Teacher Resources
Early Stage 1 / Stage 1
Welcome to
Manly SEA LIFE Sanctuary’s
Teaching Resource
To complement your visit to Manly SEA LIFE Sanctuary, please find below a suggested education program that
provides pre and post learning opportunities for your students. All are aligned to both the NSW Syllabus and
the new Australian Curriculum.
AUSTRALIAN CURRICULUM EARLY STAGE 1 / STAGE 1
(incorporating previous NSW Syllabus)
SCIENCE with cross-curricular link to HSIE
Key Areas
Outcomes
Knowledge and Understanding
Students will:
- Identify the basic needs of living things (STe-8NE)
- Describe the growth, changes and external
features of living things (ST1-10NE)
- Describe how different places in the
environment provide for the needs of living
things (ST1-11NE)
- Identify ways everyday materials can be physically
changed and combined for a particular purpose
(ST1-12NM)
Values and Attitudes
Students will:
- Show interest and enthusiasm for science and
technology, responding to curiosity, questions and
perceived needs, wants and opportunities.
- Demonstrate a willingness to engage responsibly
with local, national and global issues relevant to
their lives to shaping sustainable futures
Life Skills
Students will:
- Explore their immediate surroundings by
questioning, observing, using their sense and
communication to share their observations and
ideas
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Lesson 1: Living things in your life
Lesson 3: Excursion to Manly SEA LIFE Sanctuary
Tuning in:
o To introduce the concept of Living things, take students for a walk
through the school grounds or around the school block, and ask
them to point out living things and non living things.
Learning Tasks:
o
o
When back in the classroom, ask students to draw a line down a
page and draw living things they saw on one side and non living
things they saw on the other.
Ask your students, how do you know if something is living or not living?
Place students into pairs and read out each of the below words out,
one at a time. After each word, ask the students to confer with each
other and decide whether that word is a necessity for something
to be living. Pairs could signal their answer by putting their hands up
like a fist to replicate a rock (non living), and wave their hands
around like a fish, to show it’s a living word. Then reveal as a class
the answer after each word.
Book your excursion to Manly SEA LIFE Sanctuary by contacting
our Education Booking Officer:
Call (02) 8251 7877 or email us [email protected]
Manly SEA LIFE Sanctuary Tour Resources:
Manly SEA LIFE Sanctuary Student Self Guided Resources: Copies of student resources and
risk assessments can be accessed and printed from www.manlysealifesanctuary.com.au
Lesson 4: Animal match
Tuning in:
o
Discuss with students that the features of animals make them a
part of certain animal groups. This is called classification. Discuss and
brainstorm with students, the features of these animal groups;
mammals, birds, fish, reptiles and amphibians.
Learning Tasks:
Lesson 2: Messages
Match the features of mammals, fish, birds, amphibians and reptiles to
pictures of animals from those groups. Use Student Resource 1 as a guide.
o Read a children’s book to your class. One which contains lots of
different animals. Some suggestions are:
o My First Book of Animals from A to Z by Christopher Egan, 1994
o Animalia by Graeme Base, 1986
Whilst reading, ask students to identify the different animals and what
classification group they are from, checking to ensure they have the
features required.
o Fishy Features:
Ask students to make their own fish out of playdough or clay, making
sure it has all the features that make it part of the fish group; scales and
fins and what other features did you see on the fish at Manly SEA LIFE
Sanctuary? Eyes, tail etc.
Tuning in:
Resources:
o Student Resource 1, Children’s book featuring mixed animals
Grow reproduce
Be hard
Be underwater
Have air
Eliminate waste
Talk
Have hair
Take in nutrients
Not move
Build things
Move
Resources:
o Paper or exercise book, pencils/textas
o
Write a short message on the whiteboard ‘Hi! How are you?’ or
‘Can I have a drink please?’
Ask students, how does the person you have written to, get your
message? What if this person could not see? How would you give
your message to that person?
Learning Tasks:
o Lay out newspapers, magazines etc and ask students to look for
pictures that show something communicating a message. It could be
pictures of traffic lights, crossing lights, a stop sign or an exit sign.
o You may want to discuss with students what certain colours
commonly mean. Like red (stop), green (go). What message do we
get from the colour yellow then?
o Ask students, how do they think divers communicate with each other?
With students, learn some different scuba signals.You may wish to
visit this site to find the common signals:
www.divinginaustralia.com.au/scuba/hand-signals.asp
o In pairs see if you can create your own underwater signal to give a
message to other deep sea divers! They may be a signal to indicate a
turtle, shark or sea jelly is nearby perhaps!
Resources:
o Resources: Newspapers, magazines, scissors, SCUBA hand signals
chart/pictures
Lesson 5: Underwater living: Different living
Tuning in:
o
Ask students to draw a picture of two living animals that they
encountered on their excursion to Manly SEA LIFE Sanctuary. Ask
them to describe how they are different. Discuss with students,
whether these two different animals need different homes/or
habitats to live in. Why?
Learning Tasks:
o
o
Sea Super Heroes:
Draw a picture of yourself as a super hero that lived in the ocean. What
would you need? What powers would you have?
