Head to the beach with your students for some serious bucket and spade action. In this programme students build their own mini sand dunes, to understand the secret behind them; how they work to protect the coastal environment.

Three children and an adult inspect some sand

Year level 3 to 8
Curriculum level 1 to 4
Availability Available year round
Times 9.30am to 11.30am or
12.30pm to 2.30pm
Site Spencer Park Beach,
Waimairi Beach,
North New Brighton Beach,
New Brighton Beach,
South New Brighton Beach
Sumner Beach
Cost Free
Number of classes One at a time
(One class = 35 students)

Risk analysis and management (RAM)


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
Learning Area Strands Curriculum level Achievement objectives

Science

Nature of science

2 to 4

  • Communicating in science
  • Investigating on science
  • Participating and contributing

Science

Living world

2 to 4

  • Ecology

Science

Physical world

2 to 4

  • Physical inquiry and physics concepts

Science

Planet Earth and beyond

2 to 4

  • Earth systems

Health and physical education

Personal health and physical development

1 to 4

  • Safety management

Health and physical education

Healthy communities and environments

4

  • People and the environment

Technology

Nature of technology

2 to 4

  • Characteristics of technology
  • Characteristics of technological outcomes

Social sciences

 

1

  • Understand how places in New Zealand are significant for individuals and groups
Social sciences  

2

  • Understand how places influence people and people influence place
Social sciences  

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

Social sciences

 

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

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