HUM3_Ch06_TP - Oxford University Press

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Teaching program—Chapter 6: Coasts
Unit 1
Big Idea
Key knowledge and skills
Resources
VELS standards (adapted)
What are the
features of coastal
landscapes?
Geography
1 Introduction to the geographic
concept of change over time.
2 Features of coastal
landscapes and the factors
that influence these features
3 Victoria’s coastal
environments.
4 Case study of the coastal
environment of Lorne
5 Introduction of fieldwork
activities in a coastal
environment.
Oxford Big Ideas
Humanities 3,
pp 154-163
Geography
 Explain the operation of the natural
coastal processes and the
interaction of these with human
activities
 Evaluate the consequences of this
interaction and develop a policy to
address these consequences
 Accurately interpret information on
different types of maps and
photographs at a range of scales,
and use map evidence to support
explanations, draw inferences and
predict associated outcomes.
 Collect and collate information
gathered from fieldwork observations
and present their findings observing
geographical presentation
conventions.
Thinking
1 Applying geographic skills
such as reading a topographic
map to a specific location
2 Complete problem solving
activities with a range of
variables and possible
solutions
Oxford Atlas Project 3
page 38
Suggested answers to
all unit activities at
www.oxfordbigideas.com
Worksheet 6.1 Coastal
fieldwork checklist at
www.oxfordbigideas.com
Worksheet 6.2
Topographic map quiz at
www.oxfordbigideas.com
Thinking
 Discriminate in the way they use a
variety of information in different
forms
 Process and synthesise complex
information and complete activities
focusing on problem solving and
decision making which involve a
wide range and complexity of
variables and solutions
 Use appropriate techniques from a
range of areas for verifying and
creating knowledge
Learning sequence
LESSON 1: INTRODUCTION TO COASTAL ENVIRONMENTS
1
Begin this unit with an introduction to the geographic concept of change over time. Students usually need
help to understand that the world is a dynamic place and that forces are constantly shaping and reshaping
our landscapes. Brainstorm and create a graffiti wall the forces that change our world and then classify these
forces into natural processes and human activities. You could also classify them according to the scale of the
change (local-regional-national-global) and the rate of change (short term or long term). Which of these
forces will be present at a coastal landscape? The VELS website contains a description of various
brainstorming techniques including a graffiti wall at
http://vels.vcaa.vic.edu.au/support/tla/strategies.html#ShowAll
2
Read pages 154 and 155 and complete the activities. There are suggested responses and answers to these
and all questions in the text book available on the website.
3
The variety and dynamic nature of coastal environments is introduced on pages 156-157. Ask students to
bring in a photograph of their favourite coastal environment. This could be a place they visit on holiday or
one they would like to visit. Each student must then find another student with a similar coastal landscape and
list the points of similarity between the two photographs. They should then find one that is quite different and
list the points of difference. Using Blue Tac, place the photographs on the white board and consider ways of
classifying the coastal landscapes. Encourage students to develop their own classifications rather than
suggesting your own. Keep a list of the different ways of classifying them. When this activity is finished each
student should reclaim their photograph.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
4
Read pages 156-157 and complete the activities on page 157. On page 157 there is a list of the key factors
that affect a coastal landscape. Students should stick their photograph into their workbooks and annotate it
with any of these factors that are apparent in the photograph. For example, a student may notice that their
coastal landscape has a river and should therefore label this on the photograph. A summary activity is to
write a few sentences describing how this landscape may change over time.
5
Examine a map showing the distribution of Australia’s population, such as the map on page 38 of the Oxford
Atlas Project 3. Describe the distribution of the population in relation to the coast. Is this typical of
populations around the world? What advantages are there for populations who live at or near the coast?
6
Examine the map of Victoria’s coastal environment on pages 158-159. Note the large number of urban
settlements, large and small, along the coast. Suggest some reasons for this pattern of distribution. Is there
a spatial association between coastal towns and particular types of coastal environments? Describe this
spatial association and suggest some reasons for the pattern you have described.
7
There are three types of coastal environments shown on the map but only two photographs. Which is the
‘missing’ environment? Which photograph on pages 156-157 best shows this missing environment?
8
Complete the activities on page 159.
LESSON 2. STUDY OF A COASTAL ENVIRONMENT AT THE LOCAL SCALE
1
Locate Lorne on a map of Victoria. Describe its relative and absolute location. According to the map on
pages 158-59 what type of coastal landscape is Lorne located in?
2
Many students may not be familiar with the Lorne environment. Use an online gallery such as the one at
http://www.visitlorne.com/gallery.php to introduce this landscape. For each of the photographs in this gallery
suggest a possible location on the topographic map on page 161. Use Google Earth to explore this coastline.
