Mr. Bajor's Sixth Grade Science Classes

Barrier Beach Internet Activity

 Introduction

Students will learn about barrier beach processes through hands-on science labs, outdoor field work experiences at BMS, and four authentic activities at Sandy Hook State Park. During the months of April and May, students will experience related interdisciplinary lessons in Language Arts, Math, Reading/Writing, Science, and Social Studies. Working in groups of six, students will use their new knowledge to make predictions about future environmental issues along the New Jersey Coast.  

 Task

New Jersey is known for its fine beaches. New Jersey's economy depends on tourists vacationing along the New Jersey shore. The Department of Tourism has just been alerted that New Jersey beaches are eroding at an alarming rate. Sandy Hook is designated a State Park, therefore, the Governor of New Jersey has requested a thorough investigation on the present and future status of Sandy Hook's beaches.

Assuming the roles of scientists and concerned citizens, teams of students will research information presently available, gather new information through beach activities, analyze data, and make predictions about the future of Sandy Hook as a protected State Park and recreational resource.

Individual Roles, Beach Issues, and Assignment

Roles	Graphical Representation	Oral Communication
Marine Technician How will the future of Sandy Hook affect the retention of sand, dunes, and grass?	Design a poster illustrating and stating the importance of sand, dunes, and grass to Sandy Hook shoreline.	Write a scientific radio interview script about the need to redesign New Jersey's coastline for broadcast on the Weekly Science News Program.
Geological Engineer How will the future of Sandy Hook affect the need to redesign New Jersey's shoreline?	Create two labeled maps: a current and a projected map of Sandy Hook and the neighboring area.	Write a scientific radio interview script about the need to redesign New Jersey's coastline for broadcast on the Weekly Science News Program.
Tourist Agent How will the future of Sandy Hook affect tourism at the New Jersey shore?	Create a brochure for use with the tourist trade, describing the attractions at Sandy Hook.	Write three referendum questions for the maintenance of Sandy Hook shoreline, implement a survey, and gather and present the results.
Property Owner How will the future of Sandy Hook affect property values along the shore?	Create a poster of houses for sale near Sandy Hook and near a town with a less attractive beach. Label the property values. Compare and contrast the effect of a good beach on property value.	Write three referendum questions for the maintenance of Sandy Hook shoreline, implement a survey, and gather and present the results.
Commercial Fisherman How will the future of Sandy Hook affect the fishing industry?	Create a labeled poster showing the types, amounts, and values of fish caught and sold commercially off the New Jersey shore.	Write and perform a dramatization of the effects on personal lives of the potential loss of Sandy Hook as a commercial fishing area.
Topographer How will the future of Sandy Hook affect the land form of New Jersey?	Create two labeled maps: a current and a projected map of Sandy Hook and the neighboring area.	Write and perform a dramatization of the effects on personal lives of the potential loss of Sandy Hook as a commercial fishing area.

Introduction~Task~Process~Vocabulary~Resources~Evaluation~Conclusion  

 Process

Before each lab, go to the Resources and Vocabulary sections of this WebQuest.

Read the assigned pages in the text.

Link to the specific Internet sites.

 

 Individual Roles and Responsibilities

Classroom Lab 1~Gathering Weather Data

Marine Technician	Gather, set up, and store instruments.
Geological Engineer	Direct lab activities.
Tourist Agent	Carry out procedures.
Property Owner	Carry out procedures.
Commercial Fisherman	Collect data.
Topographer	Record data.

Classroom Lab 2~Describing the Effects of Waves

Marine Technician	Record data.
Geological Engineer	Gather, set up, and instruments.
Tourist Agent	Direct lab activities.
Property Owner	Carry out procedures.
Commercial Fisherman	Carry out procedures.
Topographer	Collect data.

