Topic: The Coast

Supplementary material for use in lessons in the group of natural sciences (nature, biology, chemistry, geography, physics), additional classes, science clubs. It can serve as a resource for expanding knowledge, preparing students for science competitions.

Target group

5th‑grade students of elementary school (geography).

Core curriculum

Grade V (geography)
II. Landscapes of Poland: High Tatras (Tatra Mountains), uplands (Upland Krakowsko‑Częstochowska), lowlands (Masovian Lowland), lake (Masurian Lake District), seaside (Pobrzeże Słowińskie), metropolitan (Warsaw), urban‑industrial (Silesian Upland), agricultural (Wyżyna Lublin). Pupil:

1) indicates the location of the geographical regions of Poland on the map;
2) presents the main features of Polish landscapes and shows their diversity;
3) recognizes Polish landscapes in descriptions as well as films and illustrations;

General aim of education

The students are characterized by a seaside landscape

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• indicate the location of the coasts on the map;

• describe the climate of the coast;

• explain the process of wind formation called breeze;

• recognize and describe the cliff, beach, sandbar and sand dune.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers;

• large sheets of paper with the outline of the map of Poland, glue, tape, scissors;

• envelope with a card;

• contour of the coast.

Lesson plan overview

Before classes

• Before the lesson, the teacher asks pupils to search in colorful magazines, the Internet and their own collection of photos from the Polish sea..

Introduction

• The teacher explains the aim of the lesson and together with students determines the success criteria to be achieved.

• The teacher informs students that this lesson begins a series of classes that will end with the exhibition of works. During the next classes they will work in the same groups..

Realization

• The teacher uses the text of the abstract for individual work or in pairs, according to the following steps: 1) a sketchy review of the text, 2) asking questions, 3) accurate reading, 4) a summary of individual parts of the text, 5) repeating the content or reading the entire text.

• The teacher presents and discusses the photo gallery. Students analyze the illustrations and answer the teacher's questions.

• The teacher divides the class into 4‑person teams. Each team receives a sheet of paper with a map of Poland and an envelope with a sheet of paper. On the back of the sheet with the Polish outline, students draw the symbol chosen by the group. The same symbol is placed on the envelope inside which there is a card with the names of students forming the group.

• Each group receives the contour of the geographical region that is being discussed. The group’s task is to trace this outline in the right place of the Polish outline and to stick selected photographic images / illustrations containing the characteristic views / objects / organisms for this land on the designated field. The pictures / illustrations should be 4‑7. The group notices what the selected photos show on the sheet and puts it in the envelope. The envelope is given to the teacher at the end of the lesson. At the next lesson, the teacher randomly assigns the work of other groups to the teams. The groups’ task will be to recognize and record what they are shifting pictures / illustrations of the selected geographical region. If the team recognizes all the pictures - it gets a point if it does not recognize only one - the point is given to the authors. If they recognize less - nobody receives a point. Scoring will be presented by the teacher in the next lesson. The competition ends after the presentation of the last geographical region.

• Participants familiarize themselves with the content presented in the interactive illustration. Then the teacher discusses the issues with the students.

Summary

• The teacher asks students to carry out the recommended interactive exercise themselves.

Homework

• Develop a lap book containing issues learned during the lesson and bring your work to the next class.

• Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The Coast

Coast is a lowland land area adjacent to the sea. The sea has a strong influence on the coastal climate and the shape of its surface. In summer, on the shores during the day it is cooler than inland (with the exception of lake districts), but the nights are warmer. In the winter, the sea gradually reflects the heat it accumulated in the summer and warms the neighboring coast, soothing the winter frosts. On the Polish coast, snow fall is the least and shortest compared to the rest of the country.

The sea has a big influence on the shaping of the coast. Where the shores are high, the sea waves can destroy them, creating steep cliffs. They are found, for example, on the island of Wolin and in Gdynia. Characteristic are also long sandy strips of land called sandbars, located mainly in the eastern part of the coast. They arise when coastal ocean currents carry sand and deposit it along the shoreline.
Along the coast beaches often stretch. Polish beaches are usually wide (they are even over 100 m) and covered with fine sand. They can also be muddy or stony. During autumn storms, the beaches are completely flooded by waves.

When the sand dries, the wind can move it. When it encounters an obstacle, such as vegetation, a sand hill arises – dune. The wind can move sand, which results in the dune gradually moving – we are dealing with a moving dune.

We divide the Polish Coast into three large regions.

Szczecin coast covering areas near the Odra estuary around the Szczecinski Lagoon. There are both plain landscapes of the Odra estuary and hilly areas. To this shore there are parts of the island Uznam and the entire island of Wolin, two large lakes (Dąbie and Miedwie) and many smaller ones.

Koszalińskie Coast this is the central part of the coast. Characteristic for this land are sandy beaches, coastal lakes cut off from the sea with sandbars and high moving dunes. The shores here are both high with cliffs and low with wide beaches. The largest movable dunes are found in the Słowiński National Park.

Gdansk coast is the easternmost part of the coast lying semicircular around the Gulf of Gdansk. It stretches from Cape Rozewie to the border with Russia. High tens of meters separated by valleys, long sandbars and the area around the mouth of the Vistula are sometimes characteristic here, in depressions.

• The coast is a land zone adjacent to the sea, which exerts a great influence on the climate and terrain of this part of the land.

• A wind called a breeze is characteristic for the coast.

• In Poland, the coasts are distinguished between: Szczecińskie Coast, Koszalińskie Coast and Gdańskie Coast.