SLSNSW Stage 2 Unit Outline - Beach Safety Hub
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SLSNSW Stage 2 Unit Outline
Unit Outline: Stage 2
Unit Overview Key Messages
Beach and Ocean and Inland Waterways or coastline; students will need to create a strategy to ✔ FLAGS+
Primary School Series manage the situation, remove the danger or risk and F Find the red and yellow flags and swim
make the situation safe. Students will create a water safety
The beach, coastline and inland waterways are a source of between them,
prevention strategy for the “real-world” scenario. The
inspiration, a place of discovery and at times generating class exemplar will explicitly unpack the concept of “The L Look for and read the safety signs,
myths and uncertainties that can alter the confidence Think Line” and view real life scenarios where this could A Ask a lifesaver or lifeguard for safety advice,
and ability to make informed safety decisions by those have been executed. G Go swimming with an adult,
who are using the beach and waterways. Students will S Signal for help when you get into trouble in
conduct daily investigation of the conditions of the beach This unit uses artefacts to give students to explore the water
to create a Beach Report for the class by collecting, the scientific and mathematical knowledge of aquatic + Dangers of rip currents
analysing and recording data that is used by lifesavers to environments. The artefacts form the foundation of
inform visitors to the beach of the forecasted and current creating the class “Beach and Waterways Encyclopedia”. ✔ If you are not sure if a marine creature or plant
conditions. The shared text of “Annie and the Waves” by This inquiry-based task allows students to discover is a hazard, look from a distance and don’t
Louise Lambeth and complimentary texts gives students the amazing and complex intricate features of aquatic touch it
to the opportunity to uncover key water safety messages flora and fauna. They will learn how to create scientific
✔ Humans can use the aquatic environment to
through sharing of story in a range of modes. The creation line drawings their artefact, conduct a measurement
investigation and writing informative text in the style of a inspire research, creativity and innovation.
of informative text will put key water safety messages into
context. scientific document. ✔ The aquatic environment needs to be looked
after so future generations can enjoy it.
Your students will discover how river systems form and Focus: Beach, Ocean and Inland Waterways
how they reach the coast. Using “real-world” water safety Supplementary Learning
scenarios depicted in different parts of a river system Duration: 3 weeks This unit can be delivered with Surf Lifesaving
NSW incursion & virtual session programs. Further
information on these programs is available here
About Surf Life Saving NSW Surf Life Saving New South Wales (SLSNSW) is the peak water safety, drowning prevention and rescue organisation in NSW and one of the largest volunteer-based community service organisations in Australia. Today the organisation encompasses a range of diverse activities – lifesaving services, community education, surf sports, member development and training, all which contribute to the primary purpose to save lives and meet our target of zero preventable deaths and injuries on NSW beaches. Why have we created this resource? Creating a quality teacher resource Our mission is simple; save lives, create great We understand the unique challenges that Australians and build better communities. In our teachers face and the difficulty in finding order to do this, we want to provide you, our quality resources and content in line with the schools, teachers and students with the best curriculum. In order to bring our teachers a possible programs, resources and opportunities quality resource that they can easily integrate to engage with us and learn about water safety, into their classrooms we have utilized the the beach and coastal environments. This expert skills of highly trained and experienced resource has been created to help you integrate teachers to develop and build this resource. We beach and coastal safety information and will continue to annually review, amend and broader water safety activities and our programs add to this resource and as part of this process into your lesson plans in an easy and simple way. we will value the feedback from all teachers. We want to ensure our communities understand If you would like to provide your feedback, beach and ocean safety, but we also want to recommendations or comments regarding this make sure that we provide opportunities to resource please contact us at community@ do so in a fun, engaging and relevant way. We surflifesaving.com.au Thank you. hope that this resource will support our mission to equip all communities with the confidence, knowledge, resources & tools to prevent drownings & create safe, fun, welcoming & enjoyable beach side experiences.
Opportunities to engage with SLSNSW (Stage 2) This unit outline includes opportunities to bring the content to life by engaging with one of our offered programs, depending on your school location and your availability, you can choose from a number of programs to suit your needs. For further information and assistance with any of the below please contact us at community@surflifesaving.com.au Incursion Lifesaver at my School Bring a lifesaver to your school via our “Lifesaver @ my school” incursion. Our primary school program will focus on keeping safe at the beach and near inland waterways through fun and interactive games and activities. Virtual Session Beach & Ocean Explorers Bring a lifesaver into your classroom via our virtual sessions. Our stage 2 virtual session “Ocean Myth Busters (3-6)” invite your students to come and explore the ocean and beach with a real lifesaver and learn about the amazing creatures that live within. We will explore the animals from within the deep ocean along with creatures that lurk inside our coastal rock pools. Find out more about these session by visiting https:// beachsafetyhub.org.au/resources-sub-type/primary- schools/ Engage with your local SLSNSW area program If your school is located in a coastal area there may be a local run program by one of our SLSNSW Clubs or Branches. You can always contact your local club to find out more or contact us and we can put you in touch with the right person.
Contact the Community Education Team
Beach & Coastal Safety Resource Hub
Home - Surf Life Saving NSW
✔ Primary School education programs and
resources https://beachsafetyhub.org.au/
resources-sub-type/primary-schools/
✔ Virtual sessions: further information and to
make a booking https://beachsafetyhub.
org.au/resources-&-program/ocean-myth-
busters-3-6/
02 9471 8000
community@surflifesaving.com.au
Syllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology
Syllabus
Lesson Sequence
Home Resources
Syllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology
Outcomes Key Enquiry Questions of everyday and learned vocabulary and
appropriate tone, pace, pitch and volume
EN2 1A communicates in a range of informal ✔ How do we develop and apply contextual (ACELY1688, ACELY1792)
and formal contexts by adopting a range of roles knowledge?
