Teacher: Alicia Foy and Rachel Aguero
Primary Subject Area: STEM
Outside Subject Area: Language Arts
Class: General Science, Math
Class Level: Regular, Advanced, ELL
Grade Level: 5th grade
PBL Title: Engineers Investigate and Design Solutions for Shoreline Erosion.
Profile Sheet
Student Roles:
Students will work in groups of four to design a wind testable erosion limiting structure.
Students will serve in one of four engineering roles throughout their research for possible
solutions for this structure: Student 1 will act as lead engineer and environmental expert;
Student 2 will act as construction manager to determine appropriate materials; Student 3 will act
as design manager, researching possible types of structural designs in proper proportion; Student
4 will act as administrator in charge of cost and time. Even though the four students’ roles may
research different aspects of the problem, all students will research possible solutions to address
the problem of beach erosion.
After each group has determined their best design of an erosion limiting structure, the top
recommended project group will report to the Mayor of Lantana and Town Council on which
erosion limiting structure would best serve the community to aid in beach erosion.
Problem Situation: Students will receive a letter from the mayor of the city of Lantana asking
for professional guidance and engineering design structures that will aid with beach erosion due
to high winds. They are requesting relief structures to help aid with shoreline building safety and
flooding. Students will also receive documents related to beach erosion from the city of Miami
Beach, Florida Department of Environmental Protection, New York Department of
Environmental Protection and Beachapedia in order to compare successful and less successful
erosion determents of different coastal cities. They will report their findings from their
investigations to the Town of Lantana Mayor/Council members. The presentation will be given
at the Town meeting on May 20, 2015. A deadline of June 1st is given for the permanent
structure to be built, tested and installed due to the start of Hurricane season. A budget of
250,000 dollars will be providing to the construction of the best erosion limiting structure.
Resources:
Web Sites:
* http://www.palmbeachpost.com/news/news/local/lake-worth-juno-piers-and-lantana-beachclosed-by-/njPyG/
* http://npbc.blog.palmbeachpost.com/2014/12/11/beach-erosion-in-lantana-the-proof-is-in-thephotos/
http://www.wptv.com/news/region-c-palm-beach-county/lantana/lantana-recovering-from-beacherosion-event (video)
* http://www.miamidade.gov/environment/library/reports/erosion-control-budget-10-11.pdf
https://www.floridabuilding.org/bc/bc_default.aspx
* http://www.dec.ny.gov/permits/67096.html
* http://www.beachapedia.org/Shoreline_Structures
http://www.ct.gov/deep/lib/deep/waste_management_and_disposal/debris_management/fema_eli
gible_sand_replacement_on_public_beaches.pdf
https://books.google.com/books?id=1Xvl7QBT0F8C&pg=PA58&lpg=PA58&dq=cost+to+repla
ce+eroded+sand&source=bl&ots=a27gBndxlE&sig=kKrE8XOyjyyMjt7B58LmgFTWMDA&hl
=en&sa=X&ei=2o0pVfGHJIiigwSjiYHwAg&ved=0CDMQ6AEwAw#v=onepage&q=cost%20t
o%20replace%20eroded%20sand&f=false
http://articles.sun-sentinel.com/2011-09-18/news/fl-muni-beach-nourishment20110917_1_breakwaters-replenishing-sand-hillsboro-beach
https://www.youtube.com/watch?v=l_O7OOTKlsI&feature=youtu.be
http://whyfiles.org/091beach/4.html
*
http://www.dep.state.fl.us/beaches/programs/becp/restore.htm
* http://www.flbeacheshcp.com/
URLs with * will be printed for students to use for research.
Books:
The Beach Book: Science of the Shore, Carl Heywood Hobbs, August 20, 2013 Columbia
University Press, ISBN 978-0-23-1160551
Online Encyclopedia:
https://en.wikipedia.org/wiki/Coastal_erosion
Adaptations for ELL students:
Contrast and compare student native landforms with beach landforms. Develop knowledge of
other country landforms with all students. Discover student prior knowledge by simple question
and answer to determine if student knows if native country uses erosion limiting structures. If
unknown, use this as an assigned research project to be presented visually in a power point or
other visual technology piece. If known, assign research as with other students.
Adaptations for ESE students:
ESE students will have modifications as needed per individual. Since this is a hands-on, group
activity, cooperative learning, paired writing and student tutoring would work well. Shared note
taking, shorter requirements on the work charts, and reducing the difficulty of the math problems
would be workable adaptations for ESE students. The teacher could also provide explicit
instruction and allow orally given responses instead of filling in charts.
