Cross Sectional Diagram of the Coast · FOREDUNE BACK DUNES Dry beach at high tide Coastal scrub...

FOREDUNE

BACK DUNES

Dry beach at high tide

Sand binding plantsCoastal scrub

Coastal forest

High tide Breakers

BEACH

Low tide

Coasts & UsPhotocopy Master 1

Cross Sectional Diagram of the Coast


Cross Sectional Diagram of the Coast name


The Waikato Coastline

Coastal Profilescoastal shrubs - developing forest (flax,cassinia, tuapata, akeake)

coastalforest(pohutukawa)

back dunes foredune

beachsea

reeds

crevicerock pool

kelp

high tide

low tide

coastalforest

coastalscrub andshrublands

saltmeadow(glasswort,shoreprimrose)

rushes mangroves saltmarsh

eel grasszostera

waterchannel

high tidal zone intertidal zonesubtidal

zone


Sandy

Rocky

Estuary

Coastal Profiles


Sandy

Rocky

Estuary

Fish Bones


Shellfish Collecting Limits in the WaikatoRegion (as at December 1999)To check these figures you can access the Fisheries website http://www.fish.govt.nz/recreational/northregion.html

SHELLFISHHow to measure shellfish� Paua - measure the greatest length of the shell in a straight line. (Do not measure over the curve of the shell).� Scallops - measure the greatest diameter of the shell.� Dredge oysters - must not pass through a rigid circular metal ring with an inside diameter of 58 mm.Scuba gear (does not include snorkels)� No person may take paua and/or mussels using scuba gear.� No person may be in possession of paua and/or mussels while in possession of scuba gear. This includes possession

in or on any vessel or vehicle.Open seasons� Oysters - can be taken all year except from the Whangaruru Harbour and the Bay of Islands (excluding Te Puna Inlet).

Contact the Ministry of Fisheries for the exact locations.� Scallops - the open season is 15 July to 14 February inclusive.Protection of coral� Black Coral - no person may take or possess black coral.Closed and restricted areasIn the North Region, there are a number of areas which are closed to shellfish collection. These areas are contained inthe relevant section of the fisheries website.

** Dredge oysters, scallops and paua may not be possessed seaward of thehigh water mark in an unmeasurable state.

*** This is a combined, mixed-species bag limit. It applies to all shellfish speciesnot specifically named above and includes paddle crabs.

The area between Ngarimu Bay and Wilsons Bay on the Western side ofthe Coromandel Peninsula is closed to the collection of cockle and pipiuntil November 2000


Shellfish species

CocklesKina (sea eggs)Green-lipped musselsOysters � DredgeOysters - Rock & Pacific(Rock and Pacific oysters must not be opened while theyadhere to the object on which they grow)Paua � OrdinaryPaua - Yellow footPipiScallopsToheroa(Toheroa must not be taken, possessed, or disturbed unlessan open season is declared by the chief executive of theMinistry of Fisheries)TuatuaAll others (combined)

Daily limitper person

150505050

250

1010

15020

Prohibited

15050 ***

AucklandCoromandel

area daily limitper person

50502550100

10105020

Prohibited

5050 ***

Minimumsize (mm)

nonenonenone58 **none

125 **80 **none100

nonenone

Snapper Snaffling


FISHERIES officer Shane Hartley is disgusted with the haul of undersized snapper found in an Auckland couple’s car atthe weekend. Picture: Ross Brown E2912-99

Bay of Plenty Times, Tuesday, November 9, 1999

Couple net undersized snapperBy Pete Kerr

AN elderly Auckland couple face theprospect of losing their vehicle and hav-ing to fork out thousands of dollars infines after being found at Waihi Beachwith 122 undersized snapper - some ofwhich measured just 3cm.

The couple was stopped at 1.30amon Sunday by police on an unrelatedmatter. However, a search of the vehi-cle turned up the 122 small snapper,ranging in size from 3cm to 10cm and278 crabs - the legal limit is 50 per gath-ering. The legal size for snapper is

27cm. The police immediately informedTauranga’s Ministry of Fisheries office.

