Relief Teaching Themes: The Coast

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Title:

Ready-Ed

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. I-stock Photos.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Publications

Relief Teaching Themes: The Coast © 2010 Ready-Ed Publications Printed in Australia Author: Kym Armstrong

Copyright Notice

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

2.

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

3.

Copies are not sold or lent;

4.

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that that

. te

Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 810 1 2

m . u

w ww

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Teachers’ Notes

4

Latitude and Longitude Suburb on the Coast Coastal Shopping Bridges Lighthouses Shipping Oil Spills Industry Local Government World Surfing Sport and Recreation Stranded!

Ocean Travel Mapping the Coast

26 27 27 28 28 29 29 30 30 31 31 32 32 33 33

6 7 7 8 8 9 9 10 10 11 11 12 12 13 13 14 14

On the Coast Coastal Card Games Silly Sentences Word Shapes & Syllables Newspapers 1 Newspapers 2 Description Information Report Discussion Exposition Recount Procedure Narrative Poetry Inventive Interviews 1 Inventive Interviews 2

ew i ev Pr

r o e t s Bo r e p ok u S

Section 1: English

Teac he r

Section 3: The Humanities

Section 4: Science

Waves Wind Power The Sun Evaporation Coastal Shade Weather Effects Coastal Materials Dangerous Animals Food Chains Life Cycle Coastal Crabs Rock Pool Sand Dunes Coastal Vegetation Conchology Coastal Seaweed

w ww

Design a Surfboard Design a Coast Shape of a Lighthouse Drawing Dictation 1 Drawing Dictation 2 Beach Towels Gone Fishing 2D Shapes Coastal Playground Take a Walk Shape Dimensions Area of a Bucket Waves Design a Sandpit Shells Sand Castles Coastal Buildings Fishing Design a Board Game Coastal Real Estate Bus Stop Graph It Weather Records

. te

15 16 16 16 17 17 17 18 18 19 19 19 20 20 20 21 21 21 22 22 22 23 23 23

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Section 2: Mathematics

o c . che e r o t r s super Section 4: Visual Arts Clothing Designs Contrasts Coloured Paper Mosaic 3D Rock Pool Restaurant on the River Day at a Busy Beach Answers

35 36 36 37 37 38 38 39 39 40 40 41 41 42 42 43 43

44 45 45 45 46 46 46 47-48

3

Teachers’ Notes Individual Work Book Provide each student with at least five sheets of A4 paper or ten half A4 sheets of paper to staple together and construct their special daily work book. Provide a piece of coloured card or paper for the cover of the booklet.

Allow the students ten minutes at the beginning of the day to begin a cover for their book. Using this individual work book allows relief teachers flexibility and creativity and does not intrude on established class work.

r o e t s Bo r e p ok u S

The lessons are presented as task cards which enables teachers to plan their day to suit their own teaching style. It is advisable to copy sets of the task cards from the book and laminate them for future use. Sets of cards can also be copied in A3 size for effective whole class display. This will save time at the beginning of the day by avoiding queues for the copying machine.

ew i ev Pr

Teac he r

Relief Teaching Themes: The Coast is specifically designed to help relief teachers deliver lessons which are engaging, motivating and related to the theme of the coast. This book is divided into five sections: English, Mathematics, The Humanities, Science and Visual Arts. This allows teachers to locate suitable lessons quickly and easily. The lessons in this book are suited to children aged nine years and above, but can be simplified for younger children. Students with a wide range of learning and thinking styles are catered for.

Lesson Option Ideas The teacher selects a set of task cards to use for the day. Display the cards to the class and discuss with the students each activity. Allow students to select their tasks and copy them in their order of preference. Each student can then create their own timetable for the day.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

. te

4

m . u

w ww

Some of the lessons require the students to research information.

Lessons which do require students to make use of materials other than a pen/pencil and paper are clearly marked with appropriate icons. You could borrow a set of books on the coastal theme from the school library so that the students may have access to information throughout the day. You could also book a time in the computer room for students to conduct research.

If there are classroom computers, set up a class timetable for shared use of the computer.

Students are placed into groups to collectively sit down and read through the task card selection given to them by the teacher. Allow the students time to discuss and select tasks from each section. The groups then set up a timetable for the day and begin working on their tasks.

o c . che e r o t r s super

Establishing Groups Creatively • Take six maps of the world or of Australia and cut each into five jigsaw pieces. Place them in a box and jumble them together. Each student selects a piece of the world.

Silently they have to find the group to which they belong by finding the missing pieces of their map.

Teachers’ Notes • Write numbers one to five on pieces of paper. Place them into a box and jumble them up. Students each pull out a number. Their group will be the other students with the same number.

• Provide time limit incentives to complete work. If work is completed by a designated time the individuals or groups can be awarded points which are tallied on their individual booklets.

Classroom Management Ideas

• At the end of each session discuss the activities completed and mark appropriate work.

Teac he r

Managing a new class is often a challenge. By using a few simple management strategies you may find that your day runs more smoothly and students are motivated to complete tasks given.

• Play name game at the beginning of the day. Roll a ball to each student as they sit in a circle and ask them to take turns in saying their name and saying one thing that they like to do in their spare time.

ew i ev Pr

r o e t s Bo r e p ok u S

• Have a set of short break games to play to provide the students with stretch and rest time.

• At the end of the day ask students to reflect on their day in written form. They can write down or talk about what they enjoyed, learned, achieved, could do better next time, what they’d like to learn about another day and what activity they would like to do next time.

• When marking the roll, select a word with a coastal theme for the students to say as they indicate they are present in the classroom, e.g. ocean.

w ww

• Students make name tags to display on their desk and place in front of them.

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

5

Teac he r

ew i ev Pr

Section 1: r o e t s Bo r English e p ok u S

w ww

. te

6

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Section 1: English

Task Card

On the Coast

You will need:

1. Use a dictionary to find and record the meaning of the word ‘coast’.

1

2. In pairs brainstorm words which relate to coastal adventures and communities. Include adjectives (sandy), verbs (swimming), and nouns (boats).

Pencil & Paper

r o e t s Bo r e p ok u S 4. Word cross See if you can write all of your words down, across and up from one root word. Look at the example to help you.

E.g. b o a t

w a t e r a c h

Dictionary

ew i ev Pr

Teac he r

3. Use different coloured pens and circle each word to show whether it is living or non-living (e.g. crab = living, boat = non-living).

i d e r o s i o n s u n n y

Colour Pens

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

2

Coastal Card Games

Create a snap or memory game by cutting a piece of card into twenty equal squares. Select ten words to do with the coast and write each word onto two cards.

Memory GAME

. te

Work in pairs

You will need:

m . u

Task Card

Working in pairs mix up the cards and turn them face down. Take turns in turning over two cards at a time in an attempt to find two matching cards. If your cards match, put these cards to one side and take a second turn. The player with the most pairs wins.

o c . che e r o t r s super Snap

Pen & Card

Scissors

Divide the cards equally between you and your opponent. Take turns to place the cards on the table, face up on top of each other. If two matching cards are placed on the table, the first person to place his/her hand on the cards and say ‘SNAP’ collects all of the cards. The person with the most cards in his/her hand, when there are no cards left on the table, wins.

