Experiencing Marine Reserves Manual Section 4 b Activities list

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2 Activity 11 Title: Marine reserve versus land reserve Teacher Instructions: Students to read and complete the following activities. Shepherd, H Treasures of the Sea, Pearson Education New Zealand 68

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4 Activity 12 Title: Where, who, when, what, why & how? Teacher Instructions: Students to research Maui dolphin at and answer where do they live, who are involved in their protection, when is the action taking place, Why is this happening, What are the numbers and what are people doing, How can you help? Student Action: Display your information at a public place Activity 13 Title: A very hungry kina Teacher Instruction: Read to your students or get your students to read the story The story of a very hungry kina in back section of this resource Student Action: Make a poster to explain what happened in this story Activity 14 Title: Tracking our trash Teacher Instruction: Read to your students or get your students to read the Tracking our Trash activity in the appendix in the back of this resource Student Action: Make a info brochure about how long it takes for our trash to break down. Activity 15 Title: Yes, marine reserves actually do work Teacher Instruction: Read to your students or get your students to read the marine reserve article by Dr. Roger Grace below, or collect data on your snorkel at the Reotahi site of the Whangarei Harbour marine reserve while snorkelling with Experiencing Marine Reserves. Student Action: Make a graph to show fish numbers inside and outside the reserve. 70

5 YES! MARINE RESERVES ACTUALLY WORK!! by Roger Grace I had occasion recently to talk to a reporter about marine matters. Part way through the conversation I was rather shocked when she said "Oh, you think marine reserves actually work then?". She had obviously been influenced by some of the ridiculous claims emanating from certain recreational fishing sources that marine reserves don't work. And here she was living within 25 kilometres of two of the oldest and most successful no-take marine protected areas in the country. It is amazing that, with the several examples of long-established successful marine reserves around our coasts, it is possible still to hold the view that marine reserves don't work. Of course they work! You just have to go and have a look and it is obvious! You don't have to be a scientist to understand that if you stop taking fish and crayfish out of a section of coastline, their numbers will build up and the size of individual fish will increase. Because they are not being taken away they have a chance to grow older and larger and more numerous. There has been a lot of scientific study on this very topic - irrefutable evidence that when an area is given full protection from fishing, the marine life flourishes, fish numbers and sizes increase, and marine habitats change to a state closer to "natural". But a lot of people don't read scientific papers. They rely on popular interpretations, magazines, pamphlets and books, talking to people who have swum in marine reserves, or actually jumping in the sea and taking a look for themselves. With this in mind I recently carried out a simple test which anyone with mask and snorkel can do. Even a ten-year-old could do this test, and come up with their own independent conclusion that, yes, there are more fishes in the marine reserve! Most of you will know Matheson Bay, and Goat Island Bay, both near Leigh, and on comparable pieces of coastline. Goat Island Bay is the site of the first marine reserve in New Zealand. It has been protected from fishing for 30 years. Matheson Bay has always been open to spearfishing, fishing with rod and lines off the rocks, nets, and fishing from boats. There are many similarities between the two beaches and surroundings. Both sites have similar access, and both are popular for diving and snorkelling. Large numbers of families picnic on both the beaches. But take a look underwater and there are considerable differences in the fish life. The simple test I carried out involved snorkelling out off the beach at high tide and counting fishes seen as I swam out from the beach and back again. At Matheson Bay (7 October 2005) I got in at the beach and swam toward the rocks to the left, crossed the channel and reached the rock platform surrounding the island, identifying and counting fishes on the way whilst snorkelling and observing only from the surface. I then did a similar count while swimming back to the beach by a different route but through similar underwater country. In scientific terminology this was a "replicate" count. On the return route I crossed the channel then swam north along the outside of the rock platform to a narrow opening in the platform, through this gulley and back along the beach to the original point of entry. The route is shown in the sketch map. Each leg of the swim took about 15 minutes. 71

