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Reviewed by: Nadia Chocron, Science teacher at Lindero Cnayon Middle School.
Location: Malibu, Ca 90265
Latitude: 34.04490
Longitude: -118.93500
Description:
Leo Carillo is a state beach located in Malibu, CA. It is known for having tide pools. A class or individual students could travel to the beach during low tide to experience the tide pools. The beach is rocky, so shoes are recommended. The rocks allow for small organisms to remain on shore and visible during low tide. It is a public beach with paid parking or free parking on PCH.
Audience:
A middle school science student would benefit from visiting the tide pools because they are able to witness the tides as well as the various organisms that live in shallow water. They would be able to understand how tides work or observe organisms in their natural habitats.
A biology student would benefit from the tide pools because they could observe an organism in its' natural habitat. They would be able to understand the ecosystem that the organism lives in as well as potential dangers that exist in the ecosystem.
Environmental Science students can discuss many key ecological concepts through observations of the tidal pool, and can learn how to do a transect.
Science Concepts Addressed:
Ecology: The organisms in the pools demonstrate food chains, niches, carrying capacity, and limiting factors.
Gravity: The tides show the effect the moon has on the oceans by having different tides every 12 hours.
Study Guide:
This study guide is intended for a student led trip. I would assign extra credit for students who are able to go to the tide pools with their parents to fill in this study guide.
Leo Carillo Tide Pools
Study Guide
Task 1: Zonation
Procedure:
1. Try to find the point from which the zonation is easily seen.
2. What do you notice about the organisms living on the rocks.
3. Take a picture demonstrating tidal zonation.
4. Hypothesize why the organisms grow/live in bands.
Analysis Questions:
1. What do you notice about the way that the different kinds of organisms are
arranged?
2. If you have plants at your house, or a garden, do some plants do better in shade
than in sun, and vice verse?
3. Are jungle plants and animals the same as desert plants and animals?
4. What determines which organisms will be able to live in a place?
5. What would happen to an organism that was moved from its normal home (zone)
to another?
Task 2: Algae Holdfasts
Procedure:
1. Find several clumps of algae, preferably but not necessarily, with holdfasts.
2. Place the algae into pans, and look carefully for creatures hiding there.
3. Sketch or describe (in writing or verbally) what they find.
4. Take care of the organisms. Keep them damp, return to where they were found.
Analysis:
1. Discuss the value of camouflage. What would happen to an organism that isn’t well hidden?
2. Discuss the use of the algae as food, shelter from drying out, shelter from predators.
3. What happens to the dead algae?
Task 3: Numbers of Organisms
Procedure:
1. Select a typical tide pool in which you can see several of the organisms.
2. Record the relative numbers on the data tables.
3. Create a food web based on the organisms that you found and your knowledge of tidal ecosystems.
Relative amounts:
4 = very many/quite a lot 3 = many/lots 2 = few/little mass
1 = very few/very little mass 0 = none
Analysis:
1. What did you notice about the relative amounts of carnivores to herbivores?
2. How are the relative amounts significant in regards to how many people the Earth
can support?
3. What do expect the relative numbers of microscopic parts of this ecosystem (phytoplankton and zooplankton) to be?
New Activity: Transects
NGSS Standards
SEPS:
3. Planning and Carrying Out Investigations
4. Analyzing and Interpreting Data
6. Constructing Explanations
7. Engaging in Argument from Evidence
8. Obtaining Evaluating and Communication Information
CCCs:
1. Patterns
2. Cause and Effect
6. Structure and Function
DCIs:
HS-LS2-1.
HS-LS2-2.
HS-LS2-6.
HS-LS2-8.
Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales
Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
ACTIVITY
1. Use the google slides at the bottom of this webpage to familiarize yourself with the organisms you find in the intertidal zone. Take some time exploring.
2. Take a one meter squared transect and randomly select a section of the intertidal zone. Count the number of each organism that you see in your transect. Fill out the google form.
3. Look at the results of the transects here
Photographs:
For additional information:
Page updated
Google Sites
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