7

Section 1: English

Silly Sentences

Task Card

Step 1

3

Work in pairs

In pairs, fold four pieces of A4 paper in half, then in half again and then in half again. Open up the pieces of paper – you should have 32 divisions in total.

On each division, write down one word. Some words should be connected to the coast and others should be small words such as: to, and, a, the, then, went, at, looked, saw. You should have 32 words.

r o e t s Bo r e p ok u S Step 3

Cut out all the words. This is easy to do using the creases of the paper as a guide.

Step 4

Combine the words to form sentences. What silly or sensible sentences can you make?

Step 5

Illustrate one of your sentences.

the

beach

crab

at waves

Pencil & Paper

Scissors

ew i ev Pr

Teac he r

Step 2

You will need:

rocks

the

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Word Shapes & Syllables

w ww

4

1. Write down three nouns (naming words) and three adjectives (describing words) to do with the coast.

2. Observe the words in your list. Experiment to see if you can write the word into a shape which makes it look like its meaning.

E.g.

. te

o c . che e r o t r s super

3. Show the syllables in each word by writing the syllable sections in different colours. E.g. if the word is water, the ‘wa’ will appear in different colours than the ‘ter’.

8

You will need:

m . u

Task Card

Pencil & Paper

Colour Pens

Section 1: English

Task Card

Newspapers 1

5

Cut out any articles which are about coastal living from a local newspaper.

• Paste each article onto a piece of paper. On each piece of paper record, beside each article, the date and day that it was written and in which newspaper it was printed.

• Write a short summary of the story beside each article.

• Highlight all the coastal words.

• Circle the adjectives (describing words).

• Underline the nouns (naming words).

• Illustrate each story using either a map, graph, diagram or picture.

Pencil & Paper

r o e t s Bo r e p ok u S

Newspapers & Scissors

ew i ev Pr

Teac he r

16 year old Girl Sails Around the World

You will need:

Highlighter

Hint: If you do not have access to printed publications of coastal newspapers, you can go online to read copies of printed articles.

Glue

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

6

. te

Newspapers 2

You will need:

Select one of the options below:

m . u

Task Card

• Create a comprehension activity Choose one article from a newspaper relating to coastal communities (suburbs) and write a series of comprehension questions for a friend to answer.

Remember to keep a record of the answers so that your friend can check his/her work.

o c . che e r o t r s super

• Create an advertisement for a newspaper Choose a coastal area (suburb) and create an advertisement to promote it to tourists. Highlight the tourist and geographical attractions and entertainment facilities in the area/suburb.

Pencil & Paper

Newspaper articles

• Group activity In groups select a newspaper article relating to a coastal area (suburb) or event and take it in turns to read the text aloud to the group. As a group discuss what has been read and record the information in your own words.

9

Section 1: English

Description

Task Card

7

You will need:

Descriptive texts draw attention to the characteristics of a particular thing. They start by introducing the topic and then give details about the topic. They are usually written in the present tense.

Pencil & Paper

r o e t s Bo r e p ok u S Write a brief description of the closest coastal area (suburb) to you or of a coastal area (suburb) of your choice. Include information about the coast’s geography, housing, roads, facilities and any other developments.

Colour Pens

ew i ev Pr

Teac he r

Option 1

Option 2

Write a description of a native animal which you have seen in a coastal waterway, beach or rocky headland area. Provide an illustration of your animal.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Information Report

w ww

8

Reports present information about something. The information usually appears under headings and is often accompanied by diagrams.

. te

Select an animal or plant which inhabits coastal areas. Write an information report under the following headings:

o c . che e r o t r s super

• General Classification • Life Cycle

• Appearance • Diet • Habitat

• Other Interesting Facts • Draw a diagram to help explain some of the information that you have included.

10

You will need:

m . u

Task Card

Pencil & Paper

Internet

Section 1: English

Discussion

Task Card

9

You will need:

Discussions show both sides of a topic by outlining the arguments for or against an issue. They end with the writer revealing which point of view they are in favour of.

Pencil & Paper

r o e t s Bo r e p ok u S

Write a discussion to review the positive and negative perspectives of one of the topics below.

• Coastal areas/suburbs are the best places to live.

• Beaches should all have shark nets.

• All people should have a fishing license when they go fishing.

ew i ev Pr

Teac he r

• School sports should have surfing and beach activities.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

10

. te

Exposition

You will need:

Expositions try to persuade people to adopt a particular point of view on a topic. They begin by outlining the point of view on a topic and proceed by stating the reasons for the point of view.

m . u

Task Card

Pencil & Paper

o c . che e r o t r s super

Write an exposition to argue your point of view on one of the following: • Weekend surf lifesavers should be paid for their patrols.

• It should be compulsory for all children who live by the coast to learn to swim.

• Council should not allow land development on the dune fronts.

• Fishermen/women should be able to catch as many fish as they like.

11

Section 1: English

Recount

Task Card

You will need:

Recounts tell a reader what has happened in a sequential, informative and entertaining way. They include information about who, where and when, are written in the past tense and include personal comments, such as, ‘I have always loved the coast’ or ‘I thought that it was a great place’.

11

Pencil & Paper

r o e t s Bo r e p ok u S Option 1

Write a factual or imaginary recount about a trip with your family to a coastal area.

Write an imaginary recount about one of the following: the daily life of a rock pool crab, a dog who goes to the beach everyday, the daily life of a seagull, or a lifeguard.

Option 3

ew i ev Pr

Teac he r

Option 2

Write a recount imagining that you are an early explorer landing on the coast of Australia. Include aspects of your life such as transport, climate and weather challenges, diet, friends, hardships encountered and good and bad days.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Procedure

w ww

12

. te

You will need:

Procedures tell a reader how to do or make something in the present tense. They are written in steps and can also include an equipment or material list and diagrams or pictures to help make the instructions clear. Each step usually beings with a verb, such as, put, place, sit, tie.

m . u

Task Card

o c . che e r o t r s super

Write a procedure for one of the following: • How to surf on a surfboard or bodyboard.

• How to snorkel.

• How to fish.

• How to launch a boat at a boat ramp.

• How to prepare for a day at the beach or a coastal walk.

12

Pencil & Paper

Section 1: English

Narrative

Task Card

You will need:

A narrative has an opening which usually introduces the characters and setting(s), a middle which introduces a problem, and an end which resolves the problem.

13

Pencil & Paper

Choose one of the following to complete:

r o e t s Bo r e p ok u S

Group Story One person in your group thinks of a coastal adventure story beginning and tells it to the others. Each member of the group takes turns to add one or more sentences to the story. A group member is selected as a scribe to record the story and then each group member should re-write the story in his/her own words.

ew i ev Pr

Teac he r

Story Starters Write a set of story starters which would assist other students to write a narrative based on the theme of coastal adventures, e.g. The day was hot and balmy, but in the distance we could see….

Story Writing Write a story about a family adventure to the beach or a day on the river or about an open sea fishing adventure.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

14

. te

Poetry

You will need:

The words in a shape poem are written to look like the subject of the poem. A haiku poem consists of three lines. The first and third lines have five syllables, and the second line has seven syllables.

