FWC MSS Teacher Field Manual

The Marine Science Station Crystal River, FL Citrus County School District

Teacher Field Manual

A Cooperative Partnership between:

and

The Florida Fish and Wildlife The Marine Science Station & the Citrus County Conservation Commission School District

Table of Contents

Preface p. 3 Introduction to the Marine Science Station p. 4 Marine Science Station Facilities p. 5 Marine Science Station Field Experiences (aboard boats) pp. 6—7 Marine Science Station Classroom Lab Experiences p. 8 Marine Science Station Contact Info/Fee Schedule & Reservation Policies p. 9 Marine Science Station Curriculum p. 10 Florida’s Geological History—Background Info p. 11

Springs Coast Watershed, Rivers, and Springs—Background Info pp. 12—13

Modeling Groundwater Flow & Pollution—Classroom Demo-Lab pp. 14—15

Water Quality Monitoring (Freshwater) — Field Activity pp. 16—21

Florida’s Estuaries — Background Info pp. 22—24

The Edible Estuary—Fun Evening (Snack-time) Camp Activity pp. 25—26

Estuarine Water Quality Monitoring—Field Activity pp. 27—32

Salt Marshes—Background Info pp. 33—35

Salt Marsh Investigation—Field Activity pp. 36—39

Salt Marsh/Coastal Hammock Identification Sheets pp. 40—47

Mangrove Swamps—Background Info/Identification Sheets pp. 48—53

Mangrove Investigation—Field Activity pp. 54—58

Fisheries Independent Monitoring/Seining—Background Info p. 59

Seining/Fish Adaptations Investigation—Field Activity pp. 60—64

Seagrasses—Background Info pp. 65—69

Seagrasses Investigation—Field Activity pp. 70—74

Sponge Beds & Limestone Reefs (Hardbottom)—Background Info pp. 75—76

Hardbottom/Sponge Beds—Field Activity pp. 77—83

Fisheries Independent Monitoring/Trawling—Background Info pp. 84—85

Scientific Seafloor Sampling/Trawling—Field Activity pp. 86—89

Shell Island/Native American Natural History—Background Info p. 90

Taking Out the Trash: Native American Middens-Classroom Activity pp. 91—97

Spoil Banks/Marine Debris Analysis—Background Info p. 98

Spoil Banks/Marine Debris Analysis—Field Activity pp. 99—104

Marine Life Diversity—Classroom Lab Activity pp. 105-107

Plankton—Background Info/Identification Sheets pp. 108—112

Plankton— Classroom Lab Activity pp. 113—117

Wings of Hope—Classroom Demonstration p. 118

Astronomy—Night time Lab Demonstration p. 118

2 Springs & Groundwater Ecology Snorkeling Field Experience

Snorkel and study the aquatic habitats of the Crystal River in the year- round 72o F waters flowing from the Floridan Aquifer.

Conduct water quality monitoring and understand how human decisions impact the environmental health of springs systems.

See pages 11—21 for related curriculum.

Estuaries Ecology—Saltmarsh & Coastal Hammock Field Experience

Study saltmarsh and coastal hammock communities through field studies and water quality monitoring.

Closed toe shoes or water shoes required.

See pages 22—47 for related curriculum.

Mangrove Island Ecology/Seine & Dip Netting Field Experience

Study mangrove communities through habitat observations and wade into shallow waters to dip net and collect estuarine organisms.

Closed toe shoes or water shoes required.

See pages 48-64 for related curriculum.

Seagrass Meadow & Sponge Bed Ecology Snorkeling Field Experience

Snorkel and study these marine habitats of the nearshore, shallow waters of the Gulf of Mexico.

Investigate a wide variety of marine life.

Snorkeling equipment included except for fins and wetsuits. See pages 65-74 for related curriculum.

6 Limestone Rock Reef Ecology Snorkeling Field Experience

Snorkel and study natural hardbottom areas with colorful algae, sponges, and stony corals.

Observe a multitude of fish, invertebrates, and the occasional sea turtle.

Snorkeling equipment included except for fins and wetsuit. See pages 75-83 for related curriculum.

Scientific Seafloor Sampling Field Experience

Collect fish and invertebrates from the seafloor using sampling trawls.

Hands-on investigation of collected specimens.

Determine food web interactions.

See pages 84-89for related curriculum.

Shell Island Native American Natural History Field Experience

Natural history interpretative tours of a shell midden constructed by Native Americans.

See pages 90—97 for related curriculum.

Closed toe shoes or water shoes required.

Spoil Bank Islands Natural History and Fossil Hunting Field Experience

Explore man-made spoil islands that are covered with fossils from the Eocene Epoch (approximately 56 to 34 million years ago)!

Observe nesting sea birds and vegetation adapted to a dry, harsh environment.

Marine debris collection and analysis.

See pages 98—104 for related curriculum. Closed toe shoes or water shoes required.

7 Marine Life Diversity Lab

Engage in a hands-on activity of studying a variety of marine life collected from the shallow waters of the Gulf of Mexico.

Use microscopes and magnifiers for closer inspection of collected organisms.

Determine the roles and interactions of organisms within food web dynamics. See pp. 105-107 for related curriculum.

Plankton Lab

Study phytoplankton and zooplankton collected from the Gulf of Mexico using dissecting and compound microscopes.

Using field guides, identify major taxonomic groups represented in the plankton.

Determine the roles and interactions of plankton within food web dynamics. See pp. 108-117 for related curriculum.

Wings of HOPE

Staff from HOPE Wildlife Rehabilitation, Inc. present live, majestic birds that serve as ambassadors of environmental education and natural resource conservation.

Features live birds of prey and explains their natural history, their role in the environment and of the encounters these birds faced and the injuries they endured. See p. 118 for more information.

Astronomy Lab

Learn the basics of amateur stargazing.

Explore the brightest stars and constellations currently visible and some of the more interesting celestial objects therein.

View the night sky through as many as five telescopes of different size and type with an experienced astronomer.

See p. 118 for more information.

8 Marine Science Station 12646 West Fort Island Trail Crystal River, FL 34429 (352) 795-4393 https://mss.citrusschools.org/ Hugh Adkins, Supervisor/Boat Captain Earnie Olsen, Teacher/Boat Captain Cathy Proveaux, Secretary/Trip Coordinator

Since the Marine Science Station is a Citrus County School District educational facility, each group must reserve AT LEAST one educational activity for their visit.

Dorms: $15.00 per person/per night Meals: $21.00 per person/per day (3 meals) Breakfast – $5.00 Lunch – $7.00 Dinner – $9.00 Seafood Dinner – add $5.50

Field-Based (Aboard Boats) Educational Programs: $50.00 per person (Minimum of 15 guests / Maximum of 45 guests)

Lab-Based (Classroom) Educational Programs: $20.00 per person/per program (Minimum of 15 guests / Maximum of 30 guests) Canoe Rental: $125 for unlimited use of all canoes. PFDs and paddles provided.

Deposit: A deposit of 20% is required. This deposit is to secure your scheduled dates and purchase food and supplies for your visit. This deposit will be applied towards your final bill. Damage/Cleanup Deposit: In order to cover any damages or excessive clean up costs that may occur during your visit, a damage/cleanup deposit of $300 is required. If no damages occur or no excessive clean up is required, then this deposit will be refunded within ten days of your departure. Cancellation Policy: At the Marine Science Station, we realize that circumstances can arise beyond your control, therefore, if you must cancel then please contact us as soon as possible. ***Cancellations requested 30 days or more before your scheduled arrival date will result in a full refund of your deposit. Cancellations requested 29 days or less before your scheduled arrival date will result in a 50% refund. Cancellations requested within two weeks of arrival will forfeit the deposit.***

9 Marine Science Station Curriculum

10 FLORIDA’S GEOLOGICAL HISTORY The Florida plateau, which is the platform upon which Florida is perched, was formed about 530 million years ago by a combination of volcanic activity and marine sedimentation during the early Ordovician Peri- od. When the Florida plateau was part of the supercontinent Pangaea, Florida was sandwiched between what were to become North and South America and Africa. Movement of the tectonic plates that compose the Earth's crust eventually caused Pangaea to split into Laurasia (North America, Europe, and portions of Asia) and Gondwana (South America, Africa, India, Aus- tralia, and Antarctica). When North America split from Laurasia and drifted northwesterly, it dragged the Florida plateau with it. Sea levels have had a profound effect on both Florida's geology and ecology. The fossil record indicates a mass migration of plants and animals occurred between North and South America approximately 2 million years ago, when sea levels were much lower and a land bridge connected North America. During the last ice age, Florida was as much as three times the current land area (dotted line on Figure 1).

Figure 1. Previous Florida land area. Credits: U.S.G.S. As the ice age ended, sea levels rose, Florida shrank in size, the climate became much wetter, and habitats changed. A notable example of these climatic changes is formation of the Everglades, which occurred sometime around 4,000-6,000 years ago. As sea levels rose and fell, the calcium carbonate remains of sea creatures and algae formed sedimentary limestone bedrock. Erosion of the limestone bedrock causes karst development. Karst is a terrain or type of topography un- derlain by soluble rocks, such as limestone. The karst landscape is largely shaped by the dissolving action of groundwater made weakly acidic as rain collects carbon dioxide from the air and from decomposing organic matter on the ground. Given many thousands of years, this geological process results in unusual surface- subsurface features ranging from sinkholes, vertical shafts, disappearing streams, and springs, to complex underground drainage systems and caves.

11 Springs Coast Watershed

The Springs Coast Watershed consists of about 800 square miles of coastal land in Citrus, Hernando and Pasco counties. Some of the cities and towns located in the Springs Coast Watershed include Aripeka, Port Richey, New Port Richey, Weeki Wachee, Brooksville, Homosassa, and Crystal River. The trademarks of this watershed are the many springs that discharge to form several rivers, the extensive coastal swamps and salt marshes, high pine woodlands and lakes.

There are four major groups of springs in the Springs Coast Watershed. They are: Crystal River Springs, Homosassa Springs, Chassahowitzka Springs and Weeki Wachee Springs. Combined, these springs discharge about 900 million gallons of water per day! A spring is a place where ground water discharges from the underlying limestone bedrock to the Earth's surface through a natural opening in the ground. In the Springs Coast Watershed, the Floridan aquifer is close to the land surface, which means that the springs in this watershed are actually exposed portions of the aquifer. (Source: SWFWMD)

12 Crystal River and Kings Bay

Crystal River is located in Citrus County and runs from the town of Crystal River west seven miles toward the Gulf of Mexico. Crystal River Springs is a cluster of 50 springs designated as a first-magnitude system. A first-magnitude system discharges 100 cubic feet or more of water per second, which equals about 64 mil- lions of gallons of water per day! Because of this discharge amount, the Crystal River Springs group is the second largest springs group in Florida, the first being Spring Creek Springs in Wakulla County near Talla- hassee. Kings Bay is Crystal River's point of origin, or its headwaters. Many of the river's springs are 20 to 30 feet deep and the water is clear enough to see a dime resting on the bottom! Coming from deep within the limestone aquifer, the spring water is 72 degrees year-round, offering a cool break during the hot summers and a natural, warm bath during the winter months. Because of the water clarity and because it is a major habitat for endangered manatees, scuba diving and snorkeling are popular pastimes in the area. Crystal Riv- er is also the home of the Crystal River National Wildlife Refuge. This refuge, which is made up of 46 acres of islands and the Kings Bay basin, is the only federal preserve in Florida that is devoted to the endangered manatee. The refuge is important because large numbers of manatees make their winter homes in Crystal River, enjoying the spring because of the water's consistently warm temperatures. This warm water is cru- cial to their survival during the colder months.

Recent studies of Crystal River and Kings Bay have shown that nitrate levels have risen in these water bodies. Nitrate is a form of nitrogen that is found in inorganic fertilizers. Inorganic fertilizers are made from nonliving things, such as chemicals. When people use too much of these fertilizers throughout the landscape, excess nitrate is washed into water bodies during rainfalls or seeps through the ground and into the aquifer. After many years of traveling through the aquifer, the fertilizer can end up in springs and affect water quality. Typically, fertilizer makes plants grow, but increased nitrate levels in rivers can make aquatic vegetation and water plants, such as algae, begin growing out of control. Although most algae are good, too much algae form "blooms" that can block sunlight that other plants need or use up all of the oxygen in the water. Without enough sunlight or oxygen, fish and other plants will die.

Thankfully, many people are starting to realize the damage that too much fertilizer, or improper use of fertilizers, can do to Florida's groundwater supply and, ultimately, its spring systems. Through public education and increased awareness, many homeowners are beginning to use fertilizers correctly, use less fertilizer or have switched to organic fertilizers that do not contain nitrates. (Source: SWFWMD)

13 Modeling Groundwater Flow and Pollution (Classroom Lab Demonstration) Learning Objectives: The student will predict and demonstrate the fate of groundwater pollutants in a groundwater flow model. The student will, based on the demonstration, determine what alternate courses of action can be taken to avoid groundwater and surface water pollution. Next Generation Sunshine State Standards: SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy) SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. Vocabulary Aquifer; groundwater, surface water, hydrology, hydrologic cycle, nitrates. Materials Groundwater Flow Model (requires electricity) 2 gallons of tap water Colored water (blue, green, and red, etc.) Small Pipettes 500 mL flask “Waters Journey Documentary” “Protecting Florida’s Springs” poster Limestone rock sample, preferably porous. Samples of coral, mollusk shells, or fossilized

Procedure  Set up the groundwater flow model in the center desk of the classroom.  Make sure the drain valves are closed and then fill the model with tap water to the marked fill line.  Plug in the powerhead pump to the desk’s electrical outlet.  Water should be flowing from the “rain cloud” and into the front portion of the model.  Place colored water, pipette, flask behind the model on the desk.  Present the brief segments within the “Waters Journey” DVD that demonstrate the fate of surface water and groundwater pollution.  Place “Protecting Florida’s Springs” poster in prominent place near the desk.  Arrange students in chairs in front of the desk so that all students can see the model.  Begin student discussion (querying students) about the water cycle (evaporation, evapotranspiration, condensation, precipitation, runoff, percolation), recharge areas (wetlands), groundwater storage, and the Floridan aquifer. Show and pass around a sample of limestone. Discuss how Florida was once covered by seawater and how limestone was formed by corals, mollusks, and echinoderms. Have students note the porous nature of limestone, and its ability to store water. Have students identify the portion of the groundwater model that represents limestone (confined aquifer).

