Karda Homes and Habitats

Overview

In this hands-on outdoor lesson on Noongar country, students explore karda (ocean) habitats from the shoreline to deeper water, then create a simple habitat model using beach materials. They learn that maaman (animals) live in specific places because those places meet their needs.

Learning intentions

WALT: Recognize different karda (ocean) habitats and the maaman (animals) that live there.

Students will:

• observe and talk about features of ocean zones (near shore and deeper water)
• describe two different karda habitats using a provided template
• name animals they expect to live in each habitat and explain simply why
• work safely and respectfully with natural materials on Country while building a habitat model

Success criteria

• I can describe 2 different karda habitats (for example, shoreline and deeper water).
• I can name at least 1 maaman (animal) that lives in each habitat.
• I can use a template or organiser to show my observations (drawings and words).
• I can share my habitat story with my group.

Curriculum links

• Science: AC9SFI03 — represent observations in provided templates and identify patterns with guidance (grouping/sorting habitat pictures and model features).
• Science: AC9S1U01 — identify the basic needs of plants and animals (air, water, food, shelter) and describe how places they live meet those needs (simple linking of habitat features to needs).
• HASS F-6 (Foundation): AC9HSFK04 — the importance of Country/Place to First Nations Australians and the Country/Place on which the school is located (beginning local acknowledgement and respectful use of place).

Lesson structure (100 minutes)

1. 0–10 min · Welcome and Country connection. Teacher welcomes students, acknowledges Country and outlines respectful “on country” rules for gathering materials; teacher introduces the unit theme and repeats key Noongar words: karda, maaman, maaman-man (animals). Students join a short circle talk: “Where do we see water at our place?” and “What might live in the ocean?”

2. 10–20 min · Activate knowledge with a habitat sorting talk. Teacher shows a simple set of picture cards (near shore/shoreline, rocky edge, sandy bottom, deeper water) and asks what features they notice (light/shade, sand/rock, movement, hiding places). Students sort cards into two “karda habitat” groups using teacher guidance and verbal prompts.

3. 20–35 min · Outdoor observation sprint: “Look, Feel, Notice”. Teacher leads a short, safe walk along the nearest suitable shoreline area (or a school-provided sand/ocean-edge learning space if not available), prompting students to observe: where sand is, where shell/rock is, where there are more hiding places, and what the water looks like. Students record 1–2 observations in a provided template using a drawing + sentence starter: “In this karda habitat, I notice…”

4. 35–55 min · Two Way Science mini-direct teach: needs + habitats. Teacher uses a “Habitat meets needs” anchor board with icons (water, food, shelter, air) and models how animals fit their habitat. Example prompts: “Near the shore there is shelter under rocks/seaweed; deeper water has different light and space.” Students turn-and-talk: “Which needs are easiest to find in this habitat?” Teacher scaffolds answers using sentence starters:

• “The habitat has … so animals can …”
• “The maaman might be … because …”

5. 55–85 min · Build habitat models with beach materials. Teacher explains the build task and distributes hands-on materials: sand trays, small stones/shells, seaweed-like strips (paper/natural substitutes), twigs for “rocks,” and labels. Teacher demonstrates one model quickly: draw a shoreline line, add rocks/shelter, and place 1 animal card. Students work in peer partnerships to create one habitat model per partnership (choose either shoreline/near shore or deeper water). They add:

• a habitat label (near shore or deeper water)
• 1–2 maaman picture cut-outs or drawn animals
• a short “habitat story” (who lives there and what helps them)

6. 85–95 min · Gallery walk and quick oral check. Teacher sets a respectful gallery routine. Students walk around and use “Two Stars and a Wish” style talk: two things they notice and one question. Each partnership shares their habitat story using the success criteria language.

7. 95–100 min · Exit ticket: quick template check. Teacher collects a one-page exit ticket: students circle two habitats and draw/name one maaman for each. Teacher listens briefly for correct vocabulary usage: karda habitats, maaman, shelter/food/water.

Resources

• Picture cards: karda habitats (near shore/shoreline, deeper water) and simple animal cards
• Observation template with drawing boxes and sentence starters
• Habitat model materials: sand trays, small stones/shells (collected or pre-set), paper “seaweed”, twigs/clean sticks, glue sticks, crayons/colour pencils
• Animal label cards and template cut-outs
• Clipboards, pencils, wipe-clean boards (if needed)
• Safe collection/handling instructions and small rubbish bags
• Classroom anchor board with needs icons (water/food/shelter/air)

Assessment

• Formative during sorting: teacher checks if students can group habitats into two clear categories using guided questioning.
• Formative during model building: teacher listens for whether students link at least one habitat feature to an animal need (shelter/food/water).
• Summative via exit ticket: students describe 2 habitats and name animals for each (drawing or writing).
• Optional teacher checklist for each partnership: WALT language used, model labelled, maaman named for 2 habitats.

Differentiation

• Hands-on access for all: provide pre-portioned materials and choice of “build type” (draw model, label-only, or full 3D build).
• Sentence starters on templates for emerging language: “In this habitat there is… so animals can…” and “My maaman is…”
• Peer partnerships: assign a supportive partner role (Reader/Builder/Speaker) so students can share tasks.
• EAL/SEN supports: allow oral responses recorded by teacher/aide, offer picture-only animal naming, and use repetition of Noongar terms with gestures.
• Extension (for ready students within the main task): add a second maaman and one extra habitat feature (for example, “rocky shelter” or “darker water”).