charleston county school district can do project · 1999. 6. 11. · charleston county school...

South Carolina Regional EarthKAM ProjectSouth Carolina Regional EarthKAM ProjectSouth Carolina Regional EarthKAM ProjectSouth Carolina Regional EarthKAM Project

Charleston County School District

CAN DO Project


A Student’s View ofA Student’s View ofA Student’s View ofA Student’s View ofthe Southeasternthe Southeasternthe Southeasternthe SoutheasternCoast From SpaceCoast From SpaceCoast From SpaceCoast From Space

Lead Author - Eve KatunaLead Author - Eve KatunaLead Author - Eve KatunaLead Author - Eve KatunaContributing authors:Contributing authors:Contributing authors:Contributing authors:Nancy Parson, Ellen Vaughan,Nancy Parson, Ellen Vaughan,Nancy Parson, Ellen Vaughan,Nancy Parson, Ellen Vaughan,

Kathy RackleyKathy RackleyKathy RackleyKathy RackleyMargaret Margaret Margaret Margaret Spigner’s Spigner’s Spigner’s Spigner’s ClassClassClassClass

Robin Robin Robin Robin RutherfordRutherfordRutherfordRutherford

PowerPoint by James NicholsonPowerPoint by James NicholsonPowerPoint by James NicholsonPowerPoint by James Nicholson


•PurposePurposePurposePurpose

•ObjectivesObjectivesObjectivesObjectives

•Process SkillsProcess SkillsProcess SkillsProcess Skills

•MaterialsMaterialsMaterialsMaterials

A Student’s View of theA Student’s View of theA Student’s View of theA Student’s View of theSoutheastern Coast From SpaceSoutheastern Coast From SpaceSoutheastern Coast From SpaceSoutheastern Coast From Space


EarthKAM Images, which will be the primary focus ofthese investigations and lessons, are:

Charleston, SC Savannah, GA

STS009-0035-1516 STS076ESC01075607


PURPOSE

These lessons lead to studentunderstanding of island formation,particularly the barrier islands ofthe southeastern coast of NorthAmerica


OBJECTIVES

These objectives are prerequisites; thestudents should demonstrate a workingknowledge of each of these in order tosuccessfully complete each lesson. Theycorrelate with National and State Standards.Additional objectives, which are sciencerelated, will be included within each lesson.


MAPPING OBJECTIVES

•The student will interpret features of the Earthin a variety of ways.•The student will learn to read and interpretmaps, globes, models, charts and imagery.•The student will determine location by findingthe latitude and longitude of various geologicor geographic sites.


COMPUTER TECHNOLOGY OBJECTIVES

•Students will process, store , retrieve and transmitelectronic information.•Students will use search strategies to retrieve electronicinformation.•Students will use electronic encyclopedias, almanacs,indexes, and catalogs to retrieve and select relevantinformation.•Students will use laser discs with a computer in aninteractive mode.•Students will use local and wide-area networks andmodem-delivered services to access and retrieveinformation from electronic database.•Students will use databases to perform research.


CONTENT AREAS

•Biology•Geology•Chemistry•Oceanography•Astronomy•Computer Technology•Physics


PROCESS SKILLS•Comparing / Contrasting•Making Inferences• Interpreting Information•Determining Latitude and Longitude•Measuring Metrically•Gathering Quantitative and Qualitative Data•Acquiring and Processing Data•Constructing a Graph•Describing Relationships between Organism

and Their Environment•Describing the Effect that Water has on the Land•Designing Investigations


MANAGEMENT TIPS

• Inform your media specialist as to the natureof the student investigations and themethodology that the students will be using.

•Teach your students how to referencematerials taken from the internet using theMLA method. Students should know how towrite a bibliography and follow propercopyright procedures.


MATERIALS & TOOLS

•Copies of images - Savannah, GA andCharleston, SC - It is suggested that theseimages be laminated or in plastic sleevesbefore using.•Atlases – political and relief atlases, shuttleplatform atlas, globes•Water erase markers or water base markers•Hand lens or 10-power magnifier•Hydrographic globes


INTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTION



COASTAL ZONEThe word coast is used to designate the entire region ofthe land next to the ocean. It usually takes many shapesand forms including bays, tidal flats, marshes, andbeaches. This area is affected by the rise and fall of thetides. Many marine organisms spend a majority of theirlives in the coastal zone. The organisms that inhabit thiszone are benthic, neritic or even planktonic in nature.Usually coastal zones are well developed and are oftenover crowded especially during the summer months. Thecoastal zone is greatly affected by pollution and municipaldumping.


