Disappearing Islands

Description
Students will learn about the challenges that the Hawaiian Islands face in regards
to erosion
and habitat destruction. They will then evaluate three possible solutions to these
problems understanding the pros and cons to each solution. The students will then
make a decision as to
which solution they think is best, while justifying their claims.
Introduction and Background
The Islands of Hawaii present unique geologic and conservational problems that
need attention from all different kinds of scientists, including engineers. There are eight
distinct islands currently above sea level (listed from largest to smallest): Hawaii, Maui,
Molakai, Oahu, Kauai, Lanai, Niihau, and Kahoolawe; however, they all originate from the
same place: an underwater volcano fed by a hotspot. These islands along with many
islands and underwater atolls make up an archipelago, or chain of islands.
The island chain was formed through volcanic activity in combination with the
movement of the Earths tectonic plates. The largest island (to the southeast) is the
houses the current volcano, as it is located on top of the hotspot, while the smaller
islands (located northwest) are what remains of the previously formed islands that have
shifted over time. The northwest islands are smaller due to wind and water erosion as
well as the decrease in land formation (because they are no longer being fed by the
volcano).
Almost every type of biome can be found on at least one of the islands, as
weather and climate are dramatically different between them as well as on them. This
diverse habitat landscape sets the stage for one of the most biologically diverse
locations on the planet. Located within the Polynesian biological hotspot, it is an island
of a high number of species of concern or endangerment. Eighty percent of Hawaiian
birds are extinct or endangered.
Hawaii is currently home to at least two mammal species, 41 bird species, three
crustacean species, 37 plant species, as well as several genera of insects, spiders,
gastropods, and marine/freshwater fish. These individuals can only be found on the
Islands of Hawaii and nowhere else in the world (in the wild) making them endemic
species. Most islands have a high number of endemic species, because of their
geological isolation from other landmasses that results in biological isolation as well.
Islands (across the globe) represent less than 5% of Earths land mass, and 40% of the
animals currently living on islands are at risk of extinction. Moreover, island extinctions
account for more than 80% of known extinctions since the 1500s.
There are a number of reasons for the high number of species that have gone
extinct on islands. Islands are geographically small (compared to most terrestrial land
masses) and they are home to flora and fauna that are specialized to fill many niche
roles, creating a high number of adaptive radiations, or individuals with traits that make
them different than similar individuals. Additionally, decreased size in land means a
decreased habitat area: any change to this habitat is significantly more profound than
most continental regions. Furthermore, individuals that are secluded from others are at
a high risk of extinction if they encounter invasive species or diseases.
Humans have significantly impacted the Hawaiian Islands since the first
Polynesians stepped on the coast in the 3rd Century. As more and more people began to
flock to the islands to witness their spectacular beauty, we have since polluted the

coastline with trash, dumped 8 tons of mustard gas bombs in the deep ocean after WWII,
as well as cut down trees and habitats and built manmade dwellings which have
encroached on the homes of the native plants and animals. As our global carbon
emissions contribute to the change in Earths climate, sea levels are continually rising,
making the islands disappear at an ever increasing rate.
Where humans go, so do their pets. Since humans began to sail to the islands,
they have brought cats, rats, ants, goats, sheep, deer, pigs, dogs, etc. These non-native
species have begun to eat many of the food sources for the native species as well as
bring diseases that have killed countless animals and plants, some beyond extinction.
In summary, the northwestern islands of Hawaii are sliding into the Pacific Ocean
over time due to normal weathering and erosion, while human impacts are reshaping
the landscape: further sinking the islands with climate change, eating away at the
available habitat through destruction and demolition, and the plants and animals who
have nowhere else to go will soon be homeless or driven to extinction. It is our
responsibility, as a human race, to provide environmental justice, and help balance
the destruction we have caused by helping to preserve the natural order of the food
chain and other ecological systems.
In this unit, students will learn the heavy burdens of these complex problems and
will seek to try a number of solutions in response to these challenges. They will first
focus on the geological aspects of the islands themselves: how they were created, how
they will eventually sink back under sea level, and where the islands are in relation to
other continents. Then, they will learn the biological and human impacts of the islands.
Once they fully understand what the problem is, they will focus their efforts to try and
come up with a solution they think is best, or determine a new solution on their own. All
students will look at the benefits and drawbacks to three possible solutions.
One solution to the problem of vanishing habitat for endemic species is to
somehow add more landmass to what is already present: through artificial island
construction. There are a number of man-made islands, but the largest and most
profound one is located near Dubai, Palm Island, where engineers have spent almost
two decades trying to build a sustainable island. This method is effective in producing
island habitat, but at the cost of dredging up sediments from under the ocean (along
with wildlife), and then pumping out the sediment creating such strong turbidity that
countless wildlife are suffocated as a result. Could this be the answer?
Another solution is to build a floating island. Recycle unused plastics to float an
buoyant island that could add increased land mass to the sinking islands. Turn trash into
a solution! But this solution is fraught with peril also as plastics contain harmful resins
known as BPAs which pollute water with chemicals that are dangerous to wildlife as well.
Could a floating island replace the old one?
A common solution to eroding land masses is to create a shoreline structure to
protect the island or terrestrial land mass from being washed away by the sea. Perhaps
armoring the shoreline could help it to stay intact. Sadly, armoring with seawalls,
jetties, and groins only exacerbates erosion problems. It might work for a time, but
eventually, more sand needs to be dredged, more walls must be built, and all the while,
the natural shoreline is being altered, and the natural habitat for much wildlife with it.
The idea behind this curriculum is to present to kids a very real and intense set of
problems for which they can try to develop a solution. Perhaps by putting their minds at
work, we can capitalize on their ingenuity and help to solve problems with disappearing
islands all across the globe. The important thing for the students is to focus on
identifying the problems and testing different solutions. What they choose as a
solution to the problem is not as important as why they chose that solution.

Teacher Information
This extensive unit can be taught at a basic level for 6-8th grade students (after
they have had a basic lesson in Plate Tectonics), or at a very deep level for high school
students who are taking either an Earth Science or an Environmental Science course.
There are Life Science and Biology concepts embedded within the curriculum, but those
are meant to be peripheral and not the sole purpose behind the curriculum. The
geological and environmental aspects are to be stressed to achieve maximum student
understanding. This is a very complex problem with many different levels to it, and it
may seem daunting, but overall it is a very simple example of how many different factors
play a role in a very real issue.
Another main focus for this curriculum is to tie in engineering principles by
proposing design solutions to these problems. As adults, we may simply understand that
certain proposed solutions might not be the best answer to the problems, but we can
also argue why it is or is not the best case scenario. Students need help with
argumentation and defending their decisions. If they are allowed to experience these
proposed solutions themselves, the hope is that they will truly come to understand how
massive and complex these issues are.
Each lesson within the curriculum will take approximately 1.5 hours to complete.
The lessons collectively target an array of Science Course of Study Objectives, so even
though it is time consuming to do the unit in its entirety, it is worth the time investment
because of the level of interdisciplinary study taking place. Some of the activities within
the lesson were borrowed from other lessons (e.g. Hot Spot Activity and Conservation
Island Activity and others), but the combination of these lessons to solve and test design
solutions are authentic to this curriculum alone.
Unit Overview

Lesson-by-Lesson Breakdown:
Lesson Titles
Learning Targets
Island Formation 1. Tectonic plates
moving over
hotspot in
mantle results in
islands made by
volcanoes.
2. Hawaiian
Islands have
moved over
time, which is
why they look
the way that
they do.

