LIVING

ON THE
EDGE

FIELD GUIDE
TO THE
ROCKY INTERTIDAL
 Table of Contents
ROCKY INTERTIDAL
Introduction......................1-2

Adaptations.......................3

Tidepools...........................4

Tides..................................5-6

Marine Protected Areas.....7-8

IDENTIFICATION
Taxonomy..............9

Tidepool Phyla......10

Field ID Card........11-12

ACTIVITIES
GENERAL
Tidepool in a Pan.......................................................................13

TIDES
Gravity and Tides: NatureBridge...............................................14-15

WAVES
Slow Motion Ocean (Making Waves): California State Parks..16-17

ADAPTATIONS
Drying Out in the Water: California State Parks.......................18-20

HUMAN IMPACT
Wrestling for Resources: Greater Farllones Association..........21
 The Intertidal Zone
The intertidal zone, the unique area between the high and low tide lines, is a harsh and

unforgiving habitat. The highly conditioned species that live there are subject to the

rigors of both the land and the sea, going from completely submerged to only

occasionally wet within just a few feet of space. Organisms that inhabit the

intertidal zone must endure extreme fluctuations in moisture level, temperature,

salinity, and sunlight creating a robust assortment of biologically diverse organisms.

These fascinating creatures boast an even more fascinating set of adaptations, creating

an adventure for anyone who visits this space between the land and the sea.
intro

Pearson Education, Inc.

1
 There are many advantages of living in

the rocky intertidal including:

Many organisms have adapted to the

Key Words
constant battering of waves by permanently

Intertidal Zone: The area between high and low tides. affixing themselves to the

rocks, while other mobile creatures get

High Tide: The tide when the water is at its highest
level. “stuck” in pools of water during the low tide.

This, combined with the close proximity of

Low Tide: The tide when the water is at its lowest
organisms in the intertidal, creates an
level.
abundance of food.
Adaptation: A physical or behavioral change that
Photosynthesizers, such as brown algae and
helps an organism survive in its environment.
plants, are typically abundant in the intertidal
Photosynthesizer: An organism capable of using
and can help support an entire food chain.
sunlight and carbon dioxide to make food (in the form
of sugar). Most plants and algae are photosynthesizers. Wave action supplies a constant influx of

oxygen and nutrients.

Brown Algae: A group of organisms in the
Varied substrate provides good places to
class Phaeophyceae, Kingdom Protista. Brown algaes
are a large group of mostly marine multicellular algae, cling to and ample places to hide.
including many of the kelp (seaweed) species found in
colder Northern Hemisphere waters. Many algaes,
such as kelp, anchor themselves using a root-like
However, there are also many
structure called a holdfast, rather than the taproots
challenges of living in the
present in plants.
rocky intertidal:
Salinity: The concentration of dissolved salt in water.

Intertidal organisms must deal with both marine

Desiccation: A state of extreme dryness caused by
prolonged periods of being out of the water. predators during high tide and terrestrial

predators during low tide.

Wave action can carry unprotected animals out

to sea.

The changing water level leads to variances in

salinity (the saltiness of the water).

The intertidal is marked by plentiful sunlight,

which may lead to desiccation (drying out) and

increased water temperatures.

Space is often extremely limited, forcing

organisms to compete for substrate.

Wikipedia

Competition for space is a common

In order to survive in this harsh environment
challenge of living in the intertidal zone.
intertidal organisms have evolved a wide

array of specialized adaptations.

2
 Adaptations
To deal with the wide variety of challenges in the rocky intertidal,
adaptations organisms developed an even wider array of adaptations:

THREAT: Constant pounding of waves

ADAPTATIONS: Some animals such as

echinoderms (sea stars, urchins) cling fast

to rocky substrates. Other organisms such

as crabs find shelter inside of crevices or

thick mats of kelp.

THREAT: Desiccation

ADAPTATIONS: Some bivalves, like

clams, clamp down their shells to limit

water loss. Some mollusks, such as

marine snails, slow down evaporation

rates with hard outer layers. Some

crustaceans, like barnacles, cluster

together to reduce individual exposure.

