Changing with the Tides
Overview & objectives:
Students will understand that during the changing with the tides, different animals are visible or have different adaptations
Rotation 1
WHEREHallway and Classroom
WHOParent Helper
MATERIALSHallway preparation:
We created two different hallway spaces, one for high tide and one for low tide. In the low tide area there was a large amount of mud and plants open to the air. In high tide area, most of the plants were covered with water. There was pickleweed in both areas. We added salt marsh mice, (hiding in the pickleweed, their source of food), salt marsh snails (climbing the haygrass, their source of food), clapperrails that eat the snails and egrets.
You also need the attached cards made into necklaces for the students to wear. You need 4 signs for each of the plants, cordgrass, marsh hay and spike grass.
Google Drive - High Tide/Low Tide Sort
ACTIVITIES1. Have several kids volunteer to be salt marsh cordgrass and have them wear the signs you made earlier.
2. Have one of them stand near one side of a large open area. Explain that in many salt marshes, cordgrass is the only plant that lives in the low marsh.
3. Have a few kids volunteer to be some of the plants that live in the high marsh - Marsh hay and spike grass. Five these kids the appropriate signs to wear. Then have a few kids wear the salt marsh animals necklaces and stand aside. Finally have the rest of the kids be salt water.
4. Start off by having the water be at low tide. Then make the water rise by having the students walk up through the low marsh plants and into the high marsh plants. Then have the tide flow out again. Ask students which plants were covered by water for the longest times.
5. Then have the animals come into the marsh. First have the ribbed mussel and fiddler crab stand in the low marsh and explain that these animals both live there. What happens to them when the tide comes in?
6. Next have the raccoon stand in the high marsh and have the killfish stand in the ocean and ask kids what they think these animals might do as the tide comes and goes.
7. Once again, have the tide rise and fall. But as the tide moves in and out, have the animals act out what they would do in a real salt marsh.
8. As the students finish acting out, hand out a copy of the marsh animals and have them sort them on the high tide and low tide chart.
Differentiation: how will you provide support for different learning abilities? For a complete list click here
NGSS Alignment
Full, more detailed outline of standards & progressions → NGSS Progressions
Life Science
LS1.A Structure and function
LS1.B Growth and development of organisms
LS2.A-Interdependent Relationships in Ecosystems
LS2.C - Ecosystem dynamics, functioning & resilience
LS2.D Social interactions and group behavior
LS4.C Adaptation