✔ demonstrate understanding of ideas
in group, classroom, school and community ✔ How do we respond to, read, view and and issues in texts through dramatic
contexts compose texts? representation, role-play and simulations
EN2 2A plans, composes and reviews a range of ✔ How do we develop and apply language ✔ adapt language to suit familiar situations, e.g.
texts that are more demanding in terms of topic, forms and features? giving instructions to a younger child
audience and language
✔ respond appropriately to the reading of texts
EN2 4A uses an increasing range of skills, to demonstrate enjoyment and pleasure
strategies and knowledge to fluently read, view Content
Writing and representing 1
and comprehend a range of texts on increasingly
challenging topics in different media and Speaking and listening 1 Develop and apply contextual knowledge
technologies Develop and apply contextual knowledge ✔ identify key elements of planning, composing,
✔ interpret ideas and information in spoken reviewing and publishing in order to meet the
EN2 8B identifies and compares different kinds
texts and listen for key points in order to carry demands of composing texts on a particular
of texts when reading and viewing and shows an
out tasks and use information to share and topic for a range of purposes and audiences
understanding of purpose, audience and subject
matter extend ideas and information (ACELY1687) Respond to and compose texts
✔ understand that social interactions influence ✔ plan, compose and review imaginative and
EN2 10C thinks imaginatively, creatively and the way people engage with ideas and persuasive texts
interpretively about information, ideas and texts respond to others for example when
when responding to and composing texts ✔ discuss aspects of planning prior to writing,
exploring and clarifying the ideas of others, eg knowledge of topic, specific vocabulary
EN2 11D responds to and composes a range of summarising their own views and reporting and language features
texts that express viewpoints of the world similar them to a larger group (ACELA1488) ✔ plan and organise ideas using headings,
to and different from their own Respond to and compose texts graphic organisers, questions and mind maps
✔ interact effectively in groups or pairs, ✔ reread and edit texts for meaning, appropriate
adopting a range of roles structure, grammatical choices and
✔ use interaction skills, including active punctuation (ACELY1683)
listening behaviours and communicate in ✔ reread and edit for meaning by adding,
a clear, coherent manner using a variety deleting or moving words or word groups to
Syllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology
Content continued
improve content and structure (ACELY1695) Respond to, read and view texts ✔ make connections between the ways different
✔ respond to a wide range of literature and authors may represent similar storylines,
Reading and viewing 1
analyse purpose and audience ideas and relationships (ACELT1594,
Develop and apply contextual knowledge
✔ identify and interpret the different forms of ACELT1602)
✔ discuss how a reader’s self-selection of texts
for enjoyment can be informed by reading visual information, including maps, tables, Expressing themselves
experiences charts, diagrams, animations and images Develop and apply contextual knowledge
Respond to, read and view texts Thinking imaginatively, creatively and ✔ draw connections between personal
interpretively experiences and the worlds of texts, and share
✔ use comprehension strategies to build literal
Engage personally with texts responses with others (ACELT1596)
and inferred meaning to expand content
knowledge, integrating and linking ideas and ✔ share responses to a range of texts and identify Understand and apply knowledge of language
analysing and evaluating texts (ACELY1680, features which increase reader enjoyment forms and features
ACELY1692) ✔ respond to texts by identifying and discussing ✔ understand differences between the language
✔ summarise a paragraph and indicate the aspects of texts that relate to their own of opinion and feeling and the language of
main idea, key points or key arguments in experience factual reporting or recording (ACELA1489)
imaginative, informative and persuasive texts ✔ identify and analyse the different Respond to and compose texts
Reading and viewing 2 organisational patterns and features to engage ✔ consider and discuss ideas drawn from their
their audience world and the worlds of their texts
Develop and apply contextual knowledge
Understand and apply knowledge of language ✔ experiment with visual, multimodal and
✔ identify the audience and purpose of
forms and features digital technologies to represent aspects of
imaginative, informative and persuasive texts
✔ identify and discuss how vocabulary experience and relationships
(ACELY1678)
establishes setting and atmosphere ✔ respond to short films, documentaries and
✔ understand how texts vary in complexity
Respond to and compose texts multimedia texts that express familiar and
and technicality depending on the approach
✔ create literary texts that explore students’ own new aspects of the broader world
to the topic, the purpose and the intended
audience (ACELA1490) experiences and imagining (ACELT1607) ✔ discuss literary experiences with others,
✔ use visual representations, including those sharing responses and expressing a point of
✔ interpret how imaginative, informative and
digitally produced, to represent ideas, view (ACELT1603)
persuasive texts vary in purpose, structure
and topic experience and information for different ✔ describe and discuss ethical issues
purposes and audiences encountered in texts
Syllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology
Outcomes Key Enquiry Questions Content
PD2 2 explains and uses strategies to develop ✔ How does who I am influence others? Health, Wellbeing and Relationships
resilience and to make them feel comfortable and How does who I am influence others?
✔ How can we manage change?
safe
✔ Why are empathy, inclusion and respect ✔ explore how success, challenge and
PD2 3 explains how empathy, inclusion and important in our relationships? overcoming adversity strengthens identity, for
respect can positively influence relationships example: (ACPPS033)
✔ How can I take action to enhance my own
PD2 7 describes strategies to make home and and others’ health, safety, wellbeing and • explain how persistence and meeting
school healthy, safe and physically active spaces participation in physical activity? challenges strengthens identity S
PD2 9 demonstrates self-management skills to ✔ What skills and strategies do we need to be • propose ways to respond positively to
respond to their own and others’ actions healthy, safe and empowered? challenge and overcoming adversity, eg
positive self-talk, optimistic thinking and
PD2 10 demonstrates a range of interpersonal help-seeking behaviours, appropriate
skills that build and enhance relationships and expression of feelings S
promote inclusion in various situations How can we manage change?
✔ investigate how emotional responses vary in
depth and strength, for example: (ACPPS038)
• recognise their own emotional responses
to different situations and how these might
differ to others, eg anxious, worried, happy,
excited S
• describe strategies they can use to predict
and manage their emotions before
making a decision, eg calm down before
responding, walk away from an emotional
situation, consider the alternatives for the
situation S
Syllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology
Content continued
Healthy, Safe and Active Lifestyles How can I take action to enhance my own and What skills and strategies do we need to be
How can I contribute to promote healthy, safe and others’ health, safety, wellbeing and participation healthy, safe and empowered?
active communities? in physical activity?
✔ discuss the contextual factors influencing
✔ describe how their own and others’ skills ✔ identify and practise strategies to promote personal choices and decisions around
and strategies contribute to healthy and safe health, safety and wellbeing, for example: health, safety and physical activity, for
outcomes in a variety of situations, for example: (ACPPS036) example:
• recognise and practise strategies that nurture • discuss the accuracy of information about ✔ analyse physical and emotional responses
mental health and wellbeing, eg mindfulness, health and safety provided to them by that indicate when they and others feel safe or
relaxation S external sources S empowered, for example:
• explain how their level of skill can influence • practise responses and strategies that • compare feelings they experience in a
their participation in games and physical promote personal safety in unsafe variety of safe and unsafe situations
activities M situations, eg No-Go-Tell, seek assistance S
✔ recognise their responsibility to contribute • recognise emotional and behavioural
to a healthy, safe and active environment for • recognise and rehearse water safety warning signs associated with unsafe
themselves and others, for example: strategies and skills, eg entry and exit, situations, eg secrets, bribes, threats,
• identify problem situations in the playground check for underwater obstacles, never swim jealousy, power and control, negative
and classroom and suggest ways to improve alone, look for safety signs M feelings S
their environment ✔ suggest and apply strategies that help to • predict and reflect on how other students
create a healthy, safe and active environment might feel in a range of challenging or
for themselves and others, for example: unsafe situations and discuss how they can
respond to support others to feel safe and
empowered S
• explain how accomplishing challenges
makes them feel good about themselves
and builds confidence to try new things, eg
positive risk-takingSyllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology
PDHPE Prepositions PDHPE Content Strands PDHPE Skill Domains
Focus on educative purposes Health, Wellbeing and Relationships Self-management
Take a strengths-based approach This strand focuses on students developing the Interpersonal skills
Value movement knowledge, understanding and skills important Movement skills
for building respectful relationships, enhancing
Develop health literacy
personal strengths and exploring personal
✔ functional dimension identity to promote the health, safety and
✔ interactive dimension wellbeing of themselves and others.