THREAT: Predation from terrestrial

species (birds and mammals)

ADAPTATIONS: In addition to

fastening to substrate and closing their

protective shells, organisms tend to

gravitate towards the lower intertidal

zones, towards deeper water and abundant

hiding places, that is, for safety.

3
 Tidepools
The intertidal zone is the strip of

land that exists between the high

and low tide lines. During high

tide this area may be completely

submerged while low tide sees

tidepools
moisture only from the random

wave.

Unique within this habitat is the

“rocky intertidal,” intertidal areas

filled with rocks. When the tide

goes out small pools of water are

left behind in the rocks, creating a

haven for those intertidal

creatures looking for more

moisture. These “tidepools” boast

a distinctive assortment of

creatures that lend themselves

well to lessons focused on

adaptations and biodiversity.

Tidepool Etiquette
Watch where you step, that might not be a rock!

Leave things how you found them. If you turn over a rock put it back

exactly how you found it.

Take only pictures. Leave all rocks, plants, animals, and other tidepool

creatures exactly how you found them.

Leave animals be. Tidepool organisms have a hard enough life as it is

without being touched by a bunch of sticky fingers.

Be careful where you put your fingers. Many animals like sea urchins

and crabs have defenses against predators.

Never turn your back on the ocean....it needs you too much!

But seriously, watch out for waves and the incoming tide.

4
 Tides
Tides are the periodic rising and falling of ocean water that occur at

regular intervals because of the gravitational pulls of the sun and the

Key Words moon. Tides seem to make the water creep up the beach with each

incoming wave for part of the day until it reaches a so-called “high

Tides: The periodic rising and falling of tide line” and then retreats back down the beach in the same manner.

ocean water that results from the The height of tides is determined by the positions of the Earth, sun,

gravitational pulls of the sun and the and moon. The gravitational pulls of the sun and the moon pull the

moon. ocean water toward them, so the Earth will experience high tides on

the sides of the Earth closest to the sun and the moon. Since the moon

Neap Tide: The weak tide created when revolves around the Earth, the Earth revolves around the sun, and

the sun and moon are at a right angle Earth rotates on its own axis, the distances and relative position of

with the Earth. each of these are constantly changing. Depending on the distances of

the sun, Earth, and moon the tides may be higher or lower and the

Spring Tide: The strong tide created currents stronger or weaker.

when the sun and moon align with the

Earth.

Tide Chart/Tide Table: A graph used

to represent predicted high and low tides

over a set period of time at a specific

location.
tides

For example, when the sun and the moon are at a right angle with the earth, a phenomena

known as a neap tide, their gravitational pulls partially cancel each other out creating

weaker tides. When the sun and moon align with the Earth, called a spring tide, their

gravitational pulls combine creating stronger tides. Since the sun is 360 times farther from

the Earth than the moon, the gravitational pull of the moon is twice as powerful as the pull

of the sun. The Earth and the moon revolve around a common point every 27.3 days

creating a tidal cycle that repeats approximately every 27.3 days.

5
 There are two high tides and two low tides each day which, because of the angle of the

moon to the Earth, may not be of equal height. Tide heights may also differ from day to day

due to the changing distance between the Earth and the moon. The timing and height of each

high and low tide are predictable and any fluctuations may be measured by scientists and

used to track hurricanes and winter storms.

Tides are reported in a tide chart or tide table which shows the predicted water level at a

specific location over a certain period of time. Water levels are portrayed as a wave with

time and date on the x-axis and water level on the y-axis. The crests of the wave represent

the high tides, while the troughs represent the low tides. To determine what the water level

will be at a given time find the date and time on the bottom of the chart, trace up to the tide

line, and then look to the left side of the chart. Tide charts are specific to a certain time

period, so new tide charts are issued regularly.

Tide charts for the United States may be found through NOAA:

https://tidesandcurrents.noaa.gov/tide_predictions.html
tides

Tide charts in Mexico may be found through UNAM:

http://www.mareografico.unam.mx/portal/index.php?page=Estaciones

6
 Marine Protected Areas (MPAs)
California’s coastal and marine ecosystems are some of the most iconic and treasured

resources in the state and contribute greatly to the history, identity, and economy of the area.

