Discovering Coastal Environments

Overview

Lesson 1 of 5 in Resilient Beach Life. Students investigate a Dunedin beach through images, objects and a guided observation walk or virtual field study, identifying living and non-living features and mapping how organisms depend on their habitat.

Learning intentions

• WALT identify plants, animals and non-living features of a Dunedin beach environment.
• WALT classify features as living or non-living.
• WALT describe how living things depend on their habitat.
• WALT communicate observations using drawings, labels and spoken explanations.

Success criteria

• I can name or classify at least three living things.
• I can identify non-living features in a beach environment.
• I can describe one way each living thing depends on its habitat.
• I can add clear labels to a habitat map, or explain my ideas by speaking, drawing or pointing.

Curriculum links

• Living World: recognise that living things are suited to their particular habitat and investigate relationships between living things and their environment.
• Nature of Science: gather, interpret and communicate observations using evidence.
• Communicating and participating and contributing: share observations, listen to others and contribute responsibly to group investigations.
• Science capabilities: observing, interpreting representations, and communicating in science.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and prior knowledge Open with the beach mystery hook. Show a striking Dunedin beach image and ask: “What is alive here, and what helps it survive?” Students think-pair-share, then contribute ideas. Explain that a habitat is a place where a living thing gets what it needs.

2. 5–12 minutes – Sort and teach Display local beach images and safe objects such as shells, pebbles, seaweed, driftwood and sand. In pairs, students sort examples into living, once-living or non-living. Clarify that a shell or piece of driftwood came from a living thing but is not currently alive. Use the vocabulary images and examples in the living and non-living teaching slides.

3. 12–25 minutes – Guided observation Organise 29 students into six groups of four or five, with an adult or responsible student supporting each group where possible. Complete a short, supervised observation walk around the school grounds using beach photographs and objects, or conduct a virtual field study if leaving the room is not possible. Students look for or identify plants, animals, sand, rocks, water, wind, sunlight and shelter. They must not touch animals or remove natural materials. Record observations on the coastal habitat observation and mapping sheet.

4. 25–36 minutes – Create a habitat map Pairs use their observations to draw a simple beach habitat map. They include at least three living things and three non-living features, with labels and arrows showing one relationship, such as “crab → hides under rocks” or “seaweed → provides food and shelter”. Model one example using the habitat map instructions before students begin.

5. 36–42 minutes – Share and explain Pairs join another pair and explain one map feature and one dependence relationship. Invite several students to share with the class. Ask: “What might happen if this feature changed?” and “Which features are important to more than one organism?”

6. 42–45 minutes – Plenary and check Return to the final reflection slide. Students complete the final prompt on the worksheet, or respond orally, by drawing or pointing: “One living thing is ___; it depends on ___ because ___.” Collect maps for assessment.

Resources

• the coastal environment slide deck
• the coastal habitat observation and mapping sheet
• Large local Dunedin beach photographs
• Safe objects: shells, pebbles, seaweed, driftwood and sand in sealed containers
• Clipboards, pencils, coloured pencils and sticky notes
• Optional tablet or projector for a virtual field study
• High-contrast, large-print vocabulary cards with images
• Camera or teacher device for documenting student observations
• Handwashing supplies and a first-aid kit

Assessment

• Observe group sorting and questioning: can students distinguish living, once-living and non-living features?
• Check maps for three correctly identified living things, three non-living features and at least one accurate habitat relationship.
• Listen to explanations and accept drawing, speaking, signing, pointing or supported responses as evidence of understanding.

Differentiation

• Provide picture-word cards, short oral instructions, repeated modelling and paired observation. Use large sans-serif font, high contrast, uncluttered worksheets and read-aloud or audio support for dyslexic learners.
• Give students who need additional support a partially completed map, pre-selected images, tactile objects and a choice of two features to classify.
• For the student with Down syndrome, use predictable routines, one-step directions, visual sequencing, peer or adult support, extra processing time and frequent encouragement. Accept pointing, matching, drawing or spoken responses.
• Extend confident learners by asking them to explain relationships between two organisms and two physical features, or predict how a change such as erosion, litter or less shelter could affect beach life.

Extension

Students choose one beach organism and add a “needs” box to their map, showing food, water, shelter, space or sunlight. They write or record a short explanation of how the habitat supports that organism.