[From the U.S. Government Printing Office, www.gpo.gov]
A Five Lesson Classroom Curric7lum. That Features The Wonders Of The Apalachicola River And Bay System,. A,P A L A C H I C 0. L.A National Estuarine Research Reserve am FLORI A Sponsored By: The'Florida Department of Environmental Protection The Apalachicola Nation-al. Estuarine Research Reserve and The National Oceanic And Atmospheric Administration Sanctuaries And Reserves Division Revised Edition Project Director: Erik Lovestrand, Education Coordinator, Apalachicola National Estuarine Research Reserve Computer Layout By: Steve Travis And Carla Watkins, Operations Section, Apalachicola National Estuarine Research Reserve Published October 1994 E E A I tu, ea M.-auh ICI N@Vt Printed on Recycled Paper with Soy-Based Inks ACKNOWLEDGEMENT A publication of the Florida Department of Environmental Protecdonpursu- ant to National Oceanic And Atmospheric Administration award number NA370R0412. Special thanks are In order for several individuals who played important roles in bringing this project about. For Overall Support of the Reserve's Education Programs: Woody Miley, Manager, Apalachicola National Estuarine Research Reserve For Review, and Comments on Text and Layout: June Cradick, Senior Project Manager, National Oceanic and Atmospheric Administration Larry Nall, Environmental Administrator, Sanctuaries and Reserves Division, Florida Department of Environmental Protection Sharon Philyaw, Science Department Chair and Teacher, Apalachicola High School DannyRiley, Assistant Bureau Chief, Sanctuaries and Reserves Division, Florida Department of Environmental Protection For Initial Writing of First Edition of Project Estuary, 1987: Sharon Philyaw, Education Coordinator, Apalachicola National Estuarine Research Reserve, 1990-1991 For Writing Lesson IV in the Revised Edition: Pallas Gandy, Education Assistant, Apalachicola National Estuarine Research Reserve The Apalachicola National Estuarine Research Reserve is part, of the National Estuarine Research Reserve System, established by Section 3 IL 5 of the Coastal Zone Management Act of'IL972, as amended. Additional information about the system may be obtained by writing or calling: Apalachicola National Estuarine Sanctuaries and Reserves Division Research Reserve Office of Ocean and Coastal Resource Management 261'7th Street National Oceanic and Atmospheric Administration Apalachicola, FL 32320 U.S. Department of Commerce (904) 653-8063 1305 East West Highway SSMC-4 12th Floor Silver Springs, MD 20910 (301) 713-3133 Front cover art from original acrylic painting by local artist Joyce Estes. Mrs. Estes also donated many illustrations for the inside text. Plankton illustrations from: A Guide to Marine Coastal Plankton and Marine Invertebrate Larvae, Courtesy of the author, De Boyd L. Smith. TABLE OF CONTENTS page INTRODUCTION About Project Estuary ............................................................. I LESSON I: THE ESTUARINE ENVIRONMENT A Teacher's Guide To Lesson I ................................................. 3- Answer Keys To Lesson I ........................................................... 4 Follow- 'Up Activities ................................................................. 6 Student Performance Standards ...... ......................................... 7 Curriculum Frameworks .................................. ...................... 8 Student Activity Pages ............................................................. 9 Vocabulary For Lesson I ........................................................ 13 Review Quiz For Lesson I Of Project Estuary .......................... 14 LESSON II: THE IMPORTANCE OF THE ESTUARY A.Teacher's's Guide To Lesson Il ............................................ 15 Answer Keys To Lesson II ...................................................... 16 Lesson Il Script ..................................................................... 18 Follow-Up Activities ..................................................... ......... 23 Student Performance Standards ............................................ 24 Curriculum Frameworks ......... ............................................. 25 Student Activity Pages ........................................................... 26 Vocabulary For Lesson II ....................................................... 30 Review Quiz For Lesson II Of Project Estuary ......................... 32 LESSON ]III: HUMAN IWACTS IN THE ESTUARY A Teacher's Guide To Lesson III ............................................. 33 Answer Keys To Lesson III ...................................................... 35 Lesson III Script ..................................................................... 37 Follow-Up Activities ................................................................ 43 Student Performance Standards ............................................ 45 Curriculum Frameworks ....................................................... 46 Student Activity Pages ............................................................. 47 Vocabulary For Lesson III ...................................................... 50 Review Quiz For Lesson III Of Project Estuary ........................ 52 LESSON IV: ESTUARINE ORGANISMS A Teacher's Guide To Lesson IV ............................................... 53 Answer Keys To Lesson IV ...................................................... 55 Lesson IV Script .................................................................... 56 Follow-Up Activities ............................................................... 59 Student Performance Standards ............................................ 60 Curriculum Frameworks ....................................................... 60 Student Activity Pages ........................................................... 61 Vocabulary For Lesson IV ...................................................... 70 Review Q uiz For Lesson IV Of Project Estuary ........................ 72 LESSON V: COASTAL MANAGEMENT DECISIONS ' A Teacher's Guide To Lesson V .............................................. 73 Answer Keys To Lesson V ...................................................... 74 Lesson V Script ..................................................................... 75 Follow-Up Activities ............................................................... 78 Student Performance Standards ............................................ 80 Curriculum Frameworks ....................................................... 81 Student Activity Pages ........................................................... 82 Vocabulary For Lesson V ........................................................ 86 Review. Quiz For Lesson V Of Project Estuary ......................... 87 APPENDICES Appendix 1: Additional Materials ........................................... 88 Appendix II: Final Exam ....................................................... 90 Appendix III: Lesson 11 Transparencies and Slides (back cover pocket) Gray Trigger-fish 1% T 7- mi -7 7 -7, 77 ijri`A#[email protected]. Ov Ongmg-, ovs ev sterman, hl@*fstrdii6l@i'-@ blane St I" er ing, y n 'n a agement District.' Northwe F, INTRODUCTION About Project Estuary What is Project Estuary? Project Estuary is a five-lesson curriculum featuring the Apalachicola River and Bay Estuarine System. It is designed to be completed in approximately eight 50- minute class periods. Who is it For? Materials were developed fonnuiddle'and high school students in grades 6-9. What Topics are Covered? Lesson I features the definition and overview of an estuarine system. It is con- ducted through the use of a slide/tape or video program. Lesson II focuses on the significant role an estuary plays in the local environment. It includes relationships to economics, seafood industry, recreation, navigation, migratory waterfowl, and other wildlife.. Lesson II.involves the use of a few slides as well as several 6v`erhead transparencies. Lesson III concentrates on human impacts to the estuarmie system and covers topics such as pollution and multi-use demands. Lesson IV highlights the organisms of the estuarine system and the habitats they depend on., Topics featured include microorganisms, bottom dwellers and fishes. Lesson V involves the students in a coastal management decision-making, activity and points out the many perspectives involved in the decision-making process. -Development and Distribution Project Estuary was dev-e@oped by the Florida Department of Natural,,.Resources (now the Florida: Department of Environmental Protection) with cooperative fund- ing from the National Oceanic@ and Atmospheric Administration and'the Board of County Conuriissioners, Franklin County, Florida. The original printing was done in 1987 and funding was provided- by the' Northwe st Florida@Water Management District for a reprinting and distribution in.,two additional counties. This edition has been revised to incorporate the teacher's guides and other infor- mation into the body of the notebook, as well as ad.d.a new lesson focusing on the organisms of the estuarine system and more graphics. Funding was provided by the Florida Department of Environmental Protection and The National Oceanic and Atmospheric Administration. T'hus far, Project Estuary has,been introduced in eight counties through teacher training workshops. It has had a much W'ider use through the A/V Checkout Library at the Apalachicola Reserve. Copies of this edition, along with the accom- panying slide/tape program or video, have been sent to media centers in both private and public schools within the following counties: Bay, Calhoun, Franklin, Gadsden, Gulf, Jackson, Leon, Liberty, and Wakulla. 46- 4L .-C. Comb Jelly (Pleuro, @xachia) 2 f 7, .7 jig @* 0 -B Oy,.-,5- termaD onging inAp4jdch@ic la" JlltistraH6 by gl- N04hwest Florida Water@a' !1@@eTqeht, Distr!4#. A TEACHER'SGUIDE'TO LESSON I OBJECTIVES 1. Students will be.oriented geographically to the Apalachicola River and Bay System and be. able to describe major physical and biological features of the system. 2. Students will be able to defffie what an estuary is. 3. Students will understand many reasons why estuaries are important. 4. Students will understand the local importance of the Apalachicola Estuary- 5. Students will understand certain management considerations related. W human use of the estuary. TIME: Approximately two 50-minute class periods. PROCEDURE: It is suggested that steps I and 2 below be completed in one period and steps 3 and 4 in another. I . Begin by reviewing the vocabulary list for this lesson before proceeding with other steps. 2. Next, you may show the slide/tape program (or video) for Lesson I titled, "Apalachicola Ramblin s." Following this, go over "Important Review Points 9 for Apalachicola Ramblings video," on p. 5. 3. -Make copies of the student activity pages and distribute them toyour group. You should allow approximately 40 minutes for students to complete these activities. 4. Complete@'Review Quiz for Lesson 1. 5. Discuss answ.ers, or post -answer keys to student activities and review quiz for Lesson I. 3 ANSWER KEYS TO LESSON I Crossword Puzzle Hidden Words ACROSS DOWN Apalachicola, estuary, marsh, 1. primary producer 2. resources nutrients, detritus, salinity, 4. exploit 3. refuge brackish, resource, zooplankton, 5. seafood 6. nutrient trap manage, photosynthesis, ecosystem, 7. hurricane 8. estuary impurities, barrier island, habitats, 10. bay 9. NOAA floodplain, environment, -refuge, 12. erosion 11. agriculture nurseries, predator, erosion, 16. barrier island 13. environment productive, energy, shellfish, oyster, 18. sea 14. forestry navigation, bay, river 20. research 15. marsh 22. salinity 17. detritus 23. productive 19. ecosystem, 24. sun 2 1. Flint 26. ocean 25. economic 28. impurities 27. management 31. true estuarine 29. predators 34. wildlife 30. brackish 37. photosynthesis 32. river 38.phytoplankton 33. tem 39. nesting 35. habitat 36. plant Radiolar,ia Use words in the River Flow Apalachicola Estuarine given word list to NX Food Web complete the Nutrients f, " @k food web: Bottom-dwelling grasses and algae Shark Bottom-ftelling Phytoplankton Invertebrates Crabs Zooplankton Mullet Dwk Clams, Anchovies Oysters dUlck Snail Croaker Flounder Oystercatcher sandpiper man TOP PREDAT A Skimmer I A_ abark P Sea Trout P@ orpolse 4 Answer Keys Continued... TRUE/FALSE FILL IN THE BLANK 1. true; 2. false; 3. true; 4. true; 1. brackish; 2. nutrient trap; 5. false; 6. true; 7. true; 8. true 3. estuary; 4. habitats; 5. Georgia; 6. ecosystem; 7. nutrients and detritus; 8. photosynthesis MATCHING 1. (C) predator;, 2. (A) food source; 3. -(D) industry; 4. (B) primary producer; 5. (E) habitat;, 6. (D) industry; 7. (A) food, source and (B) primary producer; 8. (A) food source REVIEW QUIZ 1. 1. estuary: 2. food, shelter, nurseries: 3. salinity; 4. nutrient trap; 5. detritus; 6. misused 11. 7. T, 8. T, 9. F, 10. T IMPORTANT REVIEW POINTS FOR "APAIACHICOLA RAMBLINGS" VIDEO 1. Apalachicola Bay is an example of an estuary. a. An estuary is where fresh water from the land mixes with salt water from the sea (Gulf of Mexico in our case). b. An estuar enile animals. It @y. is an important nursery area for juv provides food and cover. 2. The Apalachicola River is formed where the Flint and Chattahoochee Rivers come together. a. Most of the drainage area is in Georgia (3 /4). Alabama has 1/ 8 and Florida has 1 8. b. 84% of our fresh water comes from Georgia and Alabama. 3. The mixture of fresh and, salt water is called "brackish" water. 4. River flow varies with'rainfall. a. The river moves detritus and nutrients into the bay. b. Detritus is dead, decaying. plant. and animal material that is an imoortant food source in the bay for. shrimp, oysters, crabs and many other animals. 5. Major habitats in the Apalachicola River and Bay Ecosystem include: Floodplains, Marshes, Islands, River, and Bay. 6. The Apalachicola System is economically important to residents. a. 85% of residents in Franklin Co. derive their income directly form-the'seafood industry. b. The system is also important for other industries such as forestry, agriculture, sport fishing, recreation, navigation. 5 FOLLOW-UP ACTIVITIES 1. The Apalachicola River System includes the river and its tributaries, which involve Florida, Georgia, and Alabama. Have students locate on a map the major rivers that form the Apalachicola River. Discuss the meeting of the rivers in Lake Seminole and the effect of the Jim Woodruff Dam on the Apalachicola River. 2. Fill separate cups one-third full of red clay, sand, soil, pebbles, and leaves. Ask students to come up with a way to demonstrate the runoff of these mate- rials in, to the Apalachicola River. Have them demonstrate and explain how changes in the flow of the river (flooding and slow-moving water) affect the movement and settlement of the materials. MORE DISCUSSION QUESTIONS Use these thought provoking questions to stimulate more discussion regard- ing the general ecology of the Apalachicola River and Bay System. 1 . Why is an estuary important? 2. Why is detritus important to the Apalachicola River and Bay estuary.? 3. Name three industries that are economically dependent on the Apalachicola River and Bay System. Research and explain why these industries are so dependent on the system. 4. Why do we need an environmental land management plan? 5. Why must people in different states and with different jobs work together to protect the Apalachicola River and Bay Estuarine System? 6. Research and discuss other physical and biological features of the Apalachicola River and Bay Estuarine System, such as dissolved oxygen, color, tides, and food webs and population distribution. 7. Discuss and research ways humans have used and altered estuaries. 8. Discuss some ways people can participate in management decision-making, concerning how to use our estuarine resources. 6 STUDENT PERFORMANCE STANDARDS COVERED IN LESSON I OF PROJECT ESTUARY (For Grades 9-12) Biology 1: 1. 11, 11. 0 1, 11. 03, 11.04, 12.01, 12.02 Chemistry 1: 1.22 Earth/Space Science: 1. 11, 10.03, 18.03 Ecology: 1. 11, 2.01, 2.03, 2.05, 3.02, 9.02, 12.01 Environmental Science: 1. 11, 4.01, 6.01, 7.02, 8.01, 9.03, 9.04 General Science: 1. 11, 18.04, 18-05, 20..04, 20.05, 20.06, 2 1. 01 Marine Biology: 1. 11, 3.02, 3.031, 3.05, 4.04, 4.05, 4.06, 10.03 Fundamentals Of Oceanography: 1. 11, 5.04, 5.05, 6.04, 7.01, 7.02, 7.03, 8.04 Oceanography: 1. 11, 4.02, 5.03, 5.'0'4, 5.05, 5.06, 6.01, 6.02 Physics: 1.09 Zoology: 1. 11, 9.01, 9.03. 9.04 'low.q .51 Least Tem 7 CURRICULUM. FRAMEWORK$ COVERED IN LESSON I OF PROJECT ESTUARY (For Grades 6-8) M/J Earth/Space Science: 1., 2., 15., 17. M/J General Science: 1., 2., 4., 7. M/J Life Science: 1., 2., 7., 11. M/J Comprehensive Science 1: 1., 2., 16. M/J Comprehensive Science H, Basic: 1., 2., 3., 6., 9.9 17. M/J Comprehensive Science 11: 1., 2., 3., 9., 16. M/J Comprehensive Science M, Basic: 1.,2.,11.,16. M/j Comprehensive Science M: 1., 2,. 