MYRTLE BEACH
STATE PARK
4401 South Kings Highway
Myrtle Beach, SC 29575
(843) 238-5325
miles north of Highway 544 on U.S. 17
Business. The park is 4.5 miles south of
the intersection of Highway 501 and U.S.
17 Business. The park is located on the
beachfront side of Highway 17.
We invite you and your students to visit
our park and participate in an educational
program. Located in the heart of the Grand
Strand, Myrtle Beach State Park is one of
the most popular public beaches along
the South Carolina coast. This 312-acre
oceanfront park plays a major role in
preserving and maintaining a portion of
the natural heritage of South Carolina’s
coastline. This traditional state park was
built by the Civilian Conservation Corps
in the 1930s and has the distinction of
being the first state park open to the public
in South Carolina. The park includes a
campground, cabins, nearly a mile of
beach, picnic areas, a fishing pier and
nature center. In addition, a nature trail
provides a rare opportunity to see one of
the last stands of maritime forest on the
northern coast of South Carolina. Because
of this distinction, the forest has been
declared a Heritage Trust Site.
Location
Myrtle Beach State Park is about 2
Myrtle Beach State Park is located in the
heart of the Grand Strand. This 312acre park is a piece of green paradise
in the middle of vast development. The
maritime forests of the Grand Strand have
virtually disappeared, but the state park
protects over 100 acres of this rare and
unique forest. The park also offers 1mile of undeveloped beachfront that is
characterized by beautiful sand dunes and
sea oats.
Myrtle Beach
Facilities
This park offers bathroom facilities, picnic
areas, picnic shelters, 1-mile of beachfront,
fishing pier, nature center, 1.5-mile nature
trail through the maritime forest, camping,
cabins, playground equipment, and fishing
pier gift store with drinks, microwave
sandwiches, and gifts. The park is open
7 days a week from 6 a.m. to 10 p.m.
During the months of December, January
and February, the park is open until 8 p.m.
Reservations and Program Information
Ann Malys Wilson, Interpretive Ranger
Nature Center- 843-238-0874
Email- awilson@scprt.com
The nature center hours are varied, so
please call for current hours. The nature
center does have an answering machine57
please leave your name, phone number,
reason of call, and the best time to be
reached during the day. The best times
to call for information or to make a
reservation are 7:30 a.m. to 9 a.m. and
2 p.m. to 3:30 p.m. The nature center is
closed on Sundays and Mondays.
September- November and March- May.
The maximum amount of students for this
program is 28 or one class. This program
can accommodate two classes in one day.
A teacher led activity is provided for the
time frame when a class is not with the
Interpretive Ranger.
The park begins booking reservations for
the school year on the second Monday of
August.
Before the Trip to Myrtle Beach State Park
Myrtle Beach
Meeting Spot
The Discover Carolina program will meet
at Shelter B1. Show park admission
your confirmation letter and follow the
road straight until you come to a sharp T
intersection near the fishing pier. Take a
left hand turn. Shelter B1 will be the first
shelter on the right.
Meeting Time
School groups should arrive at the park 15
minutes prior to the time of the program.
This will give groups time to gather their
items and go to the restroom. Students
should be allowed to go the restroom
before they meet with the interpreter and
start the program. The location of the
restroom facilities are listed on the enclosed
map.
Coastal Dynamics Program and Lesson
Description
Through hands on activities and visuals,
students will learn how the beach
environment is constantly forming and
changing. While on the beach, students
will learn, simulate and observe the
major processes that occur along the
coast: erosion, deposition, wave action,
rip currents, longshore currents, tides,
and storms. They will also learn how the
natural processes of coastal ecosystems
change as development along the coast
increases.
This 1.5-hour program is offered
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Students should be divided into 3 groups
that will work well together while on the
beach. They will be teamed to construct a
house made out of assorted pieces of wood
to see if their house will survive a pass by a
“hurricane.”
The three groups will be divided into three
beach habitats: Upper Beach, Sand Dune,
and Primary Sand Dune. Students should
know the name of their group.
What to Wear at Myrtle Beach State Park
Students should wear clothes and shoes
that will get sandy from digging while on
the beach, and be prepared to be on the
beach the entire time. It may be windy,
chilly or hot!
Participants need to wear shoes at all times.
Give all students name tags that are legible
from 6 feet away. This will help us to
interact better with your students. A piece
of masking tape works well. Keep in mind,
the name tags need to be durable, since
the students will be down on the beach.
We don’t want to create more litter on the
beach!
Things to Bring to Myrtle Beach State Park
• Plenty of drinks- it can get quite hot on
the beach!
• A garbage bag to collect waste when
everyone is done eating. There are
garbage dumpsters nearby; please help
keep our park clean when done eating.
