SHIFTING SHORELINES
(1 HR)
Addresses NGSS
Level of Difficulty: 1
Grade Range: K-3
OVERVIEW
In this activity, students will brainstorm why people live, work, and vacation by the shoreline. They will set up
a small stream table to model the effects of beach erosion. Students will create waves over time and redraw
the beach. They will experiment with the size of waves and duration.
Topic: Earth Materials and Systems
Real-World Science Topics
• An evaluation of the land surfaces that exist near beaches
• An evaluation of the causes of land erosion near the beach
• A comparison of the effects of land surfaces before erosion and after
Objective
After completing this activity, students will be able to describe the physical characteristics of land surfaces
near water bodies in the United States. Students will be able to describe natural and man-made causes of
land erosion. Students will be able to describe the effects of erosion on the land.
NGSS Three-Dimensions
Science and Engineering
Practices
Obtaining, Evaluation and
Communicating Information
• Develop a model to represent
patterns in the natural world.
Disciplinary
Core Ideas
ESS2.A: Earth Materials
and Systems
• Wind and water can change
the shape of the land.
Crosscutting
Concepts
Patterns
• Patterns in the natural and
human designed world can
be observed.
Background Information
What are the physical characteristics of land surfaces on the beach near major bodies of water?
Beaches are landforms along the coast of an ocean, sea, or other small water body. The majority of all
beaches are made up of loose particles composed of pebbles, gravel, sand, and rock. In fact, many beaches
were created as a result of these materials being deposited onto land surfaces over time.
What are the causes of erosion that occurs on land near and around beaches?
The majority of erosion near beaches, referred to as coastal erosion, is caused by natural causes. These
natural causes include tidal currents, wave action, high winds, or drainage. Erosion can also be increased by
man-made structures such as dams. While these structures were created to halt erosion, they end up doing
the opposite after many years. An example is a dam that is built to hold back the sea and prevent the loss
of sand. However, the dam may actually end up holding the sand back and terminating the replenishment
of sand onto the beach in the long run.
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SHIFTING SHORELINES
(1 HR)
How does erosion near and around beaches affect the land and human activity?
Beach erosion is episodic. Most erosion occurs over a short period (a few hours) such as during a hurricane
or during a season (over several weeks or months). Some areas are constantly and rapidly eroding and can
recede by feet each year. For example, average erosion rates are six feet per year along the Gulf coast and
two to three feet along the Atlantic. In other areas, like the rocky west coast, the beach recede inches per
year. When areas erode, scientists and engineers try to come up with ways to slow erosion.
Coastal erosion can affect land and human activity in several ways. The erosion directly makes changes
in the shape and topography of the land. The physical features of the land change by exposing rock wall
underneath the land. As the erosion continues, the shape of the wall changes as gaps and slight shifting
occurs. After massive erosion, beach and rocky areas are left with miles of loose rock material along the
shore. Erosion that causes massive loss of land can destroy homes or other man-made structures. People
who live by the coast attempt to build homes and structures that can withstand hurricanes. In some instances,
however, the land erodes significantly and can compromise safety. In Pacifica, California, officials recently
declared a state of emergency and evacuated residents from its coastal city due to rapid erosion caused
by El Niño.
Key Vocabulary
Beach – landforms that exist along the coast of an ocean that typically contain large areas of sand, pebbles,
gravel, and/or rock.
Erosion – the wearing away of land caused by wind and water over time
Coastal Erosion – erosion specific to areas that lay along beaches and coasts
El Niño – changes in surface temperature in central and eastern tropical Pacific Ocean, which become
warmer than average above ocean waters
Topography – the arrangement of natural and artificial features
Materials Needed for Activity
• Chart paper or classroom dry erase board
• Marker for chart paper
• 4 Medium plastic storage bins (under bed storage bins are recommended;
Use extra large foil pans as an alternative)
• Water
• Sand to fill storage bins two inches high
• Rocks of various colors
• Shells of various colors
• Miniature fake plants
• Pencils
• Crayons or colored pencils
• Manilla or white construction paper for each student
• Videos accompanying lesson
• Pictures attached (copies for each partner group or group of 4)
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SHIFTING SHORELINES
(1 HR)
Teacher Preparation
Prepare copies of all of the handouts.
Set up the plastic bins per group. Fill each with the sand up to one inch.
