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Gallery Walk Questions about Coastlines

This material is replicated on a number of sites as part of the SERC Pedagogic Service Project

created by Mark Francek, Central Michigan University

The following are potential questions that could be used in a gallery walk activity about coastlines. The questions are organized according to the cognitive level at which students are engaged, using Bloom's Taxonomy.


In the plan (map) view, correctly diagram the following: lagoon, barrier island headland, baymouth bar.


Draw a groin (a structure built perpendicular to longshore drift), a predominant direction of longshore drift, and the proper arrangement of erosion/deposition on the beach.


Map the Nipissing and Algonquin beaches on the topographic map or using a 10 ft. contour interval, create a contour map showing the shorelines of these former glacial lakes.


1. Consider the rise and fall of the Great Lakes. What impacts would this have on local hydrology, land, weather, and organisms.

2. Name (knowledge) how—plants and animals, soils, and groundwater—will be be impacted by the following hazards.

  • a) floods
  • b) drought
  • c) fire
  • d) rainstorm
  • e) earthquakes
  • f) volcanic activity


Your team, consisting of a biologist, geologist, and geographer with GIS/GPS skills are responsible for developing a zoning plan for a South Carolina barrier island. Draw up a work plan for the team.


1. Developers will build a new marina. Prepare five criteria judging the site development plan. Prioritize the list. judge the merit of the new marina as planned.

2. A fact is a statement that is proven and regarded as true. An inference is a statement believed to be true but is yet to be established as a fact. A dam is removed; the removal has an impact of the river system. List three facts and three inferences that can be derived from dam removal.

3. Look at the posted topographic quadrangle of a coastal landscape. Argue (evaluation) for/against the development potential for a subdivision. Place a red sticker on areas depicted on the map that have severe limitations for development. Describe (knowledge) the types of landforms present. Justify your assessment. Place a green sticker on areas where development could proceed. Describe (knowledge) the types of landforms present. Justify your assessment.

Visit the introduction to Gallery Walks for more information about using Gallery Walks in your classes.

Learn more about creating questions for Gallery Walk using Bloom's Taxonomy

To see a more fully fleshed out example of a Gallery Walk activity, check out either Weather Map Interpretation or Soil Morphology.