Tauranga fisheries officer ShaneHartley today said it appeared the cou-ple had gathered the fish from the shoreusing a small-mesh net. He said the in-cident was particularly annoying be-cause the fish would have been alivewhen brought ashore and could havebeen released back into the sea.

“I’m very disappointed they did thisbut I’m very happy we caught them.We’ve got guys at the ministry who havebeen fisheries officers for almost 20

years who have never seen people catch-ing snapper this small. They’re good fornothing now.”

Mr Hartly said gathering undersizedfish did irreparable damage to the fish-ing resource. He said the couple wouldface charges of possession of undersizedsnapper, possession of excess snapper,failing to return the snapper to the seaand possession of excess crabs.

The couple could be fined between$5000- $10,000 on each charge and losetheir car, which has been seized by min-istry staff.


Consequence Wheel


Consequence Wheel :partly completed

Inceased employment.

Acce

lera

tion

of c

oasta

l

eros

ion.

People�s use of thecoast has increased

over the last 20years.

Greater

urba

n dev

elopm

ent

along

the c

oastl

ine.

New Zealand�s Changing Coastline

Adapted from Nic Bishop�s �Natural History of New Zealand�

45 millionyears ago

35 millionyears ago

4 millionyears ago

20,000years ago

presentday


New Zealand�s Changing Coastline

Adapted from Nic Bishop�s �Natural History of New Zealand�Coasts & UsPhotocopy Master 12

Beach Erosion Flow Chart


Coast CareGroup

Beach/Dune Erosionor Accretion

Accretion

Natural

HousingDevelopment

PedestrianTramping

SandboardingMotorbikesUsingAccessways

ProtectingDune Plants

Planting DunePlants

Storms

WindWave Set-up

Original source: Environment BOP �Life�s a Beach� resource unit

EROSION

Human/CulturalFactors

(Positive and Negative)

Erosion

Dune Care Code

Plants protect dunesfeet kill plants!

Coastal plants such as spinifex andpingao hold the sand together

creating the dunes.

Feet kill plants, pleaseuse access ways.

Motorbikes destroy the plants andbirds which live in the dunes.

Check with your forestry office tosee if there are forestry roads or

tracks you can use for off-roading.

Motor bikes are forroads not dunes!

Look for the signs and use markedaccess ways.

Signs show thebest way to the beach!

A healthy dune meansa healthy beach!

Dunes build up over time, forming anatural barrier to protect our land

during storms, and provide shelter forinsects, birds and

lizards.

Sandboarding on the dunesdestroys plants, loosens the sand

and causes erosion.

Surf waves not dunes!

Keeping to your side of the fencewill allow the plants to grow.

Fences protect plants!

Coasts & UsPhotocopy Master14

Beach Clean Up LogName: Beach:School: Tide:Date: Weather:

Debris Details

Type of Rubbish

Plastic

Glass

Cans

Paper/Cardboard

Polystyrene

Food

Cigarette Butts

Other

Tally Totals


Tally Totals


Photo Questions (for student use)

People Use � Recreation1. What things can you see people doing in these pictures?2. What do you do when you go to the coast?3. Do you think any of these activities could harm the coast? In what ways?

What type of coast do you think would be the most popular for people to visit?Why do you think this is?

People Use � Commercial1. What do you think this a photograph of?2. Can you think of any other kinds of marine farming?3. What effects do you think marine farming might have on other people that

like to use the coast?4. What effects do you think marine farming might have on the marine life and

the quality of the water?What could people do to make sure that the effects of marine farming arekept to a minimum?

Coastal Structures1. What things do you see in the photograph that could be a coastal structure?2. Can you think of any other types of coastal structures?

Why do you think people need to have permission to build coastal structures?

Dune Plants1. Why are these plants important? What is their job?2. Why are some of these native plants disappearing from our coasts?3. What can we do to protect these native plants?4. What other plants would you expect to find at other types of coastal areas

such as an estuary?What roles or jobs do those plants have in the habitat that they can be found?