Fill two plastic cups with sand of varying amounts (1/3 full and 1/2 full)
Fill two cups over half full with water.
Cue the video so it’s ready to view.
Have all materials ready to use.
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STEPS FOR
1.
SHIFTING SHORELINES
Warm-up Activity: Conduct a demonstration in front of your students as follows:
• Hold up the two plastic cups filled with different amounts of sand. Ask the students what they see.
• Hold up a cup of water. Ask the students what might happen if they poured the water into each of
the cups.
• Place the cups of sand in foil tins or other container to catch the water. Pour the water into the cups
of sand one at a time. Discuss the outcome with the students. Point out that the water had an effect
on the amount of sand in each cup. Talk about how one of the cups of sand overflowed and where
the sand went.
1.
Pass out the photos of the beaches, shores and rock walls. Lead a discussion on what a beach is like.
Ask students questions about what they see and what they know about the beach.
• “Who can describe what you see in one of your pictures?”
• “What is the sand at the beach like? What do you see in the sand?”
• “What are the benefits of living or working at the beach?”
• “Can you describe the rock wall? How do you think this occurred?”
1.
Explain to the students that they will learn about coastal erosion. Define coastal erosion. Ask them if
they know what might cause coastal erosion.
1.
Set up one of the plastic bins with the sand. Have the students gather around as you place the assorted
rocks and shells into the sand. Tell the students it is important to pay attention to the location of the
rocks and shells. Demonstrate to the students how to measure the height of the sand using the ruler.
1.
Divide the students into groups. Lead them into setting up their beach models. Tell them to place their
rocks and shells in various places throughout the sand.
1.
Give them manila or white construction paper. Have them draw a line dividing the construction paper
in half. Direct them to use one side of the paper to draw a diagram of the sand as they see it with the
shells and rocks. The diagram should be a physical representation (like a map) showing the locations
of the rocks and shells as they are in the bin. Direct them to measure the height of the sand and record
it on their paper.
1.
Next, explain to the students that they will each receive a cup of water. They are to take turns pouring
their water into their bins. After each pours the water, they can rock the bin to make waves with the
water. Proceed with passing out the water and allowing students to pour the water and rock the bin
back and forth.
1.
Now the students are to observe the placement of the rocks and shells. Lead a discussion on the location
of the rocks and pebbles and how they changed. Have the students use the other half of their paper to
draw their model again. Have them measure the sand height and record that as well.
1.
Finally, the teacher will select a few students to share their drawings with the class. Ask questions about
how the sand levels changed. Ask the students how this might look in real life. Relate their answers to
the photos of the beach waves and the rock wall showing erosion.
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STEPS FOR
SHIFTING SHORELINES
Extension Activity
Now that the students have learned how erosion occurs and how it changes the topography of the land,
students will have an opportunity to look at how erosion might affect a structure. Students will build a home
using cardstock paper, cardboard or popsicle sticks. Students will recreate their beach model and place
their structure in the bin. Then, they will fill the bin three inches with water and shake the bin to represent
strong winds and/or stormy weather. Students will measure the sand levels before and after as well as
make observations about how the tide and waves affected their structures.
Sources
http://oceanworld.tamu.edu/resources/oceanography-book/coastalerosion.htm
https://www.climate.gov/enso
https://www.soest.hawaii.edu/GG/ASK/beacherosion.html
http://coastal.er.usgs.gov/hurricanes/coastal-change/beach-erosion.php
http://www.mona.uwi.edu/geoggeol/mgu/Coastal%20Hazards/BEACH%20EROSION.pdf
http://www.omafra.gov.on.ca/english/engineer/facts/12-053.htm
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IMAGES FOR
SHIFTING SHORELINES
Shifting Shores Photos
Photo 1
Photo 2
Photo 3
Photo 4
Photo 5
Photo 6
Photo 7
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SHIFTING SHORELINES
STUDENT HANDOUT
Name: __________________________________________________________________
Date: _______________________________
Shifting Shorelines
You have learned the causes of erosion near or around beaches, referred to as coastal erosion.
Think about the different causes of coastal erosion. Write them here.
___________________________
____________________________
____________________________
___________________________
____________________________
____________________________
Draw an illustration in each box below to represent one of the causes.
(tidal currents, winds, high waves, drainage)
Which one of the causes above might cause the most erosion over a short period of time?
Why? Explain your thinking.
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