We will provide either a bin or bag for
recyclables only- beverage containers
and any plastic 1-7. Please help keep
trash out!
• Hand Soap
• First Aid Kit
Driving to Myrtle Beach State Park
Coastal Dynamics Bibliography
Student Reading Books:
Waves and Tides- Patricia Armentrout
(Discusses what causes waves and tides
and how they affect people and the earth)
Tracking Trash- Flotsam, Jetsam and the
Science of Ocean Motion- Loree Griffin
Burns (Great photos and information about
currents, waves, tides and how they affect
humans)
Educational Books:
Oceans for Everyday- Easy Activities That
Make Learning Fun! Janice Van Cleave
(Great activity ideas for students to do.
Topics include: waves, tides, pollution,
producers and consumers, currents, and
various marine animals)
Make it Work! Oceans- Andrew Haslam
and Barbara Taylor (Great ideas and
activities about currents, seawater, marine
life, tides, changing sea levels, etc.)
Oceans for Every Kid- Janice Van Cleave
(More great ideas and activities about
currents, seawater, marine life, tides,
changing sea levels, etc.)
Awesome Ocean Science!- Cindy A.
Littlefield (Even more great ideas and
activities about currents, seawater, marine
life, tides, changing sea levels, etc.)
Of Sand and Sea: Teachings from the
Southeastern Shoreline- Paula KeenerChavis and Leslie Reynolds Sautter
(Incredible reference manual to discuss
many different shoreline processes)
Good Sources of Information About Our
Coast:
Myrtle Beach
To better prepare the students for the
program at Myrtle Beach State Park,
teachers should have the students observe
their surroundings as they are driving to the
park. Whether the route takes them down
Highway 501, Highway 544, or Highway
17, students should notice the roads,
cars, restaurants, gas stations, hotels, golf
courses, stores, and houses, etc. The
Grand Strand is an area experiencing rapid
growth and development. As you enter
Myrtle Beach State Park, have the students
take note of the lack of major development.
They should notice the maritime forest,
birds, squirrels, sand dunes, etc. Even
though the state park is small in acreage,
it is still an important refuge for animals,
plants and even humans. Students will
learn how important habitat preservation is
as they learn about coastal habitats during
their field experience at Myrtle Beach State
Park.
Big Blue Ocean- Bill Nye (Wonderful
activities about tides, salt in the oceans,
currents, and much more)
Living with the South Carolina CoastGered Lennon- (Excellent resource for
photos of the South Carolina coast- both
developed and undeveloped areas)
How to Read a North Carolina BeachOrrin H. Pilkey (Wonderful resource that
identifies many mysteries that we see
everyday at the beach)
Atlantic Coast Beaches- William J. Neal
(Book similar to How to Read a NC Beach,
but covers the Atlantic coast)
Web Sites:
Project Oceanica
http://oceanica.cofc.edu/
Coastal geology- 10 years of beach survey
data, aerial photos of the barrier islands of
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SC, beach activities that focus on geology,
and much more!
Waves and Currents Movie
http://www3.interscience.wiley.com:8100/
legacy/college/strahler/0471238007/
animations/ch19_animations/animation1.
html
Myrtle Beach
Coastal Wave Mechanics
http://serc.carleton.edu/NAGTWorkshops/
visualization/collections/coastal_wave_
mechanics.html
COSEE- Centers for Ocean Science
Education Excellence
http://www.scseagrant.org/se-cosee/
teacher/posters.htm#wave
Order free posters on waves, currents,
hurricanes. Excellent web site.
http://www.scseagrant.org/se-cosee/
teacher.htm
Excellent teacher resource.
Hurricanes: The Greatest Storms on Earth
http://earthobservatory.nasa.gov/Library/
Hurricanes/
When is low tide on a particular beach in
SC?
http://www.saltwatertides.com/dynamic.
dir/scarolinasites.html
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Teacher Review
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I, Angela Collins, have reviewed Coastal Dynamics at Myrtle Beach State Park
for fifth grade and the activities are appropriate for fifth grade.
Name of Reviewer: Angela Collins
School Name: Myrtle Beach Intermediate School
School Phone Number: 626-5831
Email: acollins001@horrycountyschools.net
Standards Met:
The standards indicated for each lesson and/or activity have been met.
Standard 5-3:
The student will demonstrate an understanding of features, processes,
and changes in Earth’s land and oceans.
Indicators:
5-3.1 Explain how natural processes (including weathering, erosion,
deposition, and floods) affect the Earth’s oceans and land in constructive
and destructive ways.
5-3.4 Explain how waves, currents, tides, and storms affect the geological
features of the ocean shore zone (beaches, barrier islands).
5-3.5 Compare the movement of water by waves, currents and tides.
