welcome to syveast
GIS and technology to examine the Goleta shore
- Tim Manchester: GIS expert, data collection, photography
- Clay Garland: GIS expert, data collection, posters and presentations
- Brent Kraushaur: GIS 3 D visualization and movies, GIS expert
- Breanna Schlags: Data collection, video, panorama, posters and Photoshop
- Erik Glendinning: Photoshop
- Daniel Schley: Photoshop and posters
- Dalene Faul: Photoshop and presentation
- John Tipich: Video and movies
- Erin Gnekow: Video and movie, video and photography
- Liam Keane: Web design and posting
- Sarah Schroeder: Data Collection, video and photography
- Elise Behnke: Data Collection, video and photography
- Leslie Garcia; Data Collection, video and photography
- Emily Garland: Photoshop and Posters
- Kelly Lyon: GIS data and GIS expert
- Andrew Van Leuven: Photoshop
- Chip Fenenga: Teacher
Working with Santa Barbara County geologists and Environmental engineers, the EAST class is mapping the cliffs from Coal Oil Point to Campus Point along the community of Isla Vista. This area experiences significant erosion and is also densely populated. This has led to litigation between property owners and the County regarding access and properties condemned.
- Trimble® GeoXT™ and GeoXM™ GPS units
- ESRI® ArcView 3.3 and ArcGIS 9.0
- CASIL Aerial Photos of Isla Vista, California
- TIGER Hydrology Layers and Street Data for Isla Vista, California
- Adobe® Photoshop
- Additional resources (Canon digital cameras and camcorders, Garmin GPS unitts, Adobe software, Microsoft software)
What is the problem?
1. Students read the letter from Santa Barbara County Environmental geologists requesting our help mapping the IV cliff line. This is found in the file attachments section.
2. Students in small groups jigsaw information to share with the entire class. This technique asks the entire class to share information that they look at and discuss in small groups. Each student in their group becomes an "expert" in their area and then presents that information to others.
a. One group researches where Isla Vista is located and what it looks like using the web.
b. A second group researches the web sites attached to look at cliff erosion like www.geol.ucsb.edu
c. A third group looks at air images from the past on www.californiacoastline.org for IV California. They are asked to state what they see happening in in IV Ca.
d. A fourth group is asked to read the letter carefully and determine what is needed and asked by County officials
e. A fifth group is asked to determine what possible resources are needed and how to get them.3. The groups are asked to present their information after meeting in a small group as it was a conference. Each group gets 3 minutes to summarize and the key points are recorded. Questions are asked and possibly answered. The goal out of this conference is an understanding of the problem and an action plan to gather data, help the county and come up with informational posters and brochures.
4. At the end of the jigsaw, each student will be asked to turn in, in a written paragraph, their understanding of what the problem is, what they will attempt to do and what that might look like.
Introduction to GIS:
1.Students use the Ocean Explorers lesson "Exploring a Sanctuary" and Arcview to get an introduction to GIS and GPS.
2. Students complete a map in a small group using Arcview or ArcGIS. They should include images, data, legends, dates, and other key information.Investigation:
a. Identify sampling sites on CASIL and aerial photograph using ArcView software
b. Students obtain Terra Server images of Isla Vista California
c. Students use FRAP vegetation data to look at layers or geology data
d. Students use Streetmap or TIGER data to build a map of IV with streets, Terra Server images and SB County parcel layers. Look at the initial property lines compared to today.
e. Students propose hypotheses to explain the similarities/differences and trends of the data. (What do you see? Why is it that way? Is it only in specific areas)
d. Students examine and hypothesize, Where does the erosion come from?.
e. Examine aerial photos of the area. Compare/contrast historical photos.
f. Evaluate and revise hypotheses. (What do you see? Why is it that way?)
g. Explore data using aerial photos, Image J, and ArcView (hotlinking).
h. Examine weather data for effects of storms, seasons, El Nino.
i. Evaluate and revise hypotheses. (What do you see? Why is it that way?)Human Impacts:
1. Students explore the following questions:
a. Why do people choose to live here?
b. What trends are there in the data?
2. What happens when seawalls are constructed? Please note the areas to the immediate sides of the seawalls.
3. Is there a correlation between development and erosion?
4 Is there any way to deal with the beach side erosion? Seawalls, offshore reefs, beach sand replenishment?
5. Students read a narrative about the loss of beaches due to dam development and lack of sand moving down the coast in California and throughout the United States. Students infer relationships about destruction of habitat (beaches, mud flats, migratory resting places) and the changes that can occur to the species' abundance and diversity in and around the wetlands (oceans, waterways and seacliffs).Map Construction:
1. The students build a map using the projected data layers showing the erosion rates over time.
2. The map is built to be an informational tool at county meetings and as student information in the community of Isla Vista.
3. Students watch the DVD showing the project and answer questions, make suggestions and comment on its effectiveness.
4. Students use the data layers and try to build a 3-d flyover of the area as well as using ArcView, ArcGlobe and/ or ArcGIS extensions to create 3 d models of the cliffs.
5. These models and images are all saved and presented in map form in a mini conference to the class as a poster session with the maps out on the walls and small teams of students showcasing their work.
California State Board of Education Content Standards
Subject : Science
Grade : Nine thru Twelve
Strand : Earth Sciences
Substrand 9 : The geology of California underlies the state's wealth of natural resources as well as its natural hazards. As a basis for understanding this concept:
9a Students know the resources of major economic importance in California and their relation to California's geology.
9b Students know the principal natural hazards in different California regions and the geologic basis of those hazards.
9d Students know how to analyze published geologic hazard maps of California and know how to use the map's information to identify evidence of geologic events of the past and predict geologic changes in the future.Substrand 1 : Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:
1a Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.
1b Identify and communicate sources of unavoidable experimental error.
1c Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions.
1d Formulate explanations by using logic and evidence
1g Recognize the usefulness and limitations of models and theories as scientific representations of reality.
1h Read and interpret topographic and geologic maps
1m Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California.Technology Standards Category 4. : Technology communications tools
Grade : Grades 9 -12All students should have opportunities to demonstrate the following performances. Prior to completion of Grade 12, students will:
Performance Indicator:
5. Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).
Performance Indicator:
7. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
Performance Indicator:
8. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
Coming soon!
Main Project Poster: 1.1 MB JPG - 6.1 PNG
Cliff Offset Image
Additional Project Poster
Isla Vista Plan
UCSB Geology: IV Cliffs
UCSB Geology: UCSB Beaches
CaliforniaCoastline.org
Surfrider Foundation: State of the Beach
Davidson Library: Beach Erosion Resources
UCSB Associated Students: Shoreline Preservation Fund
California Beach Restoration Study
Beach Erosion Authority for Clean Oceans and Nourishment: Santa Barbara photos
California Coastal Records Project: Isla Vista