Create the following types of poems:

m . u

Task Card

Pencil & Paper

o c . che e r o t r s super

Shape Poem Create a shape poem about waves, beach towels, umbrellas, shells or rock pools.

Haiku Write a haiku poem about anything to do with coastal adventures.

Oral Performance Select a favourite coastal theme poem. Rehearse reading it to a friend and then record your performance. Listen to your recording. What do you think of your reading? What could you do to improve your reading? What does your friend think of your reading and/or performance?

13

Section 1: English

Inventive Interviews 1

Task Card

15

Step 1

Work in pairs

Devise a set of ten interview questions to ask a classmate who has visited a coastal area. Some questions might be:

You will need:

Pencil & Paper

r o e t s Bo r e p ok u S • What sports can you do on the coast that you can’t do in other areas?

Step 2

In pairs use your questions to practise interviewing each other.

Remember to be interesting and imaginative when responding to your friend’s interview questions.

ew i ev Pr

Teac he r

• What do you think is the best thing about the coast?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

16

Work in pairs

14

. te

Step 1

In pairs devise a set of interview questions to ask one of the following: • a surf lifesaving guard

o c . che e r o t r s super • a ship’s captain

• a resort manager.

Step 2

Use your questions to practise a pretend interview between you and your partner. Record the answers.

Step 3

Conduct the interview in front of the class.

You will need:

m . u

Inventive Interviews 2

Task Card

Pencil & Paper

Section 2: u S

k

ew i ev Pr

Teac he r

r o e t s Bo r Mathematics e p o

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

15

Section 2: Mathematics

Design a Surfboard

Task Card

Task Card

2

Draw two surfboards onto an A4 size sheet of paper.

The boards must be shaped differently.

• Decorate them with creative designs.

• Measure the length and width of each board and record the data next to the boards.

• Include what type of fins you would use and record their length and height.

• Extra! Advanced: Formulate a scale so that somebody could calculate the life size version of each board.

r o e t s Bo r e p ok u S

Pencil & Paper

Ruler

Colour Pens

ew i ev Pr

Teac he r

1

You will need:

Design a Coast

You will need:

Draw a map of a coastal area. Include three types of land forms (e.g. a mountain) and two bodies of water (e.g. a bay). Give each a name (e.g. Mammoth Mountain and Bounty Bay).

• Draw yourself in the scene.

• Measure the distance from you to each natural feature.

• Record your results on a table which has the names of the places/landforms on. See example of a table below.

• Devise a scale to use for determining an actual distance in kilometres.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Name Rugged Rocks Polkadot Bay

Distance

.

Shape of a Lighthouse Task t e o c Card . che e r o t r s super 3 Think about the shape of a lighthouse.

A large circle creates the base of the lighthouse and a smaller circle creates the top of the lighthouse.

• Draw two circles on a sheet of paper to represent the top and bottom of a lighthouse.

• Measure and record the radius, diameter and circumference of each circle.

• Formulate a scale so that somebody could calculate the real size of your lighthouse.

16

Ruler

m . u

w ww

Type Landform 1 Rocky headland Water body 1 Bay

Pencil & Paper

Radius = the straight line measurement from the centre of the circle to the edge.

Diameter = the straight line measurement across the centre of the circle.

Circumference = the measurement around the circle. 2 x ∏ (3.14) x radius. To measure manually lay a piece of string around the edge of the circle, then measure the piece of string using a ruler.

You will need:

Pencil, Paper & String

Compass & Ruler

Calculator

Section 2: Mathematics

Task Card

4

Task Card

5

You will need:

As a class, in a group or in pairs, conduct a drawing dictation. One person dictates to an audience how to draw the detailed coastal scene below.

Pencil & Paper

The dictator could use fractions, angles and units of measurement to indicate the lengths, heights, dimensions and positions of the features included. Compare the drawings to check for accuracy and detail.

r o e t s Bo r e p ok u S

Ruler

Protractor

ew i ev Pr

Teac he r

Group Activity

Drawing Dictation 1

Drawing Dictation 2

You will need:

Design a simple coastal scene of your own and do not show anybody. Include rocks, water, birds and/or a building. Remember to keep it simple.

©R dtake yEd Puinstructions bl i catot i on sso • e Ina pairs, turns to dictate each other work in that you can draw each other’s simple coastal scene. E.g.

Pairs find thei centre of your page and draw a line three centimetres •f orr e v e w p u r p o s e s o nl y• across.

Pencil & Paper

Ruler

w ww

m . u

• Compare your pictures to the original pictures. How close are they? Could you have improved your instructions?

Colour Pens Protractor

.

Beach Towels Task t e o c Card . che e r o t r s super 6

You will need:

Find the area of beach towels.

• Draw a beach scene on an A3 piece of paper.

Pencil & Paper

• Draw five different sized beach towels and decorate with different designs.

• Measure the dimensions of each towel using centimetres.

• Calculate and record the area of each (cm2).

(Area of a square or rectangle = length x width.)

Ruler

Coloured Pens

17

Section 2: Mathematics

Gone Fishing

Task Card

7

You will need:

Draw three people fishing along a river with different length rods and different lengths of line out in the water.

Pencil & Paper

r o e t s Bo r e p ok u S

• Work out a scale to convert your measurements to real size. Use the example to help you.

Ruler

Measurements drawn on paper

Person Jack

Rod 40 mm

ew i ev Pr

Teac he r

• Measure each person’s fishing rod and fishing line out of the water in millimetres (mm). Give each person a name and record the measurements in a table.

Line 120 mm

Real size if 10mm = 0.5m

Person Jack

Rod 2m

Line 6m

Extra: draw different sized fish hooked on each line.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

2D Shapes

Task Card

. te

eski

sunglasses

sun

m . u

Divide an A4 page into six equal parts.

w ww

8

You will need:

Step 1 On each part of the page, draw a 2D shape (use squares, rectangles and circles) which relates to a coastal object, e.g. a circle could be a beach ball, a square could be a beach towel.

o c . che e r o t r s super

ella beach umbr

beach towel

beach ball

Step 2 Label and decorate your shapes.

Pencil & Paper

Ruler

Step 3 Record the length and width of each square and rectangular shape.

Record the radius and diameter of each circular shape.

Step 4 Calculate the areas (length x width) of the square and rectangular shapes in square centimetres (cm2.)

Record the circumference of the circular shapes (2 x ∏ (3.14) x radius).

Calculator

Section 2: Mathematics

Task Card

9

Coastal Playground Design a playground full of play equipment for a park beside the beach. The play equipment must have a coastal theme.

You will need:

Pencil & Paper

• Think about safety when designing.

r o e t s Bo r e p ok u S

Task Card

10

Ruler

• Measure and record the dimensions (lengths and widths) of your equipment design.

Take a Walk

Protractor

ew i ev Pr

Teac he r

• Measure and record the angles in your design where parts join.

You will need:

Take a walk around your school playground equipment.