11., 16. ' 'C' aF F LES,' Least Tem 8 LESSON I., STUDENT ACTIVITY PAGES. _; . . . . . . . . . . . . . . to Nesting on the Causeway Corner ... It seems as if everyone likes the beach. Thousands of people live on and visit St. George island every year. However, with more and more people enjoying the beautiful beaches, there is less and less space left for OsFdrey wildlife. This raptor, or bird of prey, Many species of sea birds, including least is often called the fish hawk, tems, black skimmers, and Oystercatchers, because its diet is almost nest on St. George and other nearby barrier entirely fish. The osprey is islands. They lay their eggs in a shallow dark brown above and white depression light on the bare ground. The below. In flight, it can be eggs are camouflaged, so they are easy to identified by the crook in the miss as- people walk along the beach. long slender wings. Because the birds must now compete with Their large stick nests are beach goers for nesting places, some of usually found in dead trees, these enterprising birds have turned to but they-also build nests on surprising places, such as the cau .seway to telephone poles, channel St. George Island. The causeway provides markers, and any other available platform. suitable places to nest, but the birds are in In the past, the osprey danger fi@61rl fast-moving cars. Signs placed .ation declined drasti- popul, at either end of -the bridge caution drivers, cally Aue to the use of DDT when nesting birds are present. Slowing, and other pesticides. These down helps motorists avoid the birds. pesticides accumulated in While the causeway does provide .an alter- their bodies after eating native to nesting places ,on the beach, the contaminated fish. Their eggs had such thin shells fact that it must be used means that natu- that they often cracked ral habitat is, shrinking. These birds Oro-'.. during incubation. With vide an indication of changes occurring in legal protection and the ban the environment. We need to be aware of of DDT, the osprey has made 0 L these changes, because they affect us as a comeback and is again well. common in Florida. L.1 tner 9 Ljj r F11 III FTIT I i I P. r*41 FIT-1 I I I 1.' 0 0 m m m m 0 -m 0 0 IAMENNOOMMONON 0 m imam m 0 0 0 201 1 111.1 1 j ammmmmmm ammmmmmmmm 0 ONO 0 0 0 0 0 6a. m m m 0 61NE 0 amommommom a wammmmmmmmmmm 1j m 0 N T FT I 1 11 [1- m amommmommomom amommom m N m ACROSS DOWN 1. Green plant which may ecosystems. 2. Supplies of things which 19. An area where organisms provide food for organ- 24. Plants get energy from the take care of needs are live and Interact. isms and carries out - and convert it by called 21. The - and photosynthesis (2 words). photosynthesis to sugar. 3. Place of shelter. Chattahoochee Rivers 4. To misuse the resources. 26. Saltwater in Apalachicola 6. An estuary holds form the Apalachicola 5. Apalachicola Bay is an. Bay comes from the nutrients and is therefore River. important a- (2 25. depen- harvesting area. 28. Marsh vegetation filters words). dence means to rely on 7. Elena. - from the water. 8. The Apalachicola River something or someplace 10. Oystermen get 4-6 million 31. Because most cannot and Bay is a local for goods. services, and pounds of oyster meat adapt to rapid salinity example of a(n) jobs. yearly from the and temperature 27. The Apalachicola Apalachicola _. changm there are few 9. One of the agencies National Estuarine 12. Marsh vegetation helps operating the . , Research Reserve studies protect an estuary from organisms (2 words). Apalachicola National environmental - 34. finds Estuarine Research to best use the area. 16. Arts like wall of sink refuge in estuaries. Reserve.. 29. Marsh vegetation holding in nutrients (2 37. Process by which green 11. Farming or provides places to hide words). plants convert sunlight is an important activity in from 18. Many animals spend part energy Into chemical the Apalachicola Valley. 30. When fresh and salt of their life cycles in energy. 13. All the surroundings that water mix, this type of estuaries and part in the 38. Microscopic plants. affect an organism. water results. 39. A shortage of _ 14. Navigation, sport fishing, 32. - flow varies 20. The Apalachicola Reserve places has forced some recreation and with rainfall. boratory for provides a la sea birds to use the are important activities in 33. Sea bird. environmental study or causeway. the Apalachicola Valley. 35. Floodplains, and marshes 15. A holds are examples of 22., Changing water flow into excess water Me a In the Apalachicola the Bay causes changes sponge, helping prevent ecosystem. in the of flooding. 1 36. Estuaries are home to the Bay. 17. Dead or decaying plant many - and 23. Estuaries are highly and animal matter. animal species. 10 HIDDEN WORD S Did You Know? Y 0 R M P S A R D Z G S AL I N I T Y D A young oyster is called a spat. G M A R S H G D E T R I TU S U U T N B The Apalachicola National Estuarine R U L M R E F U G E P S GM B T T N R A Research Reserve consists of 193,758 acres E N N P Q L B 0 S M B E DF Z R B E G P of land and water. N 0 H D 0 L G S V M E H ZS P I A M D R Barrier islands are constantly changing E I A M 0 F N R L U I T VF J E U N E 0 shape and size because of wind and tides. B S T A T I B A H Q Y N S K W N F 0 B D 0 0 B I N S Q R 0 G H Y IY X T R R G U Sea turtles spend their whole lives. at sea, C R R M Z H P Q X L J S HI S S L I H C coming ashore only to lay their eggs. N E A P A L A C H I C 0 LA K 0 H V P T Sally, jimmy, buckram, and picker are all I D C U N X P G M I H T Nt E J C N C I names for different phases of the blue crab. A C K R E S T U A R Y 0 BX G D C E 0 V The Apalachicola National Estuarine L E I I F B V Y R W I H DA X A G Z E E Research Reserve contains over 1100 P B S T L W 0 E V T G P IK Y R N B V N species of plants, including 36 which are D A H 1 0 U S Q A C M S RI V E R A M W threatened or endangered. 0 M S E E 0 Z G R N U R SE R I E S M Q The docile indigo snake can kill and eat the 0 P 0 S U 0 1 U Z R 0 T AD E R P X L S poisonous diamondback rattlesnake. L N R R P V U B A R R I ER I S L A N D Bats are mammals, and a single bat can F S C Q A T R T V Y B E TC R E T S Y 0 eat thousands of insects every night. Z E R N 0 T K N A L P 0 0 Z B W R X T A The monarch butterfly migrates thousands Can you find 28 words that relate to the Apalachicola of miles between breeding areas. in Canada and wintering areas in south Florida, estuary'? They read sideways, up and down, or diagonally. California and Meiidco. Apalachicola, estuary, marsh, nutrients, detritus, salinity, The Apalachicola National Estuarine brackish, resource, zooplankton, manage, photosynthesis, Research Reserve supports over 1000 ecosystem, impurities, barrier island, habitats, floodplain, species of land and aquatic animals. environment, refuge, nurseries, predator, erosion, produc- tive, energy'. shellfish, oyster, navigation, bay, river. River Flow Apalachicola Estuarine Use words in the Food Web given word list to Nutrients Detritus complete the Bottom-dwelking grasses and aigae food web: ( /@ 1-0-1 Shark Bottom-dwelling Phytop1mikton Invertebrates Crabs 104 '__*'Zooplankton Shrimp Mullet Clams, Oysters Anchovies Dick Snail Croaker F nder oystercatcher Man TOP PREOATOR s Ikimrner Sandpiper Sea Trout P orpoise QUESTIONS? QUESTIONS? QUESTIONS? QUESTIONS? True or False? (Circle the T for true or F for false) � F 1. There are few animals ("true estuarine T F 5. The estuaries food web ends with types) that have adapted to the wide range detritus, phytoplankton and green of temperatures and salinities of the plants. Apalachicola Bay. T F 6. Changing salinity levels helps keep � F 2. Although wildlife rely heavily on the predators out that might eat estuarine resources of the Apalachicola River and Bay, animals. People do not rely on them at all. T F 7. Marsh vegetation protects against � F 3. A management plan cannot work without flooding and erosion, cleanses the cooperation among the many users. water and provides food. � F 4. Estuaries are important because they T F 8. Environmental land management is provide food, shelter, and nurseries for looking at an area and finding out ways it plants and animals. can be used by man without being rnis- used. Fill in the 1. When fresh water and salt water mix, 5. The Apalachicola River System flows through water results. Florida, Alabama and 2. The Apalachicola River and Bay is a(n) 6. An area where organisms interact with each because of barrier islands and the mixing of fresh other and with nonliving things is called a(n) water and salt water. 3. A(n) _ is an area where fresh water and 7. Varying river flow is important because it salt water meet and mix. moves and into the estuarine system. 4. Floodplains. marshes, and barrier islands are examples of in the Apalachicola Valley 8. The process of converting energy from sunlight ecosystem. bygreen plants is called Matchinff@ - CP Match the items in the right colurnn with the ones most closely related in the left. I._____;Shark A. food source 2. nutrients B. primary producer agriculture C. predator 3. fffff 4.----green plant D. industry 5.------,Salt marsh E. habitat Sandbar Shark 6.----forestry 7.----phytoplankton 8. detritus 12 VOCABULARY FOR LESSON I Brackish Water: A mixture of fresh water and salt water. Detritus: Particles of dead and decaying plants and animals. Drainage Basin: Total land area from which water drains into a river or river system. Economic Dependence: To rely on something or someplace for goods, services, and jobs. Estuary: An area where fresh water from rivers, streams, and other sources meets salt water from the- sea. Exploit: To make use of something. Also to overuse or abuse. Habitat: A place where a plant or animal lives that provides food, water, shelter and space in a suitable arrangement. Impurities: Foreign elements, such as chemicals, which cause something to be unclean. Nutrients: Minerals such as nitrogen and phosphorus which provide food for plants and animals. Organism: A living thing. Phytoplankton: microscopic plants Primary Producer: Green plant which may provide: fbod for organisms and carries out photosynthesis. Productivity: The amount Of carbon produced'thr-* ough photosynthesis in the form of plants in a certain place, over a certain amount of time. Resource: A supply of something which takes care of a need. SaIlnity: The amount of dissolved salts in water. "True Estuarine" Organisms: Plants or animals which have evolved to adapt to the wide range of temperatures and salinities in an estuary and spend their life there. Zooplankton: Microscopic aquatic animals. 13: REVIEW QUIZ FOR LESSON I OF PROJECT ESTUARY Fill in the blanks with the word or words that best complete each sen- tence. Choose your answer from the word list below. estuary -misused salinity detritus nutrient trap food shelter nurseries The - is an area where freshwater from rivers,. streams and other sources meets saltwater from the sea. 2. Estuaries are important because they provide and , and serve as for young plants and animals. 3. The changing I of the Apalachicola Bay helps to keep preda- tors out that might eat the estuarine animals. 4. The Apalachicola River and Bay Estuarine System provides much food for animals and plants due to the barrier islands and the mixing of fresh and salt waters. For this reason it is known as a 5. The estuarine food web begins with phytoplankton, green plants and 6. Environmental management involves looking at an area and determining the ways it can be used by man without being It. Read the sentences below. Put a T before each true statement and an F before, each false statement. 7. The changing flow of river water is important to organisms because it moves detritus, into the estuary. 8. The plants of the Apalachicola River and Bay System protect against flooding and erosion, cleanse the water and provide food. 9. There are many "true estuarine organisms" that have evolved to adapt to a wide range of temperatures and salinities existing in the Apalachicola Estuary. -10. many people in the Apalachicola River and Bay area rely on the re- sources of the system for goods, services and jobs. 14 -,7 jqmpqwtt-@@ -77-77777@ Ye, OpOng C61 sb@ mm "-'0' ster� in,Ap@d@Lchi' a Bav,. t ifitikiatio'n' Y Diane ing Noithwi@�t@i;ti@a:wat,er@[email protected].,@,,,..-.', ,@ @, ,@". @ .";. ",@- -.II@@:[email protected] I II@ @' 'I;"", @' @@ 11 I @-@ - I'--,'' I"I .1 :.-@' _@-@'-, _@ @'- .- ,,,, @ I @@,", 1 . @ : r@. "s,,-II,'!@' - y ,_I. ,.,I"-@I,II', , @@ III@,[email protected] ".'@ -., @.' - -II @I@-I.@ II,I,@ -I-- "....1 @@@...II@. - .@;,I@'-@I,", . ,, -,@ @.II...I,"'I I.II [email protected],,.-II@..*.I.@ @,- @I ,,--,...'.n"@,@-I-III1.@@I.II.I.1,.II.@@I..,I,.I- ..I@I, I.".@I. " @ ,.,-.I, .I ,.,- " ,@.1,II -... 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Students will gain an understanding of the importance of the Apalachicola River -and Bay System to the local economy in the areas of forestry, agricul- ture, recreation, commercial fishing and other industries. 2. Students will understand the importance of the Apalachicola River and Bay System to wildlife populations. 3. Students will learn how the Apalachicola River and Bay System are used for navigation. TIME: Apprwdmately one 50-minute class period. PROCEDURE: 1 . Review the vocabulary, list for this lesson prior to proceeding with other steps. 2. Use the Lesson H script and go over the transparencies and slides. (Transparencies and slides are located in the back cover of this notebook) 3. Make copies of the Student Activity Pages and distribute to students. 4. Complete the.Review Quiz for Lesson IL 5. Discuss answers or, post answer keys for Student Activities and Review Quiz. Blue, Crab 15 ANSWER KEYS TO LESSON H Apalachicola Bay and River Resources Chart: Below is an example of answers which might be generated as a result of class- participation using the Apalachicola Bay and River Resources Chart. Answers will vary from county to county and class to class. Local Uses and Industries Related Businesses/Jobs seafood houses fishermen insurance companies hydro-and thermo electric power truck drivers boat builders commercial fisheries net/trap makers mechanics recreation lodges/camps guides agriculture camp workers government agencies forestry government employees hotels/motels navigation restaurants bookkeepers urban cooks maids other clerks gas stations grocery stores paper companies fuel docks/marinas construction companies real estate agencies Military workers banks tellers alachicold farmers Local Dependent Wildlife Bay and Related Wildlife Use blue-winged teal River System wood duck Resources food gopher tortoise indigo snake shelter Barbour's map turtle American oystercatcher water Atlantic sturgeon white-tailed deer breeding ground Florida black bear Florida panther .kRel nursery area osprey brown pelican 16 Answer @Keys 'Continued... FILL IN THE@BLANK- TRUE/FALSE 1. largest; 2. Franklini Gulf, WakuRa;, Ltrue; 2.true; 3.true 3. local, national; 4. water; 5. animals, 4. false; 5. false plants MATCHING MAGIC SQUARE 1. -(A) land resources MAGIC: NUMBER=65 (B) water resources 235 7 14, J-hoe" 2. (A) land resources (B) water resources A B C D E 4 6 132022 3. (A) land resources (B) water resources F G H'I. J 4. (B) water resources 10 .@-12 19 @21 3 5. (B) water resources K L@ M N 0 11-18-252 9 REVMW QUIZ P Q IR S T- 24 1 B 15 1. 1. (B), 2. (D), 3. (D), 4. (A), 5. (D) v W x Y 11. 6. T, 7. T, 8. F, 9. T, 10. T @,AV A -.z3w-. 9. 47 Scrawled Cowfish 17 M- L-ES SON II SCRIPT FOR TRANSPARENCIES AND SLIDES. "Gifts from the Apalachicola" Introduction: As you may remember, in Lesson I we talked about estuaries, namely Apalachicola Bay. What is an estuary? An estuary is a place where fresh water from rivers, such as the Apalachicola River, streams or other sources, meets and mixes with saltwater from.,the ocean (Gulf of Mexico). We also discussed some of the ways we use our estuary. Can you name some of the industries that depend on the Apalachicola River and Bay System for their resources? (Answers: forestry, agriculture, commercial fisheries, navigation, and recreation) As you can see, the Apalachicola. System is very important to us. We depend on its land and water resources for many jobs, goods, services and activities. It is a multi-use system. Let's first talk about ways this special estuary is related to us through the use of its land resources. Transparency Text: "Asterisks, which indicate notes to teacher, and transparency numbers are found in the left-hand column. Transparencies and slides for Lesson II may be found in the back cover of this notebook. T- I Fifty seven percent of the land in the drainage basin is used for forestry. This floodplain area contains many acres of timber that are harvested and used to produce various wood products such as paper, lumber and furni- ture. Teacher's Note: Point out that -forestry Is. the largest land use.. Eleven percent of the land in the drainage basin is used 1or agriculture (farming). 