High and Low Tides

Curriculum Area and Level

Science: The Nature of Science – Investigating in Science (Levels 2–3)
Living World: Planet Earth and Beyond – Interacting Systems

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Overview

This 60-minute lesson is the third in an eight-lesson unit titled Tides and Moon Magic. It focuses on understanding the characteristics of high and low tides specific to New Zealand, including their timing, frequency, and how to track them. Students will engage in hands-on exploration, use storytelling, and collaborate to create a tide-tracking chart that will be used throughout the week.

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Learning Outcomes

By the end of the lesson, students will:

1. Understand the basics of high and low tides and how they occur.
2. Discuss the connection between tides, the moon, and Earth's rotation.
3. Create a simple tide-tracking chart to observe daily tide patterns over time.

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Preparation

Ensure you gather the following materials prior to the lesson:

• Large printed tide timetable for a New Zealand coastal area (choose one relevant to your school or region)
• A globe, a flashlight (acting as the ‘sun’), and a tennis ball (the ‘moon’)
• Whiteboards or large sheets of paper and markers
• Pre-prepped "Tide Chart Templates" (one per student)
• Access to an outdoor or hall area for physical activity demo (if weather permits)
• A clock displayed in the room for visual aid in time-planning.

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Lesson Structure

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1. Whakawhanaungatanga and Introduction (10 minutes)

Purpose: Set the scene and link prior knowledge.

1. Greet students and spend a few minutes with a quick sharing activity: "What do we remember about tides from last time?"
   • Prompt with cues about waves, the ocean, and how water moves.
   • Emphasise students’ own observations of beach or river environments.
2. Briefly state today's focus: "Today, we are going to explore high and low tides—why they happen and how to track them using our favourite magic—the moon."

Tip: Use the classroom globe, flashlight, and tennis ball to do a quick recap. Rotate the globe slowly, describing the movement of Earth, the moon, and the sun.

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2. Physical “Tide” Explanation Activity (10 minutes)

Purpose: Bring tides to life through movement.

1. Head to an open area (or use classroom desks). Select a student to represent the moon (holding the tennis ball), one for the Sun (flashlight), and a third for Earth (holding the globe).
2. Using movement, demonstrate how the moon’s gravity pulls water—causing high and low tides.
3. Dramatically pause to have half the class represent areas of high tide (standing tall with their arms stretched upward) and the other half represent areas of low tide (crouching low).

Debrief: Ask, "What do we notice about where people are standing for high tide? Where does the moon seem to 'pull' most water?"

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3. Tide Timetable Exploration (15 minutes)

Purpose: Learn how to read New Zealand tide tables and summarise findings.

1. Display the printed tide timetable (e.g., for a nearby NZ coast). Discuss key features:

   • "High Tide" and "Low Tide" timings
   • 24-hour periods and how often tides occur
   • Any symbols or patterns they observe.

2. Group Task: Divide the class into four groups (four students per group). Give each group a different day from the week and ask them to match the high and low tide times to approximate parts of the day (e.g., morning, afternoon, evening). Use whiteboards or paper to jot down their discoveries.

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4. Creating Tide-Tracking Charts (15 minutes)

Purpose: Students create an ongoing tide observation tool.

1. Hand out "Tide Chart Templates." Explain that over the week, they will mark and observe tide timings specific to the timetable they just explored.

   • Chart Layout: Dates, high tide times, low tide times, observations (e.g., weather conditions, size of tides).
   • Ask students to decorate their charts with moon phases or creatures affected by tides (use examples, like fish or crabs).

2. Support: Circulate to guide students, ensuring they understand how to use their charts to track tides accurately.

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5. Reflection and Wrap-Up (10 minutes)

Purpose: Consolidate learning and link to real-life relevance.

1. Ask key questions:

   • "Knowing about tides, why might it be important to track this information if you’re a fisherman or a surfer?"
   • "How do you think tides could affect animals, people, and boats near beaches?"
   • "What do you predict we will find when we track the tides over the next week?"

2. Close by linking the tides back to NZ’s unique place geographically as a coastline-rich nation. Emphasise their connection as kaitiaki (guardians) of the ocean.

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Extension Opportunities

For early finishers or enrichment:

• Challenge them to calculate the time intervals between high and low tides using simple subtraction.
• Let them write a short poem or story describing the water “chasing” the moon.

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Assessment

Students will be assessed based on their:

• Participation and engagement during group activities (formative observation).
• Ability to accurately begin completing their tide charts (evidence of understanding the tide timetable).
• Contributions to discussion during reflection (critical thinking).

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Key Competencies Developed

• Thinking: Making connections between tides, the moon, and patterns in nature.
• Participating and Contributing: Collaborating in group activities and contributing to class discussions.
• Relating to Others: Engaging respectfully and creatively as part of a team during hands-on activities.

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Teacher Notes

• Adapt specific tide timetable data to your local area for relevance.
• Consider pairing older or more confident students with peers who may need support during group tasks.
• Encourage students to observe tides outside the classroom at home, if possible, and share their findings during other lessons.