Head to the beach with your students for some serious bucket and spade action. Build your own mini sand dunes, discover the secret behind them and find out how sand dunes work to protect and enhance the coastal environment.
| Age/level: | Years 3–10 |
| Availability: | Available year round |
| Length: | 2 hours |
| Site: | Multiple sites along Christchurch coast from Spencer Park to Southshore Spit
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| Cost: | Free |
| Number of classes: | One at a time
(One class = 35 students) |
Programme outline
Key concepts
Importance of dunes from a biological and human perspective,interdependence and biodiversity on the dunes, erosion.
Lesson description/intentions
Students will take a practical approach by building a mini-dune system. They will explore the management and the stabilisation of dunes. Students will also investigate the differences between native and introduced sand binders (plants) and discover what lives in and around a dune. Students will consider differing opinions of the value of these coastal resources.
Possible success criteria
Students may be able to:
- State key reasons why coastal environments are special places.
- Build a simple dune system.
- Name at least one influence that might negatively impact on the dunes.
- Describe methods of dune protection and enhancement.
- Identify an action that they can take to reduce dune erosion.
- Name flora and fauna living in a coastal environment.
- Discuss differing values positions regarding the the sand dunes.
Key Competencies
Relating to others - students will be afforded the opportunity to cooperate within their group while competing appropriately between groups during the building of their mini-dune system
Managing self - students will be required to be enterprising and resourceful during their exploration of dune systems; they will set high standards for the plans they make and the management of their mini-dune system project
Feedback
"Planting the pingao was great and clearly explained why we had to replant the dunes."
Teacher, Years 7/8
"People that walk/run over the sand dunes cause erosion."
Student, Year 8
Learning areas
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Science | Nature of science | Levels 2–4 | - Communicating in science
- Investigating on science
- Participating and contributing
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Living world | Levels 2–4 | |
Physical world | Levels 2–4 | - Physical inquiry and physics concepts
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Planet Earth and beyond | Levels 2–4 | |
Health and physical education | Personal health and physical development | Levels 1–4 | |
Healthy communities and environments | Level 4 | - People and the environment
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Technology | Nature of technology | Levels 2–4 | - Characteristics of technology
- Characteristics of technological outcomes
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Social sciences | | Level 1 | - Understand how places in New Zealand are significant for individuals and groups
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| | Level 2 | - Understand how places influence people and people influence place
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| | Level 3 | - Understand how people view and use places differently
- Understand how early Polynesian and British migrants to New Zealand have continuing significance for tangata whenua and communities
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| Level 4 | - Understand how exploration and innovation create opportunities and challenges for people places and environments
- Understand how people participate individually and collectively in response to community challenges
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