✔ critical dimension
Healthy, Safe and Active Lifestyles
Include a critical inquiry approach
This strand focuses on the interrelationship
between health and physical activity concepts.
Students develop the knowledge, understanding
and skills to empower them to make healthy
and safe choices and take action to promote the
health, safety and wellbeing of their communities.Syllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology
Outcomes Content
GE2 1 examines features and characteristics of Places are Similar and Different eg provision of food, medicine, fuel,
places and environments The Australian continent timbers, fibres, metals F
GE2 3 examines differing perceptions about the ✔ investigate Australia’s major natural and Perception of environments
management of places and environments human features for example: (ACHGK014, ✔ investigate the ways people, including
ACHGK015) Aboriginal and Torres Strait Islander
• description of natural features of Australia Peoples, value environments, for example:
eg deserts, rivers, mountains ST VR (ACHGK022, ACHGK023, ACHGK024)
Key Enquiry Questions
Perception and protection of places • discussion of why people value
✔ investigate how the protection of places is environments differently eg cultural,
✔ Why are places similar and different?
influenced by people’s perception of places, agricultural, commercial, recreational
✔ How does the environment support people values
and other things? for example: (ACHGK018)
• description of how and why people perceive • description of how custodial responsibility
places differently for Country/Place influences Aboriginal and
Torres Strait Islander Peoples’ views of the
• discussion of how people’s perceptions
environment
influence the protection of places in
Protection of environments
Australia eg sacred sites, national parks,
world heritage sites ✔ investigate sustainable practices that
protect environments, including those of
The Earth’s Environment Aboriginal and Torres Strait Islander Peoples,
✔ investigate the importance of natural for example: (ACHGK023, ACHGK024,
vegetation and natural resources to the ACHGK025)
environment, animals and people, for • examination of how environments can be
example: (ACHGK021, ACHGK022, used sustainably eg sustainable agricultural,
ACHGK024) commercial and recreational practices
• identification of types of natural vegetation ✔ examination of how the practices of
eg forests, grasslands, deserts VR Aboriginal and Torres Strait Islander Peoples
• discussion of the importance of natural support the sustainable use of environments
vegetation and natural resources to people eg use of resourcesSyllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology
Outcomes Key Enquiry Questions Content
MA2 1WM uses appropriate terminology to ✔ How do I measure, order and compare objects Length 1
describe, and symbols to represent, mathematical using familiar metric units of length, area, Measure, order and compare objects using
ideas weight and temperature? familiar metric units of length (ACMMG061)
MA2 2WM selects and uses appropriate mental ✔ How do I compare the areas of regular and ✔ measure lengths and distances using metres
or written strategies, or technology, to solve irregular shapes? and centimetres
problems ✔ How do I select and trial methods for data ✔ record lengths and distances using metres
MA2 9MG measures, records, compares and collection, including survey questions and and centimetres, eg 1 m 25 cm
estimates lengths, distances and perimeters recording sheets?
✔ compare and order lengths and distances
in metres, centimetres and millimetres, and ✔ How do I construct suitable data displays, using metres and centimetres
measures, compares and records temperatures with and without the use of digital
✔ estimate lengths and distances using metres
technologies, from given or collected data?
MA2 10MG measures, records, compares and and centimetres and check by measuring
estimates areas using square centimetres and • explain strategies used to estimate lengths
square metres and distances, such as by referring to a
MA2 11MG measures, records, compares and known length, eg 'My handspan is 10 cm
estimates volumes and capacities using litres, and my desk is 8 handspans long, so my
millilitres and cubic centimetres desk is about 80 cm long' (Communicating,
Problem Solving)
MA2 14MG makes, compares, sketches and
✔ recognise the need for a formal unit smaller
names three-dimensional objects, including
than the centimetre to measure length
prisms, pyramids, cylinders, cones and spheres,
and describes their features ✔ recognise that there are 10 millimetres in one
centimetre, ie 10 millimetres = 1 centimetre
MA2 18SP selects appropriate methods to
✔ use the millimetre as a unit to measure
collect data, and constructs, compares, interprets
lengths to the nearest millimetre, using a ruler
and evaluates data displays, including tables,
picture graphs and column graphs • describe how a length or distance was
measured (Communicating)
✔ record lengths using the abbreviation for
millimetres (mm), eg 5 cm 3 mm or 53 mm
✔ estimate lengths to the nearest millimetre andSyllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology
Content continued
check by measuring (Communicating, Reasoning) and the abbreviation for square centimetres
✔ record lengths and distances using decimal (cm2), eg 55 square centimetres, 55 cm2
Length 2
notation to two decimal places, eg 1.25 m ✔ estimate the areas of rectangles (including
Use scaled instruments to measure and
Use scaled instruments to measure and squares) in square centimetres
compare lengths (ACMMG084)
compare temperatures (ACMMG084) • discuss strategies used to estimate area in
✔ use a tape measure, ruler and trundle wheel
✔ identify temperature as a measure of how hot square centimetres, eg visualising repeated
to measure lengths and distances
or cold something is units (Communicating, Problem Solving)
• select and use an appropriate device to
✔ use everyday language to describe ✔ recognise the need for a formal unit larger
measure lengths and distances (Problem
temperature, eg 'cold', 'warm', 'hot' than the square centimetre to measure area
Solving)
✔ recognise the need for formal units to ✔ record areas in square metres using words
• explain why two students may obtain
measure temperature and the abbreviation for square metres (m2),
different measures for the same length
eg 6 square metres, 6 m2
(Communicating, Reasoning) ✔ use a thermometer to measure and compare
✔ select and use an appropriate unit to estimate, temperatures to the nearest degree Celsius Area 2
measure and compare lengths and distances ✔ record temperatures to the nearest degree Compare the areas of regular and irregular
✔ recognise the features of a three-dimensional Celsius using the symbol for degrees (º) shapes by informal means (ACMMG087)
object associated with length that can • use a thermometer to take and record daily ✔ measure the areas of common two-
be measured, eg length, height, width, temperature readings (Communicating) dimensional shapes using a square-
perimeter centimetre grid overlay, eg measure the area
Area 1 of a regular hexagon
✔ convert between metres and centimetres, and
between centimetres and millimetres Recognise and use formal units to measure and • compare how different placements of a
estimate the areas of rectangles grid overlay make measuring area easier or