Classroom Lab 3~Analyzing Soil Samples

Marine Technician	Collect data.
Geological Engineer	Record data.
Tourist Agent	Gather, set up, and instruments.
Property Owner	Direct lab activities.
Commercial Fisherman	Carry out procedures.
Topographer	Carry out procedures.

Outdoor BMS Lab 4~Surveying & Profiling The Lower School Field

Marine Technician	Carry out procedures.
Geological Engineer	Collect data.
Tourist Agent	Record data.
Property Owner	Gather, set up, and store instruments.
Commercial Fisherman	Direct lab activities.
Topographer	Carry out procedures.

Sandy Hook Lab 1~Profiling the Beach at Sandy Hook

Marine Technician	Carry out procedures.
Geological Engineer	Carry out procedures.
Tourist Agent	Collect data.
Property Owner	Record data.
Commercial Fisherman	Gather, set up, and store instruments.
Topographer	Direct lab activities.

Sandy Hook Lab 2~Measuring Longshore Current Speed
Identifying Today's Breakers

Marine Technician	Direct lab activities.
Geological Engineer	Carry out procedures.
Tourist Agent	Carry out procedures.
Property Owner	Collect data.
Commercial Fisherman	Record data.
Topographer	Gather, set up, and store instruments.

Sandy Hook Lab 3~Analyzing Sand Samples

Marine Technician	Gather, set up, and store instruments.
Geological Engineer	Direct lab activities.
Tourist Agent	Carry out procedures
Property Owner	Carry out procedures.
Commercial Fisherman	Collect data.
Topographer	Record data.

Sandy Hook Lab 4~Gathering Weather and Tide Data
(Hourly, throughout the day.)

Marine Technician	Read and record temperature.
Geological Engineer	Read and record wind speed.
Tourist Agent	Read and record wind direction.
Property Owner	Read and record air pressure.
Commercial Fisherman	Cloud check.
Topographer	Read and record humidity.

Introduction~Task~Process~Vocabulary~Resources~Evaluation~Conclusion

 Vocabulary

anemometer	collapsing wave	hygrometer	shoreline
backshore	cumulus	littoral current	spilling wave
barometer	cumulus	longshore current	stratus
barrier beach	currents	nearshore	surging wave
barrier flat	dune	nimbus	surveying tools
beach	erosion	peat	thermometer
beach profile	foreshore	percolation	tide
berm	grain size	plunging wave	topsoil
breaker	humidity	salt marsh	turbidity
cirrus	humus	sand	wind vane

Introduction~Task~Process~Vocabulary~Resources~Evaluation~Conclusion  

 

 Resources

Encyclopedia		Look up vocabulary related to your role and assignment.
Books, nonfiction		Use the table of contents and index to locate information.
Books, fiction		Read for descriptions of beach settings.
Science texts: Earth Science (old) Macmillan Earth Science (new) Holt Earth Science (new) Prentice Hall		Oceans, Erosion and Deposition Chapters 9 and 13 pages 180-194, 258-277 Eroding the Land, The Water Planet, The Restless Oceans Chapters 3, 14, and 15 pages 93, 412-448, 450-469 Ocean Motions Chapter 13 and 14 pages 426-495
Internet Site		Learn about the New Jersey Marine Sciences Consortium. http://www.njmsc.org
Internet Site		Read about Water on the Move. http://www.mos.org/oceans/motion/index.html
Internet Site		Read about Wind and Waves. http://www.mos.org/oceans/motion/wind.html
Internet Site		Read about Wave Height Modeling. http://polar.wwb.noaa.gov/waves/latest_run/nww3_at.h000h.gif
Internet Site		Check out Northwest Atlantic Ocean Wind Speed in Knots. http://polar.wwb.noaa.gov/winds/nwassmiwind.html
Internet Site		Read about Tides. http://www.mos.org/oceans/motion/tides.html
Internet Site		Check out Sandy Hook's Marine Forecast. http://www.nws.fsu.edu/data/text/marine/FZUS51.KPHI
Internet Site		Check out Sandy Hook Tide Predictions. http://co-ops.nos.noaa.gov/tides/midatlSH.html
Internet Site		Read about Sandy Hook. http://www.nps.gov/gate/homepage/sandy.htm
Internet Site		Read about Sandy Hook Lighthouse. http://njlhs.burlco.org/sandyhk.htm
Internet Site		Read about New Jersey's Shoreline Future. http://marine.rutgers.edu/geomorph/main.htm http://marine.rutgers.edu/pt/shoreline.html
Internet Site		View Coastal Monitoring Livecam at Avalon, NJ. http://www.dl.stevens-tech.edu/cgi-bin/cmn.pl
Internet Site		Coastal Monitoring Livecam at Long Beach Island, NJ. http://www.dl.stevens-tech.edu/cgi-bin/cmn2.pl

