SC Regions

Students will explore the biotic and abiotic characteristics of the intertidal zone.

This revised edition of A Teacher’s Guide to African American Historic Places in South Carolina includes sites identified and approved by The National Register of Historic Places or the South Carolina Historical Marker Program and correla

This activity book is a fun way to reinforce and enrich every student’s ACE Basin experience to instill a stronger awareness and respect for environmentalism and conservation, to broaden their knowledge of this area where they co-exist with a dive

The University of Georgia's Marine Extension Service (UGA MAREX) published the Adopt-A-Wetland Curriculum Guide for Grades 3-12 for classroom and informal activities that are aligned to classroom standards.

African Passages is an online exhibit consisting of 49 image resources (photographs, maps, and documents) and 35 extended captions that commemorate the Ashley River Corridor in Charleston, South Carolina, as a unique site of memory in the history

This site was designed to offer basic information on South Carolina's barrier islands for both educators and non-educators alike. It offers background content and images for educators to use in teaching marine science. 

Students, who are already familiar with the overall story of the H.L.

Focus Questions: How are the ocean depths explored? Objectives: Students will: 1. Design and create a remotely operated vehicle (ROV) that will be able to accomplish specified tasks.

There are hundreds of historical photographs pertaining to Hobcaw Barony and the Baruch family, most of which are archived at the Georgetown County Digital Library (

This lesson is to introduce students to the basics of the Blue Ridge region of SC. Students will become familiar with a few facts about the mountains, types of rocks, forests, and the vegetation of this region.

This lesson is designed to help students identify the location of Native American tribes at the time of European exploration and describe their relationship to the rivers.

This lesson explores food webs using organisms from the South Carolina Salt Marsh. Students read about the organisms and have to put together their own food web from the information provided.

This lesson explores food webs using organisms from the South Carolina Salt Marsh. Students read about the organisms and have to put together their own food web from the information provided.

Students plot high and low tidal data points using a tide chart. Students will make predictions from their graph.

A lesson plan using an article from the Sandlapper Magazine about the City of Cayce.

The students will:  Identify coastal plants and animals; Identify basic habitat needs (food, water, shelter, and space) of these animals and plants.

Focus Questions: How is salinity measured by researchers? What is the relationship between salinity and conductivity? Objectives: The students will: Explain the relationship between conductivity and salinity in the marine environment.

Focus questions: 1. What is the physical nature of sediments found in aquatic ecosystems such as ponds, estuaries, and the ocean floor? 2. How many living things are found in these sediments? 3.

Focus Questions: 1. What biotic and abiotic factors are present on the continental shelf ocean floor? 2. How do biotic and abiotic factors interact to create marine food webs? Objectives: The student will: 1.

Objective: To enlighten students about the development, culture, history, geography, and achievements of Mitchelville, the USA’s first planned town for recently enslaved Americans of African descent on Hilton Head Island, SC.

In this lesson, students will take their knowledge about the hydrosphere and apply it to the issue of population growth and development.

Students investigate the effect of water temperature on the metabolic rate of a cold blooded invertebrate, the oyster.

In this lesson, students will examine Lucas v. South Carolina Coastal Council and learn about regulatory takings.

This lesson is based on South Carolina: An Atlas. Students will use the atlas to compare the regions in which the three principal nations of Native Americans in South Carolina lived.

An identification guide to over 700 common organisms in the Piedmont of the Carolinas & Georgia, including mammals, birds, insects, fungi, plants, molds, and bones.

Focus Questions:

1. How does salinity affect the density of water?

2. How does salinity affect the movement of ocean water?

3. How does the movement of ocean water affect climate and the quality of life on earth?

This activity allows students to explore the geography around a selected geocache, whether or not the geocache will actually be visited.

The goal of this field trip is to present to students the importance of native grasses and the grasslands that were the essence of the landscape at the site of the Battle of Cowpens.

The purpose of this assignment is to get students thinking about changes they can make to decrease threats to our local saltmarshes.

Developed with the assistance of Roche Carolina, Inc., this curricula material explores the history and archaeology of a section of Florence County.

