School Names...2019/02/12 · Use Beachcombers Guide to North Atlantic Seashore to identify organisms found in the meter square. Record the quantity of each organism. Organisms: None

River-Lab Estuary Study-Trip Student Sheet

© 2019 Mill River Wetland Committee, Inc.

School _____________________________

Names _____________________________

_____________________________

_____________________________

_____________________________

Date _____________________________

Estuary _____________________________

Zone _____________________________

River-Lab Estuary Study-Trip DS1 page 1


Discovery Site 1

ESTUARINE MICROHABITAT ORGANISMS

The estuary is a macrohabitat (macro=large).

A macrohabitat is made up of many different microhabitats (micro=small).

Discovery Question: What is the productivity of the estuary as suggested by the number

and variety of organisms present in this microhabitat?

Microhabitats in an Estuary

• mud flats: soft soil, muddy areas, no plants, no rocks; possible rotten smell

• rocky zone: near water’s edge, many rocks and pebbles; little or no sand or mud

• creek shoreline: covered with silt, mud, sand, pebbles; along the edge of estuarine

creek; cord grass

• barrier beach: sandy area near water’s edge, empty shells

• salt marsh: areas covered with salt marsh grasses, along creek or river; appears

higher than surrounding area

Look at the white meter square.

Identify the type of microhabitat (refer to descriptions above): _____________________

Record four abiotic features:

________________________________ ___________________________________

________________________________ ___________________________________

Use Beachcombers Guide to North Atlantic Seashore to identify organisms found in the

meter square.

Record the quantity of each organism.

Organisms: None Few Many Organisms: None Few Many

Sea lettuce ❑ ❑ ❑ Mud snail ❑ ❑ ❑

S. alterniflora ❑ ❑ ❑ Ribbed mussel ❑ ❑ ❑

S. patens (hay) ❑ ❑ ❑ Blue mussel ❑ ❑ ❑

Oyster ❑ ❑ ❑ Fiddler crab ❑ ❑ ❑

Clam ❑ ❑ ❑ Crab ❑ ❑ ❑

Barnacle ❑ ❑ ❑ Japanese shore

crab ❑ ❑ ❑



Organism Contributions to Productivity

Find the organisms you identified earlier in the Organism Hunt Cards.

Read information on front and back of card for each organism found.

Check off contributions each organism makes to the estuary.

Organism Prey Predator Scaven-

ger

Oxygen

Producer

Decom-

poser

Holds

Soil

Habitat Filters

Water

Sea lettuce

S. alterniflora

S. patens (Hay)

Oyster

Clam

Barnacle

Mud snail

Ribbed mussel

Blue Mussel

Fiddler crab

Crab

Japanese shore

crab

Given the number and variety of organisms you observed and the huge expanse of

the estuary, how would you rate the productivity of this estuary?

___________________________________________________________

___________________________________________________________

• All organisms living in estuarine microhabitats make contributions to the

productivity of an estuary.

• Organisms contribute to productivity in these ways:

• prey - food for another organism

• predator - eat other organisms, keep organism populations in balance

• scavenger - eat dead plants/animals, “clean up crew” in estuary

• oxygen producer - plants and algae use sunlight to produce oxygen (photosynthesis)

• decomposer - eat detritus in mud and add oxygen to mud

• hold soil - organisms prevent soil from washing away during 2x a day high tides and

flood events

• habitat - part of one organism provides habitat for other organisms

• filter feeder–filters out plankton and detritus for their food and helps keep water

cleaner



Discovery Site 2

FISH

The abundant presence of a diverse fish population is

indicative of a productive estuary.

Discovery Questions: What marine life is present in the estuary?

How does marine life demonstrate the health of the estuary?

Fill pans ¼ full with creek water.

Pull in fish trap.

Emptycontents of trap into pans.Separate crabs from fish.

Re-bait trap and return trap to water.

Save fish in pan for next group when you are finished!

Use laminated guide and identifythe types and number of the marine organisms in the

pans:

❑Killifish #______

❑Mummichog #______

❑Bluefish #______

❑Menhaden #______

❑Striped Bass #______

❑Crabs #______

❑Shrimp #______

❑Other #______

Determine the approximate size of organisms:

❑Less than 1” #______

❑ 1-2” #______

❑2-4” #______

❑More than 4” #______

Conclude:

Total Number of Organisms Collected: ❑ 1-5 ❑6-10❑11-15❑ 15+

Diversity of Organisms Collected: ❑All the same organism

❑ A few different organisms

❑A wide variety of organisms

Given the number and variety of organisms you have collected, how would you rate the

productivity of the estuary?