BEACHESA beach is a deposit ofwave-washed sedimentalong the coastbetween the landwardlimit of wave actionand the outermostbreakers.

The intertidal zone or littoral zone is the areabetween high and low tide along theshoreline.


BEACHES

Sand, which is commonly the sediment size thatcomprises most beaches, is usually notconsolidated or cemented together. The sedimentor sand-sized material is transported or moved bywaves or breakers and longshore currents alongthe beach. Some beaches are made of cobblewhile others are made of silt and clay. Thebeaches on the southern and central coast ofFlorida are primarily composed of carbonates.


BEACHESAlthough humans know this area as a great placeto lie out in the sun or play in the ocean, beachesare very dynamic areas. They constantly undergodeposition and erosion of material by oceancurrents and by the wind.

Humans also have a strong impact on thestructure of a beach. Erosion from both naturaland human causes has prompted extensive effortsto preserve their beauty and cleanliness.


TYPES OF CURRENTSThe beach is a dynamic feature that is constantlychanging its overall shape and form. One way inwhich the change can occur is a result of sandmovement along the coastline. As waves approachthe beach at an angle, they form a longshore current.The current transports sediment parallel to thecoastline. Sand is being removed from one area ofthe beach and deposited on another. If sediment isnot returned to the beach by incoming waves, thebeach is eventually eroded. Longshore currents cancause repeated erosion along one area only to havean adjacent area built up over time.


SEDIMENT PATTERNS


TYPES OF CURRENTS

Sand movement generally differs fromsummer to winter. Summer waves are oftenlong slow waves and carry sand on to thebeach. In winter, there are strong off shorestorms that cause the waves to be short andhigher. These tend to carry sand from theshore in to the ocean. Thus the beach tendsto build up in the summer and decrease in thewinter.


TYPES OF CURRENTSAn undertow is the current that takes the waterand returns it seaward after the wave breaks onthe beach. Rip currents are the funneling of theseawater in isolated areas that form when there isconvergence of currents in opposing directionsback out to sea. A break in the waves cansometimes be seen. If caught in a rip current it issuggested that one swim parallel to the beachuntil you are free of it, then swim to shore. Thusthe islands are in a state of change due to themovements of sediment along the shore.


BARRIER ISLANDSNatural projections of sediment sometimes formspits that eventually form barrier islands over aperiod of time. Barrier islands are long low islandsthat lie parallel to the coastal mainland. Barrierislands can be seen along the eastern coast of theUnited States. These islands act as a barrier orbuffer that protects the mainland from offshorestorms. Barrier islands are separated from themainland by lagoons, and are cut by one or moretidal inlets.


BARRIER ISLANDS

The coasts of South Carolina and Georgiacontain a series of barrier islands and are knownfor the diversity of the wildlife that habits thisenvironment.

Barrier islands are also popular vacation andrecreation areas, with many developments andtowns blanketing the coastline.


ESTUARIES & MARSHESEstuaries, lagoons, marshes, and mangroveswamps are common to coastal areas. Inthese areas, the seawater is often diluted byfresh water resulting in brackish water.Estuaries are one of the most complex partsof the ocean. The water can undergo verydrastic changes in temperature and salinitydue to infiltration and mixing of fresh water.


ESTUARIES & MARSHESThe effect of man on these areas is also great andcan be quite disastrous. Some of the better knownestuaries along the United States are: ChesapeakeBay areas, Hudson River, Delaware Bay, PugetSound, and Galveston Bay.

The blocking of estuaries can lead to the formationof additional marsh land. In shipping areas, thechannels are constantly being dredged to keepthem open to navigation.


MARINE LIFEThe coastal areas often contain marshes ormangrove swamps that are the nurseries of theocean. These productive areas provide a largesource of food that support a diverse marinepopulation that includes birds, fish, shellfish, andplants. Marshes also protect the land behind themfrom storms. The Kiel of organic flow is furtheraided by the nutrients supplied by rivers flowingthrough the marshlands sending the rich organicwater on to the ocean.