Standards and Learning Outcomes
NGSSS in Science:
SC.5.E.7.3: Recognize how air temperature, barometric pressure, humidity, wind speed and
direction, and precipitation determine the weather in a particular place and time.
LO#1: Working in groups, students will determine the direction and average wind speed of a
wind model (fan) on three different speeds scoring at least satisfactory on the report rubric.
SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific
understanding, plan and carry out scientific investigations of various types such as: systematic
observations, experiments requiring the identification of variables, collecting and organizing
data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and
defend conclusions.
LO #2: Working in groups, students will determine the shoreline erosion problem under
different wind- conditions and devise an experiment to test the strength of their erosion limiting
structure scoring at least satisfactory on the report rubric.
SC.5.P.13.2: Investigate and describe that the greater the force applied to it, the greater the
change in motion of a given object.
LO#3: After testing and measuring different wind strengths on their erosion limiting structures,
students will produce a record of their results scoring at least satisfactory on the report rubric.
SC.5.P.13.3: Investigate and describe that the more mass an object has, the less effect a given
force will have on the object's motion.
LO#4: After testing and measuring different masses on their erosion limiting structures,
students will produce a record of their results scoring at least satisfactory on the report rubric.
SC.5.P.13.4: Investigate and explain that when a force is applied to an object but it does not
move, it is because another opposing force is being applied by something in the environment so
that the forces are balanced.
LO#5: Working as a whole group, students will determine which erosion structures will
withstand the most force at each of the wind strengths scoring at least satisfactory on the report
rubric.
SC.5.N.2.1: Recognize and explain that science is grounded in empirical observations that are
testable; explanation must always be linked with evidence.
LO#6: Using data, students will justify their erosion limiting structure with at least 3 accurate
scientific facts.
SC.4.E.6.4: Describe the basic differences between physical weathering (breaking down of rock
by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity,
wind, water, and ice).
LO#7: Working in groups, students will compare and contrast weathering and erosion scoring at
least satisfactory on the report rubric.
SC.4.E.5.4: Relate that the rotation of Earth (day and night) and apparent movements of the
Sun, Moon, and stars are connected.
LO#8: After reviewing the A2Sci dvd segment
(https://www.youtube.com/watch?v=l_O7OOTKlsI&feature=youtu.be), students will accurately
diagram the movement of the moon around the earth with a coordinating tidal pull.
Mathematics:
MAFS.5.OA 2.3: Generate two numerical patterns using two given rules. Identify apparent
relationships between corresponding terms. Form ordered pairs consisting of corresponding
terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example,
given the rule “Add 3″ and the starting number 0, and given the rule “Add 6″ and the starting
number 0, generate terms in the resulting sequences, and observe that the terms in one sequence
are twice the corresponding terms in the other sequence. Explain informally why this is so.
LO#9: After comparing wind rates to mass, students will construct a function chart with accurate
data.
LO#10: After comparing wind rates to volume, students will construct a function chart with
accurate data.
LO#11: After comparing wind rates to density, students will construct both a function chart with
accurate data.
MAFS.5.NF.2.5: Interpret multiplication as scaling (resizing), by: Comparing the size of a
product to the size of one factor on the basis of the size of the other factor, without performing
the indicated multiplication.
LO#12: Working in groups, students will design a model that correctly meets the requirements
of a scale.
English Language Arts:
LAFS.5.RI 5.9: Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
LAFS.5.W.3.9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.
LO#13: After gathering information from print and digital sources, students will propose
possible solutions to address the shoreline erosion problem scoring at least satisfactory on the
rubric.
STEM Areas:
Science: Concepts of weather and how wind affects the earth are investigated. Gravitational pull
of the Moon is reviewed. Laws of Force and Motion are incorporated throughout. Students must
determine how erosion rate affects shorelines. Students must apply different levels of force to
determine structural strength. Students must carry out the investigations using a control and a
testing method with results based on empirical data.
Technology: Students will use a table fan as a model to simulate wind. Students will use an
anemometer to measure varying wind speeds in conjunction with a pan balance to measure
amounts of sand that are moved to determine erosion rate. Students will video and observe
models of wind and water forces applied to sand. Students will compare different erosion
limiting structures they have designed to different amounts of erosion rates using video clips.
Engineering: Students will design erosion limiting structures in order to reduce wind and water
erosion of a shoreline model.