6 A few days later (12 October 2005) I repeated the exercise at Goat Island Bay. Here I entered the water off the right side of the rock platform and swam across the channel to the edge of the island. On the return journey I moved west toward Shag Rock, then turned south to the middle of the beach. Again each leg of the swim took around 15 minutes. The sketch map shows where I swam. The bottom types and depths were similar on both legs, and similar to the swims at Matheson Bay. At both areas my swim was done close to high tide and the waves were less than half a metre. Visibility was 10 metres at Matheson Bay, but only about 5 to 6 metres at Goat Island. So my viewing conditions were a little better at Matheson Bay than at Goat Island, which might have influenced my counts a little in favour of Matheson Bay. So, what do you think I saw? The table shows the fish seen and their numbers for both Matheson Bay and Goat Island Bay. Location Fish species Parore Red moki Goatfish Drummer Snapper Spotty Blue maomao Trevally Column total Location total No. of species Matheson Bay Swim out Swim back Goat Island Bay Swim out Swim back The number of individual fishes seen at Goat Island Bay was more than three times those seen at Matheson Bay. I saw seven species at Goat Island and only four at Matheson Bay. Also what the table does not show is a difference in fish sizes, especially for red moki. The two red moki seen at Matheson Bay were about 30 centimetres long. Those at Goat Island Bay were much bigger, older fish, around 60 centimetres. The parore seen were about the same size at both locations, but were much more numerous at Goat Island Bay. Two silver drummer seen at Goat Island were enormous - huge fat fish around 70 centimetres long. Snapper, seen only at Goat Island, were mostly around 40 centimetres - a good legally takeable size if outside the reserve - but also included one giant about a metre long and probably in excess of 20 pounds (over 9 kilos). Do you think those snapper, especially the 20-pounder, would be just out off the beach at Goat Island if people were allowed to fish off the rocks? Do you think those huge drummer and so many parore would be there if set-netting was allowed? And would those large red moki be there if spearfishing was allowed? Of course they would not. 72

7 A ten-year-old could understand this. Why is it so hard for some adults to get the same message? There were fewer goatfish and spotty seen at Goat Island Bay than at Matheson Bay. This might have related to the poorer visibility at Goat than at Matheson on the day I did the counts. By counting only from the surface, goatfish would have been hard to distinguish against their sandy bottom habitat. And spotty would have been harder to see against the kelp background. If you were to repeat the counts in summer, there would likely be more species and higher numbers at both locations. Fish such as blue maomao, sweep, and spotty vary seasonally in abundance. But I am confident there would still be a big difference between Goat Island Bay and Matheson Bay. The Experiencing Marine Reserves" programme, supported by the Nga Maunga ki te Moana Conservation Trust, and the Department of Conservation, has been running in Northland for about four years, and last year extended into Auckland. Samara Sutherland takes groups of kids snorkelling on a piece of coast not too far from their school, where there is no protection for the marine life. Then she takes them to a marine reserve, usually Goat Island, which may be a 4-hour bus ride away from their hometown. They experience for themselves the abundance of fish in a no-take marine reserve and make the comparison with a fished piece of coast nearer home. Most kids come away enthusiastic to have a marine reserve much closer to home! Why should they have to travel four hours each way to see fish and other marine life in its natural state? Just as there is a bush reserve not far from nearly all schools, there should be a marine reserve within an easy drive of all schools. We owe that to the kids of the present and future. Roger Grace 18 October words For Dive New Zealand magazine, December 05/January 06, # 91. (Map 1) Sketch map of Matheson Bay, showing the snorkelling route out to the island, then return via a gulley through the rock platform. (Map 2) Sketch map of Goat Island Bay, showing the snorkelling route out to the island, then return to the beach via Shag Rock. 73

8 Whangarei Harbour Marine Reserve (Reotahi) Fish Survey Tick habitat most often encountered: Mixed seaweed Date: Water depth: 0 5m m Class: School: Group members: Method used:(observational or transect line) Environmental Conditions: In-water visibility: metres Winds (strength/direction): Weather: Sea conditions: Time of today s high tide: Time of snorkel survey: Duration of snorkel survey: Habitat: Kelp forest Kina barren other: m Abundant = 10 or more Common = 5 or more (less than 10) Rare = Less than 5 = Not seen or noticed S = In school Species Name Abundant Common Fish: Spotty Parore Triple fins Goat fish Kahawai Trevally Banded wrasse Short tail stingray Snapper Redmoki Leather jacket Pipefish Seahorse Sweep Piper Jack Mackerel Other: Clown Nudibranch Hairy Sea hare Brittle stars Kina Rare Purple finger sponge Tick substrate most often encountered: Sand Pebbles Rock Boulders Golf ball sponges NZ Fur Seal Feather tube worm Anemones Starfish 74