5-3.6 Explain how human activity (including conservation efforts and
pollution has affected the land and the oceans of Earth.
Myrtle Beach
Date program is finalized and totally complete: November 27, 2007
Any additional comments:
This a great program! I think the pre- and post- activities are very beneficial
to the students and allow for students to be actively engaged and also address
inquiry standards that are so important. The Jeopardy game was wonderful.
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Chaperone Letter
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Dear Chaperone,
You will be accompanying students to Myrtle Beach State Park for our Discover
Carolina program called Coastal Dynamics.
While at the beach, students will learn about the various coastal habitats found at
Myrtle Beach State Park, the importance of sand dunes and sea oats, longshore
transport and how it transports sand (and you!) down the beach, rip currents, the
effects of development and groins, and the best places and ways to build along
the coast.
Throughout the program, please:
• Keep your students focused and on task.
• Feel free to help out during the Development along the Beach Activity, but do
not give the students all the correct answers! Let them come up with their own
answers, or help lead them in the right direction. For this activity, the students
will be divided into three groups:
• Upper Beach, Sand Dune, and Primary Sand Dunes.
• Be sure that all the students in your group are involved and that all ideas are
being heard.
• Remind students not to throw sand.
• Help round up the students when the Interpretive Ranger needs them in a
group.
During lunch:
• After the students are done eating, please help the students clean up the
shelter or picnic area. Garbage dumpsters are provided. We will provide
either a bin or bag for recyclables only- beverage containers, and any plastic
1-7. Please help keep trash out!
During past field programs, the students who had the most active and helpful
chaperones learned the most. Please do not distract from the learning process
by talking with other adults. As an additional courtesy, turn off cell phones. Help
make this a positive and engaging learning environment for all involved! You
never know what you may learn!
Keep in mind, we will be conducting all activities at the beach. Please dress
according to the day’s weather- it may be chilly, hot, or windy! You will get
sandy!
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Musgrove Mill
Myrtle Beach
During this program, students will learn how the beach environment is constantly
forming and changing due to wind and water. The students and the Interpretive
Rangers will need your active participation during this program.
Myrtle Beach State Park
Content Area:
Science
Grade Level:
5
Title of Program:
Beach Profile and Longshore Transport
South Carolina State Standards Addressed
Standard 5-3:
The student will demonstrate
an understanding of features,
processes, and changes in Earth’s
land and oceans.
Indicators:
5-3.1 Explain how natural processes
(including weathering, erosion,
deposition and floods) affect
the Earth’s oceans and land in
constructive and destructive ways.
5-3.4 Explain how waves, currents,
tides, and storms affect the
geological features of the ocean
shore zone (beaches, barrier
islands).
5-3.5 Compare the movement of
water by waves, currents and tides.
5-3.6 Explain how human activity
(including conservation efforts and
pollution) has affected the land and
the oceans of Earth.
Program Description
Students will learn about the different
coastal habitats found at Myrtle Beach State
Focus Questions For Students
• List some factors that change the beach
daily and seasonally.
• What is the importance of sand dunes?
• Name some coastal habitats found at
Myrtle Beach State Park.
• What are some factors that move sand?
• Name a way human development
may interfere with the natural flow of
longshore current/transport?
Culminating Assessment
• List two factors that change the beach
daily and seasonally.
• List two reasons why sand dunes are
important.
• List at least four coastal habitats found
at Myrtle Beach State Park.
• List two ways sand moves.
• Name one way human development
may interfere with the natural flow of
longshore current/transport.
Myrtle Beach: Pre-Site
Time to Complete:
1-2 class periods
Park as they do a Beach Profile activity.
They will also learn how sand moves in the
ocean via the Longshore Current/Transport.
Students will understand how the coastal
environment undergoes natural and human
caused erosion and deposition changes
through waves, currents, tides, storms,
wind, and development.
Materials and Resources
• Beach Profile with Velcro labels and
visuals
• Procedures for Beach Profile, Seasonal
Summer/Winter Beach Profile,
Longshore Current/Transport
• Wrack/Scarp and Groin photos
Background
The provided Beach Profile is indicative of
the diverse habitat zones found at Myrtle
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Myrtle Beach: Pre-Site
Beach State Park. The coastal environment
extends from the offshore sand bars to
the maritime forest. Students will become
acquainted with the different zones they
will encounter during the field experience.
These habitats are constantly altered by
wind and water. A description of each
habitat is provided in the laminated Beach
Profile Procedure.
As the students do the Beach Profile activity,
they will gain a better understanding of
the dynamic changes that take place
at the beach every day and throughout
the seasons. Sand is constantly on the
move due to water and wind. Erosion
and deposition are natural occurrences
in the beach environment. These daily
and seasonal changes are not normally
problems until humans develop too close to
the shore. Coastal systems can be severely
altered as development, such as homes
and groins, along the beach continues.
