Download Waves, Tides and the Coastal Environment

Waves, Tides and the Coastal Environment
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING Waves, Tides and the Coastal Environment
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Word Search Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
What are Tsunamis? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Ain’t No Ocean Deep Enough… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Vocabulay Match-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable
instructional guidelines and tools designed to make your teaching role efficient and rewarding.
The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for
use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our
authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.
This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your
classroom needs.
RATIONALE
ORGANIZATION AND MANAGEMENT
In today’s classrooms, educational pedagogy is often founded on
To facilitate ease in classroom manageability, the AIMS Teaching
Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The
Module is organized in three sections:
practical application of Bloom’s Taxonomy is to evaluate students’
I. Introducing this ATM
thinking skills on these levels, from the simple to the complex:
will give you the specific information you need to integrate the
program into your classroom curriculum.
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
II. Preparation for Viewing
4. Analysis (relating and differentiating parts of a whole),
provides suggestions and strategies for motivation, language
5. Synthesis (relating parts to a whole)
preparedness, readiness, and focus prior to viewing the program
6. Evaluation (making a judgment or formulating an opinion).
with your students.
The AIMS Teaching Module is designed to facilitate these intellectual
III. After Viewing the Program
capabilities, and to integrate classroom experiences and assimilation
provides suggestions for additional activities plus an assortment of
of learning with the students’ life experiences, realities, and
consumable assessment and extended activities, designed to broaden
expectations. AIMS’ learner verification studies prove that our AIMS
comprehension of the topic and to make connections to other
Teaching Modules help students to absorb, retain, and to demonstrate
curriculum content areas.
ability to use new knowledge in their world. Our educational
materials are written and designed for today’s classroom, which
incorporates a wide range of intellectual, cultural, physical, and
emotional diversities.
AIMS Teaching Module written by Pat Davies
© Copyright 2002 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this
AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing
and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia at:
Toll Free: 1-800-367-2467
Fax: 818-341-6700
Web: www.aimsmultimedia.com
Email: [email protected]
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FEATURES
INTRODUCING THE ATM
Introduction To The Program
After Viewing the Program
Introduction to the Program is designed to
After your students have viewed the
enable students to recall or relate prior
program, you may introduce any or all of
Your AIMS Teaching Module is designed to
knowledge about the topic and to prepare
these activities to interact with other
accompany a video program written and
them for what they are about to learn.
curriculum
content
areas,
provide
reinforcement, assess comprehension skills,
produced by some of the world’s most
credible and creative writers and producers
Introduction To Vocabulary
or provide hands-on and in-depth extended
of educational programming. To facilitate
Introduction to Vocabulary is a review of
study of the topic.
diversity and flexibility in your classroom
language used in the program: words,
and to provide assessment tools, your AIMS
phrases, and usage. This vocabulary
Teaching Module features these components:
introduction is designed to ensure that all
learners,
including
learners,
limited
will
English
Themes
proficiency
have
full
This section tells how the AIMS Teaching
understanding of the language usage in the
Module is correlated to the curriculum.
content of the program.
Themes offers suggestions for interaction
with
other
curriculum
content
areas,
Discussion Ideas
enabling teachers to use the teaching
Discussion Ideas are designed to help you
module to incorporate the topic into a
assess students’ prior knowledge about the
variety of learning areas.
topic and to give students a preview of what
they will learn. Active discussion stimulates
Overview
interest in a subject and can motivate even
The Overview provides a synopsis of content
the most reluctant learner. Listening, as well
covered in the video program. Its purpose is
as
to give you a summary of the subject matter
Encourage your students to participate at the
and
rate they feel comfortable. Model sharing
to
enhance
your
introductory
speaking,
is
active
participation.
personal experiences when applicable, and
preparation.
model listening to students’ ideas and
opinions.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
Focus
learners can be expected to gain from each
Help learners set a purpose for watching the
program. After completion of the AIMS
program with Focus, designed to give
Teaching Module, your students will be able
students a focal point for comprehension
to demonstrate dynamic and applied
continuity.
comprehension of”” the topic.
Jump Right In
Preparation for Viewing
Jump
In preparation for viewing the video
instructions for quick management of the
Right
In
provides
abbreviated
program, the AIMS Teaching Module offers
program.
activity and/or discussion ideas that you
may use in any order or combination.
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Critical Thinking
SUGGESTED ACTIVITIES
In The Newsroom
Critical Thinking activities are
Each AIMS Teaching Module
designed
stimulate
contains a newsroom activity
activities you can direct in the classroom or
learners’ own opinions and
designed to help students make the
have your students complete independently,
ideas. These activities require students to use
relationship between what they learn in the
in pairs, or in small work groups after they
the thinking process to discern fact from
classroom and how it applies in their world.
have viewed the program. To accommodate
opinion, consider their own problems and
The purpose of In The Newsroom is to
your range of classroom needs, the activities
formulate
draw
actively involve each class member in a
are organized into skills categories. Their
conclusions, discuss cause and effect, or
whole learning experience. Each student will
labels will tell you how to identify each
combine what they already know with what
have an opportunity to perform all of the
activity and help you correlate it into your
they have learned to make inferences.
tasks involved in production: writing,
The Suggested Activities offer ideas for
possible
to
solutions,
researching, producing, directing, and
classroom curriculum. To help you schedule
your classroom lesson time, the AIMS
Cultural Diversity
interviewing as they create their own
hourglass gives you an estimate of the time
Each AIMS Teaching Module
classroom news program.
each activity should require. Some of the
has an activity called Cultural
Awareness, Cultural Diversity,
activities fall into these categories:
Extended Activities
or Cultural Exchange that encourages
These
activities
provide
students to share their backgrounds,
opportunities for students to
These activities are designed
cultures, heritage, or knowledge of other
work separately or together to
to aid in classroom continuity.
countries, customs, and language.
Meeting Individual Needs
Reluctant
learners
conduct
learners acquiring English
These are experimental or
activities geared to enhance comprehension
tactile activities that relate
of language in order to fully grasp content
directly to the material taught
benefit
from
Many
of
the
Link to the World
in the program. Your students
These activities offer ideas
for connecting learners’
and formulate ideas on their own, based on
suggested
media or content areas.
will have opportunities to make discoveries
meaning.
Curriculum Connections
research,
apply what they have learned to other
Hands On
these
will
further
explore answers to their own questions, or
and
classroom activities to their
what they learn in this unit.
community and the rest of the world.
Writing
Culminating Activity
activities are intended to
ART
integrate the content of the
ATM program into other
Every AIMS Teaching Module
To wrap up the unit, AIMS
content
will
Teaching
areas
of
the
contain
an
activity
Modules
cross-
designed for students to use
suggestions
connections turn the classroom teaching
the writing process to express
reinforce what students have
their ideas about what they have learned.
learned and how they can use their new
The writing activity may also help them to
knowledge to enhance their worldview.
classroom
experience
experience.
curriculum.
into
a
These
whole
learning
make the connection between what they are
learning in this unit and how it applies to
other content areas.