______________________________________________________________________

______________________________________________________________________



This page is intentionally blank.



Discovery Site 3

INTERTIDAL ZONE

The intertidal zone is the area between the edge of the water at low tide and the

lowest wrack line.

Discovery Questions: How large is the intertidal zone?

How do environmental conditions of the intertidal zone change

with tidal action?

Intertidal Zone

• Microhabitat within the estuary.

• Area between the edge of the water at low tide and the newest wrack line next to

moist sand.

• Multiple wrack lines may exist because of tides affected by the moon cycle and/or

past heavy rainfall.

• Wrack lines show how far inland the water reached during high tide.

• Common abiotic factor: All intertidal zone microhabitats are covered with water at

high tide and not covered at low tide.

• Plants and animals have adaptations to survive extreme intertidal zone conditions.

You are visiting the estuary at the time of low tide today.

Look at the photographs that show the estuary at high tide. Locate where you expect to

find the high tide wrack line.

Record the number of wrack lines you see: ____________________________________

Check what you see in the wrack line(s):

❏Shells ❏Seaweed ❏Dead plants ❏Pebbles

❏Trash: _______________________________________________________________

❏Animal matter: _______________________________________________________

❏Other: _______________________________________________________________

Stand at the closest wrack line.

Walk, counting the number of steps you take from wrack line to the water line.

Record the number of steps you took: ____________1 step=1 foot

How many feet did the water recede after the last high tide? Record: ________________



Observe the environmental conditions of the intertidal zone now at this site.

Water Level: ❏Low ❏Medium ❏High

Sun Exposure: ❏Sunny ❏Part Shade ❏Shady

Organisms: ❏Fish ❏Plants ❏Algae ❏Birds

❏Clams ❏Oysters ❏Mussels ❏Crabs

Consider this same spot at high tide and how different the conditions would be.

Use the high tide photographs and the concepts of the Intertidal Zone Graphic to make

predictions to complete the chart:

Organisms: Advantages to

being covered by

water

Disadvantages to

being covered by

water

Adaptations

S. patens

(salt marsh hay)

Ribbed mussel

Crab

Barnacle

If you were to spend 24 hours in this spot, what would you have to do to survive? ______

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Discovery Site 4

TURBIDITY

Turbidity is the measure of the cloudiness of water.

Discovery Question: Does the measured turbidity of estuarine water and the amount of

nutrients support a productive ecosystem?

Causes of Turbid (Cloudy) Water

Abiotic Matter Biotic Matter

• Clay • Immature aquatic organisms

• Silt • Microorganisms

• Shell pieces o Phytoplankton

o Zooplankton

o Bacteria

o Fungi

• Detritus

Biotic Turbidity

Standing at the edge of the creek, rate the clarity of the water.

❑Clear ❑Somewhat Clear ❑Cloudy ❑Very Cloudy

Predict the productivity level based on this visual observation.

❑Not Productive ❑Somewhat Productive ❑Very Productive

• Biotic matter is the base of the food web.

• Biotic matter contains many nutrients.

• A healthy productive level of biotic matter means there are enough

nutrients for all the organisms living there.

• Estuarine water has many sources of biotic matter making the water

turbid.

• Turbid water in an estuary means it can support of wide variety of

organisms and is that the estuary is productive.



Measure the turbidity of a sample of estuarine water.

Refer to the laminated Step by Step Turbidity Tube Instructions as needed.

Assign jobs:

• Observer: fills bucket, pours water into turbidity tubes, observes the water

column throughout the process and reads the height of the water column.

• Crimp controller: controls the water removal using the drain crimp.

• Secchi disk finder: holds the turbidity tube upright and looks for secchi disk.

Turbidity Tube Measurement

Trial #1:_________cm Trial #2:__________ cm Average:_________cm

Turbidity Tube Reading

0 cm (very cloudy water) Not Productive

>0 cm – 40 cm Somewhat Productive

40 cm – 80 cm Productive

>80 cm – 120 cm Somewhat Productive

120 cm (clear) Not Productive

Determine the productivity of the water you tested - use ranges and info above to decide.

❑Not Productive ❑Somewhat Productive ❑Productive

What do you think contributed to the turbidity reading of the sample estuarine water you

measured?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Discovery Site 5

PEAT SOIL

Peat soil is compact, spongy material formed by the build-up of dead

grasses and trapped silt on the salt marsh surface.