9 Activity 16 Title: Story Writing Discuss: The relationships that are formed in the marine environment as well as the potential effects that human beings have on these relationships. Teacher Instructions: Students to write a short story about the seashore where the main characters are marine animals. Will it be a tale about how a crayfish finds a marine reserve? Will it be a detective tale investigating the causes of a diminishing population? Will it be a science fiction looking at life in 2050? Student Action: The stories can then be read aloud to the class by students or presented collectively in a book. Activity 17 Title: ABC in the Sea Brainstorm: As a group to come up with the name of a sea creature to match every letter of the alphabet e.g. A = Anemone, B = Blue cod, C = Crab. Student Action: Each of the students to pick one of the sea creatures (or they can be assigned) to illustrate on a piece of card with the sea creature s name written in both Māori and English under the appropriate letter. Students could also add some key facts about their creature. The cards can then be displayed around the classroom in alphabetical order. Activity 18 Title: Design Your Own Marine Reserve Teacher Instructions: Students to research what a Marine Protected Area (MPA) is. What makes a marine reserve different from a marine park? Where are the different marine reserves located around New Zealand and how much of our mainland territorial sea do they cover? Identify what the benefits of marine reserves are and how they are chosen, e.g marine reserves are chosen at sites that represent our different marine habitats such as rocky shores and mangroves. Student Action: Design your own marine reserve area in your local harbour or bay by illustrating it on a map of your area. This activity can be done individually or in groups. Students should provide information about why they chose that particular area, eg. species diversity, accessibility, habitat and what the area could be used for, e.g. scientific research, education, monitoring. Finally, students should learn about the process involved in making a formal application to the New Zealand government for a marine reserve. The Kamo High School formal proposal was approved in 2006 see for more info. Activity 19 Title: Marketing Marine Conservation Teacher Instructions: Inform the class that they have their own advertising agency and have just landed the exclusive account from the New Zealand government to sell the idea that humans need to look after the sea. Divide the students into advertising account teams and challenge them to write a jingle, magazine, TV or radio advertisement to get people concerned about the sea, as well as giving them ideas about what they can do to help. Student Action: Teams perform or present the advertising to the whole class. Activity 20 Title: Indigenous New Zealanders and the Coast Teacher Instructions: Students to research how early Māori used the coast. How important was it to them? What are some Māori terms used to describe and implement marine conservation concepts and strategies? What are some Māori myths, legends or sites that relate to the marine environment and what significance do they have today? Student Action: Present findings to the rest of the class. 75

10 Activity 21 Who dirtied the harbour!? Task: For students to investigate how the water quality in our rivers, harbours and oceans has deteriorated through human impacts. This interactive story asks students to take on the roles of different historical and modern characters who have had a role in the pollution of their local waterways. As the story is read, each character in turn adds a film canister full of pollutants to a jar of clean water representing the ocean or harbour. Key Concepts: This activity should evoke a mood. Though it contains a lot of specific information on sources of pollution, and much material for discussion, primarily it is a dramatic look at the plight of our natural waterways. Students should develop a greater concern for local waters and an understanding that we are all partially responsible for water pollution. Solutions will require many groups working together. Materials: To set up the session: Clear glass or plastic wide-mouth jar. 17 Film Canisters Permanent marker pen Stir stick Substances to fill canisters up with ( listed under 'setup') Sieve Rubbish Bag Setup before session: Label each film canister with the 'label' name. Setting up this activity can take some time as you need to collect the various pollutants. Most, however, should be available in your home. Feel free to substitute problematic items. Label and fill each canister as follows: Label RIVERS AND STREAMS SALT MARSHES SHELLFISH MAORI SETTLERS FARMERS HOUSES SEWER PIPES AND SEPTIC TANKS RUNOFF FISHERS BOATERS CAMP GROUNDS CLEANING Fill with Sand Dry grass Crushed seashells Crushed seashells Organic garbage Potting soil Toilet paper Potting soil and water Potting soil Nylon line Plastic pieces Dish detergent Baking soda 76