Island
Conservation

1. Islands have
many endemics
that are easily

Vocabulary
Tectonic shift
Plates
Hotspot
Volcano
Fault lines
Island
Erosion
Magma
Seamount
Convection
Current
Archipelago
Atoll
Sea level

Biome
Habitat
Biological

Activities
1. Cracked Egg Demo:
Students see plates of
the Earth.
2. Cross-cut Egg Demo:
Students see layers of
the Earth.
3. Convection Current
Exploration: Students see
how currents can move
plates.
4. Scrat Video: Students
challenge their
misconceptions about
how plates move.
5. Island Creation: Students
create mini Hawaiian
Islands and measure age.
1. Biome/Habitat
PowerPoint: Students
explain why Hawaii has

threatened.
2. Habitat
protection is
important in
preserving
species diversity.

Diversity
Extinct
Endangered
Endemic
Invasive
Species
Conservation
Range
Ecosystem

2.

3.

4.

Human Impact

1. Humans have
indirectly
impacted islands
by contributing
to global climate
change.

2. Humans have
directly impacted
islands in many
ways.

Direct Impact 1.
Indirect
Impact
Climate
Change
Environmental 2.
Justice
Ecological
Footprint

**Reinforce other 3.
vocabulary words
from previous
lessons.
4.

Engineering
Design

1. Engineers
solve realworld
problems.
2. The
Engineering
Design
Process helps
scientists
tackle
problems
through

Engineering
Design
Process
Engineering
Design
Iterations
Prototype

1.

2.

3.

so many different
species, and why those
species are important.
Conservation Island
Activity: Students learn
how ecologists manage
habitats.
Ascension Island Success
Story: Students see and
hear some of the
conservation principles
they just used.
Exit Slip: Students
explain why island
conservation is
important.
Students Take Ecological
Footprint Calculator:
Students see how their
daily choices are making
an impact.
Islands and Climate
Change Slideshow:
Students see how islands
across the globe are
being affected.
Hawaiian Forests Last
Stand Read-and-Teach:
Groups of students read
different materials, and
summarize to the class.
Exit Slip: Students
summarize the direct and
indirect impacts of
humans on Hawaiian
Islands.
What is Engineering?
PowerPoint: Students
learn how Engineers use
a trial and error approach
to problem solving.
Candy Bag Building:
Students act as real
engineers with a simple
design challenge.
Class Discussion:
Students relate their
experiences to the EDP.

Artificial Island
Building

design.
1. Pros of Island
Dredging and
Artificial
Island
Formation.
2. Cons of Island
Dredging and
Artificial
Island
Formation.

Dredging
Palm Island
Sediment
Turbidity
Coral Reefs

Floating Islands

1. Pros of
creating
floating
islands using
trash and
other
materials.
2. Cons of
creating
floating
islands using
trash and
other
materials.

BPA
Buoyancy
Recycling
Water
Pollution

Shoreline
Structures

1. Pros of using
well-known
shoreline
structures to
reinforce the
shores.
2. Cons of using
well-known
shoreline
structures to
reinforce the
shores.

Jetties
Seawalls
Groins
Artificial
Beach
Nourishment
Levees

1. Palm Islands Construction

Video: Students see how
islands have been
formed to produce
artificial islands.
2. Dredging Activity:
Students try dredging for
themselves, and evaluate
results.
3. Impacts of Dredging:
Students see disturbing
images of how dredging
violently impacts the
seafloor environment.
4. Pros/Cons Sheet:
Students weigh the cost
and benefit to choosing
this solution.
1. Manmade Island Videos:
Students see how some
people have been able to
make islands using trash.
2. Island Building Activity:
Students use common
trash items to build small
scale islands.
3. Impacts of BPA: Students
learn how plastics in the
water are dangerous to
wildlife.
4. Pros/Cons Sheet:
Students weigh the cost
and benefit to choosing
this solution.
1. Seawall structures
videos: Students see how
manmade structures
have failed against
nature.
2. Modified Wheres the
Beach? Activity:
Students try different
types of Shoreline
Structures to keep
erosion at bay.
3. Pros/Cons Sheet:
Students weigh the cost

Propose a Plan

1. Summary of
all previous
lessons.
2. Students
decide on one
of the
possible
solutions or
propose a
different
solution.

Justification
Claim
Evidence

and benefit to choosing

this solution.
1. Group Discussion:
Students will look at
Pros/Cons Sheets to
determine what the
Costs/Benefits are for
each solution.
2. Group Presentations:
Students will present
their choices and also
challenge the ideas of
others.

Assessment
Formative Assessment:
Whole-group discussion where students will have conversations about the
content and provide questions and feedback to the teacher.
Exit-Slips that question the learning objectives.
Pros/Cons Sheets that help students compare a large amount of data to
make a decision.
Summative Assessment:
Group arguments and defense of choice. Teachers will be able to ascertain
how well students synthesized all of the information from the lessons into an
idea of how to solve the complex problems introduced.
Safety Considerations
There are very few safety concerns involved with this unit. One very minor
consideration is that when using the boiled eggs, make sure that they are thoroughly
cooked so that students do not have food poisoning risks.
Technology
Some digital technology would be required to teach this unit as it is written.
Teachers will need access to Interactive Whiteboards, computer lab (one computer per
student) or laptops, as well as audio speakers for videos.
Correlation to Standards
MIDDLE SCHOOL, SIXTH GRADE ALIGNMENT:
ALCOS:
SCI.6.4: Construct explanations from geologic evidence (e.g., change or extinction of
particular living organisms; field evidence or representations, including models of
geologic cross-sections; sedimentary layering) to identify patterns of Earths major
historical events (e.g., formation of mountain chains and ocean basins, significant
volcanic eruptions, fossilization, folding, faulting, igneous intrusion, erosion).
SCI.6.5: Use evidence to explain how different geologic processes shape Earths history
over widely varying scales of space and time (e.g., chemical and physical erosion;
tectonic plate processes; volcanic eruptions; meteor impacts; regional geographical
features, including Alabama fault lines, Rickwood Caverns, and Wetumpka Impact
Center).