• Draw a diagram of the equipment.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

. te Shape Dimensions o c . che e r o t r 11 s super

Task Card

• • •

horizon line

•

ge

n ed

ocea

Pencil & Paper

Playground

m . u

• Measure a variety of angles on the actual equipment and record them on your diagram.

Answer these questions: • What was the most acute (sharpest, ie: between 00 and 900) angle?

• What were the measurements for the largest obtuse (more than 900 but less than 1800) angle?

• How many right angles (900) did you find?

• Can you suggest which angles would be the strongest to support the load of a swing?

•

On a sheet of art paper, draw a horizon line and the edge of the ocean (see example). Colour in.

On another piece of art paper sketch different size triangles.

Cut out these shapes.

Arrange and paste the triangles to create a beach scene – add extra details with coloured pens.

Cut out a circle to create a sun and two rectangles to create two beach towels. Add these to your picture (you might like to draw yourself and a friend relaxing by the water on each towel).

Measure and record the dimensions of each shape on your picture (triangles – base and height; rectangles – length and width; circles – radius and diameter).

Protractor

You will need:

Pencil, Ruler & Art Paper

Scissors, Compass

Coloured Pens

19

Section 2: Mathematics

Task Card

12

Area of a Bucket

You will need:

Draw and colour a square or rectangular bucket to make sandcastles with on a piece of paper.

Pencil & Paper

• Measure and record its dimensions (width and length) in centimetres.

r o e t s Bo r e p ok u S

Task Card

13

Waves

Ruler

ew i ev Pr

Teac he r

• Calculate the area (length x width) of your bucket in centimetres square (cm2).

You will need:

Divide an A4 size piece of paper into six sections.

• Draw six cross sections (the image that can be seen when the object is cut through the middle) of different sized waves, one in each section.

© ReadyEdPubl i cat i ons •f orr ev• i e wp r p se sinonl y• Record theu height ofo each wave centimetres.

Pencil & Paper

Ruler

w ww

m . u

• Create a scale to convert your waves to life size.

.

Design a Sandpit co Task t e Card . che e r o t r s super 14

You will need:

Design a rectangular or square sandpit area for your school. It can be any size you like.

• Measure the dimensions (height, width and length) of your drawing in centimetres and work out a scale which would be suitable for your design.

• Calculate the area (length x width) of your sandpit in square centimetres (cm2.)

Pencil & Paper

Ruler

• Determine the volume of sand required to fill it evenly to the top. (Volume = area of base (length x width) x height.)

Colour Pens

20

Section 2: Mathematics

Task Card

15

Shells

You will need:

Observe and draw a shell from different perspectives.

• Draw what you think the cross section would look like if you cut it through the middle in two different places.

Pencil & Paper

r o e t s Bo r e p ok u S

Task Card

16

Shells

ew i ev Pr

Teac he r

• Can you find any shells at the beach which have been broken or worn away so that you can see their cross section? If so bring them in to share.

Sand Castles

You will need:

Use the school sandpit to build some sand castles.

• Build the sand castles with standard measuring containers, on a flat solid surface. Measure each load of sand used using a standard measuring cup.

What different castle designs can you create using the same volume?

© ReadyEdPubl i cat i ons Group Activity •f orr evi ew pur posesonl y•

Sandpit & Measuring Cups

w ww

m . u

• Create three different volume sand castles. Have a sand castle design competition.

.

Coastal Buildings co Task t e Card . che e r o t r s super 17

Group Activity

Pencil & Paper

In a group, construct a coastal structure, e.g. a surf club or shower, using ‘unifix’ blocks (interlocking building blocks or cubes). Your complex must be a solid form.

You will need:

Pencil & Paper

• Work out the total volume of your complex.

(Volume = area of base (length x width) x height.)

Blocks

• What different designs can you make without changing the volume?

Ruler

21

Section 2: Maths

Task Card

18

Group Activity

Fishing

You will need: Template (p24)

Colour and cut out each fish on the template on page 24.

• Give each fish a name.

Pencil, Paper & Scissors

• Write maths problems on the back of each fish, e.g. 74 – 8 =, 24 + 25 =, 100 x 4 =, 0.5 + 0.5 =

r o e t s Bo r e p ok u S

• Get into groups of four and place your fish in a box. Take turns fishing out and solving the maths problems.

Box

Task Card

19

Design a Board Game Design your own coastal board game.

Colour Pens

ew i ev Pr

Teac he r

Create a fishing rod: use a stick, string, magnets and paper clips.

You will need:

• Using the template on page 25, create a simple board game.

• Give it a name at the top and choose three different colours to © R e ad y Esquares. dP ub l i cat i ons colour in the game Leave a few blank.

Group Activity • Create a key to represent what happens when someone lands •f orr e vi ew pu r p oback se on y• on each colour, e.g. miss a turn, swim tos the boat forl

Template (p25)

supplies, row back two spaces.

Dice & Counter

w ww

m . u

• Make a counter out of card or select a small item from your pencil case.

• Roll the dice and play. The first player to reach the finish line wins.

.

Coastal Real Estateco Task t e Card . che e r o t r s super 20 Locate the real estate section in a newspaper or search the Internet for houses for sale in coastal areas.

• Select ten houses for sale which are in different price ranges.

• Write a set of mathematical questions or problems which you could ask a friend to solve. E.g. What is the difference in price between the most and least expensive house advertised? Write this difference as a percentage.

Colour Pens

You will need:

Pencil & Paper

Newspaper

OR Internet

22

Section 2: Maths

Task Card

21

Bus Stop

You will need:

• On a piece of paper, draw two symbols far apart, one to represent the coast and one to represent your house.

• Draw two bus stops in front of these symbols.

Pencil & Paper

Task Card

22

r o e t s Bo r e p ok u S

Ruler

• Calculate and record how long it will take the bus to travel to each stop if its speed is 50 kilmetres per hour.

(Time = distance ÷ speed.)

Graph It

Calculator

ew i ev Pr

Teac he r

• Draw three other stops in between the coast and your house. Measure and record the distance between each stop in centimetres. Convert to metres (e.g. one centimetre = one metre).

You will need:

Conduct interviews with your classmates to determine their favourite coastal leisure activities.

the collected data onto a bar graph. You will © R• eRecord a d y Ednumber Pub i ca t i oleft ns need two headings: ofl people (on the hand side of the graph) and coastal leisure activities •f orr e vi e pofu r p os es l y (along thew bottom the graph).

You will o alson need a •

Pencil & Paper

title for your graph.

Ruler

m . u

w ww

• Colour the bar which shows the most popular activity red and the bar which shows the least popular activity green.

.

Weather Records co Task t e Card . che e r o t r s super 23

Colour Pens

You will need:

Use the Internet or your own knowledge to record the average temperatures in a coastal area of your choice.

• Record the information in a bar graph. You will need to have two headings: average temperatures (on the left hand side of the graph) and months of the year (along the bottom of the graph). You will also need a title for your graph.

Pencil, Paper & Ruler

Internet (optional)

• Colour the bar which shows the highest average temperature red and the bar which shows the lowest average temperature green.