Introduction~Task~Process~Vocabulary~Resources~Evaluation~Conclusion

 

 Evaluation

Observed Skill Development and Content Mastery	Weight	1	2	3
Role Playing: Knowledge of Beach Issues Use of Oceanography Terminology	2 2	Understands some beach issues. Uses correct terminology some of the time.	Good understanding of beach issues. Uses correct terminology most of the time.	Excellent understanding of beach issues. Uses correct terminology all of the time.
CL#1 Gathering Weather Data	2	Fair understanding and use of weather instruments.	Good understanding and use of weather instruments.	Excellent understanding and use of weather instruments.
CL#2 Modeling Wave Effects	2	Can identify waves.	Understands kinds of waves and their effects.	Models the effects of waves.
CL#3 Studying Soil Using a Microscope	2	Identifies sand, humus, top soil, and peat. Handles microscope.	Understands the properties of sand, humus, top soil, and peat. Handles microscope carefully.	Understands benefits of sand, humus, top soil, and peat. Handles microscope competently.
BMSL#4 Profiling Lower Field	3	Able to use surveying instruments.	Good use of surveying instruments.	Surveys with instruments, collects and summarizes data.
SH#1 Profiling Beach	3	Able to use surveying instruments.	Good use of surveying instruments.	Surveys with instruments, collects and summarizes data.
SH#2 Measuring Longshore Current Speed	2	Knows how to measure speed of current.	Displays above average knowledge of measuring currents.	Displays excellent knowledge of measuring currents.
SH#3 Analyzing Sand Samples	2	Able to collect four kinds of sand.	Understands why sand is different.	Identifies, and relates, sand sample to location.
SH#4 Gathering Weather and Tide Data	2	Can use weather instruments and mark tide level.	Understands use of weather instruments and the effects of tides.	Correlates weather data and tide data with changes.
Graphical Representation of Data	2	Good representation.	Very good representation with some explanation.	Excellent representation with detailed explanation.
Oral/Written Communication: Creative Oral Presentation Formal Letter to Governor Whitman	3 3	Displays grade level ability in oral presentation. Displays grade level ability in letter writing.	Displays above grade level ability in oral presentation. Displays above grade level ability in letter writing.	Displays excellent ability in oral presentation. Displays excellent ability in letter writing.
Work Habits, Cooperation, Preparation	3	Motivated to work collaboratively. Usually prepared.	Highly motivated to work collaboratively. Prepared most of the time.	Highly motivated to work collaboratively. Always prepared.
			Total-->	.

 

Conclusion

Congratulations! Governor McGreevey has read and responded to your research on the necessity of Sandy Hook as a beach barrier. Your diligence in lab work and scientific beach activities with weather, waves, current, sand, and tide was noted by the New Jersey Marine Sciences Consortium. You are now an informed New Jersey citizen, and you will be able to respond intelligently to environmental issues concerning New Jersey's coastline.

Introduction~Task~Process~Vocabulary~Resources~Evaluation~Conclusion

 

 Any questions concerning this activity contact
Mr. Raymond Bajor.
updated May 2004