'Local farm. crops include peanuts, rice, corn, cotton,'blueberries, sorghum, crawfish and catfish. Within the lower portion of the Apalachicola basin, there are several tracts of land and water in public* ownership through state or federal agencies. They are available for recreational activities such as hunting, fishing, hiking, camping, etc. T-2 This land includes management areas, such as the Apalachicola National Estuarine Research Reserve, Apalachicola National Forest, St. Vincent Na- 18 tional-Wildlife Refuge, and the. Northwest, Florida Water Management District. order to preserve this part of the basin there aredesignated areas and -seasons within p blic lands for certain recreational activities, such as hunt- pu mg and. fishing. T- 1 Only on'e percent of the Apalachicola basin is populated by people., This is called urban land Use. The last 29% of the basin area, is classified as wetlands, and,provides. much habitat for wildlife as well as multiple opportunities for public recreation and .industry., As you probably know, if you are in a county along the system, people in your area use the Apalachicola estuarine system's valuable waterxesources. T-3 The main industries that usethe Apalachicola River and Bay water re- sources are commercial fishing and recreation. Commercial fisheries in Apalachicola Bay employ approximately 85%. of the people in Franklin County and a number of people in Gulf and Wakulla Counties as well. .The ten-year averages for Franklin County's dock-side values for'oysters, shrimp, blue crabs- and finfish were as follows: Teachers Note: Read ten-year averages under "Dockside Valuellf on Transparency 3 and discuss variations among years. By the time these seafood products reach din Iper table si and restaurants all over the nation they generate up to five times their dock-side value. The national value for Franklin County's seafood over a ten-year period has averaged somewhere in the neighborhood of $59,000,000 per year., T-4. Recreation is the other main industry which uses the water resources. M local businesses benefit from those who enjoy recreational activities on any the Apalachicola River and Bay. Teachers Note: Point out businesses in the example as you read this section. For example, if a group of bass fishermen comes into town for a tournament they will probably stay in a local hotel or motel, eat at a local restaurant, b groceries from the local store, dock and gas up their boat at a local lodge or manna, buy some suppliesfrom a local retail or department store, buy seafood to take home and gas uptheir car ortruck when lea town. If th6y like the.area well enough they might even buy land.and'bufld a vaca- tion home at a late'r'date. 119 I T-5 Other, uses of the Apalachicola System waters are navigation of barges and other river traffic, industrial plant processing of wood products and cooling of thermoelectric generators, and also the production of hydroelectric power. Navigation is more important for GA and AL than for FL; however, Jackson County, in Florida, does have a port for fueling and unloading barges. Pe- troleum products, fertilizer, sand and gravel are main commodities unloaded in Jackson County. However, the list of items transported on the River is much broader and includes such things as coal, wood products, gasoline, kerosene, turpentine, jet fuel, paints, fuel oil, pesticides, caustic soda, so- dium hydroxide, aluminum sulfate, and acids. Industries such as the St. Joe Paper Company draw and use 30 million gallons of water per day from the Chipola River (an Apalachicola River tribu- tary) t6 run their plants. In Jackson County, Gulf Power Company uses I million gallons of water per day to cool thermoelectric power generators. The Jim Woodruff Dam at the beginning of the river, uses the moving water's energ y to turn turbines for electricity production. T-6 Now that you know the many ways we use the Apalachicola Estuarine sys- tem, let's see what industries are related to the Apalachicola System re- sources in surrounding counties (for those counties located on the river). Teacher's Note: Point out one industry, at a time and the counties where It can be found. Aquaculture includes the farming of several different species along the system. These include catfish, crawfish, shrimp and alligators. T-7 People are not the only ones that depend on estuaries. Various wildlife and plants rely on the Apalachicola Drainage Basin for food, shelter, water, breeding grounds and growing space, or simply put, for habitats. Slide Show Text: S-1 The Apalachicola Bay area and its surrounding barrier islands - St. George, Cape St. George, St. Vincent and Dog Island serve as feeding and wintering grounds for migratory waterfowl such as the blue-winged teal which arrives in August... S-2 and the wood duck which arrives in October and November. There are also wood duck residents in our area year-round that nest from March through May. S-3 There are several animals and plants which are endemic to the Apalachicola System. This means they live only in the Apalachicola Estuarine System. One example of an endemic animal species is the Barbour's's map turtle which lives in the Apalachicola, Chattahoochee, Flint and Chipola Rivers. It 20 is a species of special concern. Females get as large as 12 inches (30 cm) long and males are only 5 inches .(13 cm) long. jt's carapace or shell is olive- green with -palt yellow u-shaped markings and ridges in the center. The head is also olive-green with yellow lines and has large blotches of.yellow behind the eyes., Males and small females eat caddisfly larvae and other water insects, snails and sometim es. plants. Large females eat snails and Asian clams by cracking them with their powerful j aws. It.is protected, due to its limitedrange -and use by humans at one time for food. S-4 An example of a plant endemic to the Apalachicola System is the endangered Harper's beauty, found in flatwoods around the Apalachicola Basin. S-5- The Apalachicola.Estuarine System is also home to a number of other pro- tected animals that are either endangered, threatened or species of special concern. The Atlantic loggerhead sea turtle which is threatened, nests each year on the beaches of St. George, Cape. St. George, Dog and St. Vincent islands in June, July, and August. The female digs a nest and lays about .120 eggs, which hatch in 50-60 days. The @adult's flippers and shell are reddish-brown and often have barnacles on them. They also have large heads. Logger- heads may weigh up to 700 pounds. (318 kg). Females return to nest on the beaches where they hatched. Threats to this animal's survival are fishing nets (drowning), human development of beaches (nesting areas destroyed, young confused by fights), plastic litter (niistaken for food and results in death), and egg predation by raccoons, birds and other animals. In the Reserve area, there is a program, in place to detect nests and protect them by putting a wire grate, with holes large enough for hatchlings to dig through, over the nest to keep raccoons and other predators, from destroying the eggs. S-6 The gophpr,tortoise is another protected reptile and is a species of special concern. Its shell size can reach 12 inches (30 cm) in length. This critter lives in a burrow usually in pine and oak uplands where the soil is dry. It eats grasses, leaves, herbsj and sometimes wild fruits and berries. Gopher tortoises share their burrows with pine snakes, indigo snakes, Florida mice, and gopher frogs. All of the animals are at risk due to land development, predation, and gassing of their burrows by humans. The gassing is done to force the rattlesnakes out of the burrows and is illegal. S-7 The indigo.snake, an endangered species, which lives in the tortoise burrow with the gopher tortoise, is a gentle,harmless snake despite its large size. It can reach a.16ngth of 8 feet (2.4 m). The *indigo is glossy black or bluish- black and is thus prized by collectors. Collecting is now illegal without special pehnission. Indigos feed. on mice, rabbits, birds, frogs, lizards and other snakes such as rattlesnakes- Unfortunately, these beautiful' creatures are losing their habitats to land development and dying due to the gassing of their burrows by humans. Auburn University in cooperation with the 21 U.S. Fish -and Wildlife Service has released -several of the threatened indigos on St. Vincent Island, within the Reserve. S-8 Another endangered animal probably living within the Reserve is the Florida panther. Panthers live in forested areas and feed on deer, raccoons, hogs and other small mammals. The panther is 6 feet (1.8 m) or longer and is pale brown with a long tail. The Florida panther is the sa -me species as the mountain lion found in the western U.S.. Panther populations have split and decreased due to land development and being hunted by humans. S-9 This is a species of special concern that you should remember from Lesson 1; the American oystercatcher. This bird nests on beaches and the causeway to St. George Island in the summer. It can grow to a length of 16 inches (40 cm). Oystercatchers, as you may recall, eat oysters, other shellfish, marine worms and crabs. The threat of their survival is habitat loss to land develop- ment. S-10 What you see here *is the unusual looking Atlantic sturgeon. This fish is a species of special concern which spends most of its time as an adult in the Gulf of Me.Nico, feeding on bottom-dwelling plants, worms" shellfish, crabs and fish. They use their barbels, or feelers, for finding food. Their scales are bony, diamond-shaped and are called plates. Sturgeon may grow up to 18 feet in length and may weigh anywhere from 200-600 pounds (91-273 kg). They are called anadromous fish because they migrate or move from the Gulf, up the Apalachicola River to spawn (mate and lay eggs) from February through July. Because of this migration, they once supported a ffiriving caviar, (sturgeon eggs) industry in the Apalachicola. Unfortunately their numbers have been drastically reduced because they cannot reach their spawning grounds in the upper Apalachicola River due to barriers such as dams and canal locks. Another factor that seems to limit their population size is the long period of time it takes for them to reach breeding age. The Apalachicola Estuarine System' is very important to us and to wildlife. .We are all involved with it in many ways. We need to understand it-so we can protect it. Apple Murex 22 FOLLOW-UP ACTIWTIES. 1. Have students make a seafood collage or poster that includes seafood labels, restaurant menus, seafood adds and pictures of seafood products. Discuss the importance of estuaries and the relationships of these products to the surrounding counties' economics. 2. Have students visit local industries that are dependent on the Apalachicola Estuarine System to find out how they use the resources. Have students interview people working in these industries in order to learn a-bout ob opportunities. End the activity with a class discussion of each student's findings. MORE DISCUSSION QUESTIONS Use these thought provoking questions to stimulate more discussion regard- ing the important role an estuary plays in the local environment; including economics, navigation, recreation, etc. 1. Research and list career and job opportunities in your county that relate to the Apalachicola System. 2. Locate and discuss human-made structures on the Apalachicola System. How have they impacted the system? 11 3. Discuss your local government involvement in the Apalachicola River and Bay Estuarine System. 4. Talk about ways in which the state and federal, governments are involved in the Apalachicola System. 5. Find and discuss current research projects concerning the Apalachicola System. 6. Research and share information on local endangered or, potentially endan- gered fish and wildlife. How are they dependent on the Apalachicola Sys- tem? 23 STUDENT PERFORMANCE STANDARDS COVERED IN LESSON II OF PRO JECT ESTUARY (For Grades 9-12) Biology 1: 1. 11, 11.03, 12.02, 12.06 Chemistry 1: 1. 11 Earth/Space Science: 1. 11, 18.03 Ecology: 1. 11, 6.04, 8.01, 8.02, 8.06, 8.06, 12.01 Environmental Science: 1. 11, 4.01, 6.01, 7.02 General Science: 1. 11, 20.05, 21.01, 21.02. Marine Biology: 1. 11, 3.02, 3.03, 3.05, 4.04, 9.07, 10.03, 11.02, 11.05 Fundamentals of Oceanography: 1. 11, 6.04, 7.02, 7.03, 8,04, 9.06 Oceanography: 1. 11, 4.02, 5.05, 6.01, 6.02 - Physics: 1.09 zoology: 1. 11, 9.01, 9.03, 9.04 J W'... S UDE 0 Fc VEIED Least Tem 24 CURRICULUM FRAMEWORKS COVERED IN LESSON ILOF PROJECT ESTUARY (For Grades 6-8) M/J Earth/Space Science: 1., 2. M/J General Science: 1.,2., 4.,7. M/J Life Science: 1., 2., 7., 11., 14. M/J Co ' rehensive Science 1: 1., 2., 5.,,16. mp M/j Comprehensive Science 11, Basic: 1., 2., 6., 7., 9., 16. M/J Comprehensive Science 11: 1., 2., 6., 9. M/J Comprehensive Science III, Basic: 1., 2., 16. M/J Comprehensive 'Science 111: 1., 2., 16. 112; Ile" Least Tem 25. LESSON 11 STUDENT ACTIVITY PAGES Apakehicola. Estuary: Nature'sA Water from 19,800 square miles of Apalachicola gay produces 2 to 6 land in Florida, Georgia, and Alabama million pounds of oyster ineat per year, drains into the Apalachicola River Sys- using only 4 to 5 percent of the bay bot- tem, taking with it nutrients, soil and tom. Biologists' have predicted that an- pollutants. Millions of gallons of water nual production could reach as high as then deposit these particles when they 150 million pounds with the use of more reach the mouth of the river at bottom areas. Furthermore, oyster sup- Apalachicola Bay. ply could, increase if oysters were pro- The Apalachicola Bay is one of the vided with more vertical surface to grow most productive estuaries in the northern on as well as the typical horizontal beds. hemisphere. According to Woody Miley, While shrimp harvests generally have manager of the Apalachicola National decreased in other areas of Florida, the Estuarine Research Reserve, 'There are supply has remained relatively stable in systems that produce more, such as the Apalachicola Bay area. Chesapeake Bay, but it's 10 times bigger. "This is a more protected system. When you compare productivity per unit When 85 percent of the people here de- area (acre for acre), Apalachicola Bay is pend on seafood for their livelihood, it the most productive as well as the becomes very important to them to pro- healthiest," Miley said. tect thei r. natural resources," Miley said. The Apalachicola Drainage Basin Another noted value of Apalachicola includes 2,400 square miles of river.' Bay is its.beauty. Miley said that part of floodplain forest. The estuary consists -of the estuary's appeal has to do with its 21,860 acres of marshes-, which accounts, variety of migratory birds and other wild- for 14 percent of the total water area. life. - Ifs really'important for waterfowl. Like most, wetlands, the marshes in an Miley said wetlands should be protected estuary cleanse the water, protect against for their own, sake and, because they flooding and provide food. increase [email protected] of human life. However, it is the Apalachicola Bay's lot of-@'things -that we curse, like ability to act as a'majdr nursery and mosquitoes, dre needed by the things we spawning ground for many animals such like. The aquatic larvae of mosquitoes as shrimp, crabs, oyster and.firifish that are a rn@jor food source for young fish." is most appreciated by humans'.. Miley It's a mixed blessing. If we understand explained that the health of the estuary is the:ffinction of wetlands and estuaries, what makes the Bay's thriving seafood we can work to save them for the use and industry possible. enjoyment of many future generations." 26 DIRECMONS: Complete the chart below using local examples. Local Uses and Industries Related BusmIesse's/Jobs alachicold Local Dependent Wildlife Bay and River ., @ .: Related Wildlife Uses System Resources q@@Rel 27 CHECK YOUR KNOWLEDGE M in the- 1. The forestry industry uses the amount of land in the Apalachicola Drainage Basin. 2. Commercial fisheries in Apalachicola Bay employ people in County, as well as and Counties. 3. Both and dollars are generated by commer- cial fisheries in the Apalachicola Estuary. 4. Gulf Power Company in Jackson County uses from the Apalachicola System to cool thermoelectric generators. 5. The Apalachicola Estuarine System has several endemic species of -and TRUE/FALSE I.- Migratory waterfowl depend on the Apalachicola Bay area and its sur- rounding barrier islands as their feeding and wintering grounds. 2. Wildlife depend on the resources of the Apalachicola system for food, , shelter, water, breeding grounds and nursery areas. 3. The Apalachicola Estuarine System is home for a number of protected animal species whose survival is threatened by over-exploitation by humans, loss of habitat, disease, predation and other human-made or natural conditions. 4. Salmon once supported a thriving caviar industry in Apalachicola. 5. Gassing of gopher tortoise burTows does not harm any of the animals living in the bur-rows. MATCIHNG Match the resources in the right column with the Florida industries most closely related in the left column. The resource may be used more than once, There may be more than one resource per industry. 