b. Construct and interpret models that illustrate features of the Earth.

c. Compare some changes in the Earth's surface that are due to slow processes, such as erosion and weathering with some changes that are due to rapid processes such as landslides, volcanic eruptions, and earthquakes.

d. Infer how human behavior, such as farming, mining, and construction changes the Earth's surface.

OVERVIEW:
Students will construct barrier islands in stream tables. They will measure them. The students will then place houses on the islands. Then they will use water to simulate wave action to erode their island. The students will then make inferences regarding the importance of barrier islands and how the construction of the homes on the islands changed the island. 

PURPOSE/ESSENTIAL QUESTION:
How do waves affect barrier islands? How do humans impact these islands? Why are barrier islands important?

TIME FRAME:
Three 1 hour blocks



RESOURCES:
stream tables (1 per group)
sand
Monopoly hotels or Unifix cubes
drainage tube
buckets
Barrier Island Data Sheet (1 per student)
centimeter ruler
water
chart paper for KWL
markers
assorted pictures of barrier islands
South Carolina map
AverKeys (optional)
Computer with internet access
http://newmedia.scetv.org/naturescene/bullsisland/index.html


ASSESSMENT:
Teachers should use the following rubric to score the Barrier Island Data Sheet the students completed during the activity.

Barrier Island Rubric

Scoring Guide
8-9 = A
6-7 = B
5-4 = C
2-3 = D
0-1 = F

INSTRUCTIONAL ACTIVITIES:

DAY ONE:
1. Construct a KWL chart using the question "What is a barrier island?" Record student's responses as given. Do not worry about accuracy at this point. Then ask "What do you Wonder about barrier islands?" Record their responses. At the conclusion of the lesson you will re-visit the chart and correct any misconceptions the students may have had.

2. Show students pictures of barrier islands. DNR's "S.C. Barrier Islands" is a good one. Discuss the plant and animal life and the shape of these islands. Ask "Has anyone ever been to a barrier island?" Examples are DeWees, Kiawah, Hilton Head, Hunting, Bulls, and Pawley's Islands. What did the students enjoy doing there? What did they see there?

3. Have students group around the TV (if you have AverKeys) or the computer monitor. Go to http://newmedia.scetv.org/naturescene/bullsisland/index.html
Take a virtual tour of Bull's Island, SC. Discuss the 
Plants and animals found on this barrier island.

4. Tell the class they will work in groups to create a barrier island in a stream table. They will measure and record their island and build some homes there. 

DAY TWO:

1. Break students in to groups of 4-5 depending on class size. Model how to use sand to build their island on the longer side of the stream table. Have them build theirs up several centimeters so it slopes to the top. Measure and record height, width, and length on Data Sheet.

2. Add 5 cm. of water to stream table. Place their homes anywhere they'd like on their island. Where do most people build homes on an island? Where would they like to live? Why? They should illustrate on data sheet what the island looks like. Next, have them predict what will happen when waves begin to hit the island.

3. Instruct students to hold the block at a 45 degree angle from the island. They should push the block in this way to create longshore currents. Explain that longshore currents in South Carolina run north to south. Have them do this for 5-10 minutes and record what happens in words and pictures.

4. What happened to their islands? To their homes? Measure height, width, length and record. Illustrate. Tell students that barrier islands form a "spit" on the south end of the island and typically look like a chicken drumstick.

5. Have students record what they could do differently in the placement of their houses. Encourage discussion. Some students should realize that building close to the ocean will inevitably result in destruction and/or damage to their homes.

6. Have students rebuild their island and choose a different place for their homes. Repeat wave action. What is different? Why? Record. How did humans effect the shape of the island? How did natural causes (waves) effect the shape of the island? 

7. Predict what will happen if a hurricane (high winds, high water) hit the island. What are the consequences?

DAY THREE:

1. Show a map of South Carolina. Have students point out the barrier islands along the coast.

2. Discuss what they discovered in this activity. What do we call the process we saw in our stream tables? (Erosion) Explain that this is a natural occurrence and is one of the jobs of a barrier island.

3. Have students make an inference as to the importance of barrier islands on our coast and record it on the data sheets. 

4. Discuss ways in which people can help barrier islands.

5. Re-visit the KWL chart created on Day 1. As a class, have students assist you in clearing up any previously held misconceptions. Fix them on the chart with a different color marker. Answer the Wonder questions with the assistance of the students. Have students volunteer what they learned and record on the chart. Post the chart in the hall.

6. Have students create a poster to let others know the importance of barrier islands. Hang throughout the school.

BARRIER ISLAND DATA SHEET

NAME__________________________________________________________

GROUP MEMBERS_____________________________________________

1. Build the barrier island in your stream table. Record the height, width, and length. Place your home anywhere you'd like to live on your island.

My barrier island is:

_________height ________wide ________long

2. Add 5 cm. of water. Illustrate your island.




3. Predict the effects of waves on your island.



4. Hold the block at a 45 degree angle and make waves. Do this for 5-10 minutes. Record what happens in words and pictures.



5. Measure and record.

_________height ________wide ________long

6. Illustrate.




7. What could humans do differently on barrier islands?

8. Re-build your island and home and make any changes you'd like to try. Make waves. Record what happens. Are the effects different? Why or why not?




9. Predict what happens to barrier islands in a hurricane. What are the consequences?



10. Why do you think barrier islands are important?

EXTENSIONS:
Language Arts: Read aloud No Place Like Periwinkle by Merrie Southgate. Discuss what happens on Periwinkle before, during, and after the hurricane.

Math: Visit a barrier island to count the numbers of plants found on the dunes, maritime forests, and the salt marsh. Graph the results.

Technology: Have the students go to this web site and complete some of the student activities found there about Bull's Island.
http://newmedia.scetv.org/naturescene/bullsisland/index.html

The students can also go to this next web site to find information regarding Loggerhead Sea Turtle nests on Folly Beach. www.follyturtle.com