Maaman and Karda

Overview

In this outdoor, hands-on Science session (Lesson 3 of 9), students explore rock pools and ocean treasures to discover maaman (animals) that live in and around the ocean. They learn that living things have basic needs, and they practise Noongar names for ocean animals.

Learning intentions

• Students will identify ocean maaman (animals) they observe in rock pools and around the shoreline.
• Students will describe two basic needs for ocean living things (air/water, food, shelter).
• Students will use key Noongar animal names alongside English names.

Success criteria

• I can name at least 5 ocean animals in Noongar language (with support as needed).
• I can explain 2 basic needs that ocean maaman have to survive.
• I can match animal pictures/specimens to their Noongar name cards.

Curriculum links

• Science Foundation/Year 1 focus on identifying basic needs of plants and animals and linking those needs to places they live.
• Two Way Science focus: identifying where living things live, including in our local area and connecting observations to home and care practices (AC9S1U01 elaborations).
• Science observation and representation: sorting and showing observations using guided templates and patterns.

Lesson structure (100 minutes)

1. 0–10 min · Welcome & story connection. Teacher introduces “Ocean Connections: Water and Life” and shares a short cultural story or meaning connected to the ocean as a place of life (using respectful local context); students listen and then do a quick “ocean check” gesture (hands on head—ocean wind, hands on belly—ocean water, hands together—living things). Students sit in a circle and respond to prompts: “What do maaman need to stay alive?”

2. 10–25 min · Safety, care, and “look, don’t take” rules. Teacher models safe outside behaviour, gentle handling of specimens, and how to return everything to where it was found; shows “observe tools” (magnifier, soft brush) and Noongar animal picture cards. Students practise “touch-safely” with a teacher-held object (shell or artefact), then repeat the class care rules.

3. 25–50 min · Rock pool and shoreline investigation. Teacher sets small groups at observation stations; provides wet/damp collection trays (for returning items) and a recording sheet with picture boxes; prompts students to notice: “What’s alive? What’s moving? What do you see it near?” Students observe with magnifiers, point out features, and place observed picture cards into the correct “maaman living here” boxes.

4. 50–62 min · Specimen talk: Noongar naming. Teacher leads a “maaman naming wall” moment: holds up 3–5 real items (or clear, labelled pictures if live items aren’t handled) and teaches the Noongar name and English name for each; briefly links it to needs: “This maaman is near water, so it needs water.” Students repeat in chorus then in pairs, using a Noongar-English call-and-response.

5. 62–80 min · Basic needs sorting (water, food, shelter). Teacher introduces three large hoops or cards: “Water”, “Food”, “Shelter” (air included with water for ocean living); shows sentence starters and one example: “The maaman needs water because…” Students take turns placing a picture of an observed maaman into one hoop and explain with a starter sentence (teacher circulates and helps students use “needs water/needs food/needs shelter”).

6. 80–92 min · Quick Two Way Science reflection (care and community). Teacher asks: “How do we look after maaman and their home in the ocean?” Connect to respectful harvesting/caring practices at a kid-friendly level (no detailed instructions to take animals). Students share one idea with a partner, then one group response with the class.

7. 92–100 min · Exit ticket: 5 names + 2 needs. Teacher gives each student an exit ticket with a mini picture set (5 animals) and two blanks: “Maaman name in Noongar: ____” and “Needs: water/food/shelter because ____.” Students complete independently or with sentence starter cards.

Resources

• Magnifiers (simple magnifying glasses or small hand lenses)
• Observation trays and gloves (optional; teacher decides based on local conditions)
• Soft brush and damp cloths for gentle cleaning only if required
• Real specimens and/or printed shell/rock pool image cards (pre-screened for handling)
• Noongar-English name cards for at least 5 target maaman
• Large hoop signs or poster cards: “Water”, “Food”, “Shelter” (and “Air” as part of water)
• Student recording sheet (picture boxes and lines for short words)
• Sentence starters: “It needs water/food/shelter because…”
• Exit ticket sheets and pencils/whiteboard markers
• First-aid kit, water, sunscreen/hat, and clearly set boundaries for observation

Assessment

• Formative: teacher listens during rock pool investigation and Noongar naming wall for correct animal identification and pronunciation attempts.
• Formative: students’ hoop sorting shows whether they can link a maaman to at least one basic need.
• Exit ticket: checks whether each student can name 5 ocean animals in Noongar (with support) and explain 2 basic needs.

Differentiation

• Support for tactile learners: provide real, safe specimens in trays at stations and allow “touch and observe” time with gloves/brush guidance.
• Scaffold language: use picture cards plus Noongar-English name cards; provide sentence starter strips and let students point to a need word instead of writing.
• EAL/SEN supports: allow oral responses recorded by teacher or a buddy; use consistent visual cues (hoop colours + word cards).
• Extension (advanced): after hoop sorting, students link needs to “where it lives” by describing one feature of the habitat (e.g., “near rocks for shelter”, “in wet areas for water”).
• Behaviour/engagement: roles in each group (Finder, Naming helper, Needs sorter, Recorder) so every student contributes.

Success criteria for this lesson (student-friendly, end of lesson)

• I can say and point to 5 Noongar ocean animal names.
• I can tell two basic needs ocean maaman have (water/air, food, shelter) and give a simple reason.