Mathematics: Students will count and record anemometer rates for varying wind speed.
Students will measure amount of sand moved by each level of wind speed. Students will record
the rpm/mass ratios on a line graph in the first quadrant. Students will record the wind/erosion
rate compared to the mass of the erosion limiting structure on a table and then graph in the first
quadrant. Students will record the wind/erosion rate compared to the volume of the limiting
structure on a chart and then graph in the first quadrant. Students will record the wind/erosion
rate compared to the density of the erosion limiting structure on a chart and then graph in the first
quadrant. Students will compare the different graphs and make conclusions. All students will
research and provide possible solutions to the shoreline erosion problem.
Meet the Problem Method
Students will receive the following letter from the Mayor. Additional Meet the Problem
documents may be located at the http://www.gulfcoast.edu/pbl/resources.htm site.
Office of Mayor and Town Council
Town of Lantana
500 Greynolds Circle
Lantana, FL 33462
May 4. 2015
Engineering Group
Foy Center for Beach Renewal
Lantana, FL 33462
Dear Engineering Group:
As you know, our great state of Florida beaches are constantly being eroded by wind and surf, especially
during the windy winter months of January and February, and also during Hurricane season. The
constant challenge for the town of Lantana is to keep our beaches open for use by the public, to keep
our seawalls intact and to protect the foundations of the businesses, homes and condominiums. Our
beaches are a great source of enjoyment for our town and also provide revenue. When they are
unusable, everyone loses.
In the past, we have raised revenue in order to keep supplying sand to replenish our shoreline that has
been worn away by heavy winds. We have spent many dollars dredging up the washed away sand to
replace it back on the beach. After multiple heavy wind storms during the past few years, our constant
beach renewal is costing our town hundreds of thousands of dollars that could be spent on other town
projects.
We need your help. We need informed and tested ideas to help us with this constant unending
problem. We would like for you to prepare a presentation with a recommendation as to how best to
save our beach sand from eroding away. Please be ready to present your recommendation at our next
Mayor/Council meeting at 10:00 am on May 20, 2015. Please bring a design of your top
recommendations to address this problem. The town of Lantana will provide $250,000 dollars for the
construction of the winning design. Please provide in your recommendation a detailed description of
your plan, why it will work with quantified documentation. Please describe your model in detail
providing us with facts that will support your recommendation. We plan on having an erosion evasion
structure built and in place by June 1, 2015.
The city of Lantana eagerly awaits your recommendation,
David Stewart
Mayor
Town Hall
Lantana, Florida
Problem Statement:
How can we, as engineers, minimize shore erosion in such a way that:




We will meet the deadline for the presentation.
We provide the Mayor and Council members with accurate data.
We determine which structures provide the best protection to minimize erosion.
We present the solutions in such a manner that the Mayor and Council members will
understand.
Know Board:
1. A constant challenge for the city of Lantana is to keep the beaches from being eroded by wind
and surf.
2. Seawalls must be kept intact.
3. Beaches are a great source of revenue.
4. The cost of beach renewal uses funds that could be used for other projects.
5. Solutions are required on May 20, 2015 to the Mayor/Council meeting.
6. A solution for the design of a structure to solve shoreline erosion is required at the Mayor’s
meeting.
7. By June 1, 2015, an erosion evasion structure will be located.
8. More than 485 miles, or approximately 59%, of the state’s beaches are affected by erosion.
9. One method to restore eroded beaches is through beach nourishment.
10. One strategy to ease beach erosion is through sand replenishment.
Need to Know:
1.
2.
3.
4.
5.
6.
7.
What environmental regulations govern beachfront and ocean construction projects?
What building materials would work best?
What scale size of model would be best to test?
What are the effects of different wind speeds on sand?
How does the tide affect sand erosion?
How do we calculate wind velocity?
What styles of structures withstand winds at different speeds?
8. How will mass of a structure affect durability during wind?
9. How will angle designs affect erosion outcomes of sand?
10. What is the best design that we have built that will withstand the highest wind speed?
11. How can we show empirical evidence supporting our best design?
Capstone Performance Description:
The Capstone Performance for the problem includes two parts. Students will be required to
produce a written report and participate in an oral presentation to the Mayor/Council members.
Individual students will be assessed on both of these parts using two different rubrics: a written
report rubric and an oral presentation rubric.
