Physical Features

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

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.

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. 

This lesson is designed to help students become more familiar with the landform regions of South Carolina, those areas of South Carolina with similar economic activities, life styles, and who share similar landscapes.

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.

Focus Question: How can we count the number of plankton in the water column?

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 will research the lifestyles of the Native Americans living in South Carolina during the explorations of Dr. Henry Woodward, the first English explorer to visit this area.

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

Students will investigate how different salinities affect living cells.

Students will recognize the role that climate change is expected to play in future global sea-level rise. Environmental factors (melting ice, thermal expansion, etc.) associated with sea-level rise will be compared in terms of relative impact.

Every place on Earth has distinguishing characteristics that make it unique. Generally, places on Earth are described in terms of physical and cultural characteristics.

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.

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.

This lesson will introduce the regions of the United States according to the United States Landform Regions in the South Carolina: an Atlas.

Several activities exploring plate tectonics. Unit 1 has: continental drift hypothesis, defining the plate boundaries, and lithospheric plates.

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.

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?

An interactive gaming activity that illustrates the complexity of the estuarine food webs.


Focus Questions: How do marine scientists collect samples of the organisms living on the ocean floor? Objectives: The students will:

This lesson is a part of a larger unit on the Underground Railroad and is based on Sweet Clara and the Freedom Quilt (Hopkinson, Deborah. New York: Alfred A. Knopf, 1993.).

This activity highlights the variety (types and sizes) of geocache containers as well as the plethora of devices used to provide the coordinates of the geocache’s hidden location.

Using geocaching as a vehicle, students will analyze and compare choropleth maps showing geocache finds at the county and state level.

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 Guide to the Elementary Basic Observation Buoy (eBOB) will assist with setting the stage for designing and constructing an eBOB.

A lesson plan using an article from the Sandlapper Magazine about Hatiola, a hunt club in Barnwell County.

Focus Questions: How is carbon transferred through the five basic cycles of our earth? Objectives: 1. Identify the elements/processes in each of the following cycles: carbon, nitrogen,  phosphorus, sulfur, and water/hydrological. 2.

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

This activity precedes the use of the poster and this will be where the children will be exposed to the organisms in the saltmarsh, feeding relationships, and the effects of disturbances on our natural resource, the salt marsh.

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.

This activity will use the Guide to the Salt Marshes and Tidal Creeks of the Southeastern United States as a way of exploring the different organisms that live in the salt marsh habitat.

Students will investigate the amount of shielding needed to block the passage of various types of ionizing radiation produced by the decay of radioactive isotopes.

The lesson will explore the greenhouse effect through a simple demonstration. Students will gain an understanding of the greenhouse effect, climate change, and global warming.

This lesson will help students understand the impact of pollutants on a specific geographic location.

How does the Charleston Bump affect water flow in the Gulf Stream, what is the impact of these effects on biological communities, and what processes produce the rock-like surface of the Charleston Bump?

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.

Students will discuss and understand measurement of a single event and measurement over time.

This lesson focuses on the creation and use of isoline maps. Students will practice reading four different climatic isoline maps and then become cartographers as they use monochromatic colors to paint their own maps.

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

The students will research the town/city in which they live to find out facts and identify geographical features and places of their community.

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.

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

Students use observations to investigate the differences among two oyster clusters.

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

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.

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

Students will learn about the natural materials used by Paleolithic people to create rock art, use similar materials to create paint, and use paint to replicate paleolithic rock art.

Students will be able to illustrate a Salt Marsh food web. Students will learn the ecological importance of the Salt Marsh and the environmental impact provided. Students will learn the importance of Spartina grass to the Salt Marsh.

This lesson is designed to help students gain a better understanding of the terrain, geographic zones and planes of South Carolina and to get an understanding of how much of the Revolution was fought in South Carolina.

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.

In the classroom, students will investigate the use of solar power and the effects of solar power on art. Students will create a design using the sun. This lesson will explain the importance of solar energy as it pertains to art.

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.

This lesson is designed to help students gain a better understanding of the many opportunities that South Carolina offers.

This lesson is a discovery lesson designed to introduce third-grade students to thermometers and enhance their understanding of the climate regions in South Carolina.

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

This is an online storewater pollution workbook with online and offline activities. 

Focus Questions: How can we simulate the formation of the abyssal plain from top to bottom?

GOAL: To show students how Carolina backcountry geography affected the course of the Battle of Cowpens.

Includes two new energy lessons, as well as lessons in air quality, ocean and coastal resources, waste reduction and recycling and water. 

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 be able to infer why the brown alga, Sargassum, is likely to be home to many marine organisms. Students can infer that the populations of organisms in the Sargassum are dependent on each other for survival.

A storm surge is a mound of ocean water that moves ashore with a hurricane.  It is caused by high winds of a hurricane pushing on the ocean's surface and the low pressure at the hurricane's center.

This Land is Your Land is an interesting and aggressive lesson that incorporates research, hands-on activities and on-site learning to illustrate and reinforce how the geographic features of Upstate South Carolina contributed to the Patriot strate

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.

To have students define what kind of habitat an animal would have needed to survive in the upper Piedmont of the Carolinas prior to the Battle of Cowpens.

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

Students will recognize how topography plays a role in the flow of groundwater and surface water.

Use the classroom activity to investigate how deep the energy of a wave goes and the relationship between the size of a wave and depth of wave energy.

Focus Question: 1. What are the types of oceanography careers? 2. How do oceanographers spend their time? Objectives - The students will 1. Investigate and describe specific careers in oceanography. 2.

Students will determine key uses of the land in the watershed and infer the impact of land uses on the estuary's water quality and its inhabitants.

Reference skills, maps and the atlas are important reference sources.

The histories of local rivers provide insight into the effect of population growth on a natural resource and the cumulative impact of individual actions. Students will be able to:

Use the classroom activity to investigate the factors affecting wind waves.

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.