Science · Grade 4 · 4 weeks
Holding the Beach: Dune Protection Lab
Driving question
How can we design dunes that protect a Galveston beach from wave erosion?
Engineering Design. Read it on nextgenscience.org
TAUGHT IN Week 1, activity 3; Week 3, activity 1; Week 4, activity 3; Week 4, activity 4ASSESSED BY Defining Design Limits and Goals
Engineering Design. Read it on nextgenscience.org
TAUGHT IN Week 2, activity 1; Week 2, activity 2; Week 2, activity 3; Week 3, activity 1; Week 3, activity 2; Week 3, activity 3; Week 4, activity 1; Week 4, activity 2ASSESSED BY Comparing Protection Solutions
Earth’s Systems: Processes that Shape the Earth. Read it on nextgenscience.org
TAUGHT IN Week 1, activity 1; Week 1, activity 2; Week 2, activity 1; Week 2, activity 2; Week 3, activity 2; Week 4, activity 4ASSESSED BY Explaining Wave Erosion
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Fourth graders investigate how ocean waves move sand along the coast and test different ways to protect dunes. In wave-table models, teams compare bare sand against dunes with model plants and sand fences to measure how much sand washes away. Using their lab results, teams design a dune restoration plan for an eroded section of Galveston beach and present their recommendations to local beach managers.
The teacher places two clear trays on a table: one has a bare pile of sand and the other has a pile of sand held together with a grid of craft mesh and fake grass. A student gently makes five waves in each tray using a paddle, and the class watches the bare mound flatten while the anchored mound stays in place. The teacher shows a recent photo of the Seawall beach after a rough tide and asks what keeps our island sand from washing out to sea.
- What makes beach sand wash away during big waves?
- How do dune plants and fences keep sand in place?
- What rules and materials do we have to use for our beach designs?
- Which design works best to stop erosion?
Your lessons: 5 a week, 50 minutes.
Week 1
Observe wave erosion and define the problem facing local beaches.
Observe photos of Galveston beaches before and after heavy surf, and record where the sand moved.
· 1 lessonRun a wave-tray trial with plain sand, measuring how many centimeters of the mound wash away after ten waves.
· 2 lessonsList the engineering limits and goals for protecting a beach area near the Seawall, including cost and space. Take the field walk at East Beach and at the dunes near Stewart Beach so students can sketch a protected dune and a bare one before we build models.
· 2 lessons
Supports
Provide illustrated cards for erosion terms for multilingual learners, offer a fill-in chart for tray measurements for students with an IEP, and let advanced students calculate the percent of sand height lost.
Deliverable
A labeled diagram showing wave erosion on bare sand and a written list of design rules.
Week 2
Test model dune fences and plants to compare how well each slows erosion.
Build two model dunes in stream tables: one with toothpicks as sand fences and one with coir fiber as plant roots. Replace the plastic sand fence model with wooden coffee stirrers and burlap strips, which behave more like the real fences on the island.
· 2 lessonsPredict erosion effects, then run low and high wave pulses on each model dune and measure remaining height and water cloudiness.
· 2 lessonsCompare the test results in a shared class table to see which barrier protected the sand better. Assign each table one treatment (fence, grass, both, nothing) and have them run it three times so the class pools results instead of every group doing everything.
· 1 lesson
Supports
Sentence starters for comparison statements support multilingual learners, pre-marked measuring sticks assist students with motor or visual needs, and fast finishers can test combining fences and roots together.
Deliverable
A completed data sheet comparing sand loss between bare sand, fences, and roots.
Week 3
Design a combined dune plan and build a draft presentation poster.
Sketch a proposed dune design that combines natural plants and sand fencing to fit the site constraints.
· 2 lessonsTest the team design in the wave table to gather final sand-retention measurements.
· 1 lessonAssemble the draft poster showing the beach site, the chosen design, and the test proof.
· 2 lessons
Supports
Provide a graphic layout frame for the poster for students needing writing support, bilingual labels for multilingual learners, and prompt advanced teams to justify their layout using cost estimates.
Deliverable
A draft poster of the team dune design with test data.
Week 4
Critique, revise, and present the final dune plan to community beach partners.
