When the power goes off, Big Cuz, Nanna, Little J and Old Dog go to the beach. They use bread to catch hermit crabs, which in turn are used to catch a ‘bluebone’ fish. Big Cuz learns how to fish, Nanna makes a fire to cook the fish, and Little J finds a large clam shell to take to school the next day.

Evaluate - Reflect on learning to propose how to care for places and sites that are important or significant

Theme - TERRAIN

Evaluate what students have learnt (know and can do) from the activities in relation to the HASS_Geography curriculum.

Assess the success of the module through reflecting on students:

• investigating the beach and its special geographical features
• identifying marine animals and their habitats at the beach
• sourcing relevant images and/or information in response to questions about the location of beaches in Australia, how they have changed over time, the cross-section of a beach, tidal pools, the beach as a sustainable environment
• collecting data on the terrain, location, and vegetation surrounding the beach, the type of beach in their local area/region, and/or other locations in Australia
• responding orally to observations, information and descriptive texts
• reading books about people/animals who use the beach in various ways
• documenting what they know about the beach and habitats of marine animals
• acknowledging and retelling Aboriginal stories and artworks and/or Torres Strait Island stories and artworks that communicate how the marine animals are special to Australia and its peoples.

As a culmination of the learning in the module, students could:

• participate in an excursion to the local beach to explore the shoreline and tidal pools.
• Make a photo story of marine animals and where they live.
• invite an Aboriginal Elder or recognised representative and/or Torres Strait Islander Elder of recognised representative to speak to students about the Aboriginal Dreaming stories of local animal totems and/or Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories of local animal totems particularly any marine animals.
• learn the traditional local language, especially words related to the focus of their learning
• create a ‘Beach’ Touch Table for the classroom on which sea objects can be placed Students identify and describe objects and explain where on the beach they can be found
• host a sand sculpture exhibition in the sand pit
• design and conduct a Treasure Hunt game in the sand pit using student drawn treasure maps to find locations of hidden beach objects.

Student evaluation tools

Students could self-evaluate their learning using a ‘monitoring’ journal (physical or digital) where the teacher lists the key understandings and concepts students need to acquire through the module.

Where applicable, a self-evaluation could be constructed as a poll rating their responses using:

• Kahoot
• Quizlet

Use Early Years writing using rubrics to provide feedback to students.

Students can use a learning worm to evaluate their work, adapted from:

• Learning Worm 

Teacher reflection tools

Reflect on your teaching of the module. What worked well? What needs more work? What would you add/change/omit in future?

Ask students to rate your efforts and recommend areas for improvement. You may wish to refer to broader resources for reflection or for gaining feedback, for example:

• Demonstrating impact 
• ‘How-to’ guide: Learning walks 
• Reflection on Practice Tool