• describe one centimetre as one-hundredth ✔ recognise the need for the square centimetre harder, eg (Problem Solving)
of a metre and one millimetre as one-tenth as a formal unit to measure area
of a centimetre (Communicating)
✔ use a 10 cm × 10 cm tile (or grid) to find
• explain the relationship between the size the areas of rectangles (including squares)
of a unit and the number of units needed, that are less than, greater than or about the
eg more centimetres than metres will same as 100 square centimetres
be needed to measure the same length
✔ record area in square centimetres using wordsSyllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology
Content continued
• develop strategies for counting partial units Data 1 Interpret and compare data displays
in the total area of the shape, eg determine Identify questions or issues for categorical vari- (ACMSP070)
two or more partial units that combine to ables; identify data sources and plan methods of ✔ describe and interpret information presented
form one whole unit (Communicating, data collection and recording (ACMSP068) in simple tables, column graphs and picture
Problem Solving) ✔ recognise that data can be collected either by graphs
✔ measure the areas of irregular shapes using a the user or by others • make conclusions about data presented in
square-centimetre grid overlay, eg ✔ identify possible sources of data collected different data displays, eg 'Football is the
by others, eg newspapers, government most popular sport for students in Year 3 at
data-collection agencies, sporting agencies, our school' (Communicating, Reasoning)
environmental groups • represent the same data set using more
✔ pose questions about a matter of interest to than one type of display and compare the
✔ compare two or more areas by informal
obtain information that can be recorded in displays
means, eg using tiles or a square-centimetre
categories
grid overlay
Collect data, organise it into categories, and
• explain why two students may obtain
create displays using lists, tables, picture
different measurements of the area of the
graphs and simple column graphs, with
same irregular shape (Communicating,
and without the use of digital technologies
Reasoning)
(ACMSP069)
Compare objects using familiar metric units
✔ collect data and create a list or table to
of area (ACMMG290)
organise the data, eg collect data on the
✔ estimate the larger of two or more rectangular number of each colour of lollies in a packet
areas (including the areas of squares) in
square centimetres and then measure in
• use computer software to create a table to
square centimetres to compare the areas
organise collected data, eg a spreadsheet
(Communicating)Syllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology
Outcomes Content
ST2 1WS S questions, plans and conducts Earth and Space • investigate how erosion is caused by human
scientific investigations, collects and summarises activity, eg walking on bush trails
Working Scientifically
data and communicates using scientific
Processing and analysing data • investigate how erosion can be minimised,
representations
eg constructing boardwalks
✔ use a range of methods to represent data,
ST2 2DP T selects and uses materials, tools and
including tables and column graphs Digital Technologies
equipment to develop solutions for a need or
opportunity ✔ identify patterns and trends in gathered data Working Scientifically
(ACSIS057, ACSIS068) Processing and analysing data
ST2 4L S compares features and characteristics of
✔ compare results with predictions ✔ use a range of methods to represent data,
living and non-living things
✔ suggest possible reasons for findings including tables and column graphs
(ACSIS215, ACSIS216) ✔ identify patterns and trends in gathered data
Communicating (ACSIS057, ACSIS068)
Key Enquiry Questions ✔ suggest possible reasons for findings
✔ represent and communicate observations,
ideas and findings, using formal and informal (ACSIS215, ACSIS216)
✔ How do natural processes and human actions
representations (ACSIS060, ACSIS071) Living World
change the earth’s surface over time?
Content Working Scientifically
✔ How can we group living things?
How the Earth's surface changes over time Planning and conducting investigations
✔ How are environments and living things
✔ investigate why the Earth's surface changes
interdependent? ✔ plan scientific investigations with guidance
over time as a result of natural processes and
human activity, for example: (ACSSU075) ✔ conduct scientific investigations to find
ScIT answers to questions
• characteristics of soils ✔ use appropriate materials and equipment
safely (ACSIS054, ACSIS065)
• identify evidence of natural changes in
landforms, rocks or fossils ✔ consider and apply the elements of fair tests
✔ identify that scientific knowledge helps ✔ collect and record accurate, honest
people understand the effect of their actions, observations using labelled observational
for example: (ACSHE051, ACSHE062) drawings, basic formal measurements
ScIT and digital technologies as appropriate
(ACSIS055, ACSIS066)Syllabus Links K-10 English K-10 PDHPE K-10 Geography K-10 Mathematics K-6 Science & Technology Content ✔ reflect on investigations, including whether Life cycles of living things testing was fair or not (ACSIS058, ACSIS069) ✔ identify that living things have life cycles ✔ participate individually and collaboratively (ACSSU072) with clear roles and goals ✔ conduct an investigation into the life cycle of Processing and analysing data plants and/or animals (ACSSU072) ScIT ✔ use a range of methods to represent data, including tables and column graphs Survival of living things ✔ identify patterns and trends in gathered data ✔ describe how living things depend on (ACSIS057, ACSIS068) each other and the environment to survive ✔ compare results with predictions (ACSSU073) ScIT ✔ suggest possible reasons for findings (ACSIS215, ACSIS216) Communicating ✔ represent and communicate observations, ideas and findings, using formal and informal representations (ACSIS060, ACSIS071) Classification of living things ✔ collect data and identify patterns to group living things according to their external features, and distinguish them from non- living things (ACSSU044) ScIT ✔ identify that science involves making predictions and describing patterns and relationships (ACSHE050, ACSHE061) ScIT
Lesson Sequence - Week 1 English Mathematics Science Optional Activities
Teaching,
Learning and
assessment
Syllabus
Home Week 1 Week 2 Week 3 ResourcesLesson Sequence - Week 1 English Mathematics Science Optional Activities
Core Lesson 1 – 20 minutes Core Lesson 2 – 30-45 minutes
Shared Text: Annie and The Shared Text: Annie and The
Waves by Louise Lambeth Waves by Louise Lambeth
Class discussion: Before reading Class discussion: After reading -
Think/Share/Pair
Inference from title and cover
✔ Characters - main character, other ✔ What was the best bit?
character ✔ Worst bit?
✔ mood ✔ Describe 2 things you learned from
✔ activities this story
✔ Surf Life Saving Australia logo
Report back to class and record on a
Start reading from page 4 (where the class brainstorm
story starts)
Task: What is the Big Idea?
Resources
✔ Complete the task - What, Where,
✔ Annie and the Waves When, Who, How
✔ Reading and Multimodal ✔ Reread from page 4 (where the
experience story starts) What’s the
✔ Book read by Louise Lambeth and
Resources • In the Idea
big idea?