1. Forestry A. Land Resources 2. Recreation B. Water Resources 3, Agriculture 4. Commercial Fishing 5. Navigation 28 NIAGIC SQUARE Directions..: Select from the numbered'definitions the best answer for each of the terms below. Put the number in the proper space in the magic square box. The total of the numbers will be the same across each row and down each column. VOCABI JLARY-WORDS DEFINMONS A. Barbels 1. Any species that is likely to become endangered in Florida B. Anadromous' within the near future if current natural or human-made C. Carapace conditions affecting its survival continue. D. Caviar. 2. An animal having a protective shell and no backbone. E. Commodities 3. To serve various functions. F. Economic Dependence 4. To rely on something or someplace for goods, services and G. Endangered jobs. H. Endemic 6. Types of fish that return from open saltwater into freshwater 1. Estuary to spawn. J. Exploit 6. Any species of fishcand wildlife found in Florida and pro- K Habitat tected by law that is in danger of extinction due to loss of L. Hatchlings habitat, over-exploitation by humans, disease, predation._,or., M. Marine other natural or human-made conditions Iaffecting its sur- N. Migratory Waterfowl vival. 0. Multi-Use' 7. A hard protective case or shell covering the back or part of P. Predation the back of an animal. Q. Private Interests 8. A stream, creek or river which feeds into a larger river. R Resource 9. To produce or -deposit eggs or sperm. S. Shellfish 10. A place where a plant or animal lives that provides food, water, shelter and space.. T. Spawn '4 @ - U. Species of Special Concern 11. Process in which one organism (prey) is eaten by another V. Thermoelectric Power (predator). W. Threatened 12. Recently hatched animals. X Tributary 13. Restricted or native to a particular -area or region. Y. Uplands 14. Processed, salted eggs of large fish. 15. Higher grounds along rivers, usually out of the floodplain. 16. Products of activities such as agriculture or mining. 17. Any species in Florida and protected by law that-does not.fit MAGIC NUMBER into the endangered or threatened categories but deserves special attention due to current natural-or human-made pressures. 18. Belonging to or concerning individual persons", companies A B C D E_ and businesses. 19. Of or relating to the ocean. 20. An area where fresh water from rivers, streams and other F G J sources meets saltwater from the sea. 2 1. Swimming game birds which fly from one region to another over great. distances. K L' M. N 0 22. Make use of some'fh"ing. Also to overuse or abuse. 23. Feelers around the mouth used in locating food by touch. p Q R@ and smell. S' T 24. The conversion of heat into electricity. 25. A supply of something which takes care of a need. 29 VOCABULARY FOR LESSON 11 Anadromous: Types of fish that return from open salt water into fresh water to spawn. Barbels: Feelers around the mouth used in locating food by touch and smell. Carapace: A hard protective case or shell covering the back or part of the back on animals such as shrimp, crabs and turtles. Caviar: Processed, salted eggs of certain fish such as sturgeon. Commodities: Products of activities such as agriculture or mining. Endangered: Any species of animal or -plant. found in Florida and protected by law that is in danger of extinction due to loss of habitat, over-exploitation by humans, disease, predation or other natural or human-caused conditions affecting its sur- vival. Endemic: Restricted and native to a particular area or region. Floodplain: The area adjacent to a river or marsh that periodically is flooded by, seasonally high water. Hatchlings: Recently hatched animals. Hydroelectric Power: Using water power to turn turbines that generate electricity. Marine: Of or relating to the ocean or Gulf. Migratory Waterfowl: Swimming game birds which fly from one region to another over great distances. Multi-Use: To serve various functions. Navigation: Use of a waterway for transporting various commodities or people. Predation: Process in which one organism (prey) is eaten by another (predator)., Private Interests: Belonging to or concerning individual persons, companies and businesses. Shelffish: An animal having a protective shell and no backbone. Spawn: To produce or deposit eggs or sperm. 30 Species of Special Concern: Any species in Florida protected bylaw that does not fit into the endangered or threatened categories, but deserves special attention due to current natural or human-caused pressures. Thermoelectric Power: The conversion of heat into electricity. Threatened: Any species that is likely to become endangered in Florida within the near future if current natural or human-caused conditions affecting its survival continue (protected by law). Tributary: A stream, creek or river which feeds into a large river, Uplands: Higher grounds along nivers, usually out of the floodplain. 7MI, Long-spined Urchin 31 REVIEW QUIZ FOR LESSON H OF PROJECT ESTUARY L Choose the word that best completes each sentence. Put the letter of your choice on the line before the statement 1. - All of the following are industries in Florida that use the land resources of the Apalachicola River and Bay System EXCEPT: (A) forestry, (B) thermo- electric power, (C) agriculture, (D) recreation. 2. - Which of the following are industries in Florida that use the water resources of the Apalachicola River and Bay System? (A) commercial fishing, (B) recre- ation, (C) navigation, (D) hydroelectric power, (E) all of the above. 3. - The Apalachicola Estuary's resources provide people with many recreational opportunities such as hunting, fishing, swimming, and boating, Which of the following local businesses benefit from recreational activities? (A) hotels/ motels, (B)"restaurants, (C) -gas stations, (D) all of the above. 4. The largest amount of land in the Apalachicola drainage basin is used by (A) forestry, (B) agriculture, (C) recreation, (D) military and private ownership. 5. Commercial'fisheries in the Apalachicola Estuary employ people in which of these counties? (A) Franklin, (B) Gulf, (C) Wakulla, (D) all of the above. H. Read the sentences below, , Print a T before each true statement and an F before each false statement. 6. The commercial fishing industry in the Apalachicola Bay generates both local and national dollars. 7. Wildlife depends on. the Apalachic 'ola' River and Bay Estuarine System for food, shelter, water, breeding grounds and nursery area. 8. There are no animals or plants that are endemic to (only found in) the Apalachicola system. 9. 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II-Z-II,...,II-" *- @@:" , .-,,,- -, :,,,,@-,:", .@,,."@,N--@ - @I-,,,, @ : - @I--,L,-,@, -@, [email protected] , I.I , ,- ,-@@ ,,q@,:- I, -, @- ,@, I- @-., ,,@,., - -I,@-.@@I,,, -,, @, ..7@,..,- ,I,-,w ,-@@,@ -, .@ @, . @@ , @@ - 111% I , @,,..,,I,@ -@-k ,,@@: ". . II-,.-_.---,,, , @-@,@-@ @.-@,":-@,,': , ,I@, I- A TEACHER'S GUIDE TO LESSONJII OBJECTIVES 1. Students learn that humans impact the Apalachicola System in many ways. 2. Students will learn how pollution affects the Apalachicola System. Students will understand many multi-use demands on the Apalachicola System. TIME: Appro3dmately one 50-minute class period. LPROCEDURE: 1. Review the vocabulary list for this lesson before proceeding with other steps. 2. Use the Lesson III Script to take the students through a brief review of things learned in Lesson II. 3. Then pass out the Lesson III Student Activity Pages and work with the stu- dents to create a list of HUMAN USES of the Apalachicola System on the chalk board (note: script includes guidance on the 8 main uses of the system). 4. Next, divide the students -into 8 groups -and assign each group one of the 8 uses. Have them list, in their, small groups, any IMPACTS or problems they can think of that may result,from their assigned use (note: script includes guidance on the impacts of,the 8 uses).. 5. Now have each group sharethe impacts or problems they have listed and write them on the chalk board (note: Use the guide questions provided in the script to draw out as many impacts as possible). 6. As a class, have students list WAYS TO PREVENT OR LESSEN HUMAN IMPACTS on the system (note: use the' script for guidance on this). Put the list on the chalk board and have, students fill in their worksheets as you write the items down. 7. Complete Review Quiz for Lesson III. 33 8. Discuss answers or post answer keys to 'student activities and Review Quiz for Lesson III. Great"Egret 34 ANSWER KEYS TO LESSON III Humans and the Apalachicola Estuarine System Chart: Below is an example of answers which might be generated as a result of class participation using this chart. Answers will vary -from county to county and class to class. HUMANUSES RESULTANT IMPACTS WAYS TO PREVENT OR LESSEN *HUMAN IMPACTS Farmland Storinwater runoff Control stormwater runoff Irrigation Lower water quality Limit fertilizer and pesticide use Pesticides Limit land clearance Land clearing Eutrophication Timberland Land clearing/draining Limit land disturbance near water Wood Erosion Dispose of chemicals properly processing Chemical spills water Seafood Over harvest Observe fishing laws Waste dumping Dispose of wastes properly Hunting Over harvest Observe fishing/hunting laws Fishing Litter Dispose of wastes properly Oil/chemical spills Land Dredging and filling Protect and preserve wetlands development Stormwater runoff Proper sewage treatment Sewage Eutrophication Direct runoff into natural holding areas treatment Water to Human-made structures Limit human-made structure use create (dams, locks) block fish electricity mignation Water to Warmed water kills Cool and treat water before releasing Cool aquatic life generators Water for Dredging Limit dredging barge Human-made structures Limit human-made structure use traffic WORD SCRAMBLE- 1. dredging 2. heavy metals 3. sewage 4* erosion 5. antifreeze 6.- pesticide 7. pollution 8. battery acid 9. detergent 10 petroleum products 11. chemicals 12. plastic 13. biodegradable 14. fertilizer 15. development 35 WW QUIZ 1. Answers will vary. Students may choose any 3 of the following or a use that falls within these categories: forestry, agriculture, recreation, urban use, commercial fishing, hydroelectric power, thermoelectric power, waterborne navigation. 2. Answers will vary. oils, petroleum products, detergents, household cleaners, fertilizers, pesti- cides, sewage, animal waste, industrial wastes, etc. 3 Answers will vary. dredging, filling, land development, land clearing and draining, dams, locks, other human-made structures, etc. IL 4. D, 5. B 111. 6. T, 7. T, 8. T, T, 10. F L Southem Stingray 36 LESSON HI. SCIEU]" introduction: Before-we begin Lesson III, let's quickly review some information about estu- aries. Question: What is an estuary? Answer: An estuary is a place where fresh water and salt water meet and mix. Question: Why are estuaries important? Answer: Estuaries provide food and shelter for organisms, protection from flooding and erosion, a filtration system to cleanse the water, nurseries for young animals, beauty, goods, services and jobs for humans. Question: The source of Apalachicola Bay's fresh water is the Apalachicola River and its tributaries. What are the two largest tributaries of the Apalachicola River? Answer: The two largest tributaries are the Flint River and The Chattahoochee River. Question: The Apalachicola River and Bay and its tributaries flow through what three states? Answer: Alabama,Georgia and Florida. In Le sson II we talked about some of the ways humans use the Apalachicola River and Bay Estuarine System. We discovered that the Apalachicola System has many uses and is therefore called a multi-use syste m-. In this lesson, we will review human uses of the Apalachicola Estuarine System in Alabama, Georgia, and Florida and. we will discuss the impacts or effects these uses have on our estuary. Let's first talk about ways we use the Apalachicola System. Teacher's Note: Pass out the Lesson III activity,pages to students and have them look at the HUMANS AND THE APALACHICOLA ESTUARINE SYSTEM chart. Together and in groups we are going to complete this chart. Using a pen or pencil, let's first list human uses of the Apalachicola Estuarine System. 37 Teacher's Note: Have students raise their hands to call out h uses. List the uses on the chalk board as the students say them. Have students list the uses on their activity page chart. Complete this portion of the lesson in 10 minutes. Guide students so that the list looks as follows (in no specific order): HUALAKUSES OF. THE, APAIACHIC-OIA-EST-UARINE- -SYSTEM Agriculture: farm land, irrigation water Forestry: timberland, wood processing water Commercial Fishing: seafood Recreation: hunting, camping, hiking, boating, fishing Urban Use: land development, sewage treatment, municipal drinking water, in- dustrial plant power Hydroelectric Power: moving water to create electricity Thermoelectric Power: water to cool generators Waterborne Navigation: water for barge traffic As you can see, Florida, Alabama and Georgia use the Apalachicola system for many reasons. These uses together or separately can cause changes in the estua- rine system. These changes or impacts on the environment can be grouped into two categories: physical assault and pollution. Our river and bay area is beautiful and more people are discovering it every day. As people develop the land around our estuary, they are physically changing and altering it. Our rivers and tides carry detritus and other nutrients important for estuarine critters. Unfortunately, these rivers and tides can also carry pollutants that humans have discarded. The results of misused and mismanaged land many miles away from the estuary can find their way to the bay by way of the Apalachicola River and its tributaries. Stormwater running off of the land around the Apalachicola River and Bay System can carry pollutants such as oils from cars, fertilizers, pesticides, sewage, animal wastes and industrial wastes. Presently, human activities in the Apalachicola Estuarine System are causing very few problems but as development of this system occurs, more and'more problems will result. If we change even one thing in the Apalachicola Estuary many other things are going to be affected both positively and negatively. Teacher's Note: The following pages titled IMPACTS AS A RESULT OF HUMAN USES, GUIDE QUESTIONS and WAYS TO PRE- VENT OR LESSEN HUMAN IMPACTS are included as 38 information for the teacher to help stimulate student responses. Divide students into 8 groups.. Assign each group a listed use. Instruct them that they will have 10 min- utes to come up with impacts or problems that could result from their assigned use. Emphasize to students to focus on types of physical assault or pollution their use could cause. Hand out a sheet of blank.p aper to each group and instruct students to jot down the im- pacts or problems they think of. When time is up ask a representative from each use group to express the group's findings. Write down. the class results on the chalk board. Try to complete this True Tulip portion of the lesson in 10 minutes. Have students #11 in their activity page chart with the impacts as you write them on, the chalk board. IMPAGTS-AS-A-RES-ULT-OT-HUMAINLUSES Agriculture: Stormwater runoff (containing pollutants like fertilizers, pesticides, animal waste, and road oils) can cause eutrophication, and lower water quality, thereby killing plants and animals. Land clearing destroys habitats. Over-use of the water could lower the water table to a point at which too much salt water could enter and contaminate fresh water. Forestry: Clearing and draining land removes plants which filter pollution, pre- vent erosion and provide habitats. Chemicals from wood processing plants can pollute water if improperly disposed of. Commercial Fishing: Over-harvesting could occur. Pollution could occur due to boats and seafood houses dumping seafood by-products, oils, gas and other waste materials. Recreation: Over-harvesting could occur. Oil and other chemicals from boats, cars, etc, can pollute water. Litter people leave behind can pollute the land and water and harm wildlife. Urban Use: Dredging and filling in wetland areas to develop marinas, businesses, homes, etc., destroys natural habitats, takes out natural plant filters and clouds water, preventing sunlight from reaching marine life. Improperly treated human and household wastes (sewage) can enter the estuarine system through ground water and stormwater runoff and pollute our drinking water, cause eutrophication, and lower oxygen in the water available for fish and other wildlife. Many products used to care for cars and homes -are not biodegradable and can also pollute the water. 