14  Begin student discussion about septic tanks and sewage systems. Have a volunteer step forward and fill up the model’s septic tank. Note how the septic sewage enters then quickly leaves the tank through the drain field. The septic sewage then enters the groundwater and the surface water of an adjacent lake.  Have another volunteer apply green dyed water to the ground next to the pond to demonstrate lawn fertilization and how excess nitrates can enter groundwater and surface water from stormwater runoff and percolation.  Have another volunteer add red dyed water to the underground storage tank (UST), discuss leaking USTs and how gasoline and diesel fuel impacts groundwater supplies.  Have other volunteers step up and “contaminate” the various wells. Have the students predict the direction of contamination flow and speed based on the depth and/or type of geologic material. Discussion Questions Based on the students’ observations of the groundwater model and contamination flow, ask the following questions: 1. How can we prevent untreated septic sewage from entering groundwater and surface water? What other methods besides septic tanks are used to keep sewage out of groundwater and surface water? 2. How can we prevent excess fertilizer from entering groundwater and surface water? 3. How can we prevent gasoline and other dangerous chemicals from entering our drinking water supplies? 4. What can we do as individuals to prevent hazardous materials from contaminating surface water and groundwater? 5. What can we do as individuals to conserve water at home? What can businesses, industries, farms, and golf courses do to conserve water resources?

15 Water Quality Monitoring (Freshwater—Field Activity) Summary: Students will use various types of equipment to explore selected parameters of water quality to gain a better understanding of the dynamics of abiotic factors influencing freshwater and the organisms residing in freshwater ecosystems (e.g., Three Sister Springs, Kings Bay, Crystal River, FL).

Learning Objectives: The student will describe the importance of recording physical parameters when monitoring water quality. The student will use water quality equipment properly and record data using proper units of measurement.

Next Generation Sunshine State Standards: SC.7.N.1.1 & SC.912.N.1.1—The nature and practice of Science SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter,water , space, disease, parasitism, predation, and nesting sites. SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Materials Lamotte water sampler YSI Professional Series Multiparameter Water Quality Meter Transparency tube/Secchi disk Flow meter GPS units Student Data Sheet/Reference chart

Background  Vocabulary: parameter, salinity, pH, turbidity, flow  Equipment training: GPS, flow meter, Lamotte water sampler, transparency tube/Secchi disk, YSI water quality meter

Procedure  Engage the students by asking specific questions that relate to the purpose of the field activity: Why is it important to collect and analyze water quality data? Why is temperature important in water quality monitoring? What about color? Turbidity? Etc., etc. Discuss how all the parameters influence each other and the organisms within freshwater ecosystems.  Use the students’ answers to ascertain what they already know, clarify any misconceptions, and then ask them to formulate their own hypothesis relating to their own expectations of the outcome of the field activity. Have the students follow the directions of the Student Data Sheet and collect each parameter in order. Be sure that every student has the opportunity to use, or at least be familiarized with, each piece of equipment.  After completing the field activity, allow the students to answer the discussion questions as a group and explain their answers. They should relate their answers to the concepts, processes and skills associated with the field activity. Students should record their answers individually. At this time, facilitators can introduce/ explain the specific concepts and explanations of water quality monitoring in a more formalized manner. 16 Water Quality Monitoring (Abiotic factors) Student Data Sheet

General Information

Full Name Date:

Student Hypothesis and Rationale I hypothesize that the water temperature will be (choose one: higher/lower) at the spring vent compared with the spring run and the Crystal River because… ______.

Field Observations/Measurements/Data

Group 1 Name: Group 2 Name: Group 3 Name:

Location: Spring Vent Spring Run Crystal River

GPS Coordinates

Time:

Cloud cover:

Air temperature:

Water Type:

Groundwater/Surface water Depth of water sample:

Water temperature:

Color of water:

Transparency (Secchi depth):

pH:

Salinity:

Flow:

17 Water Quality Monitoring (Freshwater Field Activity) Student Assessment

1. What was the exact water temperature at your location? ______2. What was the difference in air temperature compared to water temperature at your location? How would this differ if the air temperature was much cooler? ______3. Was your hypothesis supported by your data? Whether your hypothesis is supported or not, what can you infer from your observations, measurements, and results? ______4. How would the water flow at Three Sisters Spring change if the water table dropped considerably? ______5. What are some human influenced activities that could decrease the transparency of the water? Explain how these would change the transparency. ______6. Think about the observations you have just made. Did the activity raise new questions? Write a short question (start with “What, Why, Where, When, or How”) about something you want to learn more about. ______

18 Water Quality Monitoring (Freshwater Field Activity) Writing Prompt

Water quality monitoring involves testing many parameters to be sure that water is safe to drink or swim in. Imagine that you lived in an area that never tested the water quality at the nearby lakes, rivers, springs or wells. There is a group in the town that thinks it is time to start testing the water quality. Write a persuasive essay to the local government explaining why you support or do not support this group (use some of the data parameters you measured in the field activity to support your argument). ______

19 Water Quality Monitoring (Field Activity) Reference Chart

Temperature: preferred temperature range for aquatic organisms Bacteria Live in almost all temperatures.

Algae and submerged aquatic vegetation 55—100 degrees F or 13—38 degrees C

Most aquatic animals 55—100 degrees F or 13—38 degrees C

*Best range for a healthy aquatic ecosystem 55—80 degrees F or 13—26 degrees C

Dissolved Oxygen: preferred range for aquatic organisms

Dissolved Oxygen (parts per million—ppm) < 2 ppm Fatal to most aquatic species.

< 3 ppm Stressful to most aquatic species

5 ppm or greater Sufficient for most aquatic species

Clarity or Transparency- the measure of how deep light can penetrate through a body of water.

Secchi disc depth in meters

20 21 Estuaries Estuaries are semi-enclosed areas, such as bays and lagoons, where fresh water meets and mixes with salty ocean waters. Estuaries are dynamic systems with constantly changing tides and temperatures where salinity varies temporally and spatially.

Survival of plants and animals in estuaries requires special adaptations. The ebb and flow of tides may leave some plants and animals, such as marsh grasses and oysters, temporarily high and dry. Temperatures in shallow estuarine waters can range from freezing to more than 100°F during the course of a year and expose marine organisms to intense sunlight and drying.

Estuarine organisms are naturally adapted to withstand these ranges in salinity (concentration of salt in the water), tides, sunlight, and temperatures. They must, however, have a balanced flow of fresh and salt water. This balance can be upset. If too much fresh water enters the estuary, which can happen when cause- ways are constructed, impeding the free flow of tides; or if too little fresh water is available, as occurs during a drought and when a river is diverted or dammed. Estuarine-dependent marine life may die if the balance of fresh and salt water is not maintained.

St. Martins Marsh Aquatic Preserve Citrus County, Florida

22 Why are estuaries special? “The cradle of the ocean” is an appropriate description of estuaries. More than 95% of Florida’s recreational- ly and commercially important fishes, crustaceans, and shellfish spend periods of their lives in estuaries, usually when they are young. Many fish and crustaceans migrate offshore to spawn or breed. The eggs develop into larvae (immature forms) that are transported into estuaries by tides and currents. The shallow waters, salt marshes, seagrasses, and mangroves provide excellent places to hide from larger predators. Some species grow in estuaries for a short time, but others may remain there all their lives.

Shrimp, for example, spawn offshore. The larvae then move toward inshore waters, changing form by molting as they progress through various stages of development. As young shrimp, they burrow into the sea floor at the mouth of the estuary as the tide falls, then ride into the estuary on the incoming tide. If successful in reaching the estuary after this hazardous journey, the young shrimp find seagrasses and algae to con- ceal them from predators. Because many larger animals cannot survive in the lower salinity of the estuary, the young have the added protection of a “salt barrier.” When the shrimp approach maturity, they return to the sea to spawn, and the cycle starts over.

Estuaries are among the most productive landscapes in nature. Rivers and streams drain into estuaries, bringing nutrients from uplands. Plants use these nutrients along with the sun’s energy, carbon dioxide, and water to manufacture food. Among the important plant forms that contribute to estuaries are microscopic floating algae called phytoplankton and larger macroalgae that are attached to the bottom. Rooted plants include marsh grasses, mangroves, and seagrasses. When these larger plants die, they are colonized by microbes (bacteria, fungi, and other organisms) that break them down into detritus. During decomposition, detritus becomes smaller and smaller until the nutrients and particles can become food for billions of small animals. Larger animals feed directly on these tiny particles and on smaller animals that fed on the detritus, and energy is transferred through the food web to progressively larger organisms. As long as nutrient-rich, pollutant-free, fresh water continues to mix with marine waters in our estuaries, they will remain productive fisheries.

Without estuaries, many important fisheries would disappear. Snook, trout, mullet, grouper, redfish, sheepshead, spiny lobster, shrimp, crabs, oysters, and clams are examples of the diverse marine animals dependent upon healthy estuaries. Estuaries also provide roosting and nesting areas, or rookeries, for many birds, including several endangered and protected species, such as brown pelicans.

23 Florida’s estuaries Loss of estuarine habitat is a serious problem along Florida’s coasts. Florida is undergoing tremendous growth, and 78% of Florida’s estimated 14 million residents live in coastal areas. Coastal development is damaging marine-fisheries habitats that are important in maintaining viable commercial and recreational fisheries. Dredge-and-fill operations for waterfront homes and seawall construction destroy mangrove shoreline and underwater seagrasses. Although these activities may temporarily enhance real-estate val- ues, they ultimately decrease long-term value as natural amenities disappear, the water becomes foul, and wildlife departs.

Scientists at the Florida Fish and Wildlife Conservation Commission’s Fish and Wildlife Research Institute (FWRI) use information from LANDSAT and other satellites to map and monitor Florida’s coast. By looking at aerial photographs from different years, scientists can locate and measure the acreage of existing estuarine habitat components such as salt marshes, mangroves, and seagrasses and can observe trends in habitat change. Results of habitat trend analyses have shown substantial loss of fisheries habitats throughout Florida.

One study area on the Atlantic coast included the Indian River from Sebastian Inlet south to the St. Lucie Inlet. In that area, the mangrove habitat available to fisheries declined 86% over a 40-year period, and 30% of the seagrass acreage was lost. Over a 100-year period, Tampa Bay, in southwest Florida, lost 81% of its seagrasses and 40%of its mangrove and salt marsh acreage.

How you can help protect them There are many ways that people can help protect Florida’s estuaries. Here are some ideas. Trash—Paper, garbage, and other forms of trash wash up on our shorelines at an alarming rate. This debris has a disastrous effect upon marine life, and every year thousands of animals are killed as a result. You can do your part to prevent this unfortunate occurrence by properly disposing of all trash and debris whether you are on a boat, at the beach, at home, or anywhere else. Oil—More than 35% of households change the oil in their vehicles themselves, and they frequently dispose of this oil improperly in garbage cans, sewers, or backyards. These actions can contaminate the soil and the water. Florida, like many states within the U.S., has collection and recycling programs for used oil. Ask your service station whether they participate. Car Wash—When you wash your car at home, the water and dirt from the car run off into the street gutter, which then drains to the storm water sewage system. This storm water then runs into lakes, streams, and larger bodies of water. A more environmentally friendly method of washing your car is to take it to either a professional or a do-it-yourself car wash. The water used at these locations drains to a sanitary water system, where the water is treated and recycled. Fertilizers and Pesticides—Many homeowners use more fertilizers and pesticides than are needed. When too much is added, the excess often washes away before it is taken up. This runoff contributes to pollution in local streams and lakes and may influence estuarine plant communities. Homeowners should test their soil to determine what nutrients are present before they decide to add more. Many nutrients such as nitrogen and phosphorus are already there.

The Edible Estuary (A fun learning activity)

You will need: Cake or brownie pan Mixing bowl (optional) Electric mixer or whisk (optional) Large serving spoon Small plates Spoons Napkins Plastic gloves Plastic baggies with twist-ties or Ziploc type bags Vanilla wafers or sliced sponge cake (BEDROCK) Chocolate pudding mix and milk (or pre-mixed pudding) (SEDIMENT/MUD) Yellow sprinkles (SAND) Oyster crackers (OYSTERS) Coconut (MARSH GRASS OR SEAGRASS) Green food coloring Chocolate chips (SNAILS) Fish crackers or gummy fish (FISH) Golden raisins (SHRIMP) Stick pretzels (STARFISH)

Assembly:

It’s probably a good idea to cover a table with newspaper or a disposable tablecloth and do the assembly on this. All students who are handling food should wear disposable plastic gloves.

Assign each child a component of the estuary (e.g. bedrock, mud, etc.). I hand out card with the various components’ names on them. You might want to add gummy worms, sharks or other items that seem appropriate. With the gummy fish and sharks, I have the kids stick one end of a toothpick in the gummy, and the other end in the “estuary”, so the fish “swim” above the estuary. Depending on the ages of the students, you may want to prepare the chocolate pudding ahead of time. Other- wise, have a couple of the students mix up the chocolate pudding in the bowl. Have another student pour some coconut into a baggie and add 3 or 4 drops of green food coloring. Make sure the bag is sealed, and have the student shake the bag until the coconut is green. Explain that vanilla wafers (or sponge cake) represent the bedrock limestone below the sediments of the estuary. Have students place vanilla wafers in the bottom of the baking dish; make a second tier of vanilla wafers over about 1/3 of the dish to help create a slope. This will represent the gradient from the shore into the deeper parts of the estuary.

Have other students pour the chocolate pudding over the wafers (they will need to use a spoon to spread the pudding). This represents the sediment in the estuary.