The initial capstone performance assignment is the writing composition. After the student has
researched possible solutions to the design of an erosion limiting structure, the student will write
a report that addresses all of the scientific and mathematical concepts of the structure. In
addition, the student will provide two possible designs of structures and include at least four
justifications for why he is recommending one design over the other.
In their groups, students will share their individual reports with each other. As a group, they will
either pick the best proposed solution or design or come up with a new solution using a
combination of ideas from the individual reports. Each member must give one justification for
why they believe the overall best solution to be the best.
In an oral presentation to the Mayor and Council members of Lantana on June 1, 2015, the
determined team of 4 students will present 2 possible structural solutions to the erosion problem.
The group will cover all of the conditions presented in the problem statement in the presentation.
The team will present its best solution or design that will be justified by each member of the
group providing at least 1 accurate justification for the groups’ choice.
Following the oral presentation, the Mayor or Council members will ask each student one
question related to the design of the structure. Groups will be provided 15 minutes to present
their possible solutions. Following each group’s presentation, an additional 5 minutes will be
provided for a question/answer session with each student.
Students will have 3 class periods of 55 minutes each to prepare for their Capstone
Performances. The Mayor and Council members will be composed of a member from the
Lantana Chamber of Commerce, the school’s principal, the media specialist, and two parents.
The audience will be composed of all classmates and will be conducted in the classroom. The
teacher will provide the invited guests with questions to ask the students.
The room will be arranged with the invited guests sitting at a table on the left side of the room.
This is to ensure that all of the students can see the presenters at the front of the room. Each
student will be able to use the podium, the Smartboard, the Whiteboard, or other technology
devices which will be located at the front of the classroom. All other students will be seated at
desks, and the teacher will be seated at the back of the classroom. Any other visitors, including
parents or other concerned citizens, will be in chairs lining the perimeter of the room.
Student autonomy is encouraged as each student can decide which of his two individual designs
that he/she will present during the oral presentation, and each student can plan his own method
of delivery. Metacognition is encouraged as each student will complete a reflection
questionnaire after all of the groups have presented.
Sample reflection questions that may be used on the reflection questionnaire:
1. What was one obstacle that you faced during this lesson?
2. Were there any concepts from this lesson that you found confusing? If so, describe one.
3. What kinds of resources were most useful to you during this lesson?
4. What types of problem solving strategies did you use during this lesson?
5. Why do you think that it is important to have erosion limiting structures?
Classroom Arrangement:
Whiteboard or Smartboard
Presenters
Panel of
Invited Guests
Students’ Desks
(remainder of students)
Teacher
Written Report Rubric
Criteria
Content
Accuracy
Superior
30 points
Mathematical and scientific
content are 100% accurate.
Alignment to
Problem
Statement
Required
Components
20 points
Each solution must align
with all conditions in the
Problem Statement.
45 points
Report must contain each of
the following:
1. log of wind strengths with
100% accuracy
2. log of mass results with
100% accuracy
3. comparison of weathering
and erosion with 3 accurate
scientific facts
4. a diagram of the movement
of the moon around the earth
with 3 accurate facts
5. a function chart that
compares wind rates to mass
that includes 100% accurate
data
6. a function chart that
compares wind rates to
volume that includes 100%
accurate data
7. a function chart that
compares wind rates to
density that includes 100%
accurate data
8. each design is 100%
accurately drawn to scale
9. 2 possible designs or
solutions
10. 4 justifications for
selecting one design or
solution over the other
Satisfactory
25 points
Poor
5 points
Mathematical and scientific
content are 90-99%
accurate.
15 points
Mathematical and scientific
content are less than 90%
accurate.
5 points
One solution aligns with all
conditions; the other
solution aligns with all but
one condition.
40 points
Report contains:
Neither solution aligns with
all of the conditions.
1. log of wind strengths
with at least 80% accuracy
2. log of mass results with at
least 80% accuracy
3. comparison of weathering
and erosion with at least 2
accurate scientific facts
4. a diagram of the
movement of the moon
around the earth with 2
accurate facts
5. a function chart that
compares wind rates to
mass that includes at least
80% accurate data
6. a function chart that
compares wind rates to
volume that includes at least
80% accurate data
7. a function chart that
compares wind rates to
density that includes at least
80% accurate data
8. each design is at least
80% accurately drawn to
scale
9. 2 possible designs or
solutions
10. 4 justifications for
selecting one design or
1. log of wind strengths
with at less than 80%
accuracy
2. log of mass results with
less than 80% accuracy
3. comparison of
weathering and erosion with
at least 1 accurate scientific
fact
4. a diagram of the
movement of the moon
around the earth with at
least 1 accurate fact
5. a function chart that
compares wind rates to
mass that includes less than
80% accurate data
6. a function chart that
compares wind rates to
volume that includes less
than 80% accurate data
7. a function chart that
compares wind rates to
density that includes less
than 80% accurate data
8. 1 design is less than 80%
accurately drawn to scale
9. At least 1 possible design
or solution
20 points
Report contains:
Mechanics
5 points
Report contains no
grammatical errors (spelling,
capitalization, punctuation,
subject verb agreement).
solution over the other
3 points
Report contains 1-3
grammatical errors.
