Catch Me If You Can
Based on an activity Adapted by Elizabeth Vernon
Focus Question
Why is Spartina important to juvenile fish?
Activity Synopsis
Students will play a game of tag to model juvenile fish hiding in blades of Spartina.
Time Frame
30-45 minutes
Student Key Terms
 Spartina
 salt marsh
 predator
 juvenile
Objectives
The learner will be able to:
 Model the actions and movements of juvenile fish in a salt marsh.
Kindergarten Standards Addressed
Science Standards
IA1a, IA4a
Background
Relevant pages in “Of Sand and Sea”: pp. 50-53
Key Points
Key Points will give you the main information you should know to teach the activity.
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The most common plant in southeastern salt marshes is Spartina alterniflora,
or smooth cordgrass.
Spartina has a special adaptation that allows the plant to actively transport salt
out of its leaves.
In addition to nutrients from the sea, larval organisms are washed into the salt
marsh by the rising tide. The tall blades of Spartina offer protection from
larger predators for developing marine organisms.
From COASTeam Aquatic Workshops: The Coast (grade 1); a joint effort between the COASTeam
Program at the College of Charleston and the South Carolina Aquarium – funded by the SC Sea Grant
Consortium
1
Detailed Information
Detailed Information gives more in-depth background to increase your own knowledge,
in case you want to expand upon the activity or you are asked detailed questions by
students.
Spartina alterniflora is the dominant grass found in the salt marshes of the southeastern
United States. Spartina patens, a shorter grass, is also found in our local salt marshes.
The latter is typically found on higher ground away from the salty water.
Spartina is a perennial creeping grass. The plant has an underground stem known as a
rhizome. The rhizome “creeps” laterally underground and causes the grass to spread
outward from its origin. The stem of Spartina is underground until flowering time
approaches. At this time, the stalk lengthens and is visible. During the rest of the year,
only the leaves can be seen above the muddy substrate. This underground stem survives
from year to year. Most new Spartina plants are started from the rhizome. The leaves of
Spartina, however, are annual. Each year the above ground growth dies and is either
carried out to sea by the tides or is broken down by bacteria to become detritus, the base
of the marsh food web. Having an underground stem affords the plant protection from
freezing temperatures and from the occasional fire.
This growth pattern, along with the leaves’ ability to excrete salt, has allowed Spartina to
dominate the marshes. South Carolina has a total of 344, 500 acres of salt marsh – more
than any other Atlantic coast state. The abundance of leaves, stems and roots provide
protection, shelter, and a food source for fish, crabs and shrimp. The salt marsh is
utilized as a nursery for white shrimp, spot tail bass and the blue crab. Once the young
move into more open water, they become susceptible to larger predators. Many
recreationally important fish begin their lives in the protected waters of the salt marsh.
Procedures
Materials
 Modeling clay
 Paper
 Crayons
 Scissors
 Glue
 Toothpicks
From COASTeam Aquatic Workshops: The Coast (grade 1); a joint effort between the COASTeam
Program at the College of Charleston and the South Carolina Aquarium – funded by the SC Sea Grant
Consortium
2
Procedure
1. It is very important that the pace of this game is very slow; otherwise, the
students may lose sight of what they are modeling! This activity should be done
after the students have been introduced to the salt marsh ecosystem.
2. Begin by asking the class “Where do you go when you want to feel safe?” “Why do
you feel safe there?” “Have you ever been somewhere that you did NOT feel safe?”
“If you were a tiny, baby fish, where would you go to feel safe?” Show the students a
picture of a salt marsh and the ocean. “Would you feel safe in the big open ocean?
Why?" “What if you could stay in these tall blades of grass until you were big?”
Explain to the students that the very large fish they see in pictures and television start
out as very tiny creatures that would fit into their hands; and that the tall blades of
grass in the salt marsh give the baby fish a place to hide and feel safe. “What would
the baby fish be hiding from?” Explain to the students that big fish eat small fish, so
they need to be able to hide from all of the big fish in the ocean!
3. Tell the students that we will be playing a game of tag to show how baby fish hide in
blades of grass in the salt marsh. The grass is called Spartina.
4. Tell the students to pick one friend and lock arms with that friend. The two should
stand side-by-side and lock one arm – the other arm should be place on his/her hip.
Then, have the pairs of students form a circle around you. Tell the students that you
will represent the big fish. Show the students how you will model the big fish by
opening and closing your arms to create a big mouth! Choose one student to be the
baby fish. This student should come to the middle of the circle with you.
5. Explain that inside the circle is the open ocean and that everyone on the outside of the
circle represents tall blades of Spartina, the grass that grows in salt marshes. How
does the ground feel below us? Is there water around you? Is the water like the water
that we drink?
6. The predator fish must always open and close his “mouth” so that we can locate the
predator! The baby fish is trying to run away from the predator and hide in the
Spartina. Raise your hand if you are Spartina. Raise your hand if you are the
predator. Raise your hand if you are the baby fish.
7. Tell the students that when you say “go” the baby fish will try to run into the blades
of Spartina and you, the predator, will try to catch the baby fish. “Why would the
predator try to catch the baby fish?” When the baby fish locks arms with another
student, he/she has safely made it to the marsh! BUT, only two baby fish hiding in
Spartina can be standing next to each other; so the third person whose arms are
locked with the blade of Spartina must let go and become the new baby fish! You,
the predator must then try to catch the new baby fish. You may choose to make a rule
that the baby fish must run at least 2 blades of Spartina away – otherwise, the student
will let go of one arm and grab onto the arm next to him/her!
8. What happens when the baby fish is caught? This depends on what will work best
with your particular group of students. You may choose to have them sit in a circle.
If you would like to keep the entire class engaged throughout the game, you may
choose to ask the students to count how many times they are tagged and make the
object of the game to be caught the least number of times!
From COASTeam Aquatic Workshops: The Coast (grade 1); a joint effort between the COASTeam
Program at the College of Charleston and the South Carolina Aquarium – funded by the SC Sea Grant
Consortium
3
9. Options: (1) You may choose to begin the game with no Spartina so that the students
can see how easily the predator catches the baby fish. (2) You may choose a student
to be the predator as well. If the predator catches the baby fish before he/she makes it
to the marsh, the baby fish becomes the new predator and the predator becomes a
baby fish running for the salt marsh.
Assessment
Provide the students with modeling clay, paper, crayons, glue, scissors and toothpicks.
Ask each student to draw, color, and cut out a baby fish. The student should then create a
safe habitat for the baby fish.
Mastery/Nonmastery: The student correctly demonstrates and explains that small fish
utilize the blades of Spartina as protection from larger fish.
Members of the COASTeam Aquatic Workshops development team include: Katrina
Bryan, Jennifer Jolly Clair, Stacia Fletcher, Kevin Kurtz, Carmelina Livingston, and
Stephen Schabel.
From COASTeam Aquatic Workshops: The Coast (grade 1); a joint effort between the COASTeam
Program at the College of Charleston and the South Carolina Aquarium – funded by the SC Sea Grant
Consortium
4