39 Too much use of water for drinking, household purposes, etc., could lower water tables and lead to salt water contamination. Construction and development efforts Illing which destroys natural habitats and the natural can lead to dredging and f ability of plants to filter pollution and could cause erosion. Industrial wastes, if dumped into the estuary, could pollute the system. Hydroelectric.Power: Construction of dams, locks and other human-made struc- tures to create reservoirs of water for uses above the structure, such as the genera- tion of electricity, change the natural flow of the river. Eventually, these changes can create problems for the estuary below the structure. As fresh water flow is taken away from the estuary, higher salinities, fewer nutrients and smaller sized sediments occur, causing changes in estuarine conditions. The human-made structures also block aquatic life such as the sturgeon, from reaching their breed- ing habitats. Thermoelectric Power: Warm water discharge could raise river water tempera- tures to levels that would kill aquatic life. However, during cold winters, the dis- charge can be a refuge for aquatic life. If the plant shuts down during the winter, the rapid drop in temperature can kill many aquatic organisms. Waterborne Navigation: Dredging the river to keep the waterway open to traffic can cloud the water, suffocate aquatic life and destroy natural habitats. Oils and other chemicals from barges and other traffic can cause pollution. Dams and other human-made structures designed to assist river traffic change the natural flow and cause loss of habitats. GUME-qUES-MONS Agriculture: 1. What must farmers do to begin a new crop field? 2. How could clearing the land affect natural habitats? 3. Do farmers use any substances which could have an impact on the estuarine system? If so, how could these substances reach the estuary and what problems could they cause? Forestry: 1. What changes occur as trees are harvested from the land around the river ba- sin? 2. What natural functions did the plants in the harvested areas have? 3. Do paper mills and pulp mills use any substances or do any activities which could have an impact on the Apalachicola Estuarine System? If so, how could these substances reach the estuary and what problems could they cause? Commercial Fishing: 1. Do fishing vessels and seafood houses use any substances or do any activities which could have an impact on the estuary? 40 Recreation: 1. Do recreational users do activities or use substances which could have an im- pact on the Apalachicola River and Bay System? Urban Use: 1. How could increased development affect the area around the Apalachicola River, and Bay System? 2. What development activities are involved? How do they change the natural surroundings. 3. What, if any, effects could sewage disposal have on the estuary? 4. What other pollutants, if any, from the urban lands could cause problems? How do these pollutants reach the estuary? 5. How could the municipal drinking water supply from the Apalachicola System become polluted? 6. What, if any, substances or activities do industries use or carry -out that could have an effect on the estuary9 Hydroelectric Power: 1. What type of human-made structures are necessary to focus this moving water and create electricity? 2. What effect could these structures have on the natural flow of the river system and the aquatic life in the river and estuary area below.? Thermoelectric Power: 1. Water from the Apalachicola River System is used to cool thermoelectric genera- tors which create another power source. Could the warmed water discharged from these power plants cause any changes in the river system? If so, what changes might occur? Waterborne Navigation: 1. How is the river and bay system maintained to keep it open to water traffic? 2. How could this activity affect the aquatic life and habitats in the system? 3. What substances or activities do barges and other water traffic use or carry out that could affect the Apalachicola River and Bay Estuarine System? Teacher's Note: Once human impacts have been discussed, instruct students to think of ways to prevent or lessen the impacts on the Apalachicola Estuary. As students raise their hands and respond, write down their solutions on the chalk board and instruct them to ful in their activ- ity page chart as you go along. This portion of the lesson should be completed in 5-10 minutes. 41 WAYS-TO-PREVEN-T -OR--LESSON-HUMAN- IMPACTS Agriculture: Control stormwater runoff by leaving a natural vegetation area be- tween crop fields and bodies of water. Build areas designed to hold and filter runoff. Limit use of fertilizers and pesticides. Keep grazing animals away from water bodies. Forestry: Keep roads, logging operations and any other disturbances to sedi- ments away from water bodies. Build areas designed to hold and filter runoff. Commercial Fishing: Recycle and properly dispose of waste materials. Observe fishing regulations. Don't discard litter in water. Do not use gear in sensitive areas. Recreation: Observe boating, fishing and hunting regulations. Properly dispose of oils, other chemicals and trash. Work with coastal cleanup groups. Urban Use: Protect and preserve wetlands from damage. Use and maintain proper private and public sewage and waste water treatment systems. Create holding areas in lawns to filter stormwater runoff. Landscape areas around build- ings and homes to absorb runoff and prevent erosion. Utilize native vegetation that doesn't require extra watering. Direct rainwater from pavements onto grassy areas or use porous materials to allow rain to slowly filter through the ground. Use less toxic and biodegradable household products. Dispose of household and car chemicals properly. Conserve water use. Limit construction and development. Properly dispose of industrial waste. Properly observe building codes. Hydroelectric Power: Lin-lit human-made structures along estuarine systems. Thermoelectric Power: Cool and treat warmed water before returning it to the natural system. Waterborne Navigation: Limit human-made structures and dredging operations in the estuarine system. Properly dispose of oils and other chemicals. Conclusion: Quickly let's review the two major impacts human involvement has on estuaries. These impacts are physical assault and pollution. Name a few types of physical assault (dredging and filling, over harvesting, clearing and draining, human-made structures such as dams and locks, etc.). 'Name a few sources of pollution (litter, oils, other petroleum products, pesticides, sewage, fertilizers, animal waste, indus- trial chemicals, household cleaners, heavy metals, etc.). Humans will always be involved with the Apalachicola Estuarine System. We need to be aware of the impacts or changes our growing uses have on our estuary so that we can conserve and protect the Apalachicola System and its treasured natu- ral resources. 42 FOLLOW-UP ACTIVITIES 1. Find out if there are any proposals for new developments in your area, such as dams, shopping centers, golf courses, marinas, etc. If so, consider how these developments will affect the wildlife and other natural resources of these developments. 2. Have students search school grounds for evidence of physical assault and pollution. Trace the course of S'tormwater runoff from the school to the Apalachicola River and Bay. Discuss ways to prevent or lessen these im- pacts on the school grounds and in the Apalachicola Estuarine System. 3. Divide students into groups. Each group is to select a different pollution source, design and demonstrate an experiment to show how the estuary could become polluted as a result. , 4. Have students write and produce a newspaper that contains Apalachicola River and Bay Estuarine information and issues. 5. Have students write Senators and Representatives about environmental issues concerning the Apalachicola Estuary. 6. Have students conduct a stormwater drain stenciling project to discourage improper use of drains for oil dumping, waste disposal, etc. 7. Get involved with a coastal cleanup effort in your area by contacting the Reserve for information. MORE DISCUSSION QUESTIONS Use these thought provoking questions to stimulate more discussion regard- ing human impacts on the Apalachicola Estuarine System. 1 . What can you do at home and/or at school to help prevent or reduce pollu- tion of the Apalachicola Estuary? 2. Research established zoning laws or land use regulations in your county. List and discuss uses that would be compatible with these laws and regula- tions. 3. Are there any laws in your area concerning pollution on the Apalachicola I River and its tributaries or Apalachicola Bay. 43 4. The following are pollutants commonly found *in estuarine systems: petro- leum products, plastics, pesticides, fertilizers, sewage, chemicals, and heavy metals. Give two examples of ways each pollutant enters an estuarine. sys- tem. What actions can be taken to prevent these pollutants from entering our estuarine system? LIST OF HELPFUL RESOURCES FOR STUDENTS Burke, David, G., Meyers, Erik, Tiner, Jr., Ralph, and Groman, Hazel, Protecting Nontidal Wetlands. Chicago, American Planning Association, 1988. Cavanaugh, Peggy and Spontak, Margaret, Protecting Paradise-3-OD-Way-s-taTrot tect Florida's Environment, Fairfield, Florida, Phoenix Publishing, 1992. Center for Science in the Public Interest, 99 Ways to-a-Simple-Lifestyle, New York, Anchor Books, 1977. East Central Florida Regional Planning Council, The Waterfront Propierbj_Ownees Guide, Winter Park, Florida, 1979. Florida Department of Environmental Regulation, Storinwater-Management-the Florida State of the Environmeit-Sierim Hammer, Marie S., Hazardous Household Substances.-Altematives-ThatAre-Rela-- tiveIV Free of Toxic Effects, Gainesville, Florida Cooperative Extension Ser- vice, University of Florida, Institute of Food and Agricultural Sciences, 1988. MacEachern, Diane, Save Our Planete 750 EverV-day WaVs 'ou Can Help Clean Up the Earth, New York, Dell Publishing, 1990. Sponenberg, Torsten D. I Kahn, Jacob H., and Sevebeck, Kathryn P., A Homeowner's ide To Septic Systems, Blacksburg, Virginia, Virginia Poly- technic Institute and State University, Virginia Water Resources Research Center, 1985. Taggart, Judith and Bracht, Betty, Handle With Care* Your Guide To Pr -nting Water Pollutio , Washington, D.C., The Terrene Institute, 199 1. 44 STUDENT PERFORMANCE STANDARDS COVERED IN LESSON III OF PROJECT ESTUARY (For Grades 9-12) Biology 1: 1.03, 1.04, 1.05, 1.07, 1.11, 1.12, 11.03, 12.01, 12.02, 12.05 Chemistry 1: 1.03, 1.04, 1.05, 1.07, 1.11, 15.01, 15.02 Earth/Space Science: 1.03, 1.04, 1.05, 1.07, 1.11, 1.12, 11.01, 11.02, 13.03, 16.03, 16.04, 18.03, 20.04, 20.07, 20.08, 20. 10 Ecology: 1.03, 1.04, 1.05, 1.07, 1.11, 1.12, 2.01, 9.01, 9.03, 9.04, 10.01, 10.02, 12.01, 12.03 Environmental Science: 1.03, 1.04, 1.05, 1.07, 1.11, 1.12, 2.01, 2.03, 9.03, 2.04, 2.05, 2.06, 2.07, 2.08, 2.09, 3.01, 4.01, 6.01, 6.02, 6.03, 6.04, 7.02, 8. 0 1, 8.02, 9.04, 10.05, 11.01, 11.02, 11-03 General Science: 1.03, 1.04, 1.05, 1.07, 1.11, 21.01, 21.02, 21.06, 22.02 Marine Biology: 1.03, 1.04, 1.05, 1.07, 1.11, 1.12, 3.02, 4.04, 9.01, 9.03, 9.04, 9.05, 9.06, 9.07, 10.03, 11.02 Fundamentals of Oceanography: 1.03, 1.04, 1.05, 1.07, 1.11, 1.12, 5.04, 5.05, 6.04, 7.01, 7.03, 8.01, 8.02, 8.03, 8.04, 8.05, 8.06, 9.03 Oceanography: 1.03, 1.04, 1.05, 1.07, 1.11, 1.12, 4.02, 5.05, 6.01, 6.02, 6.03, 10.01, 10.04, 11.05 Physics 1: 1.06, 1.07, 1.08, 1.09, 21.05 -WOO.- Striped Burrfish 45 CURRICULUM FRAMEWORKS COVERED IN LESSON III OF PROJECT ESTUARY (For Grades 6-8) M/J Earth/Space Science: 1., 2., 18. M/J General Science: 1., 2., 3., 4., 7. M/i Life Science: 1., 2., 11., 14. M/J Comprehensive Science 1: 1., 2., 8., 12., 16. M/J Comprehensive Science II, Basic: 1., 2., 6., 9., 17. M/J Comprehensive Science 11: 1., 2., 6., 9. M/J Comprehensive Science IH, Basic: 1., 2., 16. Striped Burrfish 46 LESSON III STUDENT ACTIVITY PA ,GES WARNING: N FELLNG IN THIS MARSH CAN BE HAZARDOUS TO V= HEALTH! Directions: In the box provided below design a warning sign which will express one or more effects of pollution or physical assault on the Apalachicola River and Bay estuarine system and you. Be prepared to explain your sign. --N 47 HUMANS AND THE APALACHICOLA ESTUARINE SYSTEM Directions: Complete the chart below as instructed by your teacher. HUMAN USES RESULTANT IMPACTS WAYS TO PREVENT OR LESSEN HUMAN IMPACTS 48 WORDSCRAMB Directions: Unscramble the words below. Each word can be found in the list at the bottom of the page. 1. ggnidedr 2. ayevh tasmel 3. gaewse 4. orsonei 5. fiezmteae 6. tsiedeicp 7. oluniplot 8. ratybet icda 9. gteentred 10. meltuoper srutpcod 11. ahiceschn 12. litcaps 13. oddabelbiaegr 14. reelzifitr 15. pemtevedlno Antifreeze Battery acid Biodegradable Chemicals Detergent Development Dredging Erosion Fertilizer Heavy metals Pesticide Petroleum products Plastic Pollution Sewage 49 VOCABULARY FOR LESSON III Aquatic: Growing or living in or around water. Biodegradable: Capable of being broken down by natural processes such as rot- ting. Contaminate: To make impure or unhealthy. Dredging: The act of digging and removing material from a waterway. Erosion: The act or process of removing or wearing away of soil by water, wind, ice, or other forces or methods. Eutrophication: The collection of nutrients in rivers and other water bodies, causing rapid algae growth, which uses up oxygen in the water. Ground Water: Water below the surface that supplies wells and springs and moves underground toward rivers, lakes and bays. Hydroelectric Power: The conversion of energy, created by moving water, into electricity. Impact: A noticeable effect that occurs in an ecosystem, such as an estuary, due to a change in the environment. Irrigation: The practice of artificially supplying land or crops with water. Municipal: Of or relating to a city or town. Pesticides: Chemicals used to kill plants or animals. Physical Assault: Development or material alterations made in the environment. Pollution: Anything added to the natural system whether physical, biological, or chemical which changes the conditions of that system. Pollutants: Something which can alter the natural system. Reservoirs: Human-.made lakes where water is collected and stored in large quan- tities for use. Toxic: Poisonous or han-nful. Waterborne: Supported or carried by water. 50 Water Quality: The basic nature or characteristics of water that make it good or bad; used in reference to water purity. Wetland: A land area which is covered or soaked by water for some portion of the year. e Lined Seahorse 51 REVIEW QUIZ FOR LESSON III OF PROJECT ESTUARY I. Write a short answer for each of the following questions. 1. List three uses of the Apalachicola Estuarine System's resources. 2. Name one source of pollution which can affect the Apalachicola River and Bay Estuarine System. 3. Name an activity which can physically assault the Apalachicola River and Bay Estuarine System. H. Choose the word or words that best completes each sentence. Put the letter of your choice on the line before the statement. 4. - Stormwater runoff from farms, towns and cities contains pollutants which can (A) harm wildlife, (B) destroy habitats, (C) lower water quality, (D) all of the above. 5. -Increased construction and development pressures within the Apalachicola System can lead to all of the following EXCEPT: (A) destruction of habitats, (B) increases in wildlife populations, (C) erosion, (D) changes in estuarine conditions. i M. Read the sentences below. Print a T before each true statement and an F before each false statement., , 6.-The two major destructive impacts humans have on estuaries are physical assault and pollution. 7. _Dams, locks, and other human-made structures cause changes in salinity, nutrients and sediment size in Apalachicola Bay by altering the natural fresh water flow coming from the Apalachicola River. 8. -Presently our activities in the Apalachicola Estuarine System are causing very few problems but as further development of this system occurs, more problems will result. 9. - The results of misused and mismanaged land many miles away can make their way to our estuary by way of the Apalachicola River and its tributaries. 10- As resource users, we are not responsible for the future of the Apalachicola Estuary. 52 3 7 % _aC I C Y@�ter.Mdfj -ers in'A Onging".- - oys't u pp!@--Ster itl'g:" "'-Jil -@tiatlb@':by.-'b N _hWest Flon t ort da, [email protected]@nagemen @District.-' [email protected]@ -,@..I@,@ .1II@-@--,--, - ,- @ @@@.@. .@, -'. ,`I :.- --.-- ,-,I.1, 1, - @11-I-I--,..@,@,I I@-I-I, :1-@ .1,@,I@-, --@-.,-I@,I... -, . @-,@@I@ @,@ @, " . %,-, -,-II@II-- . 1, [email protected],- I-.-@-@@, : ,,:;,-,-1,I,,--@@ -.IIII@,-'@@"@ -,.@,@@I-@ I,III,,[email protected],.I @@I"@-" ",*",@@@ .,-"11@-'..-,@I,- ".,,@"., ,- @- -I,f@, @@.-- 1,,[email protected] J@,,@;"'-,@III III [email protected]@.. 1, , 1@@t,@I,,, , ..,@:1 .., @I-4,@,@I-I,,7,.-@II@II@ II.I ;@,I."I-I@ - @, I- I'I.II..,-I.@.,.-I, -I".,,':,- :."",- ,,@,"I ,@,.,@,-I@@.,,-II.I@I. --,I@rIII@@-, k@l - "@IIIIt. f.I,,.-@@-I-..,-II:@II-11 @,[email protected]@ ,II . @@.., ,1,-., I@I @,-.,,,I@ II,,@,.,@-III@," 1,.,",.