Teacher Resources
Stage 2
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 STAGE 2
(incorporating previous NSW Syllabus)
SCIENCE with cross-curricular link to HSIE
(incorporating Science and Technology Syllabus)
Key Areas
Outcomes
Knowledge and Understanding
Students will:
- Describe that living things have life cycles, can be
distinguished from non-living things and grouped,
based on their observable features (ST2-10NE)
- Identify that science knowledge helps people
understand the effect of their actions on the survival
of living things (ST2-11NE)
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
Lesson 4: Doing MY Bit
Tuning in:
Tuning in:
o
o After your visit to Manly SEA LIFE Sanctuary, ask students to choose
one realistic way they can help our marine life. How can they make
this one thing, a constant in their everyday life?
Discuss with students that all living things have life cycles and
reaffirm the differences between something living and not living.
Use one of the following learning tasks to demonstrate the
ongoing growth and development of a living plant or animal.
Learning Task: Grow it yourself
o
Use a stocking, some grass seed and some soil to create your
own face with growing hair. Place the seed in the stocking then
fill with soil to create a ball big enough to decorate as a face. Stick or
draw a mouth and eyes on your face. Sit the face in a tray of water
near the window for sun and watch as the seed grows to make hair. You can also use a rubberband to shape a nose if you like.You can
try and move the faces to different areas within the room to see
which gets the best result. Additionally, altering the amount of water,
seed or using different fillers may help in talking about needs.
Resources:
o Stocking, grass seed, soil, jar to
sit in, water, rubberbands, decorations
(goggle eyes) and felt to glue.
Learning Task: Tadpoles
o Collect some tadpoles and keep them in the
classroom. Watch as the tadpoles grow and change into frogs! Frogs
can then be released back where tadpoles were caught.
Resources:
o Tadpoles, tank to keep tadpoles in
Lesson 2: Needs and Wants
Tuning in:
o Discuss with students the different needs of each animal for survival.
Use the hairy heads or tadpoles grown in the last lesson as an
example; what do they need to survive?
Learning Task:
o
Explore with students the notion that science and research can
help people to understand that the survival of living things and the
environment is affected by their everyday actions, such as human
activity and loss of habitat, pollution etc.
Ask students to complete Student Resource 1
Resources:
o Student Resource 1
Lesson 3: Excursion to Manly SEA LIFE Sanctuary
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
Learning Tasks:
o
o
o
Discuss with students some efforts they can make and ask them to
detail on paper or produce a electronic table/diagram/ powerpoint/
clip of how these seemingly small efforts, can make a difference down
the line.You may want to set a class goal also, or even a school goal.
Examples include, recycling, writing letters to council, turning off
lights, spreading the word on the endangered marine animals,
sustainable fishing practices, eating fresh food.
Students ‘Doing my bit’ pieces, could be presented to the whole
school at Assembly to educate them on their findings.
Resources:
o Paper, computers/ipads/video camera/digital camera.
* We would love to see and hear all about you ‘Doing my bit’ commitments.
Send them into us so we can share the fantastic efforts you are making with
all Manly SEA LIFE Sanctuary friends. [email protected]
Lesson 5: All Drains Lead to the Ocean
Tuning in:
o Pose this question to your students; ‘do all drains lead to the ocean?
What happens to anything that is put in the water or swept in when
it rains?
Learning Task: Conduct an experiment
o
o
o
o
o
o
o
Instructions: Fill a tray or bowl with water. This represents your local
creek, cove, ocean or waterway. A funnel represents a storm drain.
First, place some of the pollutants into the funnel, holding your finger
over the bottom so that they stay inside. Hold the funnel over the
‘waterway’ and remove your finger.
Pour some water on top of the pollutants in the funnel. This is like the
rain - washing things into the storm drain.
What happened to the water in the bowl?
Try the experiment again, this time holding a sieve over the funnel. What
happened this time?
Did the sieve stop all the pollutants?
What kind of pollutants still entered the ‘waterway’?
Resources:
o Funnel, sieve, bowl/tray, wter, various mixed materials eg; pop sticks,
pipe cleaners, card, scrap paper, food colouring etc.
