Seashore Ecology

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Seashore Ecology

• Year 6

http//www.westwightmiddle.iow.sch.uk/sci/6seashor
e/seashoreecology.ppt http//www.westwightmiddle.i
ow.sch.uk/coast/coast.htm
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Index

• Lesson 1 Getting started
• Lesson 2 Seashores around West Wight

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Lesson 1 Getting started

• There are many interesting shores near our
  school.
• We will be learning about how animals and plants
  survive in such a harsh environment.

• Show film clips of tremendous seas.
• Discuss how harsh the seashore is, especially
  where exposed to big seas and strong winds.

Coast website Coast website 2
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Equipment

• Card, glue, scissors and other materials for
  presentation.
• Study guides (three differentiated)
• Seashore resources

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Objectives

• Why are we going to study the seashore?

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Presentation

• There are different ways you could present your
  learning
• A zig-zag book. This is a book made from sheets
  of card taped together on alternate sides. see
  study guide
• A learning book. This is a booklet that is
  already prepared for you to use.
• A computer book. See study guide
• A Science Blog.

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Outcomes for this lesson

• Decide which presentation your class will be
  doing.
• Work in small groups to plan.
• Begin your work by preparing setting up.

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Plenary

• Each group to report back on their plans show
  the work they have done so far.

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Lesson 2 Seashores around West Wight

• Why are these shores different?

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Objectives

• The seashores around West Wight are very
  different WHY?
• What affects the appearance of the seashore?

We are not studying the plants or animal yet,
just the physical features.
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Equipment

• Local OS maps or access to on-line maps.
• Photographs of Freshwater Bay in a storm.
• Study guides.

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Stage 1

• Trace, draw, download, a map of the West Wight.
• Use the map to show where the five seashores are
• Freshwater Bay
• Fort Victoria (Sconce Point)
• Yar Estuary
• Compton Bay
• Tennyson Cliffs
• Add an arrow to show the direction of the
  prevailing wind.
• Describe / explain the effect of wind.

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(No Transcript)
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Plenary
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Stage 2 Freshwater Bay

• Describe Freshwater Bay.
• Add photographs.
• Add a plan and perhaps an aerial photograph.
• Describe what Freshwater Bay is made of (think
  about the rocks).
• Describe the waves, the winds and the tides.
• Is it possible to explain why Freshwater Bay is
  like it is?

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Fort Victoria
link
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Compton Bay
link
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The Yar Estuary
link
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Tennyson Cliffs
link
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Lesson 3

• Shore zones

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Objectives

• Why are the top, middle and lower parts of the
  shore different?
• What are shore zones?
• Why do different plants and animals live in the
  different zones?

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Shore zones getting started

• Look at the SHORE ZONES page in your study guide.
• Work in a group. Use a whiteboard to write an
  answer to the following question.
• Why are there three zones?

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Shore zones

• LINK
• Draw a shore profile or use a diagram from the
  web.
• Mark the three zones clearly on your diagram.
• Write to describe the inter-tidal zone.
• Write to describe the sub-tidal zone.
• Write to describe the splash zone.

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Plenary

• 8 groups, 8 questions. Each group to discuss
  their question and report back.
• How would you describe the sub-tidal zone?
• What are the difficulties of living in the
  inter-tidal zone?
• What are rock pools and why do they form?
• How would you describe the splash zone?
• Why do some shores only have a narrow inter-tidal
  zone?
• What dangers are faced by animals that live in
  the inter-tidal zone?
• What dangers are faced by plants that live in the
  inter-tidal zone?
• Why do some shores have big splash zones?

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Lesson 4

• Preparing for the site visit

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Objectives

• Think ahead about our learning.

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Visit 1

• A visit to FWB.

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Seashore ecology Lesson 5

• ROCK POOLS

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Objectives

• How are rock pools formed?
• Are the animals and plant adapted to live in rock
  pools?
• What changes are there? How do the animals and
  plants cope?
• What is the food chain?

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By the end of the lesson

• You will have produced some information about how
  rock pools are formed.
• You should learn about the animals and plants
  that live in rock pools and how they are adapted.

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How are rock pools formed?

• Group activity
• Work together with a mini whiteboard.
• What are rock pools?
• Describe what a rock pool is.
• Explain how rock pools are formed.
• Report to the class
• Add this to your presentation.

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Video link

• VIDEO (link to TTV)
• Video CD The Turning Tide.
• This video shows the main plants and animals that
  live in rock pools and the intertidal zone. These
  animals and plants are adapted to living in a
  pool that is underwater for part of the day.

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Plants

• What plants live in a rock pool?
• How do these plants get energy to make food and
  live?
• Is it better for plants to live in a rock pool or
  clinging to the bare rocks?

Extended questions
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Extended questions

• What plants live in a rock pool?
• What are their names? What do they look like? How
  do they cope with rough seas and dehydration?
• How do these plants get energy to make food and
  live?
• What is the process called? Why is light
  intensity important? What gas do plants need to
  make food?
• Is it better for plants to live in a rock pool or
  clinging to the bare rocks?
• Explain why. Think about light, rough seas,
  dehydration, tides currents.

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Seashore Ecology Lesson 6
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Objectives

• To learn that there are different habitats at the
  seashore.
• To learn about the habitat at sea cliffs.

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Some things to think about

• What are the advantages of living on cliffs?
• Do the animals and plants have adaptations to
  living here?
• What are the disadvantages of living on sea
  cliffs?
• What is the food supply for the animals?
• What is the energy supply for the plants?
• How are birds able to live here in such large
  numbers?

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Video input

• The Turning Tide - Cliffs and Coastal Paths

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Outcomes

• Add a section about the sea cliff habitat to your
  presentation.

http//www.westwightmiddle.iow.sch.uk/coast/coast.
htm