Photo Questions (for student use)

Pollution1. How do you feel when you look at this photograph?

Why do you feel that way?2. Where does the rubbish in these pictures come from?

What other sorts of rubbish or pollution is found along the coast, andwhat effect do you think it would have on the coastal environment?

Animal Life1. Do you think that these animals belong here? Why or why not?2. What might change to stop these animals living or visiting this environment?3. What types of animals would you find at the coast that do not live in the

water? What special needs and or adaptations do they have to live atthe coast?Unfortunately there are some animals on the coast that don�t belong there,who do you think these could be and what problems might they cause bybeing there?

Erosion1. What do you think has happened in this photo?2. Is this something that you would expect to happen at the coast? Do you

think this would happen naturally?3. Do you think it is a good idea to build houses near the beach like this?

Why or why not?4. There are two main factors that cause erosion? What do you think they are?5. Do you think these factors could be controlled? How?6. When there is a storm what will cause the erosion of the coast?7. How do you think nature works to protect the coast from erosion?

Cultural Use1. What do you think the people in this picture could be doing?

Why do you think that it is necessary for limits to be placed on the amountof kaimoana people can take?

Video Worksheet name

What do we do at the beach

(a) for fun?

(b) for profit?

What three main types of coast are found in the Waikato Region?Name one characteristic of each of these types of coast.

Type of Coast Characteristic

What�s special to you about the coastline?

What is the important job of sand dunes and how do they form?

Job of the sand dunes:


3.

2.

1.

How sand dunes form:

Name two native plants that grow on the dunes and why are they important.

Plant Importance

Name one native estuarine plant and why it is important.

Plant Importance

List five ways that people affect the coast.

What actions have people taken to protect the coast?

2.

1.

1.


People Impacts on the BeachAim: To find examples of rubbish and litter on the beach and discuss theimpact litter can have on the animal life at the beach.

Equipment: Rubber bands 1 for each person

• You have one minute to find one thing that would not normallybe on the beach. You must not walk on any plants or harmthe beach environment in any way to get your one thing.

• Share with the rest of your group what you have found. Whatthings did you find? How do you think they got to the beach? Isthe beach where you normally expect to find them?

• Take a rubber band and pull it behind your thumb and littlefinger across the back of your hand.

• Put your other hand behind your back and leave it there.

• Without touching any other part of your body, try to get the rub-ber band off your hand.

How long did it take you?Could you do it?

Making the LinksWhat do you think this is trying todemonstrate in terms of litter and the effect itcan have on animals? Which bits of litter doyou think could be particularly dangerous forsea animals?

Please put your rubber bands back!Remember we don�t want to leave anythingbut our footprints!


Food ChainsAim: to look at the marine food chain to see which animals are dependenton each other for food, so that if one part of the food chain disappearsstudents can see what other parts of the food chain will be affected.

Equipment: Food chain cards• Using the food chain cards see how many paths you can make

to show which part of the food chain is eaten byanother part of the food chain.

• See how many chains you can make in 4 minutes.• Turn away from the chains you have made and see how many

you can remember.

Bury the edges in the sand if they are blowing away.

� For super fast finishers � draw your food chain in the sand!

Diversity DashAim: to see what the diversity of marine life on the beach is like usingthe DEAD animal matter washed up on the beach.

Equipment: Shell identification cards• You have 3 minutes to collect as many different types of shells

and seaweed that you can find on the beach.• Remember only bring 1 of a particular type!• Using the shell charts identify the shells that you have found.• How many different types of shells and seaweed�s did your

group find?• Be ready to tell the other groups the names of the things that

you found!



Environmental Eye � SpyAim: to look at the diversity of life on the seashore environment

• Using Photocopy Master 21a Environmental Eye Spy Record Sheet, seehow many of the letters in the alphabet you can complete.

• You need to write the words and they must be of something that youcan see, touch, taste or hear while you are sitting completing eye-spy.

• Remember you only have 5 minutes.

