Creating Ocean Homes

Overview

In this third lesson of the four-part unit Orca — Tohorā, tamariki use what they know about orca needs to build a model ocean home. They identify habitat features that help an orca live, move, find food, breathe, and stay safe.

Learning intentions

• WALT identify some things an orca needs to live.
• WALT describe an orca’s habitat as its ocean home.
• WALT work together to build and explain a model.
• WALT use observations, talk, drawing, and making to share our science ideas.

Success criteria

• I can name at least two things an orca needs.
• I can include ocean features in my model.
• I can explain how one part of my model helps an orca.
• I can listen, share materials, and help my group.

Curriculum links

• Biological Science — Habitats: identifying how features and behaviours support an organism’s survival in its habitat.
• Biological Science — Organism Diversity / How organisms meet their needs: connecting sunlight and living things’ needs at an age-appropriate level.
• Science capabilities: observing, communicating ideas, and participating in practical investigations.
• Te Mātaiaho learning dispositions: curiosity, collaboration, care for living things, and taking responsible action.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and wonder. Open with the hook and ocean-home images and ask, “If an orca could choose its ocean home, what would it need there?” Students turn and talk, then share ideas such as water, food, space, air, and family. Record children’s words and revisit the previous lesson’s learning about orca needs.

2. 5–12 min · Build shared understanding. Use the habitat teaching slides to show that a habitat is a living thing’s home. Explain that an orca lives in the ocean and needs clean seawater, space to swim, food such as fish, air at the surface, and other orca to communicate and travel with. Avoid suggesting that an orca breathes underwater; model the sentence, “An orca comes to the surface for air.” Students act out or point to each need as it is named.

3. 12–17 min · Plan the model. Display the model instructions and planning prompt and demonstrate a simple ocean habitat model using a tray or shallow box. Ask, “Which parts are essential, and which parts are decorations?” Distribute the ocean-home planning and drawing sheet. Students draw or dictate two or three features they will include and tell a partner how one feature helps an orca.

4. 17–33 min · Create in groups. Organise 25 students into five groups of five. Provide each group with a tray or box and shared construction materials. Students build an ocean home, including an orca and at least two habitat features. Encourage roles such as materials helper, builder, artist, idea sharer, and tidy-up helper. Circulate and ask: “What does your orca need?” “Where will it get food?” “Where will it get air?” “How does this part help it live?” Photograph models if appropriate.

5. 33–41 min · Share and explain. Use the gallery walk and speaking prompts. Groups place models where others can view them. One or two students from each group explain one feature using the frame, “Our orca needs ____. We included ____ because ____.” Classmates give one kind observation or ask one question. Ensure every child has a chance to contribute through speaking, pointing, or adding an idea.

6. 41–45 min · Reflect and assess. Return to the recap and reflection slide. Students complete the final box on the ocean-home planning and drawing sheet by drawing or dictating one important habitat feature and finishing, “An orca needs ____ because ____.” Invite several responses and preview that the next lesson will consider how people can care for ocean homes.

Resources

• the complete ocean-home slide deck
• the ocean-home planning and drawing sheet
• Five shallow trays, boxes, or large sheets of blue paper
• Toy or printed orca images, or child-made orca cut-outs
• Blue paper, paper, card, fabric, wool, playdough, blocks, and natural loose parts
• Glue sticks, child-safe scissors, crayons, pencils, and tape
• Whiteboard or chart paper and marker
• Camera or tablet for recording models, if available

Assessment

• Listen during partner talk and planning for accurate ideas about an orca’s needs and habitat.
• Observe group models and questioning: check whether students include an ocean setting and can connect a feature with an orca’s survival.
• Use the completed drawing or dictated sentence as an exit check. Note students who can name a need, identify a habitat feature, and explain a simple connection.

Differentiation

• Provide picture cards or real objects for water, fish, air, space, and family; accept pointing, gesture, drawing, home-language responses, or oral explanation.
• Offer sentence frames: “An orca needs ____.” “We included ____.” “It helps because ____.” Scribe children’s ideas on the worksheet where needed.
• Pair children thoughtfully and give clear group roles. Pre-cut some materials and use larger, easy-to-handle resources for children who need fine-motor support.
• Challenge children to include a change in the habitat, such as rubbish or less food, and explain what might happen to the orca. Reinforce care, safe tool use, and respectful collaboration.