It is interesting to compare these aerial images with the topographic map as changes are readily apparent
such as the changes to Erskine House. The sediment north of the mouth of the Erskine River is also clear on
Google earth making the concept of longshore drift in this area easier to understand.
3
Read page 160 which outlines the key features of topographic maps. Ensure that students are familiar with
these features and associated techniques such as reading the legend, using the scale, finding altitude,
aspect and slope, using spot heights and grid references, both four and six figure. Once you are confident
that students have remembered these skills download and distribute worksheet 6.2 on using this topographic
map.
4
Complete the activities on page 162.
5
Page 162 introduces some of the skills and techniques developed on a field trip to a coastal environment.
Coasts make one of the best field trips as there are so many human activities and natural processes
occurring that students can measure, record and observe.
6
Complete the Big Ideas activities on page 163.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
Teaching program—Chapter 6: Coasts
Unit 2
Big Idea
Key knowledge and skills
Resources
VELS standards (adapted)
What forces shape
and change coastal
landscapes?
Geography
1 The natural processes that
operate in the coastal
environment: tides and waves
2 Erosional coastal features:
headlands, bays, cliffs, wavecut platforms, caves, arches
and stacks.
3 Depositional coastal features:
beaches, spits, dunes and
tombolos.
4 Changes to the coast,
including sea level changes.
5 Human activities that impact
on the coastal environment
including land clearing,
artificial reefs and desalination
plants.
Oxford Big Ideas
Humanities 3,
pp 164-185
Geography
 Explain the operation of the natural
coastal system and its interaction
with human activities
 Evaluate the consequences of this
interaction and develop a policy to
address an aspect of it
 Accurately interpret information on
different types of maps and
photographs at a range of scales,
and use map evidence to support
explanations, draw inferences and
predict associated outcomes
Suggested answers to
all unit activities at
www.oxfordbigideas.com
Worksheet 6.3
Disappearing Dunwich
at
www.oxfordbigideas.com
Fresh Ideas student
rubric on geographic
observation at
www.oxfordbigideas.com
Thinking Processes
1 Applying geographic skills
such as analysing spatial
change over time at a specific
location.
2 Complete problem solving
activities with a range of
variables and possible
solutions.
3 Transferring knowledge from a
specific location to other
locations.
Thinking
 Discriminate in the way a variety of
information is used in different forms
 Process and synthesise complex
information and complete activities
focusing on problem solving and
decision making which involve a
wide range and complexity of
variables and solutions
 Use appropriate techniques from a
range of areas for verifying and
creating knowledge
Learning sequence
LESSON 1 – NATURAL PROCESSES THAT OPERATE IN THE COASTAL ENVIRONMENT
1
Activity 4 on page 184 requires students to create an illustrated glossary of coastal terms. It is a good idea
for them to do this as they work their way through this section rather than trying to do it all at the end. Begin
with the key processes of erosion, transport and deposition. If they begin this section with an understanding
of these three processes they will find the concepts covered reasonably simple to follow. On the picture of
the coast they bought to class for an earlier activity label examples of erosion, transport and deposition.
Alternatively they could download one from the PDF file that is on the textbook CD such as source 6.4(b). On
the picture they could also label the 4 spheres that make up the natural environment.
2
Read the information on pages 164-168 and complete the activities on page 169. It is important that students
understand the role that waves play at the coast as agents of erosion, transportation and deposition. You
might like to use a surfing film such as ‘Big Wednesday’ to illustrate the energy of waves or students could
search YouTube for movies showing a range of wave types.
3
Complete the ‘Geographic Observation’ fresh ideas activity on page 166. There is a student rubric to
complete on this website which gives students the opportunity to reflect on their response to this activity. The
tide in this photograph is going out. The clue here is the direction that the boats are facing as they will always
face upstream, into the dominant current.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
4
5
6
7
The process of erosion and the landforms created through erosion are covered on pages 169-171. Students
should continue adding to their illustrated glossary while reading these pages. The case study of Dunwich is
a wonderful example of spatial change over time so take the time to teach this high level spatial concept.