NSW Surf Lifesavers Grace & Liam • In the Det
box – 3 words
ails Box – Exp
to describe
lain your idea
your idea
in dot point
or sentences
✔ What’s the Big Idea Worksheet Idea 1
Details
✔ Book read by Louise Lambeth and
NSW Surf Lifesavers Grace & Liam
Idea 2
Details
Idea 3
Details
Name:Lesson Sequence - Week 1 English Mathematics Science Optional Activities
Core Lesson 3 – 30-45 minutes Core Lesson 4 - 15 minutes
Shared Text: Annie and The Play the Louise Lambeth
Waves by Louise Lambeth (author) Reading
Task: Character Inference Chart ✔ Watch from 2:40min to 14:40min
✔ This could be done with PDHPE
✔ Name of Character
tasks
✔ Facts: What do we know about the
character? Class Discussion
✔ Quotes: What does the character
✔ What did Annie learn from the
say?
lifesavers when they came to
✔ Actions: What does the character
Annie’s school? (Lifesavers are in
actually do?
red and yellow and there to help;
✔ Getting inside the Character’s
swim between the flags, if you need
Head: What are some of the
help; stay calm and raise your hand Characte
thoughts and feelings?
if in trouble) r Inferen
✔ Write 3 sentences about what you
✔ Name the 3 types of waves. Which My chara
cter is
ce Chart
can infer about the character
is the safest type? (Spilling, Surging, Facts: W
Characte
hat do we
r?
know abou
t th e
Quotes:
Resources Plunging) make you
What does
th
think abou e character say to
t her/him
?
✔ Name the things Annie did to
✔ Character Inference Chart
be sunsafe. (Slip, Slop, Slap, Actions:
✔ Book read by Louise Lambeth and make you
What does
th
think abou e character do to
Seek, Slide) - Sid the Seagull t her/him Qualities:
NSW Surf Lifesavers Grace & Liam ? Us
actions; Lis ing the facts, qu
t the perso otes
nal qualitie and
advertisement characte
r has. s the
Resources
✔ Book read by Louise Lambeth and Write 3 se
ntences ab
out what
you can inf
er about
NSW Surf Lifesavers Grace & Liam your chara
cter.
✔ Sid the Seagull
Name:Lesson Sequence - Week 1 English Mathematics Science Optional Activities
Core Lesson 5 - 45 minutes
Mathematics Marine Class discussion: Students compare
Encounters (Pre - Beach Profile their findings based on the methods
and Hazards Encyclopedia used for calculation. This is a cross KLA
Task): Students are given cut-outs Why would the same object have Project- Mathematics,
from the “Mathematics Marine different calculations and different
Encounters Resource Cut-outs”. English, Science, HSIE
results?
and PDHPE task
There is a collection of species of Teacher Preparation:
marine life that could be used by
Cut the individual species of marine Marine Encou
Mathematics nters
students from a range of numeracy
levels. There are 30 individual creatures out so students can
species (class set) for your students complete the mathematics task. cut-outs
to investigate. The prints are NOT TO You will need to label each marine
SCALE. You will need grid paper for creature on the back of the cut-out Teachers need to cut out
the marine creatures from
this task. marine creature the background for students
to place on the grid paper to trace
around to construct compound 2D
✔ Draw an outline of each species on To be supplied by the teacher: grid shapes.
the grid paper paper
NOT TO SCALE: The marine
creatures are purposely not to scale
✔ Calculate the length, width and area to cater for the range of numeracy
levels in your class.
of the artefact to one hundredth of a Resources: “Mathematics Marine
centimetre Encounters Resource Cut-outs
Potential methods:
✔ Create compound regular shapes,
calculate area of each shape
✔ Measure with tape measure/ruler
and estimate area
✔ Create compound regular shapes,
cut out each shape and combine
them to make a rectangle. Calculate
the area of the rectangle
Australian Pin
eapple FishLesson Sequence - Week 1 English Mathematics Science Optional Activities
Core Lesson 6 - 30-45 minutes
Working Scientifically Discussion - Beach
Profile and Hazards Encyclopedia Task:
Explicit questioning:
✔ When calculating the length, width and area of the
artefacts in the box. There were several different
findings. Why is this so?
✔ What does the terms “accurate, predict, estimate,
error, pattern” mean?
✔ How can we ensure that the findings of
measurement are accurate and fair? Bluebottle
✔ How can we record our data?
✔ How can we display our findings?
Scientific Sketching Task (Pre -Beach Profile and
Hazards Encyclopedia Inquiry Task):
Using the same marine creature cut-out used for
the Mathematics Marine Encounters task; Create a
Scientific Sketch of your marine species. Watch the
videos and PowerPoint to assist you
Resources Bluebottle
Students use same marine creature cut-out used for
the Mathematics Marine Encounters task
Beach Profile and Hazards Encyclopedia Template
✔ PowerPoint - Scientific Sketching Practice
✔ How to draw Scientific Drawings
✔ Introduction to scientific sketching – California
Academy of Sciences
✔ Scientific sketching practice – California Academy of
Sciences
✔ Introduction to scientific sketching lesson plan Smooth ToadfishLesson Sequence - Week 1 English Mathematics Science Optional Activities
a il y B e a c h Re p ort
D Da ily Beac
Create a Beach
Report for your
local or cho sen beach.
h Repor
t
.
sure you use describing words
Make Create a
Beach R
Make su ep
• www.coastal
watch.com re you u ort for your loca
se descr l
ather.com.au ibing wor or chosen beach
• www.willywe • www.c ds. .
ww w.m ag ics eaweed.com oa
• www.w stalwatch.com
• ill
v.au • www.m yweather.com.a
• www.bom.go
watch.com ag
• www.b icseaweed.com
u
• www.coastal om.gov.a
• www.c u
oastalwat
ch.com
■ cool
ns ■ warm
Today’s conditio o
C ■ hot ■ cool
(oC) ■ warm
Air Temperature ■ hot Toda ■ still
C ■ windy y’s condition
o
pera ture (oC) s
Water Tem km/hr ■ gale Air Tempe
(km/hr) rature ( oC)
Wind Conditions Water Te
mperatur o o
e ( C) C
Wind Direction Wind Co
nditions o ■ hot
mm (km/hr) C
Rainfall Wind Dire ■ hot ■ warm
ction km/hr
(Since 9am) Rainfall ■ gale ■ warm ■ cool
e Heig ht (m) m (Since 9a
Wav m) ■ windy
0.00m) ■ cool
(To tenth metre/ Wave He mm
igh ■ still
Swell Height (m)
m (To tenth t (m) ■ spilling
re) ■ plunging metre/ 0.0
(To one tenth of met Swell He ■0m ) py
chop m
■ surging ight (m
Type of wave ■ even waves(To
one tenth )
? ■ flat of metre)
How does it look Type of wa
ve
m
UV prediction How does
it look? ■ surging
or not
Why would you go UV predict
ion ■ fla t
y? ■ plung
go to this beach toda Why would ing
Forecast for tom
Tempera ture
Wind Speed
orrow
o
C
km/hr
go to this you go or not
Forecast
Temperat
beach to
for tomor
da y?