11 SUN BATHERS FACTORIES ROADS PEOPLE WASHING CARS Paper and plastic Vinegar Cooking oil and water and cigarette butts Dish detergent and water Setting the scene Ask the students to sit in a circle and place the jar of water in the centre where everyone can see it and easily walk over to it. Distribute all the film canisters to students or pairs of students, with instructions not to open the canisters. Explain that they have all become characters in the story. You will be telling the story, but when their character is mentioned they should come forward and pour the contents of their film canister into the jar. It also helps if students tell the class what they are pouring into the water. Since some film canisters contain less-toxic substitutes for the real thing, in these cases students should say what the contents stands for, i.e. cleanser, not baking soda. Character names are in bold face in the story, to help you prompt students while reading. After each character adds their pollutants, stir the water with the stir stick and continue telling the story. The story should be read slowly, allowing each character to come forward. The repeating questions form a sort of a chorus, and should be read one by one, with pauses for the group to answer. If your area does not encompass a harbour, simply replace the word harbour with estuary or ocean - whatever is relevant to your area. Other aspects that change from region to region have been highlighted with brackets and insert here so that you can insert the appropriate term when required. The story Once upon a time there was a beautiful piece of land. A large harbour and many estuaries surrounded the land, they were filled with clear ocean water and dotted with green islands. (Point to the jar). Fish lived in the water, and the land was covered with trees. Both the land and its waterways teemed with wildlife. Discussion: (Wait for the group to answer each question). Would you want to swim in this harbour? Would you eat fish caught in this harbour? Would you like to go boating in this harbour? RIVERS AND STREAMS ran from the land, carrying sediment and sand with them as they flowed to the ocean. SALT MARSHES grew along the edges of the harbour and estuaries. Grasses form the salt marshes washed into the ocean and became food for the fish. 77

12 SHELLFISH grew in the shallow water, including cockles, mussels, pipis, oysters and scallops. A small group of people lived on the land near the ocean. They called the land (Insert your districts name here) The people called themselves MAORI (Tangata Whenua). The Maori fished for food and shellfish in the harbour, estuaries and ocean. They also dumped some of their garbage nearby. In fact, we still find the piles of shells they left called 'middens'. Discussion: Would you want to swim in this harbour? Would you eat fish caught in this harbour? Would you like to go boating in this harbour? After many years, SETTLERS from Europe came to live on the land named (Insert your districts name here). The settlers built a town much larger than the Maori villages. Some of the town garbage was dumped into the harbour, estuaries and ocean. As the town grew, the settlers cleared native bush to provide more land on which to build. FARMERS cut down trees to clear their fields and allowed their stock to graze among the mangroves and salt marshes in the harbour and estauries. Without trees and salt marshes, rain carried soil into the water. Discussion: (Answers will vary as students consider each question in light of the new substances added). Would you want to swim in this harbour? Would you eat fish caught in this harbour? Would you like to go boating in this harbour? More and more HOUSES and shops were built, and the town of (Insert your districts name here) grew. SEWER PIPES and SEPTIC TANKS were constructed to remove waste from houses and bathrooms. Sometimes broken pipes and overfull septic tanks leaked sewerage into the waterways. Since the salt marshes had been filled in, RUNOFF water washed pollution from the streets directly into the waterways. FISHERS found that nets made of plastic or nylon were stronger than those made of rope. Sometimes these plastic nets got lost in the water. Fishers and other BOATERS sometimes threw trash overboard and emptied their boat toilets into the water. Discussion: Would you want to swim in this harbour? Would you eat fish caught in this harbour? Would you like to go boating in this harbour? 78

13 The town of (Insert your districts name here) continued to grow. As tourists began to visit the coast, CAMPGROUNDS were developed. Campers used kitchens and laundries to wash their dishes and clothes. Sometimes, these detergents went straight into the waterways. People CLEANING their houses poured poisonous cleansers and drain cleaners down their stormwater drains which flowed directly into the waterways. Even swimmers and SUN BATHERS going to enjoy the beach sometimes left garbage on the beaches. Many tar sealed ROADS were made and rain washed pollution including oil, brake lining, antifreeze, cigarette butts and rubbish directly into the stormwater drains which lead into streams, rivers, and eventually the ocean. FACTORIES built along the waters edge often dumped their wastes into the water. PEOPLE WASHING CARS let the soapy water run down their driveways and down the stormwater drains. Discussion: Would you want to swim in this harbour? Would you eat fish caught in this harbour? Would you like to go boating in this harbour? Who dirtied the water? Who is responsible for cleaning it up? Debrief: Discuss how students felt at each stage of the game Do students know of any of their local bodies of water that have been polluted? Who is responsible for monitoring pollution and taking steps to control and reduce pollution? (Regional Council) What is being done in your region to monitor for and control pollution? Talk about the different types of pollutants added. Is all pollution equally dangerous? Discuss actions you can take to reduce your class's polluting impact on the water. e.g. Don't let toxic substances or rubbish go down the stormwater drain, water conservation, not littering etc. What other steps could we take in our area to stop pollution of our waterways? This activity has been adapted by Experiencing Marine Reserves' (EMR) from Coasts and Us: A Teachers' Resource. The Waikato Coastline. 79