Discovery Question: How do the salt marsh grasses contribute to the growth of the peat

soil and productivity of the estuary?

DO NOT WALK ON PEAT SOIL

Look at the laminated samples and photos of Alterniflora and Paten salt marsh grasses.

Salt Marsh Grasses

Alterniflora (Cord Grass)

• Shoreline areas

• Covered with brackish water 2x daily

• Salt tolerant, excretes salt onto blades

• Wide blades (1-2”) that grow 2 ft tall

Patens (Salt Marsh Hay)

• Above High Tide Line away from water

• Covered with brackish water 2x a month

• Salt tolerant, excretes salt onto blades

• Thin blades, short and delicate

Look around the entire estuary, observe and record the types and amount of grasses

present and where you see them.

Grass Visible Amount Location

Alterniflora ❏Yes❏No ❏Little❏A lot ❏Shoreline ❏Away from shoreline

Patens ❏Yes ❏No ❏Little❏A lot ❏Shoreline❏Away from shoreline

Salt Marsh Peat Soil

• Made of decomposing salt marsh grasses

and trapped sand and silt

• Is spongy

• Provides habitat for estuarine organisms

• Held in place by large root system made

by salt marsh grasses

• Holds thousands of gallons of water

• Builds at a rate of 1 cm per year

DO NOT WALK ON PEAT SOIL

Locate the meter stick in the Peat Soil.

Read and record the depth of peat soil ________cm. Do Not Remove Meter Stick!

How many years did it take to create this peat soil? ___________ years(1 cm=1 year).



Contribution of Peat Soil in the Estuary

• Holds water to protect surrounding land from flooding and erosion

• Holds nutrients to feed estuarine organisms

• Provides habitats for many estuarine organisms—such as ribbed mussels and fiddler

crabs

Peat Soil Holds Water

Fill a beaker with water from the estuary.

Put the sponge in the flat container. A sponge is representative of peat soil.

Pour the water onto the sponge. Notice how the sponge traps the sand, organisms and

decaying material just as the peat soil does in the estuary.

Press down on the sponge. What comes out? _______________________________

Peat Soil Provides Habitats

Observe the peat soil you measured, what animals can you readily identify?

❏ Ribbed mussels ❏Fiddler Crabs ❏Snails ❏Oysters ❏Microscopic animals

If you see ribbed mussels, how are they attached to the peat soil? ___________________

Ribbed mussels have byssal threads that hold them in place.

These byssal threads also hold and stabilize the peat soil.

Look for holes the fiddler crabs have made in the peat soil.

Do you see:❏ small mud balls ❏ larger mud balls ❏none

Fiddler crabs eat the detritus in the mud and spit out the mud as little balls.

They also dig out their holes and leave larger mud balls on the surface.

Imagine and describe what happens to the balls and holes when the tide comes in and out.

Describe: _____________________________________________________________

____________________________________________________________________

In addition to animals and plants you see, there are many microscopic organisms in the

peat soil. Bacteria and fungi decompose the organic matter in the deep peat soil causing a

rotten egg smell known as hypoxia.

Can you smell it today? ❏Yes ❏No

What do you think could have a negative impact on peat soil?(For example: walking on it)

Make a list:

_____________________________ _________________________________

_____________________________ _________________________________

_____________________________ _________________________________



Discovery Site 6

HUMANS AND THE ESTUARY

Humans affect the estuary in numerous ways that greatly influence the

productivity of the estuary.

Discovery questions: How have humans affected estuarine productivity in the past and

today? What invasive species of organisms are present?

Read the information presented on the laminated sheet Historical Use of the Estuary.

Using the provided historical maps, investigate historical use of the estuary.

Check off all you can see on the maps:

Natural or Manmade

Features Map of 1650

Native American time

Map of 1750 Colonial time

Map of 2010 Modern time

Barrier beach

Marsh island

Channel

Dams

Few roads

Many roads / streets

Parking lots

Marinas

Buildings

Compare and record the changes in the estuary by overlaying the maps one by one

starting with 1650. _______________________________________________________

______________________________________________________________________

______________________________________________________________________

Record the features you see in 1750 that are missing in 2010: ______________________

______________________________________________________________________

______________________________________________________________________

List the structures in 1750 that inhibited salt water from moving into the estuary and

mixing with freshwater from the river: ________________________________________

______________________________________________________________________

______________________________________________________________________



Look around the estuary. Check off all evidence of human use you see and sketch a

minimum of five landmarks in the approximate location on the blank 2010 Map on the

next page:

❑ Roads

❑ Houses

❑ Parking lots

❑ Boat marina

❑ Gardens

❑ Dikes

❑ Picnic tables

❑ Boats

❑Vehicles

❑ People

❑ Mulch

❑ Walls

❑ Fishing Pier

❑ Kayaks

❑ Fences

❑ Sidewalks

❑ Paths

❑ Light poles

❑Other buildings

❑ Lawns

❑ Sign posts

❑ Pipes

❑ Garbage

❑Other ____________

Human Activity Introduced Invasive Organisms to the Estuary

• Invasive aquatic organisms were introduced to Long Island Sound accidentally in

the ballast of commercial ships and recreational water craft.

