All our programs are either tailored to support relevant units within the Australian curriculum, or as specifically requested by our clients.
Our “Coastal Processes” programs for years 3-6 have been specifically developed for this age group, and for a variety of learning abilities. Through participation in this program, students gain a basic understanding and awareness of the importance of beach ecosystems through direct interaction with the natural environment (excursions) or through an interactive PPP with a variety of items scavenged from the beach to pass around (incursions). This experience can be delivered to complement the following units or modules:
Australia is famous for its beaches! Primary teachers choosing to undertake one of our field-based coastal excursions have the option of an ‘Experiential’ field trip (usually Grades K/P-4) or a ‘Work-booklet’ based field trip (usually grades 5-6/7). Experiential field trips are less structured than work-booklet-based field trips and allow flexibility to follow the specific interests of a group. Work-booklet-based field trips allow for a methodical and structured investigation of beach environments. Virtual coastal investigations allow students who are unable to participate in a field trip (e.g. due to finances, proximity to habitat, behaviour issues, etc.) to gain a basic understanding of coastal environments through a well-designed in-class presentation.
Below is an example itinerary for a 1-day “Coastal Processes” excursion. All excursion packages include the necessary work booklets and equipment.
|08:15||Tour group pick- Second Nature have a fleet of vehicles available to cater for any number of passengers (within reason). We can provide transport to and from schools and airports|
|09:00||Arrive at Beach 1 for Field Work Session 1 This site will be severely affected by erosion. Students will use the provided equipment to measure physical properties affecting the beach environment (e.g. wind velocity, soil temperature, etc.). This data will be compared with data from at least one other site before the conclusion of the field trip. There will also be a discussion of natural and human factors contributing to the local erosion issue.|
|10:30||Morning tea enjoyed on the beach|
|11:00||Depart Beach 1 for Beach 2|
|11:15||Arrive at Beach 2 for Information Session 1 Here, we will see beach management in action. Our guides will do their best to find an appropriate site that is subject to beach nourishment, the construction of an artificial reef, protection from a sea wall, etc. Students will receive some information about the history of the relevant project.|
|11:30||Depart Beach 2 for Beach 3|
|11:45||Arrive at Beach 3 for Information Session 2 Here, students will pause for a moment to reflect on the efficiency of visible infrastructure in protecting the beach from erosion. They will compare their observations to those made at Beach 1.|
|12:15||Lunch at Beach 3. Students will have options to swim or use play equipment (at teacher’s discretion)|
|13:00||Depart Beach 3 for Beach 4|
|13:15||Arrive at Beach 4 for Information Session 3 Beach 4 will be another site where active beach management will be observable for the students’ documentation. There will again be signs of beach nourishment, the construction of an artificial reef, protection from a sea wall or other infrastructure preventing erosion.|
|13:45||Depart Beach 4 for Beach 5|
|14:00||Arrive at Beach 5 for Field Work Session 2 This site will be unaffected by erosion relative to Beach 1. Students will again use the provided equipment to measure physical properties affecting the beach environment (e.g. wind velocity, soil temperature, etc.). There will be a discussion of how the local erosion issue is managed more effectively at this site than at Beach 1.|
|15:00||Depart Beach 5, back to school or airport|
|15:45||Arrive back at school or airport when required|