MPAs Unfortunately, these same ecosystems are also some of the most exploited and without

proper care the long-term health of these resources is in jeopardy. Recognizing the need to

safeguard California’s coastal and marine ecosystems, the state legislature passed the Marine

Life Protection Act in 1999. This act aimed to protect California’s precious marine resources

by creating a statewide network of marine protected areas (MPAs). Designed to protect the

diversity and abundance of marine life while still maintaining recreational access for people,

MPAs now protect over sixteen percent, or 850 miles, of the California coast.

Just as state parks protect resources on land, MPAs protect resources in the ocean by

managing human activities within biologically important areas. The Marine Life Protection

Act recognizes that a combination of MPAs with varied amounts of allowed activities and

protections (marine reserves, marine conservation areas, and marine parks) can help

conserve biological diversity, provide a sanctuary for marine life, and enhance recreational

and educational opportunities.

There are 11 MPAs in San Diego County that fall under three categories:

State Marine Reserve (SMR)

Take, damage, injury, or

possession of any marine resource Matlahuayl

Key Words (living, geological, or cultural) is South La Jolla

Marine Protected Area prohibited. Recreational activities Cabrillo

(MPA): MPAs are areas in or are encouraged.

near the ocean made to protect or No-Take State Marine Conservation Area (SMCA)

conserve marine life and habitat,

safeguard cultural sites, and

Take, damage, injury, or
Batiquitos Lagoon
provide enhanced recreational
possession of any natural
San Elijo Lagoon
opportunities.
resource (living, geological, or
Famosa Slough
cultural) is prohibited.
Natural Resource: Materials or

substances such as minerals,

State Marine Conservation Area (SMCA)
forests, water, or animals that are

found in nature and are valuable Take, including fishing/harvest of

Swami's
to humans. some marine resources is
San Dieguito Lagoon
permitted. Some consumptive
San Diego-Scripps Coastal
Take: To hunt, pursue, catch, recreational and commercial
South La Jolla
capture, or kill, or attempt to hunt, activities are allowed at specific
Tijuana River Mouth
pursue, catch, capture, or kill. locations.

7
8
 Taxonomy
Taxonomy is the branch of science concerned with the description, identification,

nomenclature (naming), and classification of organisms. Scientists use morphological,

behavioral, genetic, and biochemical observations to arrange species in a taxonomic

hierarchy that groups like organisms together.

identification
Scientists today use a system of classification based on the work of the Swedish botanist,

physician, and zoologist Carl Linnaeus, also known as the "Father of Taxonomy," who

lived from 1707-1778.

In modern science there are seven main taxonomic ranks: kingdom, phylum, class, order,

family, genus, and species. Additionally, an eighth group called "Domain" is commonly

included as the most general rank, above kingdom. A species is the most specific rank,

while each rank above it characterizes more general categories of organisms and groups

of organisms related to each other through inheritance of traits or features from common

ancestors. As seen below, a red fox would be classified as being in Domain Eukarya, the

most general of all the ranks, all the way down to the species name vulpes which is only

assigned to that specific organism.

Scientists typically refer to organisms using the modern naming system commonly

referred to as binomial nomenclature in which organisms are given a name with two

parts. The first part of the name identifies the genus to which the species belongs and the

second identifies the species within the genus. This is called an organism's scientific

name. In the example given below, scientists would refer to the red fox as Vulpes vulpes.

Note the genus is capitalized while the species is not and both are italicized. The use of

binomial nomenclature is preferred over the use of common names ("red fox" in the

example below) because there is less room for confusion (for example the common name

"panther" can be used to refer to any of a number of large cats) and the scientific name is

the same in every language.

Annina Breen/Wiki
9
 Identification of Intertidal Organisms
Most often we refer to organisms at a species level. However, when

describing or identifying large numbers of organisms it is helpful to group

Key Words them according to the most specific taxanomic rank of which that group

shares. In the case of tidepool organisms, the amazing diversity of life that

Taxonomy: The branch of has found a way to survive in the harsh intertidal has made it necessary to

science concerned with the group these organisms more broadly. When referring specifically to

description, identification, intertidal invertebrates (those organisms which do not have a backbone)

nomenclature (naming), and we typically group them according to phylum.

classification of organisms.