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for
offer
ways
to
ADDITIONAL ATM FEATURES
Test
After Viewing
The AIMS Teaching Module Test permits you
•
Select
Suggested
into
Activities
Vocabulary
to assess students’ understanding of what
integrate
Every ATM contains an activity that
they have learned. The test is formatted in
curriculum.
reinforces the meaning and usage of the
one of several standard test formats to give
materials or resources.
vocabulary
If
your
that
classroom
applicable,
gather
the
your students a range of experiences in test-
program content. Students will read or find
taking techniques. Be sure to read, or
the definition of each vocabulary word, then
remind students to read, the directions
work on each activity. Some activities
use the word in a written sentence.
carefully and to read each answer choice
work best for the whole group. Other
before making a selection. Use the Answer
activities are designed for students to
Key to check their answers.
work independently, in pairs, or in
words
introduced
in
Checking Comprehension
•
small groups. Whenever possible,
Checking Comprehension is designed to
help you evaluate how well your students
understand,
retain,
and
recall
the
Choose the best way for students to
Additional
AIMS
encourage students to share their work
Multimedia
with the rest of the group.
Programs
information presented in the AIMS Teaching
After you have completed this AIMS
Module. Depending on your students’ needs,
Teaching Module you may be interested in
you may direct this activity to the whole
more of the programs that AIMS offers. This
Vocabulary, Checking Comprehension,
group yourself, or you may want to have
list includes several related AIMS programs.
and consumable activity pages for your
students
work
on
the
activity
•
students.
page
independently, in pairs, or in small groups.
Answer Key
Students can verify their written answers
Reproduces tests and work pages with
through discussion or by viewing the video a
answers marked.
•
You may choose to have students take
consumable
activities
home,
or
complete them in the classroom,
second time. If you choose, you can
independently, or in groups.
reproduce the answers from your Answer
Key or write the answer choices in a Word
Duplicate the appropriate number of
JUMP RIGHT IN
•
Bank for students to use. Students can use
Administer the Test to assess students’
this completed activity as a study guide to
Preparation
comprehension of what they have
prepare for the test.
•
Read Waves, Tides and the Coastal
learned, and to provide them with
Environment Themes, Overview, and
practice in test-taking procedures.
Reproducible Activities
Objectives to become familiar with
The AIMS Teaching Module provides a
program content and expectations.
•
Use the Culminating Activity as a forum
for students to display, summarize,
selection of reproducible activities, designed
•
Use
Viewing
extend, or share what they have
learning unit. Whenever applicable, they
suggestions to introduce the topic to
learned with each other, the rest of the
are arranged in order from low to high
students.
school,
to specifically reinforce the content of this
difficulty
level,
to
allow
a
Preparation
for
or
a
organization.
seamless
facilitation of the learning process. You may
Viewing
choose to have students take these activities
•
Set up viewing monitor so that all
students have a clear view.
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
Checking Vocabulary
learning range, you may choose to
The checking Vocabulary activity provides
have students view Waves, Tides and
the opportunity for students to assess their
the Coastal Environment together or in
knowledge of new vocabulary with this word
small groups.
game or puzzle. The format of this
vocabulary activity allows students to use the
related words and phrases in a different
•
Some students may benefit from
viewing the video more than one time.
context.
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© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
local
community
Waves, Tides and the Coastal Environment
Themes
While many coastline-changing processes
• To explore the features of, and the differ-
are quite gradual in their effect, others such
ences between, submergent and emergent
Earth processes that change the features and
as earthquakes along tectonically active
patterns of the planet’s surface are major
coasts and eruptions of lava in volcanic
• To look at the influence of earthquakes,
themes in Earth Science and Geography
regions may cause quite abrupt changes in
volcanic eruptions, and living organisms
curriculums. The interrelationship between
the landscape.
on the changing landscapes of the planet’s
the tides on Earth and the positions of the
coastlines
coastlines
Earth, moon and sun, waves and energy
Students will gain insight into the coastline-
transmission, and the interaction of living
shaping roles of living organisms such as
organisms with nonliving elements of their
coral polyps or mangrove trees. The pro-
environment are related themes.
gram shows that in regions where coral reefs
To prepare students for, Waves, Tides and
are found, shoreline erosion is less invasive
the Coastal Environment, discuss with them
because the reefs break the force of the
what comes to mind when they think about
waves before they reach shore. The pres-
the oceans, coastlines, and the physical
Overview
In
Waves,
Tides
and
the
Introduction to the Program
Coastal
ence of mangroves helps create a marshy
processes that shape the Earth’s coastal envi-
Environment, students will learn how the
transition zone between land and sea where
ronments. Write on the board any ideas
tides, tidal currents and wave action consis-
land gradually is built out into the shallow
generated by the group; expect them to
tently work to modify coastal landforms
water.
include such terms as:
sition. Students will examine these processes
Whether it’s the gentle ebb and flow of a
beaches, coral reefs, deltas, erosion, estuar-
in action as they view cliffs, bays and
neap tide, or the crashing force of storm-
ies, the Everglades, floods, hurricanes,
lagoons created by crashing waves and
tossed waves, the Earth’s ocean waters are
marine wildlife, names of oceans and seas,
longshore currents. They will learn how tidal
constantly at work, shaping and reshaping
recreation, surf, surfing, tides, waves
ranges are affected by coastal geography,
the planet’s coastal environments.
through the processes of erosion and depo-
about the location and composition of different types of beaches, how waves are formed
Discuss the list with the class. Explain that
they will be viewing a video in which they
Objectives
and how refraction affects the impact of
wave energy on the shore.
Some of the general types of coastline found
around the globe are coastlines of submer-
will see many of the things they mentioned,
• To explain what tides are, and how they
along with additional facts and details about
are governed by the gravitational pull and
the interaction of the tides, waves, and other
relative positions of the Earth, moon, and
transformational factors that constantly mod-
sun
ify the coastal environments of the planet.
gence and coastlines of emergence. The pro-
• To detail the coastline modifying processes
gram details their physical features and
of erosion and deposition and show how
formation processes, as sea levels or the
tides and waves exert these to shape the
land surface rises and falls. Submergent and
Earth’s coastal regions
Introduction to Vocabulary
Write the following words on the board and
emergent coastlines vary from the submer-
• To examine wave energy transmission, as
explain that they will be referenced in the
gent estuaries of the Spanish coasts to the
waves form, swell, and break along the
video. Some students may be unfamiliar with
fjords of Norway, to the emergent coastal
shoreline
the terms. If the meaning of any word is
plains and barrier islands of the Atlantic and
Gulf coasts of the U.S.