MARINE LIFEMost marshes have a small number of species ofplants, but they are in great abundance. Theorganic matter in a marsh is about 5 – 10 timesgreater that in a wheat field and 20 times greaterthan in the open ocean.Some of the plants found in the marsh are Zostera(Eel Grass), Spartina (Cord Grass), Salicornia(Spike Grass) and Distichlis (Salt Hay).


U.S. COASTAL AREAS

The East Coast has many estuarine environmentsand shifting barrier beaches. The Gulf Coast is onearea greatly affected by the Mississippi River. TheMississippi delta shifts sediment from Louisiana tothe Texas coast. Barrier Islands accrue aroundPadre Island, Texas.

Mississippi delta


COASTAL PROBLEMS - EROSIONErosion is a major problem along the coastal zone.The erosion rates vary from high rate areas along theAtlantic and Louisiana coasts to lower rate areas alongAlaska and the Great Lakes coasts. Factors such aswave action, currents, sediment supply, coast shape,tidal range, and intensity of storms have affectederosion rates. However, the greatest effect on coastalareas has been human activity. Eighty-five percent ofthe United States coastline is privately owned andvicariously managed.


BEACH EROSION

Beach erosion is affected by three basicman-made ways:

•Dredging, filling, and/or damming ofrivers•Construction of jetties, sea walls, orother structures•Changes in coastal dune areas


DEVELOPEMENTEstuaries, salt marshes, and mangrove swampshave felt the impact of man. The development ofharbors, homes, and factories along the coasthas impacted the marsh areas. Almost half ofthe original area found here when America wassettled has been filled in for development. Theimportance of marshes as nurseries, filters, andsources for food cannot be over estimated.


CLIMATE CHANGE

Increasing green house gases in theatmosphere may continue to cause theoceans to rise due to polar melting. Theeffect of this may be greatly felt in coastalregions during storm periods.


USES OF THE COASTAL ZONE

Use of the Coastal Zone: There is considerabledebate over the use of coastal zones. For example:

•The development of offshore oil terminalsversus recreational use of the environment –leaving it in its natural state•The development of waterfront homes versuspreserving the area for aesthetic value


Lesson 1 - A Changing PerspectiveLesson 1 - A Changing PerspectiveLesson 1 - A Changing PerspectiveLesson 1 - A Changing Perspective

Lesson 2 - Barrier IslandsLesson 2 - Barrier IslandsLesson 2 - Barrier IslandsLesson 2 - Barrier Islands

Lesson 3 - Marine OrganismsLesson 3 - Marine OrganismsLesson 3 - Marine OrganismsLesson 3 - Marine Organisms


A Changing Perspective ofA Changing Perspective ofA Changing Perspective ofA Changing Perspective ofCharleston, South Carolina from aCharleston, South Carolina from aCharleston, South Carolina from aCharleston, South Carolina from a

Satellite Image to a Flat MapSatellite Image to a Flat MapSatellite Image to a Flat MapSatellite Image to a Flat Map

Lesson 1Lesson 1Lesson 1Lesson 1


MATERIALSTime required – One class period

Materials - One set of materials will be needed for eachcooperative group:

• image of Charleston area•markers•overhead transparencies•Goodes Atlases•Rand McNally Atlases•magnifying lenses or glasses•political maps of Charleston and South Carolina•relief maps of Charleston and South Carolina

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SUGGESTED GROUPING PATTERNS

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Form cooperative groups of either 2or 4 students depending on materials.It is best to have smaller groups sincethis would permit the students to bemore involved in the learning process.


OBJECTIVES

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tive•Students will identify island features,

processes and formation.

•Students will access the Internet toinvestigate island images in the EarthKAMdata system.

•Students will design and conduct islandexplorations during a shuttle flight.


EXPLORATION OF IMAGE

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•Discuss possible locations of photo site – brainstorm as initial activity.

•Confirm it is 33 degrees North Latitude and 80degrees West Longitude.

•Have students locate the position of this imageon a USGS map, road map and/ or quadranglemap of the Charleston area.