25 The Edible Estuary (continued)

Have students add the other components of the estuary, in the appropriate locations:

• Sand (sprinkles) along the bank of the estuary • Salt marsh (green coconut) along the “bank” of the estuary or seagrass scattered over the estuary bottom • Snails (chocolate chips) in the salt marsh or seagrass; some around the edges of the banks • Oysters (crackers) in patchy groups in the sediment; these should really be “attached” to bedrock • Starfish (pretzels broken into pieces and arranged like arms) in the seagrass or on sandy patches • Fish (crackers/gummies) and shrimp (golden raisins) scattered around the estuary

When the estuary is complete, review the components and their roles, then allow the students to become dredging operations and sample the estuary!

Activity developed by: Maia McGuire, PhD Sea Grant Extension Agent

3125 Agricultural Center Drive St. Augustine, FL 32092

26 Estuarine Water Quality Monitoring (Field Activity) Summary: Students will use various types of equipment to explore selected parameters of water quality to gain a better understanding of the dynamics of abiotic factors influencing estuaries and the organisms residing in estuarine ecosystems (e.g., the Salt River, Eagle’s Nest, and the mouth of the Crystal River) .

Next Generation Sunshine State Standards: SC.7.N.1.1 & SC.912.N.1.1—The nature and practice of Science SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter,water , space, disease, parasitism, predation, and nesting sites. SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Materials Lamotte water sampler YSI Professional Series Multiparameter Water Quality Meter Turbidimeter Secchi disk Flow meter GPS units Student Data Sheet/Reference chart

Background  Vocabulary: parameter, salinity, pH, turbidity, flow, estuary, estuarine  Equipment training: GPS, flow meter, Lamotte water sampler, turbidimeters, Secchi disk, YSI water quality meter

Procedure  Engage the students by asking specific questions that relate to the purpose of the field activity: Why is it important to collect and analyze water quality data? Why is temperature important in water quality monitoring? What about color? Turbidity? Etc., etc. Discuss how all the parameters influence each other and the organisms within estuarine ecosystems.  Use the students’ answers to ascertain what they already know, clarify any misconceptions, and then ask them to formulate their own hypothesis relating to their own expectations of the outcome of the field activity. Have the students follow the directions of the Student Data Sheet and collect each parameter in order. Be sure that every student has the opportunity to use, or at least be familiarized with, each piece of equipment.  After completing the field activity, allow the students to answer the discussion questions as a group and explain their answers. They should relate their answers to the concepts, processes and skills associated with the field activity. Students should record their answers individually. At this time, facilitators can introduce/explain the specific concepts and explanations of water quality monitoring in a more formalized man-27 ner. Estuarine Water Quality Monitoring (Abiotic factors) Student Data Sheet

General Information

Full Name Date:

Student Hypothesis and Rationale I hypothesize that the salinity will be (choose one: higher/lower) at the mouth of the Crystal River compared with the Salt River and the Eagle’s Nest because… ______.

Field Observations/Measurements/Data

Group 1 Name: Group 2 Name: Group 3 Name:

Location: Salt River Eagle’s Nest Mouth of the Crystal River

GPS Coordinates

Time:

Cloud cover:

Air temperature:

Wind speed/direction

Depth of water sample:

Water temperature:

Turbidity:

Transparency (Secchi depth):

pH:

Salinity:

Current Flow/Direction:

28 Water Quality Monitoring (Field Activity) Reference Chart

Temperature: preferred temperature range for aquatic organisms Bacteria Live in almost all temperatures.

Algae and submerged aquatic vegetation 55—100 degrees F or 13—38 degrees C

Most aquatic animals 55—100 degrees F or 13—38 degrees C

*Best range for a healthy aquatic ecosystem 55—80 degrees F or 13—26 degrees C

Dissolved Oxygen: preferred range for aquatic organisms

Dissolved Oxygen (parts per million—ppm) < 2 ppm Fatal to most aquatic species.

< 3 ppm Stressful to most aquatic species

5 ppm or greater Sufficient for most aquatic species

Clarity or Transparency- the measure of how deep light can penetrate through a body of water.

Secchi disc depth in meters

29 30 Estuarine Water Quality Monitoring (Field Activity) Student Assessment

1. Was your hypothesis supported by your data? Explain why or why not. Whether your hypothesis is supported or not, what can you infer from your observations, measurements, and results? ______2. What was the difference in salinity at the Salt River compared to the salinity at Shell Island? How do you account for these differences? Explain using the other data you collected or observed today. ______3. What was the difference in turbidity at the Salt River compared to the turbidity at Shell Island? How do you account for these differences? Explain using the other data you collected or observed today.? ______4. How would the salinity at the Eagle’s Nest change if less freshwater was flowing from the Crystal River? What factors could lead to such a scenario? ______5. What are some human influenced activities that could decrease the transparency of the water? Explain how these would change the transparency. ______6. Think about the observations you have just made. Did the activity raise new questions? Write a short question (start with “What, Why, Where, When, or How”) about something you want to learn more about. ______

31 Estuarine Water Quality Monitoring (Field Activity) Writing Prompt

Water quality monitoring involves testing many parameters to ensure that filter feeding organisms (like oysters) are safe for humans to eat. Oysters are estuarine organisms that can only survive in a relatively narrow salinity range. Explain what may happen to oyster reefs in an estuary where reduced freshwater flows are occurring due to drought and overuse of groundwater by humans. Predict what may happen to local economies that are supported by commercial harvesting of oysters in this scenario. (use some of the data parameters you measured in the field activity to support your prediction). Suggest some steps local communities can take to protect the water quality of estuaries and improve the health of oyster reefs. ______32 Salt Marshes

Salt marshes are grassy coastal wetlands rich in marine life. They are also called tidal marshes because they occur in the zone between low and high tides. Saltmarsh plants cannot grow where waves are strong but thrive along low-energy coasts. They also occur in estuaries, where fresh water from rivers mixes with sea water, usually behind barrier islands or in bays.

A distinctive feature of salt marshes is the lack of trees. Salt marshes are composed of a variety of plants, mainly rushes, sedges, and grasses. Florida’s dominant salt-marsh species are needle rush ( Jun- cus roemerianus), the grayish-green, pointed rush occurring where tides reach higher levels; and smooth cordgrass (Spartina alterniflora) found in lower areas that are inundated daily. Other locally abundant species include succulents such as saltwort (Batis), glassworts (Salicornia), and seapurselane (Sesuvium); sedges such as saw-grass (Cladium) and fringe-rush (Fimbristylis); and other grasses such as marshhay (Spartina patens), key grass (Monanthochlöe), and salt jointgrass (Paspalum vaginatum). Gi- ant leather fern (Acrostichum) is also locally abundant.

Salt marshes are important for many reasons. Hidden within the tangle of salt-marsh plants are animals in various stages of life. Animals hide from predators in marsh vegetation because the shallow, brackish area physically excludes larger fish. Many of Florida’s popular marine fisheries species spend the early parts of their lives protected in salt marshes.

Young fish often have a varied diet, foraging for food in the mud of the marsh bottom, on the plants themselves, and on smaller organisms that dwell in the marsh system. After salt-marsh plants die, they become detritus, a product of decomposition by microorganisms. Detritus is food for many small animals. Tidal waters move up into the marsh and then retreat, carrying and distributing detritus throughout the estuary.

33 Florida’s Salt Marshes and Coastal Hammocks

Salt marshes form along the margins of many north Florida estuaries. Gulf-coast salt marshes occur along low-energy shorelines, at the mouths of rivers, and in bays, bayous, and sounds. The panhandle region west of Apalachicola Bay contains estuaries with few salt marshes. From Apalachicola Bay south to Tampa Bay, however, salt marshes are the main type of coastal vegetation. The most continuous saltmarsh acreage in Florida lies in the coastal area known as “The Big Bend,” which extends from Apalachicola Bay to Cedar Key. South of Cedar Key, salt marshes contain an increasing proportion of mangroves, which are south Florida’s dominant coastal vegetation. On the Atlantic coast, salt marshes occur from Daytona Beach northward. Nevertheless, salt-marsh plants can still be found in fringes throughout south Florida.

Salt marshes are dotted with tree islands of coastal forest, commonly called hammocks. These coastal hammocks have little tolerance for salt and grow only where the elevation is high enough to prevent flooding during high tides. The most common tree species on a coastal hammock are sabal palm (Sabal palmetto), red cedar (Juniperus silicicola), slash pine (Pinus elliottii), and live oak (Quercus virginiana).

Salt marshes are often considered—incorrectly—to have little value. In addition to providing nursery areas for fish, shellfish, and crustaceans, salt-marsh plants have extensive root systems that enable them to withstand storm surges and limit damage to uplands. Salt marshes also serve as filters. Tidal creeks meander through the marshes, transporting nutrients and pollutants from uplands development. Salt marshes absorb, or trap, some of these pollutants, reducing the amount that enters estuary waters. Salt marshes also trap sediments, thereby improving water quality.

34 Salt Marsh Losses in Florida

Salt marshes have been drained, filled, or dredged to provide land for development or deep channels for boats. In Florida, at least 60,000 acres, or 8%, of estuarine habitats, including salt marshes, have been lost to permitted dredge-and-fill activities.

Scientists at the Florida Fish and Wildlife Conservation Commission’s Fish and Wildlife Research Institute are using Geographic Information Systems to study changes in Florida’s coastal habitats. Changes can be evaluated by comparing digitized aerial photographs of the coast from different years. The changes often reflect a net loss of fisheries habitats.

Most salt-marsh loss has occurred in Florida’s five northeast counties, which contain 11% of the state’s total salt-marsh acreage. Nassau County suffered its greatest loss when the Intracoastal Waterway was dredged. Duval County has lost even more as a result of human activity. Analysis of 3.5 miles on either side of St. Johns Inlet and 10 miles up the St. Johns River showed a 36% loss of marsh habitat, principally because of dredge-and-fill activities since 1943. In Palm Beach County, Lake Worth in the Indian River Lagoon lost 51% of its salt-marsh acreage between 1944 and 1982 because a network of canals draining low-lying uplands diverted the flow of fresh water away from salt marshes.

In southwest Florida, both salt marshes and mangroves occur along the shores of estuaries. Since 1940, Tampa Bay has been one of the fastest growing metropolitan areas in Florida. Ship-channel dredging and port construction have brought Tampa Bay the economic benefits of being one of the largest ports in the nation, but considerable environmental damage has accompanied this growth. Tampa Bay has lost more than 40% of its original mangrove and salt-marsh acreage over the past 100 years. Four types of dredging have damaged Tampa Bay habitats: channel deepening, maintenance dredging, shell dredging, and land-fill dredging.

Estuaries and their salt marshes provide habitats for at least 75% of Florida’s recreational and commercial fishes, shellfish, and crustaceans. The elimination and degradation of Florida salt marshes harm fishery resources. Many of Florida’s marine fisheries will decline and may disappear without protection and restoration of coastal wetlands.

Salt marshes are a part of our state heritage. It is up to us to ensure them a place in Florida’s future— your future.

State regulations have been enacted to protect Florida’s salt marshes and other coastal communities. Specifically, the Warren B. Henderson Wetlands Act of 1984 established clear guidelines for defining wetlands under state jurisdiction. All dredging and filling activities in state waters require permits un- less specifically exempted. Local laws vary, so be sure to check with officials in your area before taking any action.

35 Salt Marsh Investigation (Field Activity) Teacher’s Guide

Summary: Students will use transect lines and quadrats to explore the influence of non-living (abiotic) factors (temperature, light, water, elevation, etc.) on plant distribution and diversity moving from the low marsh (water’s edge) into the high marsh area (salt marshes adjacent to coastal hammocks). Learning Objectives: The student will describe the distribution of various vegetation in an estuarine environment according to their tolerance of the present abiotic factors. The student will use environmental quality monitoring equipment properly. The student will observe, measure and record data using appropriate units of measurement. Next Generation Sunshine State Standards: SC.7.N.1.1 & SC.912.N.1.1—The nature and practice of Science. SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Materials GPS units Air thermometer/Hygrometer Quadrats Soil thermometer Transect line/tape measure Anemometer Light meter Coastal Hammock/Salt Marsh Plant Identification Guide Background  Vocabulary: estuary, coastal hammock, salt marsh, biotic factor, abiotic factor, limiting factor.  Equipment training: transect line/tape measure, GPS, light meter, hygrometer, anemometer

Procedure 1. Engage the students by asking a specific question that gets to the heart of the activity: Why do plants grow in different zones or areas of a habitat? What type of abiotic factors influence the distribution of these plants? What types of animals utilize these different types of habitats/plants? What are some natural and/or human-caused events that might affect marsh plants (examples: tides, hurricanes, development, erosion from boat traffic, etc.)? 2. Use the students’ answers to ascertain what they already know, clarify any misconceptions, and then ask them to formulate their own hypothesis relating to their own expectations of the outcome of the lab. 3. Briefly explain the use of each piece of equipment. 4. Divide students into two small groups and give each group a complete set of equipment. Explain that one group will start the transect in the low marsh habitat at the water’s edge, and the other will start in the high marsh area. 5. Students will move along a transect line (which MSS staff will have set out) and stop every 3 meters to take certain measurements and identify the plants in their quadrat. 6. The groups at low and high marsh will take the measurements (indicated on their data sheets) when they first reach each quadrat. 7. After completing their measurements (teacher ensures that students are taking turns at the different quadrats in conducting measurements), each student will be responsible for identifying and quantifying the plants found within their section of the quadrat (each quadrat has four sections so if more than four students, some may do the same section). 8. Students from low & high marsh should then regroup, share (and compare) data. 9. After completing the lab, allow the students to answer the discussion questions as a group and explain their answers relating them to the concepts, processes and skills associated with the activity. Students should record their answers individually. At this time, facilitators can introduce/explain the specific concepts and explanations in a formal manner. 36

Salt Marsh Investigation (Field Activity) Student Data Sheet

General Information

Full Name Date:

Student Hypothesis and Rationale

If some abiotic factors are more important in determining the types of plants that can or cannot survive in this area, then I think that (choose one: temperature, humidity, rainfall, tides, or wind) is the most important abiotic factor affecting salt marsh plant life, because... ______. Field Observations/Measurements/Data

Parameter (Units) Quadrat 1 Quadrat 2 Quadrat 3 Quadrat 4

Longitude:

Latitude:

Low Marsh, High Marsh, Marsh Border, Upper Marsh Border, Transition Zone?