@I.@@@@ - [email protected]@,-- ,.I@-:..,@.1*,'. @ 11,I.-,IIII@ I.@I.. -1@@,.,,II@-,, ,@,@:@"."-,@,,."I ,@@;-@, @.,I,II",- ,@ 1, , ,.,@ "-,. ...@- , ,,@ ,,@I"I I..,, ,@,?I-II--I,-,I,--I@,@ @k@,I@@.",,;,,1@@1,- t@',,.;@;---@,, I,'.-,,I@II,@Ii@I:,-7"I@I@,@I@-- @I,'wI@" -I:i%.I-.Idl @,@ ,@, - ,;.1,[email protected],I,--@III ,IIIII11 @@@,@,@,-! ,@;@@- ;,@- .,: :1@I@11 -,,;,@..@,.I-,I-,-,-"-, :, @ '- , @ ,,,,"' @'.-@ i-@-I.,-,2@, --@-1I@@-@@-.2,1@I,@ .-I @ @@ , @,@11,I.- ..-,I I,,@I-11,@,I@@!@ - @,. - [email protected] I:, @-" ..I .@,.I-I-,@@,@;,@,,@I,@,,,"@;I. @-@@-,, @, !@@ @@,. ,.i@II@-I"" @. ..I@, - ",:.:,,@@- ,--@-,-" - ", -, , @.@--@, .@, I,@II, @---"I.,,@.I,@.,III-',,-@,@ ,IIII@,@, @@.@ .@- 1.@,@,-@, -,,--.r , - ,"..II@. 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I II,I.. ,.@4@ I-.,I.'.--,I,,,-.@,@,.I@ @ "-,.@ ;';'II@@ ...@I@ ...!@@.1..I-,,.I , ,. ...I.,-. ,: I@, @,@11 I ,,@,, , @- @@ @,,,@,,,-, ,@@I L:I..@III [email protected].. @ @,:I @,.. I . @"@.-" @, @...1;-I@I,[email protected], @. @..,:I-I@@.I. - .I.I'.I- I.1 11I@,,;, , @ @@ @@.- III-,@,, @- *,@t,-@ I ,I,I..@ -,III,; .-..@. I.I-.,.1,I.@- . I@-- I--,@ 11 I ,@ , ,.1-.-I;@,@I,[email protected]@,,,4, I.I,,-@-@ ,,"-,[email protected],.-.I,..71,. @ [email protected] I.II,, ,-,11--1.@,I ', , @@ .-, @,@I ,- @II @II,- .-I.I,,I,.@, -@-,II@7_,@,I@,.@@@.I@ ,@, , : ,I @ . i, - @@ , :,-@I , @,, ,, 1...- III, [email protected]@@,I -@, , ", @4 @ , , , '. @ ,- ,,,I. @.II..--,-,,--I -.I,- A TEACHER'S GUIDE TO LESSON IV OBJECTIVES 1. Students will learn about the role of plankton, benthic organisms and fish in estuarine food webs. 2. Students will develop listening skills while learning about estuarine organ- isms. 3. Students will learn some basic types of plankton, benthic organisms and fish in an estuarine system. 4. Students will identify basic fish body parts. 5. Students will gain knowledge about commercially and recreationally impor- tant fish species, including human uses, habitat requirements, basic de- scriptions, and average size and weight. Time: Approx imately -two 50-minute class periods. Procedures: It is suggested that, the plankton and benthic organisms be covered in one session and fish during another session. 1. Review the vocabulary list for this lesson before proceeding with other steps. 2. Use the Lesson IV Script to introduce the activity and take the students through the plankton and benthic organism narrative. 3. Pass out the student activity page with the listening skills test on it and have the students answer the questions. 4. Go over the answers and have the students grade themselves for fun. 5. Have the students complete the plankton matching activity by following instructions given on the activit@sheet. 6. Introduce the fish portion of this lesson With the narrative provided and pass out the "Parts of a Fish" student activity page. Help students fill in the 53 blanks from the provided list of fish parts. 7. Next, pass out the "Guess What Fish I Am" activity page and have the stu- dents guess which kinds of fish you are describing with the clues. 8. Finally, allow the students time to review the information provided on the "Commercially and Recreationally Important Species" pages and have them answer the fill-in-the-blank questions. 9. Complete the Review Quiz for Lesson IV. 10. Discuss answers or post answer keys to student activities and review quiz for Lesson IV. Shorebirds 54 F ANSWER KEYS TO'LESSON IV Listening Skills Test 1. wander 6. neuston 11. diatoms 2. plants 7. oxygen 12. zoea 3. zoopiankton 8. benthos 13. nannoplankton 4. holoplanktonic 9. epifauna 14. macroplankton 5. meroplanktonic 10. infauna 15. oxygen Fish Parts I.D. Guess What Fish I Am 1. eye 6. anal fin 1. tarpon 6. vermillion snapper 2. lateralline 7. scales 2. gag grouper 7. sheepshead 3. spiny dorsal fin 8. pelvic fin- 3. bluefish 8. spotted sea trout 4. soft dorsal fin 9. pectoral fin 4. ling (cobia) 9. black drum 5. caudal fin 5. pompano 10. Spanish mackerel Commercially and. Recreationally Important Species 1. 2-3; 2. 7-13; 3. rocks; 4. ling; 5. smallest, 6. 130; 7. molluscs; 8. oyster bars; 9. 20; 10. 2 Review Quiz 1. 1. zooplankton, phytoplankton; 2. meroplankton; 3. benthic, sea star-, 4. lateral line; 5. tarpon, swim bladder H. 6. T; 7. T; 8. F; 9. F; 10. T Plankton Roundup Activity 1 . crab zoea 6. blue-green algae 2. copepod 7. polychaete worm 3. sea star 8. fish egg 4. oyster Larva 9. by-the-wind sailor 5. diatom 10. dinofiagellate Sea Anemone 55 LESSON IV SCRIPT Introduction: Thus far we have been learning about what an estuary is and how human's depend on estuarine systems. We have also studied human impacts on the,estua- rine system through pollution and multi-use demands. This lesson of Project Estuary will focus on the organisms that inhabit an estuarine system. In particu- lar the plankton, the bottom dwellers, and the fish. First, we will be concentrating on the plankton and bottom dwellers and then later on the fish. PIJLDUiTON-AN"ENTIU@C-ORGANISMS-ULTEM-EST-UARY The first part of this activity is a listening and note-taking skills activity to let you test yourself on how well you listen and take notes for a portion of text that I will read to you. After the reading you will have a chance to answer some ques- tions about estuarine organisms. Teacher's Note: Read the narrative about plankton and benthic organ- isms then pass out the listening skills portion of the student activity pages. This portion of the activity should take approximately 20 minutes. Following this, run through the answers to the questions and have the students grade themselves on the following scale (90 % or better: you have the ears of a batl you listen ex- tremely well) (70-90 %: have the ears of a cat, you hear well but don't always respondl) (50-70 %: you may be able to avoid a collision with a 747, if it's still at the gate!) (below 50 %: don't apply for a position as a tele- phone operatorl). Narrative for Ust-enin"kilI&Xest Plankt-on-and-Renthic-O-rganisms-ofthe-Es-tuary It is estimated that 98% of the ocean's living material is planktonic. Plank- ton are mostly microscopic marine organisms. The word "plankton" comes from the Greek root "planktos, " meaning "to wander." They are the ocean's free-floating organisms that are either plants or animals. The planktonic plants, or phytoplankton, live near the water's surface. There are two groups.that make up the bulk of the ocean's phytoplankton. They are diatoms and dinoflagellates. Diatoms, also known as the golden-brown algae, are housed in tiny, perforated glass shells of many beautiful and different shapes. 56 Dinoflagellates are double-flagellated organisms (flagella are small whip-like or- ganelles). Dinoflagellates are very abundant with as many as five million in one litre of sea water. The ocean's phytoplankton produce 80% of the earth's oxygen. The planktonic animals are called zooplankton. The zooplankton are bro- ken into two different groups. The zooplankton that spend all of their life as part of the plankton are known as holoplankton. Copepods are holoplankton, they are the worlds most abundant animals with more individuals than any other order. Plankton that spend only part of their life as plankton (the larval stage) are called meroplankton. Larval stages of shrimp, crab, and. fish are an example of meroplankton. Some planktonic organisms never leave, the top, few inches of wa- ter. They are called neuston. The phytoplankton would fall in this group. Phy- toplankton- transform the sun"s energy and dissolved ocean nutrients into useable food, create a large portion of the earth's oxygen, and form the base of the oceans food webs., Marine life is divided into three groups based on where they live in the ma- rine environment. Organisms that live in or on the bottom, such as sea grasses or crabs, are called the benthos. Strong-swinuning animals that live in the open w.@ter,..such as squid and many adult fish, are called the nekton. The third group are the plankton, the drifters of the ocean. Nearly 16% of all living marine animal species are benthic. Benthic animals that live on the ocean bottom on rocks, shells, seaweed, pilings, etc. are called the epifauna. Animals that live buried in the bottom, such as clams, tube worms, some types of shrimp, etc. are known as the infauna. The larvae of berithic animals are an extremely important component of the meroplankton. It is estimated that 75% of the types of benthic invertebrates have a planktonic larval stage. One of these larval stages fora crab is known as a zoea. Each animal may produce millions of egg's per year, yet only one or two will sur- vive to adulthood. Most will be eaten before settling to the bottom. Zooplankton can be further classified according to size. Nannoplankton are between 5/ 1 000ths and 60/ 1 000ths of a nim. and include protozoans, unicellular animals that feed on phytoplankton and eat other zooplankton. Microplankton are between 60 / 1 000ths and 1 mm in size and are made up primarily of eggs and larvae of invertebrates. Macroplankton include mainly the, large jelly fishes and their relatives such as the Portuguese man-o-war and th e by-the.-wind sailor, which move at the mercy of the currents and winds. Teacher's Note: After'the listening skills activity, allow the students to complete the plankton matching activity then go over answers with them. 57 FISH-IN-THE-ESTVARINE -SYSTEM Thi,s portion of Lesson IV focuses on the roles that fish play in the estuarine system. The tremendous diversity in form and function of fish species inhabiting the estuary provides much more information than we can cover. in this one period, z - so we will be limiting the discussion to three main topics: 1. Basic Fish Anatomy 2. 71)rpes of Fishes in an Estuary 3. Important Commercial and Recreational Species Teacher's Note: Pass out'the student activity page with the "Parts of a Fish" and help the students fill in the blanks Erom the given list of fish body parts. Do this part of the activ- ity in about 10 minutes. Next, review the "Guess WhatFish I Am" page by going over the worksheet portion with this title. Have the students try to guess the kinds of fish described in the given clues and write their answers on their answer sheet. Finally, have the students read the information associ- ated with the "Commercially and Recreationally impor- tant Species" and answer the M-in-the-blank qu'es- tions at the end of that section. - KeN :" 77 lz Scamp Grouper 58 FOLLOW-UP ACTMTIES 1. Have students research the life history of particular fish species and create a class library from their reports. 2. Go on a sampling field trip at the Reserve or other facility to discover the rich diversity of marine life first-hand. 3. Have your class study fisheries research techniques such as age determina- tion, creel surveys, population management techniques, etc.- MORE DISCUSSION QUESTIONS Use these thought provoking questions to stimulate more.discussion regard- ing plankton, benthic organisms and fish of the estuary. 1. If higher vertebrates wer6 removed from th e estuary it wouldaffect relatively few total organisms. What if all plankton were removed? Make a list. 2. What causes bottom sediments to be different in different parts of the bay? (clay, sand, etc.) 3. Research the effect of sedimentation on various benthic organisms. 4. Why are dinoflagellates considered to be phytoplankton? 5. How does a shark maintain bouyancy without a swim bladder? 6. What would a fish have to count on if it lost its -lateral line? 7. Which has more impact on fisheries resources, commercial or recreational fishing? Be sure to consider many aspects such as pollution, depletion, etc. 8. How do size limits on a fisherman's catch help a fish population? OR F@m 59 STUDENT PERFORMANCE STANDARDS ICOVERED IN LESSON rv OF PROJECT ESTUARY (For Grades 9-12) Biology 1: 1.02, 1.03, 1.05, 1.08, 2.04, 7.03, 11.01 Fundamentals of Oceanography: 1. 11, 1. 12, 6.01, 6.04, 6.05, 6.07, 7.02 Oceanography: 1. 11, 4.02,. @5.06, 10. 01 CURRICULUM FRAMEWORKS COVERED IN LESSON -IV OF PROJECT ESTUARY (For Grades 6-8) MIJ Earth/Space Science: 1., 2., 16. M/J General Science: 1., 2., 4., 6. M/J Life Science: 1., 2., 6., 7. M/J Comprehensive Science 1: 1., 2., 5. M/J Comprehensive Science H, Basic: 1., 2., 3., 5., 6., 9. M/J Comprehensive Science H:.. 1., 2., 3., 5., 6., 9. M/J Comprehensive Science III, Basic: 1., 2. M/J Comprehensive Science IH: 1., 2. 60 LESSON IV STUDENT ACTMTY PAGES LISTENING AND NOTE-TAKING SKILLS TEST Directions: Following the reading, answer as many of these questions as possible about plankton and benthic organisms. 1 . The Greek root "planktos" describes how microscopic plankto n move. Planktos means to 2. Phytoplankton live near the waters surface, they are tiny 3. The planktonic animals are called 4. The zooplankton that spend all of their life as plankton are called 5. The zooplankton that spend part of their life as plankton are called 6. The planktonic organisms that never leave the top few inches of water are called 7. Phytoplankton performs three basic functions, it produces usable food, forms the base of the oceans food web and creates a large portion of the earth's 8. Marine life can be divided into three basic categories. Nekton, plankton.and 9. Animals that live on the ocean's bottom on hard surfaces are called 10. Animals that live buried in the ocean's bottom are known as 11. There are two main types of phytoplankton. They are dinoflagellates and the golden-brown algae called 12. The larval stage for a crab is called a 13. Zooplankton have been classified into sizes. The smallest is called 14. The largest zooplankton class size is called 15. It is estimated that phytoplankton produce 80 percent of the earth's 61 PLANKTON ROUNDUP ACTMTY Directions: ny to match the plankton pictures and brief descriptions with the list of possible answers below. oyster polychaete worm diatom copepod blue-green algae fish egg dinofiagellate crab sea star by-the-wind sailor 1. 1 shed my shell as I grow and I have two big claws as an adult. 2. 1 am found in the holoplankton group and I am th e worlds most abundant plankton animal. 3. 1 generally have five radial arms and I am a benthic animal. 4. .1 grow into one of the main shellfish harvested from the benthic substrate of the bay. 5. 1 am a phytoplankton that is also known as the golden-brown algae. 6. 1 help produce 80 percent of the earth's oxygen. and am at the beginning of the ocean foodweb. 7. 1 am a zooplankton that is considered part of the infauna. 8. 1 develop into a strong swimmer and am a part of the nekton environment. 9. 1 become megaplankton in size and am at the mercy of the wind and waves. 10 1 am a phytoplankton that has a flagella and am nanoplankton in size. 62 FISH PARTS I.D. Directions: See if you can identify the numbered parts on this fish. Choose your answers from the given list of parts below. caudal fin lateral line anal fin ---Pectoral fin -_spiny dorsal fin --Pelvic fin scales eye soft dorsal fin 3 4 2 5 ........... 9 7 6 .8 Common Snook 63 GUESS WHAT FISH I AM Directions: Try to figure out which fish best matches the given set of clues. There is only one best answer for each clue set. Choose your answers from the list below. bluefish sheepshead gaggrouper spotted sea trout black drum tarpon Spanish mackerel ling (cobla) vermillion snapper pompano 1 . I am sought after by recreational fishermen. The last ray of my dorsal fm is extended into one long filament. I am silver in color. 2. 1 am caught by long line conmiercial and recreational fishermen. I am a reef dwelling fish and I'm good to eat. 3. 1 have very prominent sharp teeth and migrate in large schools. I'm an aggressive feeder. 4. People hold recreational fish catching contests for me in the Spring. My lowerjaw sticks out past my upperjaw and I can grow to over 100 pounds. 5. 1 am commercially and recreationally caught, mostly in the surf. I am green- ish-gray on the top and have silver sides. I have a deep flattened body with a small mouth. 6. My entire body is reddish with diagonal blue lines. I am caught near reefs. 7. 1 am found near seawalls. I am silver with 5 to 6 vertical black bands on my sides. A favorite bait for me is fiddler crabs. 8. 1 have black spots on my back. I live mainly in the estuary and feed on shrimp and small fish in the grasses and around oyster bars. 9. 1 am gray or black in color. I have 10 to 14 pairs of chin barbels and have cobblestone-like teeth that can crush oysters. 10. 