There are five phyla of invertebrates commonly found in the intertidal:

Binomial Nomenclature: A two-

PHYLUM: Porifera - "Pore Bearing"
part name comprised of the
Sponges
organism's genus and species by
Simplest members of Kingdom Animalia
which an organism is typically
Multi-cellular but have no tissues or organs
called. The genus is capitalized
Body supported by calcium carbonate or silicon-based "spicules"
while species is not and both are Asymmetrical or radial symmetry

italicized. Also called an Sessile - do not move

organism's "scientific name." For Filter feeders

example, the red fox is referred to

as Vulpes vulpes. PHYLUM: Cnidaria - "Stinging Cells"

Jellyfish, anemones, corals

Scientific Name: The two-part Have stinging cells called nematocysts to help catch food

Radial symmetry
name assigned to an organism
Blind sac gut - same hole functions as mouth and anus
based on the system of binomial
Two body plans: polyp and medusa Polyp Medusa
nomenclature.

PHYLUM: Echinodermata - "Spiny Skin"

Common Name: The name by
Sea stars, sand dollars, sea cucumbers, sea urchins
which an organism is called in
Penta-radial symmetry - body can be divided into five even parts

everyday language. Tube feet for movement

Endoskeleton

Tube Feet

PHYLUM: Mollusca - "Muscular Foot" PHYLUM: Arthropoda - "Jointed Legs"

Sea snails, octopuses, squid, mussels, clams Lobster, crabs, insects

id

Bilateral symmetry Bilateral symmetry

Sensory organs for sight, smell, taste Exoskeleton

Muscular foot for movement which may be Body divided into sections

modified into tentacles Molt (shed exoskelton) to grow

Body enclosed by a mantle that may secrete a Includes crustaceans

shell Most successful phylum

10
 Tidepool in a Pan Lesson adapted from Buggy and Buddy

All photos from:

https://buggyandbuddy.com/tide-pool-science-

experiment-kids/

Materials

Dish pan or paint tray

Lots of rocks and stones in various sizes

Mini toy sea creatures

Water

Directions

1. Fill your dish pan with rocks and stones. Make sure to arrange

them so there are varying levels of rocks in your pan, resembling

the levels of a tidepool.

2. Place your mini animals in the tide pool model.

3. Before adding water, discuss which animals will be underwater

first as water is added.

4. Begin to add water one pitcher or cup at a time. (Pay attention

to which animals are covered with water first.)

5. Continue adding water until you reach high tide. Notice how all

the animals are underwater during high tide.

6. Before dropping your water level to low tide, discuss which

animals will be exposed to the air first. Begin removing water one

pitcher at a time until you’ve reached low tide. Notice how at low

tide most animals are exposed to air. (This is a great time to talk

about any body parts or movements sea creatures have to help

them with low tide!)

13
Gravity and Tides Lesson by: NatureBridge

Overview & Objectives

This kinesthetic learning activity will help students learn about the Earth’s tides by acting them out. Students

will learn about the gravitational forces of the sun and moon, lunar phases, and vocabulary describing the

tides.

• Students will understand how the gravitational pull of the moon and the sun, along with differential

gravitational forces, effect the ocean's movements.

• Students will learn the phases of the moon and vocabulary describing tides.

Materials

• Rubber bands (one for each student)

Preparation

• Gather materials

Activity

• To begin the conversation about the causes of tidal movement, ask these questions. The answers are in

parentheses.

What makes waves on the ocean? (Wind)

What are tides? (The tide is the cyclic rising and falling of Earth's ocean surface.)

What makes tides go up and down? (The moon and sun)

Does the moon have gravity? (Yes)

Does the sun have gravity? (Yes)

What effect does the moon's gravity have on the ocean? (It causes a tidal bulge on the side of the Earth closest

to the moon)

• Place a rubber band on a table in a circular shape. It represents the oceans. Now place one finger in the

middle of the rubber band. The finger represents the Earth and ocean's center of gravity. Call the finger "e".

