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.

Explore - Engage in discussions about observations and represent ideas

Theme - SEA

After viewing Little J & Big Cuz, Episode 4 ‘Right Under Your Nose’, discuss with students their experiences of going to the beach.

As a class, watch the animation and/or read the book by Margaret Wild & Jane Tanner, (1989). There’s a sea in my bedroom, (animation) & (Scootle TLF ID R6776))

Ask students if they are afraid of the sea? Have the students pose and respond to questions why the character, David, or anyone else, would be afraid of the sea? List their responses which may include, not being able to swim, the size of waves, the water is too cold, etc. Invite students to suggest ways of overcoming a fear of the sea, such as becoming a surf life saver, learning about safety when near the sea, being able to read when and where it is appropriate to swim, and having an adult supervise swimming in in the sea/water.

Have students identify the common elements of the beach topography, such as:

• under the sea: sand, rocks, coral reefs, fish, jelly fish, crabs, octopus, scuba divers, kelp, tides, undertow/rips, etc.
• on top of the sea: waves, boats, foam, sea birds, people, surfers, seaweed, turtles, crocodiles, piers/bridges, fishing nets/lines, etc.
• beside the sea: sand, cliffs, rock pools, beach life (people, dogs, sailors), houses, shells, beach grasses plants and trees, hermit crabs, etc.
• above the sea: the sky, clouds, sun, horizon, sea birds, wind, moon, stars, etc.

Explain that the sea environment is more than what you see when you stand on the seashore. Provide students with a sheet of paper divided into four bands. Each band represents a dimension of the beach. Ask students to draw what they would see in each band and name the objects they draw. Invite students to share their understandings of the sea with the class.

Read a selection of Aboriginal stories and/or Torres Strait Islander stories about the sea/beach:

• Aboriginal Coastal Uses, Noongar people, WA 
• Australian Government- Great Barrier Reef Marine Authority -Sea Country Connections poster, Great Barrier Reef Marine Authority, Australian Government
• Coloured Sands (Noosa area, Qld.)
• Some Myths and Legends of the Australian Aborigines, Sacred Texts, WJ Thomas (1923) 

**Teacher Note: This teaching and learning activity acknowledges that the use of the terms ‘myth and legend’ is a title of a suggested resource and is not a label we advise for the living connection that Aboriginal peoples and/or Torres Strait Islander peoples have with the Dreaming and Bipo Bipo Taim (Before Before Time).

Discuss how many Aboriginal peoples and/or Torres Strait Islander peoples rely on the sea for food, and how they developed effective ways of living sustainably from the sea and beach environments.

Use ‘Activity 2: Mini sea country’ in Sea Country Connections Activity Book to help students develop an understanding of the concept of country and sea country by creating a miniature sea country.