaria. Poor swimmer.
Drifts with the currents. Abundant i'n bays and estuaries during
summer. Undulating umbrella covers tentacles that sting. Eats small
organisms that it stings. Eaten by only a few animals, notably sea
turtles.

Marlin -ve rte brate. Saltwater boney fish. Lives offshore near the
Gulf Stream. Blue and white marlin are most common. Carnivore.
Sweeps through schools of fish for its meals. Fast swimmers.
Considered excellent sport fish because they run with the bait and
leap and fight when caught. Not generally eaten by people.

Newt-vertebrate. Freshwater amphibian. Lives in ponds and forest
pools. Eats insects and tadpoles. Protected from most predators by
lethal toxins in its skin.

Octopus-invertebrate. Saltwater mollusk. Has no hard parts in its
body except a beak-like mouth. Can squeeze through the tiniest
cracks to escape from aquariums, Lives in sound and offshore waters,
usually hiding in rocks or debris. Eats fish and crabs. Eaten by fish
and moray eels. %,loves with its eight arms, which have suckers, or
swims using J .et propulsion. Squirts ink as a screen for escape when,
frightened.

Ovster-invertebrate. Saltwater mollusk. Lives attached to hard
substrate or shells in bavs or sounds. Filters plankton and detritus for
food. Eaten by crabs, iish and raccoons. Harvested in the fall and
winter for human consumption.

Pelican-vertebrate. Waterbird. Nests in colonies on isolated
estuarine islands. Web-footed. Eats fish. Is an endangered species,
but its numbers are rebounding.

.54

Portuguese nian-of-war-saltwater invertebrate. Mlum: cnidaria.
Has a purplish, iridescent gas bladder that acts as sa'il enabling the
nian-of-%%ar to float Lit the Surface. Possesses long stinging tentacles
that stun prey. Common in tropical and Gulf Stream waters.
Frequently blows ashore on Carolina beaches. Even dead, tentacles
still sting. Beachcombers should be Nvary of these creatures,

Salamander-freshwater vertebrate. Found in burrows and under
rocks or logs in streams, ponds. springs or other damp areas. Eats
small invertebrates Such as -,vorms and insects. Eaten by fish, snakes
and big frogs.

Sand dollar-salt@,vater invertebrate Phvlum: echinoderm. Lives on
sandy bottom where currents move san@. Eats detritus found among
the sand grains. Eaten by few animals as adults, but eaten by filter
fecdcrs as larvac.

Sea anenione-saltwater invertebrate. Phylum: cnidaria. Looks
much like all Under%.vater flower. Attaches to,rocks and hard
,substrate. Uses stinging tentacles to catch small fish and other prey.
Eaten b@ fc@\ animals as adults. Can move short distances with their
basal foot. Also can live in intertidal areas by retracting their
tcntaclc@ and storing water until high tide aflows it to feed again.

Scal-saltwater vertebrate. Marine mammal. Breathes air. tMore land
oriented than whales or porpoises. Has thick fur to insulate them
from cold water instead of blubber. Their fur has enticed hunters to
kill them in great numbers. Eats fish and shellfish. Eaten by killer
whales and sharks. Rarely seen -in Carolina waters.

Sea turtle-vertebrate. Saltwater reptile. Breathes air. Spends most
of its life at sea. The loggerhead is common along the Carolina coast.
Nests on less developed southern islands. Eats fish, crabs and
jellyfish. Eaten by few animals as adults. As hatchlings, eaten by
bir@s, crabs and raccoons on land, and crabs and fish at sea.
Endangered because too many have been killed for food and jewelry
and because development on beaches threatens nesting sites.

.35

Sea urchin-saltwater invertebrate. Phylum: echinoderm. Round.
spinx herbivores. Grazes on algae and detritus from grass beds and
rocky areas. Spines protect its back. Vulnerable on its mouth-side to
attack from fish, crabs, eels and sea otters.

Shark-vertebrate. Saltwater fish. Comes in many sizes and shapes.
Some have teeth for slashing prev@ others have ridges for crunching
mollusks: some filter the water for plankton. Lives in nearly all bays,
seas and oceans. Possesses excellent senses to detect prey. Detects
pressure vibrations at long range; smells and sees at closer ranges:
detects electrical pulses within a few feet.

Shrimp-invertebrate. Saltwater crustacean. Matures in sounds and
bays. Migrates through inlets to spawn in the ocean. Eats detritus
and small organisms. Eaten by fish and crabs. Harvested in spring
and summer for human consumption.

