sprat Photo Interpretation The Issues, Values, and Relationships Task: People use and abuse the coast in a variety of ways. Use the key questions and/or the extension/complementary activities below for each photograph to encourage students to understand some of the important values, relationships and issues in the coastal environment. 1 Cultural Use (food gathering) 1. What do you think the people in this picture could be doing? Refer Photograph 1, Cultural Use Gathering shellfish. 2. There are limits on the amount of kai moana people can take from the coast. Why is it necessary that we do this? Read Shellfish Collecting Factsheet and the newspaper article Snapper Snaffling, photocopy masters 7 and 8, and discuss what people think about taking undersized seafood. You could carry out a PMI activity based around the heading Do you think we should have limits on the amount of seafood that is allowed to be taken? (see example below). PMI Chart Plus (positive points) Minus (negative points) Interesting (whatever ideas you can come up with that aren t positive or negative) Research other ways that Maori people use coastal resources. For example, Pingao (a native sand binding grass) is traditionally used for many articles of weaving. Students could collect flax (pingao is a threatened species) and try weaving some traditional items. Refer to the Reference List for relevant books. Investigate some of the ways Maori have traditionally protected coastal resources. Students could invite a Maori elder to share their knowledge with the class about collecting kai moana and how the coast is changing all the time. Read the school journal article A Gift from Tangaroa Part 3 Number 3 1990 (article 11 13 years). Build up a glossary of Maori terms relating to the coast. Include in your glossary Maori terms for sand, estuary, sea, shellfish, tide and some of the plants and animals that live at the coast. See Appendix 2 for a list of Maori words. 31
2 People Use: Recreation In New Zealand, the coast has traditionally been a place where people go to spend their summer holidays. There are a variety of ways people enjoy their holidays at the coast. 1. What things can you see people doing in these pictures? Refer to Photograph 2, People Use - Recreation 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? Recall observations from video. 4. What type of coast do you think would be more popular? Why? More families visit sandy beaches because they are more suited for swimming, barbecues, building sandcastles and they fit our ideal image of what a beach is. Therefore it follows that these coasts are the ones we damage the most. Study the Dune Care Code Photocopy Master 14, and discuss what it means. 5. As part of a homework activity or in class students could discuss with their families and friends what they would do differently to ensure that they were caring for coastal environments next time that they visited the coast. Debate this statement: Boogie board the waves, not the dunes. Design and draw a sign which Beachcare groups could erect on the dunes, outlining why the dunes need to be protected. 3 People Use: Commercial (marine farming) Since the arrival of Europeans in the 1800 s, with more people and more industry, pressure on the sea and its resources has increased. 1. What do you think this picture is of? Refer to Photograph 3, People Use - Commercial A long-line mussel farm. 2. Can you think of any other types of marine farming? In New Zealand oysters, salmon, and paua are also farmed. Overseas, seaweed, prawns, shrimp and even sea horses are some of the species farmed. 32 Coasts and Us: A Teachers Resource Photo Interpretation: The Issues, Values and Relationship
sprat 3. What other ways do people commercially (i.e. for profit) use the coast? E.g. commercial fishing, tourism, sand mining, big game fishing, fishing charters. 4. What effects do you think marine farming might have on other coastal users, on other marine life and on water quality? Marine farms may be established in areas that have been historically used for boating and other water activities. Human activities may disturb wildlife in and around the marine farm. It may disrupt important breeding colonies and feeding areas and attract predatory species of fish that would not normally come into this area. Native species can be threatened by introduced species for food, space and habitat damage. Increased sedimentation can occur where structures have been built in the water, slowing the current flow and allowing sediment to fall to the seabed. Pollution of the sea from farming operations leaving litter or when parts break. Every year three times as much rubbish is dumped in the ocean, as the weight of the fish caught 5. What could people do to make sure that any effects are kept to a minimum? Coastal consents for marine farming now address most of these issues to ensure that our coastal environments are protected. Refer to reference list at back for booklets available from Environment Waikato regarding marine farming effects on the environment and people. Think of both positive and negative effects. Students research and mark the location of marine farms in the Waikato Region, using Photocopy Master 3 The Waikato Coastline from Activity 1. Use the supplied Blank Consequence Wheel (Photocopy Master 9) to brainstorm both the positive and negative effects of marine farming. In the centre of the circle you need to write your event that will have consequences on the environment. For example marine farm opened in the Firth of Thames. In each outward radiating circle write consequences, which in turn lead to other effects. Effects can be both positive and negative. A partly completed consequence wheel is supplied (Photocopy Master 10) for the teacher to begin discussions. Consequence wheels could also be completed on the effects of the different ways people use the coast. Read Photocopy Masters 7 and 8 on The Shellfish Gathering Limits in the Waikato Region and Snapper Snaffling. Have a class discussion using a values continuum. This could be done by actually having the student s position themselves along a physical continuum, e.g. a line on the floor at one end strongly agree at the other end strongly disagree. Children can position themselves where they think they are on the values continuum and argue their stance. Use any of the following discussion points: the people caught with undersized or too many fish or shellfish should be charged. only those who are way over the limit should be charged. people should be allowed to take what shellfish they like, i.e. there should be no limit. there should be no shellfish gathered for one year to allow stocks to build up. Read school journal article One Day At The Beach Part 3, Number 3, 1990 (Article 9-10), where a fisheries officer talks to a diver about the need for him to return some of his catch due to it being undersized. 33