• To illustrate various erosional landforms
created by tides and waves
• To show that beaches are in a constant
unclear to the group, ask volunteers to use
an appropriate reference source to check the
term and report their findings to the class.
state of change, vary widely in composition, and may contribute to the formation
of coastal sand dunes and lagoons
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bay, baymouth bar, coastline, coral reef,
will discuss these and other aspects follow-
crest, delta, deposition, distributary, emer-
ing the screening.
gent coastline, erosion, estuary, lagoon, littoral zone, neap tide, spring tide, spit,
submergent coastline, swash, swell, tidal
bore, tidal range, tides, tombolo, wave,
wave refraction
Discussion Ideas
Modification of Earth’s coastlines is often
thought of in terms of human land use. Lead
students in a discussion of how - without
human intervention - the tides, wave action,
and other factors such as earthquakes and
volcanic activity modify the planet’s coastal
environments. Erosion and deposition are
the main tools that work and rework the profiles of our coasts. Ask students to consider
the physical forces, including potential and
kinetic energy exemplified as wave action
erodes a rock-strewn shore.
What coastal geographic features can they
think of in the U.S. or elsewhere that have
been created by tidal or wave action? By
earthquakes or volcanic activity? (Examples
from the video include rock formations in the
Bay of Fundy, as well as haystack rocks and
sea arches on the coast of Oregon.)
Focus
Ask students to think for a few moments
about how the movement of water constantly
changes the landforms of our world.
Whether your community or state is landlocked, or is located on the Atlantic, the
Pacific, or Gulf of Mexico, ask students to
consider how changes to our coastlines
might affect the states directly on those
coasts and, indirectly, the nation as a whole.
Ask them to keep these thoughts in mind as
they view the program. Let them know you
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SUGGESTED ACTIVITIES
Critical Thinking
Around the world, people have always built settlements on or near the shore of oceans, seas and lakes. Yet, rising
sea levels and wave and tide erosion have always eaten away at those shores, endangering the stability of human
structures. The 20th century alone saw an average sea level rise of nearly a foot along the Atlantic and Gulf coastlines. Have students work in small groups to research typical yearly erosion patterns in selected regions along the
Pacific, Atlantic, and Gulf coasts and, if desired, along the Great Lakes. By an average of how many inches or feet
2 Hours
have various coastlines eroded in a given year? What about after a major storm? Ask students to also look into
land-use planning/zoning laws, coastal management practices, and state/federal rescue/FEMA policies.
Given our current knowledge, is it justified, prudent, or even moral in a sense to allow building on land that is
demonstrably liable to significant erosion? Should the government continue to financially bail out people who
choose to do so? Select one of the student groups as judges, assigning the other groups to debate teams to argue
the pros and cons of the above issue. Have the judges explain to the class their reasoning for voting as they did.
Meeting Individual Needs
Have students work alone or in small groups to look up the words coastline, deposition, emergent coastline, ero-
sion, estuary, littoral zone, neap tide, spring tide, submergent coastline, tidal range, wave, and wave refraction in
the dictionary or other resource. Ask them to find not only the definitions of the words but to also provide examples of each.
35 Minutes
Connection to Geography and History
Humankind has always had a connection to the sea, whether as a source of food and other resources, as a trans-
GE OG RA PH
portation route, as a major influence on climate, or as a source of cultural inspiration. Many of the world’s population centers are situated on the shores of its oceans and seas. Have students work in small groups to research
and write a report on the connections between human civilization and the world’s oceans. Ask them to create a
historical timeline of human settlement in coastal regions, as well as exploration, travel and economic/cultural
development influenced by proximity to the sea.
• The Aegean Sea: the early Greeks
• The Mediterranean: a cradle of civilization
• The Red Sea: the lost seaport of Berenike
• The influence of isolation on island nations: Early civilizations of the British Isles; the continent of Australia
• Seafaring explorers - 8th to 16th centuries
• The search for the Northwest Passage
• The Atlantic: influence on establishment of American Colonies and events of the American Revolution
• The Atlantic: the Middle Passage; the slave route
Ask for a volunteer from each team to share their findings with the class.
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© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
1 Hour
Y
HI ST OR Y
Connection to Earth Science and Physics
Have students work in small groups to research weather records over the past century for major storms at sea. Have
them look for, document and calculate as necessary:
• storms that had significant effect on coastlines as they reached shore
PHYSICS
EA RT H
SC IE NC E
2 Hours
• coastline changes or damage caused by particular storms
• wind velocity required to generate waves of a magnitude to cause such havoc
• estimate of pounds of force per square foot generated by such wave action
Ask for a volunteer from each team to share their findings with the class.
Connection to Economics
CS
ECONOMI
Commercial fishing is a major industry in many parts of the world, including the U.S. The industry is responsible
for providing valuable protein in our diet and for employing large numbers of people in the catching, processing,
and marketing of fish and other seafood. Yet, the industry is liable to complaints from environmentalists who are
concerned regarding the industry’s impact on the environment. Have students work in small groups to research the
3 Hours
pros and cons of commercial fishing as an industry, and compare its benefits and detriments with those of the commercial fish farming industry. From their research, have a representative from each group create a PowerPoint presentation to relate their findings to the class.
Connection to Literature
Marine environments figure prominently in both fiction and nonfiction. For novelists, the ocean often is more than
LIT ERA TUR
simply a body of water - it may be used as a metaphor for life itself. Ask your school librarian or media specialist for a list of books with ocean or coastal environment themes, or have students read one or more of the following novels or nonfiction works.
Cannery Row by John Steinbeck
Fire in the Turtle House by Osha Gray Davidson
Great Waters, An Atlantic Passage by Deborah Cramer
Journeys Through Dreamtime: Oceanian Myth by Tony Allen, Fergus Fleming and Michael Kerrigan
Last Places: Journey in the North by Lawrence Millman
The Log From the Sea of Cortez by John Steinbeck
The Mirror of the Sea by Joseph Conrad
An Ocean to Cross by Liz Fordred
The Oceans by Ellen J. Prager
Ocean’s End: Travels Through Endangered Seas by Colin Woodard
The Old Man and the Sea by Ernest Hemingway
The Sea Around Us by Rachel Carson
A Sea So Far by Jean Thesman
Sea Tales by James Fenimore Cooper
Song for the Blue Ocean by Carl Safina
The Tigris Expedition by Thor Heyerdahl
Treasure Island by Robert Louis Stevenson
Two Years Before the Mast by Richard Henry Dana
Ask students to analyze their thoughts about the central idea(s) voiced in the book(s). Have students write a summary of their analysis, then lead a class discussion on the main points revealed in the nonfiction works, and the
geographic or symbolic role of the ocean or coastal environment in fictional literature.
