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EDUCATE > COAST CONNECTIONS > SANDY SHORES
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• Background
• Essential Concepts
• Driving Questions
• General Resources

Entry Events

• Invite A Guest Speaker
• Read a Book
• Engage the Senses

Driving Questions:

• DQ1: Why are our sandy beaches special? 
• DQ2: How can we take care of sandy beaches? 
• ​​DQ3: Why do we need to restore Oregon's dunes?

Authentic Projects for DQ1:

• AP1: Critters of the Coast
• AP2: Mapping Our Beaches

Authentic Projects of DQ2:

• AP1: Oregon's Beach Bill
• AP2: Our Beach, Our Responsibility

Authentic Projects of DQ3: 

• AP1: Restoration Project
• AP2: Recruitment Campaign

Entry Event: Read a Book:

A book can provide visuals and engaging narration that help bring an issue to life. The book Seashore from the DK Nature Explorers series introduces many of the animals, plants, and features of different types of beaches. It also includes ideas for accompanying activities, which could provide inspiration as you plan your Sandy Shores unit!

Step 1: Acquiring the book
If your school has the funds available, purchase 5-6 copies of the book. If this isn't an option, request a copy from your school or community library. Then, make 5-6 copies of select pages (see "Helpful Tips" below).

Step 2: Reading groups
Divide your students up into small groups of 4-5. Ensure that each group has a diversity of reading skill levels. Then, ask each group to choose one page of the book to read together. Students should take turns reading one paragraph aloud at a time. Tell them that they will be sharing what they learn with the whole class, so they should read carefully!

Step 3: Share out
Each group should stand and share what they learned from their page, using pictures from the book as a visual aid. Allow time for the rest of the class to ask questions of each group. (See "Helpful Tips" below for some question ideas to encourage discussion.)

Helpful Tips:
When making copies or directing students to choose pages, focus on the following pages most relevant to this Sandy Shores unit:

• Page 21: "High and Dry" (many of the birds on this page can be found in Oregon. Ask if students have seen any of these birds before.)
• Page 24: "Shell Shapes" (some may be familiar to students, and some exotic. Ask which types students have seen on Oregon beaches)
• Page 44: "Sandy Shore" (discusses different types of sand. Ask which type(s) they think make up our beaches.)

Related Features: Bird Species

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Ready to Move On?

​CHOOSE YOUR DRIVING QUESTION BELOW:

DQ1: Why are our sandy beaches special? (Learner Level: Beginner)

DQ2: How can we take care of sandy beaches? (Learner Level: Developing) 
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DQ3: Why do we need to restore Oregon's dunes? (Learner Level: Advanced) ​