Colour Pens

23

Section 2: Maths

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Fish Template, Task Card 18

w ww

. te

24

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Section 2: Maths

r o e t s Bo r e p ok Start u S

ew i ev Pr

Teac he r

Game Template, Task Card 19

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Finish 25

Teac he r

ew i ev Pr

Section 3: r o e t s Bo r THep Humanities e ok u S

w ww

. te

26

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Section 3: The Humanities

Latitude & Longitude

Task Card

1

You will need:

Complete the following tasks on a piece of paper: • Find and write the definitions for latitude and longitude.

Pencil, Paper, Ruler

r o e t s Bo r e p ok u S

Internet

• Create a rhyme or jingle to help you remember the difference between the lines.

ew i ev Pr

Teac he r

• Draw a circle on your page to represent the world globe.

-Draw and label longitude and latitude lines.

-Colour the lines using one colour for latitude lines and one colour for longitude lines.

• Select a coastal town close to you and use the Internet to find its coordinates. Go to: www. geography.about.com to help you.

Compass

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

2

. te

Suburb on the Coast

You will need:

Select a suburb on the coast. Using a UBD or the Internet, find a map of the suburb and copy or print it out to help you complete the following:

m . u

Task Card

•

Identify the number of schools in the area and copy their location on to a map of your own. Record the name of each school.

•

Work out how far apart (by road) the schools are from one another by measuring and recording the distances. (Use a ruler to measure each road one at a time and then add the distances together.)

o c . che e r o t r s super

•

Select a school and measure how far it is from the closest beach and/or lake.

•

Highlight the coastal water in blue.

•

Identify and highlight any places of interest on the local map.

•

Can you find out more information about the area on the Internet?

Pencil, Paper & Ruler

Internet

Colour Pens/ Highlighters

Map

27

Section 3: The Humanities

Coastal Shopping

Task Card

3

You will need:

In pairs plan a new shopping centre for a suburb or town on the coast.

• List the types of shops that you would consider to be suitable to include in the complex, e.g. swim wear shop.

Work in pairs

r o e t s Bo r e p ok u S

Colour Pens

• Give the shopping centre a name and draw a floor plan of all the shops.

ew i ev Pr

Teac he r

• Include a variety of entertainment facilities. What other facilities will be important to include in the centre? What natural features will you include?

Pencil, Paper & Ruler

• Design a grand entrance or a special feature that makes your coastal shopping centre stand out.

• Compare and discuss your coastal shopping complex design with another pair and the class.

What do they think about your design and what do you think you could improve?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Bridges

w ww

4

Complete the following:

. te

You will need:

m . u

Task Card

• Why would many coastal communities require bridges? How would they move from place to place if there were no bridges?

o c . che e r o t r s super • Observe designs of bridges around a coastal area as well as images from around the world.

Write about what you notice about the bridge designs and write a description of your favourite three designs. Create a collage of your favourite bridges.

• Design a bridge to build in the coastal area you have chosen. Construct a model of your bridge using any materials of your choice.

28

Pencil & Paper

Internet

Colour Pens

Section 3: The Humanities

Task Card

You will need:

Research the answers to the questions below.

Go to 4www.sailingissues.com/navcourse9.html to help you.

• What is the purpose of a lighthouse?

• In what locations are lighthouses usually situated?

• Where is the light on a lighthouse?

• What colour are lighthouses in many parts of the world?

• Do lighthouses all look the same?

Pencil & Paper

r o e t s Bo r e p ok u S

Internet

Lighthouse keepers are no longer required to manage lighthouses in Australia, as they are fully automated.

Go to http://dl.screenaustralia.gov.au/module/32/ and complete the following: • What do you think it would have been like to have been a lighthouse keeper?

• Complete the activities at the bottom of the web page.

ew i ev Pr

Teac he r

5

Lighthouses

Colour Pens

Find an image of a lighthouse which you find appealing and copy and colour it.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

6

You will need:

Complete the following about shipping: • Find the definitions of trade, import and export.

• How important to domestic and world trade, are coastal communities and ports? Give reasons for your answer.

• Write down ten items which are on your desk or in your school bag. Are they imported or were they produced in your country? Take a guess and then investigate the answers in pairs.

• Search for images using Google Internet search engine, of shipping routes around the world. You may be surprised how many shipping routes there actually are.

. te

Work in pairs

Shipping

m . u

Task Card

o c . che e r o t r s super

Pencil & Paper

Internet

29

Section 3: The Humanities

Oil Spills

Task Card

7

You will need:

Complete the following: • If a ship transporting oil ran aground near a coastline, what environmental problems do you think this would create?

Pencil & Paper

r o e t s Bo r e p ok u S • Investigate locations around the world where there have been major oil spills and locate them on a world map (see page 34). Create a key so that your information is clear and give your map a title.

Internet (optional)

ew i ev Pr

Teac he r

• What can authorities do to try to minimise and contain oils spills?

Template (p34)

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Industry

w ww

8

Choose an industry that relies on coastal areas for trade, business and/or transportation.

• Write the industry in a circle in the middle of your page (e.g. the crayfish industry or tourist industry) and around it draw or write how and/or why this industry relies on the coast (e.g. could include picture of crayfish, pots, boats, jet skis for hire, whale watching boats, etc.).

. te

o c . che e r o t r s super

Fishing Industries

30

You will need:

m . u

Task Card

whale Tour Cruises

Pencil & Paper

Internet (optional)

Section 3: The Humanities

Local Government

Task Card

9

You will need:

There are many laws enforced in coastal areas that are created by local governments, e.g. no over-fishing.

Pencil & Paper

• Write down and illustrate any laws that you have heard about or have seen on signs around coastal areas.

r o e t s Bo r e p ok u S

Internet

• Pretend that you are running for election in a coastal area. Create a promotional poster which persuades the community to vote for you. On the poster tell them what laws you will enforce and how they can vote for you.

ew i ev Pr

Teac he r

• Find out who your local government is, how they get elected and for how long they stay in power.

Colour Pens

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

10

World Surfing

Use the Internet to find the answers to these questions.

You will need:

m . u

Task Card

• Name the world’s main surfing competitions.

. te

Pencil & Paper

• Use a world map (see page 34) to locate these competitions.

o c . che e r o t r s super

• On the world map identify the most popular surfing spots in the world.

Internet

• What makes these spots the most popular?

Template (p34)

31

Section 3: The Humanities

Sport and Recreation

Task Card

11

You will need:

Brainstorm, with a friend, sporting and recreational activities available in a coastal area of your choice.

• Compare all of your ideas with the class and create a class list.

Work in pairs

r o e t s Bo r e p ok u S

Colour Pens

• Draw pictures of you participating in your chosen activities.

ew i ev Pr

Teac he r

• Choose ten from the list. Write about where you would do these activities, in what season, what equipment you would need, who you would do the activities with and what clothing you would wear.

Pencil & Paper

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Stranded!

w ww

12

. te

32

You will need:

Imagine that you are stranded on a secluded island and need shelter.

m . u

Task Card

• Design some shelter using the natural resources available to you on the island. Draw and label your design.

o c . che e r o t r s super • List the strengths and weaknesses of the materials that you have chosen. Think about different weather conditions.

