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"To stand at the edge of the sea, to sense the ebb and flow of the tides, to feel the breath of a mist moving over a great salt marsh, to watch the flight of shore birds that have swept up and down the surf lines of the continents for untold thousands of years, to see the running of the old eels and the young shad to the sea, is to have knowledge of things that are as nearly eternals as any earthly life can be."
"To stand at the edge of the sea, to sense the ebb and flow of the tides, to feel the breath of a mist moving over a great salt marsh, to watch the flight of shore birds that have swept up and down the surf lines of the continents for untold thousands of years, to see the running of the old eels and the young shad to the sea, is to have knowledge of things that are as nearly eternals as any earthly life can be."
- Rachel Carson
- Rachel Carson
Chapter 4: How do landscapes change over time?
Time Frame: Two weeks to work through Assignments 1 to 6 with a test on the following Wednesday on Chapter 4 (Be sure to understand the connection between a salt marsh and an estuary).
Objectives: You will...
- Identify and justify the areas of erosion and deposition of a river.
- Identify and explain the changes in tides based on gravitational changes between the moon, sun and Earth.
- Justify the connection between the phases of the moon and different tides.
- Identify and explain the zones of a salt marsh.
- Explain and justify the organisms that live within the salt marsh by incorporating adaptations and other salt marsh environmental conditions.
- Explain the process of salt marsh development and creation through the creation of the salt marsh diorama.
Language Objectives: You will...
Assignment #1: River Table
Step 1: Complete River Notes
Step 2: Complete the Pre River Table Lab Questions
Provide answers to the questions in the boxes provided.
Step 3: Complete River Table Lab in class
Data table will be handed in hand written. Use these data to answer the post lab questions.
Step 4: Complete River Table Post Lab Questions
Provide answers to the questions in the boxes provided.
Additional resource are on the right for you to use for your notes.
Assignment #2: Science Journal #7
Step 1: Answer the following questions:
- How do humans influence the coastline?
- How has Boston, MA coastline changed over time? (Use image to right)
- What causes changes to coastlines?
- How can we prevent erosion?
Requirements:
- Paragraph response for all questions (5 to 8 sentences)
- Work cited if outside sources are used.
Assignment #3: Tide Webinar
Step 1: Complete tides 101 (Diagrams will be given to you in class)
Parts 1 and 2 do not require chromebooks, while during Part 3 you may use chromebooks. (Use resources provided)
Provide responses to questions in the boxes provided.
Step 2:
Create a document and answer the following:
- What is a tide?
- What causes tides?
- What are Spring and neap tides and how are these caused?
- What is tidal magnitude and how does this change due to perigee, apogee, perihelion, and aphelion?
Step 3: Option 1: In groups of 2 or 3, you will be creating an online webinar for 5th and 6th graders.
OR
Option 2: In groups of 2 or individually, create an animation about tides.
The animation will be shown to the class and you will need to provide explanations while your animation is playing.
Assessment: You will be assessed on the rubric below. If you are working in a group, your Collaborative Group Work grade will be added to your score.
Assignment #4: Science Journal # 8
Answer the following questions:
- What do scientists do?
- Why is collecting data important for a scientist?
- How are you a scientist?
Requirements:
- Paragraph (5 to 8 sentences per paragraph) responses for each question
- Work cited with in text citations in used
Assignment #5: Salt Marsh Diorama
Step 1: Read pages 1-3 of the Salt Marsh Reading.
Step 2: Complete question one of the Salt Marsh Worksheet
Provide responses in the box provided.
Step 3: Check in with Ms. Burnett
Step 4: In pairs, make a model of salt marsh succession. The model can be done in a 3-D poster, or as a diorama. (No food) (Use the rubric provided)
Requirements:
- Clearly indicate the following information:
- Salt marsh layers (Identify and where did they come from?)
- Time frame of development of a slat marsh.
- Differentiate between the high and low marsh zones.
- Indicate the role that plants play in salt marsh formation.
2. Label the following:
- the transition zone
- the high marsh
- the low marsh
- mudflat/intertidal zone
- Tidal Channel
- the types of plants found in each area/zone (at least one for each zone)
Assignment #6: Salt Marsh Zones and Biology
Step 1: Finish reading the Salt Marsh Reading
Step 2: Answer the remaining questions on the Salt Marsh Worksheet
Provide responses in the box provided.
Step 3: In a google Drawing, add a picture of a salt marsh. (ALL zones of the salt marsh should be seen in the picture)
Step 4: Label the different zones of the salt marsh (Use text boxes and arrows to label and identify)
Step 5: For each zone, Identify three organisms that live in that zone. (No repeats)
Step 6: Review your drawing and turn in.
Turn Ins: For due date refer to Google Classroom Assignment
- River Notes (A1)
- River Table Lab (A1)
- Pre Lab Questions
- Data from Lab
- Post Lab Questions
- SJ #7 (A2)
- Tide 101 Worksheet (A3)
- Salt Marsh Quiz 1
- Tidal Webinar (A3)
- SJ #8 (A4)
- Salt Marsh Worksheet (A5 and A6)
- Salt Marsh Diorama (A5)
- Salt Marsh Biology and Zones (A6)
- Salt Marsh Quiz 2
- Chapter 4 - Salt Marsh Test
Resources used to create these assignments:
Robertson, B. (2012) Science 101: What causes the tides? Science & Children, 49(5), p. 66 - 71. http://static.nsta.org/files/sc1205_66.pdf
“Salt Marshes: Interactions & Ecosystems (Grades 7–9) — Ducks Unlimited Canada.” Ducks Unlimited Canada, Ducks Unlimited Canada, 2017, www.ducks.ca/resources/educators/salt-marshes-interactions-ecosystems-grades-7-9/.
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