Snail-saltwater or freshwater invertebrate. Phylum: mollusk.
Possesses a single shell. Moves on a foot, feeding on plants or other
animals. Found in many sizes and shapes. Freshwater snails are eaten
by snakes, birds, fish and crayfish. Saltwater snails are eaten by other
snails, crabs and fish.

Squid-salt',vater invertebrate. Phylum: mollusk. Swims in large
schools in bay and ocean waters. Lts small fish. Eaten by fish and
whales. Possesses ten tentacles. Swims by using fins and jet propul-
sion. Squirts ink when frightened.

Starfish-saltwater invertebrate. Phylum: echinderm. Spiny, five-
armed carnivore. Lives in bay and ocean waters. Eats clams and
ovsters. Eaten by few animals as adults, but eaten by filter feeders as
larvae.

Sting ray-vertebrate. Saltwater fish. Related to sharks. Carnivore.
Large wing-like fins enable it to sweep over grass beds in search of
scallops and clams. Eaten by few animals as adults. As young, eaten
by larger fish.

Turtle-verte b rate, Reptile. Lives on land or in the water. '-,Iusk
turtles and cooters live in lakes and rivers, feeding on insects, 'xorms
and small fish. Eaten by snakes and birds when small. Eaten by few
animals as adults.

Water strider-fresh@,vater invertebrate. Insect. Possesses long, thin
legs that enable it to move across the surface of the water. Eaten by
trout, other stream carnivores and birds.

Whelk-saltwater invertebrate. Phylum: mollusk. Carnivore. Lives
in sounds and intertidal areas. Eats clams. Eaten by crabs and oc-
topuses. Moves just under the surface of the substrate.

Elementary Marine Education
Materials Appendix

General references
Spitsbergen, Judith, Seacoast Life: An Ecological Guide to Natural
Seashore Communities in North Carolina. UNC Press (P.O. Box
2288, Chapel Hill. N.C. 27514). 8.3.95.
Zim, Herbert and Lester Ingle. Seashores. Golden Press, New- York.
82.95.

General sources

MARINE EDUCATION MATERIALS SYSTEXI
Education Division
Virginia Institute of Marine Science
Gloucester Point, VA 23062
804@'642-21 11
Computerized collection of marine education materials. If you
want to do research or use the computer search facility, use the
above address or phone number. There is a fee involved.

DELTA EDUCATION
Box \1
Nashua, NH 03061-6012
1 8001, 258- 1302
The alphabet-soup. basal curriculum programs distributed by
Delta Education are found in many school systems. Their approach
to invcstigative science through activities and modules are
excellcia. Check with your local education resource library to
rcvic\% content. Thev are: ESS (Elementary Science Study), 1966-
71: SAPA (Science, A Process Approach 11), 1974; SCIS (Science
C'UrriCUIUM Improvement Study), 1978; OBIS (Outdoor Biology
Instructional Strategies), 1975

North Carolina

UNC SEA GRANT
Box 8605
North Carolina State University
Raleigh, N.C. 27695-8605
The North Carolina Marine Education Manuals, by Lundie
Mauldin, Dirk Frankenberg and Johanna Bazzolo, are designed to
help educators present the coast as a setting and subject for study.
They are: Unit One. Coastal Ecology, UNC-SG-78-14-A (W, Unit
Two, Seawater, UNC-SG-78-14-B (81.50); Unit Three. Coastal
Ecology, UNC-SG-78-14-C (81.50)@ and Unit Four, Coastal