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tive

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tiveDirect students to mark or annotate the following

places that appear on the image :•Continent (North America)•Body of water (Atlantic Ocean)•Country (USA), state ( South Carolina)•County (Charleston)•Ashley River, Cooper River and

Wando River•Charleston Harbor


Lake MoultrieCooper River

Charleston

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Wando River

Ashley River

Bulls Bay

Intracoastal Waterway

PriceCapersDeweesInlets

StonoInlet

North Edisto

South Edisto



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Location of beaches- Correlate aUSGS map of Charleston with thesatellite image so that the studentswill be able to correctly identify eachbeach by its name.


IMAGE QUESTION #1

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Is the amount ofsediment load the samein all the rivers?

(No, the rivers withheavy sediment loadwill look lighter in colorin the image.)


IMAGE QUESTION #2

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Are these rivers mature ornew rivers?

(These are mature riversdue to the meandering ofthe rivers and sedimentbuild –up.)


IMAGE QUESTION #3

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Describe the seemingpattern on the bottomof the ocean near theshore.

(You can see ripplesand ridges.)


IMAGE QUESTION #4

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Can you find evidence oferosion and accretion?

(Yes, the lighter color inthe water indicates a buildup of sediments)


GROUND TRUTHING

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Ground truthing is the use of fieldmeasurements to validate remotelysensed data. In this activity, studentswill be able to use a variety of maps topractice the skills of ground truthing.


POLITICAL MAP IDENTIFICATION

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tiveDirect students to examine the South

Carolina political map and identify thefollowing places:

CharlestonCooper RiverAshley RiverEdisto RiverBull’s BayLake MoultrieIsle of Palms

Sullivan’s IslandFolly BeachAtlantic OceanCharleston HarborInterstate 26


POLITICAL MAP QUESTIONS

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tiveA. What is the population of the largest city in the

coastal zone of South Carolina?B. What is the name of the largest Barrier Island in thecoastal zone of South Carolina?C. On the map, locate wetlands found in the coastalzone. Using the shuttle photo, mark with a (w) all ofthe wetlands found on the map. Can you distinguishbetween fresh water and saltwater wetlands?D. Which areas have the greatest development?(Charleston) What are you are using to determinepopulation density?


Relief Map of South Carolina


RELIEF MAP IDENTIFICATION

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tiveDirect students to examine the South Carolina

relief map to determine the following:1. What is the elevation of Charleston?

( Sea Level)2. What is the highest point in South Carolina?

(Sassafras Mountain)3. What are the major river systems which flowthrough the coastal zone?

(Pee Dee, Santee, Edisto ,Ashley,Cooper, Savannah)


BARRIER ISLANDSBARRIER ISLANDSBARRIER ISLANDSBARRIER ISLANDS





• image of Charleston area -•markers•overhead transparencies•Goodes Atlases•Rand McNally Atlases•magnifying lenses or glasses•political maps of Charleston and South Carolina•relief maps of Charleston and South Carolina

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Form cooperative groups of either 2or 4 students depending on materials.It is best to have smaller groups sincethis would permit the students to bemore involved in the learning process. Le

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THE “LOW COUNTRY”

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The coastal area in this photo is calledthe South Carolina Low Country andincludes regions known as the SeaIslands (a chain of barrier islands).Students, working in cooperative groupsor independently, will use theCharleston Shuttle image and maps tocomplete this activity. Students shoulduse their journals or a separate sheet ofpaper to record their work.


Examine the Charleston Shuttle image. Identifyand label the following on the image:

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Barrier islandsLakesAtlantic OceanSand barsUrban developmentDrainage patternsCoastal areaWater sheds

Salt marshCloudsRiversPeninsulaBaysCharleston harborBeach


Explore the City ofExplore the City ofExplore the City ofExplore the City ofCharlestonCharlestonCharlestonCharleston

Is there any evidence ofpeople living in thisarea?

( Yes)

What types of evidencedo you look for to provethat an area isinhabited?

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Circle those areas thatlook the mostpopulated?

(Those that are lightgray in color, on andaround the peninsula)

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Why do people livehere?

( river and harbor access,recreation, commercialdevelopment of the port)

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How do the riversystems influence thedevelopment of thisarea?

(for example, trade andtransportation)

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Is there any evidenceof agriculture?

(Yes, in the lower leftquadrant there isevidence of fields.)

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THE GULF STREAM

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Using a map of majorworld currents,students will identifythe main currentmoving along theSouth Carolina coast.( The Gulf Stream)


THE GULF STREAM QUESTIONS

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? Where does this current come from?(The Equatorial Current flows across the AtlanticOcean from Africa.)