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Extended
E
Connection to Geography, Science and Technology
Human civilizations living along ocean coastlines often interfere in one way or another with natural coastal pat-
GE OG RA PH
Y
SC IE NC E
terns. Some of these actions generate human-induced erosion. Have students do research and write reports on such
human-generated erosion factors as:
2 Hours
TEC HN OLO
GY
• building of seawalls
• building inter-island causeways
• coral mining
• mangrove removal
• channel dredging
Ask for volunteers to share their reports with the class.
Connection to Earth Science/Geology
As mentioned in the video, storms generated by El Nino in 1998 revealed the remnants of a 2,000-year-old for-
EA RT H
SC IE NC E
Y
GEOLOG
est along Oregon beaches. This woodland ecosystem was probably inundated as the result of an earthquake along
an offshore fault line. Divide students into small groups and assign each group a specific region of the world. Have
each group use the Internet to research plate tectonics and how earthquakes occur. Then have them track current
1-2 Weeks
earthquakes for their region, collecting information daily over a period of one or two weeks through the United
States Geological Survey’s Near Real Time Earthquake List. The URL for that site is
wwwneic.cr.usgs.gov/neis/bulletin/bulletin.html
As they collect their region’s information, have them plot earthquake occurrences on a world map, comparing that
at the end of the collection period to a map of the world’s tectonic plates. Ask them to describe any patterns that
seem apparent and discuss the feasibility of accurately predicting earthquake activity along fault lines. When their
study is completed, have each team correlate their data into a PowerPoint presentation, incorporating maps and
other visuals that support their conclusions. Have a volunteer from each team present their findings to the class.
Connection to Economics, Physics, and Environmental Science
CS
ECONOMI
PHYSICS
Hydroelectricity supplies some 25% of the world’s electricity needs. The kinetic energy of waves is under study (and
in use) as a source of hydroelectric power. Have students working in small groups visit websites such as
2 Hours
http://www.energy.ca.gov/development/oceanenergy/
Energy Efficiency and Renewable Energy Network (EREN - U.S. DOE) Ocean Energy Website
for information on the commercial use of wave energy. Have students compile general data on the topic into a multimedia or PowerPoint presentation explaining the economic appeal, the physics, and the environmental impact of
possible widespread use of wave-powered hydroelectricity. (In the U.S., a primary site for wave-powered hydroelectricity is on the coasts of the Pacific Northwest.) Ask for a volunteer from each group to share their conclusions
with the class.
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MENTAL
ENVIRON
SCIENCE
In the Newsroom
The Great Barrier Reef off the coast of Australia is the largest structure in the world made by living organisms, yet
it is in serious danger of substantial damage and destruction. Some of this damage is being done by marine animals and other natural causes: crown-of-thorns starfish that feed on the coral polyps, sun bleaching that kills coral,
storm damage to the fragile structure. Other damage has been caused by humans, including commercial fishing
2 Hours
boats that trawl in the reef’s vicinity and agricultural runoff pollution.
Have students work in small groups to research the past and present environmental damage being done to the
Great Barrier Reef and other reef ecosystems. Have them also research methods governments and environmental
groups are using to lessen the damage. Once research is complete, have the teams put together an “Environmental
NewsWatch” show - with volunteers writing, producing, directing, and serving as anchorpersons. If video equipment is available, select a camera operator and record their presentation for review at a later time.
Culminating Activity
Have students work in small groups to create a multi-media presentation about the geographic information they’ve
learned from the program. Brainstorm with the class the topics that should be covered, as well as the types of materials and media they would like to include in their presentation. Have each group present to the entire class; you
may wish to set up a school-wide screening so that the class may show their presentations to the entire student population.
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Extended
Name
VOCABULARY
The following words and terms are from Waves, Tides and the Coastal Environment. Read each definition. On the line next to the definition
write the letter of the vocabulary word that matches the definition. Then use a separate piece of paper to write each word in a sentence.
A) bay
F) erosion
K) submergent coastline
B) coastline
G) estuary
L) tidal range
C) delta
H) littoral zone
M) tide
D) deposition
I) neap tides
N) waves
E) emergent coastline
J) spring tides
O) wave refraction
1.
________ the vertical displacement of water caused by the gravitational pulls of the moon and sun
2.
________ water movement resulting in the rise and fall of the water’s surface in a series of ridge-like shapes
3.
________ the line along an ocean’s shore which marks the point usually reached by water at high tide
4.
________ the vertical difference between high and low tides; it follows the phases of the moon and varies on a monthly basis
5.
________ a bending that occurs as the base of a wave drags on the shallow ocean bottom and the crest, retaining momentum, begins
to pitch forward, making the wave parallel to the ocean bottom
6.
________ a coastline featuring areas of once dry land now inundated by ocean water due to a rise in sea level or by a drop in the level
of the land relative to sea level
7.
________ a marine ecosystem containing both fresh and saltwater, formed when a river mouth is overrun with water from the ocean due
to rising sea levels or a drop in coastal elevation
8.
________ the lowest low tides and highest high tides; these occur a few days after the new moon and shortly after the full moon
9.
________ a coastal region or zone that extends from shallow offshore waters up to the highest point reached by storm waves
10. ________ an inlet in the ocean’s shore between two outreaching points of land, or headlands
11. ________ wearing away the Earth’s surface through the actions of water movement, glaciers, and winds. The movement of water, as in
waves, tides, currents, or in rivers or streams, carries eroded soil and other material in suspension and deposits it elsewhere.
12. ________ the dropping of sediment by waves, tides, ocean currents, or rivers; as the water loses velocity, the solid particles will no longer
stay in suspension
13. ________ a deposit of alluvial soil at the mouth of a river. The deposit builds up outward from the shore into the ocean waters in coastal
areas where tides and ocean currents are not strong enough to immediately wash the sediment away.
14. ________ tides with a lower than average tidal range; these occur when the moon and sun are at right angles to each other and exert
less gravitational influence
15. ________ a coastline composed of land which had been under water and has risen above sea level due to a drop in sea level or to an
uplift in the land
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Name
CHECKING COMPREHENSION
Answer the following questions in the space provided. Use a separate sheet of paper if necessary.
1. What is another name for the coastal zone?
2. What is the cause of the water movement we know as the tides?
3. What occurs when the tide is channeled between islands or into bays and estuaries?
4. For plants and animals to survive in the tidal zone, what is required?
5. Along most ocean coasts what is the average tidal range?
6. What is another name for a drowned river mouth, and why is it characterized as “drowned”?
7. What are the causative factors in wave formation?
8. What changes occur as waves approach shore, and what are the results?
9. An offshore line of breakers often is an indication of what?
10. What is backwash and when does it occur?
13
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Name
CHECKING COMPREHENSION (CONTINUED)
11. Why is it that crashing waves are particularly effective at causing erosion?
12. How does wave action lead to the slumping of a cliff face?
13. Black or gray sand beaches are an indication of what?
14. What landforms do landward winds sometimes create near low-lying coasts?
15. When is a beach said to be in equilibrium?
16. What is the term for a coastline where the sea level has risen and salt water has inundated low-lying areas along the former shore?
