Sharing Coastal Action Plans

Overview

In this final lesson of Resilient Coastal Life, students present action plans for protecting coastal plants and animals. They use evidence from class learning or investigation, listen and respond respectfully, and reflect on how local action connects with Aotearoa New Zealand’s environmental responsibilities.

Learning intentions

• WALT communicate evidence-based ideas for protecting resilient coastal plants and animals.
• WALT explain a coastal challenge, its effects, and a possible response.
• WALT listen, ask questions, and respond respectfully.
• WALT connect local environmental action with kaitiakitanga and shared responsibility.

Success criteria

• I can clearly explain a coastal challenge, its effect, and my proposed response.
• I can use evidence from our learning or investigation.
• I can communicate my ideas in a clear format.
• I can respond respectfully to questions and feedback.

Curriculum links

• Science—Living World: Students explain how living things are suited to their coastal environment and how human actions can affect them.
• Science—Nature of Science: Students communicate explanations and ideas using evidence from observations, investigations, and class learning.
• Key competencies: Thinking; managing self; relating to others; participating and contributing; and using language, symbols, and texts.
• Values and local curriculum: Ecological sustainability, respect, care for place, and kaitiakitanga.

Lesson structure (45 minutes)

1. 0–5 minutes – Reconnect and set the purpose Display the learning intention and success criteria using the opening and learning goals slides. Briefly revisit the unit’s key idea: coastal life can be resilient, but pollution, habitat loss, introduced predators, disturbance, and climate-related changes can create challenges. Ask: “What makes an action plan convincing?”

2. 5–10 minutes – Prepare to present Show the presentation checklist slide and explain that each presentation should include: the coastal challenge, who or what is affected, evidence, the proposed response, and how the response could help. Students collect their poster, model, digital slides, or recorded message and rehearse with a partner. They may use cue cards rather than memorising a script.

3. 10–30 minutes – Action plan presentations Presentations take approximately two minutes each, with one minute for a question or positive feedback. Organise students into five groups of about six, with groups presenting simultaneously if appropriate, or have groups present to the class in a planned sequence. Students complete the peer feedback and reflection sheet while listening, recording two stars and one wish. Offer individual or group presentation options and accept posters, models, talks, digital slides, or recorded messages.

4. 30–36 minutes – Questions and evidence check Use the question prompts slide to support respectful discussion. Invite questions such as: “What evidence supports your idea?”, “Who would need to help?”, and “How would you know the action was working?” Presenters may answer together, point to evidence on their resource, or ask a group member or teacher to help.

5. 36–42 minutes – Individual reflection Students complete the reflection section of the peer feedback and reflection sheet. Prompt them to explain one action they could take at school, at home, or in the local community, and how this shows responsibility for Aotearoa New Zealand’s environment. Students who find writing difficult may dictate, draw and label, or give an audio response.

6. 42–45 minutes – Celebrate and close Return to the plenary and reflection slide. Ask students to share one strong idea they heard and one question they still have. Reinforce that effective environmental action is based on evidence, cooperation, and care for living things and places.

Resources

• the complete coastal action plan presentation deck
• the peer feedback and reflection sheet
• Students’ completed coastal action plans
• Display screen or projector
• Timer
• Coloured pencils or pens
• Cue cards or small pieces of card
• Headphones or a quiet recording space, if needed
• Student investigation notes, photographs, diagrams, or class results

Assessment

• Observe presentations for a clear challenge, effect, proposed response, and relevant evidence.
• Use peer feedback and questioning to assess respectful listening, contribution, and ability to explain ideas.
• Review the reflection sheet for understanding of local action, environmental responsibility, and realistic next steps.

Differentiation

• Provide scripts in short lines, large clear print, highlighted keywords, strong visual spacing, and audio rehearsal. Students are not required to read unfamiliar text aloud; they may use recorded audio, a partner, or teacher support.
• For students with Down syndrome or other learning needs, provide a simple visual sequence: challenge → effect → evidence → response. Offer a choice of pointing, matching images, drawing, speaking, signing, or using a communication device.
• Allow individual, paired, or group presentations; reduce the speaking load; provide cue cards, sentence starters, rehearsal time, and a quiet presentation space. Pair students thoughtfully so support promotes participation rather than replacing it.
• Extend confident learners by creating a persuasive message for the school, council, or community that includes a measurable target, such as reducing litter, increasing native planting, or monitoring a species over time.