Students will learn how development along
the coast can interfere with these natural
processes and can lead to problems during
this pre-site activity.
Procedure
See included procedure sheets:
• Beach Profile Procedure
• Seasonal- Summer/Winter Beach Profile
Photo Procedure
• Wrack Line and Scarp Photo
• Longshore Current/Transport Procedure
• Longshore Current/Transport Photo
Procedure
• Groin Photo
Day of the Program at Myrtle Beach State
Park
Please bring back all the materials in the
mailing tube on the day of your program.
Please attach all Velcro labels and visuals
to the poster. Any unattached labels should
be placed in the provided envelope.
Students should be divided into 3 groups
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that will work well together while on the
beach. They will be tasked to construct a
house made out of assorted pieces of wood
to see if their house will survive a pass by
a “hurricane.” The three groups will be
called: Upper Beach, Sand Dune, and
Primary Sand Dune. Students should know
the name of their group.
Have students wear name tags- this helps
to make our teaching more effective.
Students should dress for the day’s weather.
We will be outside on the beach the entire
time- it may be chilly, windy or hot.
Have students wear clothes that can get
sandy while on the beach.
You may want to bring soap so the students
can wash their hands after the program.
Bring a garbage bag to help clean up after
lunch.
Procedure for Beach Profile Poster and
Seasonal Summer/Winter Beach Profile
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The Beach Profile will arrive with 16 Velcro labels attached. Take off all the Velcro
labels. There will be three more labels in an envelope. Notice the labels are marked
on the back to correspond with the correct piece of Velcro. This should help avoid
any confusion. The laminated Beach Profile sheets will also help guide you.
Prior to the activity with the students, you may want to lay out the labels on a desk in
the order that the students attach them.
Divide the students into 5 groups. Hand out the Laminated Summer/Winter Beach
Activity, and Bag of Chips to each group. Each individual chip represents a grain of
sand as it is transported by wind and water.
For this activity, students will NOT be doing the activity sheet labeled Longshore
Transport.
1. Wind (1)- Wind affects the entire coastal environment. It helps to move sand
around, creates waves, and also affects the growth of plants. The salt spray carried
by the wind affects plants by dehydrating and often killing the exposed buds and
leaves. This leads to the bushy, slanting effect on plants known as salt spray pruning.
Students will see this effect during their field experience at Myrtle Beach State Park.
Have a student put up the WIND (1) label.
Myrtle Beach: Pre-Site
The bold type, colored words mark each different step. The COLORED WORDS
that are in CAPITOL LETTERS refer to the Velcro labels and visuals that need to be
attached as you do the activity. As the Velcro labels and visuals are put on by the
students, the teacher should ask the students what each label or visual means. The
Beach Profile should be hung up on the wall by clips or tape so that all the students
can see it.
Have the students put up the names of the nine different coastal zones or habitats.
Velcro each name on, and use the vocabulary list to describe each habitat. Students
will see all of these zones/ habitats during the program at Myrtle Beach State Park.
2. Maritime Forest (2)- A forest by the sea. This habitat is further back from the sand
dunes and the trees become less affected by the salt spray. However, this forest
will not be as diverse as a forest further inland that feels no effects from salt spray.
Myrtle Beach State Park has one of the few remaining maritime forests left in the
Grand Strand. Once the bus drives into the park, the students will be in a maritime
forest. Have a student put up the MARITIME FOREST (2) label.
3. Shrub Forest (3)- Sand dunes, to some degree, block some of the wind and salt
spray and enables shrubby plants to grow behind the dunes. Some of these plants
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may also grow in the maritime forest, but they will not grow as tall or healthy in this harsh,
salty environment. Have a student put up the SHRUB FOREST (3) label.
Myrtle Beach: Pre-Site
4. Maritime Grassland(4)- The area of land directly behind the sand dunes is less impacted
by salt spray and storm overwash than the sand dunes. Grasses, flowers and small
shrubs can withstand the harsh elements, but their growth will be stunted by the salt spray
that does reach their leaves. Plants that inhabit this area may include: seaside pennywort,
yucca, gaillardia, camphorweed and sea oats. One way these plants survive is to have
thick, waxy, and small leaves that help to reduce salt intake and water loss. This habitat
is quite rare in Horry County due to development. Have a student put up the MARITIME
GRASSLAND (4) label.
5. Secondary Dune (5)- A second row of sand dunes behind the first row of sand dunes
(primary sand dunes). Secondary dunes tend to have more diverse types of plants than
the primary dunes and do not erode as readily. Myrtle Beach State Park has secondary
sand dunes that were created after Hurricane Hugo in 1989. Have a student put up the
SECONDARY DUNE (5) label.
