Karda Seasonal Cycles

Overview

In this hands-on, on-country Science lesson, students explore how karda (ocean) changes across the Noongar six seasons. Students use observable weather and ocean signs to place themselves in the current season, then create a seasonal observation journal page to support predictions for what may change next.

Learning intentions

• Students will recognise karda changes that match the current Noongar season (kaya/season signs).
• Students will identify everyday ocean indicators (such as wind, waves, clouds, sea surface, and presence of shells/sea plants if safe to observe).
• Students will make and share simple predictions about what might change in the next season.
• Students will record observations using pictures and key words (everyday + scientific vocabulary).

Success criteria

• I can name (or choose from pictures) the current Noongar season for our place.
• I can point to at least 2 signs at the ocean that tell me our season (for example: wind, wave size, water temperature feel, sky).
• I can describe how those signs might change next (1 prediction).
• I can add an observation drawing with at least one label/word in our seasonal journal.

Curriculum links

• AC9S1U02: describe daily and seasonal changes in the environment and explore how these changes affect everyday life (observing seasonal indicators at the ocean and recording them).
• AC9S1I06: write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary (seasonal observation journal page; labels and simple sentences).
• Two Way Science practice: connect knowledge of environmental change with Noongar understandings of karda and country learning through observation and story.

Lesson structure (100 minutes)

1. 0–8 min · Welcome on country + yarning. Teacher welcomes students, reminds safety rules, and shares today’s focus: “Karda—how it changes through Noongar seasons.” Students listen and join a quick circle discussion: “What can we see/hear/smell today at the ocean?”

2. 8–18 min · Noongar seasonal overview (visual sequence). Teacher shows a seasonal picture sequence (six season images/keywords) and models pointing to the signs that match each season. Teacher introduces key Noongar words for the six seasons as used in your local language resource set (e.g., names for the seasons used at your school/unit). Students practise matching one picture card to “This looks like today because…”

3. 18–50 min · Ocean indicators walk (sensory observations). Teacher leads a guided observation at a safe viewing spot, modelling “look—listen—feel (where safe)—smell” and “slow science thinking.” Students work in small groups at observation stations, using a simple checklist: wind (calm/breezy), waves (small/medium/large), sky (cloudy/sunny), water edge (wet/damp/dry sand line), and any visible ocean life/shells or sea plants if present and allowed. Students record using quick sketch symbols or a word bank.

4. 50–62 min · Share and sort: “Which season signs?” Teacher gathers groups to a shaded spot. Teacher asks: “What are our strongest signs for today’s karda season?” Students place their observation cards on a class “Today’s karda signs” chart and vote using picture tally marks. Teacher confirms the current season using the class consensus and respectful language.

5. 62–82 min · Journal creation (seasonal observation page). Teacher models how to make a journal page:

• Draw the ocean scene
• Circle 2–3 indicators from today
• Add 1–2 labels (e.g., “wind”, “waves”, “clouds”, “ocean”, plus one Noongar season word card if appropriate)
• Write or dictate a prediction: “Next season might…” Students create their page, using sentence starters and/or teacher transcription as needed.

Success check during this time: Teacher circulates for quick prompts: “Show me your signs. What will change next?”

6. 82–95 min · Prediction gallery walk. Teacher sets up “gallery corners” (e.g., artwork facing up). Students do a brief walk to see peers’ predictions and leave one “I notice/I agree/I wonder” comment using sentence stems.

7. 95–100 min · Exit ticket (quick assessment). Students complete a 2-part exit slip:

• “Today’s season sign is…” (choose from 3–4 picture options)
• “Next season might change by…” (choose from 2 prediction pictures or add a single word)

Resources

• Noongar seasonal picture sequence (six seasons) and season word cards
• Student seasonal observation journal templates (one page)
• Clipboards or observation clip cards with indicator checkboxes (picture + word bank)
• Pencil crayons/markers, glue sticks (if adding a seasonal badge)
• Small “sensory observation” checklist for guiding attention
• Weather/time cards (optional) and class display chart for sorting signs
• Safety gear and on-country supervision plan
• Seating shade spot materials (blankets/mats)

Assessment

• Teacher observation during station work: can students name 2 signs and link them to “our current season”?
• Journal review: evidence of drawing + 2–3 indicators + at least one prediction.
• Exit slip: identifies current season sign and a next-season prediction (picture choice or single word).

Differentiation

• Provide all learners with sensory observation methods (look, listen, feel safely, smell if appropriate) so participation isn’t limited by writing.
• Use a picture-sequence support for students who need structure (choose images to show wind/waves/sky) and reduce writing load to labels/dictation.
• Offer sentence starters: “Today is ___ because I see/hear ___.” and “Next season might ___.”
• For advanced learners: encourage detailed predictions using two indicators (e.g., “As the wind changes, the waves may become…”).
• For EAL/SEN: use bilingual/Noongar word cards, consistent gestures for indicators, and allow oral responses recorded by teacher or student partner.

Success criteria (for this lesson)

• I can match today to the current Noongar season using observable karda signs.
• I can identify at least 2 ocean indicators from our checklist.
• I can make one prediction about what could change next season.
• I can communicate my observations using a journal drawing and labels/pictures.