Is water visible on top of the soil? Can water be squeezed from the soil?

Sunlight at ground level (lux) Air temperature (C)

Soil temperature (C)

Humidity (%)

Wind speed (km/h)

Wind direction

Tide stage

37 Salt Marsh Investigation (Field Activity) Student Assessment

1. Which area had the highest number of different kinds of plants? Why? ______2. Did all of the quadrat sample areas have moist soil/substrate? If so, were some areas more wet than others? Why? ______

3. Based on your observations, which nonliving factor (s) had the greatest influence on the distribution of plants? In other words-why do you think certain plants lived in one part of the marsh, and certain plants in other places of the marsh? Explain. ______

______

4. By looking at the various kinds of vegetation you found in the different quadrat sample areas, what types of adaptations might some of these plants have to make to survive in the marsh habitat? ______5. If all of the plants in the high marsh area were cut down, what effect do you think this would have on the habitat closer to the water? ______

6. Think about the observations you have just made. Did the activity raise new questions? Write a short question (start with “What, Why, Where, When, or How”) about something you want to learn more about. ______

38 Salt Marsh Investigation (Field Activity) Writing Prompt

Because plants can’t move to avoid harsh environmental conditions, they have to have adaptations that allow them to survive in place. If you lived on a coastal hammock island surrounded by salt marsh, exposed to salt spray and strong winds and occasional flooding, what adaptations would you want to have? Before you begin writing, think about the environmental factors that you would be face on a daily basis. Determine the specific adaptations that might help you survive these potentially harsh environmental factors. ______

39 Coastal Hammock/Salt Marsh Plant Identification Guide

Red Mangrove

Rhizophora mangle

40 Coastal Hammock/Salt Marsh Plant Identification Guide

41 Coastal Hammock/Salt Marsh Plant Identification Guide

42 Coastal Hammock/Salt Marsh Plant Identification Guide

43 Coastal Hammock/Salt Marsh Plant Identification Guide

44 Coastal Hammock/Salt Marsh Plant Identification Guide

45 Coastal Hammock/Salt Marsh Plant Identification Guide

46 Coastal Hammock/Salt Marsh Plant Identification Guide

47 Mangroves

Mangroves are trees that grow in intertidal salty environments because they can tolerate frequent flooding and are able to obtain fresh water from salt water. Mangroves secrete excess salt through their leaves and block absorption of salt at their roots, some more than others.

Florida’s estimated 400,000–500,000 acres of mangrove forests contribute to the overall environmental health of the state’s southern coasts. Mangroves trap and cycle pollutants, chemical elements, and inorganic nutrients. Mangrove roots provide attachment surfaces for marine organisms such as barnacles and oysters. Many of these attached organisms, especially cyanobacteria and algae, filter water and trap and cycle nutrients.

The importance of mangroves to their associated marine life cannot be overemphasized. Mangroves provide protected nursery areas for fish, crustaceans, and shellfish. They also contribute to the food web, aid- ing a multitude of marine species such as snook, snapper, tarpon, jack, sheepshead, red drum, oysters, crabs, and shrimp. Florida’s important recreational and commercial fisheries would substantially change without healthy mangroves. Animals find shelter in mangrove roots and branches, and the branches serve as rookeries (nesting areas) for coastal birds such as egrets, herons, brown pelicans, and roseate spoon- bills. Many migratory birds also depend on mangroves for food and shelter.

48 Florida’s mangroves

Worldwide, as many as 50 or more species of mangroves exist. Of the three species found in Florida, the Red Mangrove, Rhizophora mangle, is found closest to the water and is probably the best known. The Red Mangrove is easily identified by its tangled, arching roots called “prop roots.” The growth of these roots has earned red mangroves the title “walking trees” because they creep into new areas by branching roots.

Red mangrove characteristics: Prop roots—Supports the tree, promotes gas exchange in the roots under conditions with no oxygen. Leaves—Shiny, broad, dark green, waxy, opposite each other on stem. Flowers—Yellow, waxy, stalked flowers in groups of four. Only visible during flowering season. Fruit—Leathery brown, conical berry about 1 inch long. Propagules— Pencil shaped, up to 18 inches long. Location—Usually the closest to the saltwater.

Salt removal—Excludes salt at the roots. 49 The Black Mangrove, Avicennia germinans, often occurs in shallower water landward of the Red Man- grove zone. The Black Mangrove can be identified by numerous finger-like projections, called pneumatophores, that protrude from the soil around the tree’s trunk and help with root aeration and gas exchange.

Black mangrove characteristics: Roots—Has pneumatophores, which are aerating roots that emerge finger-like from the soil surrounding the plant. Leaves—Narrowly elliptical, upper surface green and shiny, lower surface gray-green, coated with fine hairs. Salt crystals on surface of leaves. Salt washes off during rain. Flowers—Clusters of small, white, stalk-less flowers. Only visible during flowering season. Fruit/Propagules—Lima bean shaped. About 1 inch long. Salt removal—Extrudes salt from the surface of the leaves.

50 The White Mangrove, Laguncularia racemosa, usually occupies higher intertidal elevations than the Red or Black Mangroves do. Unlike the other species, the white mangrove usually has no visible aerial root systems. The easiest way to identify the white mangrove is by the leaves. They are elliptical, yellow-green, often notched at the tip, and have two opposite sugar glands (nectaries) on the leaf stalk (petiole) at the base of the leaf blade. Salt glands are located in small depressions on the leaf blade.

White mangrove characteristics: Roots—Lack prop roots and pneumatophores. Leaves—Rounded, broadly oval, yellow green. (One “dimple” at the leaf tip and two “pimples” or salt glands at the base.) Flowers—Clusters of small, whitish flowers. Only visible during flowering season. Fruit— Velvety, gray-green, pear shaped. Location—Usually further away from the saltwater compared to the red and black mangrove. Can be intermixed with the red mangrove, however.

51 A fourth species, called Buttonwood or Button Mangrove, Conocarpus erectus, is related to the White Mangrove and also has sugar glands on the leaf stalks. It may grow intertidally but is considered an uplands species by our state laws.

Each of these species has a remarkable method of reproduction in which seedlings, or propagules, are formed. On Red Mangrove trees, seedlings germinate while still attached to the tree. Over time, the seed- ling drops from the tree, floats for a while, and eventually settles on a shallow shoreline. Seedlings of Black and White Mangroves also form on the tree within a fruit but drop from the tree with the fruit cover intact. The propagule loses the fruit cover while floating in the water or when it reaches a shoreline.

Florida’s mangroves are tropical species and are sensitive to temperature fluctuations as well as to freezing temperatures. Mangroves are common as far north as Cedar Key on the Gulf coast and Cape Canaver- al on the Atlantic coast. Black Mangroves occur farther north in Florida than the other two species do. Frequently, all three species grow intermixed without any perceptible zonation.

People that live along south Florida coasts benefit from mangroves in many ways. In addition to providing fish habitats, mangrove forests protect uplands from storm winds, waves, and floods. The amount of protection afforded by mangroves depends upon the width of the forest and the tree size. A very narrow fringe of small mangroves offers less protection, but a wide expanse of tall forest can absorb more wave energy and thus considerably reduce storm-surge damage to property. Mangroves help prevent erosion by stabilizing shorelines with their specialized root systems. They also remove pollutants and, by slowing wave action, maintain water quality and clarity.

52 Mangrove losses in Florida Although mangroves can be damaged by natural events, human destruction of mangroves has been more common. Scientists at the Florida Fish and Wildlife Conservation Commission’s Fish and Wildlife Research Institute use Geographic Information Systems to study changes in Florida’s coastal habitats. By comparing digitized aerial photographs from different years, scientists are able to evaluate changes in the extents of mangrove forests. These studies show that mangrove acreage has been lost, often because of human activities.

Tampa Bay, located on the southwest Florida coast, has experienced considerable change. The Port of Tam- pa is one of the 15 largest ports in the nation. Over the past 100 years, Tampa Bay has lost over 40% of its coastal wetlands, including both mangroves and salt marshes.

The next large bay system south of Tampa Bay is Charlotte Harbor. Unlike Tampa Bay, Charlotte Harbor is a less urbanized estuary, but some mangrove destruction has occurred here as well. Punta Gorda waterfront development accounts for 59% of the total loss in Charlotte Harbor. Mangrove acreage has increased in parts of the bay, probably as a result of sediments being disturbed during uplands development. As tidal flats accumulate more sediment, they are colonized by mangroves. Spoil islands, created as by-products of channel dredging, also provide suitable habitat for mangroves.

Scientists have also been observing changes in the Lake Worth system on the southeast Florida coast. Lake Worth, near West Palm Beach, evolved naturally from a saltwater lagoon to a freshwater lake; but because of human alterations, the lake has again become estuarine. Exotic vegetation and urbanization have dis- placed the mangroves, whose acreage has decreased 87% over the past 40 years. The 276 acres of mangroves that remain are found in small scattered areas and are now protected by strict regulations.

Another study site included the Indian River Lagoon from St. Lucie Inlet north to Satellite Beach. The Indian River is the longest saltwater lagoon in Florida. The study site contains almost 8,000 acres of mangroves, but much of this is not available as fisheries habitat because many acres are in mosquito impoundments. Some impoundments have been reconnected to the lagoon through pipes and water-control structures. Since the 1940s, as much as 86% of the mangroves have been impounded or lost.

Mangroves are Florida’s true natives and are part of our state heritage. It is up to us to ensure a place for them in Florida’s future as one of our most valuable coastal resources.

State and local regulations have been enacted to protect Florida’s mangrove forests, and local laws vary. Prior to taking any action, be sure to check with officials in your area to determine whether a permit is required. Trimming of mangroves is permitted only in accordance with the Mangrove Trimming and Pro- tection Act of 1996.

53 Mangrove Investigation (Field Activity) Teacher’s Guide

Summary: Students will identify the different mangrove species and observe the differences between each species regarding root and leaf structure, reproductive mechanisms and the spatial orientation to other mangrove species. They will also observe where each species is located in relation to specific depths of water, land elevation, and/or salinities. Finally, the students will observe and record any organisms that are located on or within the mangroves. Learning Objectives: The student will describe the distribution of various vegetation in an estuarine environment according to their tolerance of ambient abiotic factors. The student will use environmental quality monitoring equipment properly. The student will observe, measure and record data using appropriate units of measurement. Next Generation Sunshine State Standards: SC.7.N.1.1 & SC.912.N.1.1—The nature and practice of Science. SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Materials GPS units YSI Professional Series Water Quality Meter (Temperature, salinity) Wind speed indicator and compass Tape measure Clipboard Data Sheets / Extra paper for plant drawings Pencil Plastic baggies Background  Vocabulary: estuary, mangrove, biotic factor, abiotic factor, limiting factor.  Equipment training: GPS, YSI water quality meter, tape measure Procedure 1. Engage the students by asking a specific question that gets to the heart of the activity: Why do plants grow in different zones or areas of a habitat? What type of abiotic factors influence the distribution of these plants? What types of animals utilize these different types of habitats/plants? What are some natural and/or human-caused events that might affect mangrove plants (examples: tides, hurricanes, development, erosion from boat traffic, etc.)? 2. Use the students’ answers to ascertain what they already know, clarify any misconceptions, and then ask them to formulate their own hypothesis relating to their own expectations of the outcome of the lab. 3. Briefly explain the use of each piece of equipment. 4. Divide students into small groups and give each group a complete set of equipment. Each group will spend some time studying the portion of the island that contains each species of mangrove. 5. Students will accurately identify the different species of mangroves that are located at the assigned sites and record and draw their structures as noted on the data sheet. They will observe and record the location of each species in relation to the waterline. They will observe and record any organisms that can be seen utilizing the various structures of the mangroves. 7. After completing the lab, allow the students to answer the discussion questions as a group and explain their answers relating them to the concepts, processes and skills associated with the activity. Students should record their answers individually. At this time, facilitators can introduce/explain the specific concepts and explanations in a formal manner. 54 Mangrove Investigation (Field Activity) Student Data Sheet

General Information Full Name Date:

Student Hypothesis and Rationale If some abiotic factors are more important in determining the type of mangrove plants that can or cannot survive in this area, then I think that (choose one: temperature, salinity, tides, or wind) is the most important abiotic factor affecting mangrove plants, because... ______Field Observations/Measurements/Data

Parameter (Units) Site 1 Site 2 Site 3 Site 4

Longitude:

Latitude:

Cloud cover (% coverage)

Wind speed (km/h)

Wind direction Tide Stage

Salinity (ppt)

Air temperature (C)

Water temperature (C)

Water depth (m)

Distance from waterline (m)

Bottom type (see codes)

Bottom vegetation type (see codes) & percent coverage Shoreline type (see codes) & percent coverage

Other observations

55 Mangrove Investigation (Field Activity) Student Data Sheet

Full Name Date:

Habitat Codes MP—Mixed Patchy RR—Rock Rubble RM—Red Mangrove SE—Sea Grass BM—Black Mangrove HB—Hard Bottom WM—White Mangrove SA—Sand SW—Sea Wall OY—Oyster Shells MA—Mixed Algae TG—Turtle Grass TR—Trash SG—Shoal Grass FS—Floating Sea Grass MG—Manatee Grass OT—Other

For every site you collect data, create sketches as described below using the provided water-resistant field paper. Answer the following questions for each type of mangrove (red, black, and/or white) you encounter. Leaves Sketch or trace the shape of a leaf.

What is the leaf arrangement (alternate or opposite)?

Are there hairs, glands, or other structures on the blade or petiole?

Stems/Trunk

Describe: color, texture, shape

Aerial Roots Describe type (prop, drop, pneumatophores, etc.):

Sketch the aerial root system.