? Is it a warm or cold current? (Warm)

? What is its general direction of flow? ( It flows from the south to the north of theUnited States.)

? What happens to the Gulf Stream when itreaches the northern portion of the UnitedStates?

( It is forced to turn and it moves across theocean toward Europe.)


Use the Savannah and Charleston images toexplore barrier island structure and formation.

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Explore Barrier Islands

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What is the primaryfunction of Barrier Islands?

(They serve as a barrierbetween the main land andthe ocean.)



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How are they formed?

(sediment deposit)



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What separates the islandfrom the main land?

(rivers, lagoons, and saltmarsh creeks)



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What importance mightthese islands serve?

(buffer for storm systems,habitat for marineorganisms)



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Do they appear to be stableislands?

(No, there is shifting ofsediments from one islandto another.)



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Locate evidence of changeon the islands.

(The coastline is narrow atthe south end and wider atthe north end.)



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Can you find evidence oferosion (washing away of land)or accretion (building up land)?

(One end of each islandappears to be adding sand, andthe other end is losing sand.This is evident at the inletswhere one side has more sandbuilt up.)


FURTHER EXPLORATIONS

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•Determine the types of plants andanimals found in each distinctivehabitat.

(marsh, beach, rivers, forest, lakes, oceans,etc.)

•What are some ways that plants andanimals could adapt to theseenvironments?

(Research plants and animals of coastalSouth Carolina.)

•List plants and animals found onbarrier islands.



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•Do you see any evidence of man’sattempt to alter the course of natureby the introduction of jetties orseawalls on either image?

•Which city appears to be moreheavily populated? What types ofevidence do you look for todetermine population density?



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•What is the source of the sediment that iscarried down the river in the Savannahimage?•What happens to this sediment when theriver reaches the Atlantic Ocean?•What evidence is present in the image thatshows where the sediment is beingdeposited?•How is it possible to tell the direction ofthe longshore current by examining thedevelopment of beaches and spits alongthe coast?


MARINE ORGANISMSMARINE ORGANISMSMARINE ORGANISMSMARINE ORGANISMS





•reference book on marine organisms including deepsea animals•markers, crayons or colored pencils•charts or posters which illustrate marine organismsand which environment they inhabit•copies of magazines— Ocean, National Geographic,Scuba Diver

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Form cooperative groups of either 2or 4 students depending on materials.It is best to have smaller groups sincethis would permit the students to bemore involved in the learning process.

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The student will be able toidentify marine organisms thatinhabit the Atlantic coastal zoneand describe their adaptationsto their unique environments. Le

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Explore the Marine Environment

List and describe the major regions of theocean.

(tidal zone, neritic zone, open sea,bathyal zone and abyssal zone)

Brainstorm and list adaptation of oceanorganisms.

(Don’t forget about the plants.)

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Fish Caught in a SeineNet at Folly Beach

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Have students list possible organismsfound in the open ocean or offshorezone. Characterize those organisms asfloaters (plankton), swimmers (nektonicor pelagic), crawlers (benthic) orsedentary.

Draw a class mural of the offshoreregion of the Atlantic coastal zone andits inhabitants.

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Construct a foodweb for theoffshore region.

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Have students choose an animal thatinhabits the ocean environment tostudy.


Explore the Tidal Zone

Have students explore the tidalHave students explore the tidalzone and beach region of azone and beach region of abarrier island.barrier island.

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What causes tides?

What is the length of tidal periodfor South Carolina coastal zone?

(6 hours 12 minutes)

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Explore the Tidal ZoneList and describe the major parts of thecoastal tidal zone.

(above high tide line, inter-tidal zone andsub-tidal zone).

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Brainstorm and list adaptation of sandybeach inter-tidal organisms

(Do not forget the plants.) Characterize those organisms as to howthey avoid the stress of being stranded onthe beach for up to 6 hours? Le

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(ability to walk or swim tothe ocean, hide in holes orclose up)


Discussion Questions

Discuss with students the definition of saltmarsh. What are the uses of a salt marsh, andwhy is it known as natures’ nursery? List anddescribe the major parts of the salt marsh.Discuss with students the definition of anestuary and tidal creek. What are the uses of anestuary, and why is it considered a major feedingground for marine organisms especially birds?