17. A delta is an area of new land extending seaward from the shore that is created when _____________________________.
18. Barrier islands and barrier reefs each serve to protect the mainland from the brunt of incoming waves. What is the difference in composition between them, and how is each formed?
19. What type of geologic activity alters the landforms of the Hawaiian and Galapagos Islands?
20. How do mangrove trees alter the coastline in some regions?
14
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Name
WORD SEARCH PUZZLE
Read each vocabulary definition below. On the line before each definition write the appropriate word, then find each in the word search. Look
up, down, backwards and diagonally to find the words.
WORD BANK
baymouth bar
breaker
coastline
ebb tide
erosion
G
C
V
V
B
Z
W
M
J
K
L
C
X
H
B
H
T
C
N
E
D
I
T
D
O
O
L
F
W
P
P
Q
I
Z
C
X
W
M
S
K
Q
B
P
G
S
W
G
H
D
J
J
K
V
E
D
I
T
B
B
E
W
X
K
M
A
H
J
N
G
H
B
R
A
W
D
N
E
R
O
B
L
A
D
I
T
E
W
Y
G
I
O
R
G
T
W
Z
I
J
L
A
K
H
M
J
M
I
W
K
H
G
B
W
N
K
P
W
K
O
M
E
S
H
K
J
R
Y
T
E
T
T
K
M
U
H
N
O
U
W
Z
Q
P
R
W
B
E
V
K
T
L
T
R
W
R
R
T
G
W
C
D
J
R
C
H
Z
N
E
C
B
F
W
M
N
Q
K
N
M
V
B
L
G
G
D
W
X
R
B
T
B
G
M
C
W
A
D
P
W
Z
Y
K
R
S
W
P
J
Q
L
M
R
L
N
Q
C
O
A
S
T
L
I
N
E
J
B
C
W
Z
flood tide
sediment
surf
tidal bore
tidal interval
__________________________
particles of solid material, such as sand or gravel, that are transported (and deposited) by the flow of water,
by wind, air, or ice
__________________________
the period of time between two high tides (or between two low tides); along most coasts this period is about
twelve and a half hours
__________________________
the foaming water that rushes to shore as a result of waves breaking
__________________________
wearing away the Earth’s surface through the actions of water movement, glaciers, and winds. The movement of water, as in waves, tides, currents, or in rivers or streams, carries eroded soil and other material in
suspension and deposits it elsewhere.
__________________________
an incoming tide
__________________________
a flood of ocean water flowing into an estuary and sometimes up the course of a river
__________________________
the line along an ocean’s shore which marks the point usually reached by water at high tide
__________________________
a wave that has become so steep that its crest - which is moving faster than the base - comes crashing down
__________________________
an outgoing tide
__________________________
a sand spit that grows until it closes the mouth of a bay
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Name
WHAT ARE TSUNAMIS?
Tsunamis, or seismic sea waves, are unusually large, fast-moving, waves with significant power for coastal destruction. Use the Internet or other
resources to find answers to the following questions. In phrasing your answers, use complete sentences.
1. What are the three most common causes of tsunamis?
2. To generate tsunamis, an earthquake must:
3. What is the Ring of Fire, and what is its connection to tsunamis?
4. How quickly can tsunamis travel?
5. How high can tsunamis be as they reach land?
6. Is a tsunami one big wave?
16
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Name
TRUE OR FALSE
Place a T next to statements that are true and an F next to statements that are false.
1.
______ On low-lying coasts characterized by salt marshes or mangrove swamps, the coastline is indicated by the appearance of landbased vegetation.
2.
______ Due to its greater size, the sun exerts a far stronger influence on tides than does the moon.
3.
______ Spring tides occur primarily in that season.
4.
______ In marine bodies with restricted access to the open ocean, such as the Gulf of Mexico or the Mediterranean Sea, the difference
between high and low tides may be as little as two or three feet.
5.
______ Tidal currents exert the greatest forces of erosion and deposition along most marine coasts.
6.
______ An offshore line of breakers often indicates the presence of a submerged barrier such as a sand bar.
7.
______ Wave refraction concentrates wave energy on promontories or headlands.
8.
______ Cliffs with sea caves and notches at their base may be prone to slumping and collapse.
9.
______ Coastal sand dunes may migrate inland, blocking the course of streams.
10.
______ When a bay is cut off from the sea by formation of a baymouth bar, it becomes a lagoon and undergoes a radical increase in
salinity.
17
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Name
“AIN’T NO OCEAN DEEP ENOUGH ...”
It might seem as though the oceans are so large they wouldn’t be affected by pollution. However, we all know this isn’t so. Think about the
following topics and use research resources as needed to write a short essay answer, using complete sentences. Use a separate piece of paper
if required.
1.
The oceans cover 70% of the globe and are home to some 90% of all living organisms. Runoff pollution is one of the biggest problems
faced by marine ecosystems. What are:
•
some of the major contaminants in runoff
•
the main sources of runoff
•
the ways by which runoff reaches the oceans
•
things we can do to reduce runoff pollution
2. We all know that our vehicles require an oil change every few thousand miles. Some motorists do this maintenance themselves; others have
it done professionally. Did you know that a quart of motor oil poured down the drain has the capacity to cover a patch of ocean almost
two acres in size?
•
How are oil slicks harmful to ocean-going birds and other marine life?
•
How does oil pollution reach the ocean other than as runoff?
3.
Human populations around the world depend significantly on fish and other types of seafood for nourishment. What is a side effect of
runoff and other ocean pollution that directly affects human dietary choices?
18
© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
Name
VOCABULARY MATCH UP
Draw a line from the vocabulary words below to their correct definition.
barrier island
a narrow ribbon of sand that builds up from the mainland into the sea and partially covers the mouth
of a bay or estuary
coral reef
an area along the coastline that extends from the shore uncovered by the lowest spring tide to the area
covered by the highest spring tide
crest
a shallow body of fresh water, formerly a marine bay, created by the formation of a baymouth bar
distributary
lagoon
a series of long, crestless waves that travel a significant distance from the force that generated them
the highest point of a wave
a narrow neck or isthmus of sand formed by longshore currents which connects the mainland to an offspit
swash
shore island
an underwater limestone ridge formed from the skeletons of coral polyps, which take calcium from the
ocean water and transform it into calcium carbonate (limestone).
swell
tidal zone
water that surges up the beach after the breaking of a wave
a river branch that flows away from the main stream, often found in deltas
a low, narrow sand island that lies parallel to the mainland and receives the full force of incoming
tombolo
waves
19
© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
Name
TEST
Fill in the blank or circle the letter for the correct answer to each question.