56 Mangrove Investigation (Field Activity) Student Assessment

1. Was your hypothesis supported by the data or not? Based on your data and observations, which nonliving factor (s) had the greatest influence on the distribution of mangrove plants? In other words, why do you think certain mangrove plants lived in one part of the observed area, and certain plants in other places of the observed area? Thoroughly explain using your data to help support your explanation. Use additional paper, if necessary. ______

______

2. What species of mangrove was located closest to the waterline? What was the next mangrove species located away from the water? ______2. How are the mangroves able to live in and near saltwater while some other types of plants are not? ______

3. What are the differences between red, black, and white mangroves regarding leaf and root structures and their reproductive methods? ______5. If all of the mangrove trees along the shoreline were cut down, what effect do you think this would have on the habitats further inland? ______

______57 Mangrove Investigation (Field Activity) Writing Prompt

A land developer has proposed plans to construct multiple condominiums on property that has a large mangrove forest fringing the shoreline. The developer wants to remove these mangroves in order for a large marina to be placed near the condominiums so residents can dock large boats. The developer is taking these plans to the various government agencies that will review environmental permits involving this project. Acting as a private citizen, write a persuasive essay to the government agencies explaining why you think they should not grant this developer permits to remove the mangroves. Be sure to include pertinent ecological information (data) on mangroves as a major supporting component for your argument.______

58 Fisheries Independent Monitoring—Seining Fisheries biologists use many methods in gathering data to determine the condition of Florida’s fisheries resources. This requires knowledge of the relative abundance of stocks at particular life stages. One method used to gather this data is fisheries-independent monitoring. This is a statistically valid sampling technique used to collect data rather than just obtaining the information from creel surveys (i.e., getting the information from fishermen). Monitoring juvenile and adult fish and invertebrates provides fisheries managers with data about relative changes in stock (i.e., population) abundance and food web dynamics. These stock abundance estimates are used to develop juvenile recruitment indices, which can be used to evaluate the effects of current regulations on fishery stocks and to predict future fishery stock levels. Fish- eries independent data is one of three key pieces of information incorporated into stock assessments. The other two key pieces of information is creel surveys from recreational fishermen and landings data from commercial fishermen. Seine nets are one type of gear utilized to gather data for fisheries-independent monitoring (FIM). They are designed to be pulled over a substrate and brought to shore where the organisms can be identified, counted, and either culled (retained for laboratory sampling) or released. Seine nets are comprised of a rec- tangular panel of netting, a weighted lead line along the bottom, floats arranged along the top and the ends tied to poles. Larger nets may not have poles attached to them, but have line attached to the corners which is pulled by the samplers. Seine nets range in length from 4 feet to as large as 600 feet. Different net mesh sizes are available depending upon the size of the organisms that are being collected. Large seine nets usually have a “bag” in the middle of the net so organisms can be balled into it for easier handling. The depth of the seine net is important. This determines how deep a net can effectively sample any given area. Seining is a simple, effective method for sampling the entire water column of a given area. Because the net has floats at the surface and weights holding the net on the bottom, it can collect organisms vertically along a path as wide as the length of the net. Seagrass meadows are an ideal habitat to seine. The most common seagrasses in Florida are turtle grass (Thalassia testudinum), manatee grass (Syringodium filiforme), and shoal grass (Halodule wrightii). Re- fer to the seagrass literature included in this manual for species descriptions and life history information.

59 Seining/Fish Adaptations Investigation (Field Activity) Teacher’s Guide -Examining how fish adaptations determine their role within a food web.

Summary: Students will use a seine net to sample fish and invertebrates from a estuarine or marine habitat. Students will observe, measure, record, and compare selected structural features of the collected specimens; differentiate between physical and behavioral adaptations, and infer potential beneficial effects of various adaptations, especially those that relate to mobility and feeding. Investigations/discussions will connect these attributes to their value in gaining or conserving energy from the food web. Learning Objectives: After completing the field activity, students will be able to: 1) identify and explain a variety of fish adaptations and their value; 2) relate adaptations to fish survival (mobility and feeding); 3) observe, measure, record, and compare selected structural features of the collected specimens; 4) differentiate between physical and behavioral adaptations; 5) explain how adaptations aid in gaining or conserving energy from the food web. Next Generation Sunshine State Standards: SC.7.N.1.1 & SC.912.N.1.1—The nature and practice of Science. SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.

Materials Seine net Dip nets Rulers/Tape measure Refractometer Fish reference chart Digital camera GPS receiver Specimen buckets Background  Vocabulary: food web, trophic level, carbon cycle, photosynthesis, producer, consumer, adaptation, apex predator,  Equipment training: GPS, YSI water quality meter, tape measure Procedure 1. Engage the students by asking a specific question that gets to the heart of the activity: Why do fish live in different zones or areas of a habitat? What types of characteristics allow fish survive in particular habitat? What types of fish and invertebrates utilize the seagrass habitats? What are some natural and/or human-related activities that might affect fish populations (examples: tides, hurricanes, habitat loss , overfishing, etc.)? 2. Use the students’ answers to ascertain what they already know, clarify any misconceptions, and then ask them to formulate their own hypothesis relating to their own expectations of the outcome of the lab. 3. Briefly explain the use of each piece of equipment. 4. Conduct the seining event. Examine the fish and invertebrates caught. Divide them into groups based on their feeding/hunting styles. Isolate fish with unique body forms (e.g., flounder, toadfish, pinfish, etc.) Place live fish in containers filled with water and pass them out to small groups for observations on data sheets. Have each small group share with the whole group about their particular fish. 5. After completing the lab, allow the students to answer the discussion questions as a group and explain their answers relating them to the concepts, processes and skills associated with the activity. Students should record their answers individually. At this time, facilitators can introduce/explain the specific concepts and explanations in a formal manner. 60 Seining/Fish Adaptations (Field Activity) Student Data Sheet

Full Name Date:

Student Hypothesis and Rationale Energy is transferred up and down and throughout food webs through photosynthesis, predation, and death/ decomposition. The shape of a fish’s body (choose one: can / cannot) inform a scientist about its role in the food web of Gulf of Mexico seagrass meadows because….

______

Field Observations/Measurements/Data Longitude:

Latitude:

Salinity

Characteristic Fish 1 Fish 2 Fish 3 Invertebrate 1

Body shape

Tail shape

Mouth (location and size)

Location and size of eyes

Coloration/Patterns

Producer?

Primary Consumer?

Apex Predator? Type of fish (or type of invertebrate)

Other field observations: ______

______61 Seining/Fish Adaptations (Field Activity) Student Assessment

1. Was your hypothesis supported by the data or not? Explain thoroughly sing your data to help support your explanation. Use additional paper, if necessary. ______

______

2. Why are their differences in fish traits, even in the same environment? How might these differences be explained by what they eat and how they capture their food? ______3. Based on its mouth and eye locations, where would fish #2 be most adapted to locate its food? ______

4. What is countershading? How might this trait help a fish in feeding and avoiding predators in open water areas? ______5. Did you capture more predators or more primary producers while seining? Are there more primary producers or predators in the ocean? Explain. ______

62 Seining/Fish Adaptations (Field Activity) Writing Prompt

Describe the marine food web in our coastal waters and explain the roles played by the following: sun, photosynthesis, phytoplankton (primary producers), zooplankton (primary consumers), invertebrates & verte- brates (secondary consumers, and apex predators. Also within your description, explain what role man plays within the marine food web in our coastal waters. Create a food web diagram to go along with your food web description. Be sure to indicate the transfer of energy throughout the food web using arrows. Example: sun —> algae —-> mullet —-> dolphin ______63

64 What are seagrasses? Seagrasses are grass-like flowering plants that live completely submerged in marine and estuarine waters. Although seagrasses occur throughout the coastal areas of Florida, they are most abundant in Florida Bay and from Tarpon Springs northward to Apalachee Bay in the Gulf. Seagrasses occur in protected bays and lagoons and also in deeper waters along the continental shelf in the Gulf of Mexico. The depth at which seagrasses are found is limited by water clarity because some species require higher levels of light. However, some species tolerate lower light levels than others and can grow at greater depths.

Florida’s approximately 2,000,000 acres of seagrasses perform many significant functions:

• they help maintain water clarity by trapping fine sediments and particles with their leaves; • they stabilize the bottom with their roots and rhizomes; • they provide shelter for fishes, crustaceans, and shellfish; and • they and the organisms that grow on them are food for many marine animals and water birds.

The canopy of seagrass leaves protects young marine animals from larger predators. Some animals, such as manatees and sea turtles, eat seagrass blades. Other animals derive nutrition from eating algae and small animals that live upon seagrass leaves. These colonizing organisms provide an additional link in the marine food web. Seagrass-based detritus formed by the microbial breakdown of leaves and roots is also an important food source.

65 Florida’s seagrasses Although approximately 52 species of seagrasses exist worldwide, only seven species are found in Florida’s marine waters. Six of these are widespread in Florida and extend beyond its borders.

Widgeon-grass, Ruppia maritima, grows in both fresh and salt water and is widely distributed throughout Florida’s estuaries in less saline areas.

Shoal-grass, Halodule wrightii, is an early colonizer of vegetated areas and usually grows in water too shallow for other species except Widgeon-grass.

Drawing and photo: FWC

66 Turtle-grass, Thalassia testudinum, the largest of the Florida seagrasses, has deeper root structures than any of the other seagrasses.

Manatee-grass, Syringodium filiforme, is easily recognizable because its leaves are cylindrical instead of ribbon-like and flat like many other seagrass species.

Drawings and photos: FWC

67 The species of Halophila found in Florida are Stargrass, Halophila engelmannii; Paddle-grass, Halophila decipiens; and Johnson’s Seagrass, Halophila johnsonii. These are smaller, more fragile seagrasses. Only limited information about them exists, although surveys are underway to define their ecological roles. Alt- hough Johnson’s Seagrass grows only in the Indian River Lagoon and is listed as threatened, it may not be distinct from Halophila ovalis, a species commonly found in other parts of the world.

Stargrass Paddle-grass Johnson’s Seagrass Halophila engelmannii Halophila decipiens Halophila johnsonii

Drawings: FWC

Seagrass losses in Florida Seagrasses are a valuable and necessary part of Florida’s marine environment, but they are disappearing at an alarming rate. Dredge-and-fill projects and degraded water quality are mainly responsible for their precip- itous decline. Propeller scarring also damages seagrasses.

Scientists of the Florida Fish and Wildlife Conservation Commission’s Fish and Wildlife Research Institute are using Geographic Information System technology to study changes in Florida’s coastal fisheries habitats, of which seagrass beds are a major component. By analyzing aerial photographs taken over time, the scientists are able to evaluate seagrass gains and losses more effectively.

Along the southwest Florida coast, two major bay systems have similar physical features but dramatically different histories. The Tampa Bay system, which has been highly developed and urbanized, has lost 81% of its seagrass acreage over the past 100 years. Charlotte Harbor, on the other hand, is a less developed estuary. A 29% decrease in its seagrass acreage was documented by comparing aerial photographs from 1944 to 1982.

Several sites on the east Florida coast have been analyzed. Among them are Ponce Inlet, just south of Dayto- na Beach, and the Indian River Lagoon (IRL) from Sebastian Inlet south to St. Lucie Inlet. The Ponce Inlet site has lost 100% of its seagrass, principally from dredge-and-fill activities for development of the Intracoastal Waterway. In a seven-mile stretch of estuary surrounding Sebastian Inlet, seagrasses have declined 38% since 1951. Another IRL study site north of Fort Pierce has lost 25% of its seagrasses since 1958.

The studies that document fisheries habitat alterations in Florida are proving helpful to local and state officials. They are increasing public awareness about the problem of fisheries habitat losses and are providing incentives to address this serious problem in Florida’s coastal zone.

68 Use of Transects and Quadrats in Seagrass Monitoring It is often impractical or impossible to count the total number of organisms in a large area. Therefore, to determine the number of species in a large population, random sampling is necessary. Random sampling is the method scientists use to collect a smaller number of samples from a population or community that is representative of the whole population or community. A random sample is one that is taken completely without regard for predetermined selection criteria. For instance, flipping a coin provides either a “heads” or “tails” outcome, but the outcome is completely random each time the coin is tossed. Random sampling allows scientists to sample all of the species in a small area and then make an estimate that represents a larger area. Using this method, scientists are able to estimate human, animal, and plant populations. Biologists use the transect/quadrat method in a variety of ways. Seagrass monitoring scientists use a variation of the transect/quadrat method when performing monthly sampling. A grid map is created for the large area of study. Through computer generation of random numbers, a few grids are selected for sampling. Scientists then go out to these sampling locations to conduct their seagrass monitoring. At each site, a “transect” (a straight line) is established along a fixed line from the shallow, shoreward edge of the seagrasses to the deep, seaward edge. Transect lengths vary from approximately 10 to 600 meters throughout sampling areas depending on bathymetry and water clarity. At regular intervals along each transect, detailed information such as seagrass species, abundance, and density is collected using a one square meter “quadrat.” Seagrasses are critical indicator species for the health of estuaries and the coastal marine environment. By collecting and analyzing seagrass monitoring data, scientists have the ability to define an- nual trends in seagrass distribution, abundance, and maximum depth of growth within their areas of study. This information can be used as a tool for natural resource managers to use in helping protect and enhance the health and ecological functions of seagrass habitats.