SCI.6.6: Provide evidence from data of the distribution of fossils and rocks, continental
shapes, and seafloor structures to explain past plate motions.
SCI.6.8: Plan and carry out investigations that demonstrate the chemical and physical
processes that form rocks and cycle Earths materials (e.g., processes of crystallization,
heating and cooling, weathering, deformation, and sedimentation).
SCI.6.9. Use models to explain how the flow of Earths internal energy drives a cycling
of matter between Earths surface and deep interior causing plate movements.
SCI.6.15. Analyze evidence (e.g., databases on human populations, rates of
consumption of food and other natural resources) to explain how changes in human
population, per capita consumption of natural resources, and other human activities
(e.g., land use, resource development, water and air pollution, urbanization) affect
Earths systems.
SCI.6.16. Implement scientific principles to design processes for monitoring and
minimizing human impact on the environment (e.g., water usage, including withdrawal of
water from streams and aquifers or construction of dams and levees; land usage,
including urban development, agriculture, or removal of wetlands; pollution of air, water,
and land).
NGSS:
MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes
have changed Earths surface at varying time and spatial scales.
MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future
catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing
a human impact on the environment.
MS-ESS3-4: Construct an argument supported by evidence for how increases in human
population and per-capita consumption of natural resources impact Earths systems.
HIGH SCHOOL, GRADES 9-12, EARTH AND SPACE ALIGNMENT:
ALCOS:
7.) Analyze and interpret evidence regarding the theory of plate tectonics, including
geologic activity along plate boundaries and magnetic patterns in undersea rocks, to
explain the ages and movements of continental and oceanic crusts.
8.) Develop a time scale model of Earth's biological and geological history to establish
relative and absolute age of major events in Earth's history (e.g., radiometric dating,
models of geologic cross sections, sedimentary layering, fossilization, early life forms,
folding, faulting, igneous intrusions).
9.) Obtain, evaluate, and communicate information to explain how constructive and
destructive processes (e.g., weathering, erosion, volcanism, orogeny, plate tectonics,
tectonic uplift) shape Earth's land features (e.g., mountains, valleys, plateaus) and sea
features (e.g., trenches, ridges, seamounts).
12.) Develop a model of Earth's layers using available evidence to explain the role of
thermal convection in the movement of Earth's materials (e.g., seismic waves,
movement of tectonic plates).
13.) Analyze and interpret data of interactions between the hydrologic and rock cycles to
explain the mechanical impacts (e.g., stream transportation and deposition, erosion,
frost-wedging) and chemical impacts (e.g., oxidation, hydrolysis, carbonation) of Earth
materials by water's properties.
14.) Construct explanations from evidence to describe how changes in the flow of energy
through Earth's systems (e.g., volcanic eruptions, solar output, ocean circulation, surface

temperatures, precipitation patterns, glacial ice volumes, sea levels, Coriolis effect)
impact the climate.
15.) Obtain, evaluate, and communicate information to verify that weather (e.g.,
temperature, relative humidity, air pressure, dew point, adiabatic cooling, condensation,
precipitation, winds, ocean currents, barometric pressure, wind velocity) is influenced by
energy transfer within and among the atmosphere, lithosphere, biosphere, and
hydrosphere.
a. Analyze patterns in weather data to predict various systems, including fronts
and severe storms.
b. Use maps and other visualizations to analyze large data sets that illustrate the
frequency, magnitude, and resulting damage from severe weather events in order
to predict the likelihood and severity of future events.
NGSS:
HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a
device that minimizes the force on a macroscopic object during a collision.*
HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity.*
HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental
conditions may result in: (1) increases in the number of individuals of some species, (2)
the emergence of new species over time, and (3) the extinction of other species.
HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of
human activity on biodiversity.*
HS-ESS1-5: Evaluate evidence of the past and current movements of continental and
oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's
surface can create feedbacks that cause changes to other Earth systems.
HS-ESS2-3: Develop a model based on evidence of Earths interior to describe the
cycling of matter by thermal convection.
HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects
on Earth materials and surface processes.
HS-ESS3-3: Create a computational simulation to illustrate the relationships among
management of natural resources, the sustainability of human populations, and
biodiversity.
HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human
activities on natural systems.*
HS-ESS3-6: Use a computational representation to illustrate the relationships among
Earth systems and how those relationships are being modified due to human activity.
HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative
criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into
smaller, more manageable problems that can be solved through engineering.
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized
criteria and trade-offs that account for a range of constraints, including cost, safety,
reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
HIGH SCHOOL, GRADES 9-12, ENVIRONMENTAL SCIENCE ALIGNMENT:
ALCOS:
4.) Engage in argument from evidence to evaluate how biological or physical changes
within ecosystems (e.g., ecological succession, seasonal flooding, volcanic eruptions)

affect the number and types of organisms, and that changing conditions may result in a
new or altered ecosystem.
6.) Obtain, evaluate, and communicate information to describe how human activity may
affect biodiversity and genetic variation of organisms, including threatened and
endangered species.
7.) Analyze and interpret data to investigate how a single change on Earth's surface may
cause changes to other Earth systems (e.g., loss of ground vegetation causing an
increase in water runoff and soil erosion).
8.) Engage in an evidence-based argument to explain how over time Earth's systems
affect the biosphere and the biosphere affects Earth's systems (e.g., microbial life
increasing the formation of soil; corals creating reefs that alter patterns of erosion and
deposition along coastlines).
11.) Engage in argument from evidence to defend how coastal, marine, and freshwater
sources (e.g., estuaries, marshes, tidal pools, wetlands, beaches, inlets, rivers, lakes,
oceans, coral reefs) support biodiversity, economic stability, and human recreation.
14.) Analyze cost-benefit ratios of competing solutions for developing, conserving,
managing, recycling, and reusing energy and mineral resources to minimize impacts in
natural systems (e.g., determining best practices for agricultural soil use, mining for coal,
and exploring for petroleum and natural gas sources).*
15.) Construct an explanation based on evidence to determine the relationships among
management of natural resources, human sustainability, and biodiversity (e.g.,
resources, waste management, per capita consumption, agricultural efficiency, urban
planning).
17.) Obtain, evaluate, and communicate geological and biological information to
determine the types of organisms that live in major biomes.
a. Analyze and interpret data collected through geographic research and field
investigations (e.g., relief, topographic, and physiographic maps; rivers; forest types;
watersheds) to describe the biodiversity by region for the state of Alabama (e.g.,
terrestrial, freshwater, marine, endangered, invasive).
NGSS:
HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a
device that minimizes the force on a macroscopic object during a collision.*
HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity.*
HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental
conditions may result in: (1) increases in the number of individuals of some species, (2)
the emergence of new species over time, and (3) the extinction of other species.
HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of
human activity on biodiversity.*
HS-ESS1-5: Evaluate evidence of the past and current movements of continental and
oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's
surface can create feedbacks that cause changes to other Earth systems.
HS-ESS2-3: Develop a model based on evidence of Earths interior to describe the
cycling of matter by thermal convection.
HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects
on Earth materials and surface processes.
HS-ESS3-3: Create a computational simulation to illustrate the relationships among
management of natural resources, the sustainability of human populations, and
biodiversity.

HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human

activities on natural systems.*
HS-ESS3-6: Use a computational representation to illustrate the relationships among
Earth systems and how those relationships are being modified due to human activity.
HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative
criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into
smaller, more manageable problems that can be solved through engineering.
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized
criteria and trade-offs that account for a range of constraints, including cost, safety,
reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

Unit Summary
Lesson 1: Island Formation
Learning Targets:
1. Tectonic plates moving over hotspot in mantle results in islands made by
volcanoes.
2. Hawaiian Islands have moved over time, which is why they look the way that they
do.
Purpose of the Lesson:
The purpose for this lesson is to provide background geological information on the
formation of the Hawaiian Islands, and to create an understanding of island weathering
and erosion over time.
Keywords:
Tectonic shift: The movement of the plates on Earths crust.
Plates: Distinct sections of the Earths lithosphere that move against each other.
Hotspot: Hot area of the mantle where volcanoes form, and consequently, islands or
other land formations.
Volcano: Rupture in the Earths crust where lava, ash, and gases escape.
Fault lines: A line along which plates intersect and move about one another.
Island: A land mass that is surrounded entirely by water.
Erosion: The slow process of destruction caused by wind, water, or other natural
causes.
Magma: Hot fluid below or within the Earths crust that, when cooled, forms igneous
rock.
Seamount: A mountain that is submerged underwater. Remnants of old islands.

Archipelago: A chain of islands.

Mantle: Melted, hot, dense rocks that are located between the crust and the core of
the Earth.
Convection Current: The transfer of heat by the mass movement of heated particles
into an area of cooler fluid.
Atoll: A ring-shaped reef or island made from coral. Remnants of extremely old
islands.
Sea level: The level of the seas surface.

Lesson Objectives:
1. Teacher will use a cracked egg to show students how the plates of the Earth fit
together.
2. Students will examine a cross-sectioned boiled egg to identify the layers of the
Earth.
3. Students will use water positioned over two different temperature bowls (one ice
cold and one hot) and food coloring to witness how convection currents work:
students will identify convection currents as the driving force in plate tectonics.
4. Students will recreate the formation of the islands using toothpaste and a screen or
poster board, and they will estimate the age each of the islands to understand how
the plates have moved over time.
Teacher Materials:
Boiled egg for every two students. (cut in half1 half egg per student)
1 Boiled egg for teacher demonstration
Scrat Video Link: https://www.youtube.com/watch?v=zocutif0cQY
Hotspot Activity Sheet for Teachers
Convection Current Activity for Teacherssee activity for additional materials
needed.
Student Materials:
To complete all activities for this lesson, each student should have:
boiled egg (cross-section)
To complete all activities for this lesson, each group (from 2-4 students, depending
on supplies)
Hotspot Activity Sheet for Students
Window screen with frame (or piece of wire mesh)
Tube of toothpaste (shaving cream or Cheeze-whiz also works)
Masking Tape
Pen/Marker
Preparation:
-Make copies of materials.
-Have materials ready for student at the start of the lesson.
-Review all of the vocabulary and concepts from Background on Unit Overview as
well as on the
Hotspot Activity Sheet for Teachers.
-Ensure technology is running Scrat Video works.
Procedures:
1. Engage: Teacher will use a hard-boiled eggs to show students what the plates look
like.
*Teacher will have an egg that is still intact, but the shell will be cracked.

*Students will have 1/2 egg (cross-section) will be sliced down the middle--shell
still on.
Teacher will ask:
Looking at this hard-boiled egg, how does it resemble the Earth? Teacher will
make reference to each of the parts (the yolk as the core of the Earth, the egg
white as the magma, and the shell as the crust).
What is it that is pushing up on the crust? (The mantle pushes upwards on the
Earths crust just like the egg whites push up on the shell.)
What if this egg white was not cooked, and it was more of a semi-solid? Would
its motion do anything to the shell? Not unless the shell was cracked!
Look at the cracked egg, and tell the students that on the Earths surface, there
are cracks in the crust called plates and these plates are constantly in motion.
The liquid-like substance called magma moving below the surface moves and
churns because it is hot--and we know that very hot liquids do what? BOIL! So
the plates are constantly shifting about one another. This is called Tectonic
shift.
2. Explore: Teacher will begin the Convection Current Exploration as a whole-class
demonstration. In this demo, students will see how hot liquids move and produce
a force capable of moving things. Use Convection Current Activity to teach this
activity.
3. Explain: Students will watch the Scrat Video where they will challenge their
misconceptions about how plates move. Teachers will get formative assessment
feedback on students perceptions. In the video, Scrat, the squirrel, falls
unknowingly down to the inner core of the Earth. When he moves the inner core,
he causes the Earths crust to break apart.
Questions for the students:
What happened to Scrat as he fell down into the Earth? (He started burning.)
Why?
How did Scrat make the Earth change its shape? Why would a ball turning in the
center of the Earth cause the Earths crust to break apart and move?
We know that Scrat really didnt make this happen right? This is just a silly What
if scenario. What do you think really happened?
4. Elaborate: At this point in the lesson, students should be able to make
connections with convection currents being responsible for plate movement.
Next, students should be ready to see the implications of this plate movement.
Hawaii because of its tropical climate and vacation destination status, is often
interesting to look at from a geological and ecological perspective as well. Use the
Hotspot Activity Sheet for students as well as the teacher version (located above).
This is how they can see how plate movement can actually shape landforms, and
see that plates move at different rates.
5. Evaluate: See assessment portion on Hotspot Activity Sheet.
Wrap-Up:
In this part of the lesson (which is vital to student understanding, comprehension, and
retention), reiterate what the lesson covered.
We used cracked eggs to show? (how tectonic plates cover the earth and are
located next to one another)

We used halved eggs to show? (how the inside of the earth lookscore-mantlecrust)
We used the food coloring and water to show? (how the water moves when it is hot
to an area that is cooler, where it then falls and then is heatedrepeat. Liquids
apply a force to things on their surfaceexample being the magma churning
beneath the Earths crust).
We looked at the Scrat video? (to see how Pangaea did NOT happen, and we talked
about how it did happen).
We used the toothpaste and the screen? (to see how the Earths crustal
movements shape landforms over long periods of time).

Lesson 1: Island Conservation

Learning Targets:
1. Islands have many endemic species that are easily threatened.
2. Habitat protection is important in preserving species diversity.
Purpose of the Lesson:
The purpose for this lesson is to help students understand how island ecology
differs from continental ecology as the lack of land highly exacerbates issues we see on
large continents. Furthermore, it is important for students to have a working knowledge
of how conservational biologists work to improve the biodiversity on islands where many
creatures only exist there and no other place in the world.
Keywords:
Biome: A large, naturally occurring community of flora (plants) and fauna (animals
and other living things) that occupy a major habitat.
Habitat: A natural home or environment of an animal, plant or other organism.
Biological Diversity: the variability among living organisms; includes between species,
among species and within ecosystems.
Extinct: no longer in existence. *Can refer to species or even families of organisms.
Endangered: Refers to those that are seriously at risk of extinction.
Endemic: A plant/animal/other living being that is restricted to living in only one place
and nowhere else.
Invasive Species: A plant, fungus, or animal that is not native (originally from) a
specific location, and which has a tendency to overrun the new environment with
either exceptional growth, disease, or other modes of preventing natives from being
successful.
Conservation: A focus of biology where scientists use what they know about biology
and ecology and attempt to prevent the deterioration or destruction of habitats as
well as preserve the existence of species across the globe.
Range: Distribution of geographical area in which a particular species can be found.
Ecosystem: A biological community of interacting organisms and their physical
environment.
Lesson Objectives:
1. Teacher will use a PowerPoint to interactively explore some of the organisms found
on the Hawaiian islands and why they are particularly interesting and significant.
2. Students will examine the different ways in which conservation biologists monitor
and assist at-risk species using the Conservation Island Activity.