1. What mainland/ocean border is normally marked on maps?
A) shoreline
B) coastline
C) littoral line
2. Tides are the vertical displacements of water caused by ____________________.
A) earthquakes
B) the gravitational pulls of the moon and Venus
C) the gravitational pulls of the moon and the sun
3. Define “tidal range.”
4. What are neap tides, and when do they occur?
5. Wave size depends on ____________________.
A) wind velocity
B) ambient temperature
C) length of time wind has been blowing
D) distance wind has blown without passing over land
E) A, C and D
6. Increasing amounts of energy are transferred through the water ____________________.
A) as wind speed decreases
B) as wind speed increases
C) as swash increases
7. An offshore area of ocean with a steeply sloping bottom encourages the formation of ____________________.
A) plunging breakers
B) coral reefs
C) large amounts of sediment
20
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Name
TEST (CONTINUED)
8. What effect does ocean water’s salinity have on the shaping of rocky coasts?
9. ____________________ erode(s) more rapidly than ____________________.
A) Sedimentary cliffs; metamorphic rock cliffs
B) Metamorphic rock cliffs; sedimentary cliffs
C) Basalt; limestone
10. Decribe the different types of sand found on beaches and explain their origin.
11. Under what conditions might coastal dunes migrate inland, and what are some possible consequences of that happening?
12. How do some beaches change in size and/or composition over the course of a typical year?
13. What is another name for a drowned glacially carved valley, and what type of coastline does it exemplify?
14. Over time, landforms such as the Hawaiian and Galapagos Islands have grown larger due to what type of deposition?
15. Some tropical coasts are protected from the brunt of incoming waves by ____________________ which are ____________________.
A) estuaries; earthen walls formed by deposits of sediment at river mouths
B) wave-cut benches; human constructions that utilize the latest laser technology
C) barrier reefs; formed by the limestone skeletons of coral polyps
21
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ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
2652-EN-VID:
Rivers: Shapers of Earth Landscapes
2649-EN-VID:
Mountains and Mountain Building Processes
2648-EN-VID:
Clouds and Patterns of the Weather
2650-EN-VID:
Climate, Landscapes and Life: The Tropics
2561-EN-VID:
Climate, Landscapes and Life: Mid-latitude and Polar Regions
9081-EN-VID:
Oceans: Charting the Vastness
8634-EN-VID:
The Coral Reef: A Living Wonder
9094-EN-VID:
Waves: Energy in Motion
2597-EN-VID:
Geography of the World Series: Africa: The Land and Resources
2599-EN-VID:
Geography of the World Series: South Asia: The Land and Resources
2628-EN-VID:
Geography of the World Series: Central Asia: The Land and Resources
22
© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
ANSWER KEY for page 12
VOCABULARY
The following words and terms are from Waves, Tides and the Coastal Environment. Read each definition. On the line next to the definition
write the letter of the vocabulary word that matches the definition. Then use a separate piece of paper to write each word in a sentence.
A) bay
F) erosion
K) submergent coastline
B) coastline
G) estuary
L) tidal range
C) delta
H) littoral zone
M) tide
D) deposition
I) neap tides
N) waves
E) emergent coastline
J) spring tides
O) wave refraction
Students’ sentences will vary; accept any that demonstrate understanding.
1.
M
________
the vertical displacement of water caused by the gravitational pulls of the moon and sun
2.
N
________
water movement resulting in the rise and fall of the water’s surface in a series of ridge-like shapes
3.
B
________
the line along an ocean’s shore which marks the point usually reached by water at high tide
4.
L
________
the vertical difference between high and low tides; it follows the phases of the moon and varies on a monthly basis
5.
O
________
a bending that occurs as the base of a wave drags on the shallow ocean bottom and the crest, retaining momentum, begins
to pitch forward, making the wave parallel to the ocean bottom
6.
K
________
a coastline featuring areas of once dry land now inundated by ocean water due to a rise in sea level or by a drop in the level
of the land relative to sea level
7.
G
________
a marine ecosystem containing both fresh and saltwater, formed when a river mouth is overrun with water from the ocean due
to rising sea levels or a drop in coastal elevation
8.
J
________
the lowest low tides and highest high tides; these occur a few days after the new moon and shortly after the full moon
9.
H
________
a coastal region or zone that extends from shallow offshore waters up to the highest point reached by storm waves
A
10. ________
an inlet in the ocean’s shore between two outreaching points of land, or headlands
F
11. ________
wearing away the Earth’s surface through the actions of water movement, glaciers, and winds. The movement of water, as in
waves, tides, currents, or in rivers or streams, carries eroded soil and other material in suspension and deposits it elsewhere.
D
12. ________
the dropping of sediment by waves, tides, ocean currents, or rivers; as the water loses velocity, the solid particles will no longer
stay in suspension
C
13. ________
a deposit of alluvial soil at the mouth of a river. The deposit builds up outward from the shore into the ocean waters in coastal
areas where tides and ocean currents are not strong enough to immediately wash the sediment away.
I
14. ________
tides with a lower than average tidal range; these occur when the moon and sun are at right angles to each other and exert
less gravitational influence
E
15. ________
a coastline composed of land which had been under water and has risen above sea level due to a drop in sea level or to an
uplift in the land
23
© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
ANSWER KEY for page 13
CHECKING COMPREHENSION
Answer the following questions in the space provided. Use a separate sheet of paper if necessary.
1. What is another name for the coastal zone?
the littoral zone
2. What is the cause of the water movement we know as the tides?
the gravitational pulls of the moon and the sun
3. What occurs when the tide is channeled between islands or into bays and estuaries?
The channeling causes a tidal current.
4. For plants and animals to survive in the tidal zone, what is required?
To survive in the tidal zone plant and animal species must adapt to daily inundations by saltwater followed by periods of exposure to the
air.
5. Along most ocean coasts what is the average tidal range?
about five to ten feet
6. What is another name for a drowned river mouth, and why is it characterized as “drowned”?
an estuary; an estuary is formed when sea level rises near a river mouth - or there is a drop in coastal elevation - and the lower course
of the river is inundated with saltwater at high tide, “drowning” the river. At low tide, fresh water from the river flows into the sea.
7. What are the causative factors in wave formation?
wind, which creates friction as it blows across the water surface, causing a wave to form
8. What changes occur as waves approach shore, and what are the results?
As a wave approaches shore, the base of the wave encounters friction from contact with the ocean bottom, causing it to lose energy and
slow down. As the base slows down, the wave’s crest becomes higher and less stable and, leaning forward, it crashes down as a breaker.
9. An offshore line of breakers often is an indication of what?
a submerged barrier such as a sand bar or barrier reef
10. What is backwash and when does it occur?
It is water that drains back down the beach after the momentum of an incoming wave has been overcome by gravity.