14 Activity 22 Title: The different marine reserve points of view Teacher Instructions: Read to students or get student to read and identify the different points of view. The Great Barrier Island marine reserve was approved by the Minister of Conservation, but not the Minister of Fisheries, so the Great Barrier Island Marine Reserves did not go through. Student Action: Write down the different view points found in the articles Articles from: Dive New Zealand magazine, page 20 & 21 by Dr Roger Grace and Trade-a-Boat magazine, page by Pete Saul 80

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19 Activity 23 Title: Nga Tamariki a Tangaroa Teacher Instructions: Students to research interesting facts about marine life in Māori and English (contact EMR for a copy of the CD) Activity 24 Art examples 85

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21 Permission Form to adapt Child's Name: Dear Parents and Caregivers, Our school has signed on to the Experiencing Marine Reserves (EMR) programme as part of our Science/Tangaroa/EOTC focus for this term. EMR coordinators offer guidance, direction and coordination of classroom exercises and field trips to the ocean. EMR also provide snorkel equipment, instruction, resources and snorkel risk management. EMR involves an introduction to marine biodiversity in the classroom, using amazing underwater images and video. The next stage is to investigate the local marine environment, then we venture to a marine reserve to snorkel and investigate the fully protected marine environment and draw conclusions from our observations. This will culminate in an action plan for informing the wider community of our findings. Details of event: School/group: Location: Start date Time Finish date Time Your child will need the following items: A big packed lunch Plenty to drink. Sun hat Sunscreen Togs and towel (wetsuits and snorkelling gear are supplied, but need to wear their own togs underneath) Aqua boots (optional) A good pair of shoes for walking on rocks Warm jersey for on beach and after their swim Pen, pencil, ruler and rubber (for on shore activities) Acknowledgment of risk I hereby acknowledge the risks associated with snorkeling. I understand that the school and EMR programme will identify any foreseeable risks or hazards and implement correct management procedures to eliminate, isolate, or minimise those hazards. I understand that my child has been involved in the development of safety procedures. I will do my best to ensure that my child and I follow these procedures. I give permission for...to attend this trip. 87

22 Swimming ability Is your child able to swim 50 meters? Yes No Unsure Is your child water confident in a pool? Yes No Unsure Is your child confident in deep water? Yes No Unsure Is your child able to tread water? Yes No Unsure Is your child able to survival float? Yes No Unsure Is your child confident in the sea or in open inland water? Yes No Unsure Is your child safety-conscious in and around water? Yes No Unsure Emergency Contact 1: Name: Ph: Emergency Contact 2: Name: Ph: Medical Information: I confirm that my child is in good health and I consider him/her fit to participate Yes / No I consent to any emergency treatment required by my child during the programme Yes / No Please note any medication your child is on: 1. Please tick if your child has any of the following: Epilepsy Asthma Diabetes Fits of any type Dizzy spells Heart condition Other (please specify) 88

23 Do you yourself have any illnesses or take any medication that could impact your ability or safety to snorkel? Yes No NA (not coming on the trip) We need as much parent help on this trip as possible so please tick one of the boxes below if you can come along on the day: 1) Yes I can come and will be providing transport. 2) Yes I can come but cannot provide transport. For the parents that are coming out, a map is attached to show how to get there. But please be at school at.. so we can have a quick briefing time. There are wetsuits and snorkelling gear supplied for parents but we encourage you to bring your own. If you are not swimming then you will be looking after a group of children doing the onshore activities so you will also need a good pair of shoes for walking on the beach and rocks. If you have a digital camera bring it along. We would love to get as many photos for our projects after we come back (you do this at your risk). Permission to use images / work / footage The EMR programme & sponsors request your permission to use work, images and/or video footage of your children produced as a result of participation in the EMR programme for educational purposes and the promotion of the EMR programme, website and resources. I give permission for work, footage and/or images of my child, to be used for educational and promotional purposes. Print name of student Print name of parent/caregiver Signed Adult participant or parent / caregiver of child participant Date 89