• Other organisms were introduced to our area intentionally for their beauty in

gardens and parks.

Use the Guide to Invasive Species to locate and identify any invasive species in your area

that were introduced to the estuary by humans:

When searching:

• some of the organisms are smaller than a quarter

• may be partially buried in sand or mud

• some of the plants will be growing away from the creek in the area where you see

shrubs and trees

Check off the names of all invasive species you are able to identify:

❑Phragmites

❑ Japanese Knotweed

❑ Oriental Bittersweet

❑ Japanese Stiltgrass

❑DeadMan’s Fingers

❑ Mute Swan

❑ Green Crab

❑ Japanese Shore Crab

❑ Common Periwinkle

❑ European Flat Oyster

❑ Other __________________________

❑ Other __________________________

Over time, man-made structures, activities and invasive species have negatively impacted

estuarine productivity. Describe how the estuary might be different if none of these had

occurred: ________________________________________________________________

_______________________________________________________________________








Discovery Site 7

WATER QUALITY IN THE ESTUARY

Salinity, PH, and Dissolved Oxygen are all water quality indicators that

impact estuarine organisms; the productivity of the estuary is dependent

on the number and variety of organisms.

Discovery Question: How does the water quality of the estuary affect estuarine organisms

and productivity?

Water Quality Indicator: PH

• The acidity of estuarine water can be measured by pH.

• The scale ranges from zero (most acidic) to 14 (most basic), with 7 being neutral.

• Aquatic animals are adapted to water within a specific pH range and can die or

stop reproducing if the pH level falls outside of this range.

• The most favorable pH for supporting aquatic life is between 6.5 and 8.5.

• pH can be affected by acid rain, wastewater discharge, and types of surrounding

rocks.

Procedure:

1. Fill beaker with estuarine water. Pour into test tube to the 10 mL line.

2. Add one pH test tab.

3. Cap and mix by inverting until the tablet has disintegrated.

4. Compare the color of the sample to the pH color chart.

5. Record the results here. Ph __________________

6. Place used test tube with sample water into labeled disposal container. DO NOT

EMPTY BACK INTO ESTUARY.

Can the current pH of the water at this estuary support aquatic animals? Explain why

or why not. _____________________________________________________________

______________________________________________________________________

______________________________________________________________________

Predict: What will happen to the productivity of the estuary if the pH changes?

_____________________________________________________________________

_____________________________________________________________________



Other Water Quality Indicators:

Salinity

Dissolved Oxygen

Salinity is a measure of how much salt is

dissolved in water, generally measured in

parts per thousand (ppt).

• Estuarine water is brackish, a

mixture of fresh water from rivers

and streams and salt water from the

ocean.

• Salinity of fresh water is roughly 0.

• Average salinity of ocean water is

35 ppt.

• The salinity of an estuary varies

depending on location within the

estuary, daily tides, and volume of

fresh water flowing into the estuary.

• Estuarine organisms have different

tolerances to changes in salinity.

• Increasing the amount of fresh water

in the mix causes salinity to

decrease.

The saturation of dissolved oxygen is an

important measurement of water quality.

• All aquatic animals need oxygen to

survive.

• Water systems with high dissolved

oxygen levels are capable of

supporting a large variety of aquatic

life.

• Colder water can hold more oxygen

than warm water.

• Bacteria and/or rotting plants cause

oxygen saturation levels to decrease

• Normal dissolved oxygen for

estuarine water is 5-12 parts per

million (ppm).

Procedure:

The salinity and dissolved oxygen of the estuarine water was tested this morning.

Find the readings for today’s date on the laminated chart and record it here:

Salinity ________________ppt

Dissolved Oxygen (DO) _______________ppm

Do these readings indicate a healthy ecosystem that can support aquatic life? Why or why

not?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Go on to the next page.