24
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ANSWER KEY for page 14
CHECKING COMPREHENSION (CONTINUED)
11. Why is it that crashing waves are particularly effective at causing erosion?
They drive water and air into cracks and joints of rock surfaces; as water recedes the compression created by the water’s impact is released
and expanding air loosens rock particles.
12. How does wave action lead to the slumping of a cliff face?
Wave action cuts notches and sea caves at the cliff base, undermining the stability of the landform and eventually causing slumping of the
upper layers of sediment.
13. Black or gray sand beaches are an indication of what?
that volcanic lava was the material from which their sand was formed
14. What landforms do landward winds sometimes create near low-lying coasts?
coastal sand dunes
15. When is a beach said to be in equilibrium?
when the deposition and erosion of material is in balance
16. What is the term for a coastline where the sea level has risen and salt water has inundated low-lying areas along the former shore?
submergent coastline
17. A delta is an area of new land extending seaward from the shore that is created when _____________________________.
a river drops large amounts of sediment at its mouth and there is insufficient tidal current or wave action to disperse the sediment
18. Barrier islands and barrier reefs each serve to protect the mainland from the brunt of incoming waves. What is the difference in composition between them, and how is each formed?
Barrier islands are large sand bars formed by ocean currents parallel to the mainland; barrier reefs are coral reefs that lie parallel to the
mainland, and are formed by the limestone skeletons of coral polyps.
19. What type of geologic activity alters the landforms of the Hawaiian and Galapagos Islands?
Volcanic eruptions which spew ash and lava overland and into the sea, forming new land surfaces.
20. How do mangrove trees alter the coastline in some regions?
Sediment becomes lodged in the cage-like structures of the mangroves’ multiple roots and this gradually builds land out into shallow waters.
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© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
ANSWER KEY for page 15
WORD SEARCH PUZZLE
Read each vocabulary definition below. On the line before each definition write the appropriate word, then find each in the word search. Look
up, down, backwards and diagonally to find the words.
WORD BANK
baymouth bar
breaker
coastline
ebb tide
erosion
G
C
V
V
B
Z
W
M
J
K
L
C
X
H
B
H
T
C
N
E
D
I
T
D
O
O
L
F
W
P
P
Q
I
Z
C
X
W
M
S
K
Q
B
P
G
S
W
G
H
D
J
J
K
V
E
D
I
T
B
B
E
W
X
K
M
A
H
J
N
G
H
B
R
A
W
D
N
E
R
O
B
L
A
D
I
T
E
W
Y
G
I
O
R
G
T
W
Z
I
J
L
A
K
H
M
J
M
I
W
K
H
G
B
W
N
K
P
W
K
O
M
E
S
H
K
J
R
Y
T
E
T
T
K
M
U
H
N
O
U
W
Z
Q
P
R
W
B
E
V
K
T
L
T
R
W
R
R
T
G
W
C
D
J
R
C
H
Z
N
E
C
B
F
W
M
N
Q
K
N
M
V
B
L
G
G
D
W
X
R
B
T
B
G
M
C
W
A
D
P
W
Z
Y
K
R
S
W
P
J
Q
L
M
R
L
N
Q
C
O
A
S
T
L
I
N
E
J
B
C
W
Z
flood tide
sediment
surf
tidal bore
tidal interval
sediment
__________________________
particles of solid material, such as sand or gravel, that are transported (and deposited) by the flow of water,
by wind, air, or ice
tidal interval
__________________________
the period of time between two high tides (or between two low tides); along most coasts this period is about
twelve and a half hours
surf
__________________________
erosion
__________________________
the foaming water that rushes to shore as a result of waves breaking
wearing away the Earth’s surface through the actions of water movement, glaciers, and winds. The movement of water, as in waves, tides, currents, or in rivers or streams, carries eroded soil and other material in
suspension and deposits it elsewhere.
flood tide
__________________________
tidal bore
__________________________
an incoming tide
a flood of ocean water flowing into an estuary and sometimes up the course of a river
coastline
__________________________
breaker
__________________________
ebb tide
__________________________
the line along an ocean’s shore which marks the point usually reached by water at high tide
baymouth bar
__________________________
a sand spit that grows until it closes the mouth of a bay
a wave that has become so steep that its crest - which is moving faster than the base - comes crashing down
an outgoing tide
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© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
ANSWER KEY for page 16
WHAT ARE TSUNAMIS?
Tsunamis, or seismic sea waves, are unusually large, fast-moving, waves with significant power for coastal destruction. Use the Internet or other
resources to find answers to the following questions. In phrasing your answers, use complete sentences.
1. What are the three most common causes of tsunamis?
earthquakes, submarine landslides, submarine volcanic eruptions
2. To generate tsunamis, an earthquake must:
happen near the ocean or under the seabed. It must be powerful enough to create movements in the sea floor.
3. What is the Ring of Fire, and what is its connection to tsunamis?
The Ring of Fire is a series of mountain chains, deep ocean trenches and island arcs which surround the Pacific Ocean; this area is prone
to large earthquakes and that together with the vast size of the Pacific make it capable of producing powerful tsunamis.
4. How quickly can tsunamis travel?
In ocean depths of 20,000 feet tsunamis can move at almost 600 miles per hour, crossing the Pacific in under a day.
5. How high can tsunamis be as they reach land?
Tsunami waves generated near an earthquake’s epicenter have reached heights of over 100 feet, or about as tall as a 10-story building.
6. Is a tsunami one big wave?
No, it is a series of waves.
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© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
ANSWER KEY for page 17
TRUE OR FALSE
Place a T next to statements that are true and an F next to statements that are false.
1.
T
______
On low-lying coasts characterized by salt marshes or mangrove swamps, the coastline is indicated by the appearance of landbased vegetation.
2.
F
______
Due to its greater size, the sun exerts a far stronger influence on tides than does the moon.
3.
F
______
Spring tides occur primarily in that season.
4.
T
______
In marine bodies with restricted access to the open ocean, such as the Gulf of Mexico or the Mediterranean Sea, the difference
between high and low tides may be as little as two or three feet.
5.
F
______
Tidal currents exert the greatest forces of erosion and deposition along most marine coasts.
6.
T
______
An offshore line of breakers often indicates the presence of a submerged barrier such as a sand bar.
7.
T
______
Wave refraction concentrates wave energy on promontories or headlands.
8.
T
______
Cliffs with sea caves and notches at their base may be prone to slumping and collapse.
9.
T
______
Coastal sand dunes may migrate inland, blocking the course of streams.
10.
F
______
When a bay is cut off from the sea by formation of a baymouth bar, it becomes a lagoon and undergoes a radical increase in
salinity.
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© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
ANSWER KEY for page 18
“AIN’T NO OCEAN DEEP ENOUGH ...”