Beginnings, UNC-SG-78-14-E (82). The final unit, Connections:
Guide to .11arinc Resources, Licing .11arinc Systems and Coastal
Field Trips, UNC-SG-82-1-F (82), was written by Lundie Spence
and Jaynee Medlicott.
PROJECT CAPE
Dare County Board of Education
P.O. Box 640
Manteo, N.C. 279-54
-Coastal Ecosystems.--- Grades K-2. Unit on marine animal
classification. Student field guides include: salt marsh, pier and
jetty, sandy beach and mud flat. Unit price: $4.
.. Water World Creatures.'' Grades K-2. Multidisciplinary unit that
introduces students to marine vertebrates: fish, sharks, rays,
turtles, whales and birds. Lessons center around three reading
booklets: "Longfin,'' "Cecil's Journey" and "The Lighthouse
Party.'' Unit price: $4.75.
"A Sea Creature's Treasury.- Grades K-2. Multidisciplinary unit
introduces students to the world of marine invertebrates: o%lsters,
clams, sand dollars, starfish, sea urchins, octopuses and jellyfish.
Many games. Unit price: $4.75.
''Cape Hatteras Lighthouse.--- Grades 3-4. Unit on the history of
the Cape Hatteras Lighthouse and its plight with erosion. Lessons
include the U.S. Lifesaving Service, lighthouse keepers and
shipwrecks. Includes a game, "Graveyard of the Atlantic.'' Color
filmstrip: 82.50. Unit price: $3.
Write for a complete listing of units and prices.
N.C. AGRICULTURAL EXTENSION SERVICE
4-H Specialist
200 Ricks Hall
Box 7606
North Carolina State University
Raleigh, N.C. 27695-7606
The N.C. 4-H Marine Awareness Project developed the following
pamphlets: Fish Printing (4H L-1-99a '), 4-H Seafood Project (4H
M-1-124), Seafood Planning Guide (4H PG-1-127), Transplanting
Marsh Grass to Stop Shoreline Erosion (4H M-1-108),
Transplanting Marsh Grass Planning Guide (4H PG-1-128),
Sampling Plankton (4H IM-1-107), Sampling Plankton Planning
Guide (4H PG-1-129), Pressing Algae (4H M-1-106), Marine
Photography (4H M-1-105), Marine Photograph v.Planning Guide
(4H PG-1-126), and Fishing Planning Guide (4@1 PG-1-125).
Copies are available at the address above or in your county
extension office.

SEABAG EDUCATIONAL ACTIVITIES
Vivian Barbee Coxe
4-i44-B Courtnev Lane
Raleigh, N.C. 2 :i.604
"Seabag Math Games." Set 1. Three patterns (v,-hale, fish and
octopus) and games for math skill development using marine
themes. Unit price: 85.
MUDIFLAT TOWN
N.C. Maritime Museum
120 Turner St.
Beaufort, N.C. 28516
Reader on primary level with information about mudflat and tidal
areas. Mentions several animals and how they live. Reading and
coloring book by Judith Spitsbergen. Unit price: $1.50 plus $1 for
,postage.
California

COME kVITH ME
Pat Perea
Route 1, Box 1080
Shingle Springs, CA 95682
Primarv level science series using sea animals: squid, lobster.
seahorse, starfish, hermit crab. Cassette tape with five stories, five
songs and five teaching pictures with matching games and
teacher's guide. Unit price: $12.50.
W'ET AND WILD
Evaluation. Dissemination and Assessment Center
California State University, Los Angeles
.3151 State Uni-ersit). Drive
Los Angeles, CA 90032
A multidisciplinary marine education teacher guide. Grades K-6.
19,S:3. Six topic units: physical ocean, ocean management, research,
biological ocean, economic sea and marine ecology. Bilingual.

Delaware

PROJECT COAST
College of Education
University of Delaware
Newark, DE 19716
302 / 738-2184
Project COAST (Coastal, Oceanic and Aquatic Studies) is an
aquatic education curriculum project with materials from K-12.
Includes: "Animals with Shells,'' @101 ($1.50); "Dunes at Play,"
1-, 107 ($2.75); and "Not so Common Oyster,'' # 109 ($2). New units
have been developed for K-6. Contact Les Picker for more
information.

Florida

HABITATS AND COM M UNITIES
Environmental Studies Center
2900 NE Indian River Dr.
Jensen Beach, FL 33457
Materials include: "Your Environment" (kindergarten),
"Habitats" (first grade), "Communities'' (second grade), and
"Grassfiat Communities" (third grade). Teacher's guide plus slides
and cassette tapes. Developed by the Martin County Schools.
Write for cost.

Maine

NORTHERN NEW ENGLAND MARINE EDUCATION
PROJECT
206 Shibles Hall
Univ@@rsity of Maine
Orono, ME 04469
Series of units for K-12 students: "Whales," and "What
Adventures Can You Have in Wetlands, Lakes, Ponds, Puddles"'
Write for a list and prices.

-New York

WET WORLDS
Coastal Education Curriculum Project K-6
S. I. Continuum of Education
130 Stuvvesant Place
Staten Island, N.Y. 10301
Units include: -Ship Shape" and "Shore Words."