Pencil & Paper

Colour Pens

Section 3: The Humanities

Ocean Travel

Task Card

You will need:

Think about all the ways that you can travel on the ocean.

13

• Make a list of ten different forms of transport and describe how each form of transport is powered.

Pencil & Paper

r o e t s Bo r e p ok u S Design a new form of transport.

Internet (optional)

ew i ev Pr

Teac he r

• Choose five forms of transport from your list. Draw a picture of each and indicate what materials have been used to make them.

• Draw and label your new design.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

14

. te

Mapping the Coast

You will need:

Use a world map (see page 34) to complete the following:

m . u

Task Card

• Colour and label the world’s oceans and seas.

Pencil & Paper

• Colour yellow as many places that are on the coast as possible. They may be places that you have visited.

o c . che e r o t r s super

• Colour some inland areas red.

Template (p34)

• Draw symbols to mark major inland features around the world, e.g. Great Lakes in USA, Himalaya Mountains in Nepal.

Colour Pens

33

ew i ev Pr

Teac he r

© www.istock.com/ildogesto

r o e t s Bo r e p ok u S

w ww

. te

34

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Teac he r

ew i ev Pr

Section 4: r o e t s Bo r science e p ok u S

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

35

Section 4: Science

Waves

Task Card

You will need:

Explanations describe how or why something happens or works. They begin with a statement, e.g. how a television uses light to project images, and follow with a series of explanations in paragraph or dot point form.

They are usually written in the present tense and in the third person.

1

r o e t s Bo r e p ok u S

Internet

• How are waves created? Record your information in the format of an explanation.

ew i ev Pr

Teac he r

What do you know about waves? Go to: http://www. suite101.com/article.cfm/homeschoolig_science_ fun/74467#ixzz0lt3YyVvW to find the answers to the questions.

Pencil & Paper

• Identify and explain the different types of waves and where they occur.

• Find information on world record size waves.

• Can waves be used to harness power?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Wind Power

w ww

2

Work in Pairs

You will need:

Coastal areas provide excellent locations for wind generators, as the ocean creates much of the world’s air movement. A wind generator is like a windmill. It has a set of blades which turn with the wind creating power each time the blades rotate.

. te

m . u

Task Card

o c . che e r o t r s super

• Use the websites below to list the positive and negative things about wind generators.

4www.sciencenewsforkids.org/ articles/20050309/Feature1.asp

4http://www.technologystudent. com/energy1/wind8.htm

36

Pencil & Paper

Internet

Section 4: Science

Task Card

3

The Sun

You will need:

• What is the Sun?

Pencil & Paper

Use the Internet to investigate the Sun and answer these questions:

• What properties of sunlight are the most damaging to people?

r o e t s Bo r e p ok u S

Internet

• In what hours of the day are the Sun’s rays most damaging?

ew i ev Pr

Teac he r

• Does the Sun provide any positive properties for people’s bodies?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

4

Evaporation

. te

You will need:

Conduct an experiment to discover what happens when fresh water and salt water are exposed to sunlight.

What you need: fresh and salt water,

two containers,

a sunny area.

m . u

Task Card

o c . che e r o t r s super

Method:

• Place a small amount of salt water in one container and a small amount of fresh water in another container.

Pencil & Paper

Fresh & Salt Water & Two Containers

• Place both containers in a sunny area.

• Observe what happens to the water in both containers and if there is any water left in the containers.

• Record your results and write your conclusions.

37

Section 4: Science

Coastal Shade

Task Card

5

You will need:

Complete the following:

r o e t s Bo r e p ok u S

Pencil & Paper

Internet

• Create a promotional advertisement to sell your design to the public.

ew i ev Pr

Teac he r

• Design three beach sun shades which the whole family can use to take shelter from the sun. Think about materials that you will use and their properties and the overall design.

Colour Pens

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Weather Effects

w ww

6

Answer the following questions:

You will need:

m . u

Task Card

• What severe weather conditions may affect coastal communities?

. te

o c . che e r o t r s super

• How do waves affect beaches?

• How can this affect communities living along beach areas?

• What can the community and government do to help improve the danger to property and lives?

38

Pencil & Paper

Internet

Section 4: Science

Task Card

7

Coastal Materials

You will need:

• Select one material, describe its properties and the advantages of using it. Which manufacturers or designers use it on their boards?

Pencil & Paper

• Could you think of an alternative material to use to make surf or bodyboards? You could record your information in table form.

Internet

r o e t s Bo r e p ok u S Material

Properties

Advantage

ew i ev Pr

Teac he r

Investigate the types of materials that surfboard or bodyboard manufacturers use.

Ruler

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

8

Dangerous Animals

Oceans and coastal areas are the habitats of some animals that can be dangerous to humans.

. te

You will need:

m . u

Task Card

o c . che e r o t r s super

Pencil & Paper

• Investigate the names of some dangerous or poisonous animals which live in these habitats and write a list of as many as you can find.

• Select five from your list and draw diagrams and write short summaries to explain what makes them dangerous to humans.

Internet

39

Section 4: Science

Task Card

Food Chains

9

Use the Internet to complete the following:

You will need:

EATEN BY Pencil & Paper

• Find out the definition of a food chain.

r o e t s Bo r e p o u k seal, sea lion, crocodile, prawn, crab.

S EATEN BY

Record its food chain in a diagram with arrows, like the example shown.

• Record any other information (diet, habitat, movement, migration, description) about your chosen animal in the form of an information report.

Internet

ew i ev Pr

Teac he r

• Investigate one of the following animals whose habitat is a coastal area and research its food chain:

Coloured Pens

EATEN BY

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

10

Life Cycle

. te

40

You will need:

m . u

Task Card

Use the Internet to complete the following: • Find out the definition of a life cycle.

Pencil & Paper

• Select a coastal animal and research its life cycle.

Record this life cycle in diagram form using arrows.

o c . che e r o t r s super • Record any other information (diet, habitat, movement, migration, description) about your chosen animal in the form of an information report.

Internet

Coloured Pens

Section 4: Science

Task Card

Coastal Crabs

11

You will need:

Crabs are coastal crustaceans which live in the world’s oceans. Answer these questions: • Name three different types of crabs.

Pencil & Paper

r o e t s Bo r e p ok u S • What do crabs use their claws for?

• What do crabs eat?

Internet

• Draw and label the anatomy of a crab.

ew i ev Pr

Teac he r

• How do they move?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

12

Rock Pool

You will need:

Complete the following using your research skills: • Write down the definition of a rock pool.

. te

m . u

Task Card

• Make a list of living and non-living things that can be found in a rock pool. Draw a scientific sketch of some of them.

o c . che e r o t r s super

• How does the Sun affect rock pools?

Pencil & Paper

Internet

• How does the rain affect rock pools?

• Explain the fluctuating salinity, acidity and oxygen levels in rock pools.

•

Draw and label a rock pool.

