Possible teaching activities

• about different types of environments.
• about the world distribution of oceans.
  
• that physical and human features are found within coastal environments.
• to use globes, atlases.
• to use appropriate geographical vocabulary.
• to use secondary sources of information.
• to use ICT to help in geographical investigation.

• Working in groups, provide children with pictures of a coastal environment and a contrasting area. Ask groups to compare environments using appropriate questions.
• Introduce children to the "Coastal Explorer" book. Look at the front and back cover before reading the information book. Focus pages 3 and 4, name and locate the 4 major oceans using atlases or CD-Rom atlas.
• Resources: Coastal Explorer book, Other globes and atlases.
• Focus on pages 5 and 6, click on the discussion point icon and brainstorm with children the human and physical features found where the sea meets the land. Use as a stimulus for class display/poster. As a class define: cliff, beach, groyne and pier. Click on the words in the book to find definition.
• Vocabulary: coasts, beach, groyne, pier, environment, feature, ocean, current, tide, wave, cliff, sand-dune and lagoon.
  
• Additional vocabulary: could include: estuaries, deltas, saltmarshes, mangrove swamp, cave, arch and stack.

• name and identify features of contrasting environments.
• name and locate oceans.
• can give examples of human and physical features found within the coastal environment.

• to ask geographical questions.
• how waves shape a coastal environment.
• how waves erode to form coastal features.
  
• to name and identify some coastal physical features.
• how waves deposit materials producing coastal features.
• to use maps.

   

   

• Focus on page 7 and 8, click on the experiment icon and explore the formation of waves by blowing across a tray of water.
• Read pages 9 and 10 focussing on erosion, share experiment with the whole class. Focus on how the soft rock is worn away by the material carried by the waves using the image of headland and bay, (page 10).
• Discuss features formed by erosion, including: bay, headland, cave, arch, stack.
• Read pages 11 and 12 focussing on deposition, share experiment with the whole class. Focus on how material is deposited. Discuss how a beach acts as a store of material for erosion. Using symbols and the key, identify on OS maps sand and shingle beaches. Look at pictures of sand and shingle beaches, discuss the physical and human differences: shingle beaches are usually narrow, steep and less attractive to tourists.
• As an extension activity discuss features formed by deposition, including: spit, tombolo, lagoon.

• can name and identify features of erosion including bay, headland, cave, arch and stack.
• can describe how erosion shapes bays and headlands.
• can identify types of beaches using symbols and keys on a map.
  

Extension work:

• can name and identify a feature of deposition: spit.
• can describe how deposition of material results in the formation of a spit.

• to ask geographical questions.
• to investigate human activities in coastal environments.
• to be aware of the relationship between physical and human features.
• to be aware of the impact of tourism in coastal environments.

• Brainstorm a range of human activities within coastal environments using pages 13 and 14 in the big book as a stimulus. Ask groups of children to record individual ideas on separate cards. Share ideas with class.
• Reinforce physical features discussed previously e.g. cliff, beach, headland, bay, cave, arch and stack. Ask children within their groups to sort the cards into two groups, those which are result of the physical environment and those which are not. Record ideas using a Venn diagram. Differentiation; use data set hoops and cards to record on table top.
• Resources:Click here to download a word document of human activity word cards.
• Discuss the term tourism and consider the positive and negative impacts of human activities, to include litter, pollution, employment, street furniture.
• Resources:Click here to download a word document to record views.
• Vocabulary: venn diagram, tourism, litter, pollution, employment, street furniture.

• can name a range of human activities within coastal environments.
• can recognise those activities which are a result of the physical environment.
• have an understanding of the impact of tourism in coastal environments.

• to investigate how humans affect the environment in positive and negative ways.
• to ask geographical questions.
• to collect and record evidence.
• to use appropriate geographical vocabulary.
• to use appropriate fieldwork techniques and instruments.
• to develop decision making skills.

• Enquiry Approach: Through discussion, children to suggest areas of enquiry, methods of data collection and reasons for choice. Fieldwork activities may include:
• Record the ways in which humans use the environment in the form of a field sketch.
• Use field sketch to make a plan using symbols and a key.
• Design questionnaire in class and survey why people have come to the beach. Using ICT present results using graphing package, analyse and draw conclusions.
• Using a digital camera or camera and scanner record images of human impact in the coastal environment. Use images to create posters or leaflets in a desk top publishing package to promote tourism or an environmental issue.
• Vocabulary: field sketch, questionnaire
• Resources: Click here for a differentiated list of key questions.