Virginia
SENSING THE SEA
Marine Education Center
Virginia Institute of \vlarine Science
Gloucester. Point, VA 23062
Unit One: Grades K-1. Curriculum guide. Using a small tank,
students learn about sand, crabs, rocks and shells. Unit price: $2.
Unit Two: Grades 2-3. Curriculum guide. Develops inquiry and
observation of marine animals. Provides practice with classifying
and problem solving. Unit price: $2.
Washington
FORSEA
Marine Science Project
17771 Fjord Drive N.E.
Poulsbo, WA 98370
Validated bv the National Dessemination Network. Provides
curriculum guides for grades K-12. Developed a unit, -,Marine
Science Activities," for second graders. Unit price: $25.
ORCA
Marine Education Project
Pacific Science Center
200 Second Ave. N.
Seattle, WA 98109
A series of units on marine topics such as "Whales" and
'AVaterbirds.'' Unit price: $6. Write for a more complete listing.

APPENDIX I
Fish patterns for Caper One

W. f,

tadpole 11snail

frog

newt

1100,

whale
6:3

I @O'7
IRMA

catfish

blue crab

sea horse

oyster

starfish

porpoise

sea anemone

alligator

7,7
01 ,

C.0

@77

hamozerhead shark

ORN

squid

"6"
iv@
turtle

salamander

Shrimp

t.-St @s@

blue marlin

flounder

-oo"

--@water strider

/0000-01

jellypsh

..........

sting raY

sea urchin

@ 400).

clam

Octopus

whelk

sea turtle

APPENDIX II
Game board for Caper Eight

Chance directions

1 . Move to the animal with a 9. Nlove to the animal that looks
jelly-like body and long sting- like a flower.
ing tentacles. 10. N,love to the animal that is long
2. Nlove to the animal that lives and thin.
within two seashells. 11. N,love to the animal that has
3. Caught in seaweed, lose next eight legs and two claws.
turn. 12. Nlove to the animal that is a
4. Stopped to watch a school of spiny ball.
porpoises, go back two spaces. 13. Move to the animal that has
5. Chased by a shark, move ahead five arms.
five spaces. 14. Nlove to the animal that has
6. Nlove to the animal that has a eight tentacles with suckers.
blowhole. 15. Nlove to the animal that can
7. Move to the animal that wraps fly.
its tail around seaweed. 16. Move to the animal that has
8. Move to the animal that has four flipp"er-like legs.
dangerous ja\vs.

Chance card

chance card pattern. Duplicate 16 tirnes and paste I set of directions to each card.

0
0 0

fish chance card sea urchin starfish fish chance card
0

0
Place fish chance cards here

jellyfish

....... ......
Finish

fish chance card
fish chance card 0

.0 0

Start here
....... octopus
Duplicate each halj'ofgarne board and tape together. 71

sea anemone blue crab shark gull

0
0
0

fish chance card

sea turtle
eel scallop whale sea horse
ul,

APPENDIX III
Bird pattern for Caper Ten

Short, stout neck
songbird

long, curved ncck
ibis

broad, flat bill
duck

medium-length beak
sharp stout beak gull
osprey
,diort neck
@Ollgbird long neck
alill
n ibis
osprey egret
duck pelican tong sharp beak
egret

short tail, broad wings
, Illec

duck short tvings, long tail
pelican songbird
goose

,:3

long wings, long tail
gull
egret

webbed ject
duck
gull
pelican

@Iendcr legs and toes
songbird

sharp talons

osprey

stretchable pouch
pelican
long slender legs
ibis
egret
'ehable pouc

-all

7 4

WWI-

APPENDIX IV
Fish pattern for Caper Nineteen

tailfill

pelviciin

analfill

6 1 pectoralfin
m
t

0
dorsalfin

7.3

ACKNOWLEDGEMENTS

Many educators in North Carolina and other states contributed
suggestions and activities to Coastal Capers. Ann Charles-Craft of
Wilmington, N.C., first recommended the idea. Judy Smith of
Morehead City, N.C., critiqued the first set of activities for safety.
Lindy Millman of Virginia Beach, Va., contributed "Now You See
Me, Now You Don't'' and "Clean Water.'' Dorothy Bjur of the
University of Southern California Sea Grant contributed "Pin the fin
on the fish." Cathy Conwell of the University of North Carolina at
Charlotte and her graduate class in science methods reviewed the
text. Wendv Allen of the Baruch Laboratories in Georgetown, S.C.,
critiqued & contents and instructional style.

NOAA COASTAL SERVICES CTR LIBRARY

3 6668 14111426 6