When 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 - Science involves observing, asking questions about, and describing changes in, objects and events

Theme - BEACH

Evaluate what students have learnt (know and can do) from the activities in relation to the Science curriculum. Assess the success of the module through reflecting on students :

understanding of beach and sea environments, and associated animals, their habitats and physical features

• sourcing relevant information in response to questions about fish and hermit crabs
• collecting data on the habitats and behaviours of marine animals in their local area and the conditions for their survival
• predicting patterns of phenomena and responding orally to observations, information and descriptive texts about marines animals and environments
• documenting what they know about the sea, beach and marine animals in a report and science journal
• acknowledging and analyzing 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 natural habitat of hermit crabs, and other shore and marine animals at low tide to make a photo story of what they observe and discover
• Participate in an excursion to an Aquarium to examine how fish and other marine animals move under water
• Participate in a visit from an Aboriginal Elder or recognised representative and/or Torres Strait Islander Elder or recognised representative (as advised by the local Elders) to speak to students about the local Aboriginal Dreaming stories and/or Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories of animal totems related to the local area, particularly any marine animals. Have students learn selected words of the local language to support the focus of their learning
• Conduct a treasure hunt game, where the students find different beach animals and their habitats
• Create a “Guess Who?” game adapted into a ‘guess the shape of different fish’ game.

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 needed 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