Activity Introduction

seal-heroQuick summary: In this tuning in game, students will take turns to point to places on a world map while blindfolded. The teacher records whether water or land was pointed to and students will discuss whether more land or water was identified overall.

Following this lesson plan is an ideal way for your school to introduce Zoos Victoria’s Seal the Loop program. You’ll be joining other amazing teachers in making a difference and creating positive environmental change. Go to Zoo Education Online to find further support for you to help you develop your own Seal the Loop program.

Learning goals:

  • Students recognise that there is more water on Earth than land (about 70% of the Earth is covered in water).

Australian Curriculum content descriptions:

This lesson can be used with all relevant learning areas of the Australian Curriculum. Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Topic: Seal the Loop

Time required: 40 minutes

Level of teacher scaffolding: Medium – oversee activity, record responses and facilitate discussion.

Resources required: World map pinned to wall, blindfold, board to record student responses.

Digital technology opportunities: Digital sharing capabilities.

Homework and extension opportunities: None.

Keywords: World, oceans, sea, map.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


Teacher Worksheet

seal-the-loop-hero-5Quick summary: In this game students will take turns to identify places on a world map, recognising that there is more water on Earth than land.


Preparation: Stick a map of the world on the wall where all students can reach it.

Step 1. Take turns to blindfold each student. Students should be spun around in front of the map and stopped so that the map is directly in front of them and within reach. Students should then place one finger on the map. Once finger is placed, students can remove the blindfold (just like in ‘pin the tail of the donkey’!).

Step 2. Students should identify the place they are looking at:

  • Is it a body of water or is it land?
  • Where is it?
  • What do they already know about this place?

Draw a  ‘land’ or ‘water’ tally on the board so that you or a student can record the places selected.

Step 3. Engage students in a brief discussion around the number of places there were identified as land and those that were identified as water. The aim of t

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Student Worksheet

Thought starter: We are now known as the Blue Planet - what other colours have we been in the past?

Which place did you point to?

What do you already know about this place?

What would you like to know?


Estimate what percent of Earth is covered in water: 

What percentage is saltwater and what percentage is freshwater:

What happens to waste items that end up in our rivers and streams?

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