row
■ even
waves ■ spilling
■ choppy 30-45 mins
ure
Wind Direction mm
Wind Sp
eed
Compile an extra Daily
o
C
Rainfall Wind Dire
m ction km/hr
Wave Height m
Rainfall
Swell Height
Beach Report from a
Wave He
ight mm
UV prediction Swell He
ight m
you
Predict whether UV predict
second beach. Compare
h ion m
would go to the beac Predict wh
et
would go her you
to the be
ach
the daily beach data
Name:
Name:Lesson Sequence - Week 2 Combined Mathematics Science Geography PDHPE Optional Activities
Teaching,
Learning and
assessment
Syllabus
Home Week 1 Week 2 Week 3 ResourcesLesson Sequence - Week 2 English Mathematics Science Geography PDHPE Optional Activities
Daily Task Resources Teacher Resources:
Daily Beach Report 5x10-15 minutes ✔ www.bom.gov.au - Bureau of Meteorology ✔ Dr Rob Brander (UNSW)
✔ www.coastalwatch.com - webcam of a beach. Where do Waves Come From?
This is a duplicate task with Mathematics, HSIE and
Science. You may want to have each student or pairs Search words: webcam (name) beach/river ✔ Dr Rob Brander (UNSW)
collect beach conditions data on the “Daily Beach ✔ www.willyweather.com.au How do Waves Form?
Report”. Students may present a report each day. You ✔ www.magicseaweed.com ✔ Dr Rob Brander (UNSW)
may also want to record the beach conditions data on The Beach Survival Guide
✔ Daily Beach Task Instructions and Report Template
the “Beach Conditions Data Recording Sheet” to find ✔ Surfing Online
patterns of beach conditions, create graphs, tables and ✔ Beach Conditions Data Recording Sheet
Types of Waves (for surfing)
infer patterns. ✔ Extension: purchase a school weather station;
✔ Beach & Coastal Safety Resource Hub
Teacher to create a spreadsheet to record school
✔ Name of Beach ✔ SLS Beachsafe
weather report data each day
✔ Air Temperature
✔ The Beach Rat - 4 Simple Ocean Observations to
✔ Water Temperature
Improve Your Surfing
✔ Wind Conditions
✔ Wave Height
✔ UV prediction ort
✔ How does it look? Daily Beach Rep Daily Be
Report for your
local or chosen
beach.
ach Rep
✔ Why would you go or not go to this beach today? Create a Beach
Make sure you use
.coas talwa
describing word
tch.com
s.
Create a
Be
Make sur ach Report for yo
e you use ur local or
ort
• www
✔ Forecast for tomorrow her.com.au describi
• www.willyweat • www.c ng words chosen beach.
.
Homework
weed.com oa
• www.w stalwatch.com
• www.magicsea illy
au • www.m weather.com.au
• www.bom.gov.
.coas talwa tch.com ag
• www.b icseaweed.com
• www
om.gov.a
Extension for Mathematics: Using the school • www.c
oastalwa
u
tch.com
weather station, create a weather report for the school.
■ cool
Read supplementary
■ warm
Today’s conditions o
C ■ hot ■ cool
(oC) ■ warm
Air Temperature o
C ■ hot Today’s ■ still
(oC) ■ windy conditio
Water Temperature ■ gale Air Tempera ns
km/hr ture ( oC)
(km/hr)
Wind Conditions Water Tem
perature o o
C
texts from other books
Wind Direction Wind Con ( C) ■ hot
mm ditions (km o
C
Rainfall Wind Dire /hr) ■ hot ■ warm
ction km/hr
(Since 9am) Rainfall ■ gale ■ warm ■ cool
m
Wave Height (m) (Since 9am ■ windy ■ cool
0.00m) )
(To tenth metre/ Wave Heig mm
and media relating to this
m ht■(m) ■ still
Swell Height (m) (To tenth spilling
metre/ 0.00
(To one tenth of metre) ■ plunging m)
■ surging Swell Heig ■ choppy m
■ even waves ht
Type of wave (To one tent (m)
■ flat h of metre)
How does it look? Type of wav m
e
UV prediction How doe ■ surging
lesson such as being at
or not s it look?
Why would you go UV predictio ■ flat
n ■ plunging
go to this beach today? Why wou
ld
Forecast for tomorr
ow
C
o go to this you go or not ■ even
waves ■ spilling
beach toda
Temperature Forecast y? ■ choppy
km/hr for tomorro
Wind Speed Tempera w
the beach, being lost and
ture
Wind Direction mm
Wind Spe
ed o
C
Rainfall Wind Dire
m ction km/hr
Wave Height Rainfall
m
Swell Height Wave Heig
ht mm
dangerous animals.
UV prediction Swell Heig
ht m
you
Predict whether UV predictio
n m
would go to the beach Predict whe
would go ther you
to the bea
ch
Name:
Name:Lesson Sequence - Week 2 English Mathematics Science Geography PDHPE Optional Activities
Core Lesson 1 – 60 minutes
Task
ort
Daily Beach Rep Dai
Analysis of Beach Conditions Data Information Report
Each student receives a hard copy of the data
collected. Students are to use different colours to ly Beach
Report
beach.
local or chosen
Report for your
Create a Beach .
categorise the data describing words
Make sure you use Create a
Be
atch.com Make su ach Report for yo
✔ Windy, small breeze, still • www.coastalw re you us
e describi ur local or chosen
ather.com.au
• www.willywe • www.c ng words
.
beach.
aweed.com oa
• www.w stalwatch.com
✔ hot, warm, cool temperature • www.magicse
v.au illyweath
• www.bom.go • www.m er.com.a
✔ cold or warm • www.coastalw
atch.com ag
• www.b icseaweed.com
om.gov.a
u
• www.c u
✔ large, small, still waves oastalwat
ch.com
✔ choppy, slight swell, still water, current, flooded ■ warm
■ cool
s
Today’s condition ■ cool
✔ plunging, spilling, surging waves Air Temperature
(oC)
o
o
C
C
■ hot
■ hot
■ warm
Toda
■ windy y’s condition
■ still
Tem pera ture (oC) s
Water ■ gale
✔ good or poor beach day Wind Conditions
(km/ hr) km/hr Air Temp
Water Te
erature ( o
mperatur o
C)
o
C
Wind Dire ction Wind Co e ( C)
nditions o ■ hot
mm (km/hr) C
Rainfall
Teacher models generating data table, pie graphs, (Since 9am)
m
Wind Direc
Rainfall
tion km/hr ■ hot
■ gale
■ warm
■ warm ■ cool
Wave Height (m) (Since 9a
column graph on the class board using Excel or similar (To tenth metre/
Swell Height (m)
0.00 m)
m
Wave He
m)
igh
(To tenth t (m) ■ spilling
mm
■ windy ■ cool
■ still
e) metre/ 0.0
app. (To one tenth of metr
Type of wave
■ surging
■ plunging
■ even wave s
Swell He
igh
(To one ten (m) t
■0m ) py
chop m
? ■ flat th of metre
How does it look Type of wa
ve
) m
Students to create an Informational Report using the UV prediction
Why would you go
or not
How does
UV predict
it look? ■ surging
■ flat
y? ion ■ plung
go to this beach toda
beach conditions data, tables and graphs modelled by Forecast for tom
orrow
o
C
Why would
go to this you go or not
beach tod
■ even
ing
waves ■ spilling
ture Forecast ay?
