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