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- The coastal dilemma
- In Coastal processes and conflicts: North Carolina's Outer Banks, page 1.15
- This lesson is part of chapter one of the unit "Coastal processes and conflicts: North Carolina's Outer Banks. Students look at examples of shoreline erosion. They reflect on the impact this erosion can have on human life on the Outer Banks.
- Format: lesson plan (grade 8–12 Science and Social Studies)
- By Stanley R. Riggs, Dorothea Ames, and Karen Dawkins.
- Coastal processes and conflicts: North Carolina's Outer Banks
- The lessons in this unit allow students to explore the processes affecting North Carolina's Outer Banks and the impact these processes have on daily life there.
- Format: lesson plan (multiple pages)
- Human responses to eroding shorelines
- In Coastal processes and conflicts: North Carolina's Outer Banks, page 1.16
- This lesson is part of chapter one of the unit "Coastal processes and conflicts: North Carolina's Outer Banks." Students look at efforts that are taken to prevent shoreline erosion. These include building hardened structures along shorelines. Students examine the effects these efforts have on barrier islands.
- Format: lesson plan (grade 8–12 Science and Social Studies)
- By Stanley R. Riggs, Dorothea Ames, and Karen Dawkins.
- North Carolina Coastal Plain province
- In Coastal processes and conflicts: North Carolina's Outer Banks, page 1.7
- This lesson is part of chapter one of the unit "Coastal processes and conflicts: North Carolina's Outer Banks." Students compare and contrast the Northern Coastal province and the Southern Coastal province.
- Format: lesson plan (grade 8–12 Science and Social Studies)
- By Stanley R. Riggs, Dorothea Ames, and Karen Dawkins.
- Ocean beaches
- In Coastal processes and conflicts: North Carolina's Outer Banks, page 1.12
- This lesson is part of chapter one of the unit "Coastal processes and conflicts: North Carolina's Outer Banks." Students learn about various materials found on the beaches of North Carolina's Outer Banks. They read about the processes that bring these materials to the beaches.
- Format: lesson plan (grade 9–12 Science)
- By Stanley R. Riggs, Dorothea Ames, and Karen Dawkins.
- Sea-level change and coastal dynamics
- In Coastal processes and conflicts: North Carolina's Outer Banks, page 1.3
- This lesson is a part chapter one of the unit "Coastal processes and conflicts: North Carolina's Outer Banks." Students learn about how the sea level has changed over several thousand years. They also look at sea level changes from the past century and infer what sort of affects these changes have — or will have — on the life of citizens in coastal areas.
- Format: lesson plan (grade 8–12 Science and Social Studies)
- By Stanley R. Riggs, Dorothea Ames, and Karen Dawkins.
- The shoreline, shore zone, and beach
- In Coastal processes and conflicts: North Carolina's Outer Banks, page 1.11
- This lesson is part of chapter one of the unit "Coastal processes and conflicts: North Carolina's Outer Banks." Students learn about shore zones and shorelines. Additionally, they learn what factors influence the development of a beach and they ways in which beaches can differ.
- Format: lesson plan (grade 8–12 Science)
- By Stanley R. Riggs, Dorothea Ames, and Karen Dawkins.
- Storms and coastal erosion
- In Coastal processes and conflicts: North Carolina's Outer Banks, page 1.5
- This lesson is part of chapter one of the unit "Coastal processes and conflicts: North Carolina's Outer Banks." Students learn about the effects storms can have on bodies of water, which can then have a great effect shorelines.
- Format: lesson plan (grade 9–12 Science)
- By Stanley R. Riggs, Dorothea Ames, and Karen Dawkins.
- Using coastal evidence to make management decisions
- In Coastal processes and conflicts: North Carolina's Outer Banks, page 2.2
- This lesson is part of chapter two of the unit "Coastal processes and conflicts: North Carolina's Outer Banks." Students act as if they are residents of the area affected by the opening of Isabel Inlet. Depending on which group they are in, they argue for or against the closure of the inlet in a class debate.
- Format: lesson plan (grade 8–12 English Language Arts, Science, and Social Studies)
- By Stanley R. Riggs, Dorothea Ames, and Karen Dawkins.