3. Students will watch a short clip of a positive and successful island conservation
story in which many of the principles and ideas they just learned were used.
4. Students will be able to list three reasons why island conservation is important.
Teacher Materials:
Hawaiian Ecology PowerPoint
Printed Sheets from Island Conservation
Ascension Island Story and Video
Printed copies of the Exit Slip for students
Student Materials:
To complete all activities for this lesson, each student should have:
Printed Sheets from Island Conservation
Exit Slip for the end of the lesson
To complete all activities for this lesson, each group (from 2-4 students, depending
on supplies)
Conservation Island Map (1 per group)
Conservation Island Worksheet (1 per group)
3 Animal Profiles (1 set per group)
Island History and Conservation Mission (1 per group)
whiteboard/washable markers
Clipboard (1 per group)
Preparation:
-Make copies of materials.
-Have materials ready for student at the start of the lesson.
-Review the Hawaiian Ecology PowerPoint
-Ensure technology is running and Video works.
Procedures:
1. Engage: Teacher will use the Hawaiian Ecology PowerPoint to get students
thinking about habitat types and biomes and needs of different plants and animals.
Teacher will use the presentation to have students interactively make predictions
about what kind of a habitat different plants and animals need to survive. Upon
completion of the activity, students will see that virtually all biome types are
represented somewhere by the Hawaiian island geography.
2. Explore: Students will work like conservation biologists and consider a number of
factors when trying to decide a plan for which land to save that will help their three
animals. They will have to consider the impact of human activity, as well as
habitat preferred by the animals in question.
3. Explain: Students will watch the Ascension Island Video and they will see
conservation biology in action. The video is a little long, and the accents of some
of the people might be difficult to understand, but it is truly a success story in the
world of conservation, so it is worth the view!
Questions for teachers to ask students after the video:
How is Ascension similar to Hawaii? (It is a volcanic island)
How did humans impact the turtle population when the island was
discovered? (Turtles were exploited for turtle meat. Decimated numbers.
Now in recovery.)
How many turtles successfully launch as hatchlings and return the following
year? (1/1000)

How does the temperature affect the sex of sea turtles? (high temperatures
make females and low temperatures make males)
What happened to some plants that were thought to be extinct? (They were
found growing on a hillsidethey are now being grown in the greenhouse.)
How can plants be helped by conservationists? What are some of the
techniques they use to help their endangered plants? (Many)
How many species are there that breed on Ascension islands? (11 islands)
What caused the decline in the seabird populations on Ascension islands?
(cats)
How do the conservationists on Ascension monitor their fish populations?
(They regulate and record all catches by humans, and they monitor different
factors such as temperature to determine the success of different fish.)
How many eggs can the land crab females carry? (Hundreds of thousands)
When do the females release their eggs? (At night into the water.)
How long can the land crabs live? (Longer than 50 years!)
How do they monitor the populations of land crabs? (Mark them, count
them, and even tag them, and measure their growth rate.)
4. Elaborate: At this point in the lesson, students should be able to understand how
island conservation is important because it involves many species that do not exist
anywhere else on earth. They should also have a working understanding of how
people can help preserve the lives of species. Next, students should be ready to
see some species that were saved through conservation efforts in order to
understand the importance of human involvement in saving these species.
Students should go to the WWF Website in groups of 2 or 3 and the teacher should
assign one Back from the Brink species for each group to evaluate using this
sheet. Groups should then share with the class what they found.
5. Evaluate: Students should complete the Exit Slip.
Wrap-Up:
In this part of the lesson (which is vital to student understanding, comprehension, and
retention), reiterate what the lesson covered.
We used the PowerPoint to show? (How different species require different types of
habitats. And the Hawaiian Islands have many different habitat types.)
We looked at island conservation to understand? (How conservationists use
geology, geography, habitat information, and plans to save the most species
possible.)
We learned about Ascension Island because? (it has a similar story as the Hawaiian
islands, but it has been rather successful at preserving the life found there.)
We saw many species who were brought back from the brink of extinction to show?
(How when humans try they can really help wildlife succeed.)
Lesson 3: Human Impact
Learning Targets:
1. Humans have indirectly impacted islands by contributing to global climate change.
2. Humans have directly impacted islands in many ways.
Purpose of the Lesson:
The purpose for this lesson is to help students see how humans, including
themselves, have done things in their everyday life that significantly impacts the
changes in the climate and therefore island geography. There is a cost associated with

every life, and often, humans give their lives, or even the convenience they experience
in their lives, a greater cost than the life of other flora and fauna.
Keywords:
Direct Impact: To have an effect on something where the exact cause is known.
Indirect Impact: To have an effect on something where the exact cause is unclear.
Climate change: A change in weather, temperature, and regional climate patterns
that is largely the result of human impact such as burning of fossil fuels.
Environmental Justice: Fair treatment of all living things and amends or changes to fix
past wrongdoings.
Ecological Footprint: Impact a person or community has on the environment,
expressed as the amount of land required to sustain their use of natural resources.
**Because there are only a few keywords associated with this lesson, please be sure to
reinforce words already used in the unit by using them often and correctly in your
discussions.
Lesson Objectives:
1. Students will use the online Ecological Footprint Calculator to answer questions
about their daily choices to determine how much of a burden they are putting on
the Earth to sustain their life the way they live it.
2. Students will see images that provide evidence to support climate change as a
concept.
3. Students will break into groups and look at how the Hawaiian Forests are critically
in trouble, and then they will share out to the class.
4. Students will use the Hawaiian Forests activity to develop a plan or a strategy
about how to save them.
Teacher Materials:
Printed copies of each brochure of the different blights of the Hawaiian
Forests for each group to use (1/group)
Interactive White Board or Smartboard to project island climate change
images.
Student Materials:
To complete all activities for this lesson, each student should have:
Access to tablet or computer to individually complete the online Ecological
Footprint Calculator.
To complete all activities for this lesson, each group (from 2-4 students, depending
on supplies)
Copy of one of the Hawaiian Forests brochures (1/group)
Preparation:
-Make copies of materials.
-Have materials ready for student at the start of the lesson.
-Review the images and make sure you understand where and what is being
shown.
-Ensure technology is running and students can access the online Ecological
Footprint Calculator.
Procedures:
1. Engage: Teacher will have students individually complete the online Ecological
Footprint Calculator. Following this, the teacher can ask some of the following
questions:

What are some things you do in your daily life that you didnt realize had an
impact?
What is the category that costs the most for the Earth to keep up with?
What can you change about your actions to be more environmentally
conscious?
What do you think the result would be if everyone took an assessment like
this and learned how your actions impacted the world?

