Managing the coast

Around the world, coastlines are areas of

high economic value and are frequently
densely populated. In 2004 the
Department for Environment Food and
Rural Affairs (DEFRA) estimated that 1.8
million residences and 140,000
commercial properties, i.e. between four
and five million people, could be affected
by flooding and coastal erosion in the UK Groyne at Mundesley, Norfolk, UK by Michael Maggs 2008
alone. A variety of coastal defences or http://en.wikipedia.org/wiki/Coastal_management
coastal management methods have been
used in an attempt to slow down the rate of, or to prevent, coastal erosion.

Look at the following list of methods which can be used to defend the coast:

offshore reefs
sand dune stabilisation
sea walls
groynes
managed retreat
rip rap or rock armour
revetments
beach nourishment or replenishment
gabions
cliff stabilisation
floodgates
beach drainage.

1. Make a copy of the table below and then sort each of the techniques above into either
a hard engineering or soft engineering method.

Hard engineering Soft engineering

2. What is the difference between hard and soft engineering methods?

3. Why are some people against hard engineering methods?
4. Discuss and give reasons to explain which options are most sustainable.
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 Managing the coast

Teaching notes

This activity can be used within units of work on coastal management and provides a very
good plenary activity.

Hard engineering Soft engineering

sea walls
groynes
beach nourishment
rip rap
sand dune stabilisation
offshore reefs
managed retreat
revetments
beach drainage
gabions
cliff stabilisation
floodgates

This activity can be used by students individually, in pairs or as a class.

1. Individually:
a. Students sort the techniques into either a hard or soft engineering method.
b. They explain how each method works.
c. They explain the advantages and disadvantages of each method.
d. They illustrate each method with an annotated diagram.

2. In pairs:
a. Students discuss and sort techniques into either a hard or soft engineering
method.
b. They take it in turns to explain each method to their partner.
c. One partner gives reasons to explain why the chosen method is a good one to
use, i.e. the advantages, and the other gives reasons to explain why it is not
good, i.e. the disadvantages.
d. Together they illustrate each method with an annotated diagram.

3. As a class:
a. Use the interactive version (available from www.teachitgeography.co.uk) on the
interactive whiteboard.
b. Ask individual students questions about each method, e.g. how it works, what
advantages it has and what disadvantages it has.
c. Ask individuals to draw an annotated sketch of the method on the whiteboard.
d. Ask other students to add to the sketch.

Extension tasks
Students could be asked to name specific case studies of where the methods are being
used and explain their effectiveness.

Following the explanation on the effectiveness of specific case studies, individual students
should write a well reasoned paragraph, with an example to explain their chosen method.
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