4 Historical (New Zealand s changing coastline) Use Photocopy Master 11 to investigate the changes in New Zealand s coastline. 1. What things have occurred to change the coastline of the islands of New Zealand over time? The forces of plate tectonics (e.g. the crustal plates under the earth s surface which move and cause mountain building, earthquakes and volcanism) and severe erosion. 2. In what ways do you think the coastline of New Zealand is still changing? The coastline is continuously changing as part of a natural process. Recall the destructive and constructive waves from the video building up and eroding away the coastline. 3. Is there anything people are doing to accelerate (speed up) this natural process of change? What do you think these things might be? E.g. Building houses too close to the sea, removing the sand resource. Recall observations from the video. Research the dates and correctly label the outline maps of New Zealand s changing coastline over time using Photocopy Master 11 (dated) and 12 (blank). 5 Erosion 1. What do you think has happened in this photo? Refer to Photograph 4, Erosion 2. Is this something that you would expect to happen on the coast, i.e. is it a natural process? Recall discussion from above. 3. Do you think it is a good idea to build houses near the beach like this? Why or why not? If you build too close you are encroaching on the dunes and therefore interfering with the natural processes that will occur on the coast. Also refer back to the video where it talked about the impact on dunes from being built on. 4. There are two main factors that cause erosion. Do you think any of these factors could be controlled? How? Natural erosion and human/cultural erosion, the human impacts can be lessened through the careful use of the coast. The Resource Management Act is legislation that is designed to specifically ensure that natural resources are used sustainably. People wishing to use coastal resources such as the land or sand require resource consent to do so. Everyone can take action by following the Dune Care Code when they visit the beach and ensure that their boats, jet skis etc., do not leak oil and petrol or litter overboard. 34 Coasts and Us: A Teachers Resource Photo Interpretation: The Issues, Values and Relationship
sprat Annually, 6.5 million tonnes of litter finds its way into the ocean, 5. Natural erosion is caused by storms. What different elements of the storm cause erosion? Wind and wave action. 6. Read the school journal article Shifting Sands by Andrew Crowe, Part 4 Number 2, 1996 (Article 10 12 years). Depending on the ability of your students either discuss as a class or read in pairs answering the sub-heading questions or preparing summary statements for the headings about the information presented in the article. 7. How do you think nature works to protect the coast from erosion? Sand dunes provide a buffer for the waves coming on shore, especially during a storm. When big waves hit sand dunes some of the sand is dragged out to sea. This sand builds a sandhill on the sea floor under the water called a sand bar. After the storm passes the waves bring the sand from the sand bar back to the beach. Onshore winds blow the sand to the dunes and therefore help to rebuild the sand dune again, in preparation for the next storm. Use Beach Erosion Flow Chart Photocopy Master 13 to initiate discussion on cause and effect of coastal erosion. Complete a Consequence Wheel (refer to Photocopy Master 9), using Coastal property owner builds a sea wall as the central statement. Encourage students to consider both negative and positive consequences. Students could role-play the following situation imagining that it is happening at their favourite beach. A resource consent application has been lodged to the Regional Council for a new coastal subdivision. At the resource consent hearing process, all interested parties are given an opportunity to express their views for or against the project. Commissioners need to be appointed to hear the submissions and decide whether the subdivision should go ahead or not. Students work in groups to plan their submission and nominate a representative to present to the commission. The interested parties represented could include local landowners, fisherpeople, beach users, conservationists, iwi, Regional Council, District Council and the proposed subdivision landowner. 35