2. Explore: The class as a whole will explore the different island images and see the
consequences of human activity on geography. (Note: This activity can also be
done on the computer/tablet if you would like students to do this following the
Ecological Footprint Calculator.) Here are some questions for you to ask your
students to get them thinking about the images:
How do humans impact the sea levels?
Which landforms are at risk of being damaged by rising sea levels?
Are the islands you saw generally very high above sea level or very close to
sea level?
What are some impacts of higher sea levels on endangered species that
reside on islands?
Besides rising sea levels, what other negative effects can climate change
have on living things?
How can you change your individual actions to help these islands survive?
3. Explain: Students will get into groups and read/discuss a brochure about the
Hawaiian Forests. They will then share some of the main points with the class.
4. Elaborate: At this point in the lesson, students should be able to understand how
humans impact island geography and habitat extinction indirectly and directly.
Now, they should begin to develop ideas for how they think humans could modify
their actions to conserve species diversity. After the students present what they
read on their brochures, they will trade brochures with another group and they will
develop an action plan for how to help solve the problem described in the
brochure. Each group should have at least 3 written paragraphs that describes
what the problem is and how humans could help mitigate or eliminate the risks
associated with the problem. Some students will thrive with this activity, while
others will struggle: there may not be a simple solution.
5. Evaluate: Teachers should evaluate students answers and discussions on the
brochure activities to determine whether or not the students understand what
climate change is and how it is mostly human related.
Wrap-Up:
In this part of the lesson (which is vital to student understanding, comprehension, and
retention), reiterate what the lesson covered.
We used the Ecological Footprint calculator to? (Determine how our choices affect
our environment.)
We looked at different islands that are being covered up by water because of?
(Human-related climate change).
We examined problems within the Hawaiian Forests so that we could come up
with? (a plan to help save them.)

NOTE TO TEACHERS AT THIS POINT: The word Engineering can seem daunting to some,
but it need not be a word that teachers or students are afraid of hearing. Engineering is
just the art of problem-solving. Research has shown that if individuals learn about
subjects (content areas) from multiple angles and they develop design-based solutions to
problems created within a context, they are more likely to understand the content than if
they were just given an assortment of information. When we solve a problem, we must
pinpoint what is causing the problem and make design decisions about how to handle
the problem. The first part of the curriculum was designed to create a context for
students to work around and a huge problem for students to understand. The second
half of the curriculum is to help students think about how the overarching problem (the
islands are disappearing) can be solved. Most students are not familiar with the
Engineering Design Process, so that is why there is an entire lesson around practicing
simple Engineering skills before continuing on discussing how to save our islands. Please
do not skip this lesson. It is a vital part of the curriculum and it will help to get the
students warmed up for subsequent lessons.
The hope is that by the end of this curriculum students see themselves as engineers who
can understand a problem and think about the best ways to solve the problem.
Lesson 4: Engineering Design
Learning Targets:
1. Engineers solve real-world problems.
2. The Engineering Design Process helps scientists tackle problems through design.
Purpose of the Lesson:
The purpose for this lesson is to help students see how engineers solve real-world
problems using design. More than that, the goal for this lesson is for students to begin to
see themselves as engineers.
Keywords:
Engineering Design Process: A series of steps that engineers follow to come up with a
solution to a problem. This process does not always occur in a specific order, but
generally most steps are reached at some point.
Engineering: The branch of science and technology concerned with the design,
building, and use of engines, machines, and structures.
Design: A plan or drawing produced to show the look and function of workings of a
building, garment, or other object before it is built or made.
Iterations: Repetition; conducting something over and over.
Prototypes: A first, or preliminary model of something in which engineers can
determine what parts of the design need changed before the final design is
constructed.
**Because there are only a few keywords associated with this lesson, please be sure to
reinforce words already used in the unit by using them often and correctly in your
discussions.
Lesson Objectives:
1. Teachers will use the What is Engineering? PowerPoint presentation to help
students get an idea of what Engineers do.
2. Students will complete the Candy Bag Building Lesson to give engineering a try.
3. Students will relate what they did in the Candy Bag Building Lesson to relate to the
Engineering Design Process.
Teacher Materials:

Interactive White Board or Smartboard to project island climate change

images.
Student Materials:
To complete all activities for this lesson, each group of students should have:
8x12 pieces of thin, plastic material like plastic painters drop sheet/cloth
(cut into pieces)
sketch paper and pencil
masking tape
twine
rulers
scissors
scale, such as a spring scale
measuring cups
bags of candy, blocks, or other objects to be used as weights
items to check for volume such as rice or candy
student worksheet
Preparation:
-Make copies of materials.
-Have materials ready for student at the start of the lesson.
-Review the Candy Bag Building activity.
-Ensure technology is running and students can see the What is Engineering?
PowerPoint.
Procedures:
1. Engage: Teacher will use the What is Engineering? PowerPoint presentation to
help students get an idea of what Engineers do. Project the presentation on an
interactive whiteboard. For the silly cartoons, have students predict what is
occurring in the images. How would the world be different without Engineers?
1. Explore: As you continue through the PowerPoint, real-world engineers will be
presented. Student will see that all students at all walks of life and in all ethnicities
can help to change our world through design! They will also learn that throughout
the remainder of the unit, they will act as engineers themselves.
2. Explain: Students will get into groups and complete the Candy Bag Building
activity. See website for materials and handouts.
3. Elaborate: In this lesson, students will physically make and test a design to a
simple problem.
4. Evaluate: Upon completing the lesson, teachers should encourage students to
share their creations with the class as well as describe some of the more
challenging aspects of the design whether it was lack of materials or constant
revisions, or maybe even group dynamics. All of these challenges have a role in
what engineers do every day.
Wrap-Up:
In this part of the lesson (which is vital to student understanding, comprehension, and
retention), reiterate what the lesson covered.
What are some of the things that Engineers do?
How do they approach problem solving to these tough problems we face in the
world?
Can you be like an engineer yourself?

Let them know that the engineering design for the remaining challenges is going to
be extensive.
If time allows, it would be appropriate to reiterate all of the challenges you have
discussed in previous lessons in regards to island habitat and species diversity
threats.