1 have golden-yellow spots along my sides. I'm green dorsally, shading to silver. I migrate in schools offshore, during spring and summer. I have oily meat. 0 64 COMMERCIALLY AND RECREATIONALLY IMPORTANT FISH SPECIES Directions: Look over the i nfonnation provided with each fish pictured below and answer the fill-in-the-blank questions at the end of this section. LADYFISH GAG GROUPER Description: terminal mouth; slender body; Description: brownish gray in color with dark worm- small scales; head small and like markings on sides and oftencon- pointed. fused with black grouper. Where found: INSHORE fish, in mays and Where found: adults OFFSHORE over rocks and reefs. estuaries; o 'ccasionally enter Size: common to 25 pounds. freshwater, often forms large Remarks: forms spawning aggregations in water schools and harasses bait at the no shallower than 120 feet; young gags surface. are predominantly female, transforming Size: 2 to 3.pound,�. into males as they grow larger; feeds on Remarks: adults feed predominantly on fish and squid. fish and crustaceans; leaps when hooked. Oft V'@ TARPON COBIA (LING) Description: last ray of dorsal fin extended Description: long, slim fish with broad depressed into long filament; back blue to head; dark lateral stripe extends green or greenish black, shading through eye to tail. into bright silver on the sides-, Where found: both INSHORE and NEARSHORE huge scales. inhabiting inlets, bays, and among Where found: primarily INSHORE fish, a] mangroves. though adult fish spawn OFF- Size: common to 30 pounds SHORE. Remarks: feeds on crabs, squid, and small fish. Size: most angler catches 40-50 pounds. Remarks: can tolerate wide range of salinity; feeds mainly on fish and large crustaceans. 65 CREVALLE JACK FLORIDA POMPANO Description: color bluish-green to greenish-gold Description: greenish gray on back, shading to back and silvery or yellowish belly; silvery sides: deep flattened body prominent black spot on operculum with small mouth. (gill cover). Where found: INSHORE and NEARSHORE Where found: common in both INSHORE waters waters, especially along sandy and the open sea. beaches, oyster bars, and over Size: usually 3 to 5 pounds. grass beds. Remarks: tolerates a wide range of salinities; Size: usually less than 3 pounds. feeds mainly on small fish. Remarks: spawns OFFSHORE between March and September; feeds on mollusks and crustaceans, especially sand fleas. LESSER AMBERJACK SCHOOLMASTER Description: olive green or brownish back and Description: color olive gray, on upper sides with silver sides; dark band (variably yellow tinge; long triangular snout. present) extends backward and Where found: juveniles in grass flats; adults upward from eye. NEARSHORE. Where found: NEARSHORE and OFFSHORE Size: usually less than I pound. (commonly 180-410 feet deep) Remarks: feeds on crustaceans, small flshes, Size: usually under 10 pounds. and gastropods. Remarks: smallest of the amberjacks. 66 VERMILLION SNAPPER BLACK DRUM Description: color of entire body reddish, with a Description: high arched back; 10 to 14 pairs of series of short, irrecgular lines on its chin barbels; gray or black colored sides, diagonal blue lines formed by body in adults. spots on the scales above the lateral Where found: INSHORE fish. common to bays and line. lagoons. Where found: suspends at mid@depths over rocky Size: common to 30 pounds. reefs OFFSHORE. Remarks: largest member of the drum family; Size: usually less than I pound. feeds on oysters, mussels, crabs, Remarks: 'feeds on small, swimming crustaceans shrimp, and occasionally fish. and mollusks. M'S SHEEPSHEAD RED DRUM (REDFISM Description: basic silvery color, with 5 or 6 distinct Description: chin without barbels; copper-bronze vertical black bands on sides, promi- body, one to many spots at base of nent teeth, including incisors, molars, tail (rarely no spots).' and rounded grinders. Where found: juveniles are an INSHORE fish, Where found: INSHORE species around oyster bars, migrating out of the estuaries -at seawalls and in. tidal creeks. about 30 inches (4 years). Size: INSHORE, 1 to 2 pounds; OFF- Size: one of 27 inches weighs about 8 SHOPE,, common to 8 pounds. pounds. Remarks: feeds on mollusks and crustaceans Remarks: feeds on crustaceans, fish, and such as fiddler crabs and barnacles. mollusks. 67 SPOTTED SEATROUT SPANISH MACKEREL Description: dark gray or green above, with sky- Description: color of back green, shading to silver blue tinges shading to silvery and on sides, golden yellow irregular white below; numerous distinct round spots above and below lateral line. black spots on back. Where found: INSHORE, NEARSHORE, and Where found: INSHORE and/or NEARSHORE over OFFSHORE, especially over deep grass, sand, and sandy mud bottoms. grass beds and reefs. Size: common to 4 pounds on west coast, Size: average catch less than 2 pounds (20 larger on east coast. inches). Remarks: adults feed mainly on shrimp and Remarks: schooling fish that migrates north- small fish. ward In spring: feeds on small fish and squid. STRIPED MULLET GULF FLOUNDER Description: color bluish-gray or green above, Description: body color brown, its shade depend- shading to silver on sides, with ing on color of bottom, with numer- indistinct horizontal black barrings, ous spots and blotches; 3 prominent white below. eye-like spots forming a triangle. Where found: INSHORE Where found: INSHORE on sandy or mud bottoms. Size: roe mullet common to 3 pounds, but Size: corrunon to 2 pounds. in aquariums known to reach 12 Remarks: hatches into usual fish form, but pounds or more. right eye migrates over to left side Remarks: feeds on algae, detritus, and other early in life; feeds on crustaceans tiny marine forms. and small fishes. 68 FILL-IN-THE-BLANK 1. The ladyfish normally ranges from to - pounds in weight. 2. Tarpon are slow growers and require to years to mature. 3. Gag groupers need habitat of and reefs offshore. 4. Another name for the cobia is the 5. The lesser ambeijack is the of the ambeijacks. 6. Pompano may be found in water as deep as feet. 7. The vern'lillion snapper feeds on small crustaceans and 8. Sheepshead live around seawalls and tidal creeks. 9. Red drum may live to be years old or more. 10. The Gulf flounder is usually about pounds in weight. XL.i - .. ........ Atlantic Spadefish 69 VOCABULARY FOR LESSON IV Analfin: Pertaining to the lower surface of a fish near the anal region. Benthic: Referring to the bottom of a water body. Benthos: The organisms living in or on the ocean bottom. Caudal: The tail or posterior end of an organism. Diatom: Any of a class of planktonic one-celled or colonial algae with skeletons of silica. Dinoftagellates: Any of an order of planktonic plant-like flagellates (possesing a whip-like flagella) of which some cause red tide. Dorsal: The upper surface of an animal. In chordates (animals possesing a spinal cord), the upper or back surface. Epifauna: Benthic animals that live on the bottom, either attached to the substrate or crawling on the bottom. Holoplankton: Planktonic organisms that spend their entire lives drifting in the water. Infauna: Benthic organisms that live within the sediments on the bottom. Lateral-line: A system of vibration detectors on most fishes. In most instances, the lateral-line is seen as a prominent mark along the sides of fishes. Macroplankton: The largest class of plankton including jellyfishes. Meroplankton: Planktonic organisms that spend only part of their lives as plankton. Nannoplankton: Plankton between 5/1000ths and 60/1000ths of ammin size. Nauplius: The first planktonic larval stage of barnacles and some other crustaceans, which developed from a fertilized egg. Nekton: Strong swinu-ning animals living in the open water. Neuston: Small organisms living on or near the water surface. 70 Pectoral: Pertaining to the upper thoracic region, or breast (see fish diagram p. 64). Pelvic: Pertaining to the posterior girdle and paired appendages of vertebrates (see fish diagram p. 64). Phytoplankton: Plant plankton. Plankton: Organisms that drift in the ocean because they either do not swim or are too small to resist ocean currents ( also called ocean wanderers). Many commercially important species such as fish, crabs and oysters, spend part of their life as plankton. Swim Bladder: A gas-filled structure in bony'fishes that is used to regulate buoyancy. Zoea: An early form of some crustacean larvae such as crabs. Zooplankton: Planktonic animals. Juvenile Octopus 71 REVIEW QUIZ FOR LESSON IV OF PROJECT ESTUARY I. Fill in the blanks with the word or words that.best complete each sen- tence. Choose your answers from the word list below. meroplankton sea star tarpon phytoplankton benthic lateral line zooplankton swim bladder 1 Planktonic animals are refered to as and plants as 2. Animals that eventually grow out of the planktonic stage are called 3. Organisms living on the bottom are called organisms and one such animal is the 4. Fish use their to sense movement in their environment. 5. The has an elongated dorsal fin ray and uses its to maintain bouyancy in the water. H. Read the sentences below. Put a T before each true statement and an F before each false statement. 6. Plankton make up the majority of organisms in the ocean. 7. Dinoflagellates are part of the phytoplankton (plant plankton). 8. Diatoms eat large quantities of fish in their diet. 9. The tail on a fish is called the pelvic fin. 10._Copepods are the worlds most abundant animal. 72 p M. ;37 ONMA a ay., 'A' al hicarl o1riging @.oysersdh, B 0 M-11W A b y lane D Sterliiig Nprih@v6si Flotida Wz@tr Mariiag'emenl, Q "t t is nc A TEACHER'S GUIDE TO LESSON V OBJECTIVES 1. Students will learn many issues involved in making wise coastal manage- ment decisions. 2. Students will discover different perspectives in how coastal management decisions are made. TIME: Approximately one 50-nuiinute class period PROCEDURE: 1 . Begin by reviewing the vocabulary list for this lesson before proceeding with other steps. 2. Pass out role description sheets (p. 82). Assign roles to students so there are approximately the same number of students per role. 3. Pass out the BACKGROUND INFORMATION (p. 75) and PALM ISLAND MAP (p. 77) sheets to each student. Read preparatory information (TEACHER'S SCRIPT AND BACKGROUND INFORMATION) to students. Make sure each student understands what they are being asked to do. 4. Pass out the Student Activity Pages (pp. 82-84) and instruct students to begin thinking about their roles and the coastal management decision they must make. Have them use the appropriate worksheet to tally up positive and negative reasons for their group's perspective. 5. Allow 10 minutes for each group to reach a consensus about their decision on whether or not they support the bridge project. 6. Allow 2.5 minutes for each group to present their view, as well as time for each Commissioner to state why they support or do not support the bridge project. Have a vote of the Commission and discuss the results. 7. Complete Review Quiz for Lesson V. 8. Discuss answers or post answer keys to student activities and review quiz for Lesson V. 73 ANSWER KEYS TO LESSON V STAW IV= U REVIEW QUIZ (Answers will vary, see samples below) 1. Coastal management is the process by which humans try to achieve a careful balance between the use and preservation of our coastal resources. 2. No, coastal management decisions are difficult to make because there are. so many issues and interests involved in this process. 3. See last activity in FOLLOW-UP ACTIVITIES section for example issues. 4. We should all be concerned about our coastal resources because our actions have a direct effect on them. 5. We, as individuals, are all responsible for protecting our co astal resources. 1PI 74 LESSON V SCRIPT AND BACKGROUND INFORMATION TEACHER'S SCRIPT In lesson V of Project Estuary you will be playing a coastal decision game. You have been assigned one of the following roles: county commission member, devel- oper, business owner, local environmentalist, Department of Ecology representa- tive, seafood worker or Department of Roads and Bridges representative. You are all residents of Pelican County. I am going to read to you some very im- portant background information concerning the hypothetical situation in question and then I will explain to you the coastal management decision you are being asked to make. As you listen, try to connect this situation with everything we have talked about so far concerning estuaries (READ BACKGROUND INFORMATION) You will each be put into a group with others assigned your same role. Special interest groups will then have 10 minutes to decide whether they feel the Pelican County Commission should allow the bridge to go through Palm Island and why or why not. You must balance the needs of your group with the need for resource protection. Can you come up with any possible mitigation activities? At the end of the 10 minute period, each group will have 2.5 minutes to present their case for or against the bridge going through Palm Island, with the reason for this decision to the conunissioners. After the presentations, the conm-lissioners will render a decision or at least give their individual views on how they will make their decision based on what they have heard. Finally, you will have a review quiz containing short answer questions at the end of this lesson. BACKGROUND INFORMATION Th'eTalrnJs1and_Bridg,e:__ A Coastal Man gement Decision Making G The Pelican County Commission must make a decision concerning the management land use, of an island known as Palm Island located in Gulf Bay. Palm Island is county-owned, unpopulated and can only be reached by boat. HON7 75 The Department of Roads and Bridges is planning to replace the eNisting two-lane Gulf River Bridge with a four-lane bridge. It has been determined through research that the present bridge has deteriorated and no longer meets safety standards or increased traffic needs. The Department of Road's and Bridges is considering routing the new bridge through Palm Island. Research has shown that the bridge would cost significantly less if built through Palm Island, the bridge must cross a productive oyster bar and several fragile salt marsh habitats. The Department has requested a recommendation from the Pelican County Com- mission. The corrimissioners have decided to hold a public hearing to listen to different views from public interests groups concerning the bridge project and its possible impacts on Palm Island and Gulf Bay (an estuary). Palm Island is located a few hundred yards south of the mouth of the Gulf River. Palm Island is 5 miles wide by 12 miles long (see map on next page). It is one of two undeveloped islands within Gulf Bay.. Surrounding it are salt marshes and submerged seagrass beds. To the west is the Intracoastal Waterway Channel with a minimum depth of 9 feet. Palm Island contains several distinct habitats: beaches and berms, wood- lands, fresh water marshes and sloughs, salt marshes and submerged seagrass beds. The marshes provide protection for young animals, many of which become commercial seafood products. The marshes also control flooding, serve as a storm buffer, and filter pollution from the water; all of which directly benefit humans. The present multimillion dollar seafood industry, which includes 85% of the people employed in Pelican County, depends on the marshes, oysters bars and other natural resources. Research has shown that a total of 40% of the original marshes surrounding Gulf Bay have been replaced by development. The rnarshes in question in the Palm Island plan represent 10% of the remaining marshes of Gulf Bay- Public interest groups and government agencies in Pelican County are con- cerried about the benefits and problems the bridge through Palm Island could create. Construction of the bridge will provide new jobs for local people. A bridge would allow for rapid development of the island. Homes, businesses, and recre- ational facilities would appear in rapid succession. Which, in turn, would bring new jobs to the county, additional tax dollars, and a boost in the local economy. However, population growth requires additional services from the county such as road maintenance, adequate waste disposal and water supplies, increased fire and police protection, medical facilities, and schools. Increased population will also increase pollution going into the estuary. As development increases, a change in'' the local atmosphere may result as well. 76 Many people see a need for new development in the county, but are con- cerned about how and where this development occurs. Is the development of Palm Island going to be better or worse for the local community in the long run? Should the bridge be built to access the island or not? N PALY @SLAND VAP GULr R IVER x x x x x x x x x x x x x 0 0 0 V 0 0 0 0@0@- 0 0 00 0 0 0 ---0 0 0 0 0 0 0 000 0 0 0 0 V A 7\ 7\ 00 0 11Yy y y WRSH 0 0 WOM-AND FRESHWATER SLOUCHVVSUBMERGED V @l SEACASS BEDS GULF BEACH PROPOSED ROUTE BAY 77 FOLLOW-UP ACTMTIES 1. Have students change roles and hold another hearing. Compare and dis- cuss any differences in the coastal decision-making process. 2. Below is a list of other possible roles which students may wish to use in holding another simulation game concerning the bridge project scenario: Outdoorsman: Concerned about the possible effects the accessibil- ity of Palm Island will have on the recreational resources. Banker: Promotes long-term economic opportunities which would financially benefit the community. 3. Investigate local proposals for new developments. Discuss the positive and negative impacts due to one or more of these developments. 