6 Dune Plants 1. Why are these plants important what is their job? Refer to Photograph 5, Coastal Plants Kowhangatara and Pingao act as sand binding plants. Refer to the section on Coastal Plants at the beginning of this unit. 2. Why are these important sand-binding grasses disappearing along some of our coastlines? Exotic (foreign) plants grow faster and take up the space that the native plants would grow on. People damage the native grasses when they walk or picnic on it, when they ride bikes or horses or boogie board over it. Farm animals that are allowed to graze on sand dunes and they squash and eat the native grasses. 3. What can we do to save these protected dune plants? Formation of Beachcare groups, instalment of accessways, learning and adhering to the dune care code. Recall observations from the video. 4. What other types of plants are characteristic of the other types of coastline and what role do they play in the ecosystem? E.g. mangroves grow in estuaries and provide unique habitat for both marine and freshwater animal species; kelp and lichens grow on the rocky shore and provide an important food source for many marine animals. Recall coastal profiles activity. Use the copy of the Dune Care Code Photocopy Master 14, to initiate a class discussion on dune protection. Students take one of the golden rules from the code and create a poster, slogan, bumper sticker or story based around it. For more activities about sand dunes, contact Environment Waikato for a copy of Seaweek 96 Marine Education Kit for Primary Schools Sand Dunes in the Waikato Region. Invite a member of your local Beachcare group to talk to the class about what they are doing to protect dunes and dune vegetation. 7 Animal Life 1. Do you think these animals belong here? Why or why not? Refer to Photograph 6, Animal Life 2. What might change so that these animals don t like it here anymore or can t live here? Dunes have eroded and are no longer a suitable breeding habitat, fish/shellfish may have declined due to over-harvesting and food is no longer available. 36 Coasts and Us: A Teachers Resource Photo Interpretation: The Issues, Values and Relationship
sprat 3. What other types of non-marine animals live on the coast and what do they need to be able to live there? E.g. bugs such as insects, spiders and snails, live on the dunes and need washed up drift wood and seaweed (also discuss what may happen if people take large quantities of this natural sea debris away). 4. Unfortunately there are animals on the coast that don t belong, who do you think these could be and what problems they cause? Rabbits eat young dune plants and shrubs, stoats kill coastal birds and eat their eggs, and possums destroy coastal forests (pohutukawa is a favourite). Build a marine food web using the students as creatures in the food chain. Introduce events that effect the food web, such as, an oil spill, over harvesting and dredge netting. After each event, eliminate some of your species (students) and discuss the effects on the rest of the food web. A master copy of species cards and more detailed instruction on how to play the game are part of the activities for the field trip. 8 Coastal Structures With the increased use of coastal resources by people, there is a corresponding need for the facilities and structures to cope with those uses. Number and type of coastal structures in the Waikato Region (surveyed in 1995)* Type of Structure Sea walls and groynes Number 516 Culverts and storm water pipes Power poles Boat ramps Fence lines Wharves and jetties Buildings and mai-mais Bridges, causeways and fords Dump sites and derelict structures Total 456 423 279 263 235 230 107 20 2,529 *Excludes structures associated with marinas, mooring areas, marine farms and whitebait stands. 37
1. What things do you see in the photo that could be a coastal structure? Refer to Photograph 7, Coastal Structures 2. Can you think of other types of coastal structures? Coastal structures include such things as sea walls, storm water pipes, boat ramps, jetties and maimais. 3. Why do people need permission to build coastal structures? Coastal structures require resource consents from Environment Waikato because they can effect the natural character of the coast. E.g. storm water outlets and their associated discharges can result in the erosion of local beaches and dunes, rock and other hazard protection devices placed in an attempt to minimise these effects can further degrade the natural character or beauty of the coast. A resource consent application has been lodged to the Regional Council to build a new jetty. Students can role-play the resource consent hearing process, where all interested parties are given an opportunity to express their views for or against the project. Commissioners need to be appointed to hear the submissions and decide whether the building consent should be granted or not. Students work in groups to plan their submission and nominate a representative to present to the commission. The interested parties represented could include local landowners, fisherpeople, beach users, conservationists, iwi, Regional Council, District Council and boat owners. 9 Pollution 1. How do you feel when you look at this photo? Why do you feel that way? Refer to Photograph 8, Pollution 2. Where does the rubbish in these pictures come from? People dumping rubbish on the beach, into rivers, out at sea, blown by the wind. 3. What other sorts of rubbish/pollution is found along the coast and how does it affect the coastal environment? E.g. plastic in small pieces, such as lids and broken containers, get stuck in birds stomachs when they mistake it for food they then die of starvation. Refer to the section on pollution at the beginning of the unit. 38 Coasts and Us: A Teachers Resource Photo Interpretation: The Issues, Values and Relationship
sprat Create your own oil spill in the classroom using a tray of water and an eyedropper of oil. Use different materials to try to contain or clean up your spill, for example cotton wool, wool, cotton rags, and synthetic materials. Oil booms could be made out of straws, string, and fabric. Experiment with which materials are the most appropriate! Your class or school could organise a beach clean up of your local beach. You would be helping contribute data from the Waikato Region, improving the beauty of the beach and maybe saving some marine creature from a nasty death. Use the beach clean-up log, photocopy master 15. Separate the rubbish into different categories and create a graph of your class results. As a class brainstorm how some of these issues could be resolved. What action would need to be taken by the government? The community? Individuals? What actions can you as a class take immediately? Next time you go to the coast? 39
40 Coasts and Us: A Teachers Resource Photo Interpretation: The Issues, Values and Relationship