Lesson 9: Along Our Coast

Florida has more coastal shoreline than any other state except Alaska. Straight-line measurements give Florida about 1,800 miles of coastline, while measurements that include bays and harbors cause that count to increase to around 8,000 miles. Northeast Florida has some of the most beautiful, wide beaches in the state.

The estuary systems that exist in this coastal area are often called the “nurseries” to the Atlantic Ocean. Saltwater marshes and mangrove swamps, which are periodically flooded, provide an abundant food source of small fish and crabs to animals higher up the food chain.

The Indian River Lagoon stretches along five counties on Florida’s east coast and has the highest species diversity of any estuary system. More than 4,300 species make their home in the lagoon.

Stormwater runoff can cause the saltwater balance in estuary systems to change. This change can destroy breeding areas for the many aquatic animals which live there. In turn, this can affect the ocean’s fisheries. The interdependency of nature is obvious along our coastal areas and is interesting for students to study.

1. Have students read parts 1, 2 and 3 (up to "How do these animals depend on each other?") to find out how to “make” a saltwater marsh. Ask discussion questions:

(part 1)

• What plants and animals would you find in a saltwater marsh?
• What are mangrove swamps?

(part 2)

• How do mangroves help shorelines?
• What is an estuary?
• What is brackish water? Where could we go to see brackish water?

2. Have a student read “Imagine that!” in part 2 and discuss. Use a map of Florida to locate the Indian River Lagoon.

3. Have students look at and discuss the illustration at the bottom of part 2. Have students point out mangrove roots in the drawing. See if they can identify any of the animals who make the mangrove swamp their home. (See key 1.)

4. Ask discussion questions for part 3:

• What is so special about the Indian River Lagoon?
• Why should we protect our estuary systems?

5. Have students read the bottom of part 3 and all of part 4 to find out how animals in a saltwater estuary system depend on each other for survival.

6. Ask students to look at the illustration in part 4. Can they identify the animals in this drawing? (See key 2.)

7. Ask discussion questions for part 4:

• What is an example of a saltwater food chain?
• How does the primary consumer interrelate with the secondary consumer in a food chain?
• Where would humans fit into this food chain?

8. Have students look at and discuss the illustration in part 4. Ask students to identify the primary producers, primary consumers, secondary consumers and tertiary consumers in the illustration. (See key 3.)

9. Have a student read aloud the “Imagine that!” in part 4 and discuss with the class.

Keys to images in student text

Key 1

A. mangrove snapper
B. mangrove crab
C. striped mullet
D. oysters
E. periwinkle snails
F. striped mullet
G. sheepshead

Key 2

A. great egret
B. saltmarsh snake
C. manatee
D. killifish
E. snook
F. horseshoe crab

Key 3

A. osprey
B. red snapper
C. white shrimp
D. phytoplankton, zooplankton

FCAT-style questions based on the content of Lesson 9 have been prepared to assist students in preparing for the Florida Comprehensive Assessment Test.

• Lesson 9 FCAT-Style Questions
• FCAT Reading Rubric
• Sample Responses

1. Tell students they are going to draw saltwater food chains. Divide the class into small groups, giving each group a large sheet of paper. Students are to decide if the group wants to draw “actual” or “imaginary” food webs. Students drawing “actual” food webs may use WaterWays for reference, but may not copy the web in Lesson 9 Part 4.

Have each group discuss WHAT will eat WHAT before beginning the drawing. Have students use arrows as in part 4 of Lesson 9 to show how the web works. Have students label the primary producer, the primary consumer, the secondary consumer and the tertiary consumer in each drawing.

2. FCAT-Style Questions, Lesson 9 Online Quiz or Lesson 9 Quiz worksheets may be used.*

1. Have students navigate to the Lesson 9 Experiment, “Estuary in a test tube.”

2. Divide class into cooperative groups and have them read “What you will learn,” “What you will need” and “Here is what you do.”

3. Have each student begin a Make A Prediction lab report worksheet.

4. Have students do the experiment and answer the “What do you think?” questions.

5. Have students complete the Make A Prediction lab report worksheets and discuss.

6. Have students read and discuss “Make a difference!” If possible, take students on a field trip to observe an estuary system. For more information about the Indian River Lagoon estuary system, contact

Indian River Lagoon National Estuary Program
St. Johns River Water Management District
525 Community College Parkway SE
Palm Bay, FL 32909
http://irl.sjrwmd.com

7. Have students do the extra activity “Would it make a difference?” and discuss.

Answers for the FCAT-style questions and the online and offline quizzes can be downloaded at answers.html. The quiz answer keys are password-protected. You can obtain the password by registering via a short form.