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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] 2 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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. 3 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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. 4 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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. 5 © 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 6 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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 7 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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. 8 © 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. 9 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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. 10 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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. 11 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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 12 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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 15 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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. 25 © 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 26 © 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. 27 © 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. 28 © 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. 29 © 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 30 © 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 31 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653 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 32 © Copyright 2002 • AIMS Multimedia • Waves, Tides and the Coastal Environment • #2653