Caring for Karda Ways

Overview

This is Lesson 6 of 9 in “Ocean Connections: Water and Life”. Today students practise caring for karda (ocean) using hands-on ocean care actions and simple “ocean health” observations, connecting traditional Noongar knowledge and modern science.

Learning intentions

Students will:

• practise caring for karda (ocean) using 2 actions linked to what living things need
• identify basic needs of animals and plants in ocean/living places (including air, water, food, shelter)
• describe how the place they observe meets needs (using evidence from observations)
• record simple observations using a provided template and notice patterns across the class

Success criteria

Students can:

• name and show 2 ways to care for the ocean (for example: pick up litter safely, reduce plastics/keep water clean)
• explain why caring is important (because animals and plants need clean water, food, shelter and safe places to live)
• use their observation sheet to tell what they noticed about karda today (at least 1 ocean health sign)

Curriculum links

• Science — AC9S1U01: students identify basic needs of plants and animals, including air, water, food or shelter, and describe how places meet those needs
• Science — AC9SFI03: students represent observations in provided templates and identify patterns with guidance

Lesson structure (100 minutes)

1. 0–10 min · Welcome on Country & yarning. Teacher acknowledges Noongar Country, shares today’s focus: “karda needs care”, and asks: “What do living things need in the ocean?” Students sit in a circle, respond using sentence starters, and repeat Noongar phrases after the teacher (e.g., karda, boodja for land/Place).
2. 10–20 min · Safety & roles. Teacher introduces safe ocean-care rules (buddy system, gloves optional, “look and listen” for hazards, permission for collecting items) and assigns roles: collector, recorder, photographer/observer, equipment holder. Students practise the routine and point to where each role works.
3. 20–35 min · Two-way warm-up investigation. Teacher shows 2–3 “ocean-care prompts” (clean water photo, litter photo, no feeding wildlife prompt) and links to needs: clean water = shelter/health; food/safety for creatures. Students sort picture cards into “helps living things” and “doesn’t help” groups, explaining with teacher prompts.
4. 35–55 min · Ocean care activity 1: Collect & count. Teacher leads students to a safe shoreline/near-water area on Country, demonstrates how to collect litter carefully, and models how to record. Students work in small groups to collect litter items (or record visible rubbish if collecting is restricted), then count and record: “What we found” and “Where we found it” (template: item type + number).
5. 55–70 min · Ocean health observations: What’s changed? Teacher leads a guided scan: look for signs of clean water (e.g., less floating rubbish), living things (seaweed/shells), and shelter (rocks, seaweed). Students observe and mark simple icons on their sheet (e.g., clean water sign / rubbish sign / living thing sign), then do a quick buddy check of spelling/marking.
6. 70–85 min · Data share & patterns. Teacher brings groups together and draws a class tally table on a large page (or board): “Most common litter” and “Most common observation sign”. Students contribute one group result and identify patterns with guidance: “Which sign happened most?” and “What might that mean for living things’ needs?”
7. 85–95 min · Ocean care activity 2: Make a plan (action pledge). Teacher models 2 actions using science + Noongar care: “Keep karda clean by reducing rubbish” and “Respect living things (don’t disturb nests/habitats)”. Students choose 2 actions and write/draw their pledge on the template, including a simple “because…” explanation linked to needs.
8. 95–100 min · Exit reflection circle. Teacher asks each student (or selected partners) to share: action 1 + why it matters; action 2 + why it matters. Students complete an exit slip by ticking 2 care actions and one reason (e.g., “clean water helps animals live safely”).

Resources

• Ocean care observation sheets (simple icons + lines for item type and counts)
• Clipboards, pencils, waterproof bags or folders
• Gloves and litter pickers (as appropriate), spare bags/containers for collected items
• Role cards (Collector, Recorder, Observer, Equipment)
• Picture prompt cards (clean water, litter, protect habitat, no feeding)
• First aid kit, water, hats and sunscreen
• Large class tally sheet / chart paper
• Optional: digital camera/tablet for group photos (if school policy allows)

Assessment

• Formative during activities: teacher listens for correct links between actions and living needs (air/water/food/shelter) and checks observation recording accuracy
• Formative data check: teacher reviews each student’s template (counts and icon choices)
• Exit ticket: students demonstrate 2 care actions and one clear reason using the “because…” sentence frame

Differentiation

• Hands-on support: provide concrete role prompts (collector/recorder/observer) and pre-highlighted lines on templates for younger writers
• Scaffolds: use sentence starters (“We care for karda by…”, “This matters because living things need…”); allow drawing instead of writing
• Grouping: pair confident communicators with emerging speakers for shared recording and oral explanation
• For advanced students: challenge them to add a third observation pattern (“I noticed… more/less…”) or link to additional needs (shelter in seaweed/rocks)

Success criteria for each lesson (required for today)

• Can demonstrate 2 ways to care for the ocean (shown during actions and on pledge)
• Can explain why this is important using “needs” language (clean water, food, shelter, safe places to live)