Focus Questions: 1. What can you learn about science and the study of the oceans from a working oceanographer? 2. How does this affect your interest in oceans and oceanography? Objectives: The students will investigate: 1.

Focus Question: What types of equipment is needed on a marine research ship? Objectives: The students will be able to: 1. Understand the types of equipment necessary for a marine research vessel. 2.

Comparing and analyzing the difference in deepsea sediments as related to the Savannah Scarp and the Charleston Bump.

This activity is comprised of three lessons and labs focusing on carbon dioxide, strengths and properties of acids and bases, and interpreting and graphing real data pertaining to ocean acidification.

The students will: Identify animals and habitats found along coastal Georgia and South Carolina.

Students will recognize, consider, analyze, and discuss the following:

Students will:

  • Explore the past through firsthand accounts
  • Learn about oral histories
  • Investigate their family history

This lab-based activity engages students in observational research. It builds on their experiences with an estuarine organism, the oyster.

This lesson allows students an opportunity to examine the critical role of tourism in our state, which is the second leading industry. Students will discuss why South Carolina is a popular tourism destination.

This activity is comprised of three lessons and labs focusing on ocean acidification, pH, impacts of carbon dioxide on water chemistry, and sources and sinks of carbon.

This lesson is designed to help students become familiar with their state of South Carolina and the variety of features, conditions, and opportunities it can offer.

Focus Question: How does the time of day affect the amount and/or types of Plankton in the coastal zone. Objectives: The students will: 1.

This is a Teachers Resource Guide about Historic Latta Plantation about farming and plantation life.

In this lesson students work in cooperative learning groups to study pictures and determine the physical and human characteristics for one of the six geographic regions.

Students will learn about different types of rock art and how the geology of South Carolina determines where we find both prehistoric and historic petroglyphs

The purpose of this lesson is to provide teachers with an alternative approach to teaching and reinforcing the analysis of local physical, cultural, and historical geography.

This is a measuring and analysis lab activity in which students determine size variations within an oyster cluster.

The Blue Ridge, which includes portions of Oconee, Pickens, Greenville, and Spartanburg counties, is the smallest of the five landform regions being studied in this series.

The Coastal Zone is the region of the state where creeks and rivers are affected by the ebb and flow of ocean tides.

The word "piedmont" means "foot of the mountain." This region is hilly and comprises approximately one third of the state.

The students will use their artistic skills to design a map that will identify the six lanform regions found in South Carolina. The students will use their research skills to find out informaiton about a city in South Carolina.

Students will understand that there is a relationship between habitats and the organisms within those habitats in South Carolina.

This field trip focuses on the maritime forest at Edisto Beach State Park located on Edisto Island, SC. The maritime forest is bordered by salt marsh and contains plant species typically found in most local maritime forest ecosystem.

GOAL: To demonstrate to students how exotic and invasive species are changing the Cowpens National Battlefield landscape in the context of comparative changes nationwide.

This is a set of activities about the beach for middle school teachers and their students. 

Students will be given the opportunity to become familiar with the landform regions of South Carolina through their exploration of the Palmetto Trail. They will map the trail and produce a booklet designed to help those who use the trail. 

Students will learn about the ecology of coastal salt marshes and how the location of Fort Lamar near these marshes affected the outcome of the Battle of Secessionville.

Students will use a South Carolina County map found in SC: An Atlas to determine the location of tornadoes and/or hurricanes from 1985 to 1995.

This year-long project will help students understand the great variety of industries, tourist attractions, historical places, and forms of entertainment found in the Palmetto State.

As a supervisory employee of South Carolina’s Department of Transportation with a budget of $2 million dollars, you will be required to choose one issue from the list below or propose an issue not listed.

Students apply their understanding of density to determine differences in four unknown salt solutions, using critical thinking skills, testing and observations.

Focus Questions: 1. Based on the equipment preview and discussion activity, what would you need to have aboard ship to complete a successful 3 day-night research cruise? 2. How do scientists decide what equipment to take? 3.