**Refer to chart on previous page to answer…

Challenge: Many climate experts believe that rising temperatures are causing the polar

ice caps to melt and increasing precipitation. This is dumping more fresh water into the

world’s oceans.

Form a hypothesis: What effect do you think the melting ice caps and increased

precipitation will have on the salinity of the ocean and estuarine water over the next 10

years? What effect will it have on the productivity of the estuary?

IF the ice caps continue to melt and precipitation increases, THEN the salinity of ocean

and estuarine water will…

_________________________________________________________________________

_________________________________________________________________________

What effect will this have on the productivity of the estuary?

The productivity of the estuary will (check one):

______ increase ______decrease ______stay the same

Because__________________________________________________________________

What effect do you think rising global temperatures will have on dissolved oxygen levels

of the estuary? Explain.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________






Discovery Site 8

NITRATE AND PHOSPHATE LEVELS AND WATER POLLUTION

Plants, animals, and phytoplankton require a healthy level of the nutrients

nitrate and phosphate for growth and reproduction.

Discovery Questions: Is the amount of nitrate and phosphate in the water within the range

for healthy growth?

What are sources of water pollution affecting the estuarine water?

Immediately begin to perform the experiment using laminated NITRATE AND

PHOSPHATE TEST instructions.

While waiting for test color development, read the information below and answer the

questions.

Nitrate and Phosphate Balance

• Some nutrients are needed for phytoplankton growth.

• Phytoplankton are at the base of the food web and necessary for all other organisms.

• Excess nutrients cause overgrowth of phytoplankton and algae which then use up

too much oxygen in the water when they die and decay.

• When fish do not have enough oxygen, they can suffocate.

• It is important to have enough nutrients for organisms but not so much to cause

overgrowth.

Why is it important to have a balance of nutrients in the estuary? ___________________

______________________________________________________________________

______________________________________________________________________

Naturally Occurring Nitrate and Phosphate

The following contribute to naturally occurring nitrates and phosphates? Check those you

observe in this location.

Nitrates Phosphates

❑plants/plant waste

❑animals/animal waste

❑rocks

❑decaying plants

❑decaying animals

❑volcanic eruptions

❑fires



Look at your test tubes. Refer to both sides of Color Interpretation Card.

Record nitrate and phosphate levels in estuarine water.

Nitrate level:

Color: ________________________

Parts Per Million (ppm): __________

Phosphate level:

Color: ________________________

Parts Per Million (ppm): __________

Productivity Chart

Nitrates Phosphates

Productive .01 to 1.0 ppm .01 to 1.0 ppm

Poor Productivity 1.1 to 3.0 ppm 1.1 to 3.9 ppm

Not Productive 3.1 ppm or greater 4.0 ppm or greater

Do the levels measured support productive growth of phytoplankton? ❑yes ❑no

Explain: _______________________________________________________________

______________________________________________________________________

Human Influence on Nitrate and Phosphate Levels

• Excess nitrates in the water come from agricultural activities and waste, human and

animal waste, manure, fertilizer and industrial pollution.

• Excess phosphates in the water come from chemicals such as lawn and garden

fertilizers and detergents or industrial wastes.

• Runoff from sources above can increase the nitrates and phosphates in rivers, ponds,

wetlands and estuaries.

Which of the following have you observed or do you think may have had an impact upon

the amount of nitrate and phosphate found in the water today?

❑Recent rain runoff

❑Construction

❑Direct dumping of waste

❑Animal waste

❑Time of year (lawn maintenance)

❑Wastewater treatment overflow

❑Failed septic systems

❑Detergents entering drains

❑Other: __________________________



Discovery Site 9

ESTUARINE ENVIRONMENTAL CONDITIONS

The estuary has constantly changing habitat factors.

Discovery Question: What are the current environmental conditions at the estuary?

Record the following information by referring to the white board and a watch:

Date and current time: _________________________________________________

Time of low tide: ____________________________________________________

Is tide coming in or going out at this point in time? ___________________________

Moon phase: ❑ full ❑ half ❑ quarter ❑waxing ❑ waning

Amount of rainfall in the past seven days: __________________________________

Date of last rain: ______________________________________________________

Record the following using the air thermometer and cloud ID pictures:

Air temperature (in degrees Celsius): __________ °

Current weather: ❑ sunny ❑ rainy ❑ partly cloudy ❑ mostly cloudy

Type of cloud cover: ___________________________________________________

Record direction from which the wind is blowing, using compass and wind streamer stick:

❑ north ❑ south ❑ east ❑ west

❑ northeast ❑ northwest ❑ southeast ❑ southwest

Record wind speed using Beaufort Wind Scale and observation of trees and grasses:

❑calm❑ light breeze ❑ gentle breeze ❑ moderate breeze ❑ strong breeze

Record wind speed in knots using Beaufort chart: ________________ knots



WATER CONDITIONS AT THE ESTUARY

Discovery Question: What are the physical conditions of the estuarine creek at this site?

