Shoreline Stability

Shelley Whitmeyer, James Madison University
Author Profile
Initial Publication Date: January 19, 2026

Summary

In this activity, students will evaluate the stability of multiple coastal sites. The framework for the evaluation will be based on the USGS Coastal Vulnerability Index. The criteria include- sea level rise, wave height, and topography (morphology, elevation, and slope). Sites are from the Virginia shoreline. Students will use simple physical models and authentic data to evaluate three sites- Virginia Beach, Cedar Island, and Savage Neck. The data is provided as an ArcGIS Experience. This allows for easy access to the data from a website, no GIS skills are necessary.

Based on the initial investigation, students will create a hypothesis about which site is the most vulnerable to erosion and inundation. They will then test their hypothesis by calculating the rate of erosion at each of the 3 sites. If the rate of erosion is highest at the site they hypothesized was most at risk, then the hypothesis is correct. If not, the students must learn why their hypothesis was incorrect.

Share your modifications and improvements to this activity through the Community Contribution Tool »

Context

Audience

This activity is part of our introductory physical geology lab course.

Skills and concepts that students must have mastered

The necessary skills can be covered during a 2-hour lab period. However, it would be helpful for students to have an introduction to coastlines, waves, and sea level rise before beginning this exercise.

How the activity is situated in the course

This is a stand-alone exercise that is completed in the later part of the semester.

Goals

Content/concepts goals for this activity

Students will investigate parameters that affect shoreline stability and evaluate the stability of 3 sites. The variables include morphology, offshore slope, sea level rise, and wave height.

Higher order thinking skills goals for this activity

1. The students will use models and evaluation framework to help us understand natural phenomena and make predictions.
2. The students will create a hypothesis and test it with data.
3. The students will use spatial and numerical data to analyze and interpret natural phenomena.
4. The students will demonstrate critical thinking skills by using geologic data to draw conclusions based on evidence.
5. The students will recognize climate related hazards in the regional community.

Skills goals for this activity

Students will learn to calculate the rate of sea level rise from multiple orthophotos.
Students will calculate the average annual wave height from a data table.
Students will create a hypothesis about shoreline stability and test the hypothesis.

Description and Teaching Materials

Detailed description is provided in the instructors materials. Here is a view brief overview.
1) Introduction lecture about why coasts are valuable and vulnerability to erosion.
2) Investigation of the impact of waves, sea level rise, and grain size on erosion rates using simple physical models.
3) Collection of morphological, wave, sea level rise for Virginia Beach, Cedar Island, and Savage Neck. This is an online data collection.
4) Prediction of erosion rise.
5) Validation of prediction by measuring erosion rate at each site.
Shoreline Stability Instructor Materials (Acrobat (PDF) 652kB Dec19 25)
Student Handout (Acrobat (PDF) 178kB Dec19 25)
Student Handout (Microsoft Word 2007 (.docx) 5.2MB Dec19 25)
Answer Key (Acrobat (PDF) 326kB Dec19 25)
Slides for Intro Lecture (PowerPoint 2007 (.pptx) 15MB Dec19 25)

Teaching Notes and Tips

This activity is designed for a 2-hour lab. Below is a brief outline of how the class was structured.

1. Introductory Lecture (15 min)
a. Key Point: Why is coastal erosion a problem?

2. Investigation of sea level rise, grain size, and waves with physical models (25 min). Students complete page 1 of the student handout. See the instructor resources for detailed descriptions of the models.

3. Data collection demo for VA Beach: VA Beach is used as an example for how to collect data. (15 min). The instructor demonstrates how to collect and record data using Virginia Beach as an example.

4. Independent work (15 min)
a. Students will complete data collection for one of 2 sites- Savage Neck or Cedar Island

5. Collaborative work (30 min)
a. Students will pair up with a student who collected data for the alternative site and share data.
b. Once students collect data for all 3 sites, they create a hypothesis identifying the site most at risk. Then they use the orthophoto to calculate the rate of erosion at each site.

6. Assessment (10 min)
a. The class will review the answers together. Students are given a red pen to correct their own mistakes.

Please see instructor's materials in the supporting materials.


Assessment

There is an assignment for students to turn in that can be graded. Suggested questions for a later exam are also included.

References and Resources

ArcGIS Online Map with Data https://experience.arcgis.com/experience/8a56c883113d4c15be67d10d13c70c15