Now place a finger from your other hand along the inside edge of the rubber band. This finger represents the

force the moon exerts on the Earth's oceans. Call this finger "m." Following a straight line, slowly pull m

away from e. At this point, the rubber band stretches.

This is a simplistic model of the effect of differential gravitational forces on the oceans. The moon exerts a

much stronger pull on the water molecules closest to it. The molecules on the other side of the Earth receive a

much weaker pull. In very simple terms, the difference in the moon's pull on the two sides of the Earth creates

a stretched effect on the oceans. These pulling forces are called differential gravitational forces.

14
 Gravity and Tides Cont.
• Now have all students except one form a tight circle, sitting or standing, with their elbows interlocked

and facing inward. This circle is a very simplistic model of the Earth if it were covered with water at a

consistent depth.

• The lone student represents the moon and walks slowly around the outside of the circle. As the moon

passes by, the students in the circle who are nearest the moon lean toward it. The students on the opposite

side of the circle also bulge out, representing differential gravitational forces.

• After the moon passes by, the students return to an upright position.

• If necessary, the teacher can stand in the middle of the circle and point to where students should lean

outward.

• Have the moon stop at several points in the circle and let the class see where high and low tides are in

relation to the moon's orbit. High tides are the areas where the students are leaning out away from the

center of the circle. Low tides are at the sides of the circle, halfway between the high tides.

• Students take turns being the moon until everyone is leaning outward at the correct times.

Extensions

In addition to the moon, have another student play the sun. Students act out the combined gravitational pull

of the moon and the sun. Remember the sun's gravitational pull is not as strong as the moon's.

• For this scenario only demonstrate the areas where the sun is in alignment with the moon (spring tide)

and where the sun, Earth, and moon form a 90 degree angle (neap tide).

• When the sun, Earth, and moon are in alignment, the tides are more extreme.

• When the sun, Earth, and moon form a 90 degree angle, the gravitational pull of the sun and moon

mostly cancel each other out. The difference between high and low neap tides is relatively small.

• Give students a copy of a current tide chart. Ask them how many times a day the high and low tides

occur. Compare what happens on the tide chart when the moon is full, new, and in the first or third quarter.

See the References section for information on locating a tide chart.

Adapted by John Carlstroem and Linn Jensen from the Adopt-A-Beach School Education Program,

Tidal Waves. 1983

References

1001 Questions Answered About the Seashore by Jacquelyn Berrill and N.J. Berrill. Oceanography: An

Invitation to Marine Science by Tom Garrison

Tide charts for the California Coast can be obtained from many coastal sporting goods stores.

Saltwatertides.com and Tidesonline.com also provide free online tide charts.

15
 Slow Motion Ocean
(Making Waves)
Lesson by: California State Parks
Activity Summary

Students create waves by blowing through straws on a pan of water. They then use a model to observe the

way that approaching shallow water causes waves to break.

Introduction

Most ocean waves are caused by wind blowing across the surface of the ocean. The stronger the wind and

the longer the time it blows across the water, the larger the waves.

As a wave approaches a beach, it encounters shallow water. The lower part of the wave, being in contact

with the land under the sea, is more influenced by friction with the bottom and slows down more than the

top. Thus, the top of the wave “outruns” the bottom, which is what causes waves to “break.”

If a wave encounters a reef or shallow bottom far from the shore, much of the energy is dissipated by the

offshore breakers. When the water remains deep until close to shore, the waves tend to hit the shore with

much more force.

Students should be reminded that a wave isn’t a mass of water moving from one place to another. If it

were, the place from which the waves came would soon run out of water. Rather, a wave is energy moving

through the water, which displaces the water slightly.

Grouping

3-5 students per group

Time

Approximately 30 minutes, if the wave bottles are already made; more if the students are making the

bottles

Anticipated Outcomes

Students will understand that wind is the cause of most waves.

Students will understand why waves “break.”

Materials

For each group: 1 shallow pan (pie tin, baking pan, paint tray, or? ... maybe with sand in it?)