the teacher using Excel or similar app. Tem pera
Wind Speed
km/hr
Tempera
for tomor
ture
row
■ choppy
Wind Direction mm
Wind Sp
eed o
C
Rainfall Wind Direc
eg. At (Location) Beach between the dates of ...... there Wave Height
m
m
Rainfall
tion km/hr
Swell Height Wave He
were .... good beach days. (Location) had mainly ..... UV prediction
you
Swell He
ight
ight m
mm
Predict whe ther UV predict
conditions with ..... waves etc. would go to the beac
h
Predict wh
would go
ion
ether you
m
to the be
ach
Resources
✔ Teacher to generate hard copy of Beach Conditions
Data Recording Sheet from core lesson 5 in week 1 Name:
Name:
✔ Teacher to give each student hard copies of the
modelled tables and graphs
✔ Teacher to provide an Information Scaffold for each
studentLesson Sequence - Week 2 English Mathematics Science Geography PDHPE Optional Activities
Core Lesson 2 – 30-45 minutes x 2
Beach Profi
Hazards En le and
Beach Profile and Hazards Encyclopedia Inquiry Task:
Students are to research the following information
about the Marine Creature you have been working on: cyclopedia
✔ Scientific Drawing (Science Task)
Beach Profi le and Common Na
me of Marin
pedia
Scientific Na e Creature:
l o
me of Marin
✔ Common name
rd s E n c yc Scientific Sk
etch:
e Creature:
✔ Scientific name
✔ location of where the species is found (colour on the
Haza
ture:
map) of Marine Crea
Common Name Marine Creature:
c Na me of
Scientifi
✔ environment it is found (fresh/salt water, vegetation, Scientific Sketc
h:
type of waterway)
✔ interesting features
✔ features that may make it hazardous to humans
Resources
✔ Beach Profile and Hazards Encyclopedia Sheet Interesting
Features (in
• clude any fe
atures that ar
e hazardous
to humans)
•
•
humans)
hazardous to
tures that are
Features (inclu •y fea
de an
Interesting
• •
• •
• •
•
•
Name:
•
•
Name:Lesson Sequence - Week 2 English Mathematics Science Geography PDHPE Optional Activities
Core Lesson 3 – 60 minutes Optional Task Resources
Task: Features of a River System Experiment-River Systems ✔ An Amazing Discovery!
✔ www.mdba.gov.au - amazing discovery
Label the parts of the river system. Students will need Teacher to build up a mountain range to the coast profile with
✔ www.mdba.gov.au - sticker mapping activity
to research these terms: sand or similar material. You will be using watering can or
✔ Features of a River System - Plan It, Twinkl
✔ channel similar to model the impact of rain on the mountain range.
✔ confluence You may want to film the class experiment for
✔ delta
future reference
✔ estuary
✔ floodplain Explicit Direct Teacher Questioning and Discussion:
✔ levee ✔ Describe the shape of the landscape from the highlands to
✔ meander the coast - Highlands steep, flood plain and delta flat, and
✔ mouth reaches coast
✔ gorge ✔ Where is the source of the river? - Highlands
✔ source ✔ What do you think will happen to the river system if it rains
✔ waterfall in the highlands? - flows down the river system to the coast
Teacher puts a little bit of water on the highlands
✔ As the water moves down the river system from the
highlands, what feature is created? - tributaries form
✔ What is happening to the sand/dirt? - being picked up in
the current and washed downstream - erosion
✔ What is the water movement called? - current
✔ What is happening to the current when it hits the flood
plain? - current slows and forms meanders - deposition
✔ What is happening to the sand/dirt when it hits the flood
plain? - it stops and builds up on the flood plain
✔ What will happen to the water when it hits the delta? -
spreads out and little tributaries and creeks form to the
coast
✔ Teacher to pour more water on the highlands.
✔ What will happen if the highlands get lots of rain? -
flooding
Teacher to pour bigger volume of water.Lesson Sequence - Week 2 English Mathematics Science Geography PDHPE Optional Activities
Core Lesson 4 – 30-45 minutes Core Lesson 5 – 60 minutes
Explicit Teaching: Flags and The Think Line Inquiry Task: Use scenario planning sheets with a list
of resources for each scenario.
Rock Pool Safety Scenario
Explain the concept of:
Your family is visiting the patrolled beach
✔ FLAGS acronym - Write the meaning of FLAGS in In small groups; you will be given a scenario. You will today. We have decided to go for a walk
on the rock platforms to explore the rock
students notes need to present to the class in a format of your choice pools. Your mum told you and your little
sister not to pick anything up out of the
rock pools. Your little sister sees a pretty,
✔ Watch the videos about rip currents and The Think eg. presentation, make a video or podcast, create an orange octopus with blue rings and
decides to give it a pat. She gets bitten.
The bite did not hurt that much but she
Line infographic: starts to feel numb around the face and
cannot breathe very well.
✔ Discuss the following points as a class
✔ A short description of the scenario What are the risks to the victim, rescuer
Beach S
and bystanders?
✔ List the ways the ways you can prevent getting What are the risks in bringing the person
caught in a rip current
✔ What are the risks to the victim, rescuer and to safety?
afety Sc
bystanders? How are you going to find assistanceIttois the scho enario
✔ Options for returning to shore help the victim? two frien ol holid
ds are go ays! You and yo
✔ How are you going to find assistance to help the your frienOnce
d’s the
years old nextm
ing to th
victim
um and
). Youthing
ha
youyo
isesafe,
will
beacwhat
undo?
urwill be the
h with
ger sis
with yo
ur two fri ve entered the ter (3
Resources victim? away fro
m
body su the red and ye
rfi
en ds onto
llo
wa
the sand r
te
bar
What strategy are you going to useunexpe ng for about 20 w flags. After
✔ What strategy are you going to use to bring the to bring the victim to safety? What
into a rip
cted wa
ve has ca minutes; an
rri
✔ FLAGS acronym assistance will you need? cuHow
and tries rre nt.could ed your
Yo this event
to swim ur friend is scar end
befriprevented?
victim to safety? What assistance will you need? starting ba
to get ve ck to shore. He
ry tired
ed
is
✔ How to spot a rip What ar
.
