Beach Exploration
6th Grade
Lesson Plan
For more information, please contact:
Janice Kerber
Director of Education
John D. MacArthur Beach State Park
T: (561) 776-7449 Ext 104
Email: [email protected]
[January 2012]
Beach Exploration
(Pretest / Post-test)
(You may use the back of this paper or attach additional sheets to answer the questions.)
1.
Explain how the weathering process happens in the ocean.
2.
Provide two examples of erosion on the beach.
3.
Provide two examples of deposition on the beach.
4.
Create a diagram to show how a seed from a plant in a Rain Forest in South America can
end up on the shoreline of Spain.
5.
Explain how the Gulf Stream Ocean current influences the weather in south Florida.
Beach Exploration
(Pretest / Post-test Key)
(You may use the back of this paper or attach additional sheets to answer the questions.)
1.
Explain how the weathering process happens in the ocean.
As water moves through wave action and hits against the rock reefs or coral reefs, it
off pieces of the reef.
breaks
Animals feeding on the reef can break off pieces and break it down to smaller particles.
Changes in the pH or chemical make-up of the water can cause a chemical reaction that
dissolves the rock into smaller particles.
2.
Define erosion and provide two examples of erosion on the beach.
Erosion is the process of moving small particles of rocks and sand from one location to
Erosion at the beach means sand is lost.
another.
Scraps are cliffs in the beach marking the recent line where erosion has taken sand.
A sandbar is the result of erosion where the sand is moved off the beach anywhere from
50 ft to 1000 ft and deposited parallel to the coast and moved back to the coast by wave
action.
3.
Define deposition and provide two examples of deposition on the beach.
When moving water, ice, wind, or gravity drops a load of Earth materials in a new place, it is
called deposition.
Dunes are piles of wind-blown sand particles stabilized by fast-growing, salt tolerant
plants.
Wrack lines are piles of floating marine organisms and debris that gets deposited along the
coast following each tide.
Sandbars are the result of the sand moved from the beach and deposited away from the
coastline.
4.
Create a diagram to show how a seed from a plant in a Rain Forest in South America can
end up on the shoreline of Spain.
Diagram should include the North American, South American, European and African
continents, and arrows showing the Gulf Stream Ocean current. A seed deposited into a
river on the South American continent can float down the river that empties into the
ocean.
Once in the ocean, it can float in the Gulf Stream current past the coastline of
North America, across
the Atlantic to the European coastline and get deposited on a
beach in Spain.
5.
Explain how the Gulf Stream Ocean current influences the weather in south Florida.
The Gulf Stream is influential on the climate of the Florida coast. It maintains an average water
temperature at or above 77 °F during the winter . East winds moving over this warm water
move
warm air from over the Gulf Stream inland helping to keep temperatures milder across the state than elsewhere
across the Southeast during the winter .
Title
Beach Exploration Mini-Lesson
Grade level
Sixth Grade
Student Target
SC.6.E.6.1
SC.6.E.6.2
SC.6.E.7.3
Describe and give examples of ways in which Earth’s Surface is built and torn down
by physical and chemical weathering, erosion, and deposition.
Recognize that there are a variety of different landforms on Earth’s Surface such as
coastlines, dunes, estuaries and hammocks and relate these landforms as they
apply to Florida.
Describe how global patterns such as the jet stream and ocean currents influence
local weather in measurable terms such as temperature, air pressure, wind direction
and speed, and humidity and precipitation.
Materials
Teacher

Student



World Atlas (1 per group)
paper
pencil
ruler
Warm-up
1. Divide the class into groups of two or three. (One student is the reporter, the rest researchers) Provide
each group with a World Atlas, paper, pencil and ruler.
Main Lesson
2. Have each group locate the latitudinal line that passes through Florida and trace it around the world.
Identify different countries or part of a country on the same latitude as Florida. Assign one country or part
of country to each group to compare to Florida.
3. Tell students to refer to the world atlas thematic maps depicting climate, rainfall, natural vegetation,
landforms, soils, etc.). Note similarities or differences of these characteristics with Florida and report
findings in a chart.
Climatic region
Vegetation
Soils
Rainfall
Temperature
Florida
Other Country
4. Have the children discuss within their groups why south Florida’s environment differs from other
environments along the same parallel.
Reflection
5. Have the reporter of each group share the findings with the class. Discuss the differences and
similarities of weather and environmental conditions of south Florida with the other countries.
6. Hypothesize environmental changes that could alter south Florida’s weather patterns.
Assessment
Participation in the activity
Attachments
 Information packet about John D. MacArthur Beach State Park
Title
Beach Exploration Regular Lesson
Grade level
Sixth Grade
Student Target
SC.6.E.6.1
SC.6.E.6.2
SC.6.E.7.3
Describe and give examples of ways in which Earth’s Surface is built and torn down
by physical and chemical weathering, erosion, and deposition.
Recognize that there are a variety of different landforms on Earth’s Surface such as
coastlines, dunes, estuaries and hammocks and relate these landforms as they
apply to Florida.
Describe how global patterns such as the jet stream and ocean currents influence
local weather in measurable terms such as temperature, air pressure, wind direction
and speed, and humidity and precipitation.
Materials for Pre & Post Lessons
Teacher
 MacArthur Beach Packet
Student
 Paper
 Colored pencils or crayons
Pre-visit Warm-up Lesson
1.
(completed in classroom before visiting)
Review the information in the MacArthur Beach packet with your students.
Main Lesson
(completed during visit with their staff)
1. Welcome, Introductions to park, overview of park, and safety talk.
A. Beach Anatomy: Students will receive an overview of how weathering, erosion,
deposition, ocean currents and weather affect the beaches. They will also have
an opportunity to examine sands from around the world.
2. Divide the students into 3 to 4 groups:
B. Beach Hike: Students will explore the beach focusing on the wrack line and the forces
impacting the dune and beach. In addition they will collect data from various locations on the
beach.
3. Return to the classroom:
C. Follow-Up: Students will compare the data collected from the various locations on the
beach and examine the items found in the wrack line. (Time permitting) Students will
participate in an activity to plot the path of hurricanes and make predictions regarding their
potential landfall. Discussion will include the sudden impact to landforms.
Post-visit Reflection Lesson
(completed in classroom after visiting)
1. Draw and label an illustration showing how weathering, erosion and deposition shape our shoreline.
Assessment
Participation in the activity
Attachments
 Information packet about John D. MacArthur Beach State Park