Sharing Karda Wisdom

Overview

Today is Lesson 9 of 9: students celebrate their Ocean Connections learning in a cultural sharing circle. Students will share two ocean ideas using some Noongar language, storytelling, art, and movement, and explain why the ocean (karda) is important.

Learning intentions

Students will:

• Share what they have learned about karda (ocean) and its importance in Noongar culture.
• Use everyday science words to describe what the ocean provides (life, food, and places to gather).
• Communicate with others using a sharing circle (listening, turn-taking, respectful responses).
• Practise representing learning in different formats (speaking, drawing, movement, and story).

Success criteria

Students can:

• Share two things they learned about the ocean using some Noongar words (with support if needed).
• Explain why the ocean is important (e.g. it is a place of life and gathering).
• Speak clearly or show their idea confidently in another way (drawing, movement, singing, or story).
• Listen to others and respond respectfully during the circle.

Curriculum links

• Science — Foundation: sharing questions, predictions, observations and ideas with others through discussions and group activities.
• Science — Foundation: representing observations in provided templates and identifying patterns with guidance (used to support “what we noticed/learned” displays).
• Two-way science focus: make learning visible through discussion, practical engagement, and community storytelling (supported by the unit’s “on country” approach).

Lesson structure (100 minutes)

1. 0–10 min · Welcome & Country. Teacher welcomes students, reminds them of respectful sharing circle rules, and acknowledges Country with the class. Students sit in a circle and do a short breathing/settling routine, then share one quiet “heart idea” about the ocean (no volunteering answers yet).
2. 10–25 min · Warm-up: Noongar language + call-and-response. Teacher introduces key Noongar words used across the unit (teacher-led, consistent pronunciation) and links them to student knowledge (karda, ngaak, barkap, etc., as used in your classroom resources). Students join in a call-and-response chant: “karda is…” then add one action (wave arms, shell hands, or slow rocking).
3. 25–45 min · Prepare sharing pieces (stations). Teacher sets up 4 quick stations around the outdoor learning space:

• Story station: draw 2 picture prompts for a short story (“I learned… because…”)
• Art station: add colour and labels to a mini “Karda card”
• Movement station: practise a 10-second ocean action that matches an idea (waves = movement; circles = gathering)
• Sound/music station: hum/chant a simple line (“Karda gives life” with teacher words). Students rotate with a partner and choose what format they will use for their “two things” sharing.

4. 45–65 min · Rehearsal in pairs (Two Way Science talk). Teacher models sentence starters and asks students to practise one explanation: “I learned ___ about karda. It is important because ___.” Students rehearse in pairs, then swap partners once so they practise listening and improving their sharing.
5. 65–75 min · Community walk-through (on country). If possible, teacher leads a short guided walk near a relevant natural feature (school garden patch, water tank area, or outdoor space that can represent “karda”). Students point to their ideas: “This is like…” and gesture their movement. Teacher checks understanding by asking: “What does the ocean help?” and “How do we know?”
6. 75–95 min · Cultural sharing circle (presentations). Community members (or selected buddy classes/other teachers) are invited if available. Each student shares for about 1 minute. For younger learners, provide a clear structure:

• Thing 1 (with one Noongar word)
• Thing 2 (with one Noongar word or a connected word)
• Why it matters (one sentence or movement explanation) Teacher supports turn-taking, respectful listening, and celebrates effort. Students who prefer non-speaking formats can present through their Karda card and movement, or by telling a short story with teacher transcription.

7. 95–100 min · Exit share + tidy. Students complete a quick whole-class “thumbs” check: “I can share 2 ocean things” (thumbs up/side/down). Then students tidy stations and store cards.

Resources

• Printed or visual prompt cards for “Thing 1 / Thing 2 / Why important”
• Mini Karda cards or A5 paper, crayons/markers, glue sticks
• Noongar word cards used across the unit (teacher copies for accuracy)
• Small props for movement (shell/rock cards, fabric “waves”, optional drum/tambourine)
• Sentence starters (large font) and picture supports
• Clipboards for teacher quick notes (not compulsory for students)
• Water-safe outdoor area setup and extra shade/sun protection

Assessment

• Ongoing teacher observation during rehearsal and circle (listening, using Noongar words, clarity of “why it matters” explanation).
• Quick formative check at the warm-up and exit thumbs: Can students articulate two ideas and one reason?
• Collect/photograph students’ Karda cards for a simple evidence record of scientific vocabulary and explanation.

Differentiation

• Provide multiple sharing modes: speaking, drawing/pointing, movement, singing/chanting, or story with teacher support.
• Use sentence starters with picture cues: “I learned ____ about karda. It is important because ____.”
• Partner support: pair students with a peer who speaks confidently, and allow “copy the words” options for Noongar phrases (teacher model first).
• Extension within success criteria: invite students to add a “because” detail (e.g. “People gather near water”, “Animals live in and around the ocean”).
• EAL/SEN support: reduce verbal load to one sentence plus a gesture, provide word cards, allow rehearsal time, and accept non-verbal presentation (e.g. movement to show meaning).
• For students needing sensory regulation: offer a “quiet role” (holding props, handing out cards, leading the wave chant).