Bilya to Karda

Overview

In this second lesson of the unit Ocean Connections: Water and Life, students explore how fresh water in bilya (river/creek) connects to karda (ocean). Using movement, simple investigations and an outdoor “walk the water” observation on Country, students learn basic ideas about water flow and why Noongar people watch seasons and waterways to understand ocean conditions.

Learning intentions

• Students will learn that water moves from land to sea, connecting bilya and karda.
• Students will observe features of waterways on Country and describe what they notice using simple science language.
• Students will learn one Noongar cultural practice linked to ocean knowledge (e.g. seasonal watching, listening/looking for signs).
• Students will record observations in a simple, repeatable way (drawing/marking or short sentence).

Success criteria

• I can point to land, bilya and karda on a simple map and explain the water journey in order.
• I can describe at least one observation from today’s water walk (for example: current/flow, salt smell, sea birds, wet sand).
• I can share one traditional Noongar practice related to ocean knowledge (seasonal checking of conditions).
• I can use safe listening and handling rules while we work outside on Country.

Curriculum links

• Science inquiry skills: planning and conducting repeatable investigations by choosing what to observe/measure and how to keep it fair, including identifying risks and safe equipment use.
• Two Way Science link: connecting water movement on Country with Noongar knowledge and ways of observing seasonal indicators (supports the unit’s focus on water as life and gathering).
• HASS (local Country/Place): recognising the importance of Country/Place to Noongar people and the school’s local landscape (supports the Two Way focus across the unit).

Lesson structure (100 minutes)

1. 0–10 min · Welcome on Country + language. Teacher welcomes students, shares a short safety reminder, and introduces Noongar words: bilya (river/creek), karda (ocean), Ngarkat/season words as appropriate to local area, and “water journey” actions (point, walk, flow hands). Students repeat the language with gestures and listen for the day’s focus question: “Where does river water go?”

2. 10–20 min · Hook: “Follow the water” story. Teacher tells a simple, Two Way story of water travelling from bilya to karda, showing a quick diagram (paper arrows). Students turn-and-talk: “What might happen to the water as it moves?” and contribute one idea as a class.

3. 20–45 min · Outdoor observation walk (on Country). Teacher leads a structured route with 3 stopping points: near bilya (freshwater), mid-point (where water moves/collects), and a viewing spot closer to karda (ocean cues without entering unsafe areas). Students use a simple observation sheet with 3 boxes (Draw/Mark: water look, land edge, signs of animals/birds). They choose one “I notice…” sentence stem.

4. 45–60 min · Mini investigation planning (repeatable). Teacher models a fair test question at Foundation/Year 1 level: “Does the water feel different at each stop?” and decides variables together: compare “same task” (touch/observe water edge using a tool or gloved finger where allowed), measure using one consistent method (e.g. “cool/warm” with teacher prompt, “smell?” only if teacher permits and safe). Students, with teacher support, help list what is changing (location/stop) and what stays the same (same time, same observation method).

5. 60–75 min · Investigation actions + data (hands-on). Teacher assigns pairs to record two observations per stop (teacher checks safety and that tools are used correctly). Students perform the same observation steps at each stop and add a mark/drawing to make their method repeatable.

6. 75–85 min · Cultural connection: seasonal ocean knowledge (story + practice). Teacher shares one traditional Noongar practice linked to ocean knowledge in a respectful, age-appropriate way (for example: watching weather, tides, animal signs, or listening/looking for seasonal indicators before going near the sea). Students practise a short call-and-response or movement gesture to represent “watching and waiting for signs,” then complete: “A Noongar way is to ___.”

7. 85–95 min · Mapping and tracing water journey. Teacher gives each student a simple “land-to-sea” map with bilya and karda labels (use local place names where appropriate). Students trace with fingers/string/arrows to show the journey order and practise telling a partner using a sentence frame: “The water goes from ___ to ___.”

8. 95–100 min · Closure + exit check. Teacher conducts a quick share: 3 students show their map and say the journey order; teacher confirms correct sequence and language. Students hand in (or hold up) their observation sheet for quick checking.

Resources

• Simple local “land–bilya–karda” map templates (1 per student)
• Observation sheets with 3 boxes (Draw/Mark + 1 sentence stem)
• Clipboards/clip-on pencil grips
• Coloured pencils or crayons
• Gloves or safe-touch tools (teacher decides based on site rules)
• Small hand sanitiser and wipes
• Water station bottle labels (if using a sealed demonstration at start/end)
• Sentence starters: “I notice…”, “I think the water…”, “A Noongar practice is…”
• First aid kit and mobile phone; class boundary plan for the route

Assessment

• Teacher observation during the walk: correct use of bilya/karda language and quality of “I notice” statements.
• Check students’ maps: can they trace land → bilya → karda in the correct order.
• Exit share: each student (or most) answers verbally using the sentence frame.

Differentiation

• Kinesthetic support: students use gestures (hand “flow”), string tracing, and “stop cards” at each location to build sequence understanding.
• Visual support: provide simple maps with thick arrows, plus optional picture cues for bilya/karda.
• Language support: provide sentence starters and allow responses as drawing + one spoken word.
• Advanced students: ask “What ocean signs might be different in different seasons?” using today’s observed cues to make a simple seasonal link.
• Additional support: pre-teach 1–2 observation words (wet, moving, cool/sandy, birds) and pair students strategically for modelling.