Scoring Guide
Superior: 90-100 points
Satisfactory: 70-89 points
Poor: Below 70 points
1 point
Report contains more than 3
grammatical errors.
Oral Presentation Rubric
Criteria
Delivery
Comprehension and
Accuracy
Quality of Individual
Solution Explanation
Quality of Individual
Justification
Explanation
Completion of
Reflection
Questionnaire
Superior
30 points
Maintains eye
contact with
audience 90% or
more of the time;
fluctuations in
volume and
inflection are
intended and add to
clarity of
presentation; no
non-purposeful
movement; volume
is loud enough to be
heard in back of
room 90% or more
of the time.
15 points
Student answered
audience member’s
question correctly,
providing at least 3
accurate scientific
facts
20 points
Individual design or
solution aligns to all
conditions in group
Problem Statement
25 points
Reason given for
advocating the
group “best solution
or design” is
scientifically
accurate and
mathematically
correct.
10 points
Student answers all
5 reflection
questions.
Satisfactory
25 points
Maintains eye
contact with
audience over 80%
of the time (but less
than 90%); 1-2
non-purposeful
movements; volume
is loud enough to be
heard in the back of
the room 80-89% of
the time.
Poor
10 points
Eye contact is less
than 80%; more
than 2 nonpurposeful
movements;
inaudible in back of
room more than
20% of the time.
10 points
Student answered
audience member’s
question correctly,
providing at least 2
accurate scientific
facts
15 points
Individual design
or solution aligns
with all but one
condition
15 points
Reason is
scientifically
accurate, but not be
mathematically
correct.
5 points
Student failed to
answer question
correctly or could
not provide a
scientific fact
5 points
Student answers at
least 4 reflection
questions.
5 points
Individual solution
or design fails to
align with 2 or
more conditions
5 points
Reason is not
scientifically
accurate, but may
or may not be
mathematically
correct.
Score Conversion Chart
Superior: 90-100 points
Satisfactory: 70-89 points
Poor: Below 70 points
Two Alternative Solutions:
Solution One:
The engineers recommend developing structures to deter the wind erosion at Lantana Beach.
After careful investigation of multiple manmade design structures, it was found that sand erosion
was occurring less because of certain structural designs during different wind speeds. This
recommendation is provided for manmade structures but not for natural structures.
Pros
The beach will be usable and enjoyed by
people.
Less erosion will cause less damage to
buildings and seawalls.
Lesser storms won’t cause as much erosion
with new protective, wind deterring
structures.
Beach sand will not need to be replenished as
often, resulting in less tax dollars spent.
Cons
Erosion will continue to be a problem.
Seawalls and buildings will still be at risk for
erosion caused damage
City of Lantana will lose revenue due to
eroded beach during a heavy storm.
City of Lantana will eventually need to
replenish beach sand with tax dollars.
Consequences: Structures will reduce erosion on the beach. Structures will help preserve tax
dollars. Structures will provide an amount of seawall and building foundation safety. Structures
will be manmade raising concerns for natural beauty of beach and water safety.
Solution Two:
The engineers recommend developing natural structures to deter the wind erosion at Lantana
Beach. After careful investigation of multiple natural design structures, it was found that sand
erosion was occurring much less because of certain naturally designed structures during different
wind speeds. This recommendation is provided for naturally designed structures but not for
manmade structures.
Pros
The beach will be usable and enjoyed by
people.
The integrity of the natural look of the beach
will be preserved.
Lesser storms won’t cause as much erosion
with natural wind determent.
Lesser storms will cause less seawall and
building damage.
Cons
Erosion will continue to be a problem.
Seawalls and buildings will still be at risk for
erosion caused damage
City of Lantana will lose revenue due to
eroded beach during a heavy storm
City of Lantana will eventually need to
replenish beach sand with tax dollars.