It might seem as though the oceans are so large they wouldn’t be affected by pollution. However, we all know this isn’t so. Think about the
following topics and use research resources as needed to write a short essay answer, using complete sentences. Use a separate piece of paper
if required.
1.
The oceans cover 70% of the globe and are home to some 90% of all living organisms. Runoff pollution is one of the biggest problems
faced by marine ecosystems. What are:
•
some of the major contaminants in runoff
Major contaminants include such chemicals and chemical compounds as lead, mercury, chromium, detergents, pesticides, herbicides,
and fertilizers. Organic wastes can include viruses and bacteria.
•
the main sources of runoff
Industry and agriculture are the major sources, but governmental institutions and individual homeowners contribute heavily also.
•
the ways by which runoff reaches the oceans
through our sewer systems, storm drains, and watersheds
•
things we can do to reduce runoff pollution
Support anti-pollution legislation; use only phosphorus-free fertilizers in the garden; wash the car only at carwashes where water is
recycled; have the car’s oil changed only at facilities that recycle the used oil; don’t allow antifreeze or other toxic chemicals to be
flushed into street drains, don’t litter - and do join in community clean-up campaigns to reduce pollution of rivers and beaches.
2. We all know that our vehicles require an oil change every few thousand miles. Some motorists do this maintenance themselves; others have
it done professionally. Did you know that a quart of motor oil poured down the drain has the capacity to cover a patch of ocean almost
two acres in size?
•
How are oil slicks harmful to ocean-going birds and other marine life?
Oil destroys the waterproofing and insulating ability of birds’ feathers, as well as the insulating ability of the fur of seals, sea lions
and otters, exposing them to the elements. When they try to clean themselves, the oil poisons them. An oil slick in shallow water can
smother or poison fish, fish eggs, shellfish and crustaceans such as clams, oysters or shrimp. Chronic pollution from oil or other chemicals can cause damage to marine plants, reducing feeding and breeding areas for marine life.
•
How does oil pollution reach the ocean other than as runoff?
Ocean-going oil tankers are a source of occasional major oil spills, such as the Exxon Valdez which in 1989 spilled almost 11 million
gallons of oil into the waters of Prince William Sound in Alaska.
3.
Human populations around the world depend significantly on fish and other types of seafood for nourishment. What is a side effect of
runoff and other ocean pollution that directly affects human dietary choices?
Ocean-going oil tankers are a source of occasional major oil spills, such as the Exxon Valdez which in 1989 spilled almost 11 million gallons of oil into the waters of Prince
William Sound in Alaska.Contamination of fish, shellfish, crustaceans or other marine animals normally used as human food has become a chronic concern. Mercury contamination and oil spills have caused problems for the commercial fishing industry, individual anglers, and the home table. Following an oil spill, periodic testing of fish in
the area must be undertaken; fish can again be sold for human consumption only when they show no further signs of contamination.
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© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
ANSWER KEY for page 19
VOCABULARY MATCH UP
Draw a line from the vocabulary words below to their correct definition.
barrier island
a narrow ribbon of sand that builds up from the mainland into the sea and partially covers the mouth
of a bay or estuary
coral reef
an area along the coastline that extends from the shore uncovered by the lowest spring tide to the area
covered by the highest spring tide
crest
a shallow body of fresh water, formerly a marine bay, created by the formation of a baymouth bar
distributary
lagoon
a series of long, crestless waves that travel a significant distance from the force that generated them
the highest point of a wave
a narrow neck or isthmus of sand formed by longshore currents which connects the mainland to an offspit
swash
shore island
an underwater limestone ridge formed from the skeletons of coral polyps, which take calcium from the
ocean water and transform it into calcium carbonate (limestone).
swell
tidal zone
water that surges up the beach after the breaking of a wave
a river branch that flows away from the main stream, often found in deltas
a low, narrow sand island that lies parallel to the mainland and receives the full force of incoming
tombolo
waves
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© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653
ANSWER KEY for page 20
TEST
Fill in the blank or circle the letter for the correct answer to each question.
1. What mainland/ocean border is normally marked on maps?
A) shoreline
B) coastline
C) littoral line
2. Tides are the vertical displacements of water caused by ____________________.
A) earthquakes
B) the gravitational pulls of the moon and Venus
C) the gravitational pulls of the moon and the sun
3. Define “tidal range.”
Tidal range is the vertical difference between high and low tides. It follows the phases of the moon and varies on a monthly basis.
4. What are neap tides, and when do they occur?
Neap tides are tides with a lower than average tidal range; these occur when the moon and sun are at right angles to each other and exert
less gravitational influence.
5. Wave size depends on ____________________.
A) wind velocity
B) ambient temperature
C) length of time wind has been blowing
D) distance wind has blown without passing over land
E) A, C and D
6. Increasing amounts of energy are transferred through the water ____________________.
A) as wind speed decreases
B) as wind speed increases
C) as swash increases
7. An offshore area of ocean with a steeply sloping bottom encourages the formation of ____________________.
A) plunging breakers
B) coral reefs
C) large amounts of sediment
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ANSWER KEY for page 21
TEST (CONTINUED)
8. What effect does ocean water’s salinity have on the shaping of rocky coasts?
The salt in sea water can dissolve rock minerals which reduces their resistance to erosion.
9. ____________________ erode(s) more rapidly than ____________________.
A) Sedimentary cliffs; metamorphic rock cliffs
B) Metamorphic rock cliffs; sedimentary cliffs
C) Basalt; limestone
10. Decribe the different types of sand found on beaches and explain their origin.
Most common are golden-toned quartz and feldspar particles; black or gray particles of lava abound in volcanic regions; subtropical or
tropical areas may have white sand formed from bits of seashell and coral; all are particles smaller than 2 mm in diameter and were formed
by the grinding action of being tumbled in the surf zone.
11. Under what conditions might coastal dunes migrate inland, and what are some possible consequences of that happening?
On low-lying coasts with abundant sand and strong onshore prevailing winds, the sand from coastal dunes may be blown inland, where
it may block the course of streams and overwhelm forests.
12. How do some beaches change in size and/or composition over the course of a typical year?
All beaches grow with swash and shrink with backwash; the high surf of winter storms causes many beaches to become smaller and rockier during winter months.
13. What is another name for a drowned glacially carved valley, and what type of coastline does it exemplify?
fjord; a submergent coastline
14. Over time, landforms such as the Hawaiian and Galapagos Islands have grown larger due to what type of deposition?
lava deposits from volcanic eruptions, which build new land surfaces into the sea
15. Some tropical coasts are protected from the brunt of incoming waves by ____________________ which are ____________________.
A) estuaries; earthen walls formed by deposits of sediment at river mouths
B) wave-cut benches; human constructions that utilize the latest laser technology
C) barrier reefs; formed by the limestone skeletons of coral polyps
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© Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653