69 Seagrass Meadow Investigation (Field Activity) Teacher’s Guide

Summary: Students will sample a seagrass meadow to estimate the densities of species located within the habitat. Students will observe and document the environmental factors that determine the types of species present within the habitat. Learning Objectives: The student will describe the distribution of various vegetation in a seagrass meadow using snorkeling gear, transects, and quadrats. The student will use environmental quality monitoring equipment properly. The student will observe, measure and record data using appropriate units of measurement. Next Generation Sunshine State Standards: SC.7.N.1.1 & SC.912.N.1.1—The nature and practice of Science. SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Materials GPS units YSI multiparameter water quality instrument Quadrats Turbidimeter Transect line/tape measure Anenometer Data sheets Identification Guides Camera Snorkeling gear

Background  Vocabulary: marine, seagrass, transect, quadrat, abiotic factor, limiting factor.  Equipment training: transect line/tape measure, quadrat, GPS, YSI, anemometer, turbidimeter

Procedure 1. Engage the students by asking a specific question that gets to the heart of the activity: Why do plants grow in different zones or areas of a habitat? What type of abiotic factors influence the distribution of these plants? What types of animals utilize these different types of habitats/plants? What are some natural and/or human-caused events that might affect seagrasses (examples: tides, hurricanes, development, erosion from boat traffic, etc.)? 2. Use the students’ answers to ascertain what they already know, clarify any misconceptions, and then ask them to formulate their own hypothesis relating to their own expectations of the outcome of the lab. 3. Briefly explain the use of each piece of equipment. 4. Divide students into groups of three. You will need a counter, recorder, and someone to help identify each species. 5. The groups will take the water quality measurements (indicated on their data sheets) when they first reach the sampling location. 6. After completing their water quality measurements (teacher ensures that students are taking turns at the different sampling locations in conducting these measurements), each group will be responsible for identifying and quantifying the plants found within their section of the quadrat. (See next page for seagrass monitoring protocols). 7. Number pieces of paper from 1 to 4 for seagrass sampling and place the pieces of paper in a hat. Pick one piece of paper from the hat to determine which cell in the 0.25 m2 quadrat you will be counting. Cell numbers in the grid begin in the top left corner and continue across the row, then to the far left of the next row, etc. See quadrat diagram below: 1 2

3 4 70

Seagrass Meadow Investigation (Field Activity) Teacher’s Guide

8. Students will move along a transect line (which MSS staff will have set out) and stop every 5 meters to identify, count and record the number of each species of plants in their quadrat. Avoid handling the various species to be counted. Try to minimize the impact on the environment you are sampling. You may need to pull seagrass blades and shoots up through the quadrat. Be careful not to break them, they are delicate. Count the number of shoots, not leaves, in the quadrat. 9. Use the number of seagrass shoots counted to determine how many shoots per m2 :  Each quadrat cell is 1/16 or 0.0625 of a m2  Number of shoots X 16 = seagrass shoots per m2 10. Find the density of seagrass species per hectare. The formula to accomplish this task are below. The point of this exercise is to find the approximate number of the species being studied over a larger area.  1 hectare = 10,000 m2  Number of shoots per m2 X 10,000 m2 = number of shoots per hectare 11. Students should repeat steps 2 through 6 for 4 quadrats, with everyone in the group having the opportunity to perform a different task. Then the students should regroup, share (and compare) data. 9. After completing the lab, allow the students to answer the discussion questions as a group and explain their answers relating them to the concepts, processes and skills associated with the activity. Students should record their answers individually. At this time, facilitators can introduce/explain the specific concepts and explanations in a formal manner.

71 Seagrass Meadow Investigation (Field Activity) Student Data Sheet

General Information

Full Name Date:

Student Hypothesis and Rationale

If some abiotic factors are more important in determining the types of seagrasses that can or cannot survive in this area, then I think that (choose one: salinity, temperature, turbidity, substrate type, etc.) is the most important abiotic factor affecting seagrasses, because... ______. Field Observations/Measurements/Data Parameter (Units) Sampling Area Longitude:

2 2 2 Latitude: Quadrat # Shoots/m Shoots/m Shoots/m Turtle Grass Manatee Grass Shoal Grass Percent Cloud cover: 1

Air temperature: 2

Tide stage: 3 Water temperature: 4 Turbidity: 5 Transparency (Secchi depth): 6 pH:

Salinity: Shoots/hectare Shoots/hectare Shoots/hectare Turtle Grass Manatee Grass Shoal Grass Dissolved Oxygen:

Current Flow/Direction:

72 Seagrass Meadow Investigation (Field Activity) Student Assessment

1. Was your hypothesis supported by the data or not? Explain thoroughly using your data to help support your explanation. Use additional paper, if necessary. ______2. Did all of the quadrat sample areas have the same seagrass species? Why? ______

3. Why do seagrasses not grow in very deep, cloudy, or tannin stained waters? Explain.

______

4. By looking at the various kinds of vegetation you found in the different quadrat sample areas, what types of adaptations might some of these plants have to allow them to survive in the seagrass habitat? ______5. Explain the reasons why environmental resource managers need to conduct seagrass monitoring. ______

6. Why is it important to be consistent with environmental sampling methods, accuracy, sources of error, and sample replication? Explain what may happen if scientists were not consistent. ______

73 Seagrass Meadow Investigation (Field Activity) Writing Prompt

A group of business leaders and local county commissioners are considering the development of a sea port in Citrus County. This sea port would bring in jobs that could potentially boost the local economy. However, the sea port may have impacts on local seagrass populations and the game fish that depend upon healthy seagrasses. Using information you have learned as a result of this field activity, explain the potential impacts that a dredged sea port canal may have on local seagrass meadows. Based on this information, make a case for either supporting the port or not. Be sure to include pertinent ecological information (data) on seagrasses as a major supporting component for your argument.______

74 Limestone Rock Reefs and Sponge Beds Limestone Rock Reefs: Consolidated substrates are sometimes called rocky or hard substrates and include natural formations such as rock outcrops (limestone rock reefs) and coral reefs, and human-built structures such as jetties and artificial reefs. Hard substrates are sometimes referred to as “live-bottom” communities, because they are covered by living, sessile (i.e., immobile) organisms. The community of living organisms (such as sponges, corals, algae, barnacles, and others) are sometimes referred to as epibiota (epi=attached, biota=organism), which is analogous to epiphytes (such as Spanish moss) that grow on trees. Because hard substrates extend vertically above the sea floor, they provide a more complex habitat structure than soft sediments, and support a greater diversity of organisms. Hard substrate are essential for sessile organisms (organisms that are not mobile), which need hard surfaces for attachment. The sessile invertebrates that require hard substrates for attachment include sponges, corals, sea anemones, barnacles, tuni- cates, and bryozoans. Mobile invertebrates that utilize these hard substrates include mollusks (e.g., snails, limpets, nudibranchs, and chitons), echinoderms (e.g., sea stars, brittle stars, and sea cucumbers), and crustaceans (e.g., crabs and shrimp). Live bottom communities such as limestone rock reefs support diverse populations of fishes, including sea basses, groupers, snappers, porgies, grunts, jacks, and triggerfish. Many ornamental species such as spadefish are also present on live bottom. Natural impacts on live bottom areas include cold-water intrusion, which can kill tropical species, freshwater inflow, red tides, high turbidity, storm surge, and potential ocean acidification as a result of global climate change. Impacts due to man include ocean dumping, dredging, disposition of dredge material or drilling muds, oil spills, pollution, and bottom damage caused by anchors, trawls, and other bottom fishing gear.

75 Limestone Rock Reefs and Sponge Beds Sponge Bed: Marine and estuarine sponge beds are faunal (i.e., animal) based natural communities charac- terized as dense populations of sessile invertebrates of the phylum Porifera (Sponges), Class Demospongiae. The dominant animal species of these communities are sponges such as branching candle sponge, Florida log- gerhead sponge and sheepswool sponge. Although concentrations of living sponges can occur in marine and estuarine intertidal zones, sponge beds are confined primarily to subtidal zones. Other sessile animals typically occurring in association with these sponges are stony corals, sea anemones, mollusks, tube worms, isopods, amphipods, burrowing shrimp, crabs, sand dollars, and fishes. Sessile and drift algae can also be found scattered throughout sponge beds. Sponge beds require hard bottom (consolidated) substrate (i.e., limestone rock) on which to anchor. Hard bottom substrate occurs sparsely throughout Florida in marine and estuarine areas; however, sponges prefer the warmer waters of the southern portion of the state, significantly limiting their distribution. Sponge beds may blend into other marine and estuarine communities (i.e., limestone rock reefs and oyster bars) as well as soft bottom communities (i.e., seagrass meadows, salt marshes, and mangrove swamps). Management considerations should include locating all true sponge beds within the state, thought to be more prevalent off the SW coast, and providing protection for them from external degradation. Primary threats to Sponge Beds include siltation from beach "renourishment" or "restoration" projects, anchor damage by nauti- cal craft, trawling by commercial fishermen, collecting for tourist-oriented trade, and water pollution, particu- larly oil spills.

76 Hardbottom/Sponge Bed Fish Investigation (Field Activity) Teacher’s Guide -Examining how habitats influence relative abundance of fish populations.

Summary: Students will use a snorkeling gear, underwater dive slates, water resistant field data sheets, and pencils to survey fish in marine habitats. Learning Objectives: After completing the field activity, students will be able to: 1) identify and determine the relative abundance of fish within aquatic habitats, 2) relate habitat structure to fish relative abundance, 3) observe, record, and compare selected relative abundance of fish populations in two separate habitats, 4) explain how habitat structure can influence populations of fish. Next Generation Sunshine State Standards: SC.7.N.1.1 & SC.912.N.1.1—The nature and practice of Science. SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.

Materials Snorkeling gear Dive slates Water quality monitoring equipment Fish reference chart Water resistant paper Pencils Optional Digital camera

Background  Vocabulary: habitat, population, community, individual, relative abundance  Equipment training: GPS, YSI water quality meter, snorkeling gear Procedure 1. Engage the students by asking a specific question that gets to the heart of the activity: Why do fish live in different zones or areas of a habitat? What types of characteristics allow fish survive in particular habitat? What types of fish and invertebrates utilize the seagrass /hardbottom/sponge bed habitats? What are some natural and/or human- related activities that might affect fish populations (examples: tides, hurricanes, habitat loss , overfishing, etc.)? 2. Use the students’ answers to ascertain what they already know, clarify any misconceptions, and then ask them to formulate their own hypothesis relating to their own expectations of the outcome of the lab. 3. Briefly explain the use of each piece of equipment. 4. Conduct the snorkeling activity. Students will snorkel over two different habitats (seagrass and hardbottom/spong bed) and fill out their underwater field data sheets. Captains/Biologists will be in the water to aid students in identification of species. 5. After completing the lab, allow the students to answer the discussion questions as a group and explain their answers relating them to the concepts, processes and skills associated with the activity. Students should record their answers individually. At this time, facilitators can introduce/explain the specific concepts and explanations in a formal manner.

77 Hardbottom/Sponge Bed Investigation (Field Activity) Student Data Sheet

General Information

Full Name Date:

Student Hypothesis and Rationale

The greater relative abundance of fish species will be found over the (Choose one: hardbottom or seagrass meadow) habitat because… ______.

Field Observations/Measurements/Data Parameter (Units) Sampling Area

Longitude: Fish Common Name Relative Abundance Relative Abundance over Hardbottom over Seagrasses Latitude:

Percent Cloud cover:

Air temperature:

Tide stage:

Water temperature:

Turbidity:

Transparency (Secchi depth): pH:

Salinity:

Dissolved Oxygen:

Current Flow/Direction:

78 FISH SURVEY TECHNIQUES

A Species and Abundance fish survey provides more data by assigning a relative abundance category to each species sighted. Many people mistakenly think they need to count every fish that is sighted...that is not the case! Relative abundance is easy to figure out:

Throughout the snorkel, you should be able to estimate about how many fish you saw of each species. If you encounter a large school, all you have to do is determine if the school contains more or less than 100 fish. One way to do this is to count a smaller group within the school, and see how many times you could count another group of the same size within the entire school. If it adds up to over 100, assign that species the "abundant" category. Try this method on the above image of the largest school of fish...count 10, estimate the space that 10 fish take up in the school, and see if you could fit a similar sized group within the school 9 more times. Once you get the hang of it, it's much easier than trying to count every last fish in a school! A particular species of fish may not always be in a school, so you can keep track of general totals in various ways as you survey the site.

"Mystery Fish." As long as you can positively identify a species, you can record it for your survey. You will most likely encounter species you cannot identify during the survey, but if you record your observations you may be able to make the ID after the survey. Start by making a sketch, and note things such as: size, color, markings, behavior and habitat/depth observed. This information will help you identify the family and hopefully the species. Look up and confirm mystery fish as soon as possible after the survey. If you are not 100% certain of a sighting, DO NOT RECORD IT. The next time you observe that species, look for additional ID characteristics. Identifying mystery fish will teach you to become more and more observant, and will help you learn a lot more fish than you ever thought you would!

79 Species Observed While Snorkeling Over Hardbottom Single, Few, Many, Abundant

Pinfish S F M A ______

Spottail Pinfish S F M A ______

Sheepshead S F M A ______

Spadefish S F M A ______

Black Sea Bass S F M A ______

Gag (Grouper) S F M A ______

Pigfish (Grunt) S F M A ______

80 Species Observed While Snorkeling Over Seagrass Single, Few, Many, Abundant

Pinfish S F M A ______

Spottail Pinfish S F M A ______

Sheepshead S F M A ______

Spadefish S F M A ______

Black Sea Bass S F M A ______

Gag (Grouper) S F M A ______

Pigfish (Grunt) S F M A ______

81 Hardbottom/Sponge Bed Investigation (Field Activity) Student Assessment

1. Was your hypothesis supported by the data or not? Explain thoroughly using your data to help support your explanation. Use additional paper, if necessary. ______2. Did both sample areas have the same fish species? Why or why not? ______

3. Why do seagrasses not grow on hardbottom habitats? Why do sponges need hardbottom habitats for their growth and survival?

______

4. By looking at the various kinds of fish you found in the different sample areas, what types of adaptations might some of these fish have to allow them to survive in the seagrass habitat? ______5. Explain the reasons why environmental resource managers need to conduct fisheries monitoring. ______

6. Why is it important to be consistent with environmental sampling methods, accuracy, sources of error, and sample replication? Explain what may happen if scientists were not consistent. ______

82 Hardbottom/Sponge Bed Investigation (Field Activity) Writing Prompt

A group of business leaders and local county commissioners are considering the development of a sea port in Citrus County. This sea port would bring in jobs that could potentially boost the local economy. However, the sea port may have impacts on local hardbottom/sponge bed populations and the game fish that depend upon healthy habitats. Using information you have learned as a result of this field activity, explain the potential impacts that a dredged sea port canal may have on local hardbottom/sponge bed populations. Based on this information, make a case for either supporting the port or not. Be sure to include pertinent ecological information (data) on hardbottom/sponge beds as a major supporting component for your argument. ______

83 Fisheries Independent Monitoring—Scientific Seafloor Sampling through Trawling Trawling is a fishing technique in which a large net is lowered into the water and dragged along the bottom of the sea floor. It is done commercially, (mainly for shrimp in the Gulf of Mexico) and for science research or education purposes. The Marine Science Station staff deploy otter trawls from their education vessels in the waters of the Gulf of Mexico for education and collection purposes. The cone shaped trawl nets used on board are small compared to some commercial and factory trawl nets which can be 300 feet across at the mouth. An otter trawl has specific parts that enable it to work properly. Look at the illustration below. The cod end or “bag” is the closed end where most of the catch is gathered. The throat creates a fun- nel into the cod end from the larger open end, called the mouth. The float line keeps the top part of the net floating in the water column, the lead line keeps the bottom part of the net dragging along to stir up benthic (bottom dwelling) animals. The float and lead lines keep the net open vertically. The doors open the net horizontally acting as wings which pull apart as the boat maintains a slow but steady forward speed (2-3 knots).