✔ What are the risks in bringing the person to safety? and bysta
e the ris
nders?
ks to the vic
tim, resc
✔ How to survive a rip
Scenario
uer
✔ Once the victim is safe, what will be the next thing
ety
River Saf
What ar
✔ The Think Line e th
to safety e risks in brin
you will do? How are
help the
you goin
victim?
g to find
assistanc
? ging the
person
✔ What other ways could you bring the person to Name:
meet
r decide to ot on
e to
ur brothe sp Once th
You and yo s at the swimming o the
safety? some frie
the river
nd
to sw ing off the rope
fro
int
m theW
er
rivha t str at
next thin
e victim
g you wi
is safe,
ll do?
what wi
ll be the
up eg
get back to nk s y are yo
water. To mb up the steep ba brin gen
th e victim u go in g to use
st cli woasod . Wh
sis to
Resources yo u mu
lined with
de
which are rs friend swims ba
ad ta nce will
ck to the
under
sa fe
you need ty? What
?
your brothe gets his leg stuck gh of How co
riverbank,
he s enou uld this
wo od . He just ha ath ing . event be
bre prevente
some dead e water to keep
Scenario planning sheets his head
abov
t mo bil e ph one recep
tio n at d?
There is no
ming spot.
the swim er the perso
n
tim, rescu in bringing
to the vic the risks
the risks What are
What are
nders? to safety
?
and bysta
Name:
istance to wi ll be the
to find ass safe, what
you going victim is
How are Once the ?
victim? you will do
help the next thing
use d?
u going to prevente
gy are yo at thi s event be
What strate victim to safety? Wh How could
to bring the ll you need?
wi
assistance
Name:Lesson Sequence - Week 2 English Mathematics Science Geography PDHPE Optional Activities
Geography 45mins
Task: River System Experiment source (highlands) to
the coast.
Introduce River Systems with the video – An Amazing
Discovery! (Murray-Darling Basin Authority)
Resources
✔ An Amazing Discovery!
✔ Amazing discovery resource
✔ Sticker mapping activity – good teacher resource
Homework
Read supplementary
texts from other books
and media relating to this
lesson such as being at
the beach, being lost and
dangerous animals.Lesson Sequence - Week 3 Combined English Mathematics PDHPE Optional Activites
Teaching,
Learning and
assessment
Syllabus
Home Week 1 Week 2 Week 3 ResourcesLesson Sequence - Week 3 Combined English Mathematics PDHPE Optional Activites
Science, English, HSIE & Mathematics Resources
Daily Task: Daily Beach Report 5x10-15 ✔ www.bom.gov.au - Bureau of Meteorology
ort
minutes ✔ www.coastalwatch.com - webcam of a beach - Daily Beach Rep
Search words: webcam (name) beach/river beach.
This is a duplicate task with Mathematics, HSIE and Create a Beach
Daily Be
Report for your
local or chosen
describing word
s.
✔ www.willyweather.com.au Make sure you use
a
atch.com ch Repo
Science. You may want to have each student or pairs ✔ www.magicseaweed.com
• www.coastalw
• www.willyweat
• www.magicsea
her.com.a
weed.com
u
Create a
Be
Make su ach Report for yo
re you us
e describi ur local or chosen
rt
collect beach conditions data on the “Daily Beach
au
• www.bom.gov. ng words beach.
atch.com • www.
✔ Daily Beach Task Instructions and Report Template • www.coastalw
• www.w
coastalw
atch.com
illyweath
.
Report”. Students may present a report each day. You ✔ Beach Conditions Data Recording Sheet
• www.
• www.
• www.
magicse er.com.au
aw
bom.gov.a eed.com
u ■ cool
■co astalwatc
may also want to record the beach conditions data on
warm
Today’s conditions o
C ■ hot h.com■ cool
(oC) ■ warm
Air Temperature o
C ■ hot ■ still
(oC) ■ windy
Water Temperature ■ gale
Extension: purchase a school weather station; Teacher
km/hr
the “Beach Conditions Data Recording Sheet” to find
(km/hr)
Wind Conditions
Wind Direction Today’s
conditions
mm
Rainfall Air Tempera
to create a spreadsheet to record school weather
ture ( oC)
(Since 9am)
patterns of beach conditions, create graphs, tables and
Water Tem
m perature o o
C
Wave Height (m) Wind Con ( C) ■ hot
0.00m) ditions (km o
C
(To tenth metre/ Wind Dire /hr)
m ction ■ hot ■ warm
Swell Height (m) km/ spilling
report data each day
■ hr
Rain
infer patterns. (To one tenth of metre) plunging
■fall ■ gale ■ warm ■ cool
(Since 9am waves ■ choppy
■ surging ■ windy ■ cool
Type of wave ■ even )
■ flat Wave Hei mm
ght (m) ■ still
How does it look? (To tenth
metre/ 0.00
✔ Name of Beach
UV prediction Swell Hei m) m
or not ght
Why would you go (To one tent (m)
Teacher Resources
h of metre)
go to this beach today? Type of wav m
row e
Forecast for tomor How doe
✔ Air Temperature
C
o
s it look? ■ surging
Temperature km/hr UV predictio ■ flat
n ■ plunging
Wind Speed Why wou
ld
Wind Direction go to this you go or not ■ even
waves ■ spilling
✔ Dr Rob Brander (UNSW) - Where do Waves Come
mm beach tod
✔ Water Temperature Forecast ay?
Rainfall m for tomorro ■ choppy
Wave Height Tempera w
m ture
Swell Height Wind Spe
ed o
C
✔ Wind Conditions From? UV prediction
Predict whether
you
would go to the beach
Wind Dire
Rainfall
Wave Hei
ction
ght
km/hr
mm
✔ Dr Rob Brander (UNSW) - Where do Waves Come
Swell Hei
✔ Wave Height
ght m
UV predictio
n m
Predict whe
would go ther you
to the bea
✔ UV prediction From? ch
✔ How does it look? ✔ Dr Rob Brander (UNSW) - The Beach Survival Guide Name:
✔ Why would you go or not go to this beach today? ✔ Surfing Online - Types of Waves (for surfing) Name:
✔ Forecast for tomorrow ✔ Surf Lifesaving Queensland - Waves
✔ SLS Beachsafe - Rip currents
Extension for Mathematics
✔ The Beach Rat - 4 Simple Ocean Observations to
Using the school weather station, create a weather Improve Your Surfing
report for the school.You can also read