There is a worksheet available ‘Disappearing Dunwich’ on this website so download this and distribute it to
the students. This is such an interesting case study as the coast has been subject to deposition between
200CE and 1587 which has filled the shallow bay and created many square kilometers of dry land but over
the last 400 years or so erosion has been the dominant process resulting in the loss of much of this ‘new’
land and the destruction of many human structures and activities. Explore this coastline through the use of
Google Earth which has great resolution for this part of the coast. Explore north and south of Dunwich as
there are similar examples of eroded coastlines and also huge depositional landforms such as the cuspate
foreland at Dungeness. The coastal changes at Dungeness and Romney Marsh were explored in an earlier
VCE textbook ‘Changes and Contrasts. There is a good website at
http://geobytesgcse.blogspot.com/2007/08/case-study-of-coastal-erosion-dunwich.html which has been put
together by a local geography teacher so contains a nice simple explanation of changes in this region that
students can understand. It contains links to some interesting news articles. If your school network won’t
allow access to a blog, simply access the news articles at
http://news.bbc.co.uk/2/hi/uk_news/england/suffolk/4328172.stm
http://news.bbc.co.uk/2/hi/uk_news/england/suffolk/6358451.stm
http://www.guardian.co.uk/uk/1999/oct/22/maevkennedy
Coastlines where deposition is the dominant force are examined on pages 172-174. Once again, Google
Earth is a great way to explore the case studies such as the Mississippi Delta and Ephesus as the deposited
material can be clearly identified in the water. Students could use Google Earth to explore other coastlines
and find other examples of a depositional coast. The Bay of Bengal is a good place to start but they might
also consider local examples such as Lakes Entrance in eastern Victoria.
The role of the wind in shaping coastal environments is introduced in the section on page 173 on sand
dunes. Ensure that students understand the importance of wind in forming dunes and other landforms. If you
have covered deserts in an earlier unit, students should readily understand the similarities. Complete the
activities on page 174.
Sea levels changes are explored on pages 174 and 175. Consider the role of short term changes such as
storm surge during tropical cyclones.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
LESSON 2. HUMAN ACTIVITIES THAT CHANGE THE COASTAL ENVIRONMENT
1
Students should consider how their visits to the coast impact on this environment. While it is easy to dismiss
their personal impact as very minor and limited, perhaps, to a few footprints and a piece of rubbish this may
not be the whole picture. The roads, carparks and paths used have been built to provide access and in some
cases, to limit impacts. Brainstorm other ways in which recreational use of the coast impacts on this
environment. Expand this other uses such as transport and commercial.
2
Read pages 176-177. Divide the class into groups and give each group one of the uses listed as dot points.
Each group should give a real-life example of this use and make a list of the ways in which this use may
impact on the coast. They could present their ideas to the class in a variety of formats such as a PowerPoint
presentation or a discussion/forum.
3
Use the artwork on pages 178-179 for a starting point for a discussion on the impacts of human use on the
natural processes that occur at the coastline. This is a key component of a level 6 understanding of
geography so spend time considering the interaction of the natural processes (such as erosion,
transportation and deposition) and human activities such as artificial beaches, ports and building structures
on sand dunes.
4
Read page 180 on the impact of littering on marine and coastal environments. The Great Pacific Garbage
Patch was shown on the ABC programme ‘Hungry Beast’ on November 11, 2009 and focussed on the
impact of this floating island of rubbish on the albatross chicks who nest on Midway Island who feed their
chicks on small pieces of plastic mistaking them for small fish. The chicks die as their stomachs become full
of plastic and there is no room for any fish that their parents bring. As their bodies decompose the plastic is
revealed. Photographs of this are available at http://www.midwayjourney.com/ and a news article from the
Daily Telegraph at http://www.dailytelegraph.com.au/news/albatross-chicks-fed-bellies-full-of-plastic-by-theirparents-on-midway-atoll-in-polluted-north-pacific-ocean/story-e6freuy9-1225790127126
5
Read pages 181 to 183 which examines the impacts of artificial reefs and islands and desalination plants.
Students could research any of the case studies introduced on these pages. Research on the Wonthaggi
desalination plant could focus on the question passed in source 6.54: what is the ‘great lie’ about
desalination? Complete the activities on page 183.
6
Complete the Big Ideas activities on pages 184-185.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
Teaching program—Chapter 6: Coasts
Unit 3
Big Idea
Key knowledge and skills
Resources
VELS standards (adapted)
How can coastal
landscapes be
protected?
Geography
1 The hard engineering
techniques that have
commonly been used to
protect coastal landscapes:
sea walls, loose rock walls,
groynes, gabions, jetties,
breakwaters, dykes, marinas
and beach nourishment
programmes.
2 The soft engineering
techniques that have
commonly been used to
protect coastal landscapes:
soft coastal dunes and
managed retreats.
Oxford Big Ideas
Humanities 3
pages 186-189
Geography
 Explain the operation of the natural
coastal system and its interaction
with human activities
 Evaluate the consequences of this
interaction and develop a policy to
address an aspect of it
 Accurately interpret information on
different types of maps and
photographs at a range of scales,
and use map evidence to support
explanations, draw inferences and
predict associated outcomes
Suggested answers to
all unit activities at
www.oxfordbigideas.com
Worksheet 3.4
Protecting Our Coasts at
www.oxfordbigideas.com
Thinking
1 Applying geographic skills
such as mapping and
evaluation.
2 Complete problem solving
activities with a range of
variables and possible
solutions.