Record the depth of water using meter stick, held straight up and down: __________ cm

Record the temperature of water using submersible thermometer: ________________ °C

Record the relative speed of water: ❑ fast ❑ medium ❑ slow

Record the bottom composition: ❑ sandy ❑ muddy ❑ rocky ❑ gravelly

Record the biotic factors you see: ___________________________________________

______________________________________________________________________

Record other observations: ________________________________________________

______________________________________________________________________

What changes do you predict will affect the habitat factors in the estuary in

6 hours? ____________________________________________________________

6 months? ___________________________________________________________

6 years? _____________________________________________________________



Discovery Site 10

BIRD OBSERVATION Birds are both predator and prey in the estuary.

Discovery Questions: What types of birds are living in the estuary?

How do they contribute to estuarine productivity?

Use the Mac’s Field Guide to Water Birds of the Northeast Coast to find the osprey.

Osprey Facts

• One of largest fish-eating birds.

• Wingspan is close to 2 meters.

• Habitat is near water all over the world.

• Prey is 99% fish.

• Have very good vision and dive for prey.

• Females lay 2-4 eggs each year.

• Large nests made of sticks and seaweed on

a tall structure in habitat.

• Male and female mate for life and raise the

young together.

• Adults and young migrate south for the

winter.

Use binoculars/monocular and locate the Osprey platform on the salt marsh island.

Do you see a nest? ❑yes ❑no

If yes, what materials were used to make the nest? ________________________________

Are the adult and/or young present? Adult: ❑yes ❑no Young: ❑yes ❑no

Osprey Were Near Extinction

• Osprey populations declined dramatically in 1950s and 1960s.

• Scientists discovered that a pesticide (DDT) used to kill insects interfered with the

development of the osprey’s eggshell.

• Eggshells did not develop properly and broke before the baby birds were fully

developed.

• As a result, fewer baby birds hatched and lived and the population of osprey declined to

near extinction.

• In the 1970s, DDT stopped being used.

• People helped the osprey population to increase by building osprey platforms for

osprey to build their nests.

• Gradually, osprey populations grew and the osprey is no longer endangered.

What human influences do you see that might affect birds now?

________________________________________________________________________

Birds are Predators

• All birds are predators that contribute to productivity by keeping many estuarine

populations in balance.

• Birds eat fish, mollusks, crustaceans, insects, larvae and even young mammals or eggs.

Why do you think birds are so plentiful in the estuary?

________________________________________________________________________



Observe birds in the estuary. Use Seashore Organism fold-out to identify birds. Record your observations in the chart below:

Bird Type Kingfisher Heron Egret Gull Cormorant Osprey Other

Description • Medium size

• Grey/white

• Large heads

with small,

sharp bills

• Dive into the

water to catch

prey of small

fish and other

aquatic

organisms.

• Large

• Blue/grey

• Wading birds

with long legs

• Prey is almost

anything that

they can spear

with their

sharp bills and

fit down their

throats.

• Medium size

• White

• Wading birds

• Prey is mostly

small fish.

• Stir up prey

with their feet

and spear

them or scoop

them up with

their long

bills.

• Medium to large

• White/grey, black markings

• Fly, walk, swim

• Scavengers that eat almost

any food including fish,

mollusks, insects, eggs,

floating dead animals, plant

matter, and garbage.

• Gulls eat mollusks by digging

them up and dropping them

from the air onto a hard

surface to break the shell.

• Medium large

• Dark

brown/black

• Often seen

floating on the

water surface or

perched with its

wings extended.

• Able to swim

underwater to

catch their prey

• Prey is fish.

• Large raptor

• White/Brown,

banded

• Very good vision

• Flying high above

the surface of the

water osprey

quickly dive for

their prey.

• Prey is small to

medium fish.

Do you see

this bird?

How many?

Is it eating,

resting or

flying?

What is it

eating

(prey)?

Is it doing

something

interesting?

Describe.

Special

Notes

Documents

School Names...2019/02/12 · Use Beachcombers Guide to North Atlantic Seashore to identify organisms found in the meter square. Record the quantity of each organism. Organisms: None