Float line

Door

Lead line

Throat

Cod end Net

Mouth

Door

Illustration

Courtesy of Bonnie Batson

84 Trawling/Fish Adaptations (Field Activity) Teacher’s Guide -Examining how fish adaptations determine their role within a food web.

Summary: Students will use a trawl to sample fish and invertebrates from an estuarine or marine habitat. Students will observe, measure, record, and compare selected structural features of the collected specimens; differentiate between physical and behavioral adaptations, and infer potential beneficial effects of various adaptations, especially those that relate to mobility and feeding. Investigations/discussions will connect these attributes to their value in gaining or conserving energy from the food web. Learning Objectives: After completing the field activity, students will be able to: 1) identify and explain a variety of fish adaptations and their value; 2) relate adaptations to fish survival (mobility and feeding); 3) observe, measure, record, and compare selected structural features of the collected specimens; 4) differentiate between physical and behavioral adaptations; 5) explain how adaptations aid in gaining or conserving energy from the food web. Next Generation Sunshine State Standards: SC.7.N.1.1 & SC.912.N.1.1—The nature and practice of Science. SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.

Materials Boat/Trawl Rulers/Tape measure Refractometer Fish reference chart Digital camera GPS receiver Specimen buckets Background  Vocabulary: food web, trophic level, carbon cycle, photosynthesis, producer, consumer, adaptation, apex predator,  Equipment training: GPS, YSI water quality meter, tape measure Procedure 1. Engage the students by asking a specific question that gets to the heart of the activity: Why do fish live in different zones or areas of a habitat? What types of characteristics allow fish survive in particular habitat? What types of fish and invertebrates utilize the seagrass habitats? What are some natural and/or human-related activities that might affect fish populations (examples: tides, hurricanes, habitat loss , overfishing, etc.)? 2. Use the students’ answers to ascertain what they already know, clarify any misconceptions, and then ask them to formulate their own hypothesis relating to their own expectations of the outcome of the lab. 3. Briefly explain the use of each piece of equipment. 4. Conduct the trawling event. Examine the fish and invertebrates caught. Divide them into groups based on their feeding/hunting styles. Isolate fish with unique body forms (e.g., flounder, toadfish, pinfish, etc.) Place live fish in containers filled with water and pass them out to small groups for observations on data sheets. Have each small group share with the whole group about their particular fish. 5. After completing the lab, allow the students to answer the discussion questions as a group and explain their answers relating them to the concepts, processes and skills associated with the activity. Students should record their answers individually. At this time, facilitators can introduce/explain the specific concepts and explanations in a formal manner.

85 Trawling/Fish Adaptations (Field Activity) Student Data Sheet

Full Name Date:

______

Field Observations/Measurements/Data Longitude:

Latitude:

Salinity

Characteristic Fish 1 Fish 2 Fish 3 Invertebrate 1

Body shape

Tail shape

Mouth (location and size)

Location and size of eyes

Coloration/Patterns

Producer?

Primary Consumer?

Apex Predator? Type of fish (or type of invertebrate)

Other field observations: ______

______86 Trawling/Fish Adaptations (Field Activity) Student Assessment

1. Was your hypothesis supported by the data or not? Explain thoroughly sing your data to help support your explanation. Use additional paper, if necessary. ______

______

87 Trawling/Fish Adaptations (Field Activity) Writing Prompt

89 Shell Island Native American Natural History The Crystal River area was home, 10,000 years ago, to small bands of nomadic hunters and gatherers called Paleoindians. Nomads are people that travel from place to place in order to find enough food to feed their families. The groups were made up of extended family members or clan groups related by blood that were led by the wisest elder or a person who could provide the best leadership for the group. The Paleoindi- an pioneers came here only part of the year or perhaps seasonally. The numbers of ice age mammals like mastadons, mammoths, and saber tooth cats that had been part of their diet for several thousand years were beginning to die out. The environment was becoming too warm for these animals to survive successful- ly, although it was cooler, dryer and more desert-like in Florida at that time than it is now. Most importantly and because sea level was lower, the coast was then somewhere between 60 and 100 miles further west from the present day shoreline. This began to change as the sea levels rose when the ice covering much of the northern continents began to melt. By about 8,000 years ago, the rise in sea level and the warming climate caused a change in the coastal environment and the lifeway of the Paleoindian pioneers. The kin of Paleoindians, now called the Archaic hunting and gathering peoples, adapted to the changing landscape by creating new ways of life that met their family’s needs. These activities included small game hunting, collecting plants, fishing, and shellfish harvesting. As the sea level rise began to slow down, stable coastlines developed. Large, shallow seagrass meadows formed and provided a home for many different types of marine fish. The salt water in the Gulf of Mexico mixed with the fresh water flowing from the rivers in the region. When the mix was right—about 6,500 years ago—an estuary ecosystem formed making it possible for many other marine animals to live there. Oysters were a good source of plentiful food growing in the newly emerging estuary. As the estuary matured, the Native Americans continued to use the marine animals for food. They became fishermen and by about 2,500 years ago, they began to live year round near Crystal River. It is at this point that sites along the Crystal River began to be occupied for all time. Two of the principal sites are, today, the Crystal River Ar- chaeological State Park located about 3 miles down river from Kings Bay, and Shell Island, which is 7 miles down river from Kings Bay at the mouth of the Crystal River. Over a period of approximately 1,900 years, beginning about 500 BC, the Native Americans at the Crystal River Site and Shell Island threw away great quantities of “midden material”. Archeologists sometimes refer to these Midden Areas as “shell heaps”. That is because oyster, clam, mussel, conch, crab, and snails seem to be just some of the favorite foods of these people. This, is probably because the local estuary and the Gulf of Mexico provided such an abundance of these kinds of foods. Also found in Midden Areas are various kinds of woodland animal bones, fish bones, turtle shells, broken pottery, broken hand tools, and ar- rowheads. These finds represent the remains of past lifeways at the Crystal River Site and Shell Island.

90 Taking out the Trash: Native American Middens by Candice Gibbs In this hands on lesson, students will excavate a modern version of a midden in order to develop an understanding of the differences in Florida’s Native American tribes. Through observation, note taking, and sketching students will work in small groups to compare different types of mounds created by various tribes throughout the state and describe the features that distinguish them from one another. By the lesson’s completion students will be able to accurately address the following: What are middens and Native Ameri- can mounds? How can they be used to increase our knowledge about the original inhabitants of our state?

Objectives:  Students will compare and contrast trash mounds, burial mounds, and ceremonial mounds created by Archaic Native Americans living in Florida.  Students will describe the significance of archaeological findings within a midden.  Students can explain how historians use historical inquiry and other sciences to understand the past. Students will use various media to relate knowledge of Native American mounds.

Background Information: The period between about 5000 B.C. and 3000 B.C is known as the Middle Archaic period. Middle Archaic sites are found in a variety of settings throughout Florida, including along the St. Johns River where huge mounds were built of shellfish debris taken from the river. The mounds, which contain human burials, are thought to have functioned sa monuments that reflected group identity and marked territory. In later times, burial mounds of various types would become common throughout Florida.

By ca. 3,000 B.C., the onset of the Late Archaic period saw Indian groups living in almost every part of Florida, especially near wetlands where shellfish and fish were readily available. The Indians faced the same problems of trash disposal as we do today. Through their daily living, they had leftover materials that they no longer wanted or needed. As they had no method of hauling this material any great distance from their homes, they created a dumping area at the outer edge of their village. Unlike the modern landfill, which is only used for several years and then filled over, the Native Americans continued to use the same area for hundreds of years.

Over time mounds of shell accumulated, the result of discard and, in some instances, deliberate construction. These trash piles help us to learn what Florida’s Native Americans ate. Near salt marshes, these middens are mostly made up of oyster shells. This is because oysters grow well in a salt marsh and therefore supplied a readily available source of food for Native Americans. Near a fresh water river, they are made mostly of snail shells. In other places, closer to the beach, clams, oysters, and whelk shells will be mixed together. There are even small middens made of coquina. Mixed with these shells, archaeologists find deer bones, sharks’ teeth, alligator scales, and many other animal parts. They also find broken pottery and tools.

Numerous middens were cleared away beginning in the late 1800s. Shell miners used them for roadbeds and other purposes. Federal & state laws, however, now prohibit the disturbance of middens on public lands. Unfortunately, those on private property are at risk of destruction.

(Summary taken from Jerry Milanich TeachingFlorida.org article “Florida Indians from Ancient Time to the Present”, and Crystal River Archaeological Site website )

91 Materials:  Disposable gloves for each student  Old newspapers for spreading  1 pre-bagged brown paper bag of trash for each group of 4 students  1 pre-bagged brown paper bag of trash for the teacher Each “bag of trash” should contain some items that represent needs, ornamental/recreational, and functional. Do not include anything unsanitary such as rotting food.  Human needs- empty water bottle, empty cracker box, candy wrapper, gum wrapper  Ornamental/recreational- silver bangle, single earring, ticket stub, small toy car  Functional- pencil, chalk, eraser, cup, coin, page from a book 1 copy of “Taking out the Trash” worksheets for each group

Lesson Activities: Part I: Assess Prior Knowledge

1. Ask students to explain what they think a midden is. 2. Ask students to discuss the evidence that Native Americans lived in Florida in 5000 BC. 3. Ask students who collects that evidence? Part II: Introduce Lesson/Background Info

Display the photos of Turtle Mound on a big screen 4. Share the background information on middens.

5. Students will be taking on the role of archaeologist to determine what information can be learned from the excavation of a midden. First, they need to understand how archaeologists conduct a dig and what is to be expected when excavating a midden.

View the videos (part 1 3:38 sec and part 2 3:56 sec) In these 2 short videos, the archaeological site of Tick Island is discussed by Dr. Brent Weisman, Professor of Anthropology at USF. He explains the construction of a midden as well as how artifacts and information are gathered from the site.

Video Part 1 Q and A: Q: According to archaeologists, what was the purpose of natives moving their dwellings to the top of middens?

A: They used the trash as a foundation to raise their villages up above water level. Florida’s land is low and water from storms would rise and flood the villages.

Q: Describe the steps Natives took to create a midden.

A: They collected discarded shells and trash and moved it away from the living area in order for it to de- compose (they didn’t want to live by rotting trash). Next, as it became covered with leaves and other materials, the decomposed trash became more stable. Last, the natives moved their dwellings to the top of these mounds.

92 Video Part 2 Q and A: Q: How do archaeologists know where the midden sites are located?

A: They look around fresh water sources because that is where natives would have searched for food. Rises in the otherwise flat landscape of Florida indicates the presence of a native mound.

Q: In the video, Dr. Weisman states that the natives never grew crops but instead lived off of the land. What types of food do you think they ate besides what was talked about in the video (raccoons, deer, fish and shellfish)?

A: Possible answers are nuts, berries, wild fruit, alligator, etc. Students should be aware that natives did eat fruits and vegetables and were not strictly living off of what they harvested from the water.

Q: When archaeologists excavate a site, they take a slice out of the midden that resembles a slice of cake. Why don’t they simply look at the top of a structure?

A: Archaeologists want to see all of the layers within the midden. This gives them a detailed history of the occupation of that site.

PART III: Introduce Hands-on Activity

T: Hold up teacher bag of trash

Archaeologists are essentially digging through prehistoric garbage dumps when they excavate middens created by Native Americans here in Florida. What do you think you could learn about me by going through my trash? Could you learn the color of my eyes? How about what I ate or what games I liked to play? How will examining the trash help you identify the age of it? Do you think the trash in this bag is the same that you would find if you looked in the garbage of a teacher from Australia? A teacher that lived 200 years ago?

T: Begin taking trash out of bag and placing in chronological order on the table (oldest trash is on the bottom)

What can you infer about the person who threw away this trash? (Prompts: why did they throw it away? Did they ‘waste’ the item? Did they use it completely? Was it old or new when they threw it away? In what way does the item relate to their lifestyle?) Can you tell how old the trash is based on its content?

T: Begin sorting the trash into some sort of similar piles.

Archaeologists classify objects found in middens. What are categories for this trash? What does the each piece of trash tell you about its origin and function?

93 Part IV: Student Independent (small group) Practice of Lesson

Now the students will conduct investigations of their own trash bags.

Divide students into groups of 4 and pass out their Data Collection Sheets. 1. Assign these roles within the group, or allow the students to volunteer for desired position:

Cataloguer -Takes notes during the observation and records the group’s consensus about the items.

Curator - Oversees the work and makes sure everyone is on task. Checks work for accuracy and completeness.

Excavator - Removes items from bag. Works closely with cataloguer to ensure accuracy.

Sketcher - Responsible for drawing artifacts. Works closely with excavator to ensure accuracy.

1. At the conclusion of the activity, allow groups to visit each other’s middens to share what they have discovered and view their work.

Standards

SS.412.A.1.2 Synthesize information related to Florida history through print and electronic media.

SS.912.W.1.4 Explain how historians use historical inquiry and other sciences to understand the past.

SS.4.A.2.1 Compare Native American tribes in Florida.

SS.4.A.1.1 Analyze primary and secondary resources to identify significant events and individuals throughout Florida history.

VA.4.C.3.3 Use the art-making process, analysis, and discussion to identify the connections between art and other disci- plines.

Resources:

Florida Archaeological Dig videos from iTunes, part 1 and part 2 .

Image of the nation’s highest shell mound, Turtle Mound, located along the Indian River in Volusia County, here .