3 Applying theories on coastal
management to specific
locations.
Thinking
 Discriminate in the way they use a
variety of information in different
forms
 Process and synthesise complex
information and complete activities
focusing on problem solving and
decision making which involve a
wide range and complexity of
variables and solutions
 Use appropriate techniques from a
range of areas for verifying and
creating knowledge
 Analyse alternative perspectives and
viewpoints
Learning sequence
LESSON 1 – HARD ENGINEERING TECHNIQUES
1
Review the ways in which coasts change through the natural processes of erosion, transportation and
deposition. Discuss the difficulties that these natural changes may cause for human activities at the coast.
Discuss how human activities may interfere with these natural processes.
2
Read pages 186-188 which outlines a range of hard engineering techniques. Which of these are designed to
control coastal erosion and which are designed to control the transportation and deposition of material?
Which are most likely to be successful?
3
Students could each be given one of these engineering techniques to research. Using an internet search
engine find an image of this technique being used and annotate it with labels such as ‘direction of longshore
drift’, ‘wave erosion’ etc. Students should try and find a Victorian or Australian example of this technique and
use Google earth to examine its effectiveness. A common case study is the groynes of Hampton Beach in
Port Phillip Bay. These are clearly visible on Google Earth. This a well documented example of beach
nourishment: see the article in The Age on August 6, 2006 for a starting point. Use these images for the
basis of a wall display or a PowerPoint presentation.
4
Examine the topographic map on page 161, focusing on the region in AR5930. What is the purpose of the
breakwater? What has been its impact on the beach? What engineering technique could be used to keep
open the mouth of the Erskine River?
5
Download worksheet 6.4 which describes a series of practical activities using sand in a stream tray to
demonstrate the ways in which groynes, sea walls and loose rock walls operate.
6
Complete activities 8 and 11 on page 189.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
LESSON 2 – SOFT MANAGEMENT TECHNIQUES
1
Read about the soft management techniques on page 188.
2
Research some real-life examples of these techniques being used. The website at
http://www.globalwarmingimages.net/category_managed_retreat.html is a good starting point.
3
Discuss the advantages and disadvantages of this type of management technique for the people and the
environments of coastlines under threat. Would this be a valid option for the people of Dunwich as described
on page 171?
4
As sea levels rise as a consequence of climate change millions of kilometers along the coasts of the world
will begin to erode at a faster rate. In inhabited areas managed retreat of the coastline may be the only viable
option. Some governments, including the Victorian state government, have already begun this process by
refusing planning permission to certain projects which may come under threat from rising sea levels. In a
way, this is an example of a managed retreat. Two high profile examples of this in Victoria have been the
VCAT refusal of permission to build 6 houses in Toora, Gippsland in August 2008 and the turning down of an
application for a $200 million resort development in Apollo Bay due to concerns about rising sea levels. See
the article in The Age, October 28, 2009. Students could research this further and discuss the impacts of
these sorts of planning decisions on the future of these coastal communities.
5
Complete the activities on page 188.
6
Complete the Big Ideas activities on page 189.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
Teaching program—Chapter 6: Coasts
Transferring ideas
Big Idea
Key knowledge and skills
Resources
VELS standards (adapted)
River landscapes:
how do landscapes
change over time?
Geography
1 Introduction to the ways in
which rivers affect human
settlement patterns.
2 Major river landforms from its
source to its mouth.
3 The natural processes that
shape riverine landscapes and
the impacts of rivers on
human activities.
4 Human activities that impact
on rivers such as dam building
and irrigation schemes.
Oxford Big Ideas
Humanities 3 ,
pp 190-191
Geography
 Explain the operation of the natural
riverine system and its interaction
with human activities
 Evaluate the consequences of this
interaction and develop a policy to
address an aspect of it
 Accurately interpret information on a
range of geographic data and use
this to support explanations, draw
inferences and predict associated
outcomes
Suggested answers to
all unit activities at
www.oxfordbigideas.com
Thinking
1 Applying skills and knowledge
gained while examining
coastal landscapes to a new
but related global
phenomenon.
2 Selecting correct techniques
when completing set
geographic tasks.
3 Understanding and applying
geographic language such as
location and scale.
Thinking
 Discriminate in the way they use a
variety of information in different
forms
 Use appropriate techniques from a
range of areas for verifying and
creating knowledge
 Analyse alternative perspectives and
viewpoints
Learning sequence
LESSON 1
1
The information on these pages is intended to encourage students to apply their skills and knowledge
learned while exploring the ways in which coasts change to changes in a different environment: rivers.
Before beginning, brainstorm what students already know about the ways in which rivers shape landscapes
and the interactions between rivers and people.
2
Complete the activities on these pages. Suggested answers and an assessment rubric are available on the
website.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
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