6. Primary Dune (6)- A hill of sand that protects the area from storm surges and high
tides. Primary dunes are constantly eroding and accreting. Sand dunes are held in place
primarily by the roots of sea oats. Sea turtles need primary dunes for successful nesting.
Sand dunes can not handle the constant impact of foot traffic, so people need to always
use the boardwalks to reach the beach. Have a student put up the PRIMARY DUNE (6)
label.
7. Upper Beach (7)- The area of dry sand between the intertidal beach and primary dunes.
This area is often eroded during storms or major high tides. Some plants are adapted to
quickly grow in this area. Ghost crabs and an array of insects may inhabit this area. Have
a student put up the UPPER BEACH (7) label.
8. Wrack Line (8)- This is the line left along the high tide mark. It often consists of dead
salt marsh grass, insects, and other microorganisms. This area, often times, provides the
best beachcombing. The debris in the wrack line can trap wind blown sand and seeds.
Over time, a wrack line, if left undisturbed, can develop into primary sand dunes. Have
a student put up the WRACK LINE (8) label, and the WRACK LINE VISUAL (W). Show the
students the provided laminated picture of the wrack line.
9. Intertidal Beach (9)- The portion of beach that is covered during high tide and exposed
during low tide. Many types of invertebrate marine animals may live here. Have a student
put up the INTERTIDAL BEACH (9) label.
10. Offshore Sandbar (10)- Offshore sandbars occur year round, depending on wave
energy and currents. We are focusing on seasonal sandbar changes for this activity. Have
a student put up the OFFSHORE SANDBAR (10) label.
11. High and Low Tides (T)- Tides are created by the gravitational force of the moon and
sun. In South Carolina, we have two high and two low tides each day. Have a student put
up the HIGH TIDE (T) label, and the HIGH TIDE VISUAL (H). Notice how much beach is
covered. Take off the HIGH TIDE (T) label, and the HIGH TIDE VISUAL (H). Now, have a
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student put up the LOW TIDE (T) label. Notice how much beach is exposed at low tide. As
stated earlier, when it blows, wind can move lots of sand, but water is constantly moving
sand.
**To help understand this seasonal movement of sand better, have the students do the
Seasonal Summer/Winter Beach Profile activity and follow the photo directions. As students
do numbers 12 and 14, they can do their own “seasonal sand movement” with the chips.
Each individual chip represents a grain of sand as it is transported by wind and water.
13. Have a student put up the WINTER (S) and HIGH TIDE (T) labels. Northeast storms can
create even more damage if they occur at high tide. Have a student put on the HIGH TIDE
VISUAL (H).
14. Have a student put up the SUMMER (S) and HIGH TIDE (T) labels. Have a student put
up the PRIMARY SAND DUNE VISUAL (D). During the summer, there are normally mild,
southerly winds that allow the Upper Beaches and Primary Sand Dunes to build back
up. The accreted sand from the winter that occurred on the sand bar will gradually flow
back up to the Upper Beach and Primary Sand Dune. This tends to create a wider beach.
**Have a student take off the WINTER OFFSHORE SAND BAR VISUAL (B) and put up the
SUMMER OFFSHORE SAND BAR VISUAL (B) to show the movement of sand and how the
offshore sand bar is decreasing in size.
Myrtle Beach: Pre-Site
12. Have a student put up the WINTER (S) (for seasonal) and LOW TIDE (T) labels. Put on
the PRIMARY SAND DUNE VISUAL (D). This visual shows a Primary Sand Dune that has
not been eroded. During the winter, strong winds and storms, especially northeasterners,
tend to erode the beaches. This natural occurrence does create erosion along the beaches
and sand dunes. **Take off the PRIMARY SAND DUNE VISUAL (D). Notice how the Primary
Sand Dune looks to be cut in half. A single northeast storm can move as much sand in a
few hours as it takes normal speed winds and waves to do all year. As the waves surge up
the beach, they can flatten the beach out and tear up the Primary Sand Dunes or the Upper
Beach. These larger waves and stronger winds carve sand away and create a steep slope
on the beach. Beach walkers may notice a small cliff or “scarp” in the Upper Beach section
and a narrower beach. Ask the students if they have ever walked the beach during the
winter and noticed a drop off along the beach. Show the students the provided laminated
picture of the wrack line and scarp. This sand can be washed back into the ocean where it
travels just offshore to begin buildup of an Offshore Sand Bar. Have a student put up the
WINTER OFFSHORE SAND BAR VISUAL (B). At low tide, you may see the actual sandbars,
or where the waves are breaking over the sandbars.
15. Have a student put up the SUMMER (S) and LOW TIDE (T) labels. Have a student take
off the HIGH TIDE VISUAL (H) to show how much beach is exposed a low tide.