• Fast finishers � see if you can add anotherword for each letter.



Shape HuntAim: To look closely at the things that are in the seashore environment

• You have 5 minutes to find something to fit in each category of the record sheetphotocopy master 22a.

• Do not remove anything and if necessary draw a picture.

• If you finish before the 5 minutes is up then see ifyou can find a second object to fit in the space.

Environmental �Eye Spy� Record Sheet

AF

PK

BG

QL

CH

RM

SV xyz Coasts & Us

Photocopy Master 21a

EJ

TO

DIN

WU

Shape Hunt Record Sheet

Lance-shape

Semi-circle

Circle

Rhombus

Triangle

Oval

Rectangle

Square

Coasts & UsPhotocopy Master 22a

Planting it upAim: For students to look at the adaptations of the dune plants to survivelife on the beach.

• Using either the photos of the dune plants � pingao (goldensand sedge) and kowhangatara (spinifex � silvery sand grass) ormoving up the dunes without standing on any plants, look at theshape colours and habitat of the plants.

• Why do you think the plants have long thin leaves?

• Why do you think the plants ability to send out runners alongthe beach as in photo 2 is a good thing for the dunes?

• Look for any seed heads especially the spinifex. Discuss the starshape and why this might be important for spreading the seed.Turn a bucket upside down in the sand and push it down.

• Take turns at holding a handful of sand up and letting it goabout a metre in front of the bucket with the wind behind you.

• Repeat until you can see a definite build up of sand around thebucket.

Making the Links• Discuss how this applies to how the plants stabilise the dunes.

The plants �catch� and trap the sand helping to build the dune.

• Why is it important that we use the walkways at the beach?What conditions are the dune plants already trying to surviveagainst?

• If there is time you could see if there are any seed heads aboutand collect the seed to take back to school to try and grow.Don�t take them all and be carefulwhere you put your feet!


Silky SandAim: To investigate the sand at the beach.

• Look at the sand granule size, shape, colour.

• Use a magnet to see if any iron is present.

• How much sand is on the beach? How could you estimate howmuch sand there is? Shoe full? Cap full etc.?

• Try to estimate how many sand grains there might be in a cup.Imagine what the number might be if you were to estimate theamount of sand grains on the beach!!!

• See who can make the steepest sided sandcastle! How steepdoes the side get before the sand starts to roll down again?

• The size of the sand grain determines the steepness of thebeach.

• From the sand castles do you think a fine grain of sand will giveyou a flat beach or a steep beach?

• Which would be safest for swimming? Why?


Steep beachFlat beach

COASTS & USProgramme EvaluationPlease help us to improve our environmental education programmes for schools by completing thisevaluation and posting back in the pre-paid envelope to Environmental Education Officer (Schools),Environment Waikato, Box 4010, HAMILTON EAST.

Teacher: School:

Date of field trip: Site used for trip:

1. In choosing to teach the Coasts and Us unit, what were your objectives for the unit?

2. Were your objectives met?

Please indicate on the scale how well the unit helped you to achieve your objectives.

1 2 3 4

3. Please explain how the unit (choose one that applies)a) helped you to achieve your objectives

ORb) did NOT help you achieve your objectives.

4. From the work you have completed and your own assessments, what do you think the studentshave learnt?


Did not helpto meet objectives

Helped meet objectivesvery well

5. Please list and rank the resources you used from the unit.(Scale for ranking: 1 no use, 4 very useful)


6. Are there other resources that you would have found helpful? Please list them.

7. Do have any other comments?

Thanks for your time!

Resource

Curriculum Objectives

Unit plan, blank

Life�s a �Beach� video

�New Zealand Seashore Secrets�

Photocopy masters

1

2

3

4

5

6

7

8

9

10

11

Ranking1,2,3,4

12

13

14

15

16

17

18

19

20

21

21a

22

22a

23

24

25

ResourceRanking1,2,3,4

Cross Sectional Diagram of the Coast · FOREDUNE BACK DUNES Dry beach at high tide Coastal scrub...

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