Sharks and Seals

Overview

Unit Title: Sharks and Seals Exploration
Lesson: 1 of 4
Lesson Title: Introduction to Sharks and Seals
Year Level: Years 1–2
Duration: 45 minutes
Class Size: 25 students
Curriculum Area: Science – Biological Sciences
Australian Curriculum Codes:

• ACSSU017: Living things have a variety of external features.
• ACSSU211: Living things live in different places where their needs are met.

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Learning Intentions

By the end of this lesson, students will be able to:

• Identify basic external features of sharks and seals.
• Describe the habitats where sharks and seals live.
• Recognise differences and similarities between sharks and seals.
• Contribute to a class discussion about prior knowledge and questions for inquiry.

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Success Criteria

Students will:
✔ Name two physical features of both sharks and seals.
✔ Share one fact or question for further exploration with the group.
✔ Work collaboratively during small group discussion.
✔ Watch and respond to a multimedia presentation with curiosity and engagement.

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Materials Needed

• Interactive whiteboard or projector
• Multimedia presentation: short video (3–4 mins) featuring seals and sharks in the wild (local examples like Australian fur seals and great white sharks)
• Printed ‘Creature Cards’ showing images and facts about seals and sharks (laminated for multiple use)
• Chart paper and markers
• "I Wonder..." Question Cards (one per student)
• Whiteboard and markers

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Preparation Before the Lesson

• Prepare a short multimedia clip highlighting seals and sharks in Australian waters (Great Barrier Reef, Southern Ocean, etc.). Use vibrant visuals and include upbeat narration.
• Set up seating in a ‘story circle’ with an open space in the front for direct instruction.
• Arrange creature cards randomly at student tables before they enter the room.
• Allocate a section of the whiteboard as a ‘Wonder Wall’ for collecting student questions.

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Lesson Sequence

1. Welcome and Warm-Up (5 mins)

Teacher Says: “Today we’re diving into the ocean to meet two amazing animals – sharks and seals! Has anyone ever seen one in the wild or at an aquarium?”

• Quick think-pair-share:
  Students turn to a peer and share one thing they already know or wonder about sharks or seals.
• Teacher records 2–3 responses on the board as conversation starters.

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2. Engage with Multimedia (7 mins)

Show video: A short, energetic clip showing great white sharks and Australian fur seals in their natural habitat.

Key points covered:

• Sharks have fins, gills, and sharp teeth.
• Seals have flippers, fur, and big eyes.
• Both live in oceans but have very different behaviours and diets.

Teacher Prompts After Video:

• “What did you notice that was the same about sharks and seals?”
• “What looked really different?”

Record key ideas on a large class chart titled: “What We’ve Noticed So Far”

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3. Creature Card Discovery (10 mins)

Activity: Each table group (5 students) receives a set of laminated 'Creature Cards' featuring images and simple facts (e.g., “Sharks breathe through gills”; “Seals have fur to keep warm”).

Instructions:

• Students read the cards (with teacher or peer help) and sort the facts into two piles: ‘Shark facts’ and ‘Seal facts’.
• Allow students to pick one favourite fact to share.

Teacher circulates to prompt deeper thinking:

• “Why do you think sharks have fins?”
• “Where do you think a seal sleeps?”

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4. Wonder Wall Question Time (8 mins)

Provide each student with an “I Wonder…” card.
Prompt: “Now it’s your turn to become explorers. What questions do you still have?”

Examples might include:

• “Do seals sleep underwater?”
• “How fast can a shark swim?”

Students bring their question cards to the whiteboard area and help the teacher stick their cards on the Wonder Wall display.

Teacher says: “These are fantastic questions! We’ll explore many of them in the next few lessons.”

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5. Whole-Class Discussion (5 mins)

Class sits in the story circle.

Lead a structured reflection:

• “Raise your hand if you learned something new today!”
• “Who was surprised by something about either animal?”

Affirm all contributions and summarise the key takeaways:

• Sharks and seals are both ocean animals with unique features.
• Both live in different parts of Australian waters.
• We’re curious and ready to learn more!

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6. Wrap-Up & Transition (5 mins)

Hand out brightly coloured shark and seal stickers to each student for participation.

Teacher says: “Next time, we’ll take a deeper look into how these animals move and survive — get ready to swim, dive and discover!”

Line up quietly for the next activity or break.

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Differentiation and Adjustments

• ESL/EAL Learners: Use Creature Cards with simple English and visual clues. Pair with strong speakers.
• Students with Additional Needs: Pre-teach vocabulary (e.g., ‘habitat’, ‘flippers’) using concrete visuals.
• High Achievers: Encourage them to form hypotheses using “I think…” language during Wonder Wall time.

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Assessment (Informal)

• Observation of group sorting activity and discussion contributions.
• Quality and relevance of “I Wonder…” student questions.
• Participation and engagement in class reflection and discussion.

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Future Learning Links

In the next sessions, students will:

• Explore shark and seal movement and survival strategies.
• Learn about food chains and ocean ecosystems.
• Create simple models and diagrams to represent what they’ve learned.

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Teacher Reflection Prompts

After the lesson, consider:

• Which students showed curiosity or unexpected knowledge?
• Did any misconceptions arise that need clarifying next lesson?
• How effectively did all students engage with the Wonder Wall activity?

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Extension Ideas

• Display the Wonder Wall in the hallway to show parents and students what questions will drive learning.
• Include a short nature walk around the school to explore features of local animals and compare to marine life.

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🌊 “Let curiosity be the current — and your class will sail into learning!”