4. Visit a recent industrial or development site such as a dam, marina or shop- ping center. Find out what impacts or effects it has on people and the envi- ronment. 5. Below is a list of other possible role-playing issues which students may wish to use in creating a new coastal management decision simulation game: Troposal for dam construction Troposal for rezoning of property for development Troposal for marina construction . Troposal for condominium construction Troposal for shopping center construction Troposal for expanded waterfront parking area Troposal for commercial fishing ban Troposal for sale of beachfront property Troposal for coastal oil exploration 6. Visit a county commision meeting and have students prepare testimony for an agenda item related to environmental concerns. 78 MORE DISCUSSION QUESTIONS Use these thought provoking questions to stimulate more discussion regard- ing coastal management decision-making. What additional information would have helped you come to a decision in Lesson V? 2. Name two or more possible positive and negative impacts on people and the environment due to the access and possible development of Palm Island. 3. How did the information about estuaries, given to you prior to Lesson V, help you with the role playing game? 4. What main considerations would the players in each different group have concerning the bridge project decision? 5. How should coastal management decisions meet the needs of people and their environment. 6. If the plan to build the bridge through Palm Island was carried out what possible mitigation activities could beimplemented to prevent or lessen the damage to the estuarine area? 7. Can you suggest any plans in addition to the ones mentioned in Lesson V? 8. Is there a similar real life situation concerning development in your area?. If so, how will this local development affect you and your environment? 9. Are there ways in which individuals can become involved in the coastal management decision-making process (eg., letters, phone calls, attending public meetings, writing articles, supporting organizations, etc.)? qS West Indian Manatee 79 STUDENT PERFORMANCE STANDARDS COVERED IN LESSON V OF PROJECT ESTUARY (For Grades 9-12) Biology 1: 1.03, 1.05, 1.07, 1.08, 1.11, 1.12, 1.13, 11.01, 11.03, 12.01, 12.02, 12.05 Chemistry 1-. 1.03, 1.05, 1.07, 1.08, 1.11, 1.12, 1.13, 15.01 Earth/Space Science: 1.03, 1.05, 1.07, 1.08, 1.11, 1.12, 1.13, 11.01, 11.02, 13.03, 13.05, 16.03, 16.04, 18.03, 20.04, 20.07, 20.08 Ecology: 1.03, 1.05, 1.07, 1.08, 1.11, 1.12, 1.13, 2.01, 2.05, 9.01, 9.02, 9.03, 10.01, 10.02, 12.01, 12.02, 12.03, 12.04 Environmental Science: 1.03, 1.05, 1.07, 1.08, 1.11, 1.12, 1.13, 2.01, 2.03, 2.04, 2.05, 2.07, 2.08, 3.01, 3.02, 3.03, 4.01, 5.02, 6.01, 6.02, 6.03, 6.04, 7.0 1, 7.02, 7.03, 7.04, 8.01, 9.03, 9.04, 10.05 General Science: 1.03, 1.05, 1.07, 1.08, 1.11, 1.12, 1.13, 20.06, 21.01, 21.02, 21.06 Marine Biology: 1.03, 1.05, 1.07, 1.08, 1.11, 1.12, 1.13, 3.02, 4.04, 9.01, 9.03, 9.06, 9.07, 10.03, 11.02 Fu ndamentals, of Oceanography: 1.03, 1.05, 1.07, 1.08, 1.11, 1.12, 1.13, 6.04, 7.01, 7.02, 7.03, 8.01, 8.02, 8.04 Oceanography: 1.03, 1.05, 1.07, 1.08, 1.11, 1.12, 1.13, 4.02, 5.05, 6.01, 6.02, 10.01, 10.04,10.05 Physics: 1.02, 1.08, 1.09, 1.10, 21.04 Zoology: 1.03, 1.05, 1.07, 1.08, 1.11, 1.12,11.12, 9.01, 9.03, 9.04, 10.01, 10.02 inshore Lizardfish 80 CURRICULUM FRAMEWORKS COVERED IN LESSON V OF PROJECT ESTUARY (For Grades 6-8) M/J Earth/Space Science: 1.,., 2., 18 M/J General Science: 1., 2., 3., 4., 7. M/J Life Science: 1., 2., 11., 14. M/J Comprehensive Science I: 1., 2., 8., 12., 16. M/J Comprehensive; Science''II, Basic: 1., 2.1 6., 9., 17. M/J Comprehensive Science 11: 1., 2., 6., 9. M/J Comprehensive Science H1, Basic: 1., 2., 16. M/J Comprehensive Science M: 1., 2., 16. Inshore Lizardfish 81: LESSON V STUDENT ACTMTY PAGES COASTAL MANAGEMENT ROLE-PLAYING ACTIVITY PLAYER ROLE IN GAME County Conunissioner Objectively considers all viewpoints and ideas pre- sented and renders a decision-which will balance man- agement. and protection of the coastal estuarine area with needed development whichwould fulfill the growth needs of the community. Business Owner Promotes long-term business and economic opportuni- ties in the area. Depends on increased population to area. Land Developer Promotes the building and sale of facilities such as condominiums, vacation homes, office buildings and shopping centers. Seafood Worker Concerned about how the development of Palm Island will affect the seafood industry (habitat destruction). Depends on seafood for income. Local Environmentalist Concerned about the possible effects the bridge and development of Pahn Island will have on wildlife and habitat. Also concerned about looks, or aesthetic appeal, of area. Department of Ecology Promotes management of the public's natural Representative, resources. Through -education, research, law enforce- ment, etc. Department of Roads 'Promotes development of the public's transportation and Bridges routes. Representative Resident Sport Fisherman Promotes recreational fishing opportunities and busi- nesses. 82 PUBLIC INTEREST GROUP WORKSHEET Directions: In order to make a case for or against the bridge going through Palm. Island you must first determine the impacts this project could have on your group and its needs. Below are two columns to help your group take a stand. In column I, list the ways the project may help your group's interest. In column II, list the ways the project may hinder your group's interest. Be able to back up the group decision with impacts. POSITIVE IMPACTS NEGATIVE IMPACTS 93 COUNTY COMMISSIONER'S WORKSHEET A BALANCING ACT Directions: Before hearing interest group concerns you must evaluate the needs of protection and development involved with Palm Island. In your own mind you must take a stand and be able to explain your actions and decisions about the bridge project. Below are three colunms to help you perform this balancing act. In column 1, from what you know about estuarine systems, list types of human activities associated with the bridge project which could possibly threaten the features of the estuary. In colurrin II list the possible impacts the activities listed in the first colurnri could have on the estuarine area. In column III list the needs of the county which could be met by the human activities mentioned in colurnri 1. I HUMAN ACTIVITIES IMPACTS BENEFITS TO COUNTY 84 THE'ESTUARY.MAZE. sr4w 46 FI NM 85@ VOCABULARY FOR LESSON V Access: To make use of or approach. Agency: Office of authority, such as a government agency. Berm: A ledge or shoulder of land along the water's edge. Development: The action of utilizing an area for human needs. Economy: Of or relating to the flow of money through an area. Environment: The sum total of all external conditions which may influence or- ganisms. Environmentalist: A person concerned about the quality of natural surround- ings. Facilities: Buildings which serve particular purposes. Hypothetical: An idea based on an assumed situation. Mitigation Activities: Actions which attempt to make damages or impacts less severe or less harsh, or act as a substitute,for such damages or "pacts. Management: The process of handling or controlling something such as the environment by regulating its use for certain benefits, - Public Interest Group: Several individuals who band together to promote a com- mon cause or issue. Slough: A wet, low area usually containing deep mud that drains across the sur- face of the land. Submerged: Covered with water. Loggerhead Sea Turtle 86 REVIEW QUIZ FOR LESSON V OF PROJECT ESTUARY Write a brief answer for each of the foHowing questions. I . What is meant by coastal management? 2. Are coastal management decisions easy to make? Why or why not? 3. Give an example of a coastal management issue. Identify two or three differ- ent points of view concerning the issue. 4. VvThy should all of us be concerned about our coastal resources? 5. Who is ultimately responsible for protecting our coastal resources? 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I--,@@I@@II ,I:III1;I@,-@,,"- ,,,.-1 ,'.I.@,@-,,II1,@I@@@!,II. , :,,I,,@,.I,I,"@,I., ., .;-@ I" it@I@@,- ,@@, .: .,I@IIz. I"@I I,@ @@@@11I. @,,@....,@ @@.@-,,,?.@,":-,1.".1I--- - -xl@I,I,,@,I,,@1. - ...1 I.-@%@@,,t@,,,-III:,,I @-III-@-II-.,..I ,- II-II,T@,@ @.I@,I-'@I.1,I@'.I,-@,@, -, ... @ . .-I,,I,@.,, ,,,!.@,@@:@,17 -1.,@@@@@,I @, ,..-,:, @-,--., @@,I; @@ -.- I,@ 1"-,@@,.-@"I . @"-.,17@:' -, ,"II@I, @;I,,. ," -, @@,,I ,,I @ @,@@I-@@',-@II,,--, @.I.@--,@,@ '-,,I@C,.,11III-,--I ,@@, ,@@@- , ,I"@. -,-_::,.,@,.-:,-@@@@@ .. 't,,;,@-I-I-@.@,@,"II@III"- %@"-I.- -Z ,@.,:'@ @@,II 1, -@-@,.I@@I-II,.,I-I ,II, I-11I,@ .,@--,,.. :@I.., - I,,, .I , @I.@I;@@@@,I ,@@@,IIIII- -*,I1,,@@I-- -- @.I I -@I I.1@1-I,,-,@"I*-I,-,,e,,"II@@ [email protected]. ,..,-,@@-@, ,-,-. ,-.,,. ., '..I,,@@,I--, ,;, @.,--,.-,,-I . I-.I,@-1.-@@:i- -:[email protected] I..II-,@., @@-,4-,,,,IIIiI-,'I-@.,-@ @,. ,@IIIII.II @I,@@I.IIIIc@@,:.II"-li@ I I I I,.11I.,II-, ,@ , @: ,@-I,II.I::I@11I,, ,.,@ "":@_--"-I, ..@@@,@,@ -@II,..IzI@ I-I-.I.@ --I-,,I,, . .I ,@@P@ I- ,[email protected].@1.@@,1.,,.11@-. ,I@.@[email protected]@II@:-I., 1,III --@I ,,I.-I,I@:-1-..--1@-III .@I',' .. @ @:-@,.1@I-@I@@.'. ,'. @.I.-I@ -I , I,-@.,@,", @-II- -.". .1 @-..1-.I@.,-I, ,..-,,,,-,I- -.,,@.I11I:@, `-I@III.@.@-@-..@@, @-I-@1,@@@..,II@11I@I ., 41.,@I "PENDIX I ADDITIONAL MATERIALS AVAIIABLE Suggested Reading: (Not Available for Checkout) Our Nation's Wetlands. Council on Environmental Quality. U.S. Government Printing Office, Washington, D.C., 1978. Life In And Around the Salt Marshes. Michael J. Ursin, Thomas Y. Crowell Co. New York, 1972. "Can We Save Our Salt Marshes?" Stephen W. Hitchcock, National Geographic Society, Washington, D.C.,. June 197 1, pages 729-765. The Estuary Book. - Mollie Byrne and Kip Anastasiou, University of British Colum- bia and Province of British Columbia, Ministry of the Environment, 1981. 39 pages. The Estuary: Exploring the Fertile Complex Realm Where The River Meets The Sea. William H. Amos, Defenders of Wildlife, Inc. Educational Supplement No. 55-4-a, 1224 19th St., N. W., Washington, D.C. 20036 1980, 50 pages. Estuary, What A Crazy Place: Wildlife Of Coastal Waters. Lee D. Salber, National Wildlife Federation, 1979, 19- pages. Estuary: An Ecosystem And A Resource. Oregon State University, 1984. Resource Atlas Of The Apalachicola Estuary. Robert J. Livingston, Florida Sea Grant College Program, 1983. Suggested Films, Filmstrips and Videos: (Available for Checkout) VHS-04 Plankton (video) 12 rm*n. VHS-13 The Warm Blooded Sea: Mammals of the Deep (video) 60 min. VHS-21 Salt M arshes., - A Special Resource (video) 30 min. VHS-24 A. Swamp Ecosystem (video) 23 min. TVV-03 The Apalachicola Experiment (video) 25 min. ARV-01 Franklin County Florida, "Oyster Capital of the World" (video) 33 min. 8.8 ARV-03. Chesapeake: The Twilight Estuary (video) 40,min. ARV-04 "Me Apalachicola System: *Paradise in Trouble" (video) 23 min. NSA-20 Fabulous Wetlands (video) 7 min. FS/C@03 Fishes Of Florida (filmstrip) 10 min. FS/C- 11 Ocean Life: Life cycles in the Sea (filmstrip)- 11 min. FS/C-14 The Study of Seawater (filmstrip) 13 min. FS/C-15 Ocean Life: The Open Sea (filmstrip) I I min. FS/C-18 Sea Shore Interaction of Two Communities (filmstrip) 10 min. FS/C-39 Using A Resource Wisely, Island Earth (filmstrip) 10 min. FS/C-51 To Save A Living Sea (filmstrip) 20 min. Labs: LAB-01 Cobbler's Cove: ACoastal Simulation Game LAB-17 Breakwater and Bays Outdoor Biology Instructional Strategies, Uni- versity of California NOTE: Contact the Reserve for a full listing of available A/V materials. 89 APPENDEKH PROJECT ESTUARY FINA.L EXAM This series of questions may be used as a summary exam for the entire Project Estuary curriculum. I Give the name for an area where fresh water from rivers and streams meets and mixes with salt water from the sea. 2. Green plants, which convert the sun's energy into food for many organisms, are called primary 3. The river supplies a vital food source to the bay which is composed of dead and decaying organic material. What is this material called? 4. Varied amounts of fresh water coming into Apalachicola Bay are dependent on what.? 5. Name two industries that make use of the Apalachicola River and Bay Sys- tem. 6. Name two local businesses that benefit from recreational activities in the River and Bay. 7. What industry utilizes the greatest portion of land in the Apalachicola Drainage Basin? 8. Name two groups of animals that make up a major portion of the conu-nercial fishing industry in coastal counties associated with the Apalachicola Sys- tem. 9. Name one source of pollution to the Apalachicola System. 10. List two uses of the Apalachicola Estuarine System land or water resources. 11. Stormwater runoff from urban areas or farms can be harmftil to the system because it contains what? 12. Two major destructive impacts humans have on the Apalachicola System are physical assault and 13. Planktonic animals are called wh at? 90 14. Planktonic plants are called what? 15. Fish sense movement around them with their eyes and their 16. What is the worlds most abundant animal? 17. Organisms living on the bottom are called what? 18. Give one example of a coastal management issue. 19. Why are coastal management decisions difficult to make? 20. What is the name of this curriculum you have been studying? - MO. 74 Ocellated Moray 91 FINAL EXAM ANSWER ICEY 1. estuary 2. producers 3. detritus 4. rainfall 5. answers will vary: forestry, power production, agriculture, recreation, aquac- ulture, commercial fishing. 6. answers will vary: restaurants, motels, gas stations, etc. 7. forestry 8. answers will vary: oysters, shrimp, crabs, finfish 9. answers will vary: oils, detergents, pesticides, fertilizers, sewage, litter, etc. 10. answers will vary: forest products, commercial fishing, recreation, power production, navigation 11. pollution 12. pollution 13. zooplankton 14. phytoplankton 15. lateral line 16. copepods 17. benthic 18. answers will vary: construction, rezoning, fishing rules, etc. 19. because so many varied interests are involved. 20. Project Estuary 92 74 HOW WE USE T'HE LAND O)F THE APALACHH11COLA RIVER AND BAY DMIA11MAGE 03ASIMM (FORESTRY 57.0, ........... ...... . .... ..... ........ ................ . .............. ............ ........... ....... .... ................... .......... .......... . . . . .......... ............. . --soM. VVIANT1 K Ri 2?. 09/6], ... . . ....... .... ........ ........... .......... [URBAN 1.0% FWETLANDS 29.0% T-2 PUBLIC LANDS OF THE LOWER APALACHICOLA BASIN State Lands Apalachicola National Fo@ s w Federal Lands 0 'd "p 4 MWE =1=110 WE "o A- L v ".2 Rmlh ggg Wewahitchka RM 1, � 4R, "'R we 11 j Cof E Ll "M @L mg W215mm-%oL, MMIN W eFi@ I-, I '@- RE IM" "i SR yiig L_,Ae Por@t St. ome laekson R ver Ap-a-lagh.-icola I 1_3ay S, t. G_ep T- g. e Islag St. Vi-nceatsElt IsLan-d C4p.e $jt. ft-eirg Is-1and FRAAKTIN COUNTY S I FlAm, F 0 0 U- VA L i Ul E S la OYSTERS SHRIMP BLUE, CRABS F I NN F ISS] 1, 1 .... . ..... ............. ......... ........... ..... ... . ... . ... ............ .... . 1982 $4,150,000 $6,399,000 $ 275,0,00 $1,414,000 1997 $5,199,000 $3,190,000 $12W@GW $ 479,000 11982 $2,672,000 $ 4,278,000 $ 140,P,00 $1,444,000 10YEAR AVERAGE $4,238,000 $6,159,000 $287,000 $1,149,000 .......... Mes, ks. L d"" V $$' -A ..... . ............. ................ ............. PAP.. ............. .o.c ........... 198.2 $ 20,750,000 $ 313995,000 $1,375,000 $ 7,074,6100 1987 $ 25,995,000 $ 15,950,000 $1,000,000 $ 2,395,00D 119,92 $ 13,360,000 212390,000 $ 700,000 $7,220,000 10YEAR AVERAGE $ 21,190,000 S 30,795,000 $1,435,000 $5,745,000 T-4. HOW RtCREATIONAL ACTIVIVES BENEFIT LOCAL RUN]NESS S RECREATIONAL, LO; (CAL A UIS INESS, S ACTIVITIES TRAT RJANillfill DIVING HOTY Eo L SYM, 10TI E L S RE' STI AU ARANIT S FISHING ')T GASS IATIONS 4T GROCE MY S 100MES SHOP HUNTING GIFT S IS RETAIUDE PT. STOOLS BOATING sssssssss SNEF AF000 MIAMOKETS, LODGES, SWIMMING M IA MINAS 10 EALEARS IR )AT IDE, SIGHTSEEIN'G REAMI Ej SO AT E A GIM, NIC IE-S RE Nil AL SEE AVI, It CE CENT Em AS BIRDWATCHING CO N118071 AUCT ION CO MOTANIES BANKS BAIT SHOPS OTHER USES OF THE APAL A-CHIC01A, SKY WTEM INDUSTRY] POWER PRODUCTION Fueling and Loading Docks Paper Processing Cooling Thermoelectric Generators TTansportation Route Treated Wastewater Discharge Turning Turbines. for, for Recreational and Hydroelectric Powvr- Commercial Vessels Chemical Production from paper by products Marinas T-6 MAJOR LOCAL BUSINES8ES RELATED TO THE APALACHICOLA RIVER AND BAY SYSTEM Agriculture Forestry Commercial Fishing w99- Recreation ALA. Aquaculture FLA. JACKSON %609 WASHING TO!@_. CALHOUN low, BAY -1 J@ R. -T-Y IWF PSIA-JN@K L 11N, pejechica, 0 lit 0 F T-7 HOW WILDLIFE DEPENDS ON THE APALACHICOLA RIVER AND,BAY, SYSTEM FOOD WX / AT EERIE SHELTER NURSKERRY, AREA BREEDING GF1,40)UNDI) OASTAL SERVICES CTR LIBRARY 3 6668 14112957 9 oll v, q! np-- ar wn- A 41 ,N. l4k, ef 10