Run a gallery walk to give and receive warm and cool feedback on draft posters using a checklist.
· 1 lessonRevise poster drawings and explanations using the peer notes.
· 1 lessonRehearse two-minute team presentations explaining how the design stops erosion.
· 1 lessonPresent the dune plans to visiting beach board representatives and complete a self-reflection.
· 2 lessons
Supports
Offer visual cue cards for speaking roles to support multilingual and nervous speakers, provide extra processing time for reflections, and invite advanced students to field unscripted audience questions.
Deliverable
A final dune plan poster and a spoken presentation to beach partners.
The draft poster is due at the end of week 3.
Teams participate in a silent gallery walk using sticky notes with two prompts: one design strength and one question about the wave test evidence. Teams then review their notes and use teacher-approved edits to clarify diagrams and data tables.
Student reflection
Students complete an exit journal comparing their day-one ideas about sand movement to their final design, explaining which test surprised them most.
What they make
Teams produce an illustrated dune restoration plan poster with a scaled top-down diagram, test data from the wave table, and an explanation of why their design will protect the beach.
Options
Teams can choose whether their plan focuses primarily on woven fencing, native root plantings, or a stepped hybrid setup, and they may show their test data using bar graphs or labeled before-and-after sketches.
Who sees it
Members of the local beach board and coastal community members on the final day of week 4.
Teams
Teams of three formed by the teacher to balance lab skills and communication strengths.
| Criterion | beginning | developing | proficient | advanced |
|---|---|---|---|---|
Explaining Wave Erosion 4-ESS2-1 · individual | Describes that sand moved but does not connect the movement to wave action. | Identifies that waves pull sand away from the dune but leaves out measurements or details. | Explains how wave energy erodes bare sand dunes and compares it to dunes with cover using clear measurements. | Explains how wave action moves sand and predicts how varying wave sizes affect different dune slope designs. |
Defining Design Limits and Goals 3-5-ETS1-1 · team | Lists one problem without identifying clear design rules or limits. | Names the erosion problem and lists simple rules but misses important limits like cost or beach space. | Clearly states the erosion problem and specifies realistic limits and goals for protecting the beach. | Specifies detailed goals and limits, including durability during rough water and ease of building. |
Comparing Protection Solutions 3-5-ETS1-2 · team | Presents one dune design without test data showing how well it slowed erosion. | Shows test results from models but does not clearly explain why one design worked better than another. | Uses wave-table test data to compare multiple solutions and justifies the final chosen dune design. | Compares test data across multiple designs to explain the trade-offs between cost, ease, and sand retention. |
Explaining Wave Erosion
4-ESS2-1 · individualbeginning
Describes that sand moved but does not connect the movement to wave action.
developing
Identifies that waves pull sand away from the dune but leaves out measurements or details.
proficient
Explains how wave energy erodes bare sand dunes and compares it to dunes with cover using clear measurements.
advanced
Explains how wave action moves sand and predicts how varying wave sizes affect different dune slope designs.
Defining Design Limits and Goals
3-5-ETS1-1 · teambeginning
Lists one problem without identifying clear design rules or limits.
developing
Names the erosion problem and lists simple rules but misses important limits like cost or beach space.
proficient
Clearly states the erosion problem and specifies realistic limits and goals for protecting the beach.
advanced
Specifies detailed goals and limits, including durability during rough water and ease of building.
Comparing Protection Solutions
3-5-ETS1-2 · teambeginning
Presents one dune design without test data showing how well it slowed erosion.
developing
Shows test results from models but does not clearly explain why one design worked better than another.
proficient
Uses wave-table test data to compare multiple solutions and justifies the final chosen dune design.
advanced
Compares test data across multiple designs to explain the trade-offs between cost, ease, and sand retention.
- Plastic wave trays or stream tables with drain plugs
- Play sand and fine beach sand
- Small plastic wave paddles or wooden blocks
- Craft toothpicks, coffee stirrers, and mesh for model fences
- Coir fiber and craft moss to model dune grass roots
- Metric rulers and clear graduated beakers
- Recent coastal photographs showing dune erosion along the Galveston Seawall areacheck before use
- Local beach guidelines or dune protection flyer from local coastal authoritiescheck before use