Coastal Heritage Curriculum Connection
Explore Curriculum Connection guides, which are written to accompany each issue of Coastal Heritage, a quarterly publication of the S.C. Sea Grant Consortium.
Coastal Heritage, Summer 2016 issue: S.C.’s Working Waterfronts: Fishing Villages Evolve
- What is a “working waterfront”? Give two examples from the issue.
- Compare and contrast two different working waterfronts in South Carolina. What are the traditional uses of the waterfronts? How are the waterfronts being used currently? What challenges are they facing now and what will they face in the future?
Use the Curriculum Connection to address these South Carolina Standards
Standards and Performance Indicators
1.E.4B.1 Obtain and communicate information to summarize how natural resources are used in different ways (such as soil and water to grow plants; rocks to make roads, walls, or buildings; or sand to make glass).
1.E.4B.2 Obtain and communicate information to explain ways natural resources can be conserved (such as reducing trash through reuse, recycling, or replanting trees).
2.L.5B.3 Analyze and interpret data from observations to describe how animals respond to changes in their environment (such as changes in food availability, water, or air).
2.L.5B.4 Construct scientific arguments to explain how animals can change their environments (such as the shape of the land or the flow of water).
5.E.3B.3 Construct scientific arguments to support claims that human activities (such as conservation efforts or pollution) affect the land and oceans of Earth.
5.E.3B.4 Define problems caused by natural processes or human activities and test possible solutions to reduce the impact on landforms and the ocean shore zone.
H.E.6A.5 Analyze and interpret data to describe how the quality of the water in drainage basins is influenced by natural and human factors (such as land use, domestic and industrial waste, weather/climate conditions, topography of the river channel, pollution, or flooding).
Have your students select one of the working waterfronts highlighted in the current issue of Coastal Heritage. Assign your students into teams that represent the following a) members involved in traditional uses of the waterfront, b) members of the community who are exploring new opportunities to use the waterfront, c) governmental agencies, and d) other groups that you think would be good to include. Have each group develop an argument for/against keeping the waterfront the same/changing the use. Then, for an extension, have the students switch groups and select another working waterfront in South Carolina (5th – 12th).
Field Trip Opportunities
To give your students a better understanding of a true working waterfront, schedule a field trip to one of the 5 different locations featured in this issue of Coastal Heritage. By visiting these working waterfronts, your students will be able to visually see some of the traditional uses of the area as well as some newer initiatives. Have your students journal their observations during the trip and reflect on these once back in the classroom.