Lesson 5: Artificial Island Building

Learning Targets:
1. Students will learn the Pros (or positive outcomes) of Island Dredging and Artificial
Island Formation.
2. Students will learn the Cons (or negative outcomes) of Island Dredging and
Artificial Island Formation.
Purpose of the Lesson:
The purpose for this lesson is to help students see how humans have tried to
create or extend island that exist already. This idea will be examined as a possible
solution to the overarching problem of the disappearing islands concept.
Keywords:
Dredging: the act of cleaning out a bed of water by scooping out mud, sand, and silt
and pumping it to the surface.
Palm Islands: Three man-made and artificial islands off of the beaches of Dubai that
were created using dredging techniques.
Sediment: matter that settles to the bottom of a liquid.
Turbidity: Cloudiness or haziness of a fluid caused by a large number of individual
particles that are generally invisible to the eye. Ex. Muddy water is turbid. Clear
water is not turbid. Turbidity is caused by motion of water and disturbance of
sediment.
Coral Reefs: A ridge of a rock in the sea formed by the growth and deposit of coral
(which is a living thingnot a rock itself).
**Because there are only a few keywords associated with this lesson, please be sure to
reinforce words already used in the unit by using them often and correctly in your
discussions.
Lesson Objectives:
1. Students will watch the Palm Island Construction Video to see how the Palm Islands
were made.
2. Students will read and research this project using and determine its possible
impact.
3. Students will discuss if this might be a possible solution to the disappearing islands
problem.
4. Students will try dredging material themselves and will determine the effects of it.
5. Student will use the Pros/Cons sheet to discuss whether this is a viable solution to
the disappearing islands. **Final decision to be made at the end of the unit.
Teacher Materials:
Printed copies of Pros/Cons Sheet as well as the Dredging Activity Handout
Student Materials:
See Dredging Activity
Pros/Cons sheet for each student
Computer/tablet access to research the Palm Islands Construction

 Technology to play Palm Island Construction Video

Preparation:
-Make copies of materials.
-Have materials ready for student at the start of the lesson.
-Research the Palm Island Construction yourself to become familiar with the
methods used and reasoning behind its creation.
Procedures:
1. Engage: Teacher will have students watch the Palm Island Construction video.
Here are some potential questions to ask them during/after:
How long do you think it took to do this?
How much time do you think they spent researching and trying things before
they decided on a plan for how they would build something this large-scale?
How much money do you think they invested in this project?
Do you think the project worked? Can you use sand to make an artificial
island?
How would this be useful with our problem of the disappearing islands?
2. Explore: The class as a whole will explore the project of the Palm Islands
Construction project. They will need to research this project in order to understand
some of the challenges and concerns for taking on a construction this big. They
will answer any questions they have about the project themselves.
3. Explain: Students will try dredging for themselves to see if they can determine
some probable pros/cons.
4. Elaborate: Students will use the technique of dredging to simulate what real
artificial island building does to the sea floor.
5. Evaluate: Students will complete their own Pros/Cons sheet, but they will discuss
with their groups as they complete them.
Wrap-Up:
Students will discuss with their groups the consequences (positive and negative)
for this possible solution to the disappearing islands. They will then share out with
the class as a whole for what they experienced and teacher will point out different
themes among the groups findings.
Lesson 6: Floating Islands
Learning Targets:
1. Students will learn the Pros (or positive outcomes) of creating floating islands using
trash and other materials.
2. Students will learn the Cons (or negative outcomes) of creating floating islands
using trash and other materials.
Purpose of the Lesson:
The purpose for this lesson is to help students see how humans have tried to
create new islands using trash and other materials and evaluate whether or not this is a
viable solution to the disappearing islands problem.
Keywords:
BPA: stands for bisophenol A; it is an industrial chemical used to make certain plastics
since the 1960s. When exposed to heat and water, the BPA breaks down and pollutes
the water with harmful chemicals.
Buoyancy: The ability or tendency to float in water or air.
Recycling: the conversion of waste material in to re-useable or repurposed material.

Water Pollution: The contamination of water by chemicals, trash, industrial waste, or

other unnatural items.

**Because there are only a few keywords associated with this lesson, please be sure to
reinforce words already used in the unit by using them often and correctly in your
discussions.
Lesson Objectives:
1. Students will see videos of Manmade Islands in order to conceptualize how trash
can be made into treasure.
2. Students will make small scale buoyant islands to show what makes something
buoyant (density factors as well as load vs. buoyant forces) and how life could
potentially grow on large floating islands.
3. Students will see the effects of BPA and plastic can be harmful to wildlife including
marine life.
4. Students will complete the Pros/Cons sheet for this possible solution to the
disappearing islands.
Teacher Materials:
Printed copies of Pros/Cons sheet as well as the Floating Islands Activity
Sheet
Student Materials:
See Floating Islands Activity Sheet
Pros/Cons sheet for each student
Computer/tablet access to look at the effects of BPA
Technology to play the Manmade Islands video
Preparation:
-Make copies of materials.
-Have materials ready for student at the start of the lesson.
-Research floating islands and effects of BPA yourself so that you understand the
significance of these ideas.
Procedures:
1. Engage: Teacher show the students the site and have them look at the video
about the Manmade Islands. Teacher will ask students if they can see any
potential pros/cons to using this as a solution to the disappearing islands activity
before they conduct further research.
2. Explore: The class as a whole will explore the idea of building buoyant islands
using Floating Islands Activity Sheet and an assortment of materials. They will then
share with the class what their design consisted of and the challenges they faced
during the build. Have students spend a few minutes adding some items to the
Pros/Cons sheet for this activity before you move on.
3. Explain: Students will now learn about another factor in island building by reading
about the effects of BPA.
4. Elaborate: Students will brainstorm ways they could alter their island builds to
reduce the amount of plastic or harmful BPA pollution to the ocean.
5. Evaluate: Students will complete their own Pros/Cons sheet, but they will discuss
with their groups as they complete them.
Wrap-Up:
Students will discuss with their groups the consequences (positive and negative)
for this possible solution to the disappearing islands. They will then share out with

the class as a whole for what they experienced and teacher will point out different
themes among the groups findings.
Lesson 7: Shoreline Structures
Learning Targets:
1. Students will learn the Pros (or positive outcomes) of using well-known shoreline
structures to reinforce the shores.
2. Students will learn the Cons (or negative outcomes) of using well-known shoreline
structures to reinforce the shores.
Purpose of the Lesson:
The purpose for this lesson is to help students see how humans have tried to save
beaches by constructing different structures that help to alleviate the washing away of
sand/sediment along the shore. They will determine if this popular solution will work in
the case of the disappearing islands.
Keywords:
Jetties: A breakwater constructed to protect or defend a harbor, stretch of coast, or
riverbank.
Seawalls: a wall or embankment erected to prevent the sea from encroaching on or
eroding an area of land.
Groins: A curved edge formed by two intersecting vaults.
Artificial Beach Nourishment: Dredging offshore to replace the eroding beach by
replacing the sediment/sand.
Levees: an embankment built to prevent overflow. A place for the sea to hit and keep
from invading an area under sea level.
Lesson Objectives:
1. Students will see the New Orleans Levee Video and the seawall video (only watch a
minute or so) to see how structures have failed in the past.
2. Students will learn about many different designs that engineers have had in the
past to save the beaches using Wheres the Beach? activity.
3. Students will complete the Pros/Cons sheet for this possible solution to the
disappearing islands.
Teacher Materials:
Printed copies of Pros/Cons sheet as well as the Wheres the Beach?
lesson
Student Materials:
See Wheres the Beach?
Pros/Cons sheet for each student
Technology to play the videos the New Orleans Levee Video and the seawall
video
Preparation:
-Make copies of materials.
-Have materials ready for student at the start of the lesson.
-Research seawall construction yourself to learn the basics.
Procedures:
6. Engage: Teacher show the students the videos: New Orleans Levee Video and the
seawall video (only watch a minute or so) to see how structures have failed in the
past. Teacher will ask students if they can see any potential pros/cons to using this