Consequences: Structures will reduce erosion on the beach. Structures will help preserve tax
dollars. Structures will provide an amount of seawall and building foundation safety. Structures
will maintain natural beauty of the beach.
Justification for Best Solution:
Best solution: Solution Two. Beaches world-wide have erosion. Many studies suggest that the
best solution is to retreat inland from the erosion, but since this is not an available option for
people that reside and work on Lantana beach, Solution Two is the best choice.
According to Dalrymple in the article by Beach Erosion (http://whyfiles.org/091beach/4.html)
heavy rock placement along the shoreline set up in a breakwater sometimes alleviates washing
away of beach sand during heavy winds. When winds erode the beach, the rocks help hold the
sand so it doesn’t wash into the ocean, although sands may shift dramatically. In the article,
Native Plants for Coastal Dune Restoration: What, When, and How for Florida by M.J. Williams
Plant Materials Specialist USDA, NRCS Gainesville, FL
(http://www.nrcs.usda.gov/Internet/FSE_DOCUMENTS/nrcs141p2_014913.pdf ) states that
planting of sea grass, mangroves and sea oats along the beach allows root systems to hold sand in
place when winds are high. The grasses, mangroves and sea oats are adapted to withstand high
winds, heat, salt and surf. Officials report that beaches in Miami have naturally replenished since
Hurricane Andrew because of natural plantings and rock placement resulting in less tax dollars
spent on beach sand. Natural structures that don’t obscure the view, provide natural habitat for
sea creatures and plants seems to be the most logical and less expensive answer to the erosion
issue.
Some manmade structures that are built to deter wind and surf erosion are successful as with the
Casey Key jetty. The seawall is strong and allows for safe boating because eroded sand hasn’t
caused sand bar build up requiring dredging.
Other manmade structures have caused pooling of water, pollution build up, loss of habitat,
along with algal blooms that choke out underwater plants and cause red tide. Those community
ecosystems are compromised and lead to less use of the beach by locals and tourists causing less
revenue, tourism and personal enjoyment.
Debriefing Plan:
All teams of engineers will make presentations to the City of Lantana government (designated
teachers or other chosen leaders acting as Lantana government) in the presence of all other
students to ensure that all students hear all solutions of designs. The teacher will record each
team’s best solution and list the justifications for why the team’s best solution was chosen as the
best. The teacher will compile a list of best solutions with justifications for student engineers to
rank later. After all teams have presented and a ranking sheet has been created, all student
engineers will rate each best solution providing a list in priority order (#1 is the best of the
“best”). Points are assigned for each place on the list designated below. The teacher will tally
the points for each solution.
Points on the Ordered List
Place
Points Awarded
1
5
2
4
3
3
4
2
5
1
6
0
The two solutions receiving the most points will then be examined in a whole class discussion.
The teacher will ask the class if there is a way to combine the two solutions to make one “even
better” solution. Through a class discussion, students will reach a consensus on portions of the
solutions to use. The teacher will write a bulleted list of these portions on the Whiteboard for all
students to see.
Essential Concepts:
Each solution must incorporate accurate scientific concepts. Explanation must include how wind
and erosion affects each of the following:
*coastline
*surf
*manmade structures to reduce erosion
*natural structures to reduce erosion
*habitats
*economy
*function charts
*coordinate planes
*proportions
In the course of the problem based learning lesson, the teacher will be rotating among the
engineering teams, making sure that they are focused on the essential concepts. In the event that
a concept does not get addressed, the teacher will ask questions.
Coaching Questions:
C=Cognitive
M=Meta-cognitive
E=Epistemic
Type of Question
Meet the Problem
Question
C
M
E
Know/Need to Know Board
What is the student role in this problem?
What do you already know about beach erosion?
How realistic is this problem?
C
M
E
What is beach erosion?
How do you know wind is eroding the beach?
Do all of the questions need to be answered on the need to
know board in order to find a solution?
Problem Statement
C
M
E
What types of structures do other cities with beach erosion
problems build?
How do you know that certain structures are successful? Do
you need to know more?
What are the common factors in many beach erosion
situations?
Research
C
M
E
What types of calculations does the group need to do for this
problem?
What terms can you think of that might be helpful in doing a
“Google” search for this problem?
What different types of resources could be helpful in solving
this problem?
Generating Possible Solutions
C
M
E
What scientific evidence do you have to back up this
solution?
Why do you think that Solution 2 is better than Solution 1?
Do you think this solution would work in the real world?