Beach+Erosion

· How do forces cause change? · To what extent, do changes over time occur due to erosion? Deposition? 4.1A Demonstrate safe practices and the use of safety equipment in the Texas Safety Standards during classroom and outdoor investigations. 4.2B Collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps. 4.3C Represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size. 4.4A Collect, record, and analyze information using tools, including… notebooks…. 4.7B Observe and identify slow changes to Earth’s surface caused by weathering, erosion, and deposition from water wind, and ice.  · For students who might not have any experience of the beach, show pictures of the beach or play audio of waves crashing against the beach. · Allow students to brainstorm ways to prevent beach erosion. 6 clear tubs, rectangle 6 bags of colored sand (1 quart) // Mix 4-6 drops of red or yellow food coloring (from the science lab) to one quart of sand. Kneed until mixed completely. There will be a slight color change in the sand. Hint: Too much red food coloring will have the appearance of blood when water is added. //   Glitter (various colors) 6 – 500 mL of water 18- Small rocks (option) 6 large craft sticks Beach Erosion: [] The beaches of the world are the continents' defense against the rising sea. The coasts can absorb the storms by changing their shapes and then rebuilding themselves during periods of gentle waves. During a storm, a beach gives up to the water sand it has been storing in the dunes. The waves carry the sand to the sea and leave the sand on the bottom floor of the ocean. During calm periods, erosion reverses. The sand is moved offshore and slowly land ward by the orbital motion of gentle waves. The ocean currents and waves keep the beach in perpetual motion. The existence of cliffs on a coast indicates that erosion is taking its toll on the beach. Waves hurl themselves at the cracks in the cliff wall. The pressure of the water and the compressed air creates a wider crack, causing the earth to break off into pieces. More waves grind the pieces of earth together to make sand. The chemical reaction of salt water and oxygen breaks down rocks which come into contact with sea water. Most of the sand movement about a beach occurs in and just beyond the surf zone: waves and currents hold particles of earth in suspension until the weight of the particles causes them to sink. When every wave breaks on the beach, a thin layer of sand is carried along. When the wave retreats, the sand is taken back to the surf zone. After a storm, a vertical cut in the high point of the beach (the berm) and a steeper, sloping beach face shows that large waves have claimed a great deal of the shore. Big waves have more power to hold more sand particles in suspension and take sand off the beach than smaller waves. Both the energy and the steepness of a large wave carry the sand seaward. Calm seas have waves, which have enough energy to carry sand away, but they leave more sand on the berm than they carry away to sea.
 * CE7 Beach Erosion **
 * Unit of Study: ** Changing Earth
 * Lesson Title ** : Beach Erosion
 * Essential Question(s): **
 * TEKS ** :
 * Learning Objective: ** Students create a model to observe and identify changes to a beach caused by erosion and deposition from waves.
 * Evidence: ** Students will draw a scientific illustration and write a conclusion in their science notebooks. Students answer a series of questions to show their understanding of erosion and deposition caused by waves.
 * Pre-assessment: ** Ask your students, Have you ever been to the beach? // (Be mindful of those students who have never been to the beach.) //Ask the class, What sounds do you hear at the beach? What is the temperature like at the beach? What do you feel when your walking on the beach? Allow students to share and record their thoughts. Consider projecting pictures of the beach on the light pro for those students who may have never been to the beach or need a reminder.
 * Procedure:  **
 * // Note: Prior to beginning this lesson, you will need to color the sand. Directions can be found under the materials section of this lesson.   // **
 * 1)  After discussing with the class the setting of the beach, inform them that they will be creating a model of a beach to show the interaction of waves on the sand. Ask the students, What are things that we need to have when creating a model of the beach? (Sand, water, waves, etc.)
 * 2)  Have each student group create a beach by placing two half-liters of sand in one half of the pan using sand in one half of your pan. Option: add small pebbles to one side of the beach to represent a rocky shoreline. Draw and label model in science notebook.
 * 3)  Gently pour water in the ocean side of your beach. Make sure not to damage your shoreline. // (The water will be partially absorbed into the sand. So be ready for students to need more water. They will need to record their observations as well.) //
 * 1)  Draw and label your beach in the science notebook.
 * 2)  Discuss with students, what can be found in ocean water. Have the groups brainstorm possibilities and share with the class. Record student’s ideas by creating a t-chart. List living items on one side of the chart and non-living on the other. Ask students, what do you know about the lists? How are the items similar? Different? //Students should be able to identify that one list has living items and another list has non-living items//.  //Some ideas might include and are not limited to: fish, seaweed, trash, rocks, etc.//
 * 3)  Let each person in your group state one thing found in the water and sprinkle glitter (a pinch will do) in the water to represent that item.
 * 4)  Discuss what else you notice at the beach that is not in your model.
 * 5)  Explain to students that you are now going to create gentle waves to show how the waves hitting the beach. Show students how to create gentle waves by sliding the craft stick from one end of the water towards the beach, lifting and repeating. To create larger waves slowly rock the container back and forth. //  Remember it is important to use a gentle rocking motion in order for the water and sand to stay in the pan.  //
 * 6)  Ask students, What do you observe in the model?, What changes occurred due to the action of the waves? // Students should see glitter settling on the beach as well as the food coloring being pulled from the sand and changing the color of the water. //Students should record their observations and draw a picture in their science notebook.
 * 7)  Ask students, what force caused the change in the beach and water? and How do forces cause change? // The force of the wave movement against the sand // // causes the sand to be pushed and pulled along the shoreline. Evidence of this change is seen in patterns created in the sand, the glitter (review what glitter represents in this model according to the student’s ideas at the beginning of the lesson) settling on the beach, and the color of the water changing.  //
 * 8)  Ask students, how does this model represent erosion? // The sand being moved from one place to another //. How does this model represent deposition? // The sand building up in different places //.
 * 9)  Ask students, how is the model similar to beaches found in the natural world? How is the model different from beaches found in the natural world? What are the limitations to this model?
 * 10)  To conclude the lesson, students should complete an exit ticket responding to the following questions, to what extent, do changes over time occur due to erosion? Deposition?
 * Considerations for differentiation: **
 * Materials: **
 * Resources: **
 * Background:   **