The coastal environment is a very dynamic place every day of the year. Erosion and
deposition are natural occurrences that are supposed to happen. The coastal environment
is designed to withstand change. The processes described here make the beach look
different every season of the year.
During the program at Myrtle Beach State Park, students, through hands-on activities, will
gain a better understanding how these processes work and how development along the
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coast can disrupt these processes.
Cleaning Up:
Put all 16 Velcro labels back on the Beach Profile activity, just like when you received it. Put
the 3 extra Velcro labels back in the envelope.
Put the laminated directions and photos back in the envelope.
Take off any tape, etc. that you attached to hang the Beach Profile.
Remember, other teachers will be using the activity after you!
Myrtle Beach: Pre-Site
The chips should be put back in the Ziploc bags and the bags should be securely sealed.
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Roll the Beach Profile up and put it in the mailing tube in which it came.
Procedure for Longshore Current
or Transport
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Sprinkle the chips over the brown beach to represent individual grains of sand on
the beach. Remember that real beaches are never flat, so it is OK if your grains of
sand (chips) pile over each other. Students’ hands will act as waves of water going
north to south, down the beach. Remind the students to move only a few grains of
sand (chips) at a time. These waves push the sand onto and away from the beach at
an angle, normally in a southern direction. On an actual beach, new sand is being
added from the north while the sand from our beach would continue south. For this
demonstration, students will move the sand back to the beginning at point A when
their wave moves the sand, or chips, off the end of the beach, or poster board, at
point D.
A natural beach has a constant flow of the sand. The sand can move freely from
point A, past points B and C, and onto point D. The natural movement of sand over
time tends to get interrupted once a beach becomes developed. When this happens,
erosion may occur at a faster rate and create a problem for the homes and hotels
that occur along the beach front.
Myrtle Beach: Pre-Site
Divide the class into five groups- each group will get the following:
• Longshore Current/Transport Posterboard
• 1 Groin (Rectangular Pieces of Laminated Black and White Construction Paper)
• Ziploc Bag of Chips
• Teachers- Use the photo instructions to help explain this activity to students
This activity will introduce you and your students to Longshore Current/Transport
on a beach and the effects that people have when the beach is developed and the
longshore transport is interrupted. This concept will be explored in further detail
during the field experience, but this will help students to gain a little familiarity before
they come to the state park. The Longshore Current or Transport (flow of sand along
the beach due to currents and waves) is caused by waves that arrive at an angle to
the shore. Because the waves hit the shore at an angle, they move up and along the
shore, carrying sand with them. This helps to transport huge amounts of sand along
the coast. It generally moves from north to south, although it can change directions!
Think about when you walk into the ocean and go swimming. Often times, when you
come out, you are pretty far from your original start or your beach towel. Sand is
always moving like a big river and this changes the shape, profile, and width of our
beaches.
To counteract against erosion, people have built groins and other features which
interrupt this river of sand. Groins are projections that jut out at right angles to the
beach. Their purpose is to block the longshore current/transport of sand. Keep
in mind, a jetty helps to keep a channel of water open for navigation- they have a
different purpose than a groin. Groins may help build up sand on the updrift side
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of the groin, but the beaches on the downdrift side erode or “starve” from lack of sand.
Also, since the longshore current/transport tends to hook around the groin, this also tends
to accelerate the erosion rate. Some groins may be 6 feet tall, 400 feet long and 10 to 30
feet wide. Depending on the beach and when they were built, groins are built of rocks,
wood or metal. Add the groin between points B and C, perpendicular to the beach. This
groin will interrupt that continuous flow of sand. Begin moving the sand again from point
A to point D.
Myrtle Beach: Pre-Site
How does the groin affect the flow of sand? The sand can still move from point A to point B
and from point C to point D, but the groin stops the B to C sand flow.
What begins to happen on the northern side of the groin where the sand meets the groin?
The sand builds up!
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What happens on the southern side of the groin? The sand begins to erode away because
the groin has essentially blocked the flow of sand from the north.
When this happens, coastal residents and officials in the past have added another groin
below the erosion point to help build the sand back up. This may help to solve the erosion
problem in that immediate area, but it tends to cause an erosion problem further down the
beach. Another groin is added and the problem persists and the erosion cycle continues.
This cycle will be explored further during the program at Myrtle Beach State Park.
Cleaning Up:
• Put all the chips back in their individual Ziploc bags and securely seal them.
• All the chip bags should be put back in the larger Ziploc bag.
• Put the groins back in the white envelope with the Velcro labels.
• Put the directions back in the large folder.
• Put all materials back in the mailing tube and secure the lid of the tube.
