Coastal Solutions Design

Overview

Lesson 9 of 10 in Resilient Coastal Life. Students use evidence about a local coastal problem to design a realistic action that supports people, plants and animals, then explain how its success could be measured.

Learning intentions

• WALT identify a local problem affecting coastal life.
• WALT use evidence to propose a realistic solution.
• WALT explain who will benefit and how success could be measured.
• WALT communicate and improve an idea by listening to others.

Success criteria

• I can clearly describe a local coastal problem.
• I can use evidence from our unit to support my solution.
• I can explain who or what will benefit and why.
• I can suggest a way to measure whether the action works.

Curriculum links

• Nature of Science: participating and contributing by using science to support decisions and actions.
• Nature of Science: communicating scientific ideas clearly and responding to evidence.
• Living World: understanding how living things interact with one another and with their environment.
• Key Competencies: thinking; managing self; participating and contributing; relating to others.

Lesson structure (45 minutes)

1. 0–5 min – Hook and learning goal Open with the coastal problem hook. Show a striking before-and-after coastal image and ask: “What might happen if nobody acts?” Invite quick observations, then share the WALT and success criteria. Clarify that a solution must be realistic, helpful and based on evidence.

2. 5–10 min – Review evidence Revisit the evidence review slides and recall learning from the unit: litter can harm wildlife, dunes reduce wind and wave impact, native plants provide habitat, signs can influence behaviour, and pests can affect native species. Model the difference between an opinion (“We should fix it”) and evidence-based thinking (“Native planting can provide shelter and reduce erosion”).

3. 10–14 min – Introduce the design task Display the design task instructions. Explain that teams of four will design one action. Assign structured roles: facilitator, evidence finder, recorder/designer, and reporter. Students may choose from reducing litter, protecting dunes, restoring native plants, improving signage or controlling pests. Provide the local community scenario cards for groups needing a starting problem.

4. 14–29 min – Team planning Give each team the coastal solution design template. Teams identify the problem, location and affected living things; record at least two pieces of evidence; sketch and describe their action; identify who or what benefits; and choose a measurable sign of success. Circulate for check-ins, asking: “What is your evidence?” and “How would you know it worked?” Use picture prompts, oral recording or speech-to-text where helpful.

5. 29–38 min – Share and improve Each team gives a one-minute presentation, using the sketch or choosing an oral, audio or video format. After each presentation, classmates offer one “strength” and one “next-step” suggestion, focusing on evidence, usefulness and measurability. Teams make one improvement to their design.

6. 38–45 min – Individual reflection and next steps Return to the plenary and reflection slide. Students complete the final section of the worksheet: “Our action will be successful if…” and “One question we still need to investigate is…”. Invite two or three responses. Explain that Lesson 10 will involve selecting or refining a solution and communicating it to a wider audience.

Resources

• the coastal solution slide deck
• the coastal solution design template
• the local community scenario cards
• Images of a local beach, estuary, dune or shoreline
• Pencils, coloured pencils and large paper
• Timer
• Optional tablets or laptops for speech-to-text, audio or video presentations
• Group role cards or displayed role names

Assessment

• Listen to team discussions and check whether students identify a genuine local problem and use relevant evidence.
• Collect or photograph design templates, checking for a realistic action, identified beneficiaries and a measurable success indicator.
• Use presentations and individual reflections to assess students’ ability to communicate and evaluate a science-based action.

Differentiation

• Provide the design template with pictures, sentence starters and short, numbered instructions. Read instructions aloud and model one example.
• Support dyslexic learners with a clear sans-serif font, large spacing, reduced writing load, picture-based planning, accessible exemplars, coloured keywords, speech-to-text and oral, audio or video presentation choices.
• Support the student with Down syndrome through a visual lesson sequence, predictable role, concrete local examples, partner rehearsal, choices between drawing/speaking/writing, extra processing time and frequent teacher check-ins.
• Use mixed-ability groups and structured roles. Extension learners consider costs, maintenance, unintended consequences and the perspectives of mana whenua, residents, visitors, council, businesses and coastal wildlife.

Extension

Ask advanced learners to compare two possible solutions and justify which should be tried first. They should identify one possible unintended consequence, estimate likely costs or resources, and explain how different stakeholders might respond.