94 95 96 97 Spoil Bank Islands Natural History and Fossil Hunting Field Experience

Go “back in time” and bring home a piece of geologic history at the Spoil Bank Islands, located on the northern edge of Crystal Bay in the Gulf of Mexico. These islands were constructed in the early 1960s and 1970s during the dredging of the Progress Energy power plant coal barge canal and the defunct Cross Florida Barge Canal, respectively. The canals were dug to a depth of approximately 25’ and the dredged material currently on top of the Spoil Bank Islands was dug from a level of the sea floor that was formed approximately 50-60 million years ago, during the Eocene (ee-oh-seen) geologic period. This dredged material is composed of limestone rocks containing numerous fossils, as well as individual fossilized specimens of forams, sponges, corals, mollusks, and echinoderms. Activities include fossil hunting, but along the way, explorers will discover the types of flora and fauna that colonize dry, or xeric, habitats found on these islands. A variety of sea birds are often seen at the Spoil Bank Islands, including nests with eggs or chicks, depending on the breeding season. Another important activity students engage in at the Spoil Bank Is- lands is marine debris collection, as a variety of flotsam and jetsam wash onto the shoreline for inspection, removal, and analysis.

98 Spoil Banks Marine Debris Analysis (Field Activity) Teacher’s Guide

Summary: This exercise will increase students’ awareness of litter problems, and guide them towards understanding how litter becomes marine debris, with potentially harmful effects on human health and safe- ty, wildlife, and habitats. Students will observe and record litter they see during their Spoil Banks Field Ac- tivity, reflect on how the litter came to be there, then make predictions on how the littered items may impact habitats and wildlife. Students will compare the litter they have observed with data collected during the International Coastal Cleanup.

Learning Objectives: Discover where marine debris typically comes from and how it commonly finds its way into the marine environment. Learn how trash that is not properly handled or disposed of on land can become marine debris. Next Generation Sunshine State Standards: SC.7.N.1.1 & SC.912.N.1.1—The nature and practice of Science. SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Materials Boat Garbage bags Gloves Digital camera Data Collection Form Top Ten most frequently collected marine debris items handout

Background Vocabulary: Landfill, trash, waste, litter, marine debris, source, stormwater runoff, storm drain (storm sewer) Procedure 1. If the students have not learned about marine debris prior to this lesson, begin the lesson by reviewing the impacts of marine debris. Highlight how most debris found in our oceans is preventable through proper handling and disposal of waste items. Ask students where they are most likely to find litter in their community. 2. Distribute the Data Collection Form handouts to the class. Instruct the students to use the form to record the number of pieces of debris they find during the Spoil Banks Field Experience. For example, if a student finds three beverage cans, he or she should write “3” in the total box for that item. 3. After the collection event, have the students identify the three types of debris they found most frequently. Ask a few students to share the top three items with the class. Discuss how these items came to be litter. Point out that waste and trash become litter only after they have been disposed of improperly. 4. Ask two students to volunteer to compile the data from all the data collection forms, and identify the top ten most frequently littered items found on the Spoil Bank Islands. 5. Write the top ten most frequently littered items found on the Spoil Bank Islands on the board and compare the data to the Top Ten Frequently Collected Marine Debris Items handout.

6. Allow the students to answer the discussion questions as a group and explain their answers relating them to the concepts, processes and skills associated with the activity. Students should record their answers individually. At this time, facilitators can introduce/explain the specific concepts and explanations in a formal manner. 99

Spoil Banks/Marine Debris Analysis (Field Activity) Student Data Sheet

Full Name Date:

Student Hypothesis and Rationale I think that the most prevalent type of marine debris found on the Spoil Banks will be (choose one: plastic, wood, Styrofoam, metal) because… ______Field Observations/Measurements/Data

100 Spoil Banks/Marine Debris Analysis (Field Activity) Student Data Sheet

101 Spoil Banks/Marine Debris Analysis (Field Activity) Student Data Sheet

102 Spoil Banks/Marine Debris Analysis (Field Activity) Student Assessment

1. Was your hypothesis supported by the data or not? Explain thoroughly using your data to help support your explanation. Use additional paper, if necessary. ______2. Compare and contrast the two “Top Ten” lists. What litter items are on both lists? ______3. In what ways does the Spoil Banks “Top Ten” list differ from the U.S. “Top Ten” list? What surprised them about the two “Top Ten” lists? ______4. What kinds of items become marine debris? ______5. How could the litter found in your community find its way to the ocean and become marine debris? ______6. What can your community do to prevent the generation of marine debris? What can each of you, as students, do to prevent the generation of marine debris? ______

103 Spoil Banks/Marine Debris Analysis (Field Activity) Writing Prompt

Describe three different types of marine debris, explain how they are generated from their particular source, and predict how these items could enter the environment. Offer creative solutions on how these types of debris could be kept out of the environment. ______

104 Marine Life Diversity Lab Students will observe and study a representative sample (20 stations) of Gulf of Mexico marine organisms utilizing magnifiers and microscopes in the classroom lab. This sample of organisms includes live specimens from the following groups: marine algae, sea grasses, mangroves, sponges, jellyfish, corals, marine worms, mollusks, echinoderms (sea stars, sea urchins, etc.), sea squirts, and marine fish. This is a hands-on lab, and students will have the opportunity to handle the majority of these specimens while learning about basic marine biology and ecological principles. The following data sheets will be recorded by the students as they work their way around the lab, studying all twenty stations.

105 106 107 Plankton Being planktonic is a way of life. The word “plankton” comes from the Greek root “planktos”, mean- ing to wander, and wandering (or more precisely, drifting) describes the lifestyle quite well. Plankton are car- ried by currents, and take many forms: plants, animals, protozoans, fungi, and bacteria. They are the ocean’s free-floaters, living suspended in the water column and taken to and fro by the water in which they live. Most of these organisms are microscopic, so small we are unable to see them with the unaided eye. A drop of sea water may contain several hundred living plankters. Animals and plants which live on or attached to the bottom (benthos) may have larval stages that are planktonic. Even fish, which as adults may be very strong swimmers (nekton) have larval planktonic stages. The smaller planktonic creatures create a ready food supply for the hungry baby fish. Planktonic plants are known as “phytoplankton” and live near the surface. Phytoplankters are not usually found below 200 meters as the light on which they depend on for energy does not penetrate the ocean depths. Planktonic animals are referred to as “zooplankton”. While zooplankters can be suspended throughout the water column from the surface to the bottom, most of them live near the surface to feed on the phytoplankton, or to feed on those zooplankters that graze on the phytoplankters. Animals that spend all of their life as part of the plankton are “holoplanktonic”; those which spend only a part of their life, usually the larval stages, as a part of the plankton are “meroplanktonic”. Some planktonic organisms, “neuston”, never leave the top few inches of surface water. All five kingdoms of living things have members which are planktonic. Below are groups which have many planktonic representatives: Kingdom Monera—bacteria and cyanobacteria Kingdom Protozoa—many flagellates (dinoflagellates, some of which cause Red Tide), ciliates, radio larians, foraminiferans Kingdom Plantae—green, red, and brown algae, diatoms Kingdom Animalia—almost all of the animal phyla have representatives in the plankton Kingdom Fungi—water molds Key facts about plankton:

 The ocean’s phytoplankton produce 70-85% of the Earth’s oxygen through photosynthesis.

 Copepods (a type of zooplankton) are the world’s most abundant animal with more individuals than any other type of animal.

 Many of the ocean’s largest animals are planktonic feeders: baleen whales, whale sharks, basking sharks, and manta rays. These animals need several hundred pounds of plankton per day.

 Not all plankton are small. The Mola mola or ocean sunfish, is sometimes referred to as the world’s largest plankter, attaining 3 meters (it is a very weak swimmer).

 As much as 98% of the ocean’s living material may be planktonic. 108 109 110 111 112 Plankton Investigation (Lab Activity) Teacher’s Guide Summary: Students will examine two water samples for plankton. Observations using dissecting and compound microscopes will include identifying common zooplankton. Students will also compare the biodiversity of the two samples and the population density of target organisms. Learning Objectives: The students will be able to identify zooplankton types, determine abundant zooplankton and calculate average sample density, observe plankton samples under microscopes and categorize groups according to shape and complexity and distinguish phytoplankton from zooplankton. Students will describe factors that influence range (vertical and horizontal) and the role of primary producers in the ocean. Next Generation Sunshine State Standards: SC.7.N.1.1 & SC.912.N.1.1—The nature and practice of Science. SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Materials Plankton samples from 2 locations Water samples from same 2 locations Plankton nets 12 Plankton Reference Guides 12 Compound and dissecting microscopes 12 Petri dishes 12 eye droppers 12 depression slides refractometer Background  Vocabulary: estuary, zooplankton, phytoplankton, species richness, density abundance, diversity  Equipment training: refractometer, compound microscope, dissecting microscope Procedure Setup 1. Collect two one-liter plankton samples (one near-shore sample and one mid-bay sample) a. The mid-bay and near-shore samples should be collected by towing the plankton net behind the boat b. 2. Collect a mid-bay water sample to be tested for salinity. The sample should be collected from the same area of the bay where the plankton sample was collected. 3. Place the one-liter plankton samples in aerated aquariums and add additional water. Thirty minutes prior to starting the activity, aeration should be turned off and the light turned on. Light source should be a small light at one end of the aquarium. 4. Set up Lab a. Label two tables (one “Mid-Bay Sample” & one “Near-Shore Sample”) c. Set up 6 workstations at each table. Each workstation should have i) 1 dissecting microscope, 1 compound microscope ii) 1 Zooplankton reference chart d. Place Petri dishes, depression slides, and eyedroppers near the aquariums containing the plankton samples

113 Plankton Investigation (Lab Activity) Teacher’s Guide

1. Students gather for short introduction in breezeway. Which sample (near shore or mid-bay) will have the larger plankton diversity average? Why? 2. Group proceeds to dock where students measure salinity of two water samples taken from two different locations (near-shore & mid-bay). 3. While at dock, staff demonstrates use of small plankton net. Note: Actual plankton samples used for observation in lab are the samples collected in advance (the ones placed in the aerated aquariums). 4. Students move to lab where they are broken into two groups. One group goes to the table labeled “Mid-Bay Sam- ple” and the other to the table labeled “Near-Shore Sample.” 5. Staff leads students through a “warm-up” activity using the sample organisms to allow students to learn microscope’s parts and functions and allowing them to practice focusing. 6. Next, staff describes and demonstrates the procedure for collecting a plankton sample, using the eyedropper, and placing just enough of the sample on a Petri dish to cover one square of the grid. 7. After students collect their plankton sample and return with it to their microscope, they focus the scope on the entire drop (without using the zoom). 8. Students note the number of different kinds of zooplankton organisms observed within their drop. Using the Zoo- plankton Reference Charts, they identify each kind of organism and record its name in the “In Your Drop” section of their data sheet. 9. Students must then confer to list all the different kinds of organisms found at their tables. (Staff can expedite this procedure by writing what was found at each table on the board.) 10. Students calculate the average diversity by dividing the total # of different kinds of organisms at their table by the number of plankton samples at their table. 11. Students record if all or most of the organisms seen were moving. 12. Students must confer to decide which type of zooplankton was the most abundant at their table. This organism’s name is recorded as the target organism 13. Students count and record the number of target organisms in their drop. They then confer to get the total number of target organisms observed at their table. 14. Students calculate the average density by dividing the total number of target organism at their table by the number of plankton samples at their table.

114 115 Plankton Investigation (Lab Activity) Student Assessment

1. Was your hypothesis supported by the data or not? Explain thoroughly using your data to help support your explanation. Use additional paper, if necessary. ______2. Which sample collected had the highest richness of organisms? ______Which had the highest number of target organisms? ______Is there anything that might account for the differences in population density and richness between the two samples? ______3. Phytoplankton are producers. What does this mean? Would you expect to find phytoplankton near the surface of the water, near the bottom or somewhere in between? Why? ______4. Zooplankton are consumers. What does this mean? ______5. Zooplankton can move on their own. List two ways this adaptation helps them to survive. ______6. What does it mean when it is said that plankton are the base of the food chain? How does this relate to their abundance? ______116 Plankton Investigation (Lab Activity) Writing Prompt

Imagine that you are a marine biologist working at the Florida State University Marine Laboratory. You discover a new species of fish, plankton or barnacles. Now you have to write a paper describing the organism that you discovered. On the lines below write a paper describing your discovery as if you were submitting a paper to a scientific journal. Name the organism and tell where you discovered it. Be exact. Give the location in the bay or Gulf. What was the depth of the water? Was your organism found on the bottom, on the surface or somewhere in between? If it was found on the bottom, what was the bottom like (sandy, an oyster bed, a coral reef, etc.)? Is your organism free swimming or does it attach to something? What does it attach to? Next describe your organism. What does it look like? What colors does it have? Does it have appendages? How many? Where are they located? Does it have spines, a shell, scales, teeth, spots, etc.? Now describe any adaptations that you have observed. What physical or behavioral characteristics does it have that help it to survive? How does it defend itself? Does it use camouflage? Is it venomous? How does it feed, and on what does it feed? Is it a parasite? How does it get around? How does it breathe underwater? Use additional pieces of paper, if necessary. ______

117 Wild Bird Biology and Rehabilitation HOPE Wildlife Rehabilitation, Inc. offers Wings of HOPE, our educational programs to civic organiza- tions, schools, Scout programs and special events. The educators of HOPE have the proper federal and state permits to keep these majestic birds as educational ambassadors. These educational programs feature live educational birds of prey and tell of their natural history, their role in the environment and of the encounters these birds faced and the injuries they endured. Seeing a peregrine falcon, a red-tailed hawk or a great horned owl op close and personal is a lifetime experience.

Astronomy Lab The Marine Science Station’s “Astronomy Night” presentation offers a unique opportunity for learning the basics of amateur stargazing. This activity includes the early history of optics, the evolution of telescopes, and the first astronomical discoveries as well as how they changed our outlook of the heavens. Also explored are the brightest stars and constellations currently visible and some of the more interesting celestial objects therein. The presentation culminates in an opportunity to view the night sky through as many as five telescopes of different size and type. Our host for this presentation is a backyard astronomer with almost 15-years experience and hundreds of sleepless nights staring upward.

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