The River of Sand – Optional Class Activity:
Line everyone in a straight, single-file line. Each person in the line is now a grain of sand
on the beach. Longshore transport begins moving the grains of sand down a beach, so
everyone in the line start taking tiny baby steps to their right. A groin is added on the
beach between two grains of sand. Use a chair or length of rope between two students to
represent this groin. This stops part of the line behind the groin from moving any more,
but the grains of sand beyond the groin can still travel. Even though a groin has been
added, longshore transport is still moving sand. Continue taking small steps to the right.
What starts to happen to the groin as everyone keeps moving to the right? What happens
beyond the groin where the sand can still be transported?
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Myrtle Beach: Pre-Site
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Myrtle Beach: Pre-Site
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Myrtle Beach: Pre-Site
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Myrtle Beach: Pre-Site
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Myrtle Beach: Pre-Site
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Myrtle Beach: Pre-Site
Myrtle Beach State Park: On-Site (Ranger Led)
Content Area:
Science
Grade Level:
5
Title of Program:
Coastal Dynamics
South Carolina State Standards Addressed
Standard 5-3:
The student will demonstrate
an understanding of features,
processes, and changes in Earth’s
land and oceans.
Indicators:
5-3.1 Explain how natural processes
(including weathering, erosion,
deposition and floods) affect
the Earth’s oceans and land in
constructive and destructive ways.
5-3.4 Explain how waves, currents,
tides, and storms affect the
geological features of the ocean
shore zone (beaches, barrier
islands).
5-3.5 Compare the movement of
water by waves, currents and tides.
5-3.6 Explain how human activity
(including conservation efforts and
pollution) has affected the land and
the oceans of Earth.
Program Description
Through hands-on activities and visuals,
This 1.5-hour program is offered
September- November and March- April.
The maximum amount of students for this
program is 28 or one class. This program
can accommodate two classes in one day.
A teacher led activity is provided for the
time frame when a class is not with the
Interpretive Ranger.
Focus Questions For Students
• List some factors that change the beach
every day.
• What causes tides?
• What is the importance of sand dunes?
• Name ways humans have impacted the
South Carolina coastline.
• Name some coastal habitats found at
Myrtle Beach State Park.
• Name some differences between rip
currents and longshore currents.
Myrtle Beach: On-Site
Time to Complete:
1.5 hours
students will learn how the beach
environment is constantly forming and
changing. While on the beach, students
will learn, simulate and observe the
major processes that occur along the
coast: erosion, deposition, wave action,
rip currents, longshore currents, tides,
and storms. They will also learn how the
natural processes of coastal ecosystems
change as development along the coast
increases.
Culminating Assessment
• List two factors that change the beach
every day.
• List the two main forces that cause tides.
• List three reasons why sand dunes are
important.
• List three ways human activity affects the
beach and dune habitats.
• List four coastal habitats found at Myrtle
Beach State Park.
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• Name two differences between rip
currents and longshore currents.
Materials and Resources
•
•
•
•
•
•
•
Lincoln Log House on Stilts
5 Groins
Various Beach Photos
Sheets
Hose
Buckets of Water
Various Pieces of Wood
Myrtle Beach: On-Site
Teacher Preparation
Read the lesson and activities completely
and contact Myrtle Beach State Park with
any concerns or modifications. Implement
pre-site activities before the scheduled
program. Please plan adequate classroom
time for post-site activities in order to help
reinforce the topics discussed during the
program at Myrtle Beach State Park.
Procedures
Coastal Habitats at Myrtle Beach State Park
Students will learn about the different
coastal habitats found at Myrtle Beach State Park and how they are affected by
wind and water from the ocean.
Importance of Sand Dunes
Students will learn how important sand
dunes are and how erosion and deposition occur everyday through wind and water.
Longshore Transport and Rip Currents
Students will learn how Longshore Transport
(River of Sand) moves sand along our
beaches and how development and groins
affect the flow. They will also learn how to
avoid the dangers of rip currents and how
they are formed.
Development Along the Beach
Students will “build” their house on some
“beachfront property” and learn how their
architecture and piece of property fares
when a hurricane (buckets of water!) hits
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their area of beachfront. Students should
be divided into 3 groups before they arrive
at the park: Upper Beach, Sand Dune, and
Primary Sand Dune. Students should know
the name of their group.
Myrtle Beach State Park: On-Site (Teacher Led)
Content Area:
Science
pollution) has affected the land and
the oceans of Earth.
Program Description
South Carolina State Standards Addressed
Materials
Time to Complete:
1 hour
Title of Program:
Scavenger Hunt
Standard 5-3:
The student will demonstrate
an understanding of features,
processes, and changes in Earth’s
land and oceans.
Indicators:
5-3.1 Explain how natural processes
(including weathering, erosion,
deposition and floods) affect
the Earth’s oceans and land in
constructive and destructive ways.