Research hint: To help you find information investigate the following wesite: http://www.bbc.co.uk/nature/blueplanet/ infobursts/rockpools_bg.shtml

41

Section 4: Science

Sand Dunes

Task Card

13

You will need:

Use your research skills to complete the following: •

Group Activity

In a group write down a definition for the word sand dune. Check your definition on the Internet.

r o e t s Bo r e p ok u S

Internet

• Sand dunes are not only found in coastal areas. List the types of sand dunes found in other environments and around the world.

ew i ev Pr

Teac he r

• Research sand dunes in coastal areas and write an information report on them. Think about: how sand dunes are formed and whether sand dunes are stable.

Do they move (migrate)?

Pencil & Paper

Reports present information about something. The information usually appears under headings and is often accompanied by diagrams.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Coastal Vegetation

w ww

14

Work in Pairs

You will need:

Select a coastal area and research the names of native and introduced flora growing in this coastal area and its hinterland (the land or district behind or bordering a coastal or river area).

. te

m . u

Task Card

• Select three plants of your choice and find a picture of each.

o c . che e r o t r s super

• Select one plant to write an information report on.

Hint: Information on coastal vegetation can be gathered from coastal National Park websites.

Reports present information about something. The information usually appears under headings and is often accompanied by diagrams.

42

Pencil & Paper

Internet

Section 4: Science

Conchology

Task Card

15

You will need:

Go to 4www.conchologistsofamerica.org/kids to help you complete the following: • What is conchology?

Pencil & Paper

• Who are conchologists?

r o e t s Bo r e p ok u S

• Draw at least three different shaped shells which you have seen. Can you name them?

Internet

• What is a mollusk/mollusc?

• What are the two types of seashells?

ew i ev Pr

Teac he r

Click on Shell Facts at the website and answer these questions.

• Select five facts which you find interesting to record about mollusks.

• Select three shells from each section. Click on their name to discover some information about them and see what they look like. Sketch what they look like and then describe them.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Coastal Seaweed

Task Card

Seaweed has a positive effect on the environment.

There would be no marine life if there wasn’t any seaweed. Research and answer these questions about seaweed.

. te

m . u

w ww

16

You will need:

o c . che e r o t r s super

• What is seaweed?

• What does seaweed need to survive?

Pencil & Paper

Internet

• Name three major groups of seaweed.

• What does seaweed use to create and produce carbohydrates (the building blocks for all marine life to survive)?

• What gas does seaweed take in from the seawater?

• What gas does it release?

43

Section 5: u S

k ew i ev Pr

Teac he r

r o e t s Bo r visual arts e p o

w ww

. te

44

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Section 5: Visual Arts

Task Card

1

Clothing Designs

You will need:

Design one set of clothing for children your age, to suit the following purposes: • For the beach

Pencil & Paper

• To wear on a cruise

r o e t s Bo r e p ok u S • To fish

• To water ski

Colour Pens

Task Card

2

Contrasts

ew i ev Pr

Teac he r

• To stay sun safe.

Create contrasting beach scenes with watercolour paints.

Scene 1 • The first scene should give the viewer a feeling of calmness and tranquility.

You will need:

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Pencil & Paper

Think about: what type of brush strokes you will use to create a calm scene.

Scene 2 • The second scene should give the viewer a feeling of turbulence and turmoil.

m . u

w ww

Think about: what type of brush strokes you will use to create a turbulent scene.

Watercolours & Brushes

.

Coloured Paper Mosaic Task t e o c Card . che e r o t r s super 3

You will need:

Create a coastal mosaic scene using torn coloured paper.

• Select a variety of coloured paper which would suit a coastal scene.

• Create a simple outline sketch of the objects in your scene.

Pencils & Paper

Coloured Paper

• Tear and then paste the coloured paper you will need one section at a time.

Glue

45

Section 5: Visual Arts

Task Card

Task Card

5

You will need:

Create a mini 3D rock pool by following the steps below.

• Draw the rock pool edge onto a piece of A4 card with a thick black marker.

• Draw animals and other living and non-living things in your rock pool.

• Glue a piece of blue cellophane on top of your drawing.

• Scrunch up paper to create rocks and glue around the edge to create a 3D effect. Paint the scrunched up paper with rocky colours (grey, brown, black).

• Add other interesting details, e.g. string, shells, sand or other collage materials.

r o e t s Bo r e p ok u S

• A4 Card • Pencil • Black Marker • Paper To Scrunch Up • Blue Cellophane • Paint • Glue • Collage Materials

ew i ev Pr

Teac he r

4

3D Rock Pool

Restaurant on the River

Brainstorm, with a partner, different types of restaurants which would be popular by the beach.

Decide on a type of restaurant, location and what you will call the restaurant.

You will need:

© ReadyEdPubl i cat i ons Work in • Construct a healthy, popular menu for pairs your restaurant.

Create the menu •f orr e v i e w p u r posesonl y• on an A4 piece of paper folded

Colour Pens

m . u

w ww

length ways. Design a cover for the outside. Write out the menu list neatly on the inside.

Add illustrations.

.

Day at a Busy Beacho Task t e c Card . che e r o t r s super 6

Give your creation to a friend and ask him/her to find your animals/ characters.

46

Pencil & Paper

Create a busy beach scene which has at least ten animals and/or humans hidden in the picture.

• Plan your drawing in pencil. Decide on your animals and/ or characters and think about how they could be hiding in the picture (e.g. feet peeking out from a beach towel, dolphin’s fin on the water’s surface or a boy hiding in the design of a surfboard, etc.).

• Use pens, pencils, textas and crayons to colour in your drawing.

• On a separate piece of paper create a key with pictures and names of who/what you have to find in the artwork.

You will need:

Pencil & Paper

Colour Pens, Colour Pencils, Crayons Or Other Colouring Equipment.

Colour Pens

Answers

environmental problems do you think this would create?

Section 3: Humanities

A. Birds could die from getting oil in their feathers as when cleaning themselves they will be poisoned. Some animals may breathe in the oil and will die from it entering their lungs. Oil can also blind animals causing them to be eaten by predators or die of starvation. This can cause some animals to become endangered. The oil can also damage the food source of animals and people and flow into rivers onto beaches polluting areas where people go. People who breathe in the contaminated air near the oil spill could also experience health problems.

Task 1 - Page 27 Latitude and longitude coordinates are lines on a map and globe which assist in pinpointing locations around the world. Latitude lines run horizontally around the Earth. They run parallel with one another and are equal distances apart.

Longitude lines all begin at one point at each of the poles (north and south poles) and then spread out around the world and are widest apart at the equator. Longitude lines run through 0 degrees at Greenwich, England. The lines are measured in degrees then spread around the world 180 degrees east and west where they meet at the International Date Line in the Pacific Ocean.

r o e t s Bo r e p ok u S

Where the latitude and longitude lines intersect, a coordinate can be worked out. The coordinates are read in degrees, minutes and seconds. Basic coordinates are written in degrees and minutes.

Find out more at: www.geography.about.com

A. Authorities can minimise the chance of oil spills by regulating supertankers, underwater pipelines, offshore oil drilling rigs and coastal storage facilities and refineries.

