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Discussion in 'Geography' started by ogerafred, Nov 4, 2019.
Which is efficient way of teaching Coastal erosion features....
Hi, a practical technique that I use with students on fieldwork visits is to arrange them in a shoulder-to-shoulder line to create a newly-exposed coastline and then assign different sections of students a different type of rock (e.g sandstone, shale, etc). I explain that the coastline will be eroded by processes (me!), and that certain types of rock will react differently. Along with assigning groupings of students a particular rock type, I also ask them to remember how many backwards steps to take when I say the word 'erosion' - soft rocks take two steps back, hard rocks one step. After playing out a few thousand years of 'erosion', students have backstep enough to have formed a discordant coast as a result of differential erosion - complete with headlands of hard rock and bays of soft. This practical demonstration goes down well with younger and older years alike, especially when out at a coastal environment where you can then relate observable landmarks to student positioning (e.g "Lucy and James, as the Hartland headland you have a lighthouse balancing on heads. Jacob, David, and Jess, as a sandy Westward Ho! bay you are covered in holidaymakers enjoying ice cream!").