24 Field trip plan to adapt to your area Activity Snorkeling Leader Date Group Location School Teacher Risks (potential losses) 1 Physical Injury 4 2 Environmental factors 5 3 Gear/Equipment 6 Causal factors (potential risks) Risk reduction strategies Experience and skills of snorkel leader. General People swimming/snorkel ability of students checked. Students above age of eight. Clear discipline Skills guidelines given to students before snorkel and Attitudes identification of potential hazards. Boundaries, Age snorkel route and entry and exit points made Fitness clear. Marine reserve rules or EMR Kaupapa Ratios briefing. Students to stay in immediate Inexperience proximity of designated adult buddy (one Health arm s length away). Adequate supervision Inappropriate behaviour ensured by adult staff adult:student ratio aim of Inadequate supervision Inexperienced parent/teacher helpers 1:2 (adapt ratio to age and skills of students e.g. 1:4 for year 9 students and above). All adults in in water the water must be confident swimmers. Existing medical conditions Sunscreen available. Brief children on danger of Sunburn hypothermia and assure that it is OK to get out if Fall on rocks shivering or tired (your snorkel buddy and adult Washed into rocks buddy must accompany you back to shore). Panic Parents and teachers to comply with instructors Drowning directions while in water. Adult observers based Cramp on shore, ready to attend to any emergencies, Exhaustion first aid, emergency plan, medical records, Colliding with another diver medication and cell phone (location known of Hypothermia nearest land line). On land: No running on rocks, Shallow water blackout clear boundaries and supervision when Seasickness (if going on boat) observing from shore or walking to changing rooms/toilets (toilets are positioned up hill from Goat Island snorkel site -2 min walk). Number check before and after snorkel. Seasick pills included as part of first aid kit stay away from fumes, look to horizon. 90

25 Equipment No wetsuit, leaky mask, faulty Use of Dive flag. snorkel, no safety gear, being hit by a boat, other obstacle or equipment. Equipment checked and fitted in shallow water. Choking or other problems Use of body boards associated with breathing in water down the snorkel Up to date weather forecast and pre-site visit. Environment Sensible assessment of environmental Unsuitable weather conditions, tides, conditions. Safe location of entry and exit points, currents, rocks, oysters, fishing depending on conditions. Identification of line/hooks, waves, rips. Weather potential hazards (waves, rocks etc). Care of changes creating adverse conditions. environment instructions given. Knife to cut Damage to environment. Hazardous fishing line (not usually necessary in marine marine life, jellyfish oysters, reserve). Look out for loose fish hooks. barnacles, urchins/ Kina spikes, Specialised first aid for treatment of injuries seals, sharks, stingray. Boats. caused by hazardous marine life. Group to stay close together giving boats easy passage through. Bright body boards will help boats identify snorklers. Stay clear of glass bottom boat motor (at Leigh marine reserve). EMERGENCY PROCEDURE Adult observers based on shore with floatation devices (body boards, life rings), first aid and cell phone. Snorkellers: Raise and wave one arm for help. In the event of unforeseen dangers at sea, for example marine life or sea conditions changing, calmly organise evacuation to the nearest safe landing point. Three whistle blasts for everyone to come back in with buddies and assemble on shore. Apply first aid where appropriate. Medical records and medication known and on hand. Safety person on beach to call 111 if urgent. Ask for first response. Advise emergency service of whereabouts, using name of the road and area. Get someone to wait by road and direct emergency services to problem. On-site cell phone - 91

26 DELEGATION FOR EMERGENCY PROCEDURE Teacher in charge of EMR activities or other delegated person to contact: Emergency Services Board of Trustees chairperson Parents and Caregivers Principal or delegated person Media contact person Support services APPROVAL FROM SCHOOL Accept Reject Comments 92