as a solution to the disappearing islands activity before they conduct further

research.
7. Explore: The class as a whole will explore the idea of building seafloor structures
using the Wheres the Beach? investigation where they will evaluate the pros
and cons of many structures on withstanding erosion and inclement weather. Have
students spend a few minutes adding some items to the Pros/Cons sheet for this
activity before you move on.
8. Explain: Students will share with each other the different types of manmade
structures that have been used in the past to create a barrier, and discuss the
effectiveness of each.
9. Elaborate: Students will electronically build and evaluate different structures
using data analysis.
10.
Evaluate: Students will complete their own Pros/Cons sheet, but they will
discuss with their groups as they complete them.
Wrap-Up:
Students will discuss with their groups the consequences (positive and negative)
for this possible solution to the disappearing islands. They will then share out with
the class as a whole for what they experienced and teacher will point out different
themes among the groups findings.
Lesson 8: Propose a Plan
Learning Targets:
1. Teachers will summarize all of the previous lessons and discuss outcomes of
investigations.
2. Students will work in groups to decide on one of the possible solutions to the
disappearing islands, or propose a different solution.
Purpose of the Lesson:
The purpose for this lesson is to help students see how the students remembered
all of the challenges, consequences, and big ideas throughout the whole of the unit. The
unit culminates with students having a wide variety of detailed evidence to support their
claims. Students should be able to use their notes, their designs, previous discussions,
as well as documented ideas from their Pros/Cons Sheets to determine which of the three
discussed solutions poses the least amount of threat for conservation, is the most
practical, and solves the problem the most efficiently. If students choose to come up
with an alternate solution, they must fill out another Pro/Con Sheet for their proposed
solution before they can choose it as their solution.
Keywords:
Justification: the action of showing something to be right or reasonable.
Claim: to state or assert that something is the case, typically without providing
evidence or proof.
Evidence: body of facts or information indicating whether a belief or proposition is
true or valid.
Lesson Objectives:
1. Students will work in their groups to discuss all of the outcomes of the unit thus far.
2. Students will share the decisions of their group for their proposed plan on how they
would save the disappearing Hawaiian islands, while providing evidence and
proper justification to defend it as the rightful choice.

3. Students will engage in healthy discussion with other groups with opposing ideas
about the solutions.
Teacher Materials: N/A
Student Materials:
All previous Pros/Cons Sheets from other lessons as well as any notes,
prototypes, or helpful materials.
Preparation:
-Discuss the ideas of claims, justifications, and evidence so that they can
understand how they are meant to converse with one another.
-Make sure that students understand which kinds of arguments are healthy and
academic and which kinds of arguments should not happen during these types of
scientific debates. Everyone has an opinion, but how they justify that opinion with fact is
what makes their claim justified or not.
Procedures:
1. Have students get into their groups and evaluate he different Pros/Cons Sheets
2. Have them make a decision about what they would do if they were the engineer
tasked with saving the disappearing islands of Hawaii.
3. Allow them to engage in a healthy discussion on why they chose their solution.

References:
Convection Video: https://www.youtube.com/watch?v=7xWWowXtuvA
Islands Disappearing: http://zeenews.india.com/slideshow/climate-change-10islands-may-disappear_135.html
Tangier Island Problem: http://www.nytimes.com/2016/07/10/magazine/shouldthe-united-states-save-tangier-island-from-oblivion.html
Cultural Heritage of Islands: http://www.climatecentral.org/news/trying-tosave-a-threatened-islands-cultural-heritage-20524
China Building Artificial Islands:
http://www.nytimes.com/interactive/2015/07/30/world/asia/what-china-hasbeen-building-in-the-south-china-sea-2016.html
Artificial Island Building Video: https://www.youtube.com/watch?
v=jSGiyZ9Yx8w
Palm Island Building: https://sites.google.com/site/palmislandsimpact/generalinformation/construction-of-the-islands
Palm Island Environmental Impacts:
https://sites.google.com/site/palmislandsimpact/generalinformation/environmental-policy
Other Islands:
https://sites.google.com/site/palmislandsimpact/general-information/otherman-made-islands
Kahoolawe Island, HA: http://www.islandconservation.org/kahoolawe-islandhawaii/

Lehua Island: http://www.islandconservation.org/lehua-island-hawaii/

Why Islands? http://www.islandconservation.org/why-islands/
Ascension Island: http://www.ascensionisland.gov.ac/government/conservation/
Ascension Island Video: https://vimeo.com/99449781
Wildlife of Hawaii: http://wildlifeofhawaii.com/
Endangered Species of Hawaii: https://www.fws.gov/pacificislands/teslist.html
Hawaiian Ungulates: http://www.inquiriesjournal.com/articles/390/hawaiianbiodiversity-loss-driven-by-feral-ungulates
Hawaiian Coastal Erosion: http://www.soest.hawaii.edu/coasts/erosion/
Shoreline Structures: http://www.beachapedia.org/Shoreline_Structures
Floating Trash Island: http://www.theplaidzebra.com/off-the-coast-of-mexicothis-man-built-a-private-island-made-of-150000-recycled-water-bottles/
Freedom Cove: http://www.wideopenspaces.com/this-man-made-floatingisland-will-astonish-you/
Endemism in Hawaii:
https://en.wikipedia.org/wiki/Endemism_in_the_Hawaiian_Islands
Hotspots Activity: http://www.cosee-se.org/files/southeast/Hot%20Spots
%20Teacher.pdf
Hawaiian Conservation: http://www.ipsnews.net/2014/05/hawaii-host-2016iucn-world-conservation-congress/
Plants in Hawaii: http://www.malamamaunakea.org/environment/flora
Island Conservation Activity: https://www.calacademy.org/educators/lessonplans/conservation-island
Ecological Footprint Calculator:
http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/
Human Impacts on Hawaiian Streams:
http://hi.water.usgs.gov/publications/pdf/brasher_bioscience.pdf
Human Impacts on Hawaiian Forests and Species:
http://www.nature.org/media/hawaii/the-last-stand-hawaiian-forest.pdf
Design A Candy Bag: http://teachers.egfi-k12.org/build-a-better-candy-bag/
What is Engineering? PowerPoint:
http://www.auburn.edu/~cgs0013/ETK/WhatIsEngineering.ppt

Shoreline Structures: https://icce-ojstamu.tdl.org/icce/index.php/icce/article/view/3401/3081

Hudson River Shoreline Project: http://50.87.232.11/wpcontent/uploads/2015/09/project-page_final-report-2_sustainable-shorelinesfor-New-Yorks-Hudson-River.pdf
About Shoreline Structures: http://www.beachapedia.org/Shoreline_Structures
Threefold Structures: http://www.heraldtribune.com/news/20030205/engineerproposes-threefold-prescription-for-healthy-beaches
New Orleans Seawall: https://www.youtube.com/watch?v=S6ippdYemGE
Coastal Erosion:
http://oceanservice.noaa.gov/education/classroom/lessons/09_coastmanag_ero
sion.pdf