Then ask students to use various materials to make a model of a
house they would live in if they lived under the sea. Get them to
think about what is needed to survive and how animals that live in
the sea get their needs met.
Resources:
o Paper, pencils/textas, various mixed materials eg; pop sticks, pipe
cleaners, card, scrap paper etc.
3
Student Resource 1: Lesson 4
Colour, cut and paste the animals, underneath the group they belong to.
Fish
Birds
o Live underwater
o Have scales
o Have fins
Amphibians
o Lives on land and
in water
o Lays eggs
o Has webbed feet
Mammals
o Have feathers
o Have wings
o Lay eggs
o Have four limbs
(e.g. arms / legs)
o Breathes air
o May have hair
Reptiles
o Have scales or shells
o Usually lay eggs
o Breathes air
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Student Self Guided Resources
Clever Ocean Creatures - Early Stage 1 / Stage 1
Welcome to
Manly SEA LIFE Sanctuary’s
Student Self Guided Resources
To complement your visit to Manly SEA LIFE Sanctuary, please find Student Self Guided Resources, that your
students can complete when onsite. These resources are aligned to both the NSW Syllabus and the new
Australian Curriculum.
AUSTRALIAN CURRICULUM EARLY STAGE 1 / STAGE 1
(incorporating previous NSW Syllabus)
SCIENCE with cross-curricular link to HSIE
Key Areas
Outcomes
Knowledge and Understanding
Students will:
- Identify the basic needs of living things (STe-8NE)
- Describe the growth, changes and external
features of living things. (ST1-10NE)
- Describe how different places in the
environment provide for the needs of living
things. (ST1-11NE)
- Identify ways everyday materials can be physically
changed and combined for a particular purpose.
(ST1-12NM)
Values and Attitudes
Students will:
- Show interest and enthusiasm for science and
technology, responding to curiosity, questions and
perceived needs, wants and opportunities.
- Demonstrate a willingness to engage responsibly
with local, national and global issues relevant to
their lives to shaping sustainable futures.
Life Skills
Students will:
- Explore their immediate surroundings by
questioning, observing, using their sense and
communication to share their observations and
ideas
2
Clever Ocean Creatures
Answers can be found on the Middle Level of Manly SEA LIFE Sanctaury
o
Lionfish have sharp spines like needles. These spines keep lionfish safe
from being eaten. The boxfish is poisonous. They use this poison to
keep them safe. What other ways can an animal keep its self safe?
o
The Port Jackson Shark lays eggs. What do they look like? Why do you think the eggs look like this?
o
Who lives in the tank with the net? Why can’t you see them?
o
The Freshwater Turtle has a hard shell. What is this for?
o
How many tentacles does an octopus have?
o
How many tentacles does a cuttlefish have?
o
Are corals a plant or an animal?
o
Corals have little plants that live inside them which give them food from light. How do the other animals in the
aquarium get their food?
3
Clever Ocean Creatures Cont...
Draw a picture of an animal using the shapes provided.
Draw a picture of your favourite fish in the frame below.
4
Penguin Cove
Answers can be found on the Upper Level of Manly SEA LIFE Sanctuary
o
How many different types of penguin are there in the world?
o
How big is the biggest penguin?
o
How small is the smallest penguin?
o
Penguins are different from other birds. List three parts of the penguins’ body that help them live in the water.
o
What five things can we do at home to help penguins and other marine animals?
Word Search
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SEA LIFE Conservation Fund Australia
– we do a lot so here’s the quick guide
Established in 2005, the SEA LIFE Conservation Fund (formerly Sydney Aquarium Conservation Fund) has been
dedicated to protecting and conserving our coasts and aquatic habitats. Inspiring stewardship of aquatic environments is
our mission so future generations can enjoy the full range of species and marine environments we enjoy today.
What does that mean?
Unfortunately, aquatic animals face many threats, such as:
o Habitat destruction - coastal development means
we’re impacting directly on often sensitive habitats
like seagrass meadows upon which many species rely
o Climate change – rising sea temperatures and
increased acidification are drastically affecting coral
and other organisms on the Great Barrier Reef
o Getting caught in fishing or shark nets
o Pollution - ingestion and entanglement in rubbish
especially plastic bags and bottles, has a big impact
on animals, often fatally
o Boat strike -surface breathing animals like dugongs
and turtles are particularly susceptible to strikes
We do as much as we can by raising funds for projects and education campaigns and
getting people like you, passionate about these very special places and animals so we
can help protect and conserve them into the future.
SLCF campaigns to conserve and protect the marine and freshwater
environments to address these many threats and create pressure to bring about
positive change.
SLCF funds research and educational projects that will help protect and restore
threatened species and habitats.
SLCF supports other organisations which are doing their bit to address the many
issues facing our environment.
SLCF educates and raises awareness through the media, events, schools initiatives, websites and much more. By
spreading the word we improve understanding about our precious coast and its inhabitants, and what can be done to
conserve them.
Contact us to learn more about SLCF and other ways to
get involved. Via email [email protected] or online at
www.SEALIFEconservation.org.au
SLCF is a Registered Environmental Organisation. This means that all donations over $2 are tax deductible.
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