Exploring the local rockpools with marine rangers.

• Learn:

  • How to use the seashore code of conduct

  • Where to find animals

  • How to treat the animals handling etc

  • Why it is important to respect the environment

  • What happens to the creatures when no respect is given

  • who eats who

  • who turns into who

  • who is related

  • and other strange facts about the creatures
     

An introductory session to life in the rockpools. After a safety talk the children are separated into small groups, each with their own ranger, and encouraged to explore the rockpools for the weird and wonderful plants and creatures that live there. The level of information is adjusted to the group age and capabilities. Relevant subjects that the children have previously covered (i.e. food chains, adaptations) can be incorporated into the activity if the ranger is informed before hand.

The activity involves a close-up look at life in the rock pools and where creatures live on the rocky shore. The children are all shown some creatures which they may come across and then in small groups (with a ranger) they explore the rock pools for themselves. The activity can be adapted to suit certain requirements, e.g. if the class is studying food chains / adaptations these can be made the focus of the activity.

Aims of activity

To learn how to use the Seashore code of conduct.

To find animals in the intertidal zone and learn how to treat them.

To identify and examine local plants and animals in the intertidal zone.

To understand the requirements to sustain life in these areas.

To think about the food chains and life cycles within the rocky shore- who eats who and who turns into who.

To examine zonation and adaptations of plants and animals to increase survival chances

To appreciate the influence of tidal change- environmental factors that affect life on the rocky shore.

• Time: 1-2hrs

• Maximum Group size: Depends on ranger availability.

• Age: All ages

Relevant parts of the National Curriculum.

SCIENCE

Primary

• Unit 2B: Plants and animals in the local environment.

  • Treat animals with care and sensitivity

  • Living things need protection

  • Adaptations of animals that live in different habitats

  • Different kinds of animals in immediate environment

  • Animals / Plants in local habitat are interdependent
     

• Unit 2C: Variation.

  • Naming words of features (Feathers / shells / Claws / Pincers)

  • Simple characteristics
     

• Unit 3B: Helping plants grow well.

  • Plant growth is affected by temperature.

  • Plants need light for healthy growth.

  • Plants provide food for animals (and us). They form the base of food chains.
     

• Unit 4B: Habitats.

  • Life processes

  • Feeding relationships

  • Predicting what animals found where
     

• Unit 5B: Life cycles.

  • Reproduction / Life cycles / Life processes

  • Key words to use: Consumer / Producer / Predator / Prey
     

• Unit 6A: Interdependence and Adaptation.

  • How animals and plants in a local habitat are suited to their environment.

  • That animals and plants in a local environment are interdependent.

  • Different animals/plants found in different habitats, why they are different.

  • Food chains in a particular habitat.
     

Secondary

• Unit 7C: Environment and feeding relationships.

  • Interactions with the environment and each other

  • Adaptations for feeding and particular food sources (N/B sea hares are different colours to suit the different algae they feed on. Limpets always return to same spot when tide retreats etc)

  • Relate activity of plant / animals to environmental changes (Daily or seasonal)

  • Climatic Stress
    Contributions of different organisms to the community

  • Organisms linked in habitats = food chains – food webs +transfer of energy

  • Different habitats / different features / adaptations
     

• Unit 7D: Variation and Classification.

  • Individual members of a species may differ in many ways, but will have features in common.

  • Although individuals are like their parents they are not identical.

  • How environmental differences can result in variations in a species.

  • How to make sure they are working safely with living organisms.

  • To start and classify animals into main taxanomic groups.
     

• Unit 8D: Ecological Relationships.

  • Orgainisms only survive where they ahve all the essentials for life and reproduction.

  • To use scientific knowledge and understanding to raise questions about habitats.

  • Observe organisms which commprise the lliving community in a habitat.

  • To work safely with living things.

  • To show sensitivity to living things in their environment.

  • That habitats support differnt living things.

  • Different habitats have different environmental features.

  • Organisms show adaptations to environmental conditions.

  • Both plants and animals adapt to ensure survival of the species.

  • Abundance / Distribution of organisms in a habitat is affected by environmental factors (light, water, nutrients)

  • Size of populations depends on resources (hence more in summer)

  • Apply their knowledge of populations and habitats to environmental issues like the protection of living things.
     

• Unit 9A: Inheritance and selection.

  • Characteristics are inherited and how this is used in selective breeding.

  • Why selective breeding is important.

  • Identify reasons for variations between individuals.

  • Variations arising form environmental differences occur plants.

• Unit 9D: Plants for Food.

  • That organisms living in a habitat compete with each other for resources from the environment.