Extension Activities:
o
o
o
o
Make it your own
Make your own living thing. Draw pictures to show what it looks like
when it is born, when it grows up and when it becomes old.
Story time
Write a short story about a food container e.g. a chip packet, drink
bottle paper bag etc. Write what happens to it during its life and
where it ends up.
Clean up our Beaches
Manly SEA LIFE Sanctuary staff and local residents, coordinate a
cleanup of Manly Cove monthly. Contact Manly SEA LIFE Sanctuary if
you would like to get involved in the next clean up.
Reuse and protect
Design and make your own reusable bag with a message on how to
save our oceans.
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Student Resource 1: Lesson 2
Who do you need?
Make a list of 4 people who you need, and think about what they do for you. Who:
1:
2:
3:
4:
What do they do
for you?
Where does it come from?
Think of a food item in your house and work out where it has come from. Draw a picture of each step showing who
is needed to move the food to the next step. What living thing/s were needed to make our food?
Example Potato chips: picked from farm, sent to factory, sent to shops and bought home from shops What do you want?
Make a list of things in your room at home. Split the list into things you needed and things you wanted. What is the difference
between a need and a want? Is there anything that you think you need that you can actually live without? Now choose an
animal you think you will encounter on your visit to Manly SEA LIFE Sanctuary. What are their needs and wants?
Your needs:
Your wants:
Animal needs:
Animal wants:
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Student Self Guided Resources
Living in the Ocean - Stage 2
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 STAGE 2
(incorporating previous NSW Syllabus)
SCIENCE with cross-curricular link to HSIE
Key Areas
Outcomes
Knowledge and Understanding
Students will:
- Describe that living things have life cycles, can be
distinguished from non-living things and grouped,
based on their observable features (ST2-10NE)
- Identify that science knowledge helps people
understand the effect of their actions on the survival
of living things (ST2-11NE)
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
Living in the Ocean
Answers can be found on the Middle Level of Manly SEA LIFE Sanctaury
o
The lionfish is a venomous fish. What need is met by having
venomous spines?
o
Sydney Cardinal Fish keep their young in their mouths! What advantages does this have for the animal?
o
Small fish, like the Stripey, live close to the shore. What needs do they meet from living in this environment?
o
What problems could animals face living closer to the coast?
o
Hermit crabs live in shells. Where do the hermit crabs get the shells from?
o
Seahorses have tails like a monkey’s tail. They can use them to hold onto things. What things in their environment might they hold onto?
o
Freshwater Turtles live in rivers and lakes. What needs do they get from this environment?
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Living in the Ocean Cont...
o
Use the labels provided to name the stages in an anemone’s life cycle:
Larvae, Polyp, Juvenile and Adult.
o
Clownfish live in anemones. The anemone gets cleaned by the clownfish. What does the clownfish get from the
anemone to survive?
o
Bamboo Sharks depend on venomous sea snakes to keep them safe. How do the stripes on a sea snake help the
stripy Bamboo Shark babies stay safe?
o
Stonefish are a venomous fish that hides in the coral reef to catch food. What changes to its body occur over time
to help it camouflage better?
o
Hermit crabs are soft shelled. What living thing do they depend on to survive?
o
Penguins nest on land but hunt for food in the ocean. What needs do they get from this use of environment?
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Living in the ocean Cont...
o
When a baby penguin is born their feathers aren’t waterproof! Penguin chicks ‘fledge’ to gain their adult feathers.
What helps keep a penguin’s feathers waterproof?
o
Draw a life-cycle diagram of a Port Jackson Shark. Label three stages and show one difference that you can see
between the juvenile and the adult sharks.
o
Turtles have big flippers for swimming whereas tortoises have feet. What needs do turtles get from living in a water
environment?
o
Look closely at the fish in the Shark Harbour. Can you see any animals that are using another animal to help it
survive? Draw a picture showing how one animal uses another to help survive. Write a brief sentence about what need the animal is getting.
o
Humans are very important to all other living things. What five easy things can we do to help animals in the ocean
survive and meet their needs?
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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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