5-3.4 Explain how waves, currents,
tides, and storms affect the
geological features of the ocean
shore zone (beaches, barrier
islands).
5-3.5 Compare the movement of
water by waves, currents and tides.
5-3.6 Explain how human activity
(including conservation efforts and
Materials will be given to you on the day of
your field program.
• One scavenger hunt
• Two sets of labeled photos
• One stop watch
• One bag of Magnolia leaves
• Quartz
• One magnifying box
• One tide table
• One trash bag
Myrtle Beach: On-Site
This activity is to be completed while the
other group is with the interpretive ranger.
This activity is OPTIONAL! It is up to you if
you wish to do the activity.
Students will learn about the many habitats
at Myrtle Beach State Park with the use
of a teacher led scavenger hunt. The
scavenger hunt will teach them about the
upper beach, the intertidal zone, primary
and secondary sand dunes, swashes,
maritime forest, maritime grassland, and
the ocean. Most importantly students will
learn how to read a beach from what the
tides are doing, how the waves and wind
are affecting the beach, where potential
rip currents are located, what the sand is
comprised of, etc. It is important to know
how to read a beach when you go for both
safety and for fun- you do not want your
beach towels and shoes to be taken away
with the tide!
Grade Level:
5
Procedures
See the Coastal Dynamic Scavenger hunt
sheets and follow the steps. You can skip
steps if you are crunched for time.
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Myrtle Beach State Park: Post-Site
Content Area:
Science
Myrtle Beach: Post-Site
Grade Level:
5
Time to Complete:
1 class period
Title of Program:
Coastal Jeopardy
Materials Provided
• DVD- Coastal Jeopardy plus
instructions- you do not need to return
the DVD.
Materials Needed to be Provided by School
South Carolina State Standards Addressed
Standard 5-3:
The student will demonstrate
an understanding of features,
processes, and changes in Earth’s
land and oceans.
Indicators:
5-3.1 Explain how natural processes
(including weathering, erosion,
deposition and floods) affect
the Earth’s oceans and land in
constructive and destructive ways.
5-3.4 Explain how waves, currents,
tides, and storms affect the
geological features of the ocean
shore zone (beaches, barrier
islands).
5-3.5 Compare the movement of
water by waves, currents and tides.
5-3.6 Explain how human activity
(including conservation efforts and
pollution) has affected the land and
the oceans of Earth.
Program Description
Students will be quizzed on what they
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learned during the Coastal Dynamics
program at Myrtle Beach State Park with
the use of a power point jeopardy game.
Coastal Jeopardy reiterates many important
points on the processes that make our coast
what it is today. The categories include
topics on waves, currents, tides, storms,
Myrtle Beach State Park habitats, and
human impacts.
• Computer
• LCD projector
• Dry erase board or chalk board- if you
want to keep score
Procedures
See Coastal Jeopardy Instructions.
Coastal Jeopardy Game
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Open the Coastal Jeopardy power point file located on the provided DVD. Start the
power point slide show. Announce the categories to your class:
The class should be divided into two teams. Choose one student from each team to
be the captain. The team captain will listen to their teammates and announce the
team’s final answer out loud. Only take answers from the captain! Team captains can
change throughout the game in order to give everyone an opportunity to talk and
give answers.
Choose one student to be the score keeper, if keeping score is desired.
Have one student from the first team choose a topic and a point value. Allow a
different student to choose the next question each turn.
Click on the yellow numbers to get to the question. You must click the number, not just
the box the number is in. This is so the yellow changes to black once that question is
completed. Hit the enter key once to get from the question page to the answer page.
Myrtle Beach: Post-Site
“Myrtle Beach State Park Habitats”- All topics relating to the different habitats found
at Myrtle Beach State Park.
“Tides”- All topics relate to tidal action and how tides are formed.
“Waves and Currents”- This is a general category dealing with the waves and currents
in Myrtle Beach, South Carolina.
“Human Activity”- All topics in this category deal with the impacts of humans on the
South Carolina coastline.
“Storms”- This category is about storms and the effects along the coast.
Click on the picture of the house at the bottom/right corner of the answer page to
get back to the jeopardy game board. Do not click enter on the answer page; it will
automatically go to the next question without turning the numbers black!
If the first team gets the answer wrong, the second team gets a chance to answer
that same question. If the second team gets the answer right, they get the points,
and it is now their turn to pick the next question. If the second team gets it wrong
then neither team gets the points, however, it is still the second team’s turn to pick the
next question. Continue to go back and forth between teams until all questions are
answered.
Feel free to expand on the questions and have class discussions.
There is no final jeopardy in this game, no buzz in, no answering in the form of a
question, and no negative points for the wrong answer. The team with the highest
amount of points at the end of the game is the most knowledgeable about Coastal
Dynamics!
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