Quick summary: Students participate in a beachcombing activity to assess the health of a local beach. To begin this lesson, students question why beaches are important to people and the environment. They then conduct a safety briefing before heading to a local beach for some beachcombing. Students are asked to find and record one example of plant, animal, seaweed, rock/stone and man-made material washed up on the beach. They will then think critically about these materials before working in groups, or as a class, to create an artwork using the natural materials they are able to collect along the beach.
This lesson is produced in partnership with Parks Victoria and is designed to be taught in a natural or outdoor setting. Before conducting this lesson, teachers will need to locate a beach or coastal reserve close to. Contact your local council or parks department to find a park near you.
- Students understand that beach treasures give an insight into underwater environments.
- Students recognise that what washes ashore has traveled from out in the ocean or upstream from the catchments.
- Student understand that artworks can be produced out of natural materials in natural settings.
21st century skills:
Australian Curriculum Mapping
Year 4 Science
- Living things depend on each other and the environment to survive (ACSSU073)
- With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
Year 4 Geography
- The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
- Locate and collect information and data from different sources, including observations (ACHASSI074)
- Draw simple conclusions based on analysis of information and data (ACHASSI079)
Year 4 Visual Arts
- Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
- Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
Year 5 Science
- With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)
- Living things have structural features and adaptations that help them to survive in their environment (ACSSU043).
Year 5 Geography
- Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
- Work in groups to generate responses to issues and challenges (ACHASSI102)
Year 6 Science
- With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)
- The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)
Year 6 Geography
- Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI126)
- Work in groups to generate responses to issues and challenges (ACHASSI130)
Years 5 & 6 Visual Arts
- Develop and apply techniques and processes when making their artworks (ACAVAM115)
- Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)
General capabilities: Critical and creative thinking, Personal and social capability.
Cross-curriculum priority: Sustainability OI.2, OI.9.
Relevant parts of Year 4 Science achievement standards: Students describe relationships that assist the survival of living things.
Relevant parts of Year 4 Geography achievement standards: Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions.
Relevant parts of Year 4 Visual Arts achievement standards: Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.
Relevant parts of Year 5 Science achievement standards: Students analyse how the form of living things enables them to function in their environments.
Relevant parts of Year 5 Geography achievement standards: Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions.
Relevant parts of Year 6 Science achievement standards: Students describe and predict the effect of environmental changes on individual living things.
Relevant parts of Year 6 Geography achievement standards: Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources.
Relevant parts of Year 5 & 6 Visual Arts achievement standards: Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.
Topic: Student Rangers, Biodiversity.
Unit of work: Student Rangers Unit – Upper Primary.
Time required: 120 minutes (not including travel time to and from the beach)
Level of teacher scaffolding: High – lead students in activity and discussion, ensure safety of students at all times.
Resources required: Map of the area you will be visiting (contact your local council or parks department for more information). Victorian-based teachers can utilise the following link from Parks Victoria to locate parks: Park locator map. Alternatively, Google Earth can also be used to explore your local area.
|Personal protective equipment||Activity equipment|
One per student:
One copy only:
Keywords: Student Rangers, outdoor learning, beach, beachcombing, plants, animals, seaweed, waste, adaptations.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.