• can observe and record relevant information on a field sketch.
• can draw an accurate sketch map with a key.
• can collect and record information using a questionnaire.
• can draw conclusions from primary sources of information.
• can communicate coastal issues in an appropriate form for the task and audience.

• to ask geographical questions.
• to identify hazards in coastal environments, including flooding.
• to suggest how humans can improve or damage the environment.
• to suggest how and why humans seek to manage coastal environments sustainably.

• Using pages 15 and 16 in the big book as a stimulus, identify possible hazards found in coastal environments, e.g.: cliff collapse, flooding, pollution.
• Discuss the different ways in which humans manage the environment, e.g.: artificial harbours, groynes, sea walls, doing nothing. Suggest reasons for managing the environment sustainably, e.g.: tourism, trade and industry, housing recording ideas as a class brainstorm.
• Discuss and explain the advantages and disadvantages of management, recording ideas in a for and against table. In small groups, produce a newspaper report or poster for proposed flood defence schemes.
• Vocabulary: Hazard, flood, pollution, barrier, cliff defence, groynes, artificial harbour, sea wall, flood prevention scheme.

• can give examples of possible hazards found in coastal environments.
• can identify and explain strategies for coastal management, including flood prevention schemes.
• understand that decisions about coastal management may affect the future quality of people's lives.

• to ask geographical questions.
• to collect and record evidence.
• to use appropriate geographical vocabulary.
• to use appropriate fieldwork techniques and instruments.
• to develop decision making skills.

• Enquiry Approach: Through discussion, children to suggest areas of enquiry, methods of data collection and reasons for choice. Fieldwork activities may include:
• Undertake a perceptual (environmental) survey in four contrasting areas within the coastal environment: amusement arcade, beach, harbour and an area under development.
  
• Resources: Click here for a perceptual survey template.
  Use data to compare survey sites. Suggest ways to improve survey areas: addition of street furniture, greater provision of services.
• Field sketch to record physical features and evidence of processes. Use a compass to record direction; weather conditions; date and time. Use information to draw a sketch map of the coastline, with a key (oblique view).
• Field sketch to show human impact on the coastal environment: litter bins, street furniture, promenades, harbour. Use a compass to record direction; weather conditions; date and time. Use information to produce a sketch map with symbols and a key (plan view).
  
• Conduct a land use survey.
• Resources: Click here for a land use survey template. Ask the children to group land use, use or suggest classification: residential, hotels and restaurants, local services, tourist services. Record using a colour key or present using a graphing package.
  
• Using a digital camera or camera and scanner record images of physical features in the coastal environment.
  
• Postcard Activity: Collect a range of postcards showing coastal features and activities. Provide children with card and ask them to design a postcard showing either physical features and/or human activities in coastal areas. Ask children to imagine they are sending the postcard to a friend, describing on the back the things that they have seen and done. (This could be used as an assessment activity.)

• compare survey areas using data gathered from perceptual survey.
• can suggest measures to improve coastal environment.
• can observe and record relevant information on a field sketch.
• can draw an accurate sketch map with a key.
• can collect and record evidence of land use.
• can analyse and draw conclusions from land use survey.

• to ask geographical questions.
• that people, including themselves hold different views about geographical issues.
• that people, places and environments are interdependent.
• How people can improve or damage the environment.
• How decisions about places and environments affect the future quality of peoples lives.

• Using pages 17 and 18 as a stimulus, discuss the development proposal. (Encourage children to apply all previous knowledge and understanding to this section.)
• Click on discussion point and share peoples views about the development.
• Discuss the term conflict as a class. In groups, record conflicts between different land users using resource sheet.
• Resources: Click here for land use conflict activity sheet.
• Divide the children into four groups, assuming the roles of: hotel developer, local resident, tourist and nature reserve manager. Provide children with a role card to build view points from.
• Resources: Click here for role cards.
• Ask each group to list statements which express their views, in role, about the proposed development.
• As a class, share statements, and ask the children to vote for and against the proposed development.
• Consider our role in protecting coastal environments, sharing ideas through discussion.

• identify different viewpoints about the proposed building of the hotel.
• understand that people hold different viewpoints about the proposal.
• understand how changing land uses will affect the environmental and people in different ways, now and in the future.