Activity Introduction

rl_kid-beach-binoculars_istock-497184787_photoframeQuick 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.


parks-victoria-victorian-government-logo-250x94-pixelsThis 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.

Learning intentions:

  • 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:

critical-thinking_team-work_personal-and-social-skills

Australian Curriculum Mapping

Content descriptions:

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)

Syllabus outcomes: ST2-2VA, ST2-4WS, ST2-11LW, ST3-2VA, ST3-4WS, ST3-10LWGE3-4, GE2-4VAS2.1, VAS2.2, VAS3.1, VAS3.2

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

All Students:

  • UV protection (hat, sunscreen, long sleeves)
  • Polarised sunglasses
  • Insect repellent
  • Closed toe shoes that can get wet
  • Drinking water

Teacher:

  • First Aid Kit
  • Mobile phone
  • Hand sanitiser
  • Protective gloves
  • Bag for rubbish
  • Camera (optional)
  • Data projector or interactive whiteboard
  • Internet connection 

One per student:

  • A4 paper/workbook
  • Student Worksheet
  • Pens/pencils
  • Clipboard or book to lean on

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.

Worksheets

Teacher Worksheet

rl_girl-rockpool_istock-179568846_photoframeTeacher preparation

Learning intentions: Students will understand that beach treasures give an insight into underwater environments and that what washes ashore has travelled from out in the ocean or upstream from the catchments.

Success criteria: Students can…

  • ... explain in their own words why beaches are important.
  • ... identify different items that are washed up on a beach.
  • ... explain how plastic waste harms marine species.
  • ... communicate artistic intentions through artworks.
  • ... participate in beachcombing.
  • ... create an artwork out of found objects.
  • ... act ethically by cleaning up their local beach.

rl_learning-intentions-tip

Teacher content information: All around Australia you can find a wide variety of parks, reserves and waterways that are managed for conservation, recreation and other uses.

Parks, in particular national parks and conservation reserves, are important for protecting and conserving biodiversity (i.e. ecosystems, species and genes) and our heritage places. They pr

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Student Worksheet

Thought starter: What's your favourite part of visiting a beach?

How healthy is your beach? Predict

Working independently, read, think about and answer the following questions:

1. Do you think this beach is healthy or unhealthy? Explain your reasoning: 

2. What things do you expect to find on the beach and why? 

3. What things don't you expect to find on the beach and why? 

Once complete, team up with a classmate and share your ideas. Following your discussion, you can make changes to what you have written down if you wish.

You will then be asked to discuss the ideas with the class.

Reflection

Work independently to think about what you looked at and did in this lesson and complete the table below:

PLUS - What parts of this lesson did you enjoy the most and why?

MINUS - What bits didn't you enjoy? What could have been improved? Why and how?

INTERESTING - What did you find most interesting about this lesson? What did this lesson make you think and wonder about

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