Marine Studies 1 Yr: 9 Date:

EXPLORE: explore questions, construct explanations, hands on activities, designs and plans, collects data,
build knowledge, experiments, seeks possibilities.
Learning experiences Questions Teacher role
Students will work in groups
to collect as many photos of
different species as they can
within the intertidal zone of
Barwon Bluff each group will
also have one phone with the
Sea Life Victoria - Marine
Identification Guide App

Why can all these different
organisms live in this area
Are there similarities between any of
the animals, and could we put them
into groups?
How many different species are in
this environment?
Questions and probes
Observes and listens
Provides resources
Models when needed
EXPLAIN: compare ideas, construct explanations, introduction of new concepts and ideas, clarify ideas, form
generalisations,
Learning experiences Questions Teacher role
Come back together as a
group and discuss findings
and answer the questions
from the first activity,
discussion on adaptations,
class systems for organisms,
and the breadth of species at
the bluff and other places
around the coast. Next
learning activity, 1m square,
map out rock pool and label
all the species and the
diversity of that one small
space. Produce a table to
show your data and share
What do you now know?
What do we still need to know?
Can you form any generalisations?
What do you think of the
environment now?
Produce a class table to show depth
of life and species spread in your 1
metre
Gives feedback
Asks questions
Models, suggests, encourages
Offers alternative explanations
Learning Intention:
Introduce At Home In The Intertidal Zone
Recognises different marine habitats, which exist in the world.
Discuss and understand western & indigenous peoples ways of valuing and experiencing the area

Get students into to groups of 5 and hand out go pro
cameras. We are exploring habitats trying to find as
many species as possible, as well as identifying who
lives were in the intertidal zone
ENGAGE: Briefing, why we are here what is the
unit about and warm-up activity, story of our day
before it has happened, predictions around the group
one word at a time




ELABORATE: apply concepts and new explanations, expand on knowledge, connect to similar concepts,
apply to new situations, perform tasks, make meaning, make decisions, plans and carries out projects, asks new
questions.
Learning experiences Questions Teacher role
Group focused discussion,
answer questions in pairs.
Come together as groups of 4
and share ideas thoughts and
answers to questions
Whole group discussion
sharring thoughts and
answers
What did this place mean to
indigenous aboriginals and what
does it mean to European settlers,
and even to us know, is it special
and why?
What do you think we will find
further down the coast?
What about the rest of the world
what diversity and species range
would we expect to find? Can we
use these environments as a source
for sustaining human life?
Provides feedback
Asks questions
Makes suggestions
Evaluates

EVALUATE: evidence of changes in ideas, assess their knowledge, check understanding, rubrics, checklists,
interviews, peer assessment, portfolios,
Learning experiences Questions Teacher role
Students will produce a
presentation including a 1m
distribution table including
diversity and spread of
species. They will also include
where certain species can be
found within this environment
and the adaptations which
have been used to live in
these areas, students will
reflect on this field lab writing
a basic lab report including
weather, venue, time of day


Provides feedback
Assesses understandings
Questions and probes
Evaluates

with group
Resources and materials:
Books, pens, measuring tape, Sea Life Victoria - Marine Identification Guide App,