Chapter 1: Theoretical Framework
In this first chapter, teachers are introduced to six basic assumptions that provide the framework for the materials and activities in Once Upon the Seashore. The six assumptions serve as a guide for designing learning experiences at the seashore and in the classroom. The assumptions are: play, sensory awareness, inquiry skills, imagining, integration of subject areas, and valuing.
Chapter 2: Planning and Organizing Field Trips
Provides teachers with general information on planning and organizing field trips: how to pick a site; plan for clothing, supplies and equipment; teach safety and conservation; and plan field-based learning cycles.
Chapter 3: Fascinating Seashore Animals
Introduces children to common types of seashore organisms: snails, barnacles, crabs, sea stars, sea anemones, sea urchins, fishes, shore birds, and seaweeds. The children learn that seashore animals have adaptation mechanisms for breathing, moving about, getting food, eating, escaping enemies, finding shelter, and sensing changes in their environment. The adaptations of seashore organisms are fun to study because their bodies have to fulfill the same basic needs as our bodies do; they just do it differently. These similarities and differences are used to stimulate interest, fascination and reverence for the great variety of organisms that live at the seashore.
Chapter 4: Exploring the Seashore With Children
Introduces children to basic ecology concepts associated with the living seashore: types of seashores, tides, tidal pools, habitats, predator-prey relationships, and how organisms survive the changing tide. Students set standards for their own behavior before they go to the seashore. Sample lessons help teachers plan and organize trip to the seashore with young children.