1 or 2 straws

1 clear large ketchup or other bottle with a long tapered neck and cap (see diagram)

Corn syrup and vegetable oil (the amount will depend on the bottle size)

Blue food coloring

Recommended: plastic tape for taping the cap on the bottle

Alternative to straws: battery operated or electric fan

16
 Slow Motion Ocean
(Making Waves) Cont.
Teacher Preparation: Try this activity yourself before doing it with students!

Obtain materials above.

Depending on students, either have them prepare the wave bottles, or try to arrange for a parent volunteer

to do so. To make the wave bottle:

Obtain one bottle per group. The bottle should have a long tapered neck.

Fill the bottle about a quarter full with corn syrup.

Mix in a few drops of blue food coloring.

Slowly pour in some vegetable oil until the thick part of the bottle is about half full.

Cap the bottle tightly, and seal the cap with plastic tape.

Procedure

Making Waves:

1. Ask students what they think causes waves.

2. Ask students what they predict will happen if wind blows across the surface of water.

3. Either demonstrate or have students experiment with forming waves by either blowing across the

surface of water in a pan or using a fan to blow wind across the surface.

4. If using an electric fan, caution students about the danger of water and electricity.

5. Have students experiment (or demonstrate) with the fan on fast and slow speeds.

6. If using straws, have students blow on the water without straws, then with straws to concentrate the

force. Have them blow hard and soft, and at different angles.

Breakers:

1. Have the students slowly tip the wave bottles, observing what happens as the mixture approaches the

narrow end, which simulates a coast getting shallower.

2. Call on students to describe their observations.

Discussion

1. See above.

2. Discuss the difference between wind-driven waves and tsunamis.

3. Discuss the effect of waves breaking on tide pool organisms, and on wave spray on zone

Assessment

• Can students explain what causes waves and what causes waves to break?

References

Littlefield: Awesome Ocean Science!, p. 26 Project WET Curriculum Activity Guide, p. 450-451

17
 Drying Out in the Water?
Lesson by: California State Parks

Activity Summary

Students place pieces of carrot in the air, tap water, sea water, saturated salt solution, and salt. They then

observe the carrot pieces the next day and observe changes in size and turgidity (rigidity).

Introduction

Few fresh water organisms can live in ocean water, and few marine organisms can survive in fresh water.

One reason for this is osmosis, or movement of water across a semi-permeable membrane such as a cell

membrane, from an area of high concentration (of water) to the other side of the membrane where there is

a lower concentration of water. Most fresh water organisms will lose water from their cells if placed in sea

water. If they lose too much water, they die.

Tide pool organisms, especially those in small pools in the upper zones, must be able to either leave the

tide pool or deal with very salty water on a warm summer day when water evaporates from the pool, or

with water that is less salty than ocean water on a rainy day. Some deal with this varying salinity by

clamping down on rocks or closing shells. Others have tough skins that aren’t very permeable to water.

Others have a high tolerance for a range of salinities.

Grouping

Groups of 2-4 students

Time

Day 1: 10-30 minutes

Day 2: 15-30 minutes + discussion

Anticipated Outcomes

Students will understand that water can move in and out of cells and organisms.

Students will understand that losing too much water is harmful to an organism.

Students will understand that tide pool organisms must have adaptations for dealing with a variety of

salinities.

Materials

● Paper and pencils

● Rock salt and table salt
● Carrots (“baby carrots?”)
● Knife (teacher or parent volunteer uses)
● 5 similar containers for each group: plastic cups, baby food jars, beakers, or?
● 6" of masking tape or some other way to label containers
● Optional: ruler with millimeters
18
 Drying Out in the Water
Cont.
Teacher Preparation (Try this experiment yourself before doing it with students!)

● For each group, cut 5 carrot slices of approximately equal diameter and thickness. “Baby carrots” are
good for this because their sides are less tapered than fresh carrots, and they have had the outer layers

removed. Alternatively, use large carrots and cut cubes of equal size. This may be preferable if you

choose to have the students measure the sides of the carrots and calculate volume.