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Why are salt marshes consideredtidal?

How do tides determine what liveswithin the marsh?

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Have students’ list possibleorganisms found in the salt marshor estuary.

Characterize these organisms as tohow they avoid the stress of achanging tide.

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Brainstorm and list adaptations of saltmarsh organisms (both plants andanimals).

Identify how plants and animals adapt tothe changing conditions of the salt marsh. Le

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•AssessmentAssessmentAssessmentAssessment

•ExtensionsExtensionsExtensionsExtensions



ASSESSMENT 1

• Illustrate the tidal zone and sandybeach, including its inhabitants.

• Identify the inhabitants that exist in thetidal zone, neritic zone, open sea, bathyalzone and abyssal zone.


ASSESSMENT 2•Compare and contrast adaptations that marineorganisms have made to accommodate theirexistence in the ocean or littoral zone.

•Construct a food web for the tidal zone and sandybeach.

• If possible, explore an estuary or barrier island.Write or compare the interdependence of variousspecies on each other in this environment.


ASSESMENT 3

•Explain the development of deltas,barrier islands, and spits.

•Explain the migration of a dune system.

•Explain the difference between a winterbeach and a summer beach.


ASSESMENT 4

•Compare the composition of variousbeaches and how the sediment on them istruly a product of erosion.

•Portfolio assessment

•Project dealing with a comparison ofimages taken by the camera on board thespace shuttle


Extension 1

Compare these images toimages of other estuariessuch as the Nile River Delta(STS57ESC73075), or theMississippi River Delta(STS51ESC143027 ).


Extension 2

How much salt is inseawater?

How does the saltcontent of the oceancompare to the GreatSalt Lake, and the DeadSea?


Extension 3

Utilize a stream table to simulate waveaction and the development of a delta,offshore islands, barrier islands, spits andtombolos.


Extension 4Students study either a benthic, pelagic orplanktonic form, and the class assembles a foodweb as they are identified and investigated.

Plankton


Extension 5Man's exploration of theoceans:the Glomar Challengeror submersibles oftoday like Alvin

How are we actuallystudying the abyssalzone and gatheringdata?


Alvin


Extension 6What deep-seaorganisms have beenidentified living nearareas where magma isbeing extruded on theocean floor?


Extension 7What devices are utilized to collect data atvarious depths? Why is this informationimportant for us to know?


Extension 8

Explain the relationshipbetween pressure, depthand temperature.

How do variousorganisms successfullyswim from the bathyal tothe open sea?


Extension 9What are the varioussalts that are found inseawater?

Which one is the mostabundant? Leastabundant?

How many elements arein seawater?


Extension 10Explore how man has developed ways to retain thedune system in the beach environment.Christmas trees are used to keep the dunes in place.In addition, sea oats are planted to anchor dunes.


Extension 11

Explore the different types of dunes anddevelop a model for each type.


Extension 12

Determine whether or notthere is a local program inplace that measures theamount of sand that iswashed away each year.

How is that amount calculated and who isresponsible for doing this?

Who would be interested in knowing thisinformation?


Related Web SitesThese are suggested web sites that might be usefulto students and teachers while they are involved withinvestigations.

http://www.musc.edu/candoCAN DO homepage

http://kidsat.jpl.nasa.gov/kidsat/datasys/Datasystem Page of EarthKAM web site

http://www.images.jsc.nasa.gov/JSC Imagery Service

http://www.usgs.gov/ USGSScience for a Changing World


Related Web Sites

http://www.nationalgeographic.com/National Geographic

http://www.earthkam.ucsd.edu/EarthKAM

http://www.nasm.edu/ceps/GAW/GFSintro.htmlGeography From Space

http://www.earthrise.sdsc.edu/Welcome to Earthrise

http://www.earth.jsc.nasa.gov/Earth From Space - Johnson Space Center


Related Web Sites

http://www.cotf.edu/ete/Explore the Environment of the World

http://www.csc.noaa.gov/ccap/text/change.htmlNOAA - Coastal Changes Before Your Eyes

http://www.terraserver.microsoft.com/default.htmTerra-Server

http://www/odci.gov/cia.publications/factbook/C.I.A. World Factbook


THE END

charleston county school district can do project · 1999. 6. 11. · charleston county school...

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