Technology is available to help contain oil spills. Booms can be set up around the spill. Booms are barriers that float on top of the water and work to keep oil spills in one location where skimmers can remove it. Skimmers are devices designed to scoop oil out of water.

ew i ev Pr

Teac he r

Q. What can authorities do to try to minimise and contain oil spills?

Task 10 - Page 31

Task 4 - Page 28

Q. Why would many coastal communities require bridges?

Q. Name the world’s main surfing competitions.

A. To allow them to move across bodies of water.

A. ASP- Association of Surfing Professionals, Quicksilver ISA, WQS (World Qualifying Series), Triple Crown, ASP Women’s World Tour.

Q. How would they move from place to place if there were no bridges?

Q. On the world map identify the most popular surfing spots in the world.

A. By boat, ferry, hovercraft and other vehicles designed to travel on water or by plane.

A. On the world map, students should identify Hawaii, Indonesia, Australia, Tahiti, South Africa, USA, and Brazil.

Q. What makes these spots the most popular?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Task 5 - Page 29

Q. What is the purpose of a lighthouse?

A. The purpose of a lighthouse is to warn ocean going vessels of landform dangers by the use of a flashing light in a particular sequence which identifies its location.

These surfing spots are popular because they have consistent waves, are open to oceans which provide the best wave height potential and best wave shape due to the shape of the sea bed or reef below. They are also close to large population centres.

Q. In what locations are lighthouses usually situated?

Task 14 - Page 33

A. Lighthouses are usually situated on prominent headlands or on areas of isolated danger.

Q. Colour and label the world’s oceans and seas.

w ww

A. A lighthouse’s light is situated at the top of the tall structure which revolves and flashes at regular intervals.

Q. What colour are lighthouses in many parts of the world?

A. In many parts of the world lighthouses are generally white with some variations.

. te

Q. Are they all the same?

Section 4: Science

o c . che e r o t r s super

A. Not all lighthouses are the same. They are all tall structures, however they do vary in shape.

Task 6 - Page 29

A. Students should label: The Pacific Ocean, The Indian Ocean, The Southern Ocean, The Atlantic Ocean, The Mediterranean, The Baltic Sea, The Tasman Sea, The Coral Sea, The South China Sea, The Sea of Japan, The Greenland Sea, The Black Sea, The Red Sea, The Dead Sea.

m . u

Q. Where is the light on a lighthouse?

Task 1 - Page 36

Q. Identify and explain the different types of waves.

A. Wind generated waves, tsunamis and tidal waves. Explanations will vary.

Q. Find the definitions of trade, import and export.

Q. Can waves be used to harness power?

A. Trade refers to selling and buying goods to and from other countries. Import refers to the process of buying goods from overseas and bringing them into the country. Export refers to the process of shipping goods overseas to be purchased by other countries.

Task 3 - Page 37

Q. How important to domestic and world trade are coastal communities and ports?

A. Very important as they allow goods to be transported to and from countries easily.

Task 7 - Page 30 Q. If a ship transporting oil ran aground near a coastline, what

A. Yes. This is called hydropower.

The Sun Q. What is the Sun? A. The Sun is a star which is the source of light and heat for our solar system.

Q. What properties of sunlight are the most damaging to people?

A. Exposure to ultraviolet light, (UVA and UVB) can cause damaging effects and cancer to the skin.

Link: http://dermatology.about.com/cs/beauty/a/suneffect.htm

47

Q. Does the Sun provide any positive properties for people’s bodies?

A. Crabs move by walking sideways using their six legs.

A. Yes, the Sun provides positive properties for people. However there are many and varied studies. One major finding is that vitamin D is obtained from sunlight, which is essential for the absorption of calcium and other important minerals.

Task 12 - Page 41

Q. In what hours of the day are the Sun’s rays most damaging?

A. The sun’s rays are most damaging between the hours of 10am and 2pm.

Rock pools are tidal pools that are filled with sea water by tidal changes along rock platforms.

Q. How does the Sun affect rock pools?

A. The Sun can evaporate the water.

Q. How does the rain affect rock pools?

A. Rain can fill rock pools with fresh water lowering the salinity level.

Task 4 - Page 37

Task 6 - Page 38

Q. What severe weather conditions may affect coastal communities?

A. Thunder and hail storms, storm surges, cyclones, wind storms and droughts.

Q. How do waves affect beaches?

A. Waves can create or destroy beaches, move sand from place to place, build sandbars, remove sandbars, wash away structures close to the water’s edge, flood coastal lagoons and open lagoons to the sea.

Q. How can this affect communities living along beach areas?

A. Communities can have houses washed away, experience flooding, people can be washed off the beach or sandbars, beach sand can be washed away to expose dangerous rocks.

A. Salinity levels increase when the water evaporates and decreases when rain water enters. The animals in the pool breathe in oxygen and breathe out carbon dioxide, this can result in high acidity levels. To survive in a rock pool, animals must cope with these fluctuations.

Task 13 - Page 42

ew i ev Pr

Teac he r

Q. Explain the fluctuating salinity, acidity and oxygen levels in rock pools.

r o e t s Bo r e p ok u S

Evaporation is the process where a liquid is converted into a vapour. The results of the experiment should show that the Sun causes water to evaporate and salt water evaporates more quickly.

A sand dune is a ridge of sand which has been created by the wind found in deserts and near lakes and oceans. Sand dunes are commonly found along low-lying coastal areas above high tide level.

Task 15 - Page 43 Q. What is conchology?

A. Conchology is the branch of zoology which deals with the study of molluscs/mollusks and shells.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Q. Who are conchologists?

Q. What can the community and government do to help improve the danger to property and lives?

A. Conchologists are people who study the science of mollusks and shells.

A. The government can restrict property development along ocean fronts, increase public awareness of some of the potential dangers of living near the ocean by developing school education programs. The community should take more care regarding activities that they do along the coastline.

Q. What is a mollusk?

w ww

Some dangerous animals are: the blue-ringed octopus, stone fish, sea urchins, sharks (e.g. the bull shark, the great white, the tiger shark, the mako, the blue shark and the oceanic white tip), sea snakes, puffer fish, toad fish, coastal snakes, sting rays, cone shells, some species of jellyfish.

. te

Q. What is seaweed?

m . u

Task 16 - Page 43

Task 8 - Page 39

Task 9 - Page 40

A. An invertebrate with a soft unsegmented body, usually protected by a shell in one, or two, or three pieces. Most mollusks live in or near the water.

A. Seaweed is an ocean algae; plants which live in the ocean.

Q. What does seaweed need to survive?

A. Light, nutrients, a place to grow and a reasonable climate.

Q. Name three major groups of seaweed.

o c . che e r o t r s super

Food chains represent the predator-prey relationships of animals.

A. Red, green and brown.

Q. What does seaweed use to create and produce carbohydrates?

A. Sunlight.

Q. What gas does seaweed take in from the seawater?

Task 10 - Page 40

A life cycle shows the stages of an animal’s life from birth to death.

A. Carbon dioxide and nitrogen.

Q. What gas does it release?

A. Oxygen.

Task 11 - Page 41 Q. What do crabs use their claws for?

A. To capture their prey, feed themselves and to defend themselves against predators.

Q. What do crabs eat?

A. They are called ‘carrion eaters’ which means that they eat leftovers from the meals of predators, such as floating animal and plant matter.

Q. How do crabs move?

48

Colour Pens