● Either obtain some sea water or prepare an artificial sea water sample by dissolving about 28 grams (1
ounce) of table or rock salt in a liter (quart) of water.

● Make a saturated salt solution by adding salt to a liter of warm water until no more will dissolve, then
add more. Let this stand overnight, and add more if all of the salt has dissolved. Keep doing this until no

more will dissolve. Regular table salt will produce “cloudy” water; rock salt is recommended.

● Either put together sets of materials for the students or set up stations where they will pick up their
materials. Each group will need the following:

• 5 containers such as plastic cups, baby food jars, Petri dishes, or beakers

• Tap water, sea water, saturated salt solution, dry table salt

• Pencil (not pen, as pen will run if it gets wet while pencil won’t)

• White paper

• 6 inches of masking tape or some other way to label the containers. Consider starting this experiment

late one day and finishing it the next morning.

Procedure

1. Ask the students to tell what they think would happen to a fresh water animal if it were put into the

ocean.

2. Ask the students what they think would happen to an ocean animal if it were placed in a fresh water

lake.

3. Ask the students to predict, in writing, what they think would happen to a piece of carrot if it were put

overnight in ocean water, very salty water, dry salt, tap water, and the air.

4. Explain the following procedure to the students, using materials to demonstrate:

a. Use masking tape to number the 5 containers. Place the following into the containers:

#1: nothing (air)

#2: tap water (approx 1" deep)

#3: 1"of sea water

#4: 1" of saturated salt solution

#5: nothing yet…will add dry salt after the carrot piece is in the container

19
 Drying Out in the Water
Cont.
b. Place 5 carrot disks on a piece of paper and draw around each of them with a pencil. Be sure to keep

track of which piece goes with each circle by numbering the circles to correspond with the 5 numbered

containers.

c. Place the carrot disks into the containers, being sure that the numbers correspond. For #5, place the

carrot disk in and cover it with table salt. Set the experiment aside where it won’t be disturbed.

d. The next day, have students observe the containers/carrots, then have them remove the carrot disks and

record their observations about both their size and turgidity (stiffness).

• Students should notice that the carrot disk in the saturated solution is floating, while the others are on the

bottom. This is because the saturated salt solution is denser than the carrot disk.

• They might measure the diameters, or simply place the disk on the corresponding circle drawn the day

before.

• For older students, consider having them calculate the volume before and after.

5. After the students have recorded their observations, discuss the observations and the implications for

organisms. (Do this before cleaning up, so you can show examples.)

Typical results might be: (water moves from a high density [%] of water to where there is a lower %

of water)

● Carrot in air - will lose about 1/3 of its diameter and become soft (air has little water in it)
● Carrot in tap water - will stay the same, and may become more turgid/firm (higher % water outside
carrot)

● Carrot in sea water - will lose about 1/10 of diameter and become softer (lower % water outside carrot)
● Carrot in saturated salt solution - will lose a little more, become softer, and float (still lower % water
outside, and carrot cellulose tissue is less dense than water)

● Carrot in dry salt - will lose about 1/3 of its diameter and become soft (water diffuses out into salt)

Discussion

1. Why did some of the disks shrink? (Water left the cells because there was more water (a higher

percentage) in them at the start than in the surrounding water (or air or salt), so more molecules were

moving outward from the cells than inward. This is called osmosis.

2. Why didn’t the tap water disk shrink? (water entered cells as fast as it left)

3. Why did some carrots get soft? (water left the cells)

4. What would happen to a fresh water animal placed into the ocean? Why can’t people on a life raft in the

ocean just drink the ocean water?

5. What would happen to an ocean animal placed in fresh water?

6. How might tide pool organisms deal with a salty pool on a sunny day? With a tide pool that was

becoming more diluted (less salty) during a rain storm?

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Wrestling for Resources
Lesson by: Greater Farallones Association

Objective

Students will be introduced to the concept of sustainable development with a simple classroom activity

that illustrates how “cooperative behavior” between people competing for a limited resource can benefit

all involved.

Materials and Supplies

M&M candies or other small prizes, enough to award 15 to each student.

Background

Pairs of students will thumb wrestle to represent competing for a limited resource. For each time one

person traps the other person’s thumb, the “thumb trapper” earns one point. The goal for each pair is to

score the most number of points. Be aware that calling the pair of students either partners or opponents

when introducing the activity may influence the outcome. Some students will fight to get the most points

and neither in the pair will get many. Other students will figure out if they work together, they both can

easily earn lots of points. By working together, student pairs are cooperating and both benefit. This

cooperative behavior is important in sustainable development.

Activity

1. Tell your students that they are going to thumb wrestle for M&M’s.

2. Pair the students up and tell them they have 30 seconds to play and to count the number of thumb trap-

pings by each student. For each thumb trapping, each individual earns one M&M.

3. Say go and 30 seconds later say stop.

4. Pass out one M&M for each point.

5. Discuss the strategies that each pair developed. Some pairs will get 5-7 and others will figure out that

they can get 20 or more. How much time does it take to earn one point?

6. Have students think about how people in the fishing industry compete for a single resource such as a

local population of fish and how they can work together. The students with larger hands might be

compared with factory ships that can sweep the ocean with nets miles long, leaving less for the small

fishing boats. Students who work together and trade off winning are like those who share the common

resources. If resources are shared through policies like quotas, everyone can benefit with more

employment, controls on catch sizes, and higher market price. Even the fish can benefit.

Extension

Have your students find newspaper articles on declining fisheries and the solutions proposed. Review the

results of quota that have been imposed elsewhere (See California Sea Grant’s Cooperative Extension

Newsletter from November-December 1994 on the British Columbia halibut fishery quotas).

21
 Bioblitz Guide
Introduction:

Tidepools and the creatures that live in them can be found along much of the coastline in

San Diego County. These unique ecosystems are important shallow pools of water left by

the outgoing tide, typically found along rocky intertidal zones. The organisms that call

these places home need to have special adaptations to deal with changing tides, wave energy,

exposure, predators and competition for resources. Although these organisms are resilient

and have evolved to live in extreme environments, they are imperiled due to pollution and

human activity.

Marine protected areas (MPAs) were established to protect the diversity and abundance of

marine life, the habitats they depend on, and the integrity of marine ecosystems such as those

found in the rocky intertidal. MPAs can also provide scientific reference points to assist with

resource management decisions, and protect a variety of marine habitats, communities, and
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ecosystems for their economic and intrinsic value, for generations to come.

During the field trip you and your classmates are going to become scientists, collecting

important ecological data to answer the following question:

Is there a difference in biodiversity inside an MPA compared to outside an MPA?

Write your hypothesis below:

Methods:

In order to test your hypothesis the class will be split into smaller research teams of 3-4

students each. Half the research teams will gather data inside an MPA while the other half

collects the same data outside of an MPA.

To collect data we will be using the iNaturalist app on your cell phone. See the following

pages for information on how to download the app, join the project, and take research grade

photos. A map of the study site will also be included.

Write the project name here:

 Bioblitz Guide
Activity:

Using the iNaturalist application on your (or a group member’s) phone, explore the
Add a little bit of body text
tidepools of La Jolla to photograph and submit observations on as many organisms as

possible. iNaturalist is designed to help you identify what it is that you are looking at and

each submission is shared amongst a group of global scientists that tracks ecosystem

health, climate change and the shifting ranges of organisms.

Results:

1. Write the common name of 5 organisms Fill in the following:

your group identified while tidepooling: *May be completed in the classroom

a.

Total species Total species

b. found inside found outside

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MPA MPA

c.

d.

e.

Conclusion:

2. Explain how your 5 identified organisms are similar. What

characterizations/adaptations do they share?

3. What are some potential threats to the everyday life of your observed organisms?

4. What ecological services do tidepools and kelp forests provide?

6. Compare the results of the group inside the MPA to the group outside of the MPA.

What do these results tell us?

5. What can you do to enhance the conservation of our coastal and marine ecosystems and

wildlife?
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Meeting Spot
Palomar Street
Wind and Sea